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Transcript of an oral history interview with Priscilla Dole Hatch, conducted by Sarah Yahm on 11 June 2015, as part of the Norwich Voices oral history project of the Sullivan Museum and History Center. The bulk of her interview focuses on Priscilla Dole Hatch's family and their long-standing relationship with Norwich University; also discussed are her experiences as an elementary school teacher and her memories of Northfield, Vermont. ; 1 Priscilla Dole Hatch, Oral History Interview June 11, 2015 Interviewed by Sarah Yahm SARAH YAHM: Hmm. Well, we'll keep trying. This may not work. We might need to reschedule but we're going to give it a shot. I've been having some trouble with my equipment. Um, okay, so you've been here for eighty-something years? PRISCILLA DOLE HATCH: Eighty years actually. SY: Eighty years. Was this the house you were born in? PH: No. No. When my family bought this house when I was four years old. SY: Wow. But you were born in Northfield. PH: Born in Northfield. SY: And where was your, what house were you born in? Where was your original house? PH: The house up on, um, the corner of Stagecoach and Route Twelve. SY: Wow. PH: Right across from the library. SY: Okay. So, you've seen a lot of big changes in your lifetime. PH: Oh, yes. SY: Yeah. So, I guess I'm wondering, so your family has a long-standing history with the University. Right? Could you talk about that relationship a little bit? PH: Okay. Which one? My grandfather? SY: Both. PH: Both of them. Okay. My grandfather Dole, Charles Dole, was acting president for two years. It was at a time when Norwich was having financial difficulties. So, he used his own money to pay the instructors. Of course, there were fewer instructors then than there are now but, um, he did that and then he had, four boys went to Norwich, his four sons. And then he had two brothers I believe that went to Norwich, at least one, maybe two. And then, my other grandfather, Ira Holden, he went to Norwich, I think, two years, because he liked to play football. That was the 2 reason. But then he had to go back and work on the farm. So, he only stayed in for two years. SY: So, I'm wondering, okay, so you were born in Northfield. You grew up here but I'm wondering what your first memory is. PH: My first memory. I don't know if it's from pictures or really a memory but I remember living on Cross Street. And it was a duplex house. We had a family living beside us. Excuse me. We had a family living beside us and there were two boys in the house. And they were, we all played together and had a good time. And let me tell you what I did. Uh oh. One day, I decided to take a walk and I was three, I think. So, I, my mother discovered that I was gone. And so, she started looking for me and they were digging a cesspool line all the way down Vine Street at that time. Of course, they're pretty deep. So, she went the whole length of the cesspool trying to find me. She thought I was fallen in there. Anyway, in the meantime, I had walked down Vine Street but didn't fall in the sewer, walked down Vine Street and then I went down over the bank, walked the tracks until I got into town, into the depot. And then, I went across the, I went across to, um, East Street. Now, I went to visit my mother's hairdresser. That was my point of travel. So, she, of course, was just about crazy and she went to, she finally got the telephone call from her friend, saying, "I have a little girl down here. She walked in just a little while ago." P.S. then, when I got home, I was put on a rope and I was able to, it was on a run and I could, I could move around that way. But I had to stay on that. The little boy next door, the reason I mention him, the little boy next door came running into the house one day, that day, and he said to my mother, "Don't worry, Mrs. Dole. Don't worry, Mrs. Dole. She's all right. I let her go." (Laughs.) SY: Uh oh. PH He thought was, that's pretty much, that's the first big memory I have. SY: How old were you when that happened? PH: About three. SY: About three, oh. So, that was a young memory. PH: I was young. Yes. SY: So, what was Northfield like as a kid? What were your favorite places? What did you do? Where'd you go? PH: Well, we had the, we had the concerts down on the common. We used to go to that in the summer. My father played in the cornet band and as he did at Norwich too. And, oh dear, what else did we do? We didn't have a lot. I mean, we just pretty 3 much played together as kids. My father worked in the post office. And so, he was busy all the time. We didn't have long vacations or anything like that. We pretty much lived at home. And then, I used to go up to my grandmother's, up on Twelve A and they had a farm. And that was when I really had fun, up there too. That was great, great sport. SY: What would you do? PH: Well, if you were really good, you were allowed to ride the hay, what do you call it? SY: Wagon? PH: Wagon! Thank you. The hay wagon, back from the field, when my grandfather was, you couldn't ride it when there was any hay on it. He was too nervous about that. But you could ride once. You could ride down. And so, we used to do that and in the summer, once in a while, I could take a friend and go up there. Then, in the winter, we used to go up to the sugar house because he made maple syrup. You went up over the tracks there and up on the hill behind the, I don't know how to describe that, um, he had a bridge that went across Dog River there and that he had built himself. And then, because he had to take horses upwards to draw the sap. Anyway, he had the sugar house up there and I was allowed to go up there. We would take an egg, one egg with us and it had to be a raw egg. We took that up. He'd put it in the sap. And then, come lunchtime, we had a hard-boiled egg that was cooked in the sap. SY: Oh! Did it have a maple-y taste? PH: Just a tinge. And if it didn't, we thought it did. (Laughs.) SY: Of course, it doesn't matter if it did for real. Yeah. PH: Right. SY: Absolutely. So, I'm wondering what your impressions were of Norwich were as a kid. Did you have much interactions with the cadets? Did you ever get on campus? Do you have any memories? PH: Oh, yes. Yes. Yes. Of course, they were always around. They had more freedom then. They were off campus more. Once we moved here, I don't know how it always happened but they used to come here and, you know, they'd get sick of campus food and they'd come over and have dinner or something like that. My father was acquainted with quite a few of them. And so, you know, I'm just talking three or four, something like that. But they, this kind of got to be their second home. 4 SY: And how did your father know them? Just through the post office or because he was an alum? PH: No. I think through the Masons. He was a Mason and they were learning to be Masons. So, they'd come over here and study, study the, whatever it is. Then, of course, they'd stay for dinner. I can remember my mother making homemade English muffins. They were so good. They would sit down and have those and coffee after their lessons. And they would come. It was interesting. They just seemed to be glad to have a home atmosphere and feel like they could come over whenever they want. Sit on the porch or what have you. So, I knew quite a few of them that way. Of course, we used to go the football games and the basketball games. Then, when I got older, I knew a few of them. Let's see. What did we do when I was older? I dated some of them. SY: Yes. So, you did. You dated indecipherable. So, what did that mean? Going to the balls? PH: I did. Some. Mm hmm. Went to the ball and to the fraternities. They had the fraternities there. We would have parties. One of the boys that I met that I really thought a lot of, after graduation, he came back to visit. On the way back, he was going to grad school in Ann Arbor, Michigan. And on the way back, he was on a flight that went down. So, he was killed unfortunately. Great, great, great cadet. Really nice, nice young man. Anyway, uh. SY: That's very sad. PH: Pardon me? SY: That's very sad. PH: It was terrible. SY: And how old were you when that happened? PH: I was, oh, by then, I was, I had dated him so I was, how old was I? I was nineteen, twenty. SY: And when were you allowed to start dating cadets? PH: It was interesting because then, if you dated a cadet, the town boys wouldn't date you. SY: Why was that? PH: They were jealous, I think. There was a definite demarcation there. You went with one of the other and you didn't go with both. You always had to make a decision. 5 SY: What, why'd you make the decision that you made? Do you remember your teenage thought process about it? PH: Actually, until after I got out of school, I did not date any cadets. I did date the town boys. But then, after that, I don't know. I don't know how it happened. A lot of the boys went away. That was '48 and it was getting close to the Korean War. A lot of them went in the service. Then, I met some through them coming here. I met two of them when they came here. And one of them I dated and we went to the ball, the junior, what was it called, junior. SY: The ring ceremony? PH: Pardon me? SY: The ring, uh, I always forget what it's called. The junior weekend. PH: There was junior weekend but there was a special name for I can't remember what it was. But anyway, it had the king and the queen and the whole nine yards. SY: Yeah. Yeah. PH: Yeah. SY: Would town boys be sort of mean about? PH: No. They just wouldn't date you. It was kind of a, a hidden thing, you know. Nobody talked about it. Nobody said, "I won't date you if you date." That wasn't even part of it but it just happened. That's the way it was. SY: That's very interesting. Let's rewind a little bit and let's talk about, because you're a teenager during World War II. Let's talk about what it was like during World War II in town. Do you have any memories of that? PH: I do. I do. SY: Could you talk about those? PH: I do because I had an uncle and two cousins that were in the War. They were Marines. I was, let's see, at that time, I was trying to think the other day how old I was when the Germans marched into Poland. That was '39, so I would have been eight. I can remember lying in bed and this was a direct route for the planes to go over from Portland to, I think, Massachusetts. I used to worry. I'd hear those planes and I think, "Oh. Are they going to?" You didn't know who they were. Whether they were our or theirs. I used to think about that, lying in bed and I used to think about my cousins, worrying about them, where they were and what they 6 were in to and so forth. Plus, other boys that were in town, you know. You worried about them too. It was an interesting time. I can remember when I heard that the Germans had gone into Poland in 1939. I was walking to school and I met up with somebody who had heard it on the radio and they mentioned it. It was a shock. It was a real shock. Because, of course, we didn't have TV and all of that to get instant information. So, it was hard to take. SY: Yeah. Do you remember deprivation during the War? Do you remember rationing? Do you remember blackout curtains? What was the day to day life like? PH: We had all the curtains on all the windows were all blacked out. SY: So, in this house, all of these windows were blacked out curtains. PH: All the windows were blacked out and, uh, then, they had the civil patrol. What was it called? I think it was called civil patrol. They would go out and canvas the town to see if they could see any light. If they did, they knocked on your door and told you something was leaking somewhere. SY: And was it your job to pull down the curtains? Whose job was it to pull down the curtains? PH: Whoever was near them at the time. Not anybody's job really. SY: Were those blackouts scary? PH: No. No. You just had them all the time. You pulled them down all the time. No. We got used to it. My mother and father were spotters, up on the hill up here. They would go up. Now, my father and friend went from six to twelve because they were working. My mother and the friend's wife went from twelve to six in the morning. So, they were up there all night. SY: Looking for planes? PH: Yes. When a plane went over, they had to notify. If it was going this way, they had to notify if Massachusetts. If it was going that way, they had to notify Portland. SY: And did they have phones with them? How did they? PH: Mm hmm. They had phone service up there. SY: Wow. PH: Mm hmm. SY: And they did that every night? 7 PH: No. Once a week. SY: Once a week. PH: They were scheduled. Different people were scheduled once a week. SY: And it was rotated. PH: It was rotated. It was constantly covered. Somebody was up there. SY: Anybody ever see anything? PH: Just the planes going over, you know. Yeah. No. Nothing happened. Thank goodness SY: No. Nothing did. Do you remember when all of the Norwich cadets left campus and enlisted? Do you remember that? Could you describe that? PH: I do. And then, the ASTP came in. SY: Yes. Could you describe that and tell that story? PH: Well, it's all of the sudden they just were, they left and there was no fanfare, not much fanfare anyway. There was more fanfare when ASTP left. They marched to the train and they went that way, as I remember. SY: Did you see them marching? PH: I think so. I know I saw the ASTP when they went down. SY: What does ASTP stand for? PH: I knew you were going to ask me that. SY: Ha! Ha! PH: Army training service? They were soldiers. SY: Yeah. PH: They were soldiers that, non-com soldiers, you called them, I think. They were up here to, I think they had different stretches like six weeks, six months, I mean. I don't know. I'm not sure what their schedules were. But they were up here and that was time we still had horses at Norwich. They had to, they had to take care of them. In fact, we had two friends, two of the AST people, their wives came and 8 stayed here. One, she could only get away like weekends. So, she'd come here. And then, the other one, she was, oh God bless her, she was only eighteen years old. She followed her husband up here. What the people did around here, they took them in. And they could live with, we had one that lived with us, the one I mentioned for room and board. And they just worked, you know, did the dishes. SY: And they weren't associated with Norwich? They were associated with the Guard or something else? PH: No. They were with ASTP that was up there. SY: But that was up on campus? PH: That was on campus. The boys were on campus. SY: Oh. I see. So, all the Norwich cadets left. And then, the campus was used probably to do some training for the military. PH: Exactly. SY: Okay. Now I understand. Okay. And you remember when they left. And you're a little kid, at this point, watching this happen, watching the country mobilize for war. What were you thinking watching all this? PH: Right. I had to, I don't know. It was just something else that was happening, I think mainly. I don't think, I mean, we knew about it and it was talked about and we were concerned. But we didn't really know what was happening, you know. We couldn't visualize. SY: Was there part of it, because when you're a little kid, any event is sort of exciting, even if it's scary. It's a little bit like a snow day like, "This is a new thing that's happening!" Do remember being excited by all the fanfare? PH: It wasn't that much fanfare, really. It really wasn't. Everything just sort of happened, you know. The fanfare was when they left and I can remember going down to the train with the girl that lived here. And, of course, she was weeping because he was going off. He was going to war then and she was going to have to go back home. She was very distraught. I can remember walking with her down to watch them march down, follow them and to get on the train. It was tough. It really was tough. SY: Was she waving? PH: Yeah. SY: Yeah. And crying? 9 PH: Crying. SY: That sounds hard. PH: They all were. All the girls that were here. Many, many people took the girls in so they could be near them. It just, they were friends forever. SY: Yeah. You stayed in touch with them? PH: Mm hmm. SY: Yeah. PH: Yeah. SY: Wow. Do you know what happened? PH: Went to visit them in Florida many, many years afterwards. SY: Oh. Look at that. So, what about rationing during the War? Were you able, what foods weren't you able to get? How did that, how did daily life change? Did the town feel empty without men? PH: Well, we didn't, we didn't have much trouble as far as meat was concerned because my grandfather had a farm and he butchered the cows or had them butchered. So, we were all right with that but butter and sugar were the two things that were difficult. And, of course, you had your stamps and your little coins that you use. It was an interesting time. You'd go to the store and, oh, and we'd take our fat, fat that you had that you dried out like if you had bacon, if you were lucky enough to have bacon. If you had bacon, then you'd dry that out and you'd take the fat down and they'd give you maybe two cents. SY: For the lard. PH: It was like a donation almost for the lard. SY: And what would they use it for? PH: They turned it back in for, they remade something with it in the war effort. SY: Interesting. Was cloth hard to get? I know that cloth was sometimes rationed. PH: I, probably, probably it was. I know my mother, my mother made everything. She made all the clothes and everything. I don't know if cloth was hard to get. I really don't. 10 SY: Okay. So, you remember your little ration book and stamps and going around and getting things. And was cooking different? Did you cook differently than you had before the war? PH: If you had a pound of bacon, you stretched, I mean a pound of hamburger. You stretched it. You put an egg in it because eggs we could get. You put an egg in it and you'd put some breadcrumbs in it. You really stretched it to make it go. SY: Do you feel like you kept some of those habits throughout the rest of your life? PH: Some of them. SY: Because you also were a Depression baby. You were born during the Depression. PH: Right. SY: Yeah. So, did you feel that that influenced you as an adult, those early years? PH: Oh, it has. SY: How so? PH: My children tell me is has. (Laughs.) SY: Oh, yeah? They're like, "Mom!" So, what types of things? PH: Oh, dear. Well, I'm frugal. That was one thing that I learned. Make it work. What other things? I don't know. Maybe the way I cook. I think that might have some influence on that. And making food go. When you're first married, you don't have much money no matter where you are. You tend to fall back on those old ideas. SY: Yeah. So, were there a lot of men missing in the town? Did it feel empty? PH: Yes. Quite a few. Quite a few of the boys went. Yeah. SY: And boys you grew up with too. PH: We lost one. Tom. Tom Mayall. We lost him. He was missing in action, finally declared dead. They had a funeral for him here. His body wasn't brought back. They had a funeral here. And then, about two years later, he came to life. He was not dead. He was prisoner. I think he was a prisoner. And he surfaced. SY: Do you remember how that news was spread? Tell me that story. That's a great story. 11 PH: Everybody was excited. Everybody, whether they knew Tom or not, they were excited. SY: And had you known him? PH: I did know him. SY: Yeah. So, do you remember where you were when you heard that he was alive? PH: I don't. I don't remember. SY: Do you remember when he first came back to town? Did he come by train? PH: I don't remember how he came to town. I remember just having him here and his mother being so excited and, oh, she was so excited. She had other boys that were in the service too. SY: What a reprieve! Can you imagine? Every mother who loses a son is like, "Maybe it's a mistake." What an incredible thing for it to have actually been a mistake. PH: Yeah. SY: Wow. You said your uncle and cousins were in the War and they were okay? PH: Yes. SY: Any aftereffects? Things like PTSD? Were they different afterwards? PH: No. SY: No. Did they talk about it or did they not talk about it? PH: They didn't a lot. No. My husband didn't either until shortly before he died. I mean, it wasn't that he wouldn't talk about it. He just didn't talk about it. If you asked him something, he would answer you, but he was not, he just didn't make a big deal out of it. That's the only way I can describe it. SY: But then, before he died, he felt the need to talk about it. PH: He did talk about it more. Yes. He was an avid Marine. He was very proud to be a Marine. The other two cousins, actually I had several, my favorite cousin, he was in and his brother and his father was in. And they met over in Okinawa. We have a picture of them where they met, the three of them in Okinawa. Uncle Ray, I think he was a general at that time. He graduated. He's on the flag up there at Norwich. Are they still there, the flags in the chapel? 12 SY: I think so. PH: And his two sons. He met his two sons over there. That was kind of nice. SY: So, he had been a Norwich graduate as well. PH: Mm hmm. SY: So how did you meet your husband? PH: In college. SY: And where did you go to school? PH: At Castleton. SY: You went to Castleton. You met him at Castleton. After the War? PH: Yes. Oh, yes. SY: What did you study? PH: On campus. SY: No. What did you study? PH: What did I study? Oh, teaching. I was a teacher too and he was a teacher. SY: What subject? Or did you teach elementary? PH: I taught elementary and he taught junior high. Then, another interesting thing that happened to me, I laugh about it now. They had a course. I don't know if you've heard about it. They had a course here in Norwich in aviation, in the summer. You've heard about it? Okay. I can't think of his name, the one that taught. Oh, he was wonderful. All of them were. Anyway, I took that course. One day, it hit me. I said, "I'm the first girl to go to Norwich, to take a course and go to Norwich in our family." It was like, okay, so there was my uncle, my grandfather, and my father and brothers. And then, I had the chance to go. SY: You might have been one of the first girls ever to take a class at Norwich! PH: That's right. SY: So, what year was this and tell me what it was like? 13 PH: I think it was 1950. Oh, we had a wonderful time. It was all teachers. I used the material a lot afterwards. I wish I could think of the man's name. SY: And what were you learning? Were you learning to actually fly? PH: Aviation. Mm hmm. Well, we had an hour, two hours in the simulator, the simulator here. We did a lot with, we learned how they studied air currents and all of that and the principals of flying. Enough so that we could take it back and give the kids an understanding of it. They loved it. I did a unit on it afterwards, the first year afterwards. Oh, it was so much fun because they got so excited to be able to do something so different. We had to make planes. They had to fly. I can't remember how long they had to fly but they did. We had to pass that. That was very important we passed that. SY: So, you had to make planes, like miniature planes, and they had to fly successfully so that you could demonstrate understanding aerodynamics. PH: Right. Right. SY: And you got to be in a flight simulator. PH: You got to be in the flight simulator. We took a trip to Sikorsky in Connecticut where, you know, they were building, they were building, I think, helicopters. Maybe they're doing that now. I'm not sure. Anyway, yeah. We had to fly. It was just a wonderful course. Nobody could ask for a better course. They were working so hard to make it successful. They really just put their all into it. SY: And it was other teachers. So, there were other women in that course. PH: Oh yes. SY: Lots of other women in that course. I wonder if you guys were technically the first group of women to take a course at Norwich. PH: I think we were. SY: Huh. How did that feel? PH: I was excited because I liked the idea of going there. SY: And your whole family had gone there. So, it makes sense that you were like, "What about me!?" Yeah. PH: It was really fun. It was a different experience. I'm trying to think how many were in the class. It must have been, I don't know. There were twenty-five of us, maybe. 14 SY: I wonder how long they ran that course for. PH: Only a couple, three years. They dropped it. I never knew why. I always felt bad that they did. SY: Yeah. PH: Because it was a wonderful teaching tool. SY: And it's exciting that they were also attempting to connect to elementary school teachers, right, and create an aviation curriculum. So, it sounds like you worked for most of your adult life. PH: I taught until I went down to New York. And then, I stopped teaching when I went down there. I substituted. That was all. And then, I decided I wanted to be home when my children came home. So, I stopped working. I didn't stop working. I stopped teaching. (Laughs.) SY: Yep. Let's not make that mistake. PH: No. SY: You were working hard. PH: But anyway, yes. That was it. We were there twenty-five years. Then, we came back here, retired back to this house. Been here since '82. SY: I have some more questions. I'm wondering, when you were a little girl, what you wanted to be when you grew up? What were your dreams of what you were going to do with your life? PH: You're going to laugh. I wanted to be a teacher. SY: I'm not going to laugh! And why did you want to be a teacher? PH: Probably because my mother was. I suspect that was my motivation. SY: Where did your mother get her teaching degree? PH: She got it at Montpelier Seminary. There's a seminary down there. SY: So, that was Vermont College, wasn't it? PH: And then it was Vermont College. Yes. But she did not want to teach in village schools. She only taught in the country schools. She loved it. She absolutely loved it. 15 SY: Why not the village schools? Why the country schools? PH: The children are entirely different, entirely different. They're so appreciative, everything you do. You can't do enough for them. They don't have a lot, you know. They just are super kids. SY: So, she was never your teacher. You were going to the village school and she was teaching in the country. Or did she stop teaching when you were born? PH: The way it happened was the superintendent came to her and he wanted her, because right after she got married, she was teaching down in Braintree. After they were married, she came, they came back here. About five years later, I was born. And then, she wanted to stay home with me. I guess I was four at the time because I was going to be five when school started. The superintendent wanted her to teach and she said, "No. I'm not going back in to teaching until Priscilla goes to school." He said, "Well, maybe I can arrange that." He said, "I can't put her in the village school because the cut-off date is six." And I would have been five. He said, "But maybe I could put her up here in the center across from the library, up on the hill." He said, "Maybe I could put her in there and it won't cause a ruckus. Then you could teach." (Laughs.) Who'd do that? SY: So, is that what happened? PH: That's exactly what happened. I went to school up there for a year. And then, I came back down and I went to second grade in the village school. SY: So, you come from a, your mother loved teaching, it sounds like and you love teaching. I guess, where was your first teaching job and what were your joys and failures? I've taught, so I know there are joys and failures. PH: There are. My first teaching job was right here in Northfield. SY: Where you'd gone to school. PH: Yep. And I had what I'd call the best class that ever went through the Northfield school system. 1957, the class of 1957. And they were, oh, they were just wonderful kids. I've kept in touch with them all these years. I go to their reunions. They're just wonderful. SY: What made them so great? Well, what grade were you teaching? PH: Then, I was teaching sixth grade. I was teaching in an overflow class, an overflow group, because there were so many, they divided them. So, I only had nineteen. Perfect! 16 SY: Oh, because this is the baby boom. This is the post-war boom. That was the first year of that. If they were twelve, then. PH: That's why there was so many and that's why they divided them. I really considered myself lucky. To have such a class. Oh! All just wonderful and they've done very, very well. SY: What types of stuff did you do with them? Do you remember some of the curriculum you did, some of your projects? PH: Oh, dear. We had to stick pretty much to the, you know, one time, it was a Friday afternoon and everybody was like this, you know. And so, I said to them, we had to do, it was a literature, world literature. We had a little unit on that. And so, they were working around the Australian area. So, I said, "How would you like to learn to sing Waltzing Matilda?" Well, they thought that was a good idea and I figured it was good for anything else, right. So, the only way that I could do it was by rote, because I had nothing to do it with. I was singing to them and there were two doors on either side. The superintendent could come in. Of course, anybody could come in either door. So, I'm singing away there to them and then, I'd have them do a part of it and then I'd sing some more and then we'd do all of it. I did it that way. I happened to be singing and I didn't have the voice I have now. I happened to be singing and Walt Gallagher was the superintendent and he came around the corner and I looked up and I saw him and I don't know what, there must have been a look on my face or something. He said, "Oh, I won't bother you now. I'll be back later." (Laughs.) SY: (singing) Waltzing Matilda! Waltzing Matilda! PH: That's exactly what I was doing. It was fun. I loved it. I did. I loved teaching. That's all I can say is I really enjoyed it. SY: Yeah. Yeah. Yeah. It must have been nice to teach in the school that you had gone to. You probably knew the, there were probably just a couple families and you knew all the families. PH: I knew the families but I also taught with some of the teachers that taught with my dad. SY: That's a strange experience, huh? PH: It was very strange. In fact, the eighth-grade teacher, I mean I always called Ms. Lyon, Ms. Lyon, you know. That's what you call her, I mean. She was very strict. When she was the principal, you know, you were scared to death of her. One day, she said, "Priscilla." And then she paused, she said, "Priscilla, call me Vesta. Don't call me Ms. Lyon anymore." Okay. (Laughs.) 17 SY: Yeah. PH: And it was the hardest thing for me to do. The others, there were a couple of others there, I didn't have any trouble with. But to call her, it was really wicked. Oh. I was so nervous. SY: That's hilarious. PH: I had been afraid of her in school and it sort of carried through. SY: What was your biggest challenge as a teacher? What was the thing that was hardest for you in the classroom? PH: What was the what now? SY: Your biggest challenge as a teacher. What was hardest for you in the classroom? PH: Discipline. SY: Yeah. What the expectation then of how you were supposed to discipline kids? PH: Well, of course you didn't harm. I wouldn't think of hitting them. No way. But, it just, I don't know, I never had that much trouble with it really. I had one incident and he's a graduate of Norwich. No names. He was a challenge personified, really. I knew I was going to get him. The others teachers had so much trouble with him and I determined, right at the beginning, I determined, "I'm going to win this child over." So, he came in. He did a couple of things but he came in one day and, uh, I don't know what he did. Oh. Yes. I had already put his desk down beside mine. I was headed this way and he was headed this way. So, he was sitting there for several things he had done and then, I don't know what he did now. I can't remember. I sat down and I put the children to work. I sat down and I wrote and I wrote and I wrote and I wrote. I put it in an envelope. And then, I put his mother's name on it and I put it on the corner of his desk. This is in the morning. He's got to look at this until lunch time. So, I guess you'd call it torture. I don't know. He sat there and looked at it. So, he went home. When he came back, I said, "Did you give your mother the note?" He said, "I threw it on the table as I was leaving." I said to him, "Well, that means you've got to wait all afternoon to find out the result. That's going to make it even worse. Isn't it?" And so, that was that. The next morning, I went in. He's sitting at his desk. Now, I went to school about 7:30. Early. I did my best work with planning in the morning. I went in. There sits Gary. I said, "Did you get locked in last night?" He said, "No." He said, "The janitor let me in this morning." I said, "Why are you here so early?" He said, "I just had to tell you," he said, "I didn't know how much you cared about me." Because in the note, I had written, "It's only because I care so much about so much about, that I really want him to do well. Seventh grade is very important because it will be the start of his really having to buckle down in high school and learn to do well. I 18 know he can do it but he's doing too much extracurricular fooling around." He said, "Nobody's ever liked me in school." SY: What a success that is! What a success! PH: It really was. I consider it the biggest success I had in all my teaching. I had written on the bottom to ask his mother to please come in to see me. She came in and we talked about it. She said, "What can I do? What can I do to help this along?" I said, "Well, I don't know." I said, "He's very fond of his football equipment." And so, she took his football equipment away from him and told him he couldn't have it back until I wrote a note saying that it was possible. So, I let him go about six weeks. I was going to win this one. Finally, one day, I sat down and I wrote a note. Put it on his desk. He took it home. The next morning, I came in, same time, there sits Gary, full football uniform on, hat, all this stuff they wear, ball under his arm. SY: That's very sweet. PH: Is that a wonderful story? I love it. I just love it. SY: And how did he end up doing? PH: All I can say is he now, I think he's the registrar of one of the biggest colleges in the country. SY: Look at that! He did all right, that kid! PH: I wish I could tell you his name, but I shouldn't. SY: No. Oh, you shouldn't. That's a very sweet story. PH: Oh, it was wonderful. I was so pleased. He was so cute. After I left teaching, he even wrote me. He would write me letters. He was one of the ones, when we had the, when I had the units on aviation, he really got into it. He did so well on that. He really did. He was interested and excited about it. I remember him probably being the most excited than any of them. SY: It sounds like you were a wonderful teacher. PH: Oh, I don't know about that. We did have a good time. We had a good time. Hopefully, they learned. SY: Were you sad when you were moving to New York, to leave teaching at the village school? Did you teach? PH: I did. I was. Yeah. 19 SY: Did you have a send-off when you left? PH: No. Not really. Not really. SY: So, why and you lived in Northfield your whole life so you must have been sad about leaving Northfield or were you excited about moving somewhere else? What was the, I assume your husband got a job. PH: I was excited about going down there. I just wanted to do something, you know, outside. I knew I could always come back. I liked New York. I really did. Teaching was different. SY: How was it different? PH: I had, I was called in to teach first grade one day and I was pregnant with my youngest son. And so, I kind of hesitated but I said, "Okay." I would go in. I had this little kid who, I had put them all to work and when you go in, you don't have any lesson plans and you've got to figure out something quick. You've taught school. You know. So, I worked on that and then, I was walking up the aisle, between the, of course, the seats were all together. I was walking up the aisle and this little kid stuck his foot out, tripped me and I just barely, just barely held myself up and got out of it. I got home that night. I said to Stanley, "That's it. No more. Not now." SY: What was, you know what? I'm just realizing your chair is kind of squeaky. I'm wondering if maybe we should switch chairs because the squeak is coming up. PH: Is it? SY: Do you think this chair is less squeaky? PH: Could be. SY: Let's try. We'll just move my chair over and hope it's a little less squeaky. Trade. PH: This one's more solid. SY: That's more solid? Okay. Then let's do that one. There we go. So, what was it like to live in Huntington after having lived in Northfield? How was life different? PH: We lived in Northport but he taught in Huntington. It was different but I had very nice neighbors. That made it, you know. SY: And it was suburb then, right? 20 PH: Yes. We even had some potato fields. SY: Really? PH: Yes! SY: Wow! PH: Not now. SY: I was trying to figure out where Huntington is. PH: North Shore. SY: North Shore. And where's Levittown? PH: Levittown is closer to the city. SY: Closer to the city. PH: And it's in the middle. SY: But these were, like, some of the early post-War suburbs, right? PH: Mm hmm. SY: Were all the houses kind of alike? Were they designed neighborhoods or were they older than that? PH: No. You know, Huntington was, Northport especially, they had a lot of cottages out there. People went out there in the summer. A lot of them were converted cottages. Now, they're McMansions. SY: Of course. Yeah. PH: It's entirely different. Even the house that we had, it was built in the fifties. When I go by, I can't believe it. They just sold it so I was able to look at the pictures of the inside and they've done some beautiful work in there. Good ideas. No. They're not side by side really. Now, it's condos and big senior units and things like that. SY: So, how did you like being a mom? PH: Oh, I loved being a mom. SY: You did? Some people like staying at home with their kids and some people don't. You liked it. 21 PH: I did. SY: You really like kids, it sounds like. PH: I do. SY: How many kids do you have? PH: Pardon me? SY: How many kids do you have? PH: Three. SY: Three. Okay. Are they still living out on the island or are they scattered? PH: They are. They're all down there. SY: That's good. So, you can spend winters down there with them. PH: Right. I said, "We left and they didn't." SY: Yep. What made you and your husband decide to retire back up here? PH: After my mother passed away, father passed in '60, after my mother passed away in '75, the house was ours. We'd come every summer, just doing the work that had to be done to keep it up. Other than that, we closed it. He was from Vermont. He was from Calais and I was from Northfield. It was just a given to do this. Get back to where it's quieter and less expensive to live. Right now, it's horrendous to live down there. Awful. SY: Were any of your old friends still around when you came back? Did you still feel like you knew people? PH: Oh, yeah. SY: So, it was easy to slip right back in. PH: Right. Oh, yes. No problem. Between relatives and friends, it was easy. SY: Yeah. PH: That's why I say I have the best of both worlds because I go down there for six months and I see all my friends down there and then I come up here and I have all my friends up here. 22 SY: So, of course, Northfield has changed over the course of your life but I bet there's also ways in which its stayed the same. I'm wondering your thoughts about that, ways it's different and ways it's similar. PH: Well, if you take this street, for instance, every house on this street, except for the one's that painted purple, every house is the same as it was. Off this here, we now have another street off it. That wasn't there. It wasn't spruces. It was grove up there of fir trees. It was gorgeous. They took them down. SY: Oh, that's sad. PH: It is. The Common, the Common down there has changed. And, of course, Norwich has changed. That's what we watched. SY: How have you seen Norwich change? PH: Oh, my goodness! As the buildings go up, it's just amazing. And all we ever had was the, you know, Plumley. SY: The armory. PH: Couldn't think of it. Yes. Plumley. But now they have Kreitzberg. It's just amazing. It's amazing what they've done. And that's all been since, except for the building up on the Quad, all these other new buildings have all been built since the '50s. SY: Yeah. Do you remember how you felt when you heard that girls were going to be allowed to come to Norwich? PH: Oh, that was great! Yeah. I thought it was great. Nothing wrong with that. And I was so glad when we had a girl cadet colonel. I was excited. Didn't know her but I was excited. SY: Yeah. What about it excited you? PH: Oh, I just thought it was wonderful. She did so well that she could do that. SY: Yeah. PH: She had to go over some hard bumps probably to get there. SY: I would imagine. For sure. Yeah. PH: That's, you know, the Common and Norwich, that's basically the changes that have been made around here. Not too many. 23 SY: No. I guess not too many. And, I guess, the house hasn't changed that much. No. PH: No. We haven't changed it. I had the kitchen redid. We made the kitchen larger. There was a sunporch out there and a little pantry. We put that window in which was just like this window. Did that when we first came back. Other than that, no. We haven't changed it much. I like a kitchen where people can sit when you're cooking and you can talk to them. SY: Who doesn't? That's what a kitchen is for. PH: That's right. SY: That's what a kitchen's for. I wonder if you have any last thoughts or reflections about Northfield, about Norwich, about I don't know, last thoughts. You're at this point where you're probably looking back on your life and thinking about it in some ways and, I don't know, what are you proudest of? Are there things that you regret? PH: Hmm. SY: That's a hard one. PH: That's a hard one. Yeah. That's a hard one. I probably do but I can't think of. SY: But mostly, it sounds like you feel pretty good. PH: Oh, I do. I do. SY: Yeah. PH: I don't have much to, I don't have anything to be upset about or sorry. Just getting older. SY: Yeah. PH: I said, "I don't mind." My son's going to be 60. I said, "Gee, I didn't mind when I was 60. That was a good age." I said, "70 wasn't bad either but 80 has been…" (Laughs.) SY: Yeah. It's been hard. Yeah. PH: Awful. SY: Really? 24 PH: Yeah. SY: Yeah. PH: But oh well. It's all a part of it. SY: It's part of the process. PH: It's part of the process. SY: Yeah. Exactly. PH: Nothing you can do about it. SY: No. There's nothing you can do about it. PH: I have such a marvelous support group here. SY: Yeah? Tell me about it. PH: Oh. I'm so lucky. I mean, everybody looks out for me. When I go away, of course, you see my one cat has been roaming around. Got a couple of those, another one, I mean. I have a cat sitter who comes in and lives here. He's very good. He just looks out for the cats. They like him I think better than they do me now. (Laughs.) That's what I tell him. He looks out for me. I get phone calls. "Anything you need at the store?" I am going to have a woman that I go to the store with because I don't have the stamina now to lift everything and put it in and do all of that so. She'll help me with that. At the end of the street, I have Bill Lyon, who, anything goes wrong, he's right here, fixes it. I had a leak in the basement down here along the edge. I have a friend that, her husband's an engineer and she said, "Oh, he should look at that. He can tell you what to do." So, he came down and looked at it. He said, "It's really bad. It's going to cost about $3,000 to fix that." And I go, "Okay." I'm thinking, "Oh, gosh!" Then, Bill said, "Let me take a look at it." He takes a look at it. The next thing I know, the next morning, I wake up and I hear pound, pound, pound. What is that? I go around and I look and he's down there. He's working on it. He's fixing it. He fixed it! All fixed. SY: They're taking good care of you. PH: Yeah. SY: Yeah. I know another question I have – town/gown relations. How have you seen the relationship between Norwich and the town change over time? PH: Very good question. Very good question, because there's always been, the only word I can use is jealousy, a bit of jealousy of Norwich. I always say, "If it wasn't 25 for Norwich, Northfield would be Bethel." You know Bethel? Northfield would be Bethel! I said, "I don't know how you can say that because, I mean, yes, they've taken a lot of the houses over here, down." They've done things that are maybe not to everybody's liking but the good they do. Helping with the EMTs. There's just so many things that they are responsible for, helping with the police department, the money they give for that. Sure, granted, they use them. I think people resent the fact that there's no tax and nothing coming in to the tax indecipherable, but it's a college. SY: Did the cadets also have a reputation for being kind of wild at different points in time? PH: Yes. SY: Carousing in town. PH: But it depends who you ask, you know. It really does. They were boys! (Laughs.) They would do some things some times. I don't know if you ever notice the centennial stairs had chips on them. Those chips were made, if I can remember, those chips were made, I believe, I'm going to say 1950 but give it a couple years either way. They did things like that. They rolled a cannonball down those stairs. SY: Oh my. PH: That was bad. SY: Wow. PH: It was bad but it's kind of funny now. SY: Do you remember when all the horses, during the War, all the horses left at one point, didn't they? Do you remember that? Visually, what was it like? How did the leave? PH: They must have put them on a train. Must have. SY: You didn't see it? PH: I didn't see that. That was right after the ASTP left, about that same time, '40s that they left. Oh, I know what I wanted to show you. SY: Okay. I'm ready. I won't go anywhere. I'll stay right here. PH: Oh. I'm sorry. Are we still working? SY: No. No. Is it something that should be on tape or not on tape? 26 PH: Not on tape. I don't think so. It's about the drum. SY: Oh. PH: I mentioned the drum. SY: And where does the drum come from again? PH: Will that be all right? SY: Yeah. Okay. So, tell me again about William Holden. PH: He was in Gettysburg. He came back here to Northfield. He was a very active man. It will tell you some of this in there. No. Maybe it won't. He ended up having a farm up on 12A. He was in the slate business with my other grandfather that lived on Dole Hill. That's where that comes from. I forgot how hold he was when he went into the Corp. Anyway, he was there for the duration of that. Then, he came back. He did a lot of things but he was a great part of the town business, things that went on. I believe he was also in the legislature. He just kind of had his hand in every pot. SY: Did you hear stories about him growing up? PH: Let's see. I was pretty young when he died. I can just barely remember him. SY: This is Holden or Dole? PH: Holden. SY: Holden. So, your grandfather you remember? PH: Yes. SY: Yes. PH: Well, not very well. Grandfather Dole, no not very well because died in, actually I can't remember him. He died in '29 and I was born in '31. SY: Okay. So, you never met him. PH: Never met him. SY: Yeah. 27 PH: No. I just know stories about him. Change the subject here, there's a book. There are two journals, big fat books like this. You know them. I think they go from 1885 to – SY: This is Norwich history? PH: Yeah. SY: The Ellis? Ellis? Yeah. PH: Okay? All right. It tells you about Dole. SY: About Dole? Yeah. I actually wonder about your father too. Do you know what his experiences were like at Norwich as a cadet and did he enter the service afterwards? PH: I could tell you a story. SY: Yeah. Tell me a story. PH: When he was at Norwich, he used to go home on the weekend. You could go home on the weekend. His mother made all sorts of goodies, little pies, cakes, and everything. He'd come down and he'd sell them to the cadets. There's stories about him coming back with great big boxes of goodies. They'd all be waiting for him when he got there. SY: He was a little entrepreneur. PH: Yes. He was. SY: Do you also remember, after the War, when married Norwich students were living in this sort of family housing? Do you remember that? PH: Mm hmm. SY: And it was, I guess it was over by the intersection with Route - PH: It's on 12A. SY: Yeah. Do you remember that? PH: Mm hmm. SY: What was that like? 28 PH: They were little duplex houses. There was one bedroom, one living room, sort of a dining room, and the kitchen was off that. That's what they were, pretty crude, but livable. That's where, they lived there. A lot of professors lived there too. SY: Yeah. PH: For housing. SY: For housing. People were desperate for housing after the War. Well, I don't think I have any other questions. That was great. Then, this article about the drum, where was this from? What newspaper? PH: Okay. I don't know. See, my grandmother, great-grandmother, W.W.'s wife, so that's in the late 1800s, she would take anything that was happening in the paper about them. See, even down here, there's something, I think. Isn't there? SY: Yeah. PH: Right here. Were they celebrating a – SY: Yeah. PH: She had a book, a medical book and I wish I had it downstairs. She would paste articles in it. So, I don't know whether that came from a Vermont paper or, doesn't look like a Northfield paper. SY: No. It doesn't. I don't know. Well, I'll hand it over and we'll see if we can figure it out. PH: I figured it's documentation. As you read it, you'll see, because they never had anything to know. SY: Anything about the drum. PH: Anything about the drum. SY: Your family donated it but they don't know anything about it. PH: W.W. donated it. SY: I'll go find out what the deal is with it. PH: I'd love to know when you find out. SY: I will. 29 PH: Because I've never known. I mentioned it once when I was up there and they didn't have a clue. SY: There's a new registrar. He's very conscientious. End of Recording

John Tanner, July 22, 2013 ; Business at the Crossroads - Ogden City is a project to collect oral histories related to changes in the Ogden business district since World War II. From the 1870s to World War II, Ogden was a major railroad town, with nine rail systems. With both east-west and north-south rail lines, business and commercial houses flourished as Ogden became a shipping and commerce hub. ; The following is an oral history interview with John Tanner. The interview was conducted on July 22, 2013, by Lorrie Rands. John discusses his experiences with 25th Street. ; 36p.; 29cm.; 2 bound transcripts; 4 file folders. 1 videodisc: digital; 4 3/4 in. ; Oral History Program John Tanner Interviewed by Lorrie Rands 22 July 2013 Oral History Program Weber State University Stewart Library Ogden, Utah John Tanner Interviewed by Lorrie Rands 22 July 2013 Copyright © 2014 by Weber State University, Stewart Library Mission Statement The Oral History Program of the Stewart Library was created to preserve the institutional history of Weber State University and the Davis, Ogden and Weber County communities. By conducting carefully researched, recorded, and transcribed interviews, the Oral History Program creates archival oral histories intended for the widest possible use. Interviews are conducted with the goal of eliciting from each participant a full and accurate account of events. The interviews are transcribed, edited for accuracy and clarity, and reviewed by the interviewees (as available), who are encouraged to augment or correct their spoken words. The reviewed and corrected transcripts are indexed, printed, and bound with photographs and illustrative materials as available. Archival copies are placed in Special Collections. The Stewart Library also houses the original recording so researchers can gain a sense of the interviewee's voice and intonations. Project Description Business at the Crossroads - Ogden City is a project to collect oral histories related to changes in the Ogden business district since World War II. From the 1870s to World War II, Ogden was a major railroad town, with nine rail systems. With both east-west and north-south rail lines, business and commercial houses flourished as Ogden became a shipping and commerce hub. After World War II, the railroad business declined. Some government agencies and businesses related to the defense industry continued to gravitate to Ogden after the war—including the Internal Revenue Regional Center, the Marquardt Corporation, Boeing Corporation, Volvo-White Truck Corporation, Morton-Thiokol, and several other smaller operations. However, the economy became more service oriented, with small businesses developing that appealed to changing demographics, including the growing Hispanic population. ____________________________________ Oral history is a method of collecting historical information through recorded interviews between a narrator with firsthand knowledge of historically significant events and a well-informed interviewer, with the goal of preserving substantive additions to the historical record. Because it is primary material, oral history is not intended to present the final, verified, or complete narrative of events. It is a spoken account. It reflects personal opinion offered by the interviewee in response to questioning, and as such it is partisan, deeply involved, and irreplaceable. ____________________________________ Rights Management Special Collections All literary rights in the manuscript, including the right to publish, are reserved to the Stewart Library of Weber State University. No part of the manuscript may be published without the written permission of the University Librarian. Requests for permission to publish should be addressed to the Administration Office, Stewart Library, Weber State University, Ogden, Utah, 84408. The request should include identification of the specific item and identification of the user. It is recommended that this oral history be cited as follows: Tanner, John, an oral history by Lorrie Rands, 22 July 2013 , WSU Stewart Library Oral History Program, Special Collections, Stewart Library, Weber State University, Ogden, UT. iii John Tanner July 22, 2013 Abstract: The following is an oral history interview with John Tanner. The interview was conducted on July 22, 2013, by Lorrie Rands. John discusses his experiences with 25th Street. LR: Okay, it is July 22, 2013 and we are in the home of Mr. Tanner talking about 25th Street and his memories of it. I'm here with Avery Pince. Mr. Tanner, thank you so much for allowing us to come into your home and do this. Let's start off with where were you born and how you ended up in Ogden. JT: I was born at 29th and Kiesel, 2858 Kiesel Avenue and my mother and father built that home when they got married, so I lived there all my life and raised a few chickens and fed a few tramps and went through there until I went to college. LR: So, what are some of your childhood memories of 25th Street? JT: Well, 25th Street, when I was young, I would go over there to—we'd walk to the Paramount Theater all the time and we'd go to 25th Street and go up and down there. We used to like to go to the Utah Noodle Parlor there, halfway down the street. There was a family—he was a good old Chinese man that had a very fine restaurant. He's the one that planted that whole hill on the Junction of Harrison, there's now the Kobe restaurant, and for years he just guarded that ready to move his restaurant there, moved it there three or four years and died. But, we used to ride our bikes up and down 24th Street to go to the Depot and see the trains come in and up and down and watch the soldiers come through there and 1 watch them waving the goodbyes and the farewells, that was all an adventure to a kid. One of the men that worked down there that was in charge of the depot, I guess the superintendent, Raymond Wright, was in the stake presidency with my father, so we'd go down and carry information down to him and back and forth to the—for the family. I didn't really start going up and down 25th Street until I got the job in high school of going to what they call the yard office which was a building after the twelve track tunnel. We'd come out and there was a building there that was in the middle of the rail yard that the dispatcher's and all would work, so they took care of scheduling things in the ice house for the trains and box cars and they would dump a lot of the climbers and that out of the engines on the spot right next to it there. It was quite an interesting place because on the trains they'd unload the garbage and we'd collect the pop bottles two cents a bottle and I'd get the deposit on the bottle. That was my first exposure to the 25th Street drill heavy. I joined the—worked there as a callboy for the dispatchers there at night and I'd go there at eleven or twelve and work until eight in the morning. I would call on the telephone to get the porters and waiters and the engineers and the brake men for the various trains. It was my job to go over to 25th Street to the Porters and Waiters Club in the middle of the night from 2:00 to 4:00 to roust out the porters and waiters for the trains. I would also call engineers and brakemen to come there. As a side for that, I got so I could go home, ride my bike home in the middle of the night and sneak dad's car out of the garage and go out to the Washington Terrace and pick up the engineers or the brakemen. 2 Taxis were hard to get at that time of night and during the war and gas was rationed and so it was a good deal for me to go pick up those people and take them to work and I'd make 15, 20 dollars at a time, and then Dad didn't know about it until later on. I'd go over to the Porters and Waiters Club at two or three in the morning and it was, at that time, I guess the colored people could not stay in hotels and so forth, so a lot of the traffic, it was through that hotel lobby, which was in the front of the Porter's & Waiters Club. But, in the rooms, the rooms were built, as you notice on 25th Street, those buildings were stacked pretty tight on there and there wasn't any ventilation in that except through the roof on the third and fourth floor and so those halls were dark and narrow and I'd have to go in there with a flashlight and shine it in the face of the guy and wake him up and say, "Hey, are you George Washington Jones, who are you?" There'd be six to eight men in the room there and the three or four men that I had to call, may not all be in the same room, so I'd have to go to two or three rooms and, of course, the smell of the sweat and that in the summer was kind of strong down the halls and in those rooms. They also had a bar and dance floor where people like Nat King Cole, Count Basie, and Duke Ellington would come. But, if it was at all possible, at night, when they weren't busy, there's an old Mr. Coal that was the desk man at the hotel and he would go up there and take me in and wake up the guys for me because he could see I was scared. We had a lot of experiences there because there was a lot of big, scary, colored fellows that were there and then I learned later that the whole basement was kind 3 of a dance floor and recreation or bar area for the people and so that would draw the women in there that I could see some pretty fancy dressed women come in there in the middle of the night or leave in the middle of the night. But, my main job was going over there and getting the people out for their job on the passenger trains and by doing it, waiting in the lobby for Mr. Coal to go with me a time or two. I think I told you that there were a couple of big dark fellows sitting in there and these two women came in all fancied up, you just couldn't believe, dressed to the T. The big bucks went over to these women and said, "Hey babe, let's me and you go out in the field and…" I won't say the word, but that's what they wanted to do. The little gal would say, "Alright, but I got to go home and change my clothes first." That was kind of impressive to me because I had never seen that seedy side of life. So, that was fun. Another good memory for me because I was over there a lot. I would also ride my bicycle over to the California Free Market and pick up a salami and loaf of bread and cheese for the condiments for a couple of seedy people and the yard officer for their midnight lunch. That was kind of interesting to go up and down the street at night on a bicycle and see the drunks laying on the side of the road or the policemen rousting them up and putting them in the squad cars and so forth. There was always two policemen there, they'd never go in with one. They'd say, "Don't ever go in the 25th Street without two police officers." I saw a lot of the nightlife activity of the soldiers staggering up and down the street and the police would help them hustle back to the train so they wouldn't miss their train and they'd have let them. The first time I ever got 4 propositioned by a queer was there, riding my bike up one night. He kept on standing there and looking at me making funny faces and then he'd start rubbing his leg with his arm like that. I didn't really know what he was doing until my mother told me and said, "Stay away from him." I guess they liked pretty boys at that time. So, that was an adventure I had there. We'd go up to Ross and Jacks restaurant there opposite the Municipal Park. Their favorite meal was burgers and fries, or burger spuds, it was potatoes and gravy and a hamburger patty. My Uncle John was an awning maker and canvas man and he'd go there for lunch every day, so he'd take us to Ross and Jacks when he was around and I got used to going into Ross and Jacks. When I was selling papers, I guess that was the earliest experience I had on 25th Street was the paper routes that I had. I'd go along 25th Street and down to the Paramount Theater and in the basement of the Kiesel building next to it was where the—we folded the papers and got them in our bicycles. So, we would stop in at Ross and Jacks maybe and eat before or after we took our paper route. Then, as I told you, on VJ Day, the end of the war, why, the train whistles and the factory whistles all started tooting and, so that brought all the people out from the depot clear up to the 26th and Washington and during the day they all started dancing. But that Sunday afternoon when the war started, I guess it was the 7th of December, why, they called me in to sell extras and so I stood on the corner of Grant and 25th Street and shouted, "Extra, extra, read all about it," selling the papers and really made a lot of money that day and sold all my papers. People were very interested in what was going on and so I spent a lot of time there on 5 25th Street. Then the bus depot was there on the corner at that time—the Greyhound Bus. Then, I guess, I went in the Broom Hotel a lot because of selling papers and leaving papers at the desk. There was a seaman that came as a tramp or hobo you'd call them, I guess, or traveling guy that came to the back door of the house one time and mother fed him and found out that he was a carpenter and had him do some things. His name was Auto Presnitts, he was an old Dutchman sailor, but he was a great carpenter. Mother would make sure that he was alright and we'd go down to 25th Street. He lived in a room above the grocery store there, I think it was Nicholas, at the time I think two doors up on the north side of 25th Street from Wall Avenue—or no, from Lincoln, about halfway up the block. I'd sit there in the car and wait for mother to go and see if he's alright. Mother had a little concern for me there because she had a brother that had died and gone off the rail and was kind of a wayward individual and he had died in the room and they didn't find him for a few days there. She was always concerned about me being in that area with the type of people. I was warned by Mother and the police to be careful, but I had no problems there. I was too young and immature to worry about it and as long as I chaied up my bicycle, it didn't bother me. I did go up and down there at night in the middle of the night at all hours, so I saw a lot of nightlife that you just wouldn't normally see there. Then, also, you mentioned the prisoners of war, they had the Germans and Italian prisoners of war out at the 2nd Street depot and they'd come by bus into the depot at 25th Street and go up and down there and filter out into the 6 shopping areas. There was a men's clothing store called B&B's at that time just above Grant on 25th Street, and my father had a clothing store on 24th Street and so we would interchange with the clothing store and do some of their tailoring and that back and forth when our seamstress wasn't available. I'd have to take clothing over there—the pants or a suit coat or that to get tailored for our store. They'd send a lot of those prisoners that needed clothes over to our store from B&B's so we had a good relationship with them. I know mother used to have to go and get groceries at that grocery store for Auto Presnitts all the time and take them up to his room and that. I think there was some connection or relationship of a cousin or something that was connected with that that Mother knew. Of course, during the Depression, we didn't realize it, but she'd go and get cow's tongues or tripe and make a meal out of that for us and I got to where I liked sliced cow tongue sandwiches. They weren't bad, she'd boil them up and then all the taste buds would peel off like a skin, so you just had the muscle in the middle and it was very good. So, I enjoyed that part of 25th Street too that did feed me quite a bit. We'd sit in the terminal there at the depot and watch the people go by, the servicemen by the USO branch there, we could maybe sneak a donut or coca cola once in a while from them. They were nice ladies. That was mainly, basically what I did on 25th Street. I was there when the war started as a paperboy and after, or before the war ended. When it ended, I was there working at the Porter's and Waiters Club was very familiar with me and the Utah Noodle Parlor was very interesting to me. I don't know whether it was a Legion Hall or what—just down 7 the street on the south side from the bus station and there was a lot of people in there and I had some interaction with those people, but I don't remember just what it was. That was another spot that I spent some time at, so that was mainly the things. We—this isn't exactly 25th Street—but my dad did get me up in the middle of the night one time when I was a kid, and of course, the railroad tracks came out of the depot, or just past the depot and went down the middle of Wall Avenue. Well they took, the circus train came, and they pulled that train right down the middle of Wall Avenue and then all the cars were there and then the elephants—would unload all the different cars with the tents and the poles and animals and that—that was a real thrilling thing to go see the circus arrive in town in the middle of the night. But, it wasn't on 25th Street. They took those animals and went a parade up 25th Street and then it took them to, up by Harrison—just below Harrison where the golf course is—on the west side of Harrison. There was a big field there and they'd pitch the three big tents there and there's carnival rides in the circus and have it all there, right up there by Harrison. That was another adventure that we had, to see the circus train unload, probably not applicable to you, but it was interesting to me. The old fashioned three ring circus. AP: Elephants on 25th Street. LR: I know, that's crazy, and did they walk all the way up? JT: Yeah, they had a parade with elephants and then they'd doll up the elephants with the banners and that and ladies ride them in the morning. They'd parade up 25th Street and over to 20th and then up to there, all with the elephants and the 8 horses and the beasts, that was quite a site to see. Yeah, a real parade of just— well, it was Barnum & Bailey in their height of their circus season I guess. That was interesting. I thought it was kind of interesting for me as a childhood memory. I don't know what else I could tell you and that—remind me. LR: Well, I was going to ask, going back to the POW's, did you have any personal interaction with any of them? JT: With who? LR: The POW's. JT: Oh yeah. They'd come in my dad's store all the time and so I got to know them. Then we had one of them or two of them do some work for us and one of them was Gene Miconey, which he stayed in town after the war and they had a tile business on 7th and Wall. That was one of the prisoners of war that you'd see all the time around town and he came over to the store. The first thing we had him do was he replaced the tile entries in the store on 24th Street with paving tiles and it was kind of wrapped up to the front of the store, so all those brick tiles were there and he did that and replaced a couple of those reflective glass or glass blocks that were in the sidewalk because the underneath the sidewalk was a tunnel and storage and so forth for my dad's store, Watson Tanners. There was a lot of tunnels under 25th Street like that too that would get from one side of the street over to the other, or traveling, so you didn't see all the traffic that went by as far as the corruption that was in there because all the bars were on the other side of the street. That was a known circumstance that the 9 tunnels were used quite a bit there on the street. During the depression, the German war prisoners were a little hard to associate with, they were kind of on their own and they were kind of filthy. Not filthy in dirt, but filthy minded. I had the opportunity one time of seeing three or four of them arguing about how much sperm they could put in the cup. I didn't appreciate that, but I did witness it myself. One or two of them said they were quite proficient at producing sperm. But I, of course, I didn't know about life at that time, but you did see them sitting there and talking and of course, I was a mouse listening on the side more or less. They used to ride the Bamberger Railroad. It used to go through there and they'd get on that and ride out to Hill Field and work out there too. I did in high school too, the year before. We'd get out of school and catch the Bamberger down there on 24th or 25th or even as far as south of the 29th Street. But you'd get out of school and hurry down the Bamberger Station and ride the Bamberger out to Hill Field or the Arsenal and I worked at the Arsenal on rollerskates. They'd have these large bins of carts, well I'd skate around and pulling cards and putting them in different bins waiting for the IBM computers to run that. That was an interesting part of my life from a young experience and involved me with some of the prisoners they were putting to work out there too. So, that was part of it. LR: So, as far as 25th Street, would you ever just go down there for fun, or was it just work related? JT: Well, we would go there for fun on our way to the movies or after the movies. We, I shouldn't say this, but, we would go into the hotel room areas and pick up 10 the cigarette butts and unwrap them and make enough to get copy, roll a cigarette. So, I got experienced with smoking a little bit, when I was a young teenager until my mother got a hold of me. She marched me up to the corner up to California Free Market and she bought a pack of cigarettes and a great big cigar and she took me down in front of the house for the whole neighborhood to see and made me smoke all of those. I was just green as green. LR: I'll bet you were sicker than a dog. JT: And I never smoked again. That was enough for me. She treated me royally with that. But, we did a lot of things there as a group. I'd find money on the street there and one time I found, I think it was a dollar or five dollars, I can't remember, but you could buy the milk nickels from Brown's Ice Cream, they were five cent ice cream bars on a stick that the Brown's Ice Cream would make there just off of 25th Street. So, I took that money and my mother took it and bought a few boxes of those ice cream bars and the whole neighborhood had a party with ice cream bars and all the kids as little kids. We would go up and down 25th Street playing because you'd find a lot of dropped money from the drunks there and so forth. So, I'd always get to check out and see if you could find a nickel or a dime or a quarter going up and down the street. The prostitutes were there and they'd proposition us or offer to help us do things, or they'd ask for information of who was where and because they were kind of transient. Those dolls would stay mostly around the Lincoln and 25th Street, that seemed to be the prime place and there was a bar on the southeast corner there that had a lot of traffic and 11 fights and a lot of prostitutes in and out of there, so I don't remember just what the name of it was, but I kind of stayed away from that one. LR: So was it as scary during the day as it was in the evening? JT: No, no. There were lots of people, but it was mostly passengers off the trains and so forth, so you didn't see the seediness of 25th Street as much. We'd go there and park a lot because mother would stop and go to the grocery store and you'd see a lot of people walking up to the hotel Ben Lomond from the depot and back and forth that way. The only activity you saw in the morning was—and the late afternoon—the prostitutes would come out. A lot of the delivery trucks and that were there in the day time, so it was more commerce than other or people asking for directions. There was a lot of people asking for directions to find their way to get up to the main shopping area at Washington Boulevard between 23rd and 26th, I guess. I do remember the first time I heard about marijuana and that. Why, there was two or three drunks in the Ben Lomond Hotel that took marijuana and were up on the upper floors and thought they were flying and two of them went out the window and landed. I don't know whether they landed on that marquee of the Orpheum theater or what, but it was quite a tragic experience for people who were high on drugs. That was the first experience with drugs that I found out. As far as the marijuana goes, why, that used to be all over the county. The pioneers planted west of Ogden. Marijuana grew along all the irrigation ditches for ropes of hemp fibers. 12 My dad would take me driving. I was crazy about driving and as a twelve year old kid and so forth, why, I'd, he'd put me on a pillow and seat and we'd go out to the west ward and the duck blinds and the gun club there and drive along the canals and see the baby ducks and the baby coots and so forth that were swimming there and Dad had a good friend out there and the granddad also, old pioneer fellow that was named George East was there and had a farm there and he had been all over that area around the lake and out to—not Antelope Island, but the Fremont Island. He collected Indian artifacts all the way from Fremont into Salt Lake and he's show us these big boxes of arrowheads and spearheads that he'd picked up all around there. I think the state finally got a hold of most of those. Old George, he used to, he couldn't write and read, so every Saturday he'd come into the store and grandpa would witness his X and give him money or a check and he'd go across the street. It wasn't 25th Street, but it was a bar across the street there between the Eccles building and Kiesel Avenue that was a poker parlor and upstairs on the second floor he'd gamble all day with the poker, but every Saturday that was his past time. So, as a kid, walking to work with Dad and seeing the activities on 25th street, then seeing it at night, why, I was very familiar with 25th Street. LR: So, the business your family owned on 24th Street, how long were you there— did your family own that? JT: Well, it started out with Wright's Department Store on the corner of 24th and Washington and my grandfather was head of the men's department and when Wright closed, why granddad and Sherriff Watson took over the men's 13 department and named it Watson-Tanner Clothing Company. Then we moved another building west later there, and I know in the Depression they were having a struggle and Dad bought into the store and took over a $30,000 loan and started to pay that off, but he salvaged the business for Granddad I think. Then, the store continued on 24th Street there and eventually moved into the Eccles Building when they, just before they built the mall and so we had the men's clothing store in that area for 87 years. Then, Dad died and my brother got called on a mission. They just had the remodeling of the Eccles Building and all the dust and so forth had destroyed the stores stock we had in the basement and insurance had just cleared that off, so they got the minimum stock and then a payoff from the insurance and then Dad died and my brother, who was barely running the store then—why, it was just time to move the—it was ten days away from going into the mall. The mall had been operating for five or six years. They begged my brother to move over to the mall and they were within ten days of signing the contract to take a men's store in the mall and my Dad died and my brother got called on his president mission and it all changed. That's when the store went out of business at just an ideal time. None of the other boys or family wanted to go to work in the store at that time, I was in a family of seven children. My oldest was a sister, my youngest was a sister and then there was five boys in between, so we had good use of the men's clothing store. I used to—the store would get some Catalina sweaters in, in a large and medium and small. I'd always take the small and the sales clerks would take the mediums and Dad couldn't figure out why they wouldn't sell, 14 because all they had left were the larges. It took him a while to figure out that I had 22 sleeveless sweaters and 20 long sleeve Catalina sweaters, in high school. I was a clothes horse with the men's clothing, but even at that, as a child, my mother would make shirts for us and for the families in the neighborhood that were poor. Mother did a lot of sewing and there was a Riddle family that had a lot of children ten or eleven, I don't know, but they all had this weeping eye situation that was a genetic defect I guess. All these kids would have these dripping eyes and pouring and that, so mother would get busy and she'd make a bunch of dresses and boy's shirts and every Christmas, why, we'd take that over there, so that was something. My mother was quite an unusual woman, she was the last of 13 children and so, well, most all of her family died before they were age 50 with high blood pressure. So, she was the last of 13 children and by the time she got to 50, 60, 70, why, they had blood pressure pills. The doctor told us one time there he had the blood pressure and it was off scale 325 or 350, whatever, and he said, "I wouldn't dare bring it down to less than 230." They just had high blood pressure. LR: The name of the store was Watson-Tanner? JT: It was Watson-Tanners and then Tanner's for Men. When we moved into the Eccles Building it was Tanner's for Men. LR: Are there any other memories you can remember or would like to share about 25th Street? 15 JT: No—well, there was a tourist souvenir shop and so forth on the corner of Wall and 25th there that the people, the soldiers and that, would come and there were a lot of souvenirs—leather craft and silver thing there, so that was an attraction to us and a lot of others because we'd go down there and buy belts and buy souvenirs. They used to take wire and make a design out of it, like a little house and so forth out in the Salt Lake and leave it for a period of time and then they'd bring it in and it was all encrusted with salt, so there was a crystal house there that they'd sell. We'd buy those and then we'd suck the salt off of them. That was an interesting part of it that they had the souvenirs there all the time, so the parts of the—other than that, why, mostly I just went up and down 25th Street. There was no attraction to me. In high school, my one friend's dad owned the bars across the street from the Porter's and Waiter's Club, so we'd go there. He was kind of a spoiled kid. Pappus' dad bought him a car for high school, as soon as he turned sixteen. And then the other kid that got me down there, he had a connection there at Combey's. His dad and family bought into one of the places there and was running a business. I think it was more of a restaurant somewhere, but I can't remember just where that was, but that's pretty much what I know of 25th Street. AP: So you were friends with George Pappas' son. JT: Yeah, Tom Pappas. AP: Did you guys spend a lot of time at Pappas' store or did you kind of stay out of there? 16 JT: Well, it was a bar, so all we'd do is go in there to cash money that Tom. He'd take us down there when he wanted some money from his dad or something. They frowned on young kids going in the bars and that, so we didn't stay in there very long and his dad would get a little upset. But he bought Tom a brand new car off the floor. A green Oldsmobile or Pontiac I think. I was really envious of him because he got all the girls with that because he had a brand new car and was a good looking guy with dark hair and tall. In high school we had clubs, it wasn't fraternities, but we had clubs and he was in the club and I was in the club, but I was too small to do much because I—between my junior and senior year, I grew six inches. I graduated from high school at 5'6" and that summer I grew six inches and up to 6'2". That was another thing we did on 25th Street, we'd come in with a fellow named Dan Sylvester, who was a fellow that lost his arm and he was a foreman at Browning Ranch up there at Connor Springs. We'd come into 25th Street and go to the jail and bail out all the drunks in the drunk tank on Sunday night and then we'd take them out to the ranch there and they would tromp the hay stacks. They didn't bail the hay at that time, it was all grass hay and so they'd take the bull rig up and dump this hay that we'd rake up with the horse teams. They'd tromp in and pack it down and then Friday night, why, we'd take them into town and they'd get drunk and Sunday night we'd pick them up. Old whiskey Dave thought it was such a great deal that he got his two sons involved working there. There's a lot of characters I could tell you about, but most of them would take them into Tremonton rather than Ogden and we'd go to Ogden to get the dirt 17 tank. Once he got out the base, or out to Connor Springs, why, they'd go into a bar and restaurant in Tremonton and we'd go in and take a movie and we'd go down and pick them up after and they'd be fighting and brawling and drunk and they'd have to herd them like a bunch of cows into the trucks. AP: Last time we were here you mentioned that you had to go down into the basement of The Standard to get the papers. JT: Yes. AP: Where was The Standard? Was it on Washington? JT: No, it was in the basement of the Kiesel Building, it was the presses and there was an alley between the Kiesel Buidling and the Paramount Theater and that's where we'd go down there. All the paper boys would go down there and they had benches alongside and they'd bring the bundles of papers there and we'd sit there and fold them up and put them in our paper bags on the handle bars of the bikes. My uncle used to make canvas bags for us that would hang off the handle bars down each side and we'd take and deliver about 150 to 200 copies of The Standard and my route was up to between 28th and 31st—from Monroe up to Harrison. AP: And then occasionally selling papers on 25th Street? JT: Well, when they'd call in, the fellow that had the prime spot of 25th and Washington was I guess handicapped in some ways. They called him Popeye because he had a round face and big bustly arms and he got hired by the Paramount Theater to run the Popeye Club, so we called him Popeye and he 18 would sell papers on the corner and he was a little stupid, but he was handicapped. Then he married a girl that was a little cerebral palsy, I guess you'd call it, and almost blind. He's lead her around the town. So, those two characters were reminiscent of 25th Street because they were always right around 25th Street. They'd go into Ross and Jacks and they'd sell papers and all of that. So, that was a place where the presses were in the basement of the Kiesel building. AP: So he had the prime spot on 25th Street? JT: Oh yeah, 25th and Washington in front of the hotel. Was that the Broom Hotel or Ben Lomond? AP: Ben Lomond. JT: Across from Ben Lomond on the other side was where all the traffic was between there and the Egyptian Theater and Keely's Café and all that and Samuel's Store and that was a heavily populated part of the business district that was used more too because it was right around the corner from 25th Street. So, the main traffic flow of the people was from 24th and Washington, around 25th Street and down to Lincoln. Most of the people didn't go shopping below Grant on 25th Street and that's where the natives of Ogden, why, they just didn't populate the areas very much there. AP: So after the railroad left in the late sixties, early seventies, did you not live in the area? Did you go down to 25th Street at all after that when it started to not be so busy down there? 19 JT: Well, I, let's see, I went on my mission in 1949 and then I was working out at Rusty's Drive-In at that time on Riverdale Road where the Warren's restaurant is now. But, a lot of people from the ballpark, which used to be on 33rd and Wall, people would go to 25th Street from there in the evening after the ball games, so that drew quite a crowd from the Pioneer League Ballpark. I worked at the gas station on the corner of 27th and Grand, kitty-corner from Clix's and we'd have to go down to 25th Street to rescue people in cars or take gas to them when they'd run out of gas. So, that was a Quick Trip down there, but I guess I didn't see much of 25th Street after 1949 because when I came back from my mission, I went to college and was working at Hill Field. I worked at Hill Field from 11 until 7 and I'd drive like mad up to Logan for the college. You'd go up the Brigham City Canyon, they were constructing the freeway and you'd go up with the blasting on the road on the other side up one side of the road in the morning and by the time you came down there in the evening, why, they'd made a road down the other side of the canyon. So, I knew where every Highway Patrolman was and I went through that dry lake one time at a hundred miles an hour on three inches of glare ice. I don't know how I did it. LR: Well, we really appreciate your time and allowing us to come and interview you about 25th Street. JT: Yeah, it's a lot of memories for me, but I didn't frequent there a lot. We went past 25th Street and the hot dog stand is between 27th and 28th, Kramer's Hot Dogs, shouldn't miss that, they made the best hamburgers and hot dogs in the world. They were both big, fat people and they'd sit in that little teeny stand there, but 20 they'd bake their own rolls and they'd put up their own pickles. The hamburgers, they'd cook in a boiling sauce that was, I guess Worcestershire sauce and something, but it would come out with the juiciest hamburgers you'd ever get. That was another part of my life, a very important part, we'd save a dime or a quarter and after the show on Saturday night, we'd go over to Kramer's and have a sandwich on the way home. But, that wasn't involved with 25th Street. AP: How did the porters and waiters feel about you, would they say, "Oh, that's Tanner's kid." Were you friends with a lot of the— JT: Oh, Mr. Coal used to take care of me like I was his only son. He was the nicest man you could ever meet and he would escort me through the place to find the colored people that were going to the Porter's and Waiters and usually on the Streamliner, they'd come through about 4 or 4:30 and they had six to eight porters and waiters that would be ready to go on that train, so I'd get them up at 2 or 3 to—(Phone rings). AP: So you worked out at the yard office which was behind the station, right? And you would ride your bike? JT: Yeah, the yard office was, well there were twelve sets of tracks there at the Depot and they had a tunnel underneath those and they'd come up and the yard office right out in the middle of the rail yards there. There was a big chimney there and a pile of cinders that was right next to the yard office and all that's gone now, but that's where they had the dispatchers that called the engineers and the brakemen and the porters and waiters. I was pretty much the one that called them and did the running and the leg work for them. There was a big Jewish 21 fellow that liked salami and I'd buy that salami and mustard and pickles and a loaf of bread in the middle of the night to feed him and his other fellows there. You can see a big, balding, Jewish man with a big cigar that—he treated me royally and we'd have a treat with him all the time. I was young and I guess good looking, but for a kid my age, I was so small nobody worried about me very much. I wasn't big enough to threaten anybody. I started school when I was five years old, see, so I didn't really get my growth spurt until about the time I got out of high school. I used to go down to 25th Street to see the cowboys and so forth. I had a friend that we'd go to the auction and I'd buy mustangs or colts for the auction for 20 or 50 dollars and then I'd put them out in my grandmother's land on 24th and west of the flour mill there where the aircraft place was. He had 20 acres there and granddad would help the farmers out by taking a piece of ground for them if they were in trouble and giving them a suit and that, so he had 20 acres there and 20 acres out at Washington Terrace and around the foothills. So— AP: And the auctions happened on 25th Street? JT: No, the auctions were the exchange down in the lower area, but the reason I mentioned 25th Street is this Archie Anderson had a corral on 25th Street, but it was west of the rail yards and west of the river. So, I'd buy horses and he'd take them and get him to his corral there because I didn't have any saddles or anything. They were wild and I would take these rope harnesses and halters and I'd lead them from there over into the field there where granddad had this piece of ground and then they had a big sandy pit at the front of it and I could get on 22 the horses and break them there. But Archie Anderson used to buy the horses from me and take them and I'd make 20 or 25 dollars a horse by breaking them. I got in trouble for it because my dad was on the school board and we'd go down to the auction and buy these horses and so the last two periods of school they'd go down there. Well, the dean of men caught us and they had to go in and they called you in and they were going to expel us. They expelled the other friend that I had, but he said, "What am I going to do with you? I can't expel you, your dad's president of the school board." So, we came to a mutual agreement and the next, rest of the summer or the school year, why, he'd go to the auction and be with us there because he lived up in Huntsville and had a farm there. So, I'd sit there the last two periods of school and go with the dean of men to the auction. It worked out fine, but I didn't realize what influence that it had with my dad being president of the school board and on the school board for years until I later found out how influential he was. But, Dad would never say anything about it. AP: Do you remember spending any holidays on 25th Street? 24th of July or Pioneer Days? JT: Well, at that time, Harmon Peery was the mayor and yeah, everything was centered around there and the carnival had come there on 25th Street right behind where the municipal building was and where the park is now. They'd set up the carnival there every year the carnival would come there and I was there. An experience I had there was, a couple of friends I had lived up in Soldier's Hollow and they'd bought a couple of mustang horses and they would ride them 23 bareback. We didn't have saddles then. Anyway, they were a couple of wild kids and they had flippers, the sling-shots, or whatever you call it, that take a couple of pieces of inner tube and tie them to a fork. Well, they were deadly with those flippers, so we'd go to these carnivals that would set up the bottles of the caps, and they'd get a prize and they'd sit there with those flippers and pick off all those bottles and get prizes. The carnival guys didn't think they could do that, but if they'd let them use their own flippers instead of the guns or that that they had there, why, these two kids could hit all the things until they wouldn't let them play anymore. They went out to the Hooper's Days—Tomato Days in Hooper. We slept overnight near the little duck pond there by where they had the—(Phone rings). We woke up in the morning out there in Hooper and I was still in the sleeping bag and they got up and they went over by this duck pond and I actually saw them shoot a Mallard Duck with their flippers, on flight in the air and we had it for breakfast. Those were wild times. They were real wild kids and they'd ride those horses everywhere, they'd just Dred not around town. They fed those horses so well, they were just fat, round ponies and they could do anything with those horses. I had three horses when I was in high school and I didn't have any place to keep them except Grandad's land and I'd stake them along the road. Well, by the time fall was coming, I had three horses and my dad didn't know I owned a horse and when he found out, it was just before deer season and he said, "I'll get rid of those horses for you." I was riding bareback and then my pants would be so covered 24 with mud and sweat that they'd stand up at the back of the end of the bath tub when I'd take a shower or bath, why, I could stand my pants right there. Dad got a hold of those horses and got a hold of a couple of farmers out there in Kaysville and Hooper and sold all three horses just like that. Traded me up for the winter, I didn't know what I was going to do with them. He knew enough farmers there. But, we, our whole life centered around 25th Street and 24th Street. It was a big thing to go to the carnival every year between there and the fire station and Brown's Ice Cream, why, it was a real party every year in the summer. AP: Did you ever go see any of the restaurants that were down there with your family? Did you Dad take you down there? JT: Yeah, Utah Noodle Parlor, we'd go there and then there were three good Chinese restaurants—the Utah Noodle Parlor, and Kay's Noodle Parlor, which was by the Paramount Theater, and the Bamboo Parlor, which was on Grant between 24th and 25th. In high school, we always took our dates down to Kay's Noodle Parlor or Utah Noodle Parlor. They were the best. You'd get a big bowl of pork noodles there after the dance and that would be our ideal thing to go down to 25th Street to hang out in a car. You didn't really connect anything other than just high school activities with 25th Street at that time, but we did go down 25th Street a lot. I know Mother would go down there and buy kitchen utensils a lot from one of those stores down there. Then, there were two or three people that she was connected with. They lived in hotels along there and above Nicholas 25 Grocery Store and she was a very generous and amazing woman. I saw her one time, she read three books in the morning, and she could read like mad and gave three different book reviews to the women's clubs in the afternoon. Three different types of books, and they were big books with five hundred pages. She had a memory and was artistic and I expected that of other people, but my mother could do anything. She could sew up a storm and she had people come to her to—there was the Harrington family that the woman had a twisted back and was very hard to fit and she'd come there and mother would pin all around the bottom of her dress and sew a dress so it'd fit her. She'd sew clothes for widows and she'd make bread for the people and she was active in music, but that was my activities with 25th Street and it was mostly through my mother taking in all these tramps and so forth. They all knew where to go. Somebody would pass the word, so all the tramps would come to the back door and she'd put them to work and it didn't matter what, a little painting or what, but they'd have to work a little and she'd have a big bowl of soup for them and make homemade bread and take care of it. So, we went down to 25th Street a lot for that. They kind of made us stay away because of kids, why, the two cops would say, "You don't go down 25th Street at night with single." They're amazed that I went over to the Porter's and Waiter's Club and rode my bicycle up and down the street, but they wouldn't do it with the bars and the fights that went on there. They just kind of shied away from it. Mayor Peery supported the rough cowboys and that of the town and that, but the Pioneer Day Rodeo was—Mayor Peery was a big thing in the big parade 26 and it would bring Indians down from the Shoshoni or Black Foots right up in Pocatello. They'd all gather just on Washington just above my house waiting for the parade to start and we'd go visit with all those Indians in their fancy headdresses and so forth. The other family I knew from 25th Street, was the Lambert Family and the old man was kind of an Indian-lore individual and he had two sons that I was involved with a lot. One was named Walt, and the other one was named John. John was killed when the Japanese attacked Pearl Harbor, he was there on one of the ships and died. Walt was an oddball, but he was an Indian artifacts collector and his Dad taught Indian artifacts all around the northern part of the state and that tied into the souvenir shop on the corner of 25th and Wall because he provided a lot of Indian-lore souvenirs there for them and feathers and beads and belts and so forth. But, 25th Street wasn't a playground. AP: Did the police keep an eye out for you when you were younger and you were riding your bike up and down, you said that the cops wouldn't even go by themselves, did they keep an eye on you? JT: Oh yeah, up by the police station, but below Grant they'd say, "You're on your own. We're not going down there with that." But, I had no problems with riding a bike down the middle of the street and when I'd go over to the Porters and Waiters Club I'd just chain it up to a post out front and Mr. Cole would take me when he could, and if not, why—but it was scary going into those rooms at night, I'll never forget it, but I thought those guys were giants. Big black men, I'd say, "Hey, are you George Washington Jones," "Hell no, I'm so and so, he's over 27 there." I'd wake them up in the middle of the night and they weren't very happy about it. AP: I bet. They were up all night partying down at the club and then go to sleep upstairs? JT: Well, that was kind of a secret at that time with prohibition, why, that was a little naughty to be having parties down there and having liquor that was prohibited and black marketed and so forth, but those people had a good time down there when they'd have parties. Mr. Cole kept me separated from that, he just wouldn't let me know what was going on. He'd have the people go when he'd open the door and let them go down the hall there, but all I was involved with was going upstairs down the hallways there to find the porters and waiters. That would smell in the summer, I never forgot it. That's probably my most favorite memories there was what I told you. AP: You went into the club there—into the hotel—that was your favorite? JT: Yeah, because I did that every night all summer long. It wasn't just a once in a while, it was every night that I'd have to go over there, that was part of my job, so they got to know me and I traveled up and down 25th Street I guess with people and then I was so small that they didn't pay much attention to me. It was fun and it was interesting to see all the people that would come off the trains and the G.I.'s and you'd get to see good ones and bad ones right away and that's where I saw what drinking could do to you. They'd have these G.I.'s that would fall down on the curb together and their faces were bleeding and their buddies were drunk 28 and they'd just leave him there. "You take care of yourself, we're going on down to the Depot." LR: Well, we really appreciate your time. AP: Yes, thank you. LR: Thank you very much for allowing us into your home. JT: You bet, I'm sorry, but I thought that little bit of information about the Porter's and Waiters Club was something you might not know about as far as 25th Street. AP: Well, you were there to see it all happen and it's something to hear about. JT: Yeah, I'm 84 and half years old. 29

Part seven of an interview with educators in the Leominster, Massachusetts area. Topics include: How education and the family system has changed from generation to generation. How grocery shopping has changed. The types of food people ate and family dinners. Different Italian dialects. Playing games with neighborhood children. The difference today between the parent, child, and teacher relationship. ; 1 SPEAKER: Um, but from the time that the war ended, um, I was in school. My parents demanded that I go to school. Uh, at the school, I, I did what everybody else did. Uh, we had a dozen sheep or so and, uh, one of my older cousins, uh, who was out of school, you know, she's completed her fifth grade and was apprenticed to a tailor in, in town. Matter of fact, she made my first pair of pants. SPEAKER: [Laughter] SPEAKER: I still remember that. [Laughter] Um, he would, he would take the sheep out to the fields during the morning, and, uh, I would release them in the afternoon after school. Now, the school day was like maybe 9 o'clock to about 12 o'clock, 12:30. Um, you know, you arrived, you know, when you arrived. Oftentimes you had a, uh, a slice of bread with you, you know, the half of breakfast, and you were not allowed in the classroom if you're going to be eating anything, so you have to… SPEAKER: No free lunch? SPEAKER: … you'd have to wait out in the hallway. SPEAKER: No free lunch? [Laughter] SPEAKER: No free lunch, right… SPEAKER: [Laughter] SPEAKER: … until you had your piece of bread or whatever you brought with you then you went in. The school got out roughly 12 o'clock, 12:30 because there were no lunches served, and, uh, every-, everybody went home. So at that time, I would go to relieve my older cousin and, you know, then [unintelligible - 00:01:19] I'd bring the sheep home. Um, but coming to this country, it's when -- my father went to work as I said in a coalmine, came to Leominster, went to work in a plastic shop like so many others. My mother as well. Uh, we were fortunate that my grandmother, my mother's, uh, mother, lived with us for a while. So she was able to watch over the children and, you know, helped with the 2 household chores and so on. My mother, you know, went to work. But I can never remember my parents ever entertaining the thought that, you know, when I became 16 or 15 or whatever that I should quit school and go to work. They just kept telling me that education was the future and encouraged me and paid for my college education and supported me, including having a car to drive. [Laughter] SPEAKER: Whoa! You got that? SPEAKER: And money for Saturday night dates. [Laughter] SPEAKER: That was the common… that was the common statement of most Italian parents, and I'm sure the other parents, too. There was no discussion whether you were going to continue school. If you look down the street at 7 o'clock in the morning, you saw husbands and wives walking to the factory, okay, and coming home at 5 o'clock. Okay, and they would say to you, the common term was, "You're going to have it better than I have." There was no discussion about going to college. It's where you're going to go, where can we afford you to go. Okay? There was no discussion of, "I'm not going." You will. Okay? Or you took a trade. Let's not forget that. Lots of kids took trades, which was, as far as I'm concerned, I'm a big supporter. Okay, so electricians, plumbers, and many, many Italian plumbers and electricians [unintelligible - 00:03:09] in the city of Leominster and other cities. But to answer your question, there was no discussion. You were going to do exactly… SPEAKER: Never any questions. SPEAKER: No. SPEAKER: And I know my mother's family, they were all high school graduates except her oldest brother. And my grandfather has had a stroke, and my mother was the youngest of seven children, and because of that had to be the bread earner and delivered milk at 4 o'clock in the morning in the city of Boston and things like that 3 [unintelligible - 00:03:47] kept the family going. But all the girls went to high school. My aunt went to [unintelligible - 00:03:53] State. In those days, for Italian women to have a college education, I mean, I'm talking about late '20s and early '30s, it was one of the few things. My mother had the option to do that and elected to get married instead. So she didn't follow through with that. But as far as my dad's family, he was the second oldest. He was the oldest of nine in this country, but he had an older brother in Italy that didn't come until he was maybe 11 or 12 years old. So when my dad was in the eighth grade, two weeks in the eighth grade, my grandfather found the opportunity at that time to go to work at DuPont. So that was the end of his education. And he went to work at DuPont to help support the family, and that's part of the reason that he had later on had to study for the civil service type exams. All of that, but there was never any question. [Laughter] I don't think it ever came up that you weren't going to go to school. I mean it was just a given. It was a given. SPEAKER: Thinking of progression of the parents who came from Italy, the next generation, which would be our parents, us, and now our children, every generation had it so much better than the one before that, and each one contributed to the latter going [unintelligible - 00:05:41]. SPEAKER: The American dream? SPEAKER: Yeah. My kids have it so much better than I do, I think, in many ways. But in many ways they don't. We didn't have the hecticness of the world today. SPEAKER: No. SPEAKER: We had wars, but we didn't have the [unintelligible - 00:05:50] television, drugs, rapes, bombings, you know. We didn't have that. We didn't have that. SPEAKER: No. 4 SPEAKER: Divorce. Divorce. If you hear about a divorce in the city of Leominster in 1940, it was gossip all over the room. That was a big thing. SPEAKER: [Unintelligible - 00:06:07]. SPEAKER: Yeah. You know, today it's common that people live together. Imagine if someone lived together not married… SPEAKER: I was the first one in my family and all of my aunts, uncles, cousins, the first one to be divorced. SPEAKER: [Laughter] SPEAKER: And I don't think that that… it was a trial. I mean, I can't even describe the guilt that goes with that. But you also know what you can live with and what you can't live with, you know. But I thought it was the end of the world, but my parents were so accepting of that. SPEAKER: They were a little more [modern]. SPEAKER: I suppose and trusted enough to know that it wasn't a frivolous thing. I mean, it wasn't something that, you know, people are married for two or three months like [unintelligible - 00:07:02] now and then they divorce. This is the thing, you know. And that was a very difficult thing to do. You felt also like a failure because no one else before you… you know, all your family that preceded you, no one… SPEAKER: The family system worked. I guess that's my point. The family system worked. Each generation, as Stella said, you know, it gets a little better. They have a little more. My father had his first car at 15 years old. We would walk up town, go to [unintelligible - 00:07:39], Missouri and [unintelligible - 00:07:41], which was downtown. They didn't have big supermarkets. And we would carry the bundles once a week and we would shop daily for our meats. We would go to [unintelligible - 00:07:52], our local [unintelligible - 00:07:52] right down the street, and you charged. 5 Let's try to do that today. We went to the Italian market. We'd say, "Jeff, charge it. My mother will pay you at the end of the week," and they pay. SPEAKER: That's right. SPEAKER: [Unintelligible - 00:08:09] on the hamburger and salami. SPEAKER: They have Italian colonial store prior to [unintelligible - 00:08:14], one on Lincoln Terrace and one on Lancaster Street. SPEAKER: Yeah. SPEAKER: The Coop. Yup. SPEAKER: Italian Coop. SPEAKER: Yup. SPEAKER: Yup. \SPEAKER: And you'd go to buy groceries and they would write down the cost right on the bag and add it up. SPEAKER: [Laughter] SPEAKER: They do. [Unintelligible - 00:08:30] is probably charged. SPEAKER: And they were quick, too. I'll tell you something about a charge because I worked at [unintelligible - 00:08:41] but Luigi's Market. SPEAKER: Luigi's. SPEAKER: It was the old burger chain. And you're right. We used to have sludge that we kept in a little metal container so that, you know, Mike would be getting out a [unintelligible - 00:08:49] and come in and pick up some milk or bread and call me Mashy. Right Mike, Mashy? SPEAKER: Mashy. SPEAKER: Mashy. SPEAKER: Mashy. SPEAKER: Put on my slip. "Okay, Mike." I'd write it down. And then at the end of the week or whenever payday was, you know, they would all come in and say, "Okay, what do I owe?" And they will pay. 6 Well, I remember one time, Mike and Lucy were both there, and they said, you know, "Mashy, how much do we owe?" So I pulled out the slip and I said, "You owe," at the time, I'll say, "seven dollars and fifty cents." "Really? What did I buy? I don't remember getting that." SPEAKER: [Laughter] JEAN: "Hey, Mike, don't you remember you bought this, you bought…" "Uh, I don't remember that." But as it was, he had a brother. SPEAKER: [Laughter] SPEAKER: Okay. And his brother had come in and bought that and I put it on his tab. [Laughter] SPEAKER: [Laughter] SPEAKER: I still remember that, and he couldn't figure out, "How come I owe you all that money?" [Laughter] We straightened that out. [Laughter] SPEAKER: You know, maybe we should [unintelligible - 00:09:48] the city and there were many that were set up like the Italian [unintelligible - 00:09:55] over there. SPEAKER: [Unintelligible - 00:09:58] market was on what? SPEAKER: On Mechanic Street? SPEAKER: Mechanic Street? SPEAKER: Yeah. SPEAKER: Oh, yeah. SPEAKER: It was to the church there. SPEAKER: I think there's another one on Crescent Street, but I can't think of the name of that one. SPEAKER: Geronimo. SPEAKER: Right near South Cotton, is that Cotton Street? SPEAKER: The Geronimo. SPEAKER: The Geronimos were on the… SPEAKER: Okay. 7 SPEAKER: The flea market, The Geronimos. SPEAKER: It's not a flea market. It was [unintelligible - 00:10:18] the Geronimo. SPEAKER: Okay. SPEAKER: On Salisbury Street. SPEAKER: The Geronimos on Salisbury [unintelligible - 00:10:23] going on what? Mechanic, the beginning of Mechanic? SPEAKER: Yeah. SPEAKER: Near the paint store. SPEAKER: Not only did the grocery stores give you a charge, they delivered your food. SPEAKER: They delivered. SPEAKER: All you do is call up and say, "I want this, that," and they delivered. SPEAKER: My mother had a bleach man, a chicken guy, and I had to always [makes beheading noise], right? A bakery guy and [unintelligible - 00:10:47] clothing guy. Remember the guy from Fitchburg? You have two bucks a week or a buck a week. And Savetelli's downtown. You go buy a vacuum cleaner and you give him a buck a month. SPEAKER: Would they make house calls, or where do those…? SPEAKER: They make house calls, except… oh, Savetelli's. Do they come around? SPEAKER: No. SPEAKER: No. SPEAKER: But all the other ones did though. SPEAKER: But all the other ones did. Milk, bread, bleach, chickens, bakery. SPEAKER 3: The rice man. SPEAKER 2: Mr. Freda, Joe Freda, and [unintelligible - 00:11:11]. SPEAKER: I never heard of a bleach man. SPEAKER: Oh, there were, yeah. You had to use bleach. 8 SPEAKER: The cabinets were clean. Laughter] SPEAKER: Ice man. [Laughter] SPEAKER: I mean, I saw all these others, but never the bleach man. So, what? Would they come with a…? SPEAKER: Well, it was mostly because of the product that would, you know… it came in glass containers. SPEAKER: Yeah. SPEAKER: I could remember many times in Luigi's you know, my banging up against the gallon of bleach that was on the floor and breaking it, and then, oh, I don't like the smell. Then you had to clean it up. So I couldn't understand it, but you know, the charging obviously was a way of life at the time and very helpful, you know, very helpful. But in Pennsylvania, we talk about [unintelligible - 00:12:01], the coal mining town. When I first visited it again, I brought my wife with me. As we approached the town, it was a hilly area, and you could see the rows of houses. They're all duplexes. Okay? And down at the bottom of the hill was where the coal mines were. Okay? And the houses were all up on little narrow roads, a row of houses. They were all duplexes and about 50 feet behind them, a row of outhouses. Okay? They all had them. Eventually they were converted to little sheds for the garden. SPEAKER: [Laughter] SPEAKER: Because, you know, indoor plumbing came. But remember the song "Sixteen Tons"? SPEAKER: Yup. SPEAKER: Yeah. SPEAKER: "I owe my soul to the company store." SPEAKER: The company store. SPEAKER: Because the company owned the store and you charged everything, and they let you charge but you're also indebted to them. Okay? 9 So when times were hard and you went on strike, they supported you. They allowed you to charge, you know, for your groceries. And the houses were all company houses you rented. And so they didn't throw you out. Okay? But by the time, you know, the three-month strike or six-month strike, you know, ended, you're in serious debt. So you owed your soul, and that's exactly what it meant. Okay? You couldn't leave. You were pretty much chained, you know, to that company. And it's very visual as you approach the town and you see the homes. Now, they're all, you know, individually owned. Some people bought both sides. Most people bought one side. And what's funny about it is they modernized. Okay? And you drive into the town now and you go up the street, and you'll see one side of the duplex has got cement porch, wrought-iron railings. The other side still has the old, you know, wooden porch. Okay? One side decided to put aluminum siding on their house. The other side still has the asphalt shingle or the roofs of different colors. [Laughter] It's hilarious, you know, looking at it. But you know, I mean, even there, the idea of, you know, being able to support yourself during a time that was difficult was there, whether it was family or the company. But there was also a price to pay for that. You know, there's no such thing as a free lunch. And the services of delivering. I mean, that was one of my pleasures when I went to Luigi's. Take an order right on the telephone, just tell me everything you want, and then I put it in a basket and ring it up and put it in a box and bring it to your house. SPEAKER: And [unintelligible - 00:14:40] whoopee pie. SPEAKER: And it was great. SPEAKER: [Laughter] SPEAKER: And it was great. 10 SPEAKER: And then a big treat was Mr. Kelly had a truck, and on Fridays, he came with fresh fish in his truck and went to neighborhood to neighborhood. And he had fresh vegetables, too. SPEAKER: And the ice man? SPEAKER: Oh, yeah. I felt one of the times that you… if you wanted 20 pounds of ice, you would put a [unintelligible - 00:15:07] all numbers around it, and the number at the top would tell the ice man how many pounds of ice you wanted. [Unintelligible - 00:15:11] soup on Monday. We always had soup on Monday. That must've been an Italian custom. Right? And then there was going to the neighborhood grocery store at [unintelligible - 00:15:20], and it was like every Monday to go get a soup bone… SPEAKER: Right. SPEAKER: … probably 15 cents. SPEAKER: Yup. SPEAKER: Yeah. SPEAKER: Oh yeah. Right. SPEAKER: That was… SPEAKER: [Unintelligible - 00:15:31]. SPEAKER: Usually leftovers. That's how Menestra came into being. SPEAKER: [Laughter] SPEAKER: [Unintelligible - 00:15:40]. SPEAKER: Most people didn't have a car. As I said, my first car came when I was 15 years old, when my father got his first car. SPEAKER: Mine's a piece of junk. SPEAKER: Mine, too. SPEAKER: Couldn't heat the oil. SPEAKER: Mine, too. SPEAKER: [Laughter] SPEAKER: I still have the nice car that she's talking. SPEAKER: Yeah. [Laughter] 11 SPEAKER: My father had a car even before he got married. He was one of the first [unintelligible - 00:16:01]. SPEAKER: He was rich. SPEAKER: And his big thing was to go to Boston and buy an Italian newspaper, and he read that newspaper over and over and over again until he went back a month later to buy another newspaper. SPEAKER: I know that. SPEAKER: [Laughter] SPEAKER: Over and over, the same thing. SPEAKER: That's right. SPEAKER: I can remember taking my father's car, your mother, my mother, and a bunch of old Italian ladies, that'll be six or five or six of us, and driving them around town in a Sunday night, and I didn't have a license. SPEAKER: [Laughter] SPEAKER: And my mother thought I was wonderful. And then I gave her lessons. I gave my mother lessons, and she would get me so upset because she did so poorly. I'd get out of the car and walk home. SPEAKER: [Laughter] SPEAKER: [Unintelligible - 00:16:45]. SPEAKER: I remember my family giving my mother lessons and it was in a little Chevy, like a two-seater. SPEAKER: [Laughter] SPEAKER: Anyway, we were on [Victory] Market where Lancaster Street is now. SPEAKER: The [unintelligible - 00:17:00]. SPEAKER: Yes. SPEAKER: The [unintelligible - 00:17:02]. SPEAKER: Yes, that's right. SPEAKER: And we lived in a three-decker across the street from Joe on Graham Street [unintelligible - 00:17:08] even a block. 12 SPEAKER: [Laughter] SPEAKER: Lots of times, I'd be in the back. By the time we got to the… SPEAKER: Sandbank. SPEAKER: … sandbank, [people had already left]. [Laughter] That was the end of the lesson. [Laughter] SPEAKER: That was the end of the lesson. Right? SPEAKER: [Laughter]. [Unintelligible - 00:17:29] my mother eventually did drive home. My dad [unintelligible - 00:17:30], he had no choice. But she had to take lessons from you know… SPEAKER: A professor? SPEAKER: Yeah, right. [Laughter] But I remember telling her [unintelligible - 00:17:43] end of the street [laughter] it was already the end, because of the way, you know, she was learning, so… SPEAKER: I was in a similar situation as Joe was describing. My father never got his license. My mother didn't get a license until she was about 50 years old. So I was the only one with a license and had to drive everybody everywhere. On Sunday, when we visited relatives or wherever, it will be [unintelligible - 00:17:43] you know, driving wherever, you know, we needed to go. Going to work, that was… it didn't matter. Whether it was Saturday night I had a date, you know, the one night a week, whatever it was, my father worked 11 to 7, and at 10:30, I had to be home to pick him up and bring him to work. And Vinnie's father used to work in the same place, and I'd pick him up. So there were three or four that I would pick up and drop them off, and then I'd go and continue. Oftentimes my date would be kind of with me. SPEAKER: [Laughter] SPEAKER: Or if we were at the [unintelligible - 00:18:37], I'd say, "Well, I'll be back in 45 minutes." SPEAKER: There were times when we'd eat canned foods for the longest time. I can remember my mother canning 200 quarts of tomatoes every 13 year, and all kinds of fruits and vegetables. And they always wanted everything fresh. And my father liked to go to the beach, so [unintelligible - 00:19:02] pack it up. My mother would spend the whole week cooking, getting ready to go. However, the spaghetti had to be cooked fresh, and he had a Bunsen burner. SPEAKER: [Laughter] SPEAKER: [Unintelligible - 00:19:19] and they didn't have that, however. So he was going to make something so that he could change up, because he didn't like the sand in his bathing suit. So he got pipes and made a rectangle and then got canvas and covered it. SPEAKER: [Laughter] SPEAKER: So he went in, and the cops came by and it's not allowed. You have to keep it up three feet from the ground. SPEAKER: [Laughter] SPEAKER: Everything was done by community. Every Sunday morning in the summertime, the bus would go up to the markets [unintelligible - 00:19:52] and up on Lincoln Terrace. And the people would come and pay a couple of bucks and get in the bus and go to the beach. SPEAKER: The beach? SPEAKER: The one down… SPEAKER: [Unintelligible - 00:20:04]. SPEAKER: That's right. SPEAKER: The beach, right. SPEAKER: Yup. Yup. SPEAKER: Today, you… [unintelligible - 00:20:08] pick and choose. But you got on the bus and you went to the beach. What a big day that was. SPEAKER: It was a time when family activities… because you didn't have the communication, because you didn't have the opportunities that you have now. Now, every kid has got a job. Any kid who wants a job 14 has a job. That gives them money. That gives them independence. Okay? They have automobiles. I mean, now they go to proms, they're in limos, they're in tuxes and whatnot. And all that's been good in a sense. You know, when Joe talks about every generation has made life easier for the next generation, well that's true in some sense, economically. Okay? But in another sense, there's always a loss. There's always a price to pay for that. SPEAKER: That's true. SPEAKER: And a lot of the things that we're talking about—families being together, whether it was going to the beach—you did it out of necessity at the time because you didn't have other opportunities. Okay? So you went as a family. You did the cooking because, you know, they didn't have their faith in canned goods or whatever. But there were activities that brought the family and kept them, you know, kept the ties together. And today with transportation being what it is, communication, as many said, anything that goes on in the world we know about at the same hour, and we'll see a picture of it, okay? Whereas you know, Lucy's father, you know, would have to wait a month to go into Boston to get a newspaper, you know, to find out. So it's been good in many ways, but in other ways, you know, there's been a price. And I think if we all think back to our growing up, I think we can recognize, you know, some of that price to be paid for that. SPEAKER: You know, life was so simple then. Life was so simple then. SPEAKER: But did they think that? Did we think that? SPEAKER: We thought that as kids. We thought that as kids. But you think of what your parents would've been going through. You know, in Italy, I was the happiest in my life growing up in Italy. We were poor. I don't think I ever had more than one pair of shoes that my father had made for me. It was a pair of boots because I could wear those in the wintertime. You weren't going to get, you know, 15 shoes that you could wear in one season. It had to be… the rest of the country was barefoot or your mother made moccasins or, you know, whatever. And oftentimes, you know, meals was skimpy. At a wedding, my uncle's wedding, we were told -- my younger cousin, no, a cousin that was the same age as me, the other cousin was 5 years old -- "You, you can have one meatball. You two, you're going to share a meatball." So all they got was a half. Those were the instructions at this wedding. SPEAKER: [Laughter] SPEAKER: I remember that. Okay? You know… SPEAKER: What about meetings when we were deciding on the menu for the retired [unintelligible - 00:23:16] that we always have. SPEAKER: Right. SPEAKER: You know, we always select the same things, the fish and whatever [unintelligible - 00:23:25] brought me back to the days where we had the same meals seven nights in a row. [Laughter] SPEAKER: That's right. SPEAKER: I never forgot that. SPEAKER: That's right. SPEAKER: I had six children. This was during the Depression, and on Mondays, they had soup bones, too. But each child had his own bone, so after they ate their pasta… SPEAKER: Oh, really? SPEAKER: Yeah, after they ate their pasta, they sucked on their bone to eat all that meat. And we thought nothing of it because that's how they grew up. SPEAKER: Yeah. SPEAKER: And then one of the boys brought his girlfriend home, and she sat there and watched everybody suck on bones. SPEAKER: [Laughter] 16 SPEAKER: Yeah. I mean, pork was common because, you know, people raised pigs. But beef, I don't remember ever having beef in Italy. I remember having… SPEAKER: I know. [Have I?] SPEAKER: Saturday nights in my house. SPEAKER: Yeah. SPEAKER: Smells great. SPEAKER: I know. And [good food]. SPEAKER: And we're making… I hate it. Smells great. SPEAKER: [Unintelligible - 00:24:18] anymore. What was it, like pinkish? SPEAKER: Yeah. SPEAKER: Remember polenta? When was the last time you had polenta? Okay? SPEAKER: I don't have that. SPEAKER: Well… SPEAKER: I like that. SPEAKER: Oh, I love it, too. But you know what's funny? You know, what's funny? Vinnie will remember this. That in Italy, the only time we had cornbread or polenta was when we ran out of wheat. Okay? Because corn was something that you just didn't eat. SPEAKER: That's… yeah. SPEAKER: Okay. It was more for the animals. SPEAKER: When your stock ran down, okay, all the stock you had in your storeroom, your bags of beans and potatoes, you know, whatever, that you raised because everybody raised their own food and you started seeing polenta, then you know that you were down and needed stock. Okay? And the only way that we could put any kind of flavoring on that was trapping little birds. Okay? And I used to take little mousetraps, and I'd set them outside in the winter, outside in the garden in the snow, buried in the snow with a 17 little piece of stale bread or something just showing, and little birds will get caught in there. Okay? And then you plucked them. SPEAKER: [Laughter] SPEAKER: I mean, can you imagine how much meat there was in little birds? SPEAKER: [Laughter] SPEAKER: But that's it. That's the only meat you had that might've gone in the sauce. So when you had, you know, polenta, which was the cheapest meal you could get—it's nothing but cornmeal and water spread on a big board—but you enjoyed it. You enjoyed it because you just make a game out of it. You just try to make designs, maps, or whatever. I'll meet you over here and you'll eat your way there. [Laughter] That was fun. SPEAKER: Women would get together, and I'd forgotten whose house it was with [unintelligible - 00:26:03] the area, and the polenta would be out on the board and they'd have one section that has like sausage. There were different kinds of things, you know. [Laughter] SPEAKER: Right. SPEAKER: I was so [frightened], but I don't know… there were no men and no boys there. SPEAKER: [They didn't like it]. SPEAKER: It was like a ladies' night out. SPEAKER: Do you know what? Sunday [unintelligible - 00:26:26] wintertime, my mother would say to us, "What are we going to have today? Ravioli?" All the things you die for at a restaurant, that you pay big time in a restaurant, we took for granted. SPEAKER: Yeah. SPEAKER: And I would roll, you know, heaps on the fork or crimp the… SPEAKER: Ravioli. SPEAKER: … and we had food for two or three days. And I was in a [unintelligible - 00:26:47] because my father was on the football team. [Unintelligible - 00:26:49] next door. [Unintelligible -18 00:26:52] and I own the football field. And I could tell who I didn't want there [unintelligible - 00:26:56]. SPEAKER: [Laughter] SPEAKER: In the baseball field, the baseball would go to the [unintelligible - 00:27:01] and my father would come home. SPEAKER: My mother baked bread every week. You should make enough for the whole week, but the biggest treat for us kids was to eat American bread. SPEAKER: Right. SPEAKER: White, sliced bread. That was a big treat. SPEAKER: [Laughter] SPEAKER: We used to call it the… I can only remember maybe twice by nine years in Italy ever having white bread. We used to call it pane degli angeli, the angel's breath. Okay? Because it was white. And we thought that was terrific. Now, years later, I'm over here and I want to buy a whole wheat bread and I pay twice as much. SPEAKER: [Laughter] SPEAKER: [Unintelligible - 00:27:40]. SPEAKER: When I was 4, I had this all the time. [Laughter] Now that I got a few bucks… SPEAKER: I miss junior high school… and then ham and pickle sandwiches with mayonnaise. You didn't have the mayonnaise in those Italian homes. SPEAKER: No. SPEAKER: Never. SPEAKER: No. SPEAKER: And I liked it. My mother said [unintelligible - 00:27:57] "I like it." Wow! SPEAKER: [Laughter] 19 SPEAKER: And when they made us a lunch, they made us submarine sandwiches. It was embarrassing to go to class with submarine sandwiches and everyone had their white bread. SPEAKER: Yeah. A brown piece of bread, right? SPEAKER: Today, we all like the submarine sandwiches. SPEAKER: Yeah, but then we used to roll up the paper bag and take it home. We were told, "You have to bring that home. You don't want to waste that. Use it again." And by the end of the week, it was so oily [laughter]. SPEAKER: Matthew Mcgloster and Joe Mcgloster would go to school every single day with eggs and peppers in it, and the bag used to leak. SPEAKER: [Laughter] SPEAKER: Their sandwiches were absolutely wonderful, but they used to leak every single day of the year [unintelligible - 00:28:39]. SPEAKER: Those were the days when the most you had to wrap that sandwich in was wax paper, and that didn't hold anything, so… SPEAKER: Right. Right. SPEAKER: And I used to go up to work at the apple farm, and I'd have an Italian round bread, cut, okay, [unintelligible - 00:28:54] meatballs, cut in half, the whole thing. SPEAKER: [Laughter] SPEAKER: Most of the guys in those days were just so [unintelligible - 00:29:01]. You ate well. SPEAKER: You were lacking in some of the basic stuff. Like I said before, I can remember being you know, poor as you could be, I guess, eating nothing but maybe, you know, a bowl of milk and some stale bread that you threw in in the morning. And you had the milk because you had sheep or you had goats. And not eating again until suppertime you know, when… SPEAKER: But you know, you never knew you were poor. SPEAKER: No, that's the thing. You see…20 SPEAKER: You only know you were poor… SPEAKER: What I'm saying is… SPEAKER: … if you feel poor. SPEAKER: I can remember being cold. I can remember you know, not having enough to eat. I could remember, you know, not having money, money in the household, and I'm wondering how the parent… you said, you know, but how did they feel? You know, we thought we had it good. There were good times. But how did the parents feel? Because they had the responsibility. We didn't. Okay? But throughout all of that, and I think all of us will say the same thing, we might've been lacking in a lot of material things, but I don't think any one of us in our family has ever doubted that we were not loved. Okay? And that's the key ingredient. Okay? It didn't matter what you had or didn't have. I had a -- one of my friends in Italy, after the war, communism was big, okay, and then one show we'll remember, all the speeches from the piazza off the balcony of the municipal building are political speeches that you, you know, listen to. The town was small. I mean, they would harangue and you could hear them across town. SPEAKER: [Laughter] SPEAKER: And of course, the kids all stayed out late. That was just part of life. You stayed out late. But one of the friends that I had, his father was communist. And during the day, when you're outside playing, oftentimes you know, you get hungry, okay, want a snack. But we didn't have fruit. You know, we didn't have refrigerators, so you didn't have fruit. The best that you could have was maybe to go in and get a slice of bread. And my mother used to bake, you know, the [unintelligible - 00:31:07] loaves. Once a week, it was a communal bakery. Ovens, okay, we just have to… SPEAKER: There were a lot of them. 21 SPEAKER: During the holidays, like Easter, you'd have to sign up and take turns. Your family's time to bake was maybe two in the morning. And of course, it will be a family affair. You don't leave your kids at home. You brought them with you. And everybody had fun. But the kids would say, you know, "We're hungry." So I'd go in and I'd get some bread slices. I'd get a slice of whatever we had. Okay? I could still remember the day that—and his name was Alfietto—he said, "Well, come on over my house." So we went to his house, and he wanted some bread. He couldn't have it. And I looked at the bread box, and it had a lock on it. SPEAKER: Oh, my goodness. SPEAKER: And only the father had the key. So, as poor as I was, I recognized that he was poorer. Okay? But I also recognized, I don't know how, but I also recognized the difference in relationship between the parent and the child. Okay? For the parent to do that, have so much control, okay, that they would put a lock on the bread box, told me something, and I knew I had something that he didn't have, and it was more than just being able to get bread. Okay? Somehow I recognized that at the time. SPEAKER: Right. Trust? SPEAKER: Did your mother have bread pudding? SPEAKER: Pardon me? SPEAKER: My mother would save all the old bread, and once in a while, I'd get home and there'd be a big bread pudding. That was wow. Cut you… cut off a slab. SPEAKER: And you grated your own bread crumbs, you know. SPEAKER: [Unintelligible - 00:32:48]. SPEAKER: Oh, yeah. SPEAKER: Oh, yeah. SPEAKER: And cheese. And how many times have you skinned your knuckles grating cheese? [Laughter] 22 SPEAKER: [Laughter] SPEAKER: And put her on the oven and then sprinkle it with sugar. SPEAKER: Yes. Yes. SPEAKER: And I had a go. SPEAKER: Sugar or… SPEAKER: I had a go. SPEAKER: … olive oil or oregano. SPEAKER: Remember that? [Unintelligible - 00:33:02] I had a go. SPEAKER: Remember that, Vin? Olive oil and oregano and just a slice of bread. SPEAKER: Oh, beautiful. SPEAKER: That was, that was it. SPEAKER: I come home one day… SPEAKER: I can have a couple of episodes about bread. SPEAKER: Go ahead. SPEAKER: Go ahead. Your kids… SPEAKER: Plus, I just wanted to insert my goat story. [Laughter] I come home one day, and the goat [laughter]… he [unintelligible - 00:33:21] tree with a string. SPEAKER: [Laughter] SPEAKER: My father was in the house. He called my uncle down on Elm Hill Avenue. We came with the wheelbarrow, and they had a feast. SPEAKER: [Laughter] SPEAKER: Watch it. SPEAKER: Oh, I'm sorry. SPEAKER: I had pigeons, goats, rabbits, and I found that wasn't safe. SPEAKER: [Laughter] SPEAKER: Vinnie, what were you about to say? SPEAKER: That's okay. Talking about bread, one of the first recollections I have about bread is something striking because I don't think I could've been more than five, six years old. And I remember that I 23 used to go with my grandfather to the field. He would go there with the [unintelligible - 00:34:03] vines and do some of the work. And he would be my babysitter, because my mother would be somewhere else working. And as he worked, he would tell me stories. He had spent his youth and a lot of time building roads in South America, Argentina and Uruguay, and he would tell me, "When you grow up, you have to learn things about the world [unintelligible - 00:34:41] you should go to America." By America, I think he meant South America. "And when you're there, you'll find that things are aplenty there. Tomorrow, you won't eat today's bread." And I said, "How come? They only bake a little bread so that it's all gone by the time you want to have a second meal?" And I didn't quite understand. Then I asked him, "How come they only bake a little bread and tomorrow you don't have yesterday's bread leftover?" He said, "Oh no, there's fresh bread every day." And to me, the idea of fresh bread every day was completely inconceivable. I mean, how could that be? He says, "And there's meat. There's lots of meat. You can have meat anytime you want." And as a child, we saw meat as sausages, as bacon, the pigs that we slaughtered once a year. SPEAKER: Right. SPEAKER: When that was gone, it was gone. SPEAKER: Gone. SPEAKER: That's it. No more meat. But there, you had meat every day and fresh bread. "You didn't eat yesterday's bread. What did you do with it?" "Well, feed it to the animals, do whatever you want, but you don't eat it." Later on, when I was going to elementary school, we used to play ball in the street, soccer, or kick the ball. And for lunch, once in a while, we'll have a slice of bread with olive oil on it, and sometimes it would be toasted so you could have a little garlic on it. 24 SPEAKER: Right. SPEAKER: I would go outside and watch my friends play ball and sometimes join them. Every so often, the ball would land on my bread [laughter] and it would fall. SPEAKER: [Laughter] SPEAKER: And well, okay, I'd say, "I'll go inside and get another piece." And one of my friends would pick it up, clean it up, and eat it. And I didn't realize until I thought about it much later that's probably what they intended to do. SPEAKER: Yeah. SPEAKER: They had no bread available. They were hungry. They were so proud that they wouldn't ask me for a slice of bread, and that was the only way to get some food in their belly. SPEAKER: Plus, we call that garlic bread today. SPEAKER: But it was toasted in the fireplace, not in the toaster, in the fireplace, and you took a clove of garlic and cut it, and you rub that on. That's how you got the garlic on. You didn't have garlic salt or whatever. But in a child's mind, when Vinnie talks about he could not conceive of bread not being available, okay, to us it's inconceivable that he couldn't conceive of it. SPEAKER: [Laughter] SPEAKER: Okay? But a similar incident for me was coming into New York Harbor. Okay? This was February 1, 1949, and of course everybody was up on deck with the [unintelligible - 00:37:45]. It's cold and everything, but I don't remember that. And looking out into the harbor, into the city skyline and seeing this big bridge which might have been the Verrazano Bridge, I don't know, but I'd see all these things going back and forth. Now, in my experience, for 10 minutes, I debated as to whether they were dogs or cars. SPEAKER: [Laughter] 25 SPEAKER: I said, "Wow!" Now, this was from a distance obviously. You can't make out what they are except you see objects, you know, going across the bridge. And I kept debating. "Those are dogs," I said. "No, they can't be dogs." And then I would say, "They're cars. No, there can't be that many cars in the world." I mean, in our town, we had a doctor who had a motorcycle, there was another doctor who had a car, and there was somebody who had a truck. Everybody else walked. Or, if you were fortunate, you had a bicycle. Nine years old, I could not convince myself if those were cars because there could not possibly be that many cars in the world. That's how limited, okay, our thinking was growing up in that little place. Now, you multiply that millions of times across the earth, whether it's in Vietnam or it's in Kenya or it's in Alaska, okay, how narrow the world is to an individual that doesn't have that communication. Okay? And that gets us back, you know, to education, because that's what it was. It was a lack of education, whether it was not having a radio available through which you receive communication, your parents did not have those experiences that they could share with you because they grew up in the same kind of environment. When you talk about the autostrada, you said they have beautiful roads in Italy. Yes, from the 1950s on when they started building the autostradas. As we would ride in the autostradas on the bus and then in our car that we rented, and you look up because it's very mountainous, and you look up and you see all these villages up in the mountains and you see these little lines, okay, those were the roads. No wonder that people from one town never knew people from another town. How could you get there except by walking? And even then, we didn't dare to because we were told by our parents that the people on the next town were no good. [Laughter] SPEAKER: [Laughter] 26 SPEAKER: And had different dialects anyway. SPEAKER: The different dialect is unbelievable. You know, he talked about some of the towns. It was Popoli. It couldn't have been more than three kilometers away. Okay? On Saturdays, my parents would take whatever, the few vegetables or whatnot they had, and go and set up in the open air market, and I would go with them. And I'd be sitting there next to the blanket, [unintelligible - 00:40:38] people would come, and I remember a lady come in and asked me whatever the price of tomatoes or whatever it was. I didn't have the vaguest idea what she was saying. I didn't have the vaguest idea. I had to ask my mother. Okay, now being grown up, they had heard the dialects often enough, okay, that they could understand each other. But as a youngster, never having been out of the town and being exposed to that, I didn't understand. I'm not talking about an accent. I'm talking about something completely different. Okay? The words [tremendously shocked]… I'll give you an example. The word andiamo, which means, you know, we're going, you know, andiamo a scuola -- iam, you see I-A-M. The A-N-D is gone. The O in the end is gone. [Unintelligible - 00:41:31] SPEAKER: [Unintelligible - 00:41:32]. SPEAKER: [Laughter] SPEAKER: Not andiamo, it's iam. Now, how do you get to…? SPEAKER: [Unintelligible - 00:41:37]. SPEAKER: And at different times, they all said the words differently, the same basic word but differently. I mean, Latin, you talked about Latin. Latin was still very pronounced in the influence in the dialects, because a lot of it stemmed from the old, you know, Latin. The letter V, you know, we say veni, vidi, vici. Well, it wasn't veni, vidi, vici. In Latin, it was weni, widi, wici. Okay? The V was 27 pronounced as a W. Okay? So the street that we lived on, the Villa dela Valle, we would say Willa dela Walle. SPEAKER: [Laughter] SPEAKER: How is that close to Villa dela…? You'd never understand. The Italian teacher we had in high school, Mr. [unintelligible - 00:42:25], I used to talk to him like that, you know. SPEAKER: You didn't have Lucia? SPEAKER: No. I'd love to hear what you… they're all dead. [Laughter] We're the younger generation. Okay? But that's the way it was. SPEAKER: [Laughter] SPEAKER: I have a question. We were talking about how poor we were, but when you look at photographs that were taken when our parents got married and shortly after, they were always well dressed. SPEAKER: Oh, yes. SPEAKER: The wedding pictures were just beautiful. How could they afford all those [if they were poor?] SPEAKER: Took care of what they had. I had… your father, he had, I had dress pants, play pants, a pair of sneakers, and a pair of shoes. And we took care of them. SPEAKER: That's right. SPEAKER: Okay? But you weren't in Italy. SPEAKER: No. I'm talking [unintelligible - 00:43:23]. SPEAKER: [Unintelligible - 00:43:23]. Oh, yeah, they always -- the wedding pictures are gorgeous. SPEAKER: I mean, they always had big hats. SPEAKER: But there's an Italian saying—correct me, Vinnie—"[foreign language - 00:43:32] fare una bella figura. You have to make a good picture." SPEAKER: The most important thing. SPEAKER: You have to make a good impression. Okay? So that impression to them was very important. So in something like, you know, a 28 wedding or having somebody at your house as a guest, you have to present yourself well. You have to make a bella figura. Okay? So you went all out. You went all out with those things. SPEAKER: Did you have a sitting room? SPEAKER: No, we had a kitchen. SPEAKER: My mother had a power and nobody ever… SPEAKER: [Laughter] SPEAKER: Yeah. We didn't have that till we came here. That's when we had too much. [Laughter] SPEAKER: Yes. SPEAKER: Yes. SPEAKER: Over there, all we had was a kitchen. SPEAKER: No matter where we lived, we had a sitting room, and we had a kitchen going, so… in two of the houses we lived in. SPEAKER: No, but that's true. Impressions have always been very important. SPEAKER: Yeah. SPEAKER: Yeah. And of course, that… SPEAKER: The women show you the red carpet face. SPEAKER: It goes along with the pride. SPEAKER: Right. SPEAKER: Exactly. SPEAKER: And at a wedding, a family affair… SPEAKER: Well, you described… SPEAKER: … you put out the best that you have even if you have to borrow to do that. And you go kind of go overboard. SPEAKER: Are you also impressing the people that you left behind to show them that you're doing well in this new country? SPEAKER: Absolutely. Absolutely. SPEAKER: Probably. SPEAKER: No, no, I went back, like I said, 1996 and I met all my first cousins. I'd never seen them because they were all younger, so it's the first 29 time that I met them, and they're adults, you know, for the most part. The second cousins were [laughter] younger but the first cousins were all, you know, married you know, for the most part, have families of their own. And I was at the time, you know, 57 years old, so I was retired. I don't know if that made them… you know, because they asked me, [foreign language - 00:45:28] you know, "Do you have a pension?" I said, "Yes." Now, maybe to them that was inconceivable [laughter], okay, to use that word, that I was able to go there, take a tour, you know, rent a car and whatnot. But they had cars, too. They had cars, too. And maybe, maybe from an economic viewpoint, they might've been impressed, but I probably left there being more impressed with them and their families than they had of me. Okay? SPEAKER: My mother's family, most of them stayed in Italy, and my father had never met them. But whenever they took pictures and took these snapshots and sent them to my mother's family, they always made sure there's a car within the picture. SPEAKER: [Laughter] SPEAKER: That's right. SPEAKER: Absolutely. SPEAKER: [Unintelligible - 00:46:17] trying to tell the in-laws that your daughter married okay. SPEAKER: Do you still have the wedding pictures? SPEAKER: Make a bella figura, eh? [Laughter] SPEAKER: Speaking of funny pictures, my mother's now in the nursing home. And straightening up and things, I found this rolled up picture -- well, 1932. Can you figure out how brittle that was? And it was a picture of their wedding reception with the hotel name there at the bottom, March 1932. And I was amazed at how many people that I recognized because it had all the guests, too. The family was all lined up at the back. I think it's the only picture that I have that 30 has the entire family. And of course they're all mostly deceased. There are three living people out of that entire family. SPEAKER: Wow! SPEAKER: And then of course all the guests were in the foreground. Well, there were people that I didn't know, and Smithy [unintelligible - 00:47:27] I see him once in a while and I know he's a possible relative. So I showed him the picture. You know, he knew this one, he knew that one, so I added a few more names and wrote them down. And a couple of them, [unintelligible - 00:47:43] I said, "They can't drive. [Laughter] I couldn't believe this." Well, how did they get from Leominster to Boston…? SPEAKER: Exactly. SPEAKER: … to this wedding in March [unintelligible - 00:47:56] the whole bit, they took cabs. I could not… I still… it's inconceivable to me that they could have done that. SPEAKER: Right. Right. For that kind of an affair, they have to present themselves in a positive light. SPEAKER: They didn't have [unintelligible - 00:48:12]. SPEAKER: Yeah. SPEAKER: No. SPEAKER: You went to here, you went to Littleton, [unintelligible - 00:48:16]. SPEAKER: Oh, yes. SPEAKER: It used to take us four hours to get to Littleton. SPEAKER: You know what? Your neighbor, your ex-neighbor just died recently. SPEAKER: Mrs. [unintelligible - 00:48:23]? Yeah. I heard that. SPEAKER: Yeah, Vinnie was talking about playing soccer. It was a ragball. SPEAKER: Both. Whatever you could get. 31 SPEAKER: Just a stocking filled with rags. You keep wrapping the stock around it until, you know, and then you sewed it up, and we all did it. SPEAKER: [Unintelligible - 00:48:38]. SPEAKER: [Unintelligible - 00:48:45]. SPEAKER: It wasn't until after the war -- we used to get packages on occasion from the relatives in the United States, and it was always a big family thing when a package arrived. It was the town news. You know, the [unintelligible - 00:48:56] family got a package from America. And so, all the kids would gather around it, they open it up, and there might be some clothing or this and that. One time, there was this real ball. Okay? A real ball. SPEAKER: [Laughter] SPEAKER: So my cousin and I took it outside and we were so proud to show, you know, to all the kids we got a real ball, rubber ball, and we're playing soccer and damn it, we can kick that thing to make it go where we want. We just had a heck of a time with it. Okay? SPEAKER: [Laughter] SPEAKER: Years later, we come to the United States. In the summertime, we played baseball. And come the fall, I see these kids out—this is in Pennsylvania—and they're throwing a ball around. I look at it; I reckon it's a football. SPEAKER: [Laughter] SPEAKER: We had no idea what that ball was. Okay? We were trying to play soccer with a football. SPEAKER: [Laughter] SPEAKER: And so, I was laughing about it years later [laughter]. Okay, thinking of these little ragamuffin kids barefooted trying to play soccer with a football. We had no idea. We didn't know what a football was or a baseball. Soccer's the only game that we knew. 32 So whatever it was, we were going to play soccer with it. [Laughter] SPEAKER: Remember the baseball? Every Christmas, somebody would get a new baseball. SPEAKER: Yeah. SPEAKER: And that lasted us all summer catching it. [Unintelligible - 00:50:15] SPEAKER: I remember we played baseball on your [unintelligible - 00:50:24]. SPEAKER: Oh, yeah. SPEAKER: And the Mazafarro was owned by [unintelligible - 00:50:29] and oh, yeah, you know, you never forget those neighborhoods. You just don't forget them, you know. And we used to go [unintelligible - 00:50:36] and entertain yourself. I mean, made up your own rules. You know, you learned leadership that way as well. You know, everything is planned [unintelligible - 00:50:47]. SPEAKER: Yeah. Getting along with your peers, right? SPEAKER: We were all playing. SPEAKER: When I came to Pennsylvania in 1971, almost every single principal in the city of Monticello was Italian. Remember that? SPEAKER: Mm-hmm. SPEAKER: And who would have ever thunk that we would elect an Italian mayor? That never happened before. SPEAKER: [Unintelligible - 00:51:08] city council. SPEAKER: Yeah. SPEAKER: Okay. That I guess is the determination and trust that maybe this ethnic group [unintelligible - 00:51:16]. SPEAKER: As I said, my dad was the first Italian congressman. SPEAKER: That's right. That was amazing. But I'll tell you what, he'd walk on the street. I remember one Halloween going uptown, he had 33 peashooters, bows, [unintelligible - 00:51:31] peashooters, wax, the whole… SPEAKER: The whole thing. SPEAKER: The whole thing to get [unintelligible - 00:51:36]. SPEAKER: [Unintelligible - 00:51:38]. [Laughter] SPEAKER: We never… we got to the edge of town, picked them up… SPEAKER: [Laughter] SPEAKER: Do you remember the wax, Wanda? SPEAKER: What of it? SPEAKER: What we were referring to about wax? [Unintelligible - 00:51:51] what we did with the wax. SPEAKER: Hold it. After this story, though, we have to end. SPEAKER: Yeah, okay. [Laughter] SPEAKER: It's getting late. But it was very enjoyable. [Unintelligible - 00:52:00] SPEAKER: [Unintelligible - 00:52:04] get all that stuff and we melted the wax on top of it to preserve it. SPEAKER: Like paraffin. SPEAKER: Like paraffin. SPEAKER: Yup. SPEAKER: And on Halloween. SPEAKER: [Unintelligible - 00:52:11]. [Crosstalk] SPEAKER: Uh-huh. SPEAKER: My generation is [unintelligible - 00:52:18]. SPEAKER: You never had peashooters and stuff like that? SPEAKER: No. SPEAKER: Oh, yeah. SPEAKER: But I probably wouldn't have to [unintelligible - 00:52:24]. SPEAKER: I do remember just to add. And you asked me how my grandparents probably got to this area, and through our conversations it was the building of the Clintondale… 34 SPEAKER: Okay. SPEAKER: Yeah. SPEAKER: Oh, yeah. SPEAKER: That's where it was. SPEAKER: It took me a little while trying to put that together. SPEAKER: Yup. SPEAKER: Maybe we should end just with an education question. I was wondering, if you could tell me what the difference is nowadays between the parent, child, and teacher relationship? I think it was Joe that mentioned that if you did anything wrong, you were really worried about what your parents think, that… SPEAKER: Yeah. I mentioned it, so I'll start it. I relate to my mother—not my father, my mother. Mothers for some reason, in Italian families were the ones that took care of the school business and all that kind of stuff. And we were taught certain things, okay? And we were taught respect and, you know, parents respected professionalism. Okay? The teacher was a professional. When the parent went to the school and the teacher said this, that was accepted without question and you were expected to represent your family as a gentleman, right or wrong. The last few years, I spent in education, and I spent a number of years doing something [unintelligible - 00:53:43] filling in at interim, okay? Today, the child is never wrong. They go home and they tell their parents, "The teacher did this or said this." Their mother picks up the phone and calls another child. I called so many kids. This is getting to be common in the school. Okay? Right or wrong, the kid is going to say, "Oh, yeah, Jeremy was right. The teacher was wrong." Recently, I witnessed when an excellent teacher was dismissed on the say-so of a few kids who fabricated the story, and I know they fabricated it. I wasn't the principal. It would've never happened… but I guess the word I want to use is trust and respect, 35 and they don't happen today. The kids run the show, and the principals and the superintendents and the teachers are frightened of litigation and fabrication. And it's absolutely… [I worked at destroying, kids were surviving but it certainly makes things] [unintelligible - 00:54:49]. SPEAKER: Anything else you can add on that note? SPEAKER: I guess, you know, if we talk about the world getting smaller, so much more of the outside has come into the school. Schools used to be more closed. [Unintelligible - 00:55:04] any of your classes, you close the door and the teacher taught and so on. But as we've expanded, as the school has opened up to the world to educate kids, the world has also come into the school. It's been a two-way street. And I still believe that parents basically want what's best for their kids. Sometimes they may not know what's best for their kids. Sometimes they might lack the parenting skills. Because in that respect, life is a lot different today than it was 40 years ago. And so it was simple in that respect. You had clear lines of authority. Whatever your parents said, that's what you did. Relatives supported that. They would never contradict your parents. Parents never contradicted the school. They might think the teacher was wrong, but because the teacher was an authority figure and it was instilling the respect of authority that was more important than the incident itself, okay, that's what they were trying to deal with. And some of that has been lost. I mean, I agree with Joe. But I still basically believe, you know, the occasions that I've had disagreements with parents over kids obviously, when you sit with them one on one and you communicate to them that you understand they want what's best for their youngsters, just respect the fact that I also want what's best for your youngster. We're together on this, okay? Let's not have the confrontation between us, because that moves us away 36 from what the object of the conversation was, and that's this youngster. That's what we're trying to deal with instead of satisfying our own egos. Okay? SPEAKER: Let's say we did do well… SPEAKER: So there's more dialogue. There's more dialogue now between school and home. Okay? There wasn't before. SPEAKER: [Unintelligible - 00:57:07] is to get parents and discuss. And most of the times, I would say we want to get the point across and the people would leave happy. Okay? And we took the time to get them in. But we also had staff that understood, and they took the time to get on the phone and work with kids [unintelligible - 00:57:27]. We teach to a [testing]. We have a [unintelligible - 00:57:33]. I swore to God that I hope we never became New York. We have to ace the test. But we teach to a test. SPEAKER: I never [unintelligible - 00:57:43] day that we would teach to a test. SPEAKER: Well, you two are an unusual pair though. I mean, one of you was always ready when there was a CORE evaluation. I know schools with principals who [unintelligible - 00:57:55] in a CORE. SPEAKER: That is important. SPEAKER: Right. SPEAKER: [Unintelligible - 00:58:00]. SPEAKER: Right. SPEAKER: But there are schools where principals [unintelligible - 00:58:02]. SPEAKER: Some say special education, bilingual education, anything out of the mainstream, has been outside of their realm of responsibility. So the special education is the realm of the special educator and the director of special ed. It's a SPED problem, let him handle it. Joe and I always work on the premise that if it's in our four walls, they belong to us. Whether it was bilingual or SPED, they were our concerns and our problems. Lucy is right. It's one of the 37 things that I don't see today. There's a lot of administrative involvement in some of those areas. And there should be more, because the principal controls the resources in the building. It's not the SPED director, it's not the LD teacher who will be sitting there and promising that we're going to do this or that or make this modification for the benefit of the youngster and then can't follow up on it because somebody else sitting there disagrees. Okay? Somebody has to be the arbiter of that. Somebody has to, and that's the principal. SPEAKER: Lucy never has to make an appointment to see us. I mean, no teacher ever had to make an appointment. I guess that's what's happened today in schools. SPEAKER: Open door. SPEAKER: Yeah. I know the schools in Leominster, you have to make an appointment to see the principal as a staff did. Christ, that's sacrilegious. A parent has to make an appointment. I know a parent went into a school not too long ago, he was told to come back tomorrow. [Unintelligible - 00:59:33] my telephone number because if it were a small problem, you never let it get to be a big problem. [But times are changing.] SPEAKER: We just need to… there's only a few minutes left on this. So thank you very much though. I could stay here for hours. SPEAKER: [Laughter] SPEAKER: All of you were so informative. And thank you again to Lucy. Thank you very much. SPEAKER: [Unintelligible - 00:59:56] a lot of fun [unintelligible - 00:59:59] negative. SPEAKER: This is the end of the interview./AT/mb/es

Interview with Phyllis Lanza Caligaris. Topics include: Family history. Immigration of her grandfather, Emmanuel Montagna, and grandmother, Francesca Marrama, to the United States from Italy. Work history of her grandfather and how he would create a business, build it up, and sell it. Eventually, he opened Monty's Garden Restaurant in Leominster, MA. Her grandparents rented rooms to Italian immigrants in Leominster. What Monty's was like when it first opened, the people who worked there, the menu, the patrons, the hours. How the business changed over the years as it was passed on from Phyllis' grandfather, to her father, to her husband. Memories of her grandfather. What it means to be Italian. What it is like to be in business with family. ; 1 SPEAKER 1: It's Friday, December 7th. It's 10:20. We're at Monty's Restaurant, Central Street in Leominster. We're interviewing Phyllis Lanza Caligaris, and thank you, first of all, Phyllis. And I'm not sure; did I say your last name correctly? PHYLLIS: Correctly. SPEAKER 1: Okay. All right, and it's my understanding that your grandfather started Monty's. PHYLLIS: Yes. SPEAKER 1: So can you tell me a little bit about him personally? Not just the restaurant business, but… PHYLLIS: Okay. SPEAKER 1: What you remember about him? PHYLLIS: I can't determine what year he immigrated to the United States. There's no records in the Ellis Island files, so I assume he sailed into Boston. As with the rest of his siblings, I cannot find any info. But I know he was born 1879 and died 1960, and he came to America from a town called LaRocca. SPEAKER 1: Can you spell that? PHYLLIS: L-a capital R-O-C-C-A in the province of Abruzzi, A-B-R-U-Z-Z-I. SPEAKER 1: Okay. PHYLLIS: I have no idea what year. SPEAKER 1: Now, what is his name? PHYLLIS: Emmanuel Montagna. SPEAKER 1: Okay. And when he came, you think, to Boston, was it alone? Or was he traveling with other people, do you know? PHYLLIS: I have no idea, I have no idea. SPEAKER 1: Did he ever mention why he left? PHYLLIS: Well, I imagine like all other immigrants, for a better life here in the United States. In Italy, there were no jobs, no future. As well as my father immigrated to the United States as a young boy at the age of 12. But this person, my grandfather, when he immigrated -- I don't know too 2 much about his early childhood, only from when he married my grandmother, and then his education and his endeavors from that point on. And if you'd like me to… SPEAKER 1: Tell me what your grandmother. Who did he marry? PHYLLIS: He married Francesca Marrama. SPEAKER 1: Can you spell that? PHYLLIS: M-A-R-R-A-M-A. SPEAKER 1: Okay. And was she from Abruzzi? PHYLLIS: The province of Abruzzi, but the town, the next town to LaRocca called Pendama. And that is spelled P-E-N-D-A-M-A. SPEAKER 1: Okay. PHYLLIS: But they didn't know each other, and they met in Reedville, Mass, which is outside of Boston. They married in 1900 at the Stone Church where the reservoir is in West Boylston. And he, when he was a young man, was in construction and worked on that and helped build that church. It has nice memories, you know? To think that he worked on that church and helped build the reservoir, and he got married there. SPEAKER 1: Now was that -- I don't really know the history of that church. Was it indeed a church? PHYLLIS: Oh yes, yeah, yeah, yeah. And then for the longest time, it went idle, so to speak. And I still don't know today if they've refurbished it and are using it. SPEAKER 1: They don't use it as a church. I've actually never been inside, but I do know a lot of couples get their wedding. [Crosstalk] But I believe there aren't even windows in it. I think it's just a construction. PHYLLIS: Yeah. SPEAKER 1: So anyway, what was he doing in Reedville? PHYLLIS: I have no idea. For most of this history, comes down to me from my mother and what she remembered. And when I asked the question how they met, she said they met in [Ricco]. SPEAKER 1: Okay.3 PHYLLIS: And then at one point my grandmother was living in West Boylston, and he was working construction on the reservoir and the church; and whether they met there, I don't know, but I know they got married there. SPEAKER 1: Now what was your grandmo-, oh your grandmother was Marrama, okay. PHYLLIS: Marrama. SPEAKER 1: Marrama, okay. PHYLLIS: And she was 16 years old and he was 21. SPEAKER 1: Do you have any idea of why your grandfather would've come to Leominster? PHYLLIS: Usually, what happens with immigrants, they go to the town where other family members have gone before them, and they live with these family members until they get on their feet. And I'm sure that was the case because all of his siblings located in the Leominster area. SPEAKER 1: Okay. Do you want to tell me more about the church or West Boylston? PHYLLIS: No, no. I have no history on that at all. SPEAKER 1: Okay. PHYLLIS: I do have a lot of history on him, and he couldn't speak English when he came here, so he knew in order to advance himself he would have to -- he taught himself as well as going to night school. And I was reading an article about him, and this is quoting the article: "After moving to Leominster, he took advantage of night school, where he was accorded one of the best pupils in the school, making rapid strides under the tutorship of Attorney J. Ward Healey, who was principal of the night school at that time." You know, it just was interesting. SPEAKER 1: Now where was that clipping from? PHYLLIS: It was from a 25th anniversary write-up about my grandmother and grandfather. SPEAKER 1: Oh, I see. Now, did your grandmother speak English? PHYLLIS: No, I'm sure she didn't. SPEAKER 1: So you didn't know her?4 PHYLLIS: Yes, I did. By the time I arrived, she spoke broken English, but you could understand her. See, these people were self-taught. You know, in order to survive, you had to learn English. SPEAKER 1: So he was working construction. How did he get involved in the restaurant business? PHYLLIS: That comes at the end. This gentleman was into everything. SPEAKER 1: Oh, okay. PHYLLIS: Everything. You'd be amazed at his life. They had three children. SPEAKER 1: Okay. PHYLLIS: One son, who died, and two daughters. One of the daughters was my mother. SPEAKER 1: Okay. Why don't you tell me their names, the daughters? PHYLLIS: All right, okay. One was Mildred Lanza, Mildred Montagna Lanza, and the other one was Alice Montagna Tossi. SPEAKER 1: The son who died? PHYLLIS: His name was Henry Montagna. SPEAKER 1: I never thought of Henry as an Italian name, and I keep hearing it. PHYLLIS: I thought about that. I thought about that. And knowing my grandparents, I would've thought that they would've named him Henrico, which is Italian for Henry. But on the gravestone, it says Henry. So I was really surprised because that is not an -- well, they do have Henry in Italian. SPEAKER 1: I just interviewed someone with -- a Henry is in their family, too. PHYLLIS: Really? SPEAKER 1: So, okay. So unfortunately, their baby boy died. But you can just continue and tell me what you know about him. PHYLLIS: All right. My grandfather was as an ever-young man as well as through his adulthood, was a very enterprising man. In 1911 he opened the first movie house in Leominster called the Past Time. It was a silent movie house, and he charged 5 cents per person, and he gave away dishes to attract customers. The movie house was located in the old wood block in 5 the center of Leominster in Monument Square, and I imagine it was located there because he lived there with his family on the 3 rd floor. SPEAKER 1: Now, I think it was pretty common for theaters to offer dishes and plates, was it? PHYLLIS: Yep. SPEAKER 1: Do you have any of those original plates? PHYLLIS: No, no, no. Because I wasn't even born. My mother never kept anything, and I don't think Depression glass was in 1911. That was -- Depression glass was 1929, you know, so. But my mother told me this, she said… SPEAKER 1: So this is about 1911 then. PHYLLIS: 1911 when he opened the first movie theater in Leominster called the Past Time. SPEAKER 1: Okay. PHYLLIS: And after the movie house, he went to work for Yale Novelty Manufacturing Company on the corner of Johnson and Lancaster Street in Leominster. And my grandmother also worked there, and they made celluloid hairpins. SPEAKER 1: Now, is this before your mother would've been born? PHYLLIS: My mother was born in 1904. So this was after. SPEAKER 1: Okay. PHYLLIS: I think 1906. I think he was 2 years old when he died. SPEAKER 1: Right, so was he born… PHYLLIS: He was born first; probably 1902. SPEAKER 1: Okay. Working at the Yale Manufacturing Company, and when is this? Did they sell the movie house, or…? PHYLLIS: He would start businesses, prosper, and then sell them. And this is the events, how they transpired, according to my mother. So I don't know who he sold the movie house to, but then he went on to the Yale Novelty. SPEAKER 1: Okay. PHYLLIS: Also worked for the Far Florist Company on Orchard Street, and there he developed a love of flowers and gardens, which would be incorporated 6 into the name of his last endeavor, which was this restaurant, Monty's Garden Restaurant. SPEAKER 1: Now, where did Monty come from? Montagna? PHYLLIS: Okay, that is the last endeavor, and that will explain all the names. Okay, if I can explain them? SPEAKER 1: Okay. PHYLLIS: And getting back to the timeline, he then opened the first pool parlor on Pleasant Street where the day and night store is. And during his ownership of the pool parlor, he promoted wrestling matches at the town hall featuring a man named Jack Morrow. Now, Jack Morrow was Italian, but they Americanized his name. I don't know what his Italian name was. SPEAKER 1: Okay. PHYLLIS: Next business, he started the first bus line in Leominster at the start of Lancaster Street bringing workers down to the viscaloid shop on Lancaster Street. He had an open-bed truck with chairs in the back of it, and he would transport workers that worked in the factory down there. And eventually, if he made more money, he bought buses and had a bus company. The bus company he then sold to his brother Antonio Montagna. SPEAKER 1: I was wondering, did he have a partnership with his brothers when he was doing this? PHYLLIS: No, no, no. He did this all on his own. SPEAKER 1: On his own? PHYLLIS: Yeah. His next venture was an open food store in Monument Square, which is right where Friendly's is about now. And it was called the Montagna Food Company. As the business grew, he became partners with Luigi DiGiovanni, and he sold out to his partner, and the store was eventually to be named the Gloria Chain store, which became a full-service Italian market. SPEAKER 1: The Gloria Change Store? PHYLLIS: Chain.7 SPEAKER 1: Chain. PHYLLIS: Chain, C-H-A-I-N. SPEAKER 1: Where did Gloria come from? PHYLLIS: I have no idea; you'd have to ask descendents of Luigi DiGiovanni. Now, his next venture was selling oil burners in a building at the rear of 35 Central Street. It was called the Rainbow Oil Burner Company. And his future son-in-law, Phillip Lanza worked for him. He then bought the 3-decker building in the front of this 35 rear Central Street. He bought the 3-decker building that faced Central Street, and his family lived on the 3rd floor. The 2nd floor he rented out rooms to roomers, and the first floor he rented out to retail business. Always had an income coming in. And he had a lot of vision and he could foresee in 1933 that the repeal of prohibition was going to happen. So he went out and applied for the first liquor license in Leominster and opened the first restaurant in Leominster called Monty's Garden Restaurant. SPEAKER 1: This is the first restaurant? PHYLLIS: Restaurant, yep. SPEAKER 1: Wow. PHYLLIS: Now, Monty's… SPEAKER 1: Now what year was this? PHYLLIS: 1933. Monty's is short for Montagna; they used to call my grandfather Mr. Monty. And garden was because of the murals he had painted on the walls. And in fact, we still have some of the murals in the old section of the restaurant. He just loved the flowers and gardens. His home on Fort Pawn when he had it built, he had trellises and flowers hanging gardens all over and maintained them mostly himself. SPEAKER 1: Now, did he paint these murals, or he had…? PHYLLIS: He had them painted by a gentleman from Connecticut, and I believe his name is still on the mural, I think. We'd have to go look. Now this restaurant is still in the family, and with the 5th generation great-great 8 granddaughter working here, [Alana Fruschett]. Two of my daughters and one of my sons runs the restaurant. The other children, another son owns his own restaurant in Worcester. SPEAKER 1: And that was Stefano's. PHYLLIS: Stefano's, and my daughter and her husband own the pasta company below the restaurant, and her sister works there. So everyone in my family is in the food industry in one aspect or another. SPEAKER 1: Wow. So this is the same location as 1933, well I can see that it is. PHYLLIS: Yeah. SPEAKER 1: And did you ever think of expanding downstairs, to have the restaurant also downstairs? PHYLLIS: Well, my grandfather never wanted -- everybody's asked, why is the restaurant upstairs? Because he wanted to have retail stores down there to have the income. Plus, there are a lot of taverns located in this area. And he didn't want the people frequenting the taverns to just pop into the restaurant. Going up the stairs kind of prohibited -- it made for selective customers, let's put it that way. Okay? SPEAKER 1: So is this a 2-story building? I guess I didn't pay attention. PHYLLIS: Three-story. SPEAKER 1: Three? So what's above? PHYLLIS: Right now, they're using it for office space and storage. SPEAKER 1: And what was it used for back then? PHYLLIS: They lived on the 3rd floor, my grandparents and my aunt and my mother. Second floor was for roomers. He had tenants, you know, that would rent rooms. SPEAKER 1: On the second, here? PHYLLIS: Yes. SPEAKER 1: In this building? Behind the restaurant, or where? PHYLLIS: You know, this is a 3-story building. SPEAKER 1: Aren't we on the 2nd? PHYLLIS: This is where the roomers were, on this floor. 9 SPEAKER 1: Oh okay, before he opened the restaurant. PHYLLIS: Before he opened the restaurant. Once he opened the restaurant, on the 2nd floor -- he still had roomers on the 3rd floor because by then my aunt and my mother had moved out into their own homes. SPEAKER 1: Okay. PHYLLIS: So they still rented rooms up there, and my grandmother was such a hard worker. She not only helped with the restaurant in cooking and cleaning, she'd have to take care of the rooms of the roomers too, you know? SPEAKER 1: So let's talk a little bit about the boarding, the rooms. Who did they rent these rooms to? PHYLLIS: Well, you know, what I mentioned how when an immigrant comes to an area where there are other relatives or people that they knew in Italy, they want to congregate or relocate in the same area that they do? Well, sometimes they're not necessarily people that have families here. So they didn't have anyone and they didn't know where to go, or where to live, or they didn't have the funds, and people would tell them to go see Mr. Monty, he will help you. So my grandfather rented out rooms to people that -- immigrants from Italy. And some were not immigrants, some were just people that relocated here and they would just say Mr. Montagna has a rooming house, he will help you. You know? And many people came here and rented rooms at one time, just to get started, you know? SPEAKER 1: About how many rooms are we talking about? PHYLLIS: About 4 rooms. SPEAKER 1: Four? PHYLLIS: Four rooms. Once he had the restaurant, now I don't know how many rooms -- there must have been quite a few rooms on the 2nd floor before the restaurant. See, I only have knowledge of the four upstairs. But before them, I have no idea. SPEAKER 1: And now there are offices up there, you said? PHYLLIS: Yeah, yeah.10 SPEAKER 1: So was it basically word of mouth? PHYLLIS: Yeah, yeah, yeah. I can remember when I lived above the restaurant with my family, because I think it was a stopping place for many people because we didn't have to pay rent, and we still had roomers, and I remember the Salvation Army calling a lot of times asking if we had rooms for people that they couldn't house, you know? But after awhile we just stopped doing it because it was too much work. By the time my father took over the restaurant, and my mother -- I remember she had a few roomers, but then by the time -- and then I had, when I lived up there, I took care of some rooms too. But after I moved out, they discontinued having the rooms. SPEAKER 1: Now, did your mother or sister also get involved n the restaurant business? PHYLLIS: Well, my aunt -- no, but her husband did work as a bartender for my grandfather early on in 1930s. SPEAKER 1: I'm not sure, did you give -- you did give me her married name. PHYLLIS: Yes, Tossi. SPEAKER 1: Tossi, okay. So your mother. PHYLLIS: My mother. SPEAKER 1: She worked so hard? PHYLLIS: Well, that was my grandmother. SPEAKER 1: Yes, your grandmother. PHYLLIS: My father also worked for my grandfather as a bartender, and later on becoming the cook. And my mother worked very hard too. She didn't do much down here in the line of cooking, but she cleaned the downstairs, and she cleaned the rooms for the roomers, so she worked hard also. SPEAKER 1: Now your grandfather, was he primarily a manager/owner of this restaurant, or did he actually cook? PHYLLIS: No, he didn't cook. He was out front management, the best salesman you could ever have. He treated his customers like royalty, knew everybody by their name, his old cronies, would pour them extra drinks, you know. 11 He'd be behind the bar most of the time, and that's where his customers wanted to see him, behind the bar. "Oh, here's Mr. Monty. Hi Monty, how you doing? How's this going?" You know, that's part of the out front management, know your customers, treat your customers well. And I have to go into his other life away from the restaurant. He had a very active life, and that is my next segment. SPEAKER 1: Okay, can we still talk about the restaurant a little bit more? PHYLLIS: Sure, sure. SPEAKER 1: Who did he hire as a cook? Was that also a family member? PHYLLIS: No, no, these two gentlemen were from Boston. He hired a Paul [Solafia], and we used to call him Tiny [Bissonet]. Now his descendants are still around as well as Mr. Solafia's descendents, but they have both passed on. And after that, then there was my father in the kitchen, and my father taught my husband what he knows today. And then my husband passed all those learning techniques to my sons and one daughter who worked in the kitchen. And you know, it's been passed down like that, same recipes. SPEAKER 1: Back then was there a specialty that people would come in for? PHYLLIS: I should show you the old menu. SPEAKER 1: Oh yeah. PHYLLIS: Do you want to [show that]? SPEAKER 1: Well we'll look at it after we're done. PHYLLIS: I mean, when you consider spaghetti and meatball and a salad for 50 cents. SPEAKER 1: That would be like a dream come true now, wouldn't it? PHYLLIS: Oh boy, that was wonderful. And don't forget, this was the only restaurant. You know? Maybe they had diners, but this was the only restaurant, and they served Italian and American food. At one point he was serving Chinese food, chop suey, chow mein, and remember the Asian gentleman coming in and delivering his product, and it seemed funny that an Italian restaurant would serve that. But then you think back, there was no other really sit-down nice restaurant. SPEAKER 1: Was there an Asian population that used to come in?12 PHYLLIS: No. SPEAKER 1: So this is just… PHYLLIS: This is, you know, people that were used to going to Boston to get Chinese food, thereby thinking again, you know, why let them go to Boston when they can get it here? My grandfather was always thinking, always thinking. SPEAKER 1: Now, who primarily were the customers? I mean it's my understanding that people back then, let's say Italians, didn't really go out to dinner. Or is that just a myth? PHYLLIS: That's a myth. That's a myth. Many couples today that have passed on used to tell me when I worked here, you know, we got engaged up here in the booth. I presented my wife with her diamond, or I asked her to marry me, and they continue to bring their children and their grandchildren. So it's a tradition, you know? Oh boy, when I was working I would hear many stories from the customers, "Oh, your grandfather did this," or he was that. But to pinpoint people, there were so many, and there were a lot of Italians. SPEAKER 1: There were. PHYLLIS: A lot of Italians, a lot of politicians because my grandfather was involved, not directly with politics but committees, civic committees. But we'll go into that after we finish here. SPEAKER 1: Well I imagine it was sort of exciting back in the early '30s and mid '30s to share the Italian culture with the rest of Leominster. Do you remember ethnic group coming in and maybe being used to that kind of food? PHYLLIS: Well, I really don't want to pinpoint. SPEAKER 1: You don't have to pinpoint particular people. PHYLLIS: Just even particular ethnic backgrounds, you know. But I remember working when I had customers come in. Sugar on the [unintelligible - 00:26:58]. Another time I remember serving—because I waitressed here too—I remember ketchup on their spaghetti and sauce. I couldn't believe it. I couldn't go back to the table, you know. 13 But your Italian people were used to eating food like that, that they would serve here, and American people that weren't familiar with some of the dishes. But once they tasted it, you know, they would always order certain things. And of course the menu items changed over the years. They still served meat, steaks. SPEAKER 1: So did your grandfather introduce that, steak? PHYLLIS: Oh yes. He used to go to Boston, I don't know how many times a week, whereas now with the expressway, and he would go to the butcher shop and he would buy sides of beef and cartons of fruit and cartons of fresh vegetables and bring them back. And I remember going with him when I was a little girl; it was so interesting, you know, and everybody knew him in Boston in the market area. But he could get a better price by doing it that way than going through a third person, you know? A middleman. So you know, I can remember when my father was cooking here seeing him go in the big walk-in cooler and taking a knife and cutting off steak, of a side of beef. Or cutting off a certain portion and making hamburger or a roast or whatever, you know? Those are my memories of the kitchen. SPEAKER 1: Now, did he have maybe a different clientele? Let's say for the bar area, there were kind of regulars there? PHYLLIS: Yeah, oh yeah, yeah, yeah. A lot of people would come in just to have a drink. But these were -- they were not the tavern people that would go for a drink. They'd come in, in suits, and you know, they may have a drink before they went to the movies. See, the movie house was right adjacent to this building, and many people would either come before the movie or after the movies because we were open until two o'clock at that time. SPEAKER 1: Two o'clock in the morning? PHYLLIS: Yep. The only restaurant in Leominster, you're going to stay open for your customers when, you know -- of course the movie house would run two shows, and people would want to eat after the show or before. SPEAKER 1: Would it be a full menu still until two o'clock?14 PHYLLIS: Oh yes, oh yeah. I can remember when my father came into the business, he would tell me it was really hard to work until two o'clock in the morning and then go to bed and get up the next day and work the next day, you know? So when he took it over, he did away with two o'clock. Twelve o'clock. And then when my husband came into the business, it was 11, and then it went to 10. He said this, you know, it's too much. SPEAKER 1: I was just reading that Americans in particular, they're getting up earlier, they're going to bed earlier. So do you see that? PHYLLIS: Well, yes. SPEAKER 1: I mean, not necessarily not to go to dinner. PHYLLIS: Well yes, we do. Because your dinner hour is -- you have your early birds at four o'clock; those are the ones that go to bed at eight. And then about 8:30 it dies down, and you'll have your stragglers who are coming in after shopping, or a movie will come in, and we're open until 10 for that. SPEAKER 1: It's so different let's say in Europe where things are just heating up then, right? PHYLLIS: I went to Spain and things -- you know, 10 o'clock was very early for them to go out to eat. You know? And breakfast, you couldn't get any breakfast until 11. SPEAKER 1: It's so different. PHYLLIS: Unless you just wanted a coffee. SPEAKER 1: So first of all, was the restaurant set up in this way? PHYLLIS: No, this room here was always here, but there were booths all along the wall. They remodeled it to make it a banquet room, and the addition -- oh goodness, I can't think of it. They put the addition on -- my daughter would know, from seating maybe 50 people, we expanded it to… SPEAKER 1: When he opened it he could seat about 50? PHYLLIS: Well yeah, yes, yes. I'd say that, 50, 60. But when my husband and I took it over, our business was booming so much that people -- there was a 2-hour wait. SPEAKER 1: Now when was this?15 PHYLLIS: 1960, when my husband -- well, we knew, first of all we asked our children before we think of an addition, are you willing to stay on and work? And they said yes. And we went on and added a whole new kitchen and a whole new dining room, keeping the same décor in the booths that our customers insisted upon. They said if you don't have these booths in your new section, we're not coming back, you know? And they were so happy to see that we did. SPEAKER 1: There's so much more pride… PHYLLIS: Oh God. SPEAKER 1: So now your grandmother, how involved was she in this enterprise? PHYLLIS: Well, she went right along with my grandfather. She helped cook, she helped cleaned the downstairs for the downstairs restaurant, and she maintained the cleaning in the rooms of the roomers. So she was busy, she was a hard worker, a very hard worker. SPEAKER 1: So your grandfather, he must have been satisfied finally because this is his -- was this his last endeavor? Or was that… PHYLLIS: Well, it was his last business endeavor. SPEAKER 1: Business? PHYLLIS: Yeah, once he moved from above the restaurant, he built a home on Fort Pond, and he was more or less in retirement. He would still come in to check and make sure everything was okay, that my father was doing what he wanted my father to do; but eventually he became sickly, and that's when he stopped. SPEAKER 1: How many days was it open? PHYLLIS: He had it open seven days a week. SPEAKER 1: Wow. PHYLLIS: But this is my grandfather the businessman, you know? You have customers, they want to eat, you open seven days a week. SPEAKER 1: So I don't imagine you had a big Italian population for Sundays, or did you?16 PHYLLIS: No, it was mostly the other ethnic backgrounds that came in on Sunday. Because, you know, the Italians always gathered at their grandmother's house or their mother's house for Sunday dinner. It was, you know, a lot of loners, a lot of other ethnic background couples that would come as a treat to go out on Sunday, you know? SPEAKER 1: Do you think this was all of his employees back in 1933? PHYLLIS: Oh yeah, yeah. SPEAKER 1: And did they typically stay with him for a long time? PHYLLIS: Well, I was born in '34, the only ones I don't remember, this gentleman, this gentleman, the rest I remember. SPEAKER 1: So the two… PHYLLIS: I don't remember their names except her. They stayed. Her name is Gabrielle [Grenash]. SPEAKER 1: Grenash? PHYLLIS: I don't remember the others. SPEAKER 1: So it looks like two, four, twelve, eleven to twelve employees. PHYLLIS: Yeah. SPEAKER 1: And I think marking before the tape was running, but can you just explain those costumes a little bit that the waitresses wore? PHYLLIS: Well, in Italy, each little province or town had their own native dress, and I think he probably wanted to incorporate that with the red, the white, and the green colors of the Italian flag. So where my grandfather came from, the women wore these vests, and it was like a -- what's the word? SPEAKER 1: Bra? PHYLLIS: Bustier? SPEAKER 1: Oh yeah. PHYLLIS: You know, similar to that with black and white peasant blouse. Their hair in some kind of black scarf. And I'm sure it was similar to that where my grandfather came from, and he wanted something that was going to be reminiscent of Italy and with the Italian colors as well. Now, I don't know if I still have [age groups]. The first one did go into something similar to 17 that, trying to keep a tradition, but then it just became too cost-effective, you know, [unintelligible - 00:36:47] them and launder them and everything. SPEAKER 1: I'm thinking of keeping them clean. PHYLLIS: Well, yeah. SPEAKER 1: Because that looks difficult to do. PHYLLIS: Yeah. SPEAKER 1: There's so much white. Now, was he open for lunch also? PHYLLIS: Oh yeah. SPEAKER 1: For lunch and dinner. PHYLLIS: Just lunch and dinner seven days a week. Then as a new generation took over, they'd cut the hours down, although my father did keep seven days a week. When my husband and I took it over, we decided on Tuesday to close, on Tuesday because all the other restaurants were closed on Monday, so why not stay open on Monday? SPEAKER 1: So you have some of your grandfather's marketing expertise, evidently. So tell me what a day in his life was like owning the restaurant. PHYLLIS: Well, it was mostly -- you know he'd come in to his office, he'd go over the books, he'd do his bookkeeping, you know, his daily bookkeeping. And then he would take my grandmother and then go into Boston and spend the day in Boston purchasing the items I told you. And going to visit other friends, and then coming back so he could work the bar at night. SPEAKER 1: This is obviously after he became successful, but that's when you really remembered anyway. PHYLLIS: Yeah, I don't remember him working at the floor. I have pictures of him -- or in any other businesses he had, I wasn't around. And you know, it seems as though they didn't save too much then, like pictures and things. It was hard to come by some of these pictures that I do have. Now my children are all clamoring for them, you know? They want to carry on this heritage, and I'm so glad I talked to my mother. SPEAKER 1: Oh, I know. You have…18 PHYLLIS: So glad I talked to my mother about all this. SPEAKER 1: So what's the day for you like? Was it similar in any way? PHYLLIS: Well, when I was working here, I just worked the weekends because they were the busiest, keeping in mind I had six children at home [unintelligible - 00:39:13], and I'd be working. It was so busy, so very, very busy. Very stressful. Worrying about my children, are they okay, my teenagers, what are they doing, are they home on time, getting ready to seat the next customers, getting a call from home, it was horrible, it was horrible, that aspect of it. But the other aspect, the gratifying aspect was seeing customers that were older than me coming back and telling me stories about my grandfather, "Oh, Mr. Monty did this," or, "We've been coming here for 25 years," and knowing your customer by name. You know? They loved that if you recognized them, it meant something to them. And my husband was even busier than I was. He would be working 60 hours a week, it was hard for him. And that's when he decided to start cutting down the hours, the night hours, closing hours, and closing one day a week. He says, "I need that one day—not to relax, just to get things done," to have improvements done, or repairs done, or certain cleaning done to the stove, and things like that. He needed an extra day; and on his day off he was here all day. SPEAKER 1: Actually, you both talked about this. So you're glad that you continued with the business? PHYLLIS: Yes in one aspect because it's a two-sided feeling. The good side was it provided us with a very excellent way of life. Secondly, the other side of the coin, we had no family life. You know how the Italians get together on Sunday? We didn't have that. My husband was always working. So my father, who loved -- I'm an only child, so he just loved being with my children. He would take us out to dinner with all my children, so they got used to going out to eat very 19 young and being very critical of the menu and, you know. Being in the food business, you know, they grew up that way. Holidays my husband insisted, when he had the business, we close on Christmas, close on Thanksgiving, and close on Easter. We were open for New Year's Day, but you know, you had everybody that had hangovers come in on New Year's Day, so my husband said, we're closing New Year's Day, too. And that was really the only time we could get together as a family. So you have your advantages and you have your disadvantages, and you try to mesh them together. SPEAKER 1: Now, does that mean your grandfather was open during Christmas Day, Thanksgiving Day? PHYLLIS: Always the businessman. I remember coming up here into this room having Christmas dinner with my grandparents and my mother, and myself and my aunt and her family, and my father having to cook, you know, for us, for our customers that came in. You know, and he'd run in, you know, because he was busy in the kitchen. I always remembered that. I remember one Thanksgiving I had it by myself in a booth, I felt so terrible. Because my father was working, and my mother, she was upstairs, she didn't want to come down, and I don't know where the rest of the family was then, you know? But I remember being alone then. SPEAKER 1: Did that in any way become a stimulus for you to have six children? PHYLLIS: Well, it provided the stimulus to have as much family get-togethers as possible. You know, there's a lot of family time, let's all be together. If you want to bring your friends over that's okay, but this is our time. Tuesdays, Tuesday night it was a special time; either we went out to eat as a family, or we had people over. But that was our Sunday dinner, like -- because everybody would be home, my husband; and I would say don't plan anything for Tuesday night. That's our family night, you know? And I feel badly because today my children have to work around the schedule here, so they guard their time-20 off very, very much. So, "Ma, this is my only day off, you know? I'm going to do this; I'm going to spend time with my family." So it's hard even to get together now with them because they're, you know, six children. My son is working hard at his restaurant, my daughter downstairs who works all week long wants her Sundays to herself. In that aspect I'm sorry that we're not an average Italian family. But on the other hand, it's providing us with other things in life. SPEAKER 1: I'm sure you did the right things only because your children are in the business. PHYLLIS: Oh yes, oh yes. We provided a business for four of our children who -- my son also worked here, but then he wanted to have his own restaurant, which I think is wonderful. Now he knows how hard his father worked. You know, when I go to visit him, he'll say, "I can't get everything done. "This has happened, "that, and then one thing or another, and I laugh and I look at him and I say, "Think about your father, what he went through." SPEAKER 1: Your mother saw her father work like that. PHYLLIS: Yeah. SPEAKER 1: You saw your father. PHYLLIS: And she was used to it by the time her husband was in the business; she was used to seeing her father work all those hours. So she didn't -- I never heard her complaining that much about my father having to go into work certain nights, days, holidays, because she was brought up in that. Although I saw it, and I accepted it, I didn't like it. But I accepted it because it was our way of life, you know? But now the restaurant has provided my husband and I with so much opportunity, to travel and to do the things that we couldn't do, to have a social life, to have friends, and you know, we're appreciating that now. SPEAKER 1: Good. Your mother, your grandmother, you? PHYLLIS: Well, my grandmother did. I remember going to visit and staying with her at their home on Fort Pond, I used to love to go there because she would cook my favorite foods, like pancakes from scratch and different kind of 21 pastas, and it was nice being there. And we were right on the pond and I would bring all my friends over, and she'd feed everybody and we'd go swimming. My mother cooked when she lived in her own home, but when she moved above the restaurant, she didn't cook. "You hungry? Go ask your father for something to eat," you know? We didn't have meals together. My daughters all cook, are wonderful cooks. The one that has the store downstairs, out of this world, she's fabulous. But they all cook. And both my sons, even the son that works here, he cooks. So it's all in the food industry throughout the whole family. SPEAKER 1: Now I see… PHYLLIS: Oh yes, the veal parmesan was a specialty. SPEAKER 1: Was that offered every day? PHYLLIS: Yes. You know, as the different owners took leadership of the restaurant, they brought in different foods, you know, different menus. My children today have much more on their menu than we had only for the fact that preparation time, you know, you can only do so much. You can't be making these very fancy dishes to order because we had a small kitchen and you couldn't do that. When they expanded, then they started expanding their menu. I will show you the original menu that's on the wall in the waiting room. SPEAKER 1: Was Friday a big fish day? PHYLLIS: Oh yeah, yes. He also went in and bought his -- I'm sorry, he bought his fish fresh in Boston also, transporting it back and forth. You know, he made sure he'd be there first thing on Thursday to pick up his fish supply, scallop, shrimp, haddock. SPEAKER 1: That leads me to another question. I was wondering if Fridays are still a big fish day. PHYLLIS: Oh yeah, oh yes, yeah. You'd be surprised, especially with today's customers are so health conscious. They'll have fish any time during the week, not only on Friday because it's, you know, it's good for you. So we 22 have a few specialties during the week of fish as well as our fish menu ever, not just on Fridays. SPEAKER 1: Is that different? I'm wondering, do people really primarily fish only on Fridays back then? And now it's more [accepted]? PHYLLIS: I have to think. You know, fish was very inexpensive years ago. Today fish is as expensive as steak, you know, certain types of fish. So I would assume fish could've been on the Italian table more than once a week if they could afford to buy it. You know, there was only one fish market in Leominster at the time, and I still remember my own family having fish more than once a week on Fridays. But I can't speak for others. You know, with the sauce, you can make a marinara -- what do you call it? I need to get -- a certain kind of sauce made with squid. SPEAKER 1: I don't know what it's called. PHYLLIS: I can't think of the name, senior moment. I'll think of it. And that's made with sauce. So Italians would have that with pasta, or they would make, good pasta. Anything -- clam sauce, they would make. And that wasn't just on Friday; that was anytime, you know, that the mother wanted to cook it. SPEAKER 1: Now did you call -- do you just call sauce "sauce"? I mean did you ever call it gravy? PHYLLIS: No. SPEAKER 1: Why is that? PHYLLIS: I don't know. But any Italian that's Italian calls it sauce. Anybody else, if they're not Italian, calls it gravy. When people say I want gravy, if somebody says gravy they bring them out brown gravy. SPEAKER 1: So how have things changed over the years? Let's say the clientele. PHYLLIS: The clientele changes with the times. I remember when I worked I had a lot of yuppies, that they wanted to go out; and no matter what the cost, they wanted good food. And they expected for you to provide that with a smile and excellent service, and then they were yours forever. I remember that in particular, a lot of young people, young professionals…23 SPEAKER 1: What year, about? Oh, they have to come. PHYLLIS: Do they have to come? SPEAKER 2: Yeah they have to -- unless you guys want to go into the lounge. PHYLLIS: Go into the lounge. SPEAKER 1: Sure. PHYLLIS: And then he had a mahogany bar, a 10-foot mahogany bar. But when that 4th generation came in, they decided it would be a business move, a better business move, to increase the size of the other dining room to have large parties come in. So, you know, the little bit of business the bar did there, they decided to take it out. SPEAKER 1: So the 4th generation is your children. PHYLLIS: Yes. SPEAKER 1: And you said the 5th is working too, your grandchildren? PHYLLIS: One of my daughters Darla is waitressing here. Who knows what she wants? It's a start. They all started working here when they were young, all my children. As soon as they were tall enough to wash dishes, they were behind there washing dishes. And then they learned how to make the salads and work the kitchen line. SPEAKER 1: How has the restaurant business changed over the years? Oh, first of all we were talking about the clientele and how you mentioned the people who were coming in. PHYLLIS: Yeah, that I thought were yuppies. SPEAKER 1: Yuppies. And I asked you what year. PHYLLIS: '79 is when we remodeled. SPEAKER 1: Remodeled? PHYLLIS: And enlarged the restaurant. SPEAKER 1: So how have people's expectations changed when they come out to eat? PHYLLIS: I think they're more knowledgeable today. Even then in 1979 people knew what they wanted. They wanted good quality, and they let me know about it. Whereas years and years ago, they just took whatever you put in front of them and were happy. They never would complain. Not that we 24 didn't give them good service or good food, but I note the clientele today are very discriminating, if that's the correct word. They know what they want and you gotta provide it. SPEAKER 1: I noticed the sign when we just walked in here to the lounge is catering, you offer catering now? PHYLLIS: Yeah, they just started doing that. You know, a lot of the restaurants are doing that now. People would come up and -- see, we don't deliver, but people would come up and say, well I want such and such for a group of 30. And we would suggest certain foods, certain sizes; do you want it hot or do you want it oven ready? You know, it's a big help. A lot of people -- you know, more people are eating out. There's two workers in the family all the time and they don't have time to come home and cook. So anything that makes life easier for them, and that's why the store downstairs, she has all prepared foods that people can buy by the pound and go home and heat it up and have a meal. SPEAKER 1: But do you do a take-out? PHYLLIS: Oh yeah. SPEAKER 1: When did that really start, do you think? PHYLLIS: Forever. SPEAKER 1: Forever? PHYLLIS: When my grandfather had it, he was -- I remember having take-out, and the customers that were shut-ins would call a taxi and call here and say, I'd like such and such, and the taxi is picking it up. SPEAKER 1: So you went from only one restaurant, you're the only restaurant in town, so now there's so many. PHYLLIS: Five or six Italian restaurants. And we know the owners very well, because they're all mostly Italians other than the ones that are in Fitchburg. And we're all very friendly with them, you know. SPEAKER 1: Do you try to offer something different than let's say their restaurants offer?25 PHYLLIS: Not really. We go our own way and do our own thing. They're always looking for new menus, new preparation of foods, different foods introduced, you know, all the specialties, that they will try different. LINDA: Hi, I'm Linda. SPEAKER 1: Linda. PHYLLIS: She's interviewing for Fitchburg State College. SPEAKER 1: We're almost done. SPEAKER 2: All right. Did you want to look at that box on my truck so I can leave it here? Because he's worried about these two. PHYLLIS: Nothing but good about you, honey. SPEAKER 1: A different type of menu. PHYLLIS: Menus. People are starting to come in. SPEAKER 1: Let me ask you about your grandfather as far as he was civic-minded. PHYLLIS: Yeah. SPEAKER 1: Okay. PHYLLIS: They would ask him to be their Marshall of their mini-parade, and I remember seeing a picture of my grandfather on a horse leading a parade. SPEAKER 1: Maybe the historical society has that. PHYLLIS: Maybe. I know they have a wonderful film that they just put on video that I was asked to go and see, and my grandfather is in many of the scenes, and my grandmother as well. I could not believe my grandmother was in them. SPEAKER 1: How exciting. PHYLLIS: It was. And the most exciting part for me was the last shot. They had shots of all the children in all the schools, and these Lancaster Street schools, it showed a shot of all the children, and of course they put the nursery school children in the front, there I was. I couldn't believe it. And I knew it was me. I knew it because I said I had a coat just like that. And I go, "Oh my God, that's me." It was so interesting. SPEAKER 1: Now, who produced that?26 PHYLLIS: It's the historical society. They showed it to the public, I had a private viewing, and then they showed it to the public and as soon as they get enough money, they're going to mass produce them to sell to different people. SPEAKER 1: Was this related to Italians or just Leominster in general? PHYLLIS: Leominster in general. It had pictures of the restaurant, scenes of the waitresses serving customers, my grandfather standing there, my grandfather behind the bar with my father and my uncle. They had a shot of the walk-in cooler with the beef hanging. I think it was a promotional film depicting what's in Leominster because certain businesses were depicted also, like Fuller Lumber Company that no longer exists, shots of them; DuPont; people coming out of work. So it looked like a promotional thing. It showed city council and my grandfather was on a lot of committees. So anyway getting back to -- he was a founding father of Saint Anna's Church. He served on many committees, and one of which was the selective service board, otherwise known as the draft board. And I remember hearing how difficult it was for him to draft some of the sons of his closest friends, draft them to go to war. It was very difficult for him. And as I said before, he helped many immigrant Italian families to get established once they arrived in Leominster; and if anyone needed financial help for a business or money to send their son to college, they would always come and ask my grandfather for a loan. And you know, he would help many Italian families become assimilated in the American culture; and as a result he became godfather to many Italian sons and daughters, many, because that was a note of compliment to someone to ask them to be godparent to their child. And as I said, he was a man ahead of his time with his wisdom, his vision, his kindness and generosity. And that's how we'll always remember him. SPEAKER 1: He died when you were in your 30s or so?27 PHYLLIS: No, I was married and had children. He died in 1960. My husband was working at the restaurant. We were living above the restaurant and I had three children. SPEAKER 1: But the point is you really got to know him. PHYLLIS: Oh yes, yes. I'd like to think I was one of his favorites. I wasn't afraid of him. He was a very stern man. He seemed stern to all the grandchildren, but he really was an old softie. And I'd always -- when I was away at school, when I was at private girl's school, and I'd come home, and I'd always want to be with him, or I would like pestering him, you know, and he would make like I was pestering him, but really not, you know? And I used to kid with him, and I used to play with his single strand of hair that he had, that you could curl it, and he'd let me do it, you know? But the others never got close to him because they thought he was so stern, but he wasn't. I'll always remember him. SPEAKER 1: You know, a question comes to mind, because usually I ask people if it was important for them to marry Italian. PHYLLIS: Yes, it was. SPEAKER 1: But in your instance I'm wondering how important it was to marry someone who liked the restaurant business. PHYLLIS: Well, when I first met my husband, that had no bearing whatsoever how I became falling in love with my husband, because his parents also owned a variety store/restaurant in Leominster, and he worked there. So in 1960 after we came back from Italy—because he was in the service—he had a decision to make whether to stay in the service and go to Korea, or get out of the service and either take over his father's business or take over my father's business, and he chose this restaurant. SPEAKER 1: And briefly about the last name Caligaris. You said it's Italian. PHYLLIS: It is. If you're in Italy, it's spelled with a C. In Greece, it's spelled with a K because there's no C in the Greek alphabet and there's no K in the Italian alphabet. And we assumed that it was an intermarriage between 28 some Greeks, you know. The Caligaris originated in the southern part of Italy, but my husband's relatives came from northern Italy; the [Piedmont] area, which is not in Italy. We have Turin and Milano, so you can see they intermarried and then they moved to northern Italy. And his family had vineyards in the province of Asti, where they make Asti Spumante. They used to make barberra wine, red wine. It's interesting going there to see the oxen come up the hill loaded with mounds of grapes. People would handpick the grapes. I remember my mother with the scissors, snipping off the grapes and putting them in the basket. [Unintelligible – 01:06:20] SPEAKER 1: Your grandfather was the founder of Saint Anna's, was he a religious man? PHYLLIS: Yes. He had the -- what do I want to say? The degree, the bishop Evans degree in the Knights of Columbus; it's one of the highest degrees you can get. And he was very active with the Knights of Columbus. Very religious, very generous to the church. SPEAKER 1: What would he think of the business today? Let's say he walked up the stairs like I just did. PHYLLIS: I often think about that, and I would say, if only my grandfather lived, you know, to see his different generations, what they've done to the restaurant and how they've improved on it and how his grandchildren and great grandchildren and great-great grandchild have still maintained ties to the restaurant, that would please him so much. SPEAKER 1: He would be shocked by the way food is prepared now? PHYLLIS: No, because my grandfather, as I said, is before his time. He knows there's always improvements. You have to be better and best yourself, so he would understand this. You know, he wasn't set in his ways. No, he would be very proud, very proud. He would be very proud that the new section still maintained the atmosphere of the old. He would be the happiest to know it was still family that was running the restaurant. SPEAKER 1: One more question, what does it mean to be Italian to you?29 PHYLLIS: We have such a proud heritage. I can't imagine being anything else than Italian. We're a very warm people, loving, family-oriented, giving. We understand the plight and unfortunate incidents of other ethnic people because we were in their place at one time, you know, and I think that helps us to understand the other ethnic backgrounds. I think being Italian has given me a wonderful sense of different types of food, not only Italian food but other foods that we would be willing to try, because it would be different. I'm sure you've heard of the saying Italians live to eat, not eat to live. And that is so true, so true. The first thing someone comes to your house, sit down, "Have this, have that," you know, that's our first thing that comes to mind is food. It's a big part of our life, a part of our heritage. Unfortunately the younger people don't have the time—let's put it that way—to become involved where they can be with fellow Italians like the Italian center down on Lancaster Street where we are members of and we have social gatherings with a lot of other Italians. You know? And it reinforces our heritage. Unfortunately the younger people don't do that. So consequently what's going to happen, the heritage, it's going to lose its meaning, you know? And there's so many intermarriages that it's thinning out, you know? My generation, they really would've liked you to marry someone of your ethnic background, which I did. The generation before mine, it was insisted upon. You marry your own. You know? Like every other ethnic background went the same way. But today's generation, it doesn't make any difference. SPEAKER 1: Did it make a difference with your children's generation? PHYLLIS: No, no. They were the ones that intermarried other backgrounds. I have -- let's see, one child that married a half-Italian, that's the best we could get. She was half-Italian. And all the rest married, you know, French, or Irish, Yankee or whatever. 30 And you know, they adapt to our ways. They learn how to eat the foods that we eat, albeit it was very foreign to them. But now they love it. And I have one French son-in-law and he keeps reminding me, "Oh Ma, remember when you put that on the table for the first time and I didn't know what it was? And now I love it." SPEAKER 1: Now, were the spouses involved with the restaurant? PHYLLIS: At some point as an extra job, you know, bartending, one thing or another, you know? The wife would bartender or waitress. You know, that was just as extra money, not really -- the family really was the mainstay. They managed the restaurant and manned the restaurant. It's best not to have the in-laws on any decision. It has to be family, and they have to get along. They make a big effort. SPEAKER 1: Do they? PHYLLIS: They make a very big effort to get along. They have meetings. If anything happens they discuss it, which is good. You just can't have siblings run a restaurant and they're not happy about it, and it festers and festers, and -- no. That's why it's so out of the ordinary to have a restaurant go five generations. And if Alana is really not in a management end of it, who knows what she wants to do? Taking business administration, so who knows what she wants to do? SPEAKER 1: Are there any restaurants in the state, let's say, that span five generations? PHYLLIS: Not that I know of. SPEAKER 1: That really is amazing. PHYLLIS: What happens with people -- like in the Boston area, I know the Union House is an old restaurant. They claim to be the first restaurant in Massachusetts, and sure, if it's still owned by the same owner. SPEAKER 1: I thought it was sold. PHYLLIS: It could be. SPEAKER 1: I don't know. PHYLLIS: That never entered our mind. SPEAKER 1: Never?31 PHYLLIS: Never. SPEAKER 1: Even now? PHYLLIS: Never. Never entered our mind. SPEAKER 1: What was your hardest experience? PHYLLIS: Working those weekends when my children were home, worrying about them, not being able to be there to go over, you know, what was going on in my house. I found that very difficult. The stress working here -- I loved being—I'm a people person—I loved being with my customers, interacting with them, hearing if they enjoyed it, if they didn't enjoy it, why. But the stress was the cause of a heart attack for me. So after then my children became really involved and said, "Look, you just go up in the office and do a few things, and between the four of us we'll take care of the downstairs." And then eventually after awhile, they could handle everything. So I didn't have to work. SPEAKER 1: So what role do you play now? Do you play any in the restaurant? PHYLLIS: Nope. I come in, see my children on Friday, "Hi, how are you? How are you doing? How is this one doing? What's up?" and this and that, and just to keep in contact, go downstairs and see my two daughters. Once in awhile I'll go into Worcester to see my son and his wife and four children. SPEAKER 1: Do they live in Worcester? PHYLLIS: Yes, yeah, yeah. I'm enjoying life now. My husband and I are really enjoying life and we're reaping the rewards of hard work at the restaurant. And I know someday my children will too. They believe in more -- other management, other family members being managers, thereby giving them more time off to be with their families. They still work the weekends, but not all of them. One will be here. And then they rotate, so they all have time off, which is good. With my husband and I, I had no sisters, and his brother has another profession, so it was kind of all up to us to do it. SPEAKER 1: Please tell me now, your two daughters that work downstairs, that own that -- what's it called?32 PHYLLIS: The [Pasta] Company. My daughter, Sandra [Osborne] and her husband Richard own that. And I'm going to have to take you down there to show you. SPEAKER 1: Yeah, I want to see that. PHYLLIS: And just recently her sister came to work for her, and it's so wonderful. SPEAKER 1: And what's her name? PHYLLIS: Lynn. SPEAKER 1: Lynn? PHYLLIS: It's so wonderful that she's working for her sister just because family is there. When my daughter's not there she knows her sister is, and all will be run right. SPEAKER 1: And now the children up here, what are their names? PHYLLIS: Leslie. SPEAKER 1: Leslie. PHYLLIS: There's Dean. And they all have their own department that they run. Leslie is the -- she assists, manager, bookkeeper. Dean is the out front manager, hiring, firing waitresses, training them. Brian does the bar and hiring the bartenders and the cooks, overseeing the kitchen, at times, cooking himself, dishwashers. You know, it's divided up nicely, but at one point I was doing it all. My husband was doing the bookwork, but I was doing the hiring and firing of everybody, and it was so stressful. SPEAKER 1: And Steven is at Stefano's. PHYLLIS: Yeah. And, you know, his wife helps him. She has her own teaching job, but she helped him on the weekends, and his oldest daughter works on Saturday because it's that busy, as a waitress. And he was telling me that she knows the business already, that she could manage that business. So I can foresee his children going right through his business, which is -- it's good. You know, there's nothing like having family there. SPEAKER 1: That's right. Thank you, is there anything else you'd like to add? PHYLLIS: No, I think I covered my grandfather's life pretty much.33 SPEAKER 1: He sounds like a wonderful man. PHYLLIS: Wasn't he? SPEAKER 1: Remarkable. PHYLLIS: A remarkable person, you know? And my son said to me the other day -- he was interviewed by Maria Populous, she has the "Cooking with Maria." SPEAKER 1: Oh, okay. PHYLLIS: And they did an hour-segment on Stefano's and they interviewed him. At the initial interview, he said how disappointed he was that he never got to meet who all started this, you know? Shot of him cooking and doing his specialty, what he liked, and then his other two chefs. It was great. I was so proud of him. SPEAKER 1: So proud of your past, and it sounds like you're so proud of your future. PHYLLIS: Oh yeah, I've often said I want to be in the know. You know, when you look in the world today, you always have to be thankful for what you have because things could've been -- my parents had a good life, my father and mother, well, they worked hard. They worked very, very hard. SPEAKER 2: I'm putting my [unintelligible - 01:19:40] so don't worry about it. PHYLLIS: Okay dear. My children, they'll have a good life, because they married men who have good businesses, and they'll support them with a good life. So I can rest knowing that all my…/AT/pa/tf/es

Part one of an interview with George Antonioni. Topics include: Family history. How his mother started in the restaurant business and opened the Lazy A and then the Il Camino. What it was like making pizza and working in the Lazy A. How his parents came to the U.S. from Italy. His parents settled in Leominster. Italian clubs in the Fitchburg-Leominster area. George's childhood memories of food, reading, and travel. Speaking English at home. His mother's work history. Working in the family restaurant business. George's education and work as a principal and teacher in the Leominster school system. How he knew Norma, his wife. ; 1 WENDY: This is Wendy Rhodes online with the Center for Italian Culture at Fitchburg State College. It's Monday, September 24th, 10:20 AM, and we're here at the home of… GEORGE: George Antonioni, 24 Dillon Street, Leominster, Massachusetts. WENDY: Okay, and with us is… ANNE: Anne Masifero. WENDY: And… NORMA: With Norma. WENDY: Okay. So George, thank you for agreeing to do this, first of all, and maybe we should start with the restaurant business. Can you tell me about your parents? GEORGE: Yes. My parents came over as children; in fact, they came over the same year, 1916. My mother was 10 years old and my father was 12. And they grew up… my father at first was in Oakdale living with his uncle on a farm, and upon reaching 16, he moved back to the Leominster-Fitchburg area. My mother lived down on the Railroad Street with her parents until she, uh, married my father at which time they moved to Leominster because they both worked at DuPont. And over the years, my mother always had a yen to cook. WENDY: Could you just tell us your mother's name? Including… GEORGE: Ilda, Ilda Cattel. And, um, in fact they lived in Fitchburg. And as we grew up, my parents, of course, were not able to go to school too long. My mother stopped school at the age of 13, and my father at about 14 or 15. But my mother was tri-lingual; she could speak French, Italian, English and wrote as well as any high school student. And my father was a well-educated man for he always read, and they insisted on us studying at all times. We were at times a semi-Italian family and other times an American family. We did not speak Italian at home. But during the war, my mother finally convinced my father that perhaps she could have a restaurant.2 WENDY: And which for? Which restaurant? GEORGE: This was the Lazy A Restau-, at World War II. And upon coming home, my mother was cooking in the house and sending products out. She was making a lot of pizza and éclairs. And then, in 1948 they started The Lazy A Restaurant. It's not an Italian name, but that was the lazy Antonioni's. WENDY: [Unintelligible - 00:02:57] GEORGE: You could not be lazy there. WENDY: So where does the term "lazy" come from? GEORGE: My brother, I believe, thought of the name The Lazy A. And so we carried that restaurant for 10 years, I believe; and it probably was the third Italian restaurant that the city had had because Monti's was, I believe, the first and still in existence, and that was started way in the '30s. And then for a brief period there was another Italian restaurant, Concheto's. You probably remember that. That was very highly successful but did not stay in business for too long. And then The Lazy A came in. And The Lazy A is now called The Gondola and it's still in business. And then… WENDY: Where is The Lazy A? GEORGE: On Lancaster Street. WENDY: Now, is this close to where you lived? GEORGE: Yes, we lived on Longwood Avenue, so the house was on Longwood Avenue and the restaurant was on Lancaster Street. [We're home from three blocks] straight through, so there's no problem about having to travel; and I had married and my wife came to Leominster to live, and we stayed with my folks because I was still in college, and we're all working in the restaurant. And then we get out of the business, and my mother got anxious again and wanted to go back in business again, and so they started the Il Camino Restaurant, which is down on Central Street. And that too was a highly successful restaurant; but at this time they start and 3 get up in age, you know. My brother was not interested in taking it over; he was a lawyer and I had just been promoted to junior high school principalship, so I wasn't interested in taking the business over. Only my wife was, and we didn't do it. So it's a strange thing. We sold the Lazy A to Mary and Gus Lelli; and Gus is a partner in the business, and his wife is an Angelini. And then when we sold the Il Camino, that's Lelli's wife's sister is an Angelini also. Well, married and this [Chikielini], and her daughter bought the restaurant; so we actually sold it both times to Angelinis, but the Daigneault's on it 'cause the husband is a survivor. WENDY: Okay. The Angelini… GEORGE: Still a lot of Angelinis. WENDY: I haven't interviewed anyone yet by that name. But getting back to the restaurant business, can you explain a little bit more about your mother? You said that she started making éclairs and pizza? GEORGE: Yes. WENDY: So what does that mean? She made it for whom? GEORGE: Well, we lived at -- the Lancaster Street lots faced DuPont, and my mother was known as a very good cook. And she used to make pizza, and so they would order it from her. So when they left on Fridays especially, she would have a large number of pizzas and have it delivered at DuPont. And éclairs. Because of those, they didn't eat meat on Friday evening. So pizza was a big item. So we take over 30, 40, 50 pizzas; and so my father knew that the business would succeed. But just in case the business did not succeed, the original building was such that you could convert it easily into a four-room house. So the financial risk wasn't as great as it probably would have been if you built it as a restaurant per se. WENDY: Who made all of the bread dough or the pizza dough?4 GEORGE: We made it. What we would do on a Friday, my mother would be the cook and take care of all the restaurant part. My father and my brother would be making the pizzas, that is, putting the ingredients on; and we had another person who'd be rolling the dough. We didn't flip it like they do now; we bought a pie-making machine, okay, down in Boston, and my mother had bought some dough down there and she worked it around and they could get a nice round pizza right there, so. I think they bought it from Johnson and Johnson, and I think after that Johnson and Johnson's [unintelligible - 00:07:51] the pie-making machine is a pizza machine also, because it's… WENDY: Can you explain the workings of it? GEORGE: Well, I guess if you… all it was a set of rollers, and you would feed the dough through the roller and it'd shape it as you push the tube. And you get any size you want depending on how big the pizza dough you put through. And then you put it in the pan and you put all of them aside and let them raise. Because on those days, raised pizza dough was the rage. It wasn't like today where you have all the thin pizza crust. It was still thick dough on those days. WENDY: Now, is that called Sicilian? GEORGE: Now they call it Sicilian pizza, but everybody who made pizza in the old days was more of a half-inch thick. WENDY: And what kind of toppings? GEORGE: On the toppings, my brother and my father would put tomato, a little bit of oregano, grated cheese -- the mozzarella hadn't really come in yet because mozzarella's a later thing. But those days it was grated cheese, and we put on anchovies. Friday was popular. At the end of the week, you put peppers, onions and hamburg. We use to call that The Summer Special. And while they did all that work, I had the easy job; all I did was answer the telephone, wrap 5 it in, give the pizzas to the customers. For two hours that's all I did. WENDY: That's all you do? GEORGE: That's how big a business it was. WENDY: We can stop and take a break. GEORGE: Excuse me? WENDY: Would you like to stop? GEORGE: Yeah, I get a… WENDY: Okay. GEORGE: We had a very big business, very big business. And of course, Norma was out, blown all the way to sink. As I said, Norma would be there also and she'll be a waitress and take care of the dining room; and then when the other girls came in, Norma's day was not done. Now she became my mother's assistant and go on with cooking also. WENDY: So you must have liked it. NORMA: I did like it. WENDY: Sounds like a lot NORMA: [Unintelligible - 00:10:08] WENDY: You don't mind doing it. NORMA: I don't mind doing it. GEORGE: When I married Norma, she didn't know how to cook. WENDY: I guess that helps [laughter]. GEORGE: Norma was working… well, in the economy [unintelligible - 00:10:25] things like that. Actually she was down at the MIT Lincoln Lab a while also. So she had been around, but she didn't cook, assisted with the cooking at home. NORMA: I was the cleaner. WENDY: You were the cleaner? I could see why you'd want to learn how to cook then.6 GEORGE: But now she's an excellent cook. My brother said she's the best in the family on cooking. From a beginner to the top. And that's pretty how much we did it. WENDY: Let me clarify something. You said that your mother began with the pizzas and the éclairs because she was primarily catering to the DuPont crowd and you would bring them. Now, was the restaurant open? GEORGE: No, not at that time. And just before we opened, actually, she was delivering pizzas on Friday noontime to Foster [Grant], which was a big company in town on those days, and -- I still have one of the big pants that we used to use. And we'd take those up there and they would sell them in their lunchroom, because they had a lunchroom. It was such a big place and they'd buy four to six sheets of pizza every Friday. WENDY: And then they would reheat them, or…? GEORGE: Well, they come up hot and we'd give them right up there to them. And I don't think they had to reheat them, but they would sell them. And it's quite a thing. She had a going business before she was even opening the door. WENDY: Yeah, when did she begin making the pizzas to deliver on that Friday? GEORGE: The delivering of the pizzas started during the war after I had gone into the service. So by 1945 I'd say she started doing it regularly. WENDY: But as she began making the pizzas, you said that she would deliver them on Fridays but it must have been a process all week? Can you… GEORGE: No, no. WENDY: No? GEORGE: No, to make the pizza, you can make the dough couple hours ahead of time to get it raised, and then we'll start cooking them. Doesn't7 take long. Pizza's a quick item, actually, and it cooks in 15 minutes at the most. WENDY: So there wasn't a lot of preparation? NORMA: She got up early in the morning. GEORGE: On that day, yeah. WENDY: Preparing time. GEORGE: Because she did éclairs also, she'd make huge trays of éclairs. She used to make them with a custard filling, and people liked them. She'd been making those before. My mother was an excellent baker. She was very good at baking, and people knew it and they would call up and ask her to make éclairs. She wasn't a cookie person, you know. People think of Italians as cookie persons, but my mother was more cakes and éclairs, cream puffs. WENDY: Did she bring any of those recipes from the old country? GEORGE: No, I don't believe so, 'cause she came over as a -- as I say she was nine, ten years old depending on what part of the year she came over 'cause she was born on 1906 and she came over in 1916, so. WENDY: But her mother -- did she travel with her mother to this country? GEORGE: She came over with her mother. In fact, [pure witness of the game], she came over on the same trip. We have a picture of them in my daughter's house. My daughter's great aunt [unintelligible - 00:14:01] old family pictures, and she's got one on the wall there, my grandmother coming over with the girls. [Unintelligible - 00:14:10] four with my Ma on that picture? NORMA: Four of them at that time. GEORGE: See? That had to be quite a trip. Mother coming with four daughters. WENDY: Did you hear anything about the trip? GEORGE: My mother used to talk about it, yeah. They had a lot of trouble on that ship coming over. I think there was a murder. The ship had 8 been used when they came over to transport some beef, and all these people going back spat up and get rowdy and they had trouble amongst themselves, and there were submarines. It was not a pleasure cruise. So it was… I imagine it was a howling experience. WENDY: So she traveled here with her and mother and her sisters. GEORGE: Yeah, came directly to Fitchburg. WENDY: Did anyone else travel with them? GEORGE: Not to my knowledge. They came as a family unit, and that was it. WENDY: But you have an uncle or a brother. GEORGE: Well, my grandfather was already over here, and she had been over here before. WENDY: Your grandmother? GEORGE: Yeah. She had been over here before. My mother had never been here before. My grandmother had been here to visit my grandfather obviously; and same thing with my father, he came over with his father, though, and then his mother was supposed to come over with the sisters. So one of the sisters was [unintelligible - 00:15:47] and they had to wait 'til she got married, you know, before they could come over. And in the meantime, my grandfather on my father's side went back, but he left my father here with his brother down in Oakdale. And my father never saw his father again, actually, 'cause he didn't go back. WENDY: Okay. GEORGE: He was working on the railroad, the reservoir, one or the other. Because right there in Oakdale, we have a big sand area that they were using, and my uncle's farm was probably half a mile away to the woods, which I've traveled many times. So it wasn't too far to go to work, and he's kept working there, and then he'd go back to Italy. All these men in the old days used to leave home and go to 9 work, make some money and go back the other way. So they have made many trips. In fact, they have a watch. It's in the bank vault right now, but it was my grandfather's watch and it's 1885. So he had made trips over here previous of that trip. WENDY: Your grandfather was here and your father was here. GEORGE: Yeah, they stayed on the farm. WENDY: Okay, and how old was your father when he made the trip? GEORGE: He would be 12. WENDY: About 12. What part of Italy did they come from, your father? GEORGE: My father came from what you'd call Central Italy on the Adriatic side, and it is what they call them the Marque. And [unintelligible - 00:17:38] is the big city where he came from; they lived around the city. Then my mother came from up in Revine. That's not the one everybody thinks of. They always think of Ravena along Maine, this is only Revine, it's R-E-V-I-N-E, and it's way, way up in the mountains. The closest town you'd recognize would probably be Cortina. It was a mile away, up in the Dolomites. I was there, so. WENDY: Oh. GEORGE: I was there this past November. I've been there twice, actually. It's really out there, it's really out there. Oh yeah, one of the cousins. They're at Pieve di Cadore. We visit those places twice. I've been to my father's area once. We stayed there four days when I went to visit my uncles, you know. We took the children over one time to see the whole place. WENDY: When you say they're out there, what did you mean by that? GEORGE: You mean…? WENDY: You said the village with your uncle. GEORGE: Oh, it's really out there, way out in the boonies. It's really interesting. In fact, the village is practically dying, but now we went back this last time, this restaurant is building a huge 10 conference [sauna there]. So that might revive town. I think there was 60 to… like 60 children on the school system, so that tells you how the town was going down, down, down. But as I say, there's a hotel-restaurant that's building a -- 100 or 500 units they wanna build there. It's gonna be big. And you wonder how anybody's gonna get there, but they're gonna get there, you know. NORMA: I forgot to tell you that his mother lived in a castle. GEORGE: [Laughter] NORMA: They called it a castle, and it looks like a castle. GEORGE: But it's not really a castle, you know… NORMA: They called it's a castle, though. GEORGE: Yeah. That had to had been either some nobleman's home or a religious site at one time, but you still got the [slots] where they used to pick the gums on the arrow, so you know, it's interesting. WENDY: And they lived there just their family? GEORGE: That time it was just their family, yeah. But now, I think it's just their family again. But they have a system over in Italy that they sold parts of the houses. So… you own this section and you own that section and I own this section, but they bought the whole thing back now, so they own the whole thing. But [unintelligible - 00:20:24] of Pieve di Cadore, we three families that own parts of that house, it's almost like each one had own tenement; and we're not talking condos. These are old houses, and that's the way it was. WENDY: Do they all have a private bathroom? GEORGE: They have private bathrooms, but then there's a general bathroom on one floor that you can use. They're well-constructed houses, nice houses, and it's a nice area [unintelligible - 00:21:15] 'cause the air is clear as a bell, and… the scenery is magnificent. WENDY: Are there any tales about Ma leaving the village and going to the port city to come here?11 GEORGE: No, no. My mother didn't say too much about that. But once again, her family had been in the United States, aunts and uncles, what have you. They have been coming here since the 1800s at the Civil War. In fact, one part of the family had an open-air kitchen; they used to sell down in Pennsylvania down in the coal mine areas. But if you're familiar with the United States' history, the coalminers' staff had a lot of trouble unionizing and all that stuff, and things got very, very… bad. And fighting and things were going on, so they came back home. And they also had a catering business up in Pieve di Cadore. So they were hardworking people; they've been all over. My grandfather had been all over Europe and [unintelligible - 00:22:33] in Turkey as well as United States before he decided to settle here. WENDY: And why is it that they decided to… GEORGE: Well, it's like everybody else. They're looking for a good life and avoid turmoil. In Europe, there was always turmoil, or had always been, always building fortifications and things like that type of war, so they come over here. WENDY: And then specifically took the [unintelligible - 00:23:00]? GEORGE: Well, someone went to Fitchburg, maybe to work up in the quarry, because the Venetians, which my mother is, they're [unintelligible - 00:23:14] way up on top of the hill over towards the quarry. And that's where they lived, most of them. My grandfather lived down in the, what we call the patch area, but most of the Venetians didn't live there; they lived way up to what we call [unintelligible - 00:23:33]. And I don't know how many families there were about, but there weren't too many Venetians. They had their own club and everything; they tended to segregate just like all the Italians in -- you came from one section of Italy, you went to that club, you didn't go to any other clubs. Like in Leominster, there were six or seven Italian clubs. Can you imagine that? They 12 work, and all of those, I would say, work within a half-mile radius, seven clubs, six or seven clubs. WENDY: The club brings up an interesting question. Do people consider themselves Italian or do they consider themselves part of a particular region? GEORGE: I think when they talk amongst themselves, they were Veneziano, [unintelligible - 00:24:31], Sicilian or whatever. Of course the Sicilians tend to think of themselves as separate anyway. If you've ever been to Sicily, they don't call themselves Italians; they're Sicilians. But on Lancaster Street itself, there were one, two, three, four, five clubs within a quarter mile. We go from [unintelligible - 00:24:56], there were five clubs. And there was one on the back of [unintelligible - 00:25:01], I was a Saladini and then you had Colombo Hall on the [unintelligible - 00:25:06]. Can you imagine? What other nationality would do that? WENDY: Right. GEORGE: They did it, and Fitchburg -- or at least three, I think. That doesn't help you any, you know. In those days when you want them to do something, you need political power. You still do, and they were fragmented, you know. WENDY: Is there any attempt to unify? GEORGE: There was the Sons of Italy, but the Sons of Italy was never strong up in this area. In fact, even to this day it's basically a social club, I think, if anything. I think it exists, but that's what it is. They don't get that involved in politics, to my knowledge. But I don't know. WENDY: Why don't we talk about the particular club that your parents had joined? GEORGE: My father, even though we lived in Leominster, did not join one of the clubs in Leominster because he'd grown up in, you know, from 16 on or 17, he had lived in Fitchburg; so all his friends were up 13 there and he was one of the incorporators of the Marconi Club, [unintelligible - 00:26:23] founder of the club. And so he never left that club. And in fact I joined it for a while, but there was no call for me to go up to Fitchburg if I want to join the club, so I stayed there for two years. But I remember that club, they started up in, you know, room in a three-decker, and they move around, I guess to find the cheapest rent, and they finally decided to build the club that they had still in existence. They were hardworking people. I remember them working in the wintertime building that thing. And imagine, you'd get some man outside, [unintelligible - 00:27:09] out there, banging away on its soles and soils, trying to get the trench in so they could get the water. And [unintelligible - 00:27:19] was doing some of the brick masonry, and you know, lock in all that [unintelligible - 00:27:24] working away, donating their services for their club. WENDY: Why do you think they found it important to join? GEORGE: I think everybody has to belong to something, and that was their -- they're with a feeling they belong and they felt safe with these people. They grew up with them; a lot of them were childhood friends from the old country. It's like talking… well, if you went to the California and suddenly there's 10 Leominster people there, families, they'll just have to stick together. Especially in those days when language was a problem. WENDY: Do different regions of Italians have trouble talking to each other? GEORGE: It can happen. The language picks up certain sounds. For example, in the [uplands] who probably pick up a little of the French accent; and if you live up where my mother comes from, sometimes the words sound almost Germanic. I still maintain that when I sit there and listen to some of these people talk from that region, "strada" was almost like "strasa" at times, you know. And then if you go down to Sicily, I think the two regions are so far 14 apart that language is a part of the problem. They all had their own idiosyncrasies and what have you. See, in the United States, it isn't quite as bad, you know. We all understand each other. Some of those have their pronunciation, but it isn't that much different than the [unintelligible - 00:29:15], you know. WENDY: On Americanization classes, I realize that both of your parents came here at a young age, so they maybe learned in a public school. What about your grandparents? GEORGE: My grandparents, I'm not sure what they did. I think in those days, you could -- if my grandfather, which he must have done, gone to classes, I think you could get your whole family in under your citizenship. You didn't have to go yourself. The wife and children, I think, automatically could become citizens when you did. So, I'm sure when he was back in Italy, he'd be going to night school, because he was another person who loves to read. I still remember my grandfather reading all the time. He's like my father. The two men in my life were men who liked to read with an educating process on. My father still read the Italian newspaper almost 'til the day he died; and the only reason why he read it was so he wouldn't lose his language because there was no one to speak to anymore in Italian, a very few people. So he kept getting the Italian newspaper. WENDY: Now, is that something that the club perpetuated, with the Italian language? GEORGE: No, no. When I became a member of the club which was after the War of Ceylon, 1947, '48, a lot of the discussions were in English even though they're all old Italians, most of them. They all would speak in English at the meetings. Otherwise, the guys like myself who would be new members and young -- you know what happens to the young guy, he becomes the secretary. They were talking in 15 Italian, it wouldn't come out like so. They pretty well-learned how to speak English. The men did anyway. Some of the women… I won't say their station in life, but what they did, they didn't go anywhere in those days. You know, it's not like today; we all get in the car and take off. The women tended to stay home more. Now, the women do the driving half the time, so. But those days, women didn't go too far. WENDY: What kinds of things do they do at the club? GEORGE: Well, the men, if they went on their own, the Marconi Club was a little different. For a while they even had a [unintelligible - 00:32:06], but that didn't last too long because it's kinda noisy when they're busy playing cards. Most of the men would play a game they call three-seven, and they played for the beverages or candy bars or whatever you wanted. If you won the game, you either could have a glass of beer or candy bar or whatever. But big gambling games, I never witnessed any of them. They might have had some, but most of the men were there just for recreation; they weren't there to make a fortune. And actually, before I went to the service, there were a group of bakers. They would come in on Friday night at 11 o'clock, they're all done working for the weekend, and they started to bring in pizzas; they bring a tray of pizza, and they hand it out. After a while they began to smarten up, you know, but more and more people were coming, and now they bring two trays, three trays, so they start to sell the pizza. But I remember my father waiting for them to come in on a Friday night so we could have a slice of pizza, each of them. We'd take one home to my mother, maybe two slices probably 'cause my brother was old enough, so we have family pizza by the pan they were selling it, you know. And it became a big business up there. I think the Marconi Club kept 16 selling pizza, spaghetti, and cola very recently. It's quite a business. WENDY: Was the club open every day? GEORGE: The club used to open up generally at night because most of the days the men were working. But then later on the club opened up in the afternoon, and I don't know what it's doing now. I hadn't been there in many, many, many years. WENDY: So who would round the club? GEORGE: They would have the board of directors, so to speak; and then they would have a bartender, and then the treasurer acted like the steward. So that's how they ran it. And you had your monthly meetings, and the steward would get up and explain how much money came in, how much money went out, all that, you know. Every month was a big time financial statement. We got news of how little money came in or how much, it was always the important thing. WENDY: Were there dues? GEORGE: Yeah, we used to pay, I think $1 a month, and it was a… we'll get [in club] in that if you get sick, you would pay the sick benefit. It wasn't very much money, I mean, it could probably get $8, $10 a week, which was not big money, but it helped out with the fee, with the salaries were in those days. But if you were very, very careful, you just didn't get it for staying home. You had to be sick; and if you're sick, you get the benefit. 'Cause the sick committee was always checking, so it's quite a thing. You had to see it to believe it, because everybody want to take care of everybody but nobody wanted anybody checking what they were supposed to be doing, you know. So it's good, it was a nice club. Then they used to run some dances. Dances weren't too successful there for some reason, but they ran a few. In fact, and I played for 17 a couple of them with our sisters. Yeah, we talked about all-girl band [laughter]. NORMA: I can't believe I'm hearing those stuff. GEORGE: They were the originals. So that worked out. And one of the strange things was—I don't know if Anne remembers this—we even had Italian prisoners of war up there one time. Were you there? [Laughter] ANNE: [Unintelligible - 00:36:17] GEORGE: [Laughter] World War II. A lot of Italians were taken prisoner, so there are a lot of them down in Boston. And apparently Italian prisoners of war weren't considered dangerous, so on a Saturday night they would take them out or something and -- to different club and organizations. So we have a dance or something, they came up once or twice to my knowledge, and they circulated with the people, and they'll look at and then women talk to them because they see if they knew anybody from where they came from, you know, hope against hope, you know my family or something, you know. But down in Boston, they'd be there out all the time. In fact, some of them married Boston girls after the war. WENDY: Was there any marriage in here? GEORGE: Not to my knowledge, no. But down in Boston, there were. They used to have the fence and the girls would go over them and talk to them. In fact, I was just reading a book about the Italian prisoners of war down in Alabama and how friendly they became with the girls down there. They'd go up to work in the fields and what have you as prisoners of war. So everybody knew them. And I ran into one of them when I was in the army. I was going overseas in California, and the Italian prisoners of war were doing the cooking and I was with the KP to get that one out. When you stand there and you're cleaning out a soup tureen and the Italian isn't, you won the war. We're winning this war. And they used to say they 18 had, you know, an American soldier got this beer garden at the camp; they used to say the Italians and the wine garden—I don't know how true that was but that was one of the stories. That's when I was on camp Enza, guess that was outside of Riverside, California. But a lot of strange things in this world. WENDY: Let's get back to your childhood. You said that you grew up in a home that was half-American, half-Italian? GEORGE: Yeah. On a Wednesday night, you know, they say that's Italian spaghetti night, we might be having corned beef and cabbage. My father since he was alone used to eat in diners a lot, 'cause he lived in boarding houses 'til he get married. So he picked up all these habits of different food, and when he married my mother, my mother said, "What would you like to eat?" And he'd say, "I like those, I like that." So we used to eat a lot of those things, you know. WENDY: Now, how did she learn how to cook corned beef and cabbage? GEORGE: What? WENDY: How did she learn how to cook something like that? GEORGE: My mother was very clever when it came to cooking. She could make almost anything taste great. In fact, I used to go up to my mother's after I was married many, many years. We'd go up and have corned beef. I still like corned beef. So we just have all these -- lot of American food. We were not heavy on ravioli and things of that type 'cause my mother worked in the factory all the time, so those things took time to prepare. You gotta make the ravioli and things like that, you've got to… so we [unintelligible - 00:40:01] things like that, but not all the time. WENDY: But there must have been other differences besides the food. GEORGE: Well, we're only two boys in those days, so we traveled around a lot, and my father had a car, we always had a car. And most of the people stay pretty much in the neighborhood, so we would always 19 be going someplace. Like they had taken me to the World's Fair back in late '30s, things of that type. So we're going places. My father -- I still remember my father taking me to the library when I was -- my first trip to the library. When I took my daughter to the first trip to the library, things hadn't changed in the Leominster Library in those days, so we went there. It reminded me of when I went with my father. And they always let me read, you know. On those days, you weren't supposed to read comic books because they weren't good for you. My father let me read comic books, and that was very good because you picked up vocabulary. You learn a lot of vocabulary and you learn a lot of history. And so he constantly would buy me -- books were never a problem. WENDY: You said you went to the World's Fair. GEORGE: Yeah. WENDY: He drove to New York? GEORGE: We took the bus. WENDY: Okay. GEORGE: We took the bus. Of course that was quite an experience because, you know, the bus stops periodically for a rest stop and something to eat, so my brother and I thought it was the greatest thing ever because every time we stop, we get something to eat, you know, candy bars or something. I always had something. And we got to New York and we stayed at my aunt's. She was a nurse in New York, Mrs. Andriski, and she goes down in Oakdale actually, and she and her girlfriend who came from Fitchburg also were nurses. So they worked nights, so we were there and there was no [intrusion] upon them 'cause they weren't there anyway. And during the day we'd go to the fair. It's quite a thing. WENDY: World Fair in Italian Pavilion? GEORGE: Oh, yeah, we went to the Italian Pavilion. That was a one-week first stops, and then we went to the G Building and we did our 20 rounds. It was quite a thing. [Unintelligible - 00:42:35] obviously to see the Magna Carta, still remember that. And Crown Jewels. So it was interesting. My mother was -- I keep saying my father, but my mother was a real [unintelligible - 00:42:51] on this occasion. She made sure there was a Parent's Day; she made sure my father went because he would be working nights so he could go on the daytime. Those days, you'd want in the daytime for most of these things, so he would go. He'd be the only man on the room unless Mr. Anderson -- he was the only other man that'd be there. Usually all these Italian women are sitting there, listening, and there'd be my father and Mr. Anderson. At nighttime, it was a far from -- she'd be there. She'd always be there. School was important to her; and in fact, more important than my father. My father always believed that you could trade some things like that, and he was like trades can do the same thing for you that college can. But she was always, "You gotta go to school." WENDY: So there was never a question of you or your brother going to college. GEORGE: No. We'll always gonna go to school, that was a given. And make sure we got enough good grades to go [unintelligible - 00:44:07] hear about it when report card came. It worked out good. WENDY: So you never felt any influence to go into the restaurant business? GEORGE: No, no. They never tried to talk me into [unintelligible - 00:44:22] restaurant business. I have, when it comes to cooking and labor, I have two left hands, so it wouldn't work. Right, Norma? It would not work. NORMA: [Unintelligible - 00:44:37]. I couldn't tell. GEORGE: They used to put me out front. You're the maître d'. Get [unintelligible - 00:44:43] kitchen. It's dangerous. WENDY: Did you say that your mother was tri-lingual, or is that your grandmother?21 GEORGE: My mother. She would -- spoke French fluently, and she could speak Croatian French. WENDY: [Unintelligible - 00:45:00] she lived in the [unintelligible - 00:45:03] area? GEORGE: No, she lived down the patch, that's Italian. Italian and Sicilian. But when she worked in the factory as a little girl -- 'cause she was only 13 when she started, she started to pick up all these languages. All of that language -- as you well know; the younger you are on foreign languages, the better off you are. And she's being young like that, she paid attention, and she could talk French. WENDY: Did she ever try to teach you? GEORGE: Teach me French? No. Once I got into the… fourth, fifth grade, I think they decided that they might have made a mistake in not teaching us Italian. So they'd send me off to St. Anthony's for a couple of weeks in the summertime, and my mother got a whole set of Italian grammar books for kids, and she start to teach me some Italian. But by that time, it was too late. I did take Italian in high school, though. It was too late. I understood it and I could read it, but I couldn't speak it. WENDY: In the home, they always spoke English, too? GEORGE: No, they talk Italian when they didn't want us to understand, but they soon discovered that was a mistake, especially with me. They knew I could talk Italian, I could understand it. I wouldn't speak it, but -- in fact, my grandmother was very upset that they weren't teaching us to speak Italian when we were little kids, but I think my father wanted to make sure we were fluent in English, learn what would be our mother tongue, English, you know, and I was -- so that's what you had to do. WENDY: It's interesting that your grandmother felt differently. GEORGE: Yeah, yeah. WENDY: Can you remember any discussions or anything?22 GEORGE: No, I just… I know that she was upset that we didn't speak Italian. My grandfather didn't seem to bother at, all but he always talked English to me anyway so, you know, you'll never -- my grandmother would mix the two languages a lot but my grandfather was -- you'd think he came from America too. WENDY: Although she started working in a factory at 13? GEORGE: Thirteen. WENDY: [Unintelligible - 00:47:27] GEORGE: Had to be in Fitchburg, I don't know which factory. It was supposed to be 14, but she got in at 13. WENDY: She ever talked of those days? GEORGE: Not too much. The only thing she regretted was she had to leave school. She liked school, but… I don't know how many children were there, six or something like that in those days, and I guess times were tough. She was the last one they pulled out of school; she and her oldest sister did not go to school. From then on, my Aunt Toni who was next. She became a registered nurse and Ere, I think, went to business school; Doris didn't go to school beyond high school. Ellen got married, so she didn't go beyond high school; my Uncle became a dentist; and my other Uncle had a high position on industrial business down in Connecticut—he was a Holy Cross graduate. In fact, he and I graduated together… the same class. That was due to the war, yeah. WENDY: What year was that? GEORGE: '49. 1949. WENDY: [Unintelligible - 00:48:53] strongly about your education? GEORGE: I think she felt strongly because her home aren't going to school, my father not going to school. But those days, it was quite common. They didn't go to school. I still remember living on Longwood Avenue and boys becoming 16 or girls becoming 16, 23 that was beyond the school, get a job and they make $12 a week, something like that, if they went to work. WENDY: And you never felt that call to begin making money? GEORGE: No. Actually we were two boys. Most of the families had three, four, five kids, probably be a widow or a widower, you know. We lived well compared to a lot of them. So it never happened, you know. We had always had a small garden, we had chickens, we had some rabbits, and so it was always plenty of food; and my mother was an excellent person on canning. She could can almost anything. You'd talk about buying corn on the cob -- she didn't freeze it; she knew how to can it, corn on the cob. And it wouldn't be a lot of log. Remember that, Norma? She just had a lot of corn left over one time, hated to see it go to waste or fed to the chickens, so she just vacuum-packed it. That was good. She can do the same thing with -- I remember being in the service, I'd get a jar, and then it would be fried rabbit. Oh yeah, I like rabbit, I like rabbit. But she wouldn't waste anything, it was amazing. And she could sew, she make my trousers, shirts, and then my father bought her an ironing machine one time. I don't know if you remember those things, they used to call them a [mangle]. It's a circular item, and she had it, and my father bought an old electric sewing machine, and the man came to look at it and show how to run those sewing machine, they saw that and they [unintelligible - 00:51:23] "What can you do with that?" She says, "They can iron shirts," everything. I see her do something, so she'd get all this things and says, "I'll give you a job on Saturdays to demonstrate these ironing machines at Sears and Roebuck." So for a year or two, that's what she did. Every Saturday afternoon she'd go up there, take all our laundry, and iron it to people. She's a very clever woman, my mother. WENDY: So did she work while you were in school?24 GEORGE: When I came back from the service, she didn't work anymore in the factory, because now I had a sister and then a child after I came back, our second sister. We're two families; we got two younger sisters and my brother and I. I'm 20 years older than my younger sister, almost to the day. She's December what, Norma? Fifth? NORMA: December 2nd. GEORGE: Second, she's the 2nd and I'm 15th. 20 years difference. WENDY: Is she working prior to the… GEORGE: Yeah, she always worked in the factory. My mother always work. My mother couldn't sit still. She had to work all the time. My wife is like her; she can't sit down. WENDY: I'm always in awe of everything these people were able to get done, but they'd still work. It's amazing. GEORGE: She would can all of it. We had canned blueberries, canned raspberries, strawberries, all kinds of tomatoes, jelly. She used to make [unintelligible - 00:53:02] school when they used have what they used to call hospital days, and you would bring canned goods and things like that. And my mother gave me some apple jelly to bring, and the teacher looked at it and looked out to the window, it was clear as a bell. She went down and got another teacher, "Come over here, I wanna show you something." She's still [unintelligible - 00:53:22] she hold it and, "Look at that." WENDY: Without machine? GEORGE: Without machines. Norma could tell you stories about my mother. She knew my mother all her life, so… very clever. Her mother was an excellent cook, and mother was a real cook. WENDY: You wanna talk? You wanna say anything? NORMA: She looked tremendous, she knew everything and she could do anything. Anything you ask her do, she could do it. WENDY: How could she do all these work, working during the day? Was it weekends, or after…?25 GEORGE: When she came home at night. My father would start to prepare some of the things for her, you know, then he'd go to work and she'd come home and… and since he wasn't home, you know, he's at work and then were just two boys, so she'd get working on something, keep busy, and that was it. WENDY: So when you were [unintelligible - 00:54:17] passed away? GEORGE: No, my father died around, what, 86, Norma? NORMA: 80 when he died. GEORGE: He was 80 when he died. So, around 80, about 1984 when he died. Or no? NORMA: No, [unintelligible - 00:54:43]? WENDY: Okay. Maybe I just assumed, but you said there were two families. But I think what you said was you're… GEORGE: Oh, I'm different. WENDY: Okay. GEORGE: There was a girl who died in between, and she always wanted a daughter, so then they had the girl. Then they figured she's growing up alone, so they had a second one. WENDY: She wasn't busy enough? GEORGE: No, no, no. By the time the girls came, my brother and I were fairly grown up. I was 16, so I can help out with the little girl and keep her busy and things. And then when I went to service, my brother was old enough to help out. Like he'd deliver a lot of the stuff. He wasn't in school, so, you know, he was -- it's quite a thing. WENDY: So let's go back to the restaurant business. So after she became successful with these pizzas, can you fill in the blanks? They aren't, for example -- I get the impression that they had always thought they would open up a restaurant when these pizzas became popular.26 GEORGE: Yeah. My mother was really strong, and my father was conservative, you know. He had reached the point that DuPont were, you know, your job is secured for life now and do we really wanna get involved in this when they had two little children. And my mother kept insisting, so they get the building. We bought the land in the back there because my father want the [unintelligible - 00:56:28] to go to work. Those were on empty lots that DuPont owned then. The DuPont was selling all the lots they had, and the buildings. Because in the old days, the factory used to buy up a lot of land and houses, and then the people would then rent them from them. Well after the war—just prior to the war, rather—they started to sell some of the stuff up during the Depression. And there was this one lot sitting there which was directly in back of ours, so my father was able to buy it for a very ridiculously low price in those days, and just cut a hole in our fence and we had an entry to the Lancaster Street. And we put a little garden there, and… since the lot was there and the expense of buying land was no longer a problem, we'd put the building up. And as I say, it was not a huge building. I got a picture of this some place, the original building. So they started, and the business was so successful. It was so successful I think within six months they had to add to the back part of it for kitchen expansion. And then a year or two later, they added to the dining room section; they doubled that up in size. Then later they put an entrance on the side to get down into the basement area. We were there 10 years, that's all. By that time, everybody is getting tired; 'cause in a family business, everybody's gotta work. WENDY: So when did she expand the menu? Was that immediately? GEORGE: Immediately. We had a full menu right away. She didn't do just the pizza. She wanted a restaurant. And so we had all the different 27 types of spaghettis and manicottis and all that stuff. It was an Italian restaurant. WENDY: So you said she really didn't cook ravioli or manicotti at home? GEORGE: No. WENDY: So she determined… GEORGE: But she was an excellent cook. A successful restaurant is one that -- where there is no waste. So if you make something and it's not going to sell, you get two choices: you've got to find a way to use it or throw it away. My mother was so clever. We used to have veal, for example, and there'll be little pieces left over when they churn the cutlets from the bone, just little pieces, and what are you gonna do with it? So it's still on the menu, veal casserole. [Unintelligible - 00:59:24] wine and [unintelligible - 00:59:25], and all of a sudden something that was waste is a big seller. In fact, if I were to go to one of the restaurants now, that's what I would have. WENDY: Historically, I hear of something. I hope that hasn't been happening a lot in time. It's just suddenly, but suddenly [unintelligible - 00:59:47]. Okay. Thank you. So were these all her recipes that she used? GEORGE: Yeah. WENDY: Was she the only cook? GEORGE: She was always the lead cook. She had help, but she still made the determinations of what would go in and what wouldn't. Norma would work with her, and if my mother wasn't there and then Norma would be the lead cook. But it's always family. WENDY: How many [unintelligible - 01:00:21] was it open? GEORGE: Six. We had long hours in those days, not like today where the restaurant opens for six, eight hours. Those days it opened at 12 noon, it closed at 12 midnight. 28 WENDY: Incredible. [Unintelligible - 01:00:39] dad worked at the restaurant? GEORGE: My father would work there during the day, and then he would go to work at 4 o'clock at DuPont, then he gave that up once he got the -- after he got his 25-year pin, he left and stayed just at the restaurant. WENDY: And you said you and your brother also worked there? GEORGE: Yeah, we worked there. My brother was a good cook too. He's the one that can do many things. He takes after my mother on that respect. He can cook and he can do electrical work and do tile work. You name it, he can do it. WENDY: And what is his name? GEORGE: Attilo. WENDY: Attilo. Is he called [unintelligible - 01:01:28] GEORGE: Oh, Tony. WENDY: So can you tell us a little bit about what it was like working in a restaurant? NORMA: It was hectic. I have a little girl with me and she used to stay with me while I waitressed and worked in the kitchen. [Unintelligible - 01:01:43] my daughter, and then when the [unintelligible - 01:01:45] stay with me too and he'd hold on behind me while I was waitressing… with his finger, he used to -- he know how to play [unintelligible - 01:01:54] jukebox. He'd know every song that was there. And he used to dance, and army people used to come in and just watch him. And we really wanted him to be something, but [unintelligible - 01:02:08]. GEORGE: Wow. I didn't want… NORMA: He was good. He's staying and he danced, and he was about three or four years old when he was doing this. GEORGE: Younger than that when he started.29 NORMA: When he started. But somebody signed him somewhere, but I'm not [unintelligible - 01:02:23]. No? GEORGE: No. NORMA: No, he stopped her after that. And he was [unintelligible - 01:02:29]. Soldiers used to come just to see him. GEORGE: Yeah, with them [unintelligible - 01:02:35] big in those days and they -- we had a lot of army trade, and they'd come up and they look to him and give him a quarter, so he'd play five songs and … NORMA: And he knew every song there was, too. WENDY: So how did he learn to sing? [Unintelligible - 01:02:52] GEORGE: Just listening. We'd have a stack of records like that, 'cause we had a jukebox, people would come around and they changed them, and they'd give him a bunch of them, you know. And he'd pick one up and he was four years old and maybe at best pick the record up and say, "What's this one, Georgie?" "It's a concerto." WENDY: Wow. GEORGE: [Unintelligible - 01:03:20] concerto. He couldn't read. It was scary. That's why he could do it though, unbelievable. WENDY: Do you think your mother enjoyed the restaurant? GEORGE: Oh, she loved it. She loved it. She didn't wanna get out of it; but everybody was tired, everybody was tired. We reached a point that you don't wanna do it anymore, so we got out. But then they went back in again, and… WENDY: What year do you think that was? GEORGE: I think it was 1958, about 1958 they got out. Then by '62, something like that, they went back in again. When they get through, they went cross country with my two sisters. I think they went for about six weeks; they made this trip down to Mexico all around the United States and back to Leominster. And again, went back to Italy, you know. They wanna see America first. He liked the United States. He was always… he'd be what you call a 30 patriot. He was in the National Guard; he always loved to talk about his being in the National Guard, you know. He loved the United States. He went back when his sisters became ill, and after that he made several trips to Italy. WENDY: 1958, and they were back into it by '62? GEORGE: '62 or '63, they went back in. WENDY: So what happened? They got some left and… GEORGE: And my mother was ready to again. But they didn't stay that many years after that because [unintelligible - 01:05:10] going to sixties now. And my brother and I were not really that interested in doing it. In fact, I'd worked Friday night and he'd work Saturday night. And all I did was… I was the maître d', so I wasn't doing much of anything. But she wanted us there, my brother and I, and he was on Saturday and I was Friday nights. WENDY: Did you work there too? ANNA: I only worked there about a year and a half. WENDY: With the Il Camino? GEORGE: Yeah. WENDY: Can you tell me about the history of it? For example, did she purchase the restaurant from someone else? GEORGE: No. She wanted to go back in business, and so she had my brother start looking for land; and that's pretty much what he does, a lot of titles—he's a title man. And he found this piece of land that was just sitting there and was surrounded by, I think, the land owned by [Blocks] Incorporated, but there was one watch just sitting there. And so they bought it, and they started off with the original building. And this restaurant was not quite like the Lazy A; it was more of an -- I won't say it's upscale, but it was basically a restaurant, not a pizza combination. Times have changed and the pizza was no longer the big thing for a restaurant, we thought, and so they built this restaurant with the idea of [unintelligible -31 01:06:48]. And it took off right away. In fact, it's about so fast that they had to add a little room in front. They had to -- was it two rooms, Norma? NORMA: Two. GEORGE: Yeah, put two rooms in the front. One was a lounge and the other one was another restaurant, dining area. And then they added in the back so the place, just kept growing; but as I say, as a full restaurant, delay gets even more intense than a… I was not going stay that much more, and my brother as I say, was -- his practice was starting to pick up, so. And the girls were too young. Well, Jeannie was in college and Margaret was at the restaurant, but she had got married, so. WENDY: Mother is still doing most of the cooking at the time? GEORGE: All 'til the last day, 'til the last day. She loved it. Her mother was the same way. When they had their restaurant, I think they were happiest when they were in the kitchens. Wouldn't you say, Norma? NORMA: Oh, yeah. She loved to cook. [Unintelligible - 01:07:59] and my mother did all the cooking. WENDY: That's a good trainer. Was there a push for education for your sisters? GEORGE: Yes. Margaret went to Rivier for one semester. She did not like college, and she came back and went to work with my mother; and she married and had three children. She's a widow now. And my sister Jeanie went to -- up in -- what is it? NORMA: Merrimack. GEORGE: Merrimack, Merrimack College. And she [unintelligible - 01:08:39] she has a good job. She's been there for many, many years. In fact, starting next year she can even retire. When you're 55, you can do that nowadays. And she's the boss; she has no children. But she takes after us, and that she's a reader too. She 32 loves to read, read, read, read. In fact, she just came back from China with my sister Margaret. They both went and Margaret said -- Norma asked her, she's too much talking, so the first two days, she didn't said anything, she just read. [Laughter] WENDY: [Laughter] So tell us a little bit about your schooling. I know you're a graduate of Holy Cross? GEORGE: Yeah. WENDY: Prior to that? GEORGE: I went to Leominster High School and graduated in '44. I started college in July because it was wartime, and I figured I could get some time in before I went to the service. It would also guarantee me a place when I came back. So I finished my freshman year in February of '45, and I was in the army in March of '45. I came back and went back to school, and I've taken some extra courses, somewhere by accident, and so I found out if I went to summer school I wouldn't have to do my second semester junior year, and I graduated in '49 instead of '50. Then I went to [unintelligible - 01:10:24] and I stayed up there for a few months teaching elementary school, but I didn't like it. And so I came back to Leominster in 1952; I was in the Leominster school system. I became a principal of junior high school. I was the first Italian secondary principal. Christine McDowell was the first elementary one; her name was [unintelligible - 01:10:52]. She was the first, I believe, elementary school principal of Italian descent. WENDY: But you were the first secondary? GEORGE: Yeah, and I became the high school principal, and I was the first one there full-time. Dr. [Anthony] did it temporarily while they found a principal. And then I succeeded the man that they had found, [unintelligible - 01:11:20] two and a half came in. And he was not the first curriculum coordinator of Italian decent, Robert 33 Duppal would come to Leominster and worked for a couple of years, but Robert Anthony, Dr. Anthony, he became the first assistant superintendent of curriculum. He was a native son also. And Dr. Amadeo became the first Italian superintendent in Leominster. But after I became junior high school principal, a whole wave of Italian descent children of Leominster became elementary school principals. Salvatalis and Negliosis and Sardeli, Bacani, they all came in after. And then Chino Salvatori became a junior high school principal. There was a whole wave of us, but that's the way of America anyway. If you've studied history, whatever wave comes, through they take those jobs and their children will want different types of jobs. Just like the old story of the Irish cop, they had their wave and they moved on, their children did not become policemen, they took better jobs. And same thing with the Italians, they moved up, [unintelligible - 01:02:46] loaded with doctors and lawyers and everything now are of Italian descent. WENDY: Did you ever considered going anywhere else to teach? GEORGE: I had taught as I say in [unintelligible - 01:12:58] for a short time, but I didn't like elementary. So I came back to Leominster and waited for a slot opened. And as I say, did that until 1988, and when I was 62 and I retired. But I went down at St. Andrews, and I did the five-year short-term—it was supposed to be shot-term, but it was five years before I left as elementary school principal down there. So I taught everything from pre-K to high school. WENDY: And how did you meet Norma? GEORGE: I've known Norma all my life. NORMA: His father and my father lived in a duplex house in Italy. And my mother and his father used to go to school, elementary school in Italy with each other, and we were friends… GEORGE: Yeah. I've known her from day one.34 WENDY: Wow. Did anyone suggest that you get married? NORMA: No. WENDY: No. NORMA: I asked him to go to my high school prom, but he had to go into service so that was the end of that. But while he was in the service he used to write to me, and when he got home, started going together, and that was it. GEORGE: Fifty-three years later. WENDY: Fifty-three [unintelligible - 01:14:20] and 54 in February? GEORGE: Yeah, it'll be 54 years in February. WENDY: I have a friend who's talking to her the other day, and she said that a lot of marriage nowadays is anything over seven years. GEORGE: My daughter was 25 last week. Twenty-five years of marriage. WENDY: So the parents feel when you came to Leominster to teach? GEORGE: Oh, they were happy 'cause I was gonna stay. Nobody wants their children to move, you know that. So they're happy that I got a job in Leominster. WENDY: But it wasn't just a job. You became a teacher. GEORGE: But I never left the community, [laughter] actually. I mean, when I went to Holy Cross, I was a base student. I didn't live there. And they always knew I was gonna be a teacher 'cause I always said I was gonna be a teacher. That was always… I'd made up my mind. By the time I'm in seventh grade, I knew I want to be a schoolteacher, so that was it. So there was no big surprise, and they accepted it. I don't know if they wanted me to be a lawyer or something else. My brother became a lawyer but I didn't, I just wanted to be a schoolteacher. I was happy. I used to be a very happy schoolteacher. WENDY: What made you become a… GEORGE: Combination of things. Like my wife said, "Before you take the job, are you sure you wanna be one? Don't do it for the money." 35 And I said, "No, I won't do it for the money." But the money was good compared to teaching, and it was a new challenge. But if I didn't become a principal, I'd have been happy anyway. Like my wife said, I always used to sing going to school in the morning, so I was happy. I had a happy life. I was also the audio-visual director, so I had a couple periods off every day to do that. So it was a combination that you didn't get bored, you know, you taught your classes and then you went into these audio-visual materials. And I always kept busy and never had any big problems with children, so that's fine. In fact, I still run into students who remember our days in class and the punishments, which are big jokes, you know, and it was fun. And even when I was looking for better jobs, I'd go to the school boards; some of them were my pupils, and they would joke with me what we used to do in class and all. I actually get people coming up—Norma can tell you that—they still come up and say, "Remember when…" NORMA: [Unintelligible - 01:17:23] write papers, that's what I always hear. WENDY: Write papers. What subject did you teach? GEORGE: I was a Social Studies teacher. I had taught a little bit of English in junior high when I was a long-term sub there, but basically a Social Studies teacher. I teach world history and geography and economics, current events, government, depending upon what they needed in that particular year. I always used to like to teach three subjects. I didn't like teaching one subject all day, so I teach three. And every year I get a new set of textbooks so I wouldn't bog down, repeating the same things all the time. This year I'd get a new history book and next year I'd get a new geography book, the next year I'd get a new economics book or government book. So it's always something different, and it was a lot of fun.36 WENDY: How did you see education change from the time that you were at Leominster High School? GEORGE: Well, of course, there's more technology involved now, but they haven't changed that much, you know. They're not as reluctant to speak as they were in the old days, but you can still control them, you can still -- they still can be reasonable. They have to know why more now than they did in the old days. For example, I would punish children as a principal, then I would say, "What did you do? Did you egg the teacher on?" And most of them would say, "Yeah." So, "Then what do you want me to do about it? [Unintelligible - 01:19:13] punishment coming?" But he said this, "Did you egg him on?" "Yeah, I did." "I'll speak to him, but I also have to punish you too because you egged him on." And he was, "Okay." That's that. They wanna be treated fairly. The old days, you know, they're the boss and we're not. But today, you let them know the ground rules and it works out pretty well. At least I think it that. I haven't taught for a few years now, but when I was at the end of my career, they would come in and see me and they'd sit and talk. And I always had a jar of candy, you know./AT/jf/rs/es

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The Literary Journal of Gettysburg College. Vol. XIV. GETTYSBURG, PA., DECEMBER 1906. No. 7 CONTENTS "THE PASSING"—Poem 182 FRANK W. MOSER, '07. " ECONOMIC EFFECTS OF PENSIONS FOR TEACHERS " —Essay 183 SAMUEL E. SMITH, '07. "OUR LIBRARIES "—Essay .188 THOMAS E. SHEARER, '07. "A MILLIONAIRE"—Story. . . 191 F. M. HARMON, '08. "POE: POET OR CHARLATAN "—Essay. . 19s W. WISSLEU HACKMAN, '08. I "THE TWENTIETH CENTURY'S DEMANDS UPON WOMAN "—Oration 201 ELSIE A. GERLACH, '07. "A MYSTERY SOLVED "—Story 204 LEVERING TYSON, '09. EDITORIALS, . . . 208 182 THE MERCURY. . THE PASSING. FRANK W. MOSER, '07. kHE pleasant Autumn days are gone, Their joys have passed away ; Girt with the legions of the North Old Boreas has issued forth To dominate the day. The pumpkins all are gathered in, The corn flags all are furled ; The trees have wept to see them go And fling their leaves like falling snow- Across the dying world. Right valiantly did Autumn strive To yield a bounteous store ; Her granaries were opened wide That lavishly from every side The golden fruit might pour. The snapping of the backlog sounds A message old yet new ; Pile up the fire and let it roar To match the winds that downward pour, The blackened fireplace through. The chestnuts crackle with delight To welcome Winter in ; But Autumn goes with face forlorn, Beat by the surly Winter's storm, A.11 pinched and wan and thin. So life will pass from morn to eve, From noontide glow to dark The cheerful voices of the day Will cease their songs and fade away ; Death kills the vital spark. • »i THE MERCURY. 183 ECONOMICAL EFFECTS OF PENSIONS FOR TEACHERS. SAMUEI, E. SMITH, 07. ASUBJECT of this nature is necessarily very broad. Teachers are of many grades. The teacher of the country school, receiving thirty-five dollars per month, or even less, marks the lowest grade. The college professor, whose compensation is five thousand dollars or more per year, may serve to establish the other margin, although only in rare in-stances is such a sum received by a professor. Between these two limits are many different classes of teachers, whose rates of wages are comparatively well defined. In the discussion of this topic our observations shall be confined, for the most part, to the highest class, college professors, since what pertains to them with reference to public pensions, is also applicable to the teachers of lower grades. Public pensions for .teachers would naturally involve a great variety of economical questions, since those instructing the youth form a large and influential element in society. In our opinion the economical effects would be both direct and indirect; direct in that they affect teachers as a class, and indirect seeing that they would undoubtedly in-fluence society in general. Beginning with the direct economical effects of pensioning teachers, it may first of all be affirmed that a better class of men would take up teaching as a profession. The degree of efficiency in the profession of teaching varies just as it does in the business world. In business the marginal factors are the day laborer and the entrepreneur; in teaching the adher-ent and advocate of a parrot-like mastery of book theories, too often antiquated, and the teacher with a personality, a thinker and one capable of stimulating thought, and yet withal severe in his demands for careful study on the part of students. To the instructor of the youth, a compelling personality is just as essential as it is to the entrepreneur. Rarely does one find a successful business man without a decided personality and yet multitudes of men, are attempting to mould young lives, who are lacking in this essential characteristic. ■ 184 THE MERCURY. Why is it that the men of power more frequently choose a business career than the noble calling, that of instructing the young ? Simply beeause the inducements are mostly on the side of the business career. The professor never receives a large salary and after his days of usefulness are over he may, as a rule, look forward to a mere pittance which he has labori-ously saved during his active service. On the other hand the successful business man looks forward to a comfortable old age made possible by the property acquired during a period when his own efforts were the only limits to his acquisition of wealth. This very difference in prospects makes the business career the more desirable as no man is desirous of spending his old age deprived of the comforts of life. In the event of teachers re-ceiving a pension, after years of faithful service, the natural horror of an old age spent in poverty would be removed. Men are ever willing to toil for a livelihood during their years of strength when a future day of comfort is in prospect, but look with fear upon that calling whose active days require a struggle which is unattended by the promise of support in the declining years. When teachers receive pensions more of the choice spirits will take up the noble work. The result will be that teachers of inferior personality and attainment will be forced into other lines of activity, and it is safe to say that the new work will be for the most part of a clerical nature. Having thus seen that the teaching force would be materially changed by the establishment of pensions, it is also worthy to note that a higher standard of living would prevail among teachers. The teacher would have more money to spend dur-ing the time of his active service. As the teachers number a small army, throughout the country, this item would be of no little importance. More books would be purchased, travel would be more extensive, there would be more and better food and clothing. Thus demand would be increased and produc-tion would naturally be increased to meet the demand. Another direct result of public pension would be the in-creasing number of teachers. For example, if a man after forty years of service should be granted a pension, he would usually be glad to retire to follow various pursuits of a literary, THE MERCURY. I85 political or social nature, pursuits which could not be noticed during the period of active service. Provided a man began teaching at the age of twenty-five he would retire at the age of sixty-five. Under the present system, many men teach until long after the age of sixtv-five. Retirement at this age would make the period of service shorter for each teacher and thus more instructors would be required. These are the direct economical results which would be brought about by the pen-sioning of teachers. However, there are yet more important considerations to be regarded, namely, the effect upon society of granting of such •pensions. These we would characterize by the term indirect. Many branches of commercial activity would be affected. The prospect of a pension, as has already been shown, would attract more and a better class of men to the profession of teaching. Consequently, men now engaged in banking and various business pursuits, whose compensation is equal or con-siderably superior to the salary of teachers, would be eager to enter the ranks of teachers as there would be the strong inducement of being provided for in old age. This same proposition would hold good for all the grades of positions in the profession. Besides, the opinion is almost univer-sally held that teaching is more honorable than a business career. The teacher has also more leisure as the summer months are completely his own. With the added advantage of a pension in old age, great numbers would turn from pur-suits essentially commercial to teaching. In order to retain the most efficient individuals in the business world wages would of necessity increase in a great many lines of business. For example certain men leaving college, would find it more to their advantage to accept an instructorship in a college or high school with the prospect of at length receiving $2,000 per year as a professor and a pension in old age, than to enter a bank with the prospect of becoming cashier at $2500 per year and no pension in old age. Again the girls who must earn their own living, would find it better to become teachers at $40, $50 or $60 per month and receive a pension in old age, than to stand behind a counter or in the telephone ex- UMUn 186 THE MERCURV. change for a compensation of $8, $10, or $12 per week, with-out prospect of a pension, and then oft times be exposed to the indecent and insulting propositions of their employers and the men with whom they are compelled to associate. Besides,, in the case of a woman, it is considered much more respect- ■ able to be a teacher than to be a saleslady, stenographer or cloak model. Without a doubt, the granting of pensions to-teachers would attract the choice spirits to that line of work and all wages in the business world would be advanced in order to keep up the required standard of efficiency. Then too, the standard, of the teaching force having been raised, as has been shown, a gradual change would be effected in the habits and ideals of the people who would receive in-struction under the better teachers. As was intimated before, in the event of pensions being granted to teachers, the change in efficiency would be largely marked by the improved person-, ality of those instructing the young. The teacher who is lack-ing in magnetism and tact is bound to present books and en-force discipline in such a way as to alienate the restless young spirit from scholarly pursuits and respect for authority. Too often the youth having experienced the ennui, pro-duced by books and theories, made possible by the bund-derings of a teacher totally lacking in personality, rushes forth into commercial life, turns his back on true knowl-, edge and culture, and strives only for the dollar. To this man gratification of the senses is the only form of pleasure. He lives a selfish life, ever seeking to take advantage of his fellow-men. He amasses great wealth at the expense of his neigh-bors. Better teachers, especially those with high ideals and a compelling personality would in time help materially to correct this selfish spirit. The young would be taught to respect scholarship and finally to love it. The youth, with a virile mind directing his training, would eventually see that mere money is not the goal to be attained, but that the acquisition of wealth in order to help one's fellowmen is the summum bonum. The young, thus having been inspired with higher ideals would gradually change social and economical conditions in a decided manner. THE MERCURY. I87 However, in another way the granting of pensions would affect society in general. A pension having been granted, after a number of years of service, would surely retire many men, comparatively vigorous in body and mind. Men of this class would naturally take an interest in the social and politi-cal life of the community in which they reside. Having both time and money at their disposal and being filled with high ideals, they would undoubtedly be a power in their community. First there would be a moral uplift but eventually material conditions would be changed. The retired educators would be as a leaven in the social mass. For example, reading cir-cles and culture clubs would be more popular than the gather-ings for playing bridge whist. This would soon have its ef-fects on the manner of dress and the nature of amusements, both of which have to do with the wants of the people. Thus a change in economical conditions. In this brief manner we have endeavored to show the direct and indirect economical effects, which would arise from the pensioning of teachers. However, since no extensive experi-ments have been tried along these lines, most of the discussion relative to this subject is theoretical. It is to be hoped that the next few decades will afford practical examples of pensions for teachers so that the truth or falsity of present conjectures may be demonstrated. i88 THE MERCURY. OUR LIBRARIES. THOMAS E. SHEARER, '07. THE time is now ripe, it seems, to set forth the belief that our libraries would fulfiill their purpose with greater effi-ciency and more satisfaction to all parties concerned, if they were united and systematized under a single index. This idea of a unified library is undergoing some agitation at the pres-ent time, and if this article in anyway increases that agitation and helps to bring about the desired result its purpose shall have been accomplished. Libraries have existed from the remotest times of antiquity. Ever since man was first able to put his thoughts into writing of any form, whether on papyrus, stones, tiles, or paper there have been books and consequently libraries. All our great modern libraries—and particularly is it true of college libraries —are established and maintained for the purpose of research in all the branches of knowledge. In order that a library may effectively fulfill this great purpose, it must be exhaustive, i. e., it must contain all the works necessary for research work in any branch of knowledge. Our present system of libraries is not the best possible for us under the present circumstances. There is too much wasted energy in it. In our three libraries we have a total of about thirty thousand volumes. Of the eighteen thousand volumes of the College Library over one-third are government reports and records of one kind or another—works distinctively of a referential character ; and of each of the societies six thou-sand volumes, practically one fourth are magazine vohimes. Now do not misunderstand this. It is not meant that these books could at all be dispensed with. Far from it. No college library would be at all complete without them. But these volumes are not used very much. These divisions are made merely to get an estimate of what we may call our working library. Therefore, estimating about twelve thousand volumes in College Library and four thousand five hundred in each of the Society Libraries, that are of such a character as to be put into regular use, we have at most twenty-one thousand volumes THE MERCURY. 189 in our working library. This number includes all encyclope-dias, hir.tories, gazetteers, etc., and all other works of reference, with the exception of, as has been noted, government reports, records, and bound magazines. Now, if we had this many different books we would be very well off indeed, but we find a very great number of the same books in all three libraries. For example, among the encyclo-pedias in College Library are: Chambers, The Edinburg, Penny's, The New American and The Americana ; all of which are found in one of the Society Libraries also, and some in both. Now this seems to be an altogether unnecessary outlay of money for such works when we have so many other good works of the same kind in College Library. But, it may be said, that these works named are all old and not up-to-date. That is true, and so much the more reason why we should not have two and three sets of them. The fact that we have more than one set of these works brings out the point that there has been little or no system or unison in the selectfon of books by the different library committees. If there had been system there would not be this useless overlapping of Encyclopedias. That this is a fault not only of the past but also of the pres-ent regulations, is shown by the fact that this overlapping is found not only in the older encyclopedias but also in other de-partments. There is in each of the three libraries the set of The British Poets, in one hundred volumes, one set of which would be sufficient for our Library. The same overlapping is seen in Biography, History and in the standard authors such as Ruskin, Carlyle, Dickens, Scott, Thackery, Cooper, Bulwer- Lytton, Irving, Emerson, Hawthorne, Holmes, and all the standard poets. This overlapping, all told, amounts to a good many hundred volumes. It is necessary to have more than one copy of some of these works, but of the vast majority of them, especially of the sets, a single copy or set is sufficient in a college of our size. It is evident from the extent of the overlapping that a change in the system of selecting our books is necessary. But what change shall we make ? Shall it be a general merger of the 190 THE MERCURY. three libraries into one, or simply a joint committee to select the books? At all events there must be cooperation. The merger idea seems to be the one in popular favor, and would, no doubt, 'solve the problem most satisfactorily. To have our libraries under a single index, systematically and logically arranged in one apartment, and in charge of a person who is acquainted with the entire library, and then to have a unified method of procuring new books, would be almost in-calculably better than the present system. But, it might be objected, that under these conditions the Literary Societies would no longer be ambitious to add a goodly number of books each year. This need not be so. Under this merger let each society put its seal in its new books but leave the numbering and shelving directions to come in under the College system. Each society could also keep a record of the books it adds to the library. In this way the societies could keep up their libraries, but merged into and subject to the College Library. Under this plan we see no reason what-ever why the societies should not continue to vie with each other in securing as many good books each year as possible, under this plan, this expensive and futile overlapping would be done away with, and a wider field of Literature, History and Science would be open to the students. But, most of this, it might be said, could be secured by the mere working of a joint committee to select the books. But that would leave the three libraries separate with their in-complete indices and would not unify matters as they should be. Although a joint committee could do good work in this matter, yet we believe that one good, exhaustive Library would be much better than three, each of which is incomplete in itself. THE MERCURY. IQI A MILLIONAIRE. F. M. HARMON, '08. THE deep-toned noon whistle on the -boiler-house called a thousand men and boys away from their work of prepar-ing "anthracite " for commercial use. The huge breaker en-gines quickly ceased their dreary roaring ; the " lokies " were side-tracked and deserted ; and in every direction hurried the tired, begrimed men to secure their dinner-pails and partake of a cold and unsatisfying lunch. Little knots of congenial spirits were soon assembled in every convenient, shad}' spot, for the sun was hot and the air sultry. Topics of local and universal interest were eagerly taken up and hotly debated. It is wonderful with what earnestness and attention these debates are entered into and listened to by these men of toil. The baseball situation in the major leagues .hav-ing been discussed at length; the protracted and intensely hot weather forcibly disapproved ; plans for the approaching na-tional holiday, the Fourth, eagerly arranged—an article on the next inter-national automobile race was read from the city paper by the breaker engineer, who was the only man around the colliery that indulged in having his paper delivered to him while at work. Immediately arose speculations as to the out-come of the race. In the ensuing discussion about automo-biles in general, a little slate picker exclaimed " Gee, it must take a heap of tin to run one of them things:" " You bet, those guys must have money to burn." Up sprang a grey-haired old man, old " Danny," the boss of the chutes, " Yes, and where do they get their money? They steal it from us workin' men, what earn it hard and then never get it! " The old man's eyes flashed and his voice quivered ■with anger—" I have worked for this company for thirty years ; I have given my best days in its service. What have I to show for it ?—a miserable job at the chutes when I might Vbeen engineer at No. 6." " Yes, but Danny, you're way off, we were talking about automobiles," I 192 1HE MERCURY. " So am I," yelled Danny, highly excited, " Look at old P , (president of the company) just last week he went an' bought one of them noisy back-kickin' machines. They say it cost him twenty thousand. Well, I say that the old miser didn't pay for that thing himself, I paid for it! " " You don't say,'' teased one of the chaingang men. " Yes I did ! though not of my own choosing. Old P has cheated me out of that much money and more since I first started to work for him over in ' Orphan's Home' gangway. Why they tell me he's got twenty million hoarded up. How-much of that did he honestly earn ? Not a cent! He stole it, every penny." " But, Danny, he inherited over five million." " Well then, his people before him stole that too. You needn't try to tell me that any man can honestly work hard enough in a life-time to pile up that much money. He's got to be crooked some place. I've worked my whole life, ever since I was a little shaver of twelve—and I did honest work, too—and to-day I'm an old man and haven't a cent stored up for a rainy-day. If I do earn a little money, they get it back again in the company store. What's he going to do with all his money anyway ? Why can't we have a share in it ? There are a few big thieves who steal up a billion dollars, and then store it away some place. If that would be given out to us who earned it and deserve it, none of us would have to work no more and we'd have plenty of grub and clothes and a little left over for the tobacco. Emitting a flow of strong language directed against all rich men in general, Danny, with an air of the sense of the injustice of the whole thing, sat down again A burly young chain-gangman, closing his emptied dinner can with a bang, began : " Danny is right; those rich old duf-fers have no right to hang on to all that money. The money in the first place come from some place in the earth ; we are all on the earth. In the second place, every man is just as-good as the next one, so no man has any call to get something more than any other man can get. You see old P strut THE MERCURY. 193 down the street in his swell clothes, smoking dollar cigars and looking as if he was the only pebble. He's got a string of race horses that bring him in a good many thousands a year. They have those races all fixed, anyhow. That's all right, for one thief to rob another thief, but who earns the money which those big suckers are stealing ? We do ! It's our money ! How could anything be done except for the working man. Suppose these old soaks had to work the way we do i I'd given a week's pay to have gotton old P on one end of that fan we carried up the west slope of the old Hollywood stripping. We'd have either broken his back or his head. There are over a thousand men working here in this colliery and those thousand are under the thumbs of one or two big bugs. Why do we let them tramp on us like this ? We could easily put them out of business and run things to suit ourselves. I know if we just had some fellow to lead us we could soon make old P .duff up." " Well, why don't you lead off, Tippey ?" " No, thanks, I am not anxious for the job ; but just the same I'm ready to follow a good leader." "Same here—So am I" "That's the cheese," and similar expressions were muttered by the listening men. Just then the warning whistle blew and the men hurried to their places of work to be ready when the engines started again. Among those who heard the discussion that noon hour was a young fellow who went to college, but who liked to spend his summers working among the laboring people. This discus-sion occupied his thoughts all afternoon and when quitting time came he was anxious to get home and find the opinion of some other person upon some of the questions brought up by the miners. The man whose opinion he sought was the cashier of one of the largest banks in the city and was noted for his knowl-edge of things in genera! and knowledge of money in particu-lar. The one question which had arisen in the youth's mind was whether the money owned by the millionaire was really hoarded up. 194 THE MERCURY. The cashier answered this question immediately and decis-ively : "No, that money, said to be owned by a single indi-vidual, is in constant circulation throughout the financial uni-verse. What difference does it make whether one man owns the million dollars or whether a hundred or a thousand men own it. A millionaire is generally a shrewd business man or he would never have acquired his possessions. So the money in his hands is made to do the greatest possible work, while in the hands of a number of people it might not be used to such wise advantage. It takes brains as well as energy to become a millionaire. Those men over there at the colliery who were today ignorantly discussing a great subject have not the mental capacity required to control and use rightly a vast fortune. I'll admit that people of great wealth very often waste their money in extravagant affairs. But is that money really lost ? No, it returns into the general circulation and remains a part of the inestimable wealth of the world. The working man does not really desire to live like a mil lionaire and even if he did have the opportunity of indulging in the little follies of the rich, he couldn't endure them long, for generations of the one plane of living have habituated him to his occupation in life and he will be out of place anywhere away from his natural work. I am no defender of the million aire in his follies, but I do believe that his money does as much good and more when manipulated by his keen business ability than if divided among people who in conceit think themselves capable of using wealth, but who in truth are in no way able to use wisely more money than seems to be their just amount. So let us not envy the rich man or be harsh in our judgment of his actions. Our manner of living is different from his and so we cannot be fair in our estimate of his conduct." !' THE MERCURY. 195 POE: POET OR CHARLATAN? W. WISSLER HACKMAN. II. AS POET. IT is not our intention to usurp the office of critic—had we even the ability—the need were lacking. It is not so much a question whether or no Poe wrote good poetry, or bad poetry, or mediocre, for he did, as, is he sincere, is he consistent with his own. declaration of faith ; are the motives and emotions he displays genuine. There is however, a deeper, a subtler, a more intangible phase to be determined which does involve a certain consideration of style. The question that confronts us at the very outset is such as would—to satisfy the hypocritical—-necessitate a del-ving to the very roots and vital bases of poetry—even more a determination of the very nature and essence of poety it-selt. To state clearly, concisely, and convincingly what POETRY is per se, is a proposition before which greater intel-lects than ours have quailed. It is therefore, with a sense of gratefulness that we may assert that for our purposes we" need go no further than the poet's own assertion in the matter— " Poetry in words is therythmical creation of beauty." Yet let us be a little clearer on this matter of poetry before we draw deductions. Just as red light, brass bands, and tri-colored draperies in-spire an exaltation of emotion by no means necessarily iden-tical with patriotism, and as the abnormal stir of passion pro-duced by the snare drums' spirited roll is not, nor should be, confounded with love of fatherland; so let us not confuse me-chanical means and effects, be they ever so admirable, with the true soul exaltation of poesy. To the majority of the public Poe appears in the single role 'of Poet. This is rather significant, for the sum of his poetry, in bulk, is comparatively slight. Yet so completely has he won the title of Poet from the masses as to have it eclipse, in a manner, the other and more extensive phases of his literary activity. I have said this was significant. And this signifi- 190 THE MERCURY. cance will be apparent when we turn to the poet's own words, " With me poetry has been, not a purpose, but a passion." * If anywhere Poe is sincere it must be in his poems. All through his career " Poet" was the one goal of his ambition, the passionate aspiration of his being. Almost all his prose was written in the form of " pot boilers," or to wreak ven-geance or perchance malice on rivals or critics, supposed or real. Eureka alone I think may be set aside as wrought in purity and reverence; and toward poetry he maintains much the same worshipful, sincere attitude. Note his words: " Events not to be controlled have prevented me from making, at any time, any serious efforts in what [poetry,] under happier circumstances, would have been the field of my choice." f Fur-ther down ; "and. the passions [among them that of poetry] should be held in reverence: they must not—they cannot at will be excited, with an eye to paltry compensations, etc." \ That the subject of poetry powerfully appealed to Poe is evident in his own prose work. He has devoted five articles to poetry in one phase or another ; more than to any one other subject. And almost always his treatment is serious ; bitter often, carping frequently, but in the main sincere. The tenets of his poetic faith are set forth in apparent good faith, and lived up to with remarkable fidelity. Only once does his man-ner descend dangerously near to buffoonery, the concluding paragraph of his Rationale of Verse—a nasty fling at Long-fellow, for whom Poe, as a rival perhaps, had scant love. Yet even here it is an injury aimed rather at a school of writers than an evidence of irreverence to poetry. One other instance of a similar attack may be lound in his poetry proper, "The Einigma" a take sonnet which will be again noted in this article. What, then, are the principles of Poe's poetical creed ? 1st principle—"The value of the poem is in the ratio of this elevating excitement [i. e. of soul]." 2nd principle—" Beauty is the sole legitimate province of * Preface to edition of Poems in 1845. t Preface to edition of Poems in 1H45. % Italics are mine. THE MERCURY. 197 the poem."* Postulate—a POEM should not aim to satisfy intel-lect by Truth, or excite the heart by passion, but should aim to give the highest, purest, intensest pleasure. A little farther on in this same essay of his he argues forci-bly against didactic poetry. He continues all effort to teach for the sake of teaching. Truth he boldly asserts may be in-troduced merely to illucidate, to be a foil, as intended discords in music, or low comedy in Shakespeare. All, then, is subser-viant to " beauty "; " The Beautiful " is paramount in the cre-ation of POETRY. Bear in mind, however, he does not utterly banish TRUTH from the realm of poesy; he distinctly concedes that at such times as he has stipulated TRUTH may be profitably introduced. In the mechanism of his verse there are four characteristics worthy of especial attention; the refrain, alliteration, intraand interlinier rhyme, and a daring independence in material ar-rangement. Poe was a keen analyst, and consequently an able mathematician. He was fond of calculus, and both at college and West Point took high rank in mathematics. To the popu-lar mind there presents itself somewhat incongruous, a so close union between two so seemingly diametrically opposed forms of mental activity. The Poet is the very antithesis to the Mathematician, such seems the general sentiment, and to have them brought together thus rudely and unceremoniously is a shock, sudden and unprecedented, to accepted ideals. Yet is there really such incongruity ? Poe's arguments are then re-markably lucid and plausible. He not only preaches but practices. Now for a brief review of his more important poems, they fall naturally into four groups; personal, meditative, melan-cholic, abnormal or supernatural. Throughout all winds the tragic thread of hysteria, all are marked or marred by an ab-normal egotism, a morbid self interest. I have said Poe was Byronic in egotism, this is nowhere so evident as in these poems. Under the first group come his tributes to benefactors and sympathizers, the best of which is probably the one "To * Philosophy of Composition. 198 THE MERCURY. Helen,"* the worst "The Enigma." "To Hellen " was written at the age of fourteen, yet the illusive flow and exalted grandeur of this slight poem caused Lowell to exclaim in wonder, "A standard to which many in their maturity fail to approach !" The poem starts with a line of peculiar beauty, " Helen thy beauty is to me—" The second stanza ends in the magnificent couplet: '' To the glory that was Greece, And the grandeur that was Rome." Words crammed with centuries, resonant of the ages! The final stanza is evidently reminiscent of some occasion strongly impressed; the "agate lamp" lends a touch of homely reality that attests to sincerity, although it mars the atmosphere of the elevated, and otherwise classic setting. Compared to this "The Enigma" is rank doggerel, and it is a blessed relief to feel Poe so intended it. It is rather coarsely ironic, yet it is clever. It is a trick poem, an accostic hinted in the last line containing the names Anna and Lewis. Aside from this it is a mere blunt stab at the then existing popularity and abuse of the \ sonnet, in which form this same is written. To the second group belong a larger part of Poe's poems. Foremost: are " A Dream Within a Dream," " The Coliseum," " Silence," " Dreams," " Romance." Of these " The Coliseum " is in my judgment the noblest. The sustained loftiness, the classic stateliness of its measures, is happily free from the blem-ishes of ill-timed commonplaces which so often mar his other poems. The second stanza is an invocation ; sombre and sonorous. Note the slow, stately sweep of the feet like the measured tread of legions. Vastness ! and Age ! and memories of Eld. Then follows a remarkable series of parallels, the final being elimacteric in its somber irony : " Here, where on golden throne the monarch lolled, Glides, specter-like, unto his marble home ; *I refer to the " To Helen " addressed to Mrs. Stanard, the mother of a school-mate, who, by her kindness, wielded a remarkable influence over the sensitive youth. Her death called forth this poem together with " The Sleeper." THE MERCURY. 199 Lit by the wan light of the ronnd moon, The swift and silent lizatd of the stones." Then the query, full of a vast regret : "These stones—alas ! these grey stones—are they all- Left ********** By the corosive Hours to Fate and me ? " And the triumphant reply : " ' Not all '—the Echoes answer me—' not all! , Prophetic sounds and loud, arise forever From us, and from all Ruin unto the wise, Not all * * * * that hang upon And cling around about us as a garment, Clothing us in a robe of more than glory.' " Of the Melancholic there are a host. In fact very few of Poe's poems are free from melancholia. Although Poe in his "Philosophy of Composition" makes melancholia an impera-tive necessity in a poet's equipment—yet I feel that Poe's poems in the main are melancholiy because they are autobiographic. They are of the soul; and that soul warped, distorted and embittered. Of these I can but note, in passing, "Ulalume " and " Tamerlane," the former mystic, the latter lucid ; they stand widely apart and yet they are akin in spirit. Tragedy, deep, vague, flows through them like a turgid, stream, livid and unwholesome. " Al ArafT" together with "Tamerlane" show marked traces of the influences of Byron and Moor, both of whom Poe intensely admired. Peculiarly redolent with Poe's own aspirations, fresh in youth, yet already tainted with the bitter edge of dissappointment, are the lines : " I wrapped myself in grandeur then And donned a visionary crown— Yet it was not that of fantasy Had thrown her mantle over me— But that, among the rabble—men, Lion ambition is chained down— And crouches to a keeper's hand— Not so in deserts where the grand— The wild—the terrible conspire With their own breath to fan his fire."* The final group- * Tamerlane. -the fantastic, the wierd, the grewsome 200 THE MERCURY. this is Poe's special sphere. The somber tragedy of " The Raven," the morbid unhumaness of " Anabell Lee," the quaint fantastic irony of " For Arnnie,"the creeping, slimy, awful still-ness ; the brazen waters, the livid sky—the silence, downpress-ing and palpable ; the noisless stir—the dull horror of " The City of the Sea," in " The Sleeper; " the human common place-ness of its former part, the growing mystery, the freedom from natural grief, the the dull repression of its latter part; the un-seemly cheerfulness grating harshly to stimulate a feeling very like repugnance; to all this the allegory of " The Haunted Palace " insistently seems to offer a clew—it is Poe's INTELLECT ! " The olden time of long ago," is his childhood and early youth—the demon haunted palace is the present;—the demon's —thoughts! How many have crept their slimy selves into dis-torted perpetuity. It is terrible to conceive of a human be-ing cursed with such a horror-breeding brain bordering on de-mentia— it is more terrible to think of a man deliberately manu-facturing in cold blood such twisting, grinny, ghoulish crea-tions. No, this is too profound—in parts, too diabolic—if you please, to pass for mere buffoonery ; it may be charlatanism in dead earnest—but to me it smells of downright magic and fellest black-art. NOTE—"The Raven," " The Bells," "Tamerlane," "Leonore" will receive fuller attention in a later article embracing these together with " Eureka " under the head of Poe's Masterpieces. The next installment will treat of Poe under the phase as Critic and Essayist. —Ed. THE MERCURY. 201 THE TWENTIETH CENTURY'S DEMANDS UPON WOMAN. ELSIE A. GERLACH, '07. BEFORE the present century dawned it was not uncom-mon to hear the mannish woman styled the twentieth century woman. Where the idea originated is not known. But it was possibly due to the fact that woman was becoming more self-reliant, was taking her place in the business world, and was entering with keen appreciation into the sports which were hers for the asking but which only men had indulged in heretofore. The last and perhaps the greatest reason was that woman was coming to the front in education, and standing on an equal plane with the men, both in our own country and Europe. In the early part of the last century the women of the West worked shoulder to shoulder with their husbands on the farm- Willingly they helped to tame the wilderness, following the plow and gathering the harvest, and bravely they faced the danger when death threatened them in the shape of wild beasts or wilder men. But alas! their willing hands often faltered under a burden too heavy for them to bear. And while these women were helping wich strenuous manual labor to build up a new life in the West, our Southern women, with innumerable slaves at their command, were living a life of ease and luxury, basking under a tropical sun. For a Southern woman of gentle birth to work was considered a disgrace. House work was forbidden, and to go out into the world to earn a living was not to be thought of. So it seemed to fall to the lot of the Northern woman to set the pace for a happy medium. Stirred to activity by the cool winds of the North, work seemed the most natural thing in the world for her. Yet it was not all work and no play which she desired. If necessity compelled her to make her living she did it willingly, and was respected for it. But at the same time she entered with zeal into the healthful out-of-door sports and exercises. She also advanced step by step toward the higher education formerly attained only by the men, until 202 THE MERCURY. to-day she stands at the zenith. Can the extent of this for-ward movement be measured? " In man there is nothing great but mind " is the familiar abhorism of Hamilton, and the men-tal endowment is received directly from the mother. Find, if you can, one man who has been truly great whose mother was not a wise woman, and now since higher education has become universal, with such a heritage from his mother the man of the twentieth century ought to achieve things inconcievable to-former generations. The Western and Southern women soon realized and ac-knowledged the superiority of the course which the Northern woman was pursuing, and to-day not only they, but the wo-men all over the world, are following her example of Sana metis in corpore sono. With such privileges granted her, what does the century de mand of woman? One thing is certain, that the present cen-tury demands far more than former centuries. The reason for this may. be that we are living in a more strenuous age and one must live faster to keep abreast of the times. The cen-tury's primal demand is that woman must be educated. No-matter in what sphere of life she may be she must be educated that she may be able to cope with the many perplexing prob-lems which arise daily. If her sphere is the home, she must be familiar with the science of cooking. If she has servants she must know how to bring out the best that is in them. She must be able to answer the questions of her children, who know more at ten than their great-grandfathers did at fifty. She must be able to be a good companion to a husband who-is alert, well balanced in business affairs, and keeping pace with the times. There is an urgent demand for the cheaper labor of woman. Many a foolish girl leaves a good home where she has all the necessities of" life, and a not a few luxuries, to enter a factory. She has, as one says, " All she needs but not all she wants." To earn a few trifling luxuries and to enjoy, a few worthless pleasures, she will forego all the joys of home life, and will go from the guiding hand of a loving mother, out into the world, into the oftimes degrading factories, with their deafening, mad- THE MERCURY. 203 dening roar, their awful monotony of work, and in many cases their dull and coarse workmen. Mrs. Van Vorst writes that a girl working by her in the factory said to her, " I'll bet you can't guess how old I am." The lady records, " I look at her. Her face and throat are wrinkled. Her hands broad and scrawney. She is tall and has short skirts. What shall be my clue ? If I judge by pleasures " Unborn " would be my an-swer. If by effort then " A thousand years." " Twenty " I hazard as a safe medium, " Fourteen " she laughs. " I don't like it at home. The kids bother me so, Mamma's people are. well to do. I'm working for my own pleasure." Is it right for a girl to throw her life away in this manner? The answer is emphatically " No." This demand ought not to be com-plied with. She ought to learn a higher aim than the mere making of money. Still worse is the case of the sweat shop, where the cheap bargain-counter goods are made. Cheap ? Yes, cheap in money value, but dearly bought at the price of the lives of women and children who are not able to demand high wages. This demand for labor ought to be prohibited by law, law closing the sweat shops. At least all good women ought to know the significance of the bargain-counters and shun them. On the other hand, and here is a puzzling question, if the century demands a place for women in the congenial business world with the men, does she find it, after all, her sphere ? When the number of women who enter the business world is increasing year by year, what will be the outcome ? Is it, after all, best ? The " Homeletic Review " gives the following sta-tistics : In 1890 about 4,000,000 women were engaged in gain-ful occupations. Ten years later they had increased 36 per cent. Relatively to men the number of women engaged in domestic and personal service actually fell off in this same time, while in trade and transportation it rose from 6 per cent, to 10. True, hundreds and thousands of women are working on an equal basis with men, equally capable and receiving equal salaries, and we would not say that it is not for woman to earn a living: far from it. It is only when the work she does unfits her for higher spheres or detracts from the gentle- 204 THE MERCURY. ness, modesty and virtue that is the true heritage of every woman. The demands of the century are many, and it would be im-possible to discuss them all. I have treated only those which are most evident. But now let us consider, finally, the demand that woman shall be effective in bringing about a higher stand-ard of living. Many specific examples might be cited, as the Hull House, in Chicago, which has accomplished a wonderful work in the elevation of the people of the slums, mentally, morally, and physically. The work of the Woman's Mission-ary Society, and their Christian Association is well known to all. The Woman's Temperance Union is often scoffed at, but along what line have we made more progress than the lessen-ing of the curse of drunkenness ? Early in the last century liquor flowed freely at the harvesting, the dances, the weddings, and even at the funerals. Although drunkenness prevails today, there has been a great reformation along this line. This im-provement is universally attributed to the influence of woman. Considering the strength of this single argument, we could boldly affirm, that the world is growing better. " God's in His Heaven, all's well with the world." A MYSTERY SOLVED. LEVERING TYSON, '09. SOON after my graduation from Yale University, my thoughts turned to inventive channels. I left my home in New Haven and moved to Kansas. On a wide, barren stretch of prairie land in the outskirts of Topeka, I built a handsome residence and near by an observatory and a laboratory. I de-voted all my spare time to astronomical researches, and the heavens ever proved a source of interest and pleasure. There were two principal inventions which I contemplated ; the first—an exceptionally powerful light, whose rays would be brilliant enough to penetrate many, many miles through any obstacle; the second—an automatic shell, which, when hurled forth into space, would gain in velocity, the greater the oppos- THE MERCURY. 205 ing force. This latter was the result of many years of hard labor and concentrated thought. It was about seventeen feet long and five wide, and was shaped like a projectile. The outer shell was so constructed of scales or plates of steel, that they regulated a motor inside the shell and thus the velocity was increased when it struck an obstruction. This huge piece of mechanism was nearing completion, and was standing on a high scaffold a short distance from my lab-oratory. Not long after this, in the dead of night, I was awak-ened by a loud, fierce, crashing, I dressed immediately and hurried downstairs. My foreman began to pound on the door furiously and, when I answered his urgent summons, said that the scaffolding which supported the automatic shell, had given 'way, and that the shell had struck the ground and begun to bore into the earth. We hurried to the scene of action and found a hole five feet in diameter, reaching down, down, down, nobody knew where. After setting men to work to ascertain the depth of the shaft, I again retired. The men worked on, lowering a cord with a lead on the end. Late in the forenoon of the next day they struck bottom four-teen and one-half miles below the surface of the earth. I then decided to find out all I could about the course of my shell and why it had finally stopped. My first step was to lower a camera with electrical appliances into the shaft. The pictures were developed and those taken at different depths showed very interesting strata formations. Those, however, which were taken at the bottom of the shaft showed nothing but light, light, nothing but light. One pe-culiarity existed in every picture—every one had a dark blur in some part. This I finally decided was my shell. I finally hit upon an idea. My powerful Xray ! The very thing ! It was nearly completed and now everything was laid aside until it should be tested and proved a success. I sent away for the most powerful telescope made to examine the path of my light. This I erected above the mouth of the shaft, and under the balcony on which it rested, were the pow-erful batteries of this wonderful light. 206 THE-MERCURY. It was ready for a trial in a few: weeks' time, and the time had come, as I thought, to solve the mystery of the light. I stationed myself just above the mouth of the shaft and turned the switch. With a tremenduous hiss, the enclosure was brilliantly illuminated with the ray. I finally lowered it and it slowly ate its way downward, seeming to devour layer after layer of rock and bed after bed of coal and other products of nature hidden beneath the earth's surface. . This continued for nearly half an hour, when suddenly my ray did not disclose anything. There was the bright beam seemingly penetrating into the depths of the earth. I ordered my foreman to turn on all power possible. He complied with my requests but all ef-forts were fruitless. That steady, glow still met my gaze at the end of my glass and there was always a small dark corner projecting into view. Again I was baffled by the strange light, at a loss as to its meaning. I returned to spend a sleep-less night, tossing from side to side in my vain efforts to solve the phenomenon. I finally dozed off, I reached a conclusion while I slept, and it seemed that in the few hours I rested, my brain was still active. I would descend the shaft. As soon as I awoke I summoned my foreman, told him my resolution and put him in full charge of constructing a huge hoisting engine and a car the exact shape of my shell. Preparations were completed in a little less than seven months, I named a day when I was to descend into the earth's depths and final arrangements were at length completed. I entered the car and began to descend slowly, down, down, down. The car was so constructed that you could see on all sides while the descent was being made. My car Was comfortably constructed and elaborately fitted out. I had a telephone at my elbow and conversed with my foreman about many matters while I slowly descended. I passed through coal beds, and stratum upon stratum of rock and sandstone. These wonders I reported to my foreman who took notes so that, if any acci-dent occurred, my venture would still be of some use to scien-tists. I finally reached the bottom of the shaft safely after a most interesting journey. THE MERCURY. 207 No sooner had I struck bottom,* than a blinding glare met my eyes. It was several moments before I could see objects distinctly. I then noticed that the light was all about me. My car was suspended in space, and was in a cavern about twenty feet above my shell, lying on its side, not injured in the least by its strenuous journey. I directed my car to be slowly lowered until it was but several inches above the shell. The light still puzzled me. My shell rested upon it, but as far as •eye could see there was that unconquerable light, that light that had baffled me so often. .1 stepped from my car to the shell, but still kept firm hold of the bottom of the car. Low-ering myself gradually I finally stood on the light. Noticing some small pieces of some substance lying at my feet I picked them up and to my astonishment found that these fragments of " light " were pure diamond. I gathered several more speci-mens of " light" and, seized with a sudden fear; again entered my car and was slowly drawn upward. The problem was deeper than before, the mystery was not yet solved. As I slowly ascended to the upper air, the revelation of the whole matter buist upon me. The earth, like most of the other planets was, in the primaeval age, part of the tail of a •comet. Her whole interior was a solid diamond and this was charred and burned by the action of the elements. The upper crust was nothing more than an accumulation of ashes during many, many stages of natural development. At last every-thing seemed plain to me. I finally reached the upper air. Closeting myself for three months I prepared a book containing my views. Naturally this created a sensation in the scientific world. After a com-mittee of college professors and noted scientists visited my works and inspected the shaft I ordered it closed by the use of dynamite. Much to my satisfaction 'my theory was finally verified. The diamonds brought from the earth's depths were bought by a syndicate of kings and remained in their possession for many centuries. THE MERCURY Entered at the Postoffice at Gettysburg as second-class Matter VOL. XIV GETTYSBURG, PA., DECEMBER, 1906 No. 7 Editor-in-chief WARD B. S. RICE, '07 Exchange Editor THOS. E. SHEARER, '07 Business Manager THOMAS A. FAUST, '07 Ass't Bus. Managers. HENRY M. BOWER, '08 H. WATSON DAVISON. 'OS Associate Editors GEO. W. KESSLER, '08 J. K. ROBB, '08 EDMUND L. MANGES, '08 Advisory Board PROF. J. A. HIMES, LITT.D. PROF. G. D. STAHLEY, M.D. PROF. J. W. RICHARD, D.D. Published each month, from October to June inclusive, by the joint literary societies of Pennsylvania (Gettysburg) College. Subscription price, one dollar a year in advance; single copies 15 cents. Notice to discontinue sending the MERCURY to any address must be accompanied by all arrearages. Students, Professors and Alumni are cordially invited to contribute. All subscriptions and business matter should be addressed to the Busi-ness Manager. Articles for publication should be addressed to the Editor. Address THE MERCURY, GETTYSBURG, PA. EDITORIALS. One of the Y. M. C. A. COURSE. most ed. uca-tional and cultivating features of the college year is* about to be-gin, that of the Y. M. C. A. Course. Through the manage-ment of this branch of work a course of performances has been arranged which no one who is-interested in the rareties of lite can well afford to miss. It consists of a good variety of lec-tures, musicals and recitals, given by some of the most highly THE MERCURY. 209 skilled artisans of the season. As promoters of the educa-tional and literary spirit, we would urge all, especially students, to attend these intellectual feasts. The committee in charge have gone to no little trouble, and have assumed no little-risk in scheduling these numbers, for which they deserve much credit and loyal support. The cause for which this course is promoted would alone be worthy of our aid ; but when duty is so coupled with an extraordinary privilege, it should martial an unusual support. In taking advantage of this course we not only help a good cause, but adds very* materially to our gen-eral and aesthetic knowledge. DUTY. If you are a a member of this or that activity, what are you doing? Is the activity indebted to you, or are you indebted to it? In other words : Are you doing your duty ? We are all a little inclined to shift a responsibility, if we can, and we believe that it is due to this fact that the proper spirit is lacking in some departments, especially the literary. How many of us, when asked to serve on the society program, have not said: "It doesn't suit me this week, I don't have time?" There are, no doubt, many valid excuses given, but in a num-ber of cases, is it not simply an effort to avoid the task ? How many, when asked to contribute to the monthly journal, have not said : " Oh, I can't write; " or, " I don't have the time ?'' Again there may be legitimate reasons, but many times it is merely a way of putting it off. Other instances may be cited in which we are too ready to shirk our duty. Is this not more of a habit than anything else? We are so accustomed to excusing ourselves that we often give some excuse when we consent with the next breath. Let us break away from this ; when asked to perform a reasonable task, consider it a duty and do it, unless a plausible excuse can be offered. Many ot these departments are of our own institution ; and they will succeed only in so far as they are supported by their constituents. Therefore, when asked to do a service, let us not say we do not have time—others may be as busy as we—but remember it is our duty. 2IO THE MERCURY. It is the consensus of opinion that Gettysburg has played a remarkable game this foot ball season, having lost but one game. Her success was proven not to be the result of force and brute strength, but of good coaching and a team with a capacity for being coached. It is not our intention to discuss the game as played, but to emphasize an-other factor to which we attribute much of the success ; one whose value is sometimes underestimated ; one which is very rare in the case of athletic teams, especially successful ones. It is one which is highly commendable and worthy of example. All are well aware of the fact that at most universities and colleges there are a certain number of players who are contin-ually " cutting " classes, that is not including trips and times when they are obliged to absent themselves. We are glad to say that this was not the case at Gettysburg. The intellectual was not sacrificed to the physical. It can be said with all sin-cerity that the men who represented Gettysburg on the Grid-iron this season were men who were here for an education and of no mean standing in their class work; not one of them were here especially to play foot-ball. We believe then that the success in a large measure lay in the fact that the school was represented not by mere residents, but real students; men who have the true college spirit and a deep sense of interest in their Alma Mater. This is a record to be envied; let us keep it up, the success and honor will be the greater for it. As is customary, on account of the winter vacation, there will be no January issue of the MERCURY. Lack of space prevents the publication of the usual exchange column in this issue. PATRONIZE OUR ADVERTISER'S FURNITURE Mattresses, Bed Springs, Iron Beds, Picture Frames, Repair Work done promptly. Under-taking a specialty. * Telephone No. 97. EE_ IB. :i3e:cLd.ez 37 Baltimore St., Gettysburg, Pa. The Windsor Hotel 1217=2 Filbert St., Philadelphia. Headquarters for Students. Thoroughly Renovated, Refurnished and Remodeled FRANK M. SCHEIBLEY, Manager. Graduate of Lafayette College 1898. A. G. Spalding & Bros. Largest Manufacturers in the World of Official Athletic Supplies Base Bali Lawn Tennis Foot Bali Archery Roque Quoits Cricket Lacrosse Golf Implements for all Sports Spalding's Official Base Ball Guide for 1906. Edited by Henry Chadwick. The most complete and up-to-date book ever published on the subject. Fully illustrated. Price 10 Cents. Spalding's Official League Ball is the adopted ball of the National League, and must be used in all match games. Every requisite for Lawn Ten-nis and Golf. For over a quarter of a century Spalding's Trade-Mark on Base Ball implements has marked the advancement in this particular sport. Spalding's Trade Mark on our Athletic Implement gives you an advantage over the other player as you have a better article, lasts longer, gives more satisfaction. Every Base Ball Manager should send at once/or a copy of Spalding's Spring and Sum-mer Catalogue—FREE. A. G. SPALDING 6 BROS. 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EMIL ZOTHE COLLEGE EMBLEMS Engraver, Designer and Manufacturing Jeweler, 722 CHESTNUT STREET, PHILADELPHIA Specialties: Masonic Marks, Society Badges, College Buttons, Pins, Scarf Pins, Stick Pins and Athletic Prizes All Goods ordered through F. A. Faust. .s. Dealer in E Picture Frames of All Sorts. Repair work done promptly. i^*I will also buy or exchange any second-hand, furniture 40hamberaburgSt., GETTYSBURG, PA. SEFTON & FLEMMINGS LIVERY Baltimore Street, First Square, Gettysburg, Pa. Competent Guides for all parts of the Battlefield. Arrangements by telegram or letter. Lock Box 257. J. I. MUMPER. 41 Baltimore St., Gettysburg, Pa. The improvements to our Studio have proven a perfect success and we are now better prepared than ever to give you satisfactory work. Under New Management The Peoples Drug Store Invites you to visit tliem and select your needs from a fresh, new, and up-to-date stock. ■ C. WM. BEALES, Ph.G., Prop. 1). J. 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Part one of an interview with Settimio "Babe" Pellechia. Part of this interview has been redacted as per Mr. Pellechia's wishes. Topics include: Family history. How his parents came to the United States from Italy and settled in Leominster, MA. His father's work at the Leominster Button Company and then as an ash collector. Babe's memories of growing up in Leominster during the Depression. His father's construction work. The work his siblings did. What it was like for Babe working with his father on construction jobs. How his brothers turned the construction business into a concrete block manufacturing business. The different businesses Babe started and worked in. What the Lincoln Terrace neighborhood was like when Babe was growing up. His mother mainly spoke Italian and knew very little English. Speaking Italian in the home. What his mother was like. The types of food his mother would prepare. Babe's work in the motel business. What life was like when Babe was running an ice cream shop and a motel. His children's education. ; 1 BABE: And [DeMazzio]… [Icelano], and then after would actually be Joseph… Enrico. LINDA: Enrico? BABE: Enrico. LINDA: Enrico. BABE: Uh oh, we got caught. Enrico, and then myself, and then Olga. LINDA: Hi, I'm Linda. SPEAKER 3: Hi nice to meet you. BABE: Now there wasn't -- of course Dave passed four years ago. There was another DeMazzio [unintelligible - 00:00:53] Icelano. LINDA: Oh, there were two others that died? BABE: Well, they died at the age of three and one in the same weekend. LINDA: Okay. BABE: Before the others. That's why they renamed the others. LINDA: They renamed -- so. I'll put that in here there were two others. You want that in there? There was another one DeMazzio that died and they named it the next one DeMazzio. And Icelano was one that died, and they named the next one Icelano. SPEAKER 3: I would like that in there. LINDA: Okay. SPEAKER 3: [Unintelligible - 00:01:21] you should have hired her. LINDA: How are you, Tina? TINA: Oh good. I'm… LINDA: Now, your marriage. BABE: Now, there's a bad part. You had to spoil it. October 5, 1945. I'm sorry, October 6, 1945. LINDA: Uh-oh. SPEAKER 3: I was just waiting. I didn't want to say anything. LINDA: October 6, 1945 and you married Augustina, what? SPEAKER 3: Traini. BABE: T-R-A-I-N-I. 2 LINDA: Augustina Traini. BABE: This comes out of that because [unintelligible - 00:02:01] that's part of the book [unintelligible - 00:02:05]. SPEAKER 3: Babe, you're going to have to do this because -- I'm sorry, I have a class. I'm teaching down the college, so… BABE: What was that last one? LINDA: Your children, the names of your children. BABE: Okay, Linda… LINDA: Another Linda. BABE: And Barry David. LINDA: And Barry David. Residential history. Now, you lived on Grove Avenue. BABE: The different places we lived? Well, we started in Lincoln Terrace where I was born, and Miller Street, [Union] Street. After Union Street we went to Sterling, Westminster, to Grove Avenue, and then over here. LINDA: Norfolk, okay. BABE: I missed one, Litchfield Street. LINDA: Where was that at? BABE: That would before Union. LINDA: Litchfield? BABE: Litchfield. Is it recording now? LINDA: Yes. BABE: Then I can't joke as I go on. LINDA: Oh, you can joke. I just wanted to make sure that… BABE: Had I graduated it would've been the class of '40. LINDA: Okay. Work history. What did you do? Your father? BABE: What did I do? I started with contracting with my father. My father was a contractor, so I fit in that very good. And then I was self-employed in the following businesses: Babe's Ice Cream, Dennison Motel, West [unintelligible - 00:04:06] Motel, and Babe's Miniature Golf, subdivision of the real estate [unintelligible - 00:04:07] houses. LINDA: Subdivision of real estate? For housing? 3 BABE: Mm-hmm. That's all I did. LINDA: What about Blocks? BABE: Yes, true. That was another corporation. These were all my own. Blocks was a corporate… LINDA: That was with your father? SPEAKER 3: At least she remembered. LINDA: Contracting with father, Blocks -- was that the name of it? BABE: Well, Blocks was the name of the four brothers. SPEAKER 3: It's a great thing you guys are doing, you know. I'm so glad you got that older woman, that 100 year old lady, 106. Thank God you got her before she went. LINDA: We got a little bit. You didn't get to see her [unintelligible - 00:05:09]. SPEAKER 3: Not me. It was someone who was working before. BABE: To show that we're not always hiding. That first sheet down there, what's that say? SPEAKER 3: This one? BABE: Yeah. SPEAKER 3: The Joy of Growing Up Italian? BABE: No, no, the one above it. SPEAKER 3: American? BABE: No, what's the next one you have there? SPEAKER 3: This one, the Americans? BABE: Oh, that's what you had. [Unintelligible - 00:05:26] LINDA: Babe, my next question here is St. Anne the Church, and that's St. Anna. You always belonged to St. Anna Church? BABE: Off and on. LINDA: Off and on. SPEAKER 3: Yeah. BABE: And now it's off. SPEAKER 3: I'm just going to say bye. And I'll see you. LINDA: Good luck. Nice meeting you. [Unintelligible - 00:05:58] 4 BABE: It was a pleasure. SPEAKER 3: I got pineapples for my still life. LINDA: You're going to paint still life? SPEAKER 3: No, they're drawing. It's a drawing class that I'm taking [unintelligible - 00:06:05]. BABE: Before -- do you want to shut it for just a minute? SPEAKER 3: Not on there, so… LINDA: Thank you, Ann. I would have checked. Okay, we have to start again. I'm Linda Rosenblum with the Center for Italian Culture. It's Tuesday, October 30th at 1:20 p.m. We're with Babe Pellechia, and Rosa Farrell is with me, and we're at his home at 27 North Fourth Drive in Leominster. Hi, Babe. Thanks for letting us come and interview you. I thought that you could tell me a little bit about your parents first. Are they the ones that came to Leominster? BABE: Yes. My father came to Leominster in 1906, and… how far do you want me to expand on that? What he did? LINDA: Sure. Well, first of all, where did he immigrate from? BABE: From Rome. LINDA: Rome? Did he travel with your mother? BABE: No, she came in 1909. LINDA: Okay. Who did he travel with? BABE: He just came on his own, I believe, at that time or whatever, people were coming. He left from Roma and landed in New York then came to Leominster. LINDA: Do you know why he came to Leominster? BABE: You know, that's one of the questions we never asked him, and I'm still trying to find out why he came to Leominster. It must be because of friends; that's where most of them was. You know, there was quite a colony of the Santa Maria Del Combo, and that's from the section of Italy where they came from. So it could have been from other friends where he… 5 LINDA: What do you call that, Santa Maria? ROSA: Del Campo. Santa Maria Del Campo. BABE: It's an Italian organization. ROSA: The particular region in Italy. LINDA: So, close to Rome? BABE: It's south of Rome. It's actually -- El Vita, and [unintelligible - 00:08:00]… which is part of -- give me a minute. My notes over there, please, these little papers here. It's [unintelligible - 00:08:17] Costa Lata. C-O-S-T-A, L-A-T-A, I believe it is. And that's where most of them came from. LINDA: And I had just read in some of the papers over here that he studied industrial agriculture when he was in Rome? Did you know that? BABE: He was a farmer, whatever that may mean. You know, like I say, [unintelligible - 00:08:41]… authority, and that sometimes these things happen like a good friend of ours that was a garbage collector, and he did wonderful things. The city of New York gave him an award, and they said he is a sanitation engineer. And the guy got up and says I am a garbage collector. So I don't think he did much studying at that age because there was -- things were pretty rough there in Italy. LINDA: Did he ever tell you any stories of Italy? BABE: Oh yes. LINDA: Would you like to share some? BABE: Well, he would say the way they used to work and so forth, and their living conditions, which was pretty rough at that time. That was the reason why they came here. Of course, supposedly our roads were paved with gold, and that's out there. But he was always a very hard worker and always wanted to do more, learn more, do more, which he did do in his life. Like the first thing he did when he came in to Leominster was he headed down to Leominster Button Company, which is near, 305 Whitney Street, and they're called [unintelligible - 00:10:01] now. And he was a rubber of buttons and combs. They used ashes, and it's surprising that 6 they [unintelligible - 00:10:11] health in that year one of the filthiest jobs that -- the men worked, and this is outlined -- let's see, this is put out by the Board of Health of Massachusetts. LINDA: So he was called a rubber? BABE: Mm-hmm. LINDA: Did you remember him explaining what he did? BABE: Well, what it is, you take the buttons or the combs or whatever they're working on [unintelligible - 00:10:37] was turtle, made from turtle then [unintelligible - 00:10:39], and what the ashes and what the wheels going at the RPMs that it does go, and the water, that polishes up, really polish it. But of course if you got water and ashes and a wheel going you know what that does to the person, and that's what he did for a few years. Surprisingly though in 1914 he sold that fine ashes -- this was a business for him. LINDA: So he realized that there was a use for that ash. BABE: Mm-hmm, and they got him out of that filthy working conditions. LINDA: I'm wondering what does an ash dealer mean? What would he do with the ashes? BABE: You go around and pick up the ashes from people's home, 10 cents a barrel, bring them down and screen it through a screen that water won't go through, and that's what they used for rubbing. That's the compound that they used for rubbing these plastic -- not plastic but the horns or hooks or whatever they were doing. LINDA: Did he get that idea from someone else, to go and collect the ash? BABE: Well, he got the idea from being in business. He got some wagons to collect the ashes, which were -- and the rubber district was a good business at the time, and then he felt that he had that, why not screen the ashes and sell it to the industries, which he did. Another byproduct of that too that the -- when you screen the ashes you always get the coal that never burnt, and half of Lincoln Terrace was the Italian Colony. He used to go down and pick up the coal, and it kept a lot of people warm up there 7 at that time, so that they would go down -- it was on Middle Street where they did that. So [unintelligible - 00:12:33] he helped out a lot of people by letting them go and they go through these screenings and pick out all the little black diamond gold that heats the house, and that was it. LINDA: So this 75 Lincoln Terrace, was that where you lived, or … BABE: That's where I was born, and that's where we lived at the time. LINDA: So he actually -- I just want to make sure that we get this on tape, so sorry to keep asking you… BABE: That's all right. LINDA: It's an old art, and it's not easily explainable. So he would go around to people's homes, or… BABE: Yes. Because everybody burnt coal in those days. You'd call up and you'd go there and then take the barrels out where -- which as he said was very, very heavy, because you'd either have to go up the stairs if they didn't have an outside door or to the bulkhead or something like that, and he aggravated at some people to get more ashes in the barrel [unintelligible - 00:13:26]. And so that's more weight, and then you couldn't screen it. Other than that he had the horse and wagons, put them on, bring them down -- the screening plant was on Millet Street, which is just off of Lincoln Terrace, and there he would screen what he picked up from the people's homes and separate it and sell the extra fine screened ashes to industry. And he shipped it to a few places all over the United States at the time. LINDA: Where did he get the money to begin this type of a business? BABE: By what most foreigners other than Puerto Ricans, saved their money [unintelligible - 00:14:09] saved their money and do it that way. LINDA: So at this time was he married? BABE: Probably should strike that out. That isn't too nice to say, but it's already on tape. 8 LINDA: Well, it's going to be edited. BABE: Okay. LINDA: What did I ask -- was he married to your mother by this time? BABE: Oh yes, he married my mother in 19… I'll put my glasses on. It would help, wouldn't it? LINDA: Okay, but we can figure out the dates later. BABE: Hmm? LINDA: We can figure out the dates later. BABE: Okay. LINDA: So we'll figure it out. So can you tell me a little bit about growing up on Lincoln Terrace? BABE: It's a good thing that we didn't know better. We enjoyed ourselves. It was a happy life and so forth, but I just wonder what would happen today if children had to go through what we did. Our fun would be getting in a sandbank and digging holes and whatever we could find, cups and make objects out of it. We'd play baseball. Whoever had the baseball and the bat would be the one that would pick the teams and when we'd play and how we'd play. And it was -- on today's standard it was really very, very rough living at the time. We had no entertainment to speak of. We hardly go to movies only it was only a nickel to go to the Gem Theater; we didn't get there too often. And the main highlight, or one of them, was at Christmastime at the -- one thing my father would do, he did everything for Christmas. You know, for food and things like that. And one of the big games as I remember would be getting the table like this and putting sawdust on it, and he'd hide coins in the sawdust, and you each had a shape to pick out a shape where you'd want hoping to get more coins than your brothers and sisters and so forth. So that was one of the fun things that we did. 9 But myself as I grew up I always had a tendency to follow him and get involved with his work. By that time [unintelligible - 00:16:36] he was in the contracting. He was more doing contracting at that time, became a contractor. So I always followed him around on jobs and things like that. So I learned more. I think even for myself I think I grew up real fast as far as a youngster. LINDA: Is that partly because you were the seventh son? BABE: No, because that's what I wanted to do. LINDA: Explain to me though what your name means again. BABE: Settmio is seven in Italian, and that's what it means. It's just that the Sette is seven, and that's where the name comes from. LINDA: So I forgot now. You're the seventh son or seventh child? BABE: Seventh son in rotation. LINDA: And how many sisters? BABE: Out of eleven. There was three girls in the family. LINDA: So by the time you came around your family already had six boys? BABE: Yes. I was the seventh and the last boy in the family. LINDA: So how were your brothers' lives different than yours? Were they harder? Were they… BABE: Oh yes. Well, my oldest brother was quite active in the business and so forth. He did all that. But then my next brother was a -- he worked very, very hard, and entertainment was out as far as that got. No vacations and things like that. It was strictly, as I remember it, when -- don't forget I'm entering about the time, well, 8 years old and that was the beginning of the Great Depression. I remember that quite well. The families were living on $12 a week, quite a few of them, which is what the welfare would give you. LINDA: So during the Depression your father was working? BABE: Whenever [unintelligible - 00:18:44] work. Yeah, he was doing contracting, whatever work he could get. On one job he was a supervisor for doing some work at city hall, and this is choosy but you have to do it 10 by the WPA program at the time. And to do a [unintelligible - 00:19:02] for city hall you did it at the time but they send them 30 men. You know, other people that were on the WPA, and they were on top of one another so my father had to let them be -- he had them closing doors, open doors and sweeping, everything but working because they were all in one another's way. But he was a supervisor at that time. But he did work like that there and then we plowed snow in the wintertime—there was income from plowing the snow, keeping the truck busy. Then he did odd jobs as they came up, but nothing -- it was a tough time. To backtrack, my father was very, very successful up until 1929. He owned 33 houses, and one by one he lost them all because people didn't have money to pay the rent and the banks wanted their money and they would just keep taking the house. You know, the foreclosing, keep doing that. LINDA: So he owned 33 homes and he lost every single one? BABE: All but the one we were living in. LINDA: Oh. BABE: Yeah. LINDA: How did he afford to buy 33 houses? BABE: Because he got to be a good-sized contractor. Like he built – he had the contract for all the concrete work in the Leominster post office, which was quite a job in those days. In 1926 he built the Main Street garage down on -- he did the fence around St. [Lido's] cemetery, which is quite a sizeable job, and he built numerous homes. In those days the first homes he built, regular homes like on Lincoln Terrace, there's probably eight homes up there that he built and was sold for the big sum of $2,800. LINDA: Wow. BABE: That's what they were at that time. In fact, numerous times, her dad would work for my father on his trade. You know, blocks and bricks, plastering 11 so that he and [unintelligible - 00:21:22], whenever they had a job that required brickwork and plaster and so forth, they were the first two that he called to do the work. So you see we would all get things first class with first-class people. But he couldn't -- the Depression was too much for everybody at that time, not only him. LINDA: Before we go on, let's back up a little bit. He came to this country, he started -- he used ash to rub buttons et cetera, then he opened his own business selling ash. BABE: He started that, yeah. LINDA: Right. So what kind of time frame are we talking about? BABE: I beg your pardon? LINDA: What's the time frame that we're talking about? BABE: [Unintelligible - 00:22:05] LINDA: Where was it, 1914? BABE: Yeah. LINDA: So he was selling ash in 1914, and then he went into the construction business? BABE: I can give you year by year. Let me show you. See, this is the -- you know, all the concrete work on this job there's his -- do you see that there on the box [unintelligible - 00:22:27] and Company? LINDA: Mm-hmm. Oh that's interesting. That's in '29, so this was a bad time. BABE: No, that was the good time; the beginning of the bad started right after that. So that the -- well, he worked the button shop, at Leominster Button… then he -- let's see as we go along here. Okay, now in 1913 he put a grocery store in the house. LINDA: He put a grocery store in your house? BABE: Well, [unintelligible - 00:23:14] to sell groceries, yeah. LINDA: So at 75 Lincoln Terrace? BABE: Yeah, that's still 75 Lincoln Terrace. And then of course he got both here the ashes and the grocery that he did. LINDA: So who's running the grocery store? 12 BABE: My mother. LINDA: Oh, was it your mother? BABE: Yeah. It's just on Lincoln Terrace a small street though, there wasn't -- no store, like you think of stores today. And it keeps on changing. Now right now, then in 1916, he added trucking to that too. LINDA: Trucking? So that's when he's an ash dealer though? BABE: No, he started with regular trucking after that. Sand and gravel and so forth at that time. LINDA: So again, he'd buy the sand and gravel, and then… BABE: No, we had our own pit. LINDA: You had your own pit? BABE: Yeah. He owned the land down on Miller Street, which was back in there. LINDA: So at least we understand the chronological. BABE: Hmm? LINDA: At least we understand it a little bit more, I think. I was going from the ash business right to building. BABE: [Unintelligible - 00:24:43]. LINDA: That makes more sense. We get into trucking, gravel and sand, and then construction. And he would build these buildings himself? BABE: He did all kinds of construction work. He even built the 38 -- he had the contract for the bridge on [unintelligible - 00:25:05] Street in Pittsburgh, which was Route 2A at the time. ROSA: He put the sand and the gravel and the ashes. Didn't he make his own blocks, make blocks for construction? BABE: Started making blocks around 1920. That was part of the… LINDA: So he would use the materials that he was gathering or buying and selling? So who would he sell the blocks to? Or would he use the blocks for his own building? BABE: He would use the blocks or sell them to whoever needed them. LINDA: And how would he make the blocks? 13 BABE: From our own pit, with the sand and gravel we had there on North Smith. He would make the blocks at that time. LINDA: Was it a mold, or did people do them… BABE: It's a machine, the machine that the mold would take care of it. LINDA: What was the name of the construction company? BABE: Pellechia and Company. LINDA: Pellechia? Did they have many people working? BABE: At some times he had quite a few people. LINDA: You don't have to worry so much about those dates, because I can look through that after. I'm just trying to understand how someone comes here from nothing and owns 33 homes. BABE: It was 1925. LINDA: Sand and gravel, ashes and store. So he goes from his buggy to his truck. Now, who's Charles? BABE: That's my oldest brother. LINDA: Your oldest brother. Okay, so your brothers went into business with him? BABE: Yep. LINDA: All six of them? BABE: We all worked for him. We all worked for him. We built a lot of gas stations, too. We had quite a team. Because amongst the team there was my father, who strictly did supervisory work, figured the job and things like that. And then we had Charlie, who was [unintelligible - 00:27:09] equipment as well as piping and so forth; Red was a great laborer; Rico was a carpenter first class; I was a mason, but what I picked -- I went to trade school to be a mason, you know. So when we would get on a job we were pretty much able to do quite a bit of it ourselves. LINDA: Now, who's Red and Rico? Are those brothers? Red and Rico? BABE: Brothers. LINDA: So those are nicknames? BABE: Mm-hmm. LINDA: For who? 14 BABE: Well, DeMazzio and Enrico. LINDA: And where did you get your nickname? BABE: Babe? After 11 kids it's time to call somebody Babe. No, my sister Lena gave it to me as she said when I was a baby at that time. LINDA: So how did your brother Red learn how to build pipe for -- what did you say that he did? BABE: When you run a gas station there's a lot of pipings involved. You know, water and gasoline and so forth. That was how he -- my brother Red was a hard worker and the one that never asked for too much and always -- education-wise Red was very, very limited. In fact, one of the side stories on that is he couldn't learn his general orders in the Army, and as a result of it, on his record, they said he would never be anything other than a private, and he couldn't get any Class A pass. So they went overseas, and he had two companies that he was in that were completely all injured or so forth, and he became the top sergeant of the whole group. So he knew what to do when it was important. He had the smarts for that, but as far as the learning he just didn't have the ability to learn. LINDA: So, how did you all learn and know -- was it, were you apprenticed? Did you have any kind of… BABE: No, no you just learned from one another. That's how [unintelligible - 00:29:19] families just keep going, and it was just, you know, you started off -- and our father knew what was what and we picked it up real fast and just kept going on it. LINDA: Can you tell me or share with me an early experience of working with your father? BABE: Well, I just started, just jumped and started doing it. In fact, I was 15 years old and I built the gas station on the corner of Walnut and Main Street in Leominster. I was supervisor and so forth because they had other jobs, but it all came natural. I just enjoyed it and I just did it. In fact, 15 when I was with the trade school, at the end of the school year I was in the brick mason department, and the instructor told me, "Don't come back; you're wasting your time." LINDA: Wow. And is that why you didn't go back? BABE: Well, I had to go to work. LINDA: Well, bring me back though to a day when you're working with your father. What was it like? Did you all kind of disperse and go to different jobs? BABE: Go to different jobs. He never drove, so one of us had to drive him. One thing about him he was very honest, and he was very thorough. In fact whether we were doing a job contractor or day work he would even tell us, you do the same thing whether it's day work or contract, even if you lose money. So you know, with a bringing up like that, you can't go wrong. So of course when I was very young and we were doing a lawn on Berne Avenue, and we had the big roll that you use to roll with, and I was very young and the roll was banking, and I'll never forget I came close to the bank and I couldn't hold the roll, and it went down and right through a flower garden. That was one of the unpleasant days. [Unintelligible - 00:31:33] let me know that I did wrong. He never hit us or anything like that. But I was worried for a while on that score. But then I'd go figure jobs and then he'd take me with him, because I'm the one that probably liked it the most and did it the most. That was good days. I enjoyed it. I never resented -- I think he taught us an awful lot, so we couldn't lose with that combination. And with a mother that would watch us like we're all just a baby -- whether you're six years old or 40 years old, she wouldn't go to sleep until you were in the house. It was good times under the conditions. As I said though, we didn't know better. If I did that like -- I know that many a times on the job when things 16 were that the -- come time to eat and all we had the money for was probably a cheese sandwich or something like, that you know, just limited, which is -- my son now later on was putting in overhead doors, he had a business he did that, and he was developing by the South Shore there and he came home and he said, "Dad, you know I forgot my money today," he says, "I didn't eat." "What do you mean you didn't have no money at all?" He said "Well, I only had a dollar." I said, "You know, you still could have had a cheese sandwich." He said, "Dad, those days are gone." So that's the difference. LINDA: So, when you'd go with your father to figure jobs you said, did someone call him? Not call him probably, but contact him to build something? BABE: Yeah, people would call from his advertisement. He did advertise, and they'd call him too. You know, a lot of people wanted bids; you have to bid it. So I'd go with him a lot of times and do the bidding and help him do the bidding and so forth. As I grew older. LINDA: So would he write a contract out and then have a company sign it, or…? BABE: Most of the time you just did it with the individual, it was all by -- in those days everything was with a good shake hand, which they meant. Very rarely was there a contract drawn up. Unless it was a big job, and then they'd have that. LINDA: And who was his competitor? BABE: A lot of competitors. There was a lot of competitors. Must have been -- Leominster probably had about 15 to 20 contractors at the time when it got to contracting. LINDA: Were there any other Italians? BABE: Oh yeah. There was probably half a dozen or so I think Italians. LINDA: Did your father apprentice anyone? Did anyone begin working with him and then venture out on their own? BABE: Well, we wouldn't call it apprentice. They just did that, which is the American way to do things. You never met anybody better than 17 themselves, so that -- yeah, we had somebody. I mean, that never bothered him. LINDA: How long did your father do this kind of work? BABE: Until he retired at about age -- he stopped working I think at about age 60. LINDA: And did the company survive? Did the sons take it over? BABE: Well, what happened, we kept the thing going quite a while. Even by that time, the brothers, we went into the manufacturing of concrete blocks on a real production method. We used to manufacture quite a few a day, and that became our sole business then. LINDA: So tell me about that then. BABE: Well, we came back from the Army, and with the -- three of us were veterans, and we got a loan from the government on the G.I. Bill, and we bought this production machinery and put up a whole plant and went into manufacturing of concrete blocks all type on full production. We used to make at that time about 4,000 blocks a day and get out -- plus the building supplies that went with it. And my father first saw [unintelligible - 00:36:15] he gave us the land and he also would watch the building of it when we did that. That was in 1945. In 1946 we started selling the blocks from our new plant. LINDA: And what was the name of the company? BABE: Blocks Incorporated. LINDA: Blocks Incorporated. And you and your three brothers started… BABE: And myself yeah. [Unintelligible - 00:36:42] Well, there were three veterans, but then one wasn't there. One didn't go into the Army and he was part of the corporation. LINDA: So four brothers plus yourself? BABE: No, four brothers. LINDA: Oh, four brothers. Three [unintelligible - 00:36:55]. So you would make these blocks and then sell them to… BABE: To whoever wanted to buy them. LINDA: Do you have advertisement for that company too? 18 BABE: Yeah. LINDA: Good. And how long did you do this? BABE: We did it up until 1979. LINDA: Oh, so what happened to the business? BABE: Well, at the age of all of us at that time it was time to liquidate it, and we did. We just sold off the -- we had an auction for the equipment, we sold the real estate, and by that time we were all -- other than myself all my brothers were ready to retire. Well, one other brother, the one next older to me, he had passed away. So it was just the two oldest brothers, and it was too much at that time to run the business of that, because we built another plant after that. The original plant was at -- our second plant we were doing 8,000 a day, so -- but it's, it was competitive, and getting out to sell them and everything else, it was quite a job. So I decided -- well, what happened was actually while I was out doing all my things at the time, I left. I was still part owner, but I left to do my motels and everything else with it, and they did get in trouble financially. And I went in and helped them straighten it out again, and when we straightened it out. That's when I told them we're selling the business, and so that's what we did. So we sold it in good graces [unintelligible - 00:38:47]. LINDA: So did any of your sons -- well, you have one son, but you must have some nephews. They didn't want to take over the business? BABE: We tried and it didn't work out. My son actually went to college and so forth, so he didn't fit into that. Then my -- there weren't too many boys in the family [unintelligible - 00:39:12], and Red had two boys, and one didn't want nothing to do with it all, and the other tried and he didn't like it. So it really was limited as to who could run it after that. LINDA: Now, did you sell the blocks locally or out of state, too? BABE: Well, out of state, New Hampshire, we sell New Hampshire. And we made a special block that we did one delivery in New York City with a special block, but we also had -- my brother had invented a new face for the blocks, and the -- it was a glazed block, and we did manufacture them, 19 and there are three school in Leominster have them. The Army has it in Leominster, and we sold a school in Gill, Mass. and [unintelligible - 00:40:07] and in Worcester, so that we did do quite well with that glazed block, which did very, very good. But like I say, age probably got that business why we finally sold it. LINDA: So the blocks though were they pretty standard size? BABE: They were all standard. LINDA: And then it only changed when your brother invented the glaze? BABE: Well, they were a standard block; it was just something added to it. LINDA: Added. Did he patent that invention? BABE: We worked on patenting it, but surprisingly when you patent something, there's always something close to it. In other words they did a whole lot of research on it and we didn't think it was patentable at the end, because the concrete goes way back year and years and years, and there's always somebody that did something close to it that you -- it just wasn't patentable. LINDA: So how did he develop the glaze? Do you know? BABE: Just working at it. In other words he just -- that was Joe, and Joe was the one in the family that was probably ahead on thinking of doing things and so forth. He was the one that always experimented, in other words, come up with ideas of doing special things. LINDA: So during the time as you're part owner of this company, you did other things. Can you explain? BABE: Did he do other things? LINDA: Yes. BABE: Yes, I did all those things that you wrote down in the book there. There were a few of them. LINDA: Yeah, I know. But could you explain some of them? BABE: Okay. What do you want me to start off? Which one, the first one, the ice cream place? 20 LINDA: Is that the first one that you started? BABE: Maybe I had a little of father in me that you do different things, you know. I went to an auction, and they had an ice cream machine, a brand new one, at the auction for sale, and I bought it for $1,000. And before I left, the salesman that sold it from the Mills Company came there and he found out that I bought it, and he offered me $1,500 for it. The minute he said that I immediately said if this thing is worth $1,500 to the salesman, I'm going to see what this machine will do. And I built an ice cream place around it. That was the beginning of Babe's Ice Cream at the time. LINDA: And where was that located? BABE: On Route 12. LINDA: Route 12. BABE: [Unintelligible - 00:42:44] started that, which is very interesting. We were going to open up on July 4th, and this was in 1950. On July 2nd it was one of those hot, miserable days, miserable, real miserable, [unintelligible - 00:42:56]. And this busload pulls in. There was 38 people on the bus, and one came out. They were monks from Rhode Island of the Vow of Silence, and one came in and he said could he please have 38 glasses of water. So my wife and I packed up 38 sandwiches, 38 ice creams, 38 cold drinks, and the bus leaves. And as the bus is going out of the circular driveway, there's a bus leaving, people just funneled in. And of course I knew most of them, and they said, "Babe, how can you be so lucky that you aren't even open and you get them by the busload?" not knowing what happened. And I said I hope I don't get too many busloads, I don't want to close before I get -- so that's how we started that there. But it growed real fast after that, just kept on growing and growing and growing. It meant nothing to sell a thousand ice cream cones on a Sunday afternoon. LINDA: So you knew nothing about ice cream? 21 BABE: I knew nothing about ice cream. I knew nothing about motels, and I built a motel and ran that. I bought another motel and ran that. But the -- I didn't know anything about subdivisions, but I did that. I think a lot of my father's in me. In other words, you just keep going. As long as you do what's right, work hard, you accomplish it. In other words I won't take no for an answer when it comes to trying to do business. Because I've had people, when I went into the [unintelligible - 00:44:41] and doing hardware, I didn't mention that one. When we were doing hardware, in other words it was on the wholesale level to sell to contractors. I did that, and that was very, very difficult because they felt that I should have went to school, you know, because you got to know what hardware's proper for certain jobs. You've got to know your fire codes and so forth. And a lot of people in the beginning wouldn't sell me. They said in other words we don't want to sell to you, you do things wrong and it could come back to us. So I made it clear to them if I got to go from here to California I'm going into the business and I'm going to buy the stuff. You're either going to sell it to me or somebody else is going to sell it to me. And what that did, I got them, built up that business, which was real good. So I just did it. I think maybe I was just blind. I just went into some of these things. We got kind of carried away. We're supposed to be talking on the Italian Colony, aren't we? ROSA: This is all part of that. LINDA: This is all part of it. But as far as getting the ice cream machine and maybe the motel, were you just in the right place at the right time? Just kind of… BABE: That's probably the story of my life, yeah. I think that -- I really believe the gift of the seventh son really played a part on me. Because everything always works out. 22 LINDA: So would you like to tell us a little more about Lincoln Terrace? You're the first person I've interviewed, I'm thinking, isn't it true that grew up on Lincoln Terrace? BABE: You read this book? LINDA: I've looked at it. I haven't finished it. BABE: You haven't finished it? LINDA: No. BABE: Our family's mentioned in that quite a few times. But first of all he just about hit it on the way it was, you know. It was close-knit, Lincoln Terrace, and it was different than what today is. If you did something wrong and somebody scolded you and you went back and told your parents that the neighbor or whoever it was did this to you, you would get a call down again from him. It isn't that knock at the door saying what -- like today, you got assault and battery like that. In other words, they all watched one another. It was really a family unit up there. So you couldn't do anything wrong, and if anybody came on the street that wasn't part of the street, everybody knew about it and they watched them. So it was quite a neighborhood, it really was. And like I say, we enjoyed the -- now, the early part of it is I can look the -- they all had gardens the way they all had pigs in the back of the house, and when the fall of the year come they would all slaughter and they'd all help one another. I got that on film by the way, 8 mm. LINDA: What, the slaughtering the pigs? BABE: Yeah. LINDA: Oh, that's interesting. Now, was there a smokehouse? BABE: No. They did things themselves. They take the hams and they make the prosciutto out of those. You know how they do that? LINDA: Nuh-uh. BABE: Actually, they take the hind of the pig, and they really salt it and pepper it, all that it will take, and then they put it in most cases in the cellar up 23 against some beam or another beam, and then with a hydraulic jack or whatever kind of a jack, they keep squeezing it until the ham starts this big until it [unintelligible - 00:48:37] that big, but the salt and the pepper is actually curing it out. You heard of that, did you? No? So they did that. They made the meat, they made the sausages. Very few people used to cook the blood. We never did that, but a few of them did and make the… use that. But the whole pork chops, the whole thing, they saved every bit of it. LINDA: Now, did most people have a pig? BABE: In Lincoln Terrace they did. LINDA: They did. BABE: Yep, in those days. LINDA: So they'd all get together on one day and … BABE: They always worked together. Helped one another do things. LINDA: Was that day called something in particular? BABE: No. LINDA: No. BABE: No, and then like the -- I got a large grapevine. See, the whole hill did [unintelligible - 00:49:37] grape used to make his own wine. Then they all had big gardens. And another thing the Italian women up on Lincoln Terrace, on tomato time they would actually make tomato paste. I don't know if you ever saw that. They would have all these boards of pine nice and clean, they spread all the tomato on it, and then put one of those nets on it that they used to cover babies in a carriage to keep the flies out and so forth. And just by working that they made their own tomato paste. And they'd do all different things like that, you know, which they don't do today. It's easier to go to the store today and buy it. 24 LINDA: So when they slaughtered the pig and they made the prosciutto and et cetera… BABE: [Unintelligible - 00:50:24]. LINDA: When they slaughtered the pig, how did they store the -- how did they store what they had made? BABE: Mostly in the cellar. The meats [unintelligible - 00:50:34] like they'd make the sausage and they'd hang them up to dry. They had them covered and they'd hang them up to dry, and they would dry until they dried out with the [unintelligible - 00:50:45] it was all ice boxes what they had then, you know. But they'd have a place in the cellar which was damp enough or so forth that would last -- none of it wasted; they certainly ate it all before anything got to be wasted. LINDA: Was there any trading between families? BABE: I wouldn't say so, no. They had it all. They would give it to somebody like that, but there wouldn't be any trading. If somebody needed something, they would give it to them. LINDA: For some reason I can't remember what you call this, but when you dig out, let's say, a little hill when you keep food in it, what is that called? BABE: They didn't do that. They had it all in the cellar. ROSA: They just used the cellar cold. They can't do it today -- you can't do it today with the heat in the houses, but in those days the cellars were damp and cold sausages could be strung up in the rafters. And prosciutto. They made their sausages with the tubing, I remember seeing them. LINDA: Was that a long process, making the sausage? BABE: Well you got a 300-pound pig; you got a little work to do. You've got quite a bit of meat there to… ROSA: They'd grind it … LINDA: Now, was that woman's work, men's work? BABE: Oh, they all worked. The women did the cooking. They did a lot of that there, and the women probably -- some of the women would put the 25 [rosin] in the hot water to clean the hair of the animals. Hot water and rosin [unintelligible - 00:52:29] take the hair all off. LINDA: Was the skin used for anything? BABE: Yeah, they cooked that up. ROSA: Salt pork. BABE: Yeah. LINDA: So that's really what salt pork is? BABE: There was no waste. Probably threw the hoof away, didn't use that. ROSA: The head. LINDA: Did they throw the head away, or did they use part of it? BABE: Some people ate the head. Yeah some did. We didn't. ROSA: The ears, too. BABE: They all had chickens. LINDA: [Unintelligible - 00:53:05] throw the head away! BABE: And they all had chickens. In fact, my mother had her own little hobby [unintelligible - 00:53:11] times she had chickens and the eggs, and you know, feed the family, and if there's any eggs over she would sell them to the neighbor. So she would do that. My mother never learned to speak English too well even though she did the answering for my father, but it was -- my father could interpret what she would say even though she was saying it wrong. Like there was a company called Bowen and Fuller in Leominster, and my father always said this to people that they called my mother and have your husband come, we've got some deliveries to make, and she asked what company they said Bowen and Fuller. She said "Damn Fool?" He said no, Bowen and Fuller. She asked two or three times and yes. So my father came home, and she said, "Damn Fool wants you to pick up." So he knew them when he went there. The guy says, [unintelligible - 00:54:09] your message and the guy says yes. But they did understand one another. Of course the guy knew that she wasn't doing it to insult him 26 or anything. She didn't know any different on that. But she never learned the -- very, very little English. My father, working with the French people, he learned to speak French, and he learned the English right away, and of course he had the Italian. LINDA: Well, what about you and your brothers and sisters? Did you speak Italian? BABE: We understood it and so forth. They can speak it, but very [unintelligible - 00:54:50], and I can understand quite a bit what happens. Incidentally the three oldest children went to a French school at that time, and they learned French also. LINDA: What school? St. Cecelia's? BABE: St. Cecelia's, yeah. They went three years and then the French people needed a school for themselves and they transferred to St. [unintelligible - 00:55:14] school. LINDA: Now, I heard some people tell me that they weren't allowed to speak Italian in their homes after they learned English at school. Was that true for your family? BABE: Nope. No, we always spoke it. But my wife now, when she came over -- she came from Italy, and I didn't -- and when she came home with the school -- she's not from here, she's from Pennsylvania. But she refused to learn English until the teachers got -- one friendly teacher, "But why don't you want to learn?" She says, "I won't be able to speak to my mother and father then." She thought she'd lose the English. And after that day she made all kinds of honors in school. So she -- but in our house, now, my children, two of them they didn't speak -- we never spoke in Italian, but -- so we [unintelligible - 00:56:12] secret family thing when you're in front of the children, we'd speak Italian, my wife and I, not to be heard, but that's all done now because my daughter went out and became a professor of Italian history, so that brought us out. We can't even… 27 LINDA: So was it important for your family, your father and mother, for their children to assimilate, to become more American? BABE: We never discussed that. I don't think that ever came a thing -- you do the best you can do. That was about the biggest teaching that my father ever gave. Do the best you can do, stay out of trouble. And the other thing he always was a stickler for was he said you always respect authority. He said if someone does something wrong you respect it, you do it when you come home, you tell me about it, and I will take care of it. Of course it was just [unintelligible - 00:57:06] he never did anything everything after it, but meanwhile he kept peace in the family. LINDA: So he didn't want you to confront an adult; he would. BABE: Nope, and you know, in most cases you don't win with authority. You listen to it, and that's it. LINDA: So tell me about your mother. What was she like? BABE: My mother was strictly a loving for her children. She'd do anything for us. To quote my wife, which we shouldn't put on tape… LINDA: You don't want to? BABE: No, I'll tell you what my wife says about my mother. If it's not on tape. LINDA: If it's not on tape, okay. BABE: One of the things that happened though before [unintelligible - 00:57:56] we got married, my wife would go with my sister shopping and so forth. And in our house everybody -- they're all married now, but everybody would end up at the kitchen table at nighttime after the day's work, and my mother would -- you know, there was just the two of them, my mother and father at home, but there was always two or three pounds of spaghetti made, and we'd all eat there and then go home and say we're not hungry. But there was this one day we're there and my wife and my sister went shopping. They were late when they came in, so my brother-in-law and I said so let's have some fun. So the minute they came in, I says "Tina, where have you been? You know I worked all hard all day. I come home 28 and I want to eat." And so she says, "Well, we shopped." And my mother spoke up, she says, "That's not right. You got to feed your husband when he comes…" Well, then my brother-in-law to my sister says the same thing, you know. And my mother spoke up, and maybe she had something important to do. Same conversation. So -– but she was [unintelligible - 00:59:07] she was sick for a while. She had lost one eye too, and so for a while she was a -- but she could find -- after that she could find things that we couldn't, with that one eye. We would lose something and she would find it, even a pin or something like that, but… LINDA: Did she come from -- she came from Italy but differently than your father? I mean … BABE: Three years later. 1909 she came. LINDA: Did she come directly to Leominster? BABE: Well, she landed in Boston. Now, how she got there from Italy I don't have any information on that. LINDA: Do you know how your parents met each other? BABE: Probably out in the farm someplace, I would guess, because that's all they did; they were farmers. Even the woman worked the farms out there and so forth. So, a lot of them out there worked in [unintelligible - 01:00:03] actually who worked for the people that owned the land. LINDA: Where? BABE: In Italy. LINDA: Oh, they knew each other in Italy? BABE: Oh yeah. LINDA: Oh. 29 BABE: When she came here she -- well, that picture there shows her when she came in 19 -- with her children there, that's the picture when she came in 1909. LINDA: Okay. BABE: One of those. LINDA: Okay, so they knew each other in Italy? BABE: Yeah, they got married in Italy. They got married in Italy. LINDA: Then came here separately. BABE: Yes. LINDA: Not at the same time? BABE: No. LINDA: Okay, I didn't understand that. Did they have children [unintelligible - 01:00:45]? BABE: Yeah, yeah. This one here it was 1910 when she came. There was three of them. There was the three. They would be 1, 2, 3 that she came back with. Of course she came here in 1909, 1910 there was another one added at that time. LINDA: So your father came without the family first and then brought them over? BABE: They all did that. They all boarded. If you will look at the directory, they all, the Italians all boarded someplace. They -- none of them had their own home or anything like that in the beginning, so their wives came over and then they would find a place. LINDA: So growing up and you're working with your father, did you work six days a week? BABE: Sometimes seven. Not too often, but sometimes we'd have things to do and we'd do it. So in other words you have to realize when I got to the working age, I was in the Depression, actually. So you took it as you could get it as far as work is concerned. LINDA: Did you work out during the daylight hours? 30 BABE: Oh yeah. We generally got home [unintelligible - 01:02:06] unless there was an emergency job you stayed later. We'd get home about five, five thirty from a job, start at eight o'clock in the morning. LINDA: And then you would eat dinner with your parents? BABE: Mm-hmm. LINDA: And who made the dinner? BABE: My mother. LINDA: What about your sisters? BABE: They were married by that time. Don't forget, they were completely -- they were much older than I was, so they were -- by the time that I started eating, you know, they were married. LINDA: So tell me what kind of things you ate. The types of things your mother made. BABE: All the good things that I like. LINDA: Which is what? BABE: She made spaghetti, pasta [la jour], even polenta. I know you know what that is. LINDA: Mm-hmm. BABE: In those days that was a poor man's meal. Today you go in restaurants you pay a fancy price for it. LINDA: I should have said no, I don't know what it is so you can explain to us on tape. I'll have to get that sometime. So what's polenta? BABE: Lentils, I like lentils. She used to make that, different soups. I'm sorry, what did you say? LINDA: What's polenta? What is it? BABE: Corn -- mush is what it is, actually. LINDA: How would she serve that? BABE: We'd put it on the board, on the table, you spread it all over a board, and then what we'd do, the fun we'd have is try to decide what we're going to carve, and everybody would just carve whatever shape we wanted. And another thing she'd do too at times would be so we would eat all of it, 31 she'd put meat in the middle, and you had to work your way. If you didn't work your way you wouldn't get to the meat. You know, whether it was a meatball a piece of pork chop something like that. LINDA: So it was kind of polite eating. You eat from the outside in? You don't just dig in. BABE: No, no you have to work your way in, clean the road as you go. But on holidays, surprisingly, my father would do the cooking. I know on Easter especially he would make the ham and fix it all up and put the garlic in it and so forth. He always did that. LINDA: Now, during the Depression, did you eat meat at all, or was that really a luxury? BABE: It was a luxury. LINDA: Were different foods prepared on a Sunday compared to the rest of the week? BABE: Yes, Sunday you would have a bigger meal. And during the height of the Depression, we'd probably get oranges at Christmastime, maybe a banana at Christmastime. The rest of the year you didn't need it, so you didn't get it. LINDA: Do you want to go back to your jobs then? BABE: My jobs? LINDA: Yeah, jobs. BABE: Such as? LINDA: Or your companies or your interests. Like the motels. How did you get involved in the motels? BABE: Well, we went out to get some materials. It was in New Jersey, picking up some pallets for the block plant at that time, and it was next door to a motel, the pallets and so forth, and I started talking to the fellow and so forth. And [unintelligible - 01:05:44] the business, and now I had the ice cream place, I had the tourist stopping, so the brain just clicked in it would be nice to have a motel in Leominster. We had none. That was the first one. So that's what I did. I built a motel. 32 LINDA: Where did you build it? BABE: On Route 12 right next to my ice cream place. So that -- I didn't have any money at that time, so that was a problem. I went to the bank, it was the first bank I went to, told them I wanted $25,000, to borrow $25,000, said what are you going to do and I explained. They said you can't do that for that price. I said oh yes, I can I buy all my materials wholesale, and I do all the work myself. And he said well, in that case you have to give me a list of what it's going to cost you because I can only loan you 80 percent of what you're going to pay. So my answer to him was you really don't want me to build the motel, do you? But I fought it. Like I say, I made up my mind I was going to fight it and I did, so I just kept going and we built it. LINDA: So did you end up borrowing the money from a bank? BABE: Oh yeah, I got money from a bank—not that bank though, another bank. But then I started with eight rooms and built another eight and built another eight, and then four more on that same site, and so that worked out good. That was a good business. LINDA: And you kept the ice cream business in addition? BABE: Yeah. LINDA: So who ran the motel? BABE: Hmm? LINDA: Who ran the motel? BABE: I did. There was nobody else to run it. My wife was busy with the children at that time. LINDA: I thought there were only 24 hours in a day! That's why I'm asking. BABE: Well, I still slept three hours. You get up in the morning at eight o'clock. About eight we'd go have some breakfast and then close about two o'clock. Three nights a week I'd make ice cream until about three or four o'clock in the morning. Then with the motel beside it, you get -- break up during the night, people checking in late, so that was the schedule for a number of years. 33 LINDA: Where were you living at this time? BABE: We built a house in back of the motel and ice cream place. LINDA: Okay. So did you advertise for the motel? BABE: Yeah, we did advertise on that. LINDA: So who was staying in the motel, people visiting? BABE: We had -- mostly it was a commercial motel and we had mostly salesmen, engineers, buyers. It was all very good class of business that we had, and tourists and so forth, but we had quite a reputation that we even had quite a few of the national companies that if they were within 50 miles of our place such as Gates Rubber from Colorado, Singer Sewing Machine, if any of their people were within 50 miles of our motel, we had direct billing with them, they'd stop with us. But we made it very, very comfortable for them, because we learned very early that a salesman or an engineer or anybody that's traveling alone is the most lonesome guy in the world. So the thing that we would do is if a guy comes in and he could be with the plastic industry, he's alone, somebody else we know is in the motel in the plastic business he's alone, we have them meet one another. They'd go out and from then on they'd come back, because they knew that it was always -- they were going to meet somebody there instead of just sitting in a room all night long. And we built up a wonderful business that way. In fact, even -- we had a regular customer of ours once got in an automobile accident, and he couldn't go back home and we were full, and we asked [unintelligible - 01:09:51] two people of other customers that one of our customers was in an accident and can't go home, would you mind packing up and leaving? They did. LINDA: Wow. BABE: You know, which is so unusual. We explained what it was, but even that was a family affair that they would. It was a lot of fun. We had a lot of 34 fun doing that. One of the regulars that came in would we would always be pulling jokes, stuff like -- one time he brought somebody in and my wife was in Florida with her mother at the time, so I don't know what made me do it, but this guy was saying I've got to meet your wife, I hear so much about it from the other guys. So I said, yeah, but you know, when you talk to her she's hard of hearing, so then I pick up my wife and I said this wonderful guy from Chicago is in room 9. Wonderful guy. He was doing management surveys for the [unintelligible - 01:10:58] on Adams Street. So I told Tina he's hard of hearing. So now when they come in, they're all there, because they always -- we had a lawn area that we sit at, and so I said, Tina there's the guy, so, "How are you," and they're hollering like two idiots back and forth, and everybody starts laughing. But it was good for a joke. But they all accepted it as such, and that's it. Now, the one I got to say on the ice cream place now, I'm going to take a [unintelligible - 01:11:30] had his favorite place. I gave ice cream to every church in Leominster but my own. We'll have to continue. LINDA: We were talking about you had a story about churches and giving ice cream. BABE: Yes, I gave ice cream to every church in Leominster but St. Anne's, my church. Because what would happen, even the synagogues, the Jewish would call up and they want ice cream, how much is it. And I'd say $5 a tub. When I'd bring it up I'd give them a receipted bill. My own people, when they'd call, they'd say, "Oh, we can buy it for $4.50," so I never had the opportunity to give it to them, right? LINDA: Really? BABE: That was in six years I think I gave to every church in Leominster but my own. Now, I never told them I was going to give it to them for nothing. They asked me what the price was. The price was $5 a tub. So I guess that's all right. We all still made it. 35 LINDA: How long did you keep the ice cream? BABE: From 1950 to 1958. LINDA: And what about the motel? BABE: Motel, sold that in '64. LINDA: You had two didn't you? BABE: Yep, sold the other one about the same time. The other one I bought. I didn't build the other one. LINDA: And what was that, West… BABE: West [unintelligible - 01:12:59] Motel. LINDA: Is that the one that's across from -- well, it's Sam's now -- I mean, not Sam's, Walmart. Is that the one? BABE: No, it's up further. It's at the junction of 110 and 12. LINDA: All right. So again, give me an idea of what a day was like for you when you owned both the ice cream shop and the motel. BABE: Hectic. Get up in the morning, help out at the place… you know, noon time was busy there and so forth. And then at night start checking in people at the motel, then come back and make the ice cream. Like I said, I did all my building in the wintertime, too. [Unintelligible - 01:13:48] like I built the motel myself, I did that all. And the other thing we did during that time again was one summer, which was really -- my wife got me involved, and we built -- with the people of Leominster now, they're very generous; we built a swimming pool for the Nazareth Home for Boys. So I'm the owner, I'm doing the blocks, and I'm doing all the rebuilding of it. And people always like to have fun, and I had fellows working for me, a police officer mowing my lawn at the motel and stuff. And I know that the day I laid blocks I was just about dead, and I come home and [unintelligible - 01:14:35] is really doing good you hired people to do work for you, you're getting lazy. 36 But that was all, it was a lot of work, just busy, busy. But I enjoyed it. I think someone said one time that work won't kill you, and it didn't. LINDA: It sounds like your wife was supportive. Very supportive. BABE: Yeah, she is. She did. She had to take care of the children, and she also, at the same time, she was taking care of her sister's. She was one of the waitress I had. She had to waitress, she took care of their two children too, then at night she would come up and help with serving customers. Although she was a troublemaker. She's the one that liked to joke with the customers. For example, we used to have -- a new product came out, the ketchup that you squeeze it, the pump it, they called it. On Saturday night we'd get those big gang of dancers come in, dress suits, ties. So this one guy was trying to get the ketchup on and it wouldn't work on a hamburger. We said, "Tina, why don't you throw these away? They don't work." So she says, "You don't mind if I squeeze it at you?" "Go ahead," he says, so of course, ketchup all the way down his face. She never worked on Saturdays, but one Saturday she's working and one of our good customers from Connecticut would come by every Saturday with his wife and family going to New Hampshire camping. I'm outside talking to the guys and he came out and said, "You know, I don't know who that new waitress you got, but you better fire her or you won't have no customers left." I said, "Which one?" I said, "I can't fire her, she owns it!" But it was always funny, and I think that's what kept it going. It wasn't -- we enjoyed it, and that's probably what kept us going. We didn't look at it as a job or as work. We looked at it as something to do, and we were happy while we did it. LINDA: Did you have many employees? 37 BABE: Well, probably on the weekends was the most. It was probably about eight or nine of us on a weekend working. LINDA: Working at the ice cream shop, or… BABE: As far as the motel, it only required -- two girls would work just in the morning. That was separate girls, you know. A few hours they would have the rooms all ready. Then my children, we had the miniature golf. LINDA: Oh, that's right did. You built the miniature golf next to the ice cream shop? BABE: Yeah. LINDA: Now, where did you get that idea? BABE: I saw one, and I thought it would be nice to have, so I built one. LINDA: So, again, would that be the first miniature golf place in Leominster? BABE: No, there had been one for years and years up on North Main Street behind the bowling alleys. The motel was the first one in Leominster. LINDA: Well, then tell me about building the miniature golf. You actually designed it and built it? BABE: No, I didn't design it. The people I bought the equipment from did the designing of it. But I built it, I put it in there. Everything was designed by them, and I bought all the fixtures and so forth from them. LINDA: And then your children worked there? BABE: Yeah. LINDA: So how did you and your wife feel about education for your children? BABE: We felt tops for education. We probably made a couple of mistakes educating our children. To be very honest, I think St. Ann's, my son went there, and I think that was a mistake because there was [unintelligible - 01:18:44] 60 kids in the first grade. And had he went to where I went to school, they had 11 children. It would have been almost like a private tutoring. So what we did with him to pick up, we sent him to Julie Country Day afterwards, which is a private school, and from there he went to Worcester Academy. LINDA: I guess I'm interested to know how something like that happens. 38 BABE: Like what? LINDA: Like that you went to the 9th grade, you said, and your father is an immigrant who came over here to work so hard, and you know, he may not have had much schooling, and then all of a sudden your son is going to Worcester Academy. BABE: Because I wanted him to go there. LINDA: Because you wanted him… BABE: Oh yeah. LINDA: And why did you want him… BABE: In fact, [unintelligible - 01:19:34] when people ask me what I did I say I'm a bum. And of course my son must have heard me two or three times and, I know when he was ready to go to college, he said, "Dad, I don't want to go to college. I want to be a bum." I said, "You're going to be an educated bum." And he went to college, which he did very, very good [unintelligible - 01:19:51]. But no, we felt that the he lacked the basic knowledge at the very beginning. /AT/pa/mlb/es

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Vke only Jobbing House in Adams County. PATRONIZE OUR ADVERTISERS. 2 * * » | Seligniqi] I * % 1 ^ B^etim | !t ** 2 Are Gettysburg's Most * * * aV * « v. « «» V* t- * * * * -3 Reliable TAILORS #»»**###*#**#*****»*** PATRONIZE OUR ADVERTISERS. i^l^^^^i^^^^^^i^i^^i^^r'i^M^l^.y^yi^-^i^^i^: as ;!. .1.1I ■>!•■ II IIfI Essentially the instruments for criti-cal and discriminating- buyers. Super-ior in every detail of construction and superb instruments for the production of a great Variety of musical effects and the finest shades of expression. Close Prices. Easy Terms. Old Instruments Exchanged. WEAVER ORGAN AND PIANO CO., MANUFACTURERS, YORK, PA , U S A. \&i^iAtt%zi&Zfc5%'i$te*&*&M$',?¥:&& s Headquarters —FOR-HATS, SHOES, A*TD GENT'S FURNISHING. Sole Agent lor WALK-OVER SHOE EGBERT'S STORE. Prices Always Right Itje Lutheran Mlieirtloji Society No 1424 Arch Street, PHILADELPHIA, PA Acknowledged Headquarters for anything and everything in the way of Books for Churches, Colleges, Families and Schools, and literature for Sunday Schools. PLEASE REMEMBER That by sending your orders to us you help build up and develop one of the church in-stitutions with pecuniary ad-vantage to yourself. Address HENRY 8. BONER, Supt, THE KAERCURV The Literary Journal of Gettysburg College. VOL. XVI GETTYSBURG, PA., DECEMBER, 1908 No. 7 CONTENTS. A CHRISTMAS POEM 2 E. J. BOWMAN, '11. JUSTIFICATION OP THE BOYCOTT 3 E. E. SNTDER, '09. CONSTITUTION OP THE KEYSTONE DEBATING LEAGUE 7 IS THE GOVERNMENT COSTING US TOO MUCH?. 9 P. S. DENGLER, '09. OUR LITERARY SOCIETIES II.—PHRENA 11 WHY IS GETTYSBURG NOT WEALTHY? 13 ST. G. PHILLIPY, '09. THE JUNIOR "PROM" SOCIALLY CONSIDERED. .15 BIOGRAPHY OF SCHILLER 17 MISS BAUSCH, '11. CULTURE'S DISTRESSING FOE 20 G. E. WOLF, '09. THE ECONOMIC ASPECTS OF THE LINCOLN ROAD.22 G. L. KIEFFER, '09. THE "INDIAN STEPS." 23 E. C. STOUFFER, '11. THE INVESTIGATION OF THE FARMER; WHAT IS IT LIKELY TO BE WORTH? 25 MISS HELEN H. BRENNEMAN, '08. EDITORIALS 27 BOOK REVIEWS 29 EXCHANGES 30 THE MERCURY A CHRISTMAS POEM. E. J. BOWMAN, '11. .Behold the earth in solemn stillness lies! Again, his course traversed, the king of day Has sunk beneath the distant mountain tops. No longer glows in radiance the sky, But silent night enshrouds the wearied earth. No sound of man or beast comes forth to break The charm that over all has cast its spell. And far above from out the folds of heaven's Aetherial dome, the stars innumerable and Sublime are smiling on the earth below. All nature bows her head in reverence, thus- The God of Peace to laud and magnify. 'Twas such a night when from far Eastern lands, O'er mountains high, through valleys deep, Wise Men? Their way were tracing, guided by a star Outshining all the innumerable host That spangled all the heaven's majestic dome- When lo o'er Judah's city, Bethlehem, It stopped, and there, within a lowly hut, Behold, asleep within a manger lay The Holy One, the Buler of the Wise, By seers announced and prophets long before- 'Twas such a night when on the rolling hills O'erlooking David's City, Bethlehem, The humble shepherds, holy and devout, Their flocks were guarding from the hostile foe That roamed o'er hill and plain in quest of prey- When lo, the glory of the living God Around them shown, and, standing in their midst They saw the form of One divine in robe Of heavenly light, and in a tender voice The Messenger addressed the shepherds thus: "Fear not, I bring you tidings of great joy, THE MERCURY. To you, I bring them and to all mankind: In yonder Bethlehem is born this day A child, who is your Saviour and your Lord." Then while the shepherds filled with awe, o'er this Mysterious scene were meditating deep, Their gaze beheld a heavenly host in robes Of shining white around the Messenger Of love. Then forth upon the hallowed night The mellow strains of heavenly music broke, And there alone by God's own chosen few "Was heard the anthem of the Christmas-tide: "To God on high be glory evermore And upon earth goodwill and peace to men." JUSTIFICATION OF THE BOYCOTT. E. E. SNYDER, '09. JHE justification of the boycott is by no means an easy task. Its practice and its underlying principle have always been questioned and in view of the advanced and radical ground taken by both its advocates and its opponents, a careful study of the boycott, its history, its develop-ment, its modern forms, and its ultimate object, is necessary to enable us to pass judgment upon it, either favorable or unfavor-able. The term originated in 1880 when Captain Boycott, an Eng-lishman, who was the agent of Lord Barne in the Connemara district of Ireland, became so obnoxious because of his harsh treatment of the tenants, that they retaliated by inducing the people for miles around to have nothing whatever to do with him. They would neither speak to him, work for him; buy from him, sell to him, or in any way connect themselves with him. More than this they resorted to violence and even blood-shed, to prevent others from doing so. But this was not the ori-gin of the practice although it gave rise to the term. The prac- 4 THE MERCURY. tice extends almost as far back as history itself. In 1327 the citizens of Canterbury, England, boycotted the monks of Christ's Church. They refused to inhabit the houses of the prior, and passed an ordinance that no one should buy, sell, or exchange drink or victuals with the monastery. A severe punishment was provided against the disobedience of the order. The first use of the boycott in America was during the period just preceding the Eevolution, when the colonists boycotted several articles of British make. This culminated in the Boston Tea Part}', which was advocated and supported by our best and most patriotic citizens. Thus the advocates of the boycott claim that it was born in the cradle of American liberty. It was a great weapon, used by the Abolutionists against slavery, and it has often been used by ministers and others prominent in the social world against intemperance, immorality and other social evils. It has been used by the Manufacturer's Association against the work-ingmen, but here it is known as the "black list," and in this form it has ruined thousands of poor laborers. It has also been used by the laborers, in retaliation against the capitalists and it is this use which represents what we today recognize as the boy-cott. Thus from its history we might define boycott in its original usage, as meaning a combination of many to cause loss to one person by refusing to have any relations with him and by influ-encing and coercing others to treat him in like manner. In re-taliation for some wrong either real or imaginary, they withdraw from the victim all beneficial intercourse and even resort to force, in order to persuade others to do likewise. Today the term boy-cott means a combination of many usually organized working-men against an individual or a combination, through which they seek by withdrawing their support and services to secure redress for some infringement upon their rights. It,is this use that we would attempt to justify. The boycott, as has been mentioned, is but another name for the "black list," although it is usually practiced with a nobler end in view. The boycott usually seeks redress for wrongs, while the "black list" disregards the justice of its object and seeks only additional advantages by this coercive means. Yet the capital-ists raise a great cry of injustice when the boycott appears,, and shall be defined by the college that submits the question. THE MERCURY. lose no time in making their appeal to the courts for injunction and protection, although they are daily and yearly practicing the same principle against the laborer who can seek justice through no other means. But in this case it is the poor man's ox, that is gored instead of the rich man's, and if he would resist or seek redress, he is pointed out as dangerously affected by socialistic principles, and often suffers for trying to maintain a right guar-anteed to all by our Constitution. In practice, also, the boycott has changed, and few of the ob-noxious and injurious characteristics of the ancient boycott re-main. The boycott, as practiced at present, as has been stated, is simply the ostracism of an individual or organization, by an organization in order to secure, what they believe to be their rights. It may result in great pecuniary loss to the victim and because of this fact has often been restrained by injunction, but ■no violence attaches to it; no personal harm or injury, and in many cases individual bitterness has been eliminated. No force or coercion is used outside the obligations of membership in the contending organization, although, this fact is often changed, .and it is true that many organizations do take up the fight in sympathy. It is, when rightly used, but an effective weapon in the hands of the laborer by the use of which he is able to secure consideration and justice, when other means have failed, and as such its use is justifiable. From the laborer's standpoint its use possesses considerable economic importance, for it is only by its use, through the me-dium of his organization that he can battle, with any degree of success against the oftimes higher intelligence and more perfect organization of his employers, the capitalists. In this age, the tendency of each class, seems to be to gain wealth regardless of the loss, they may occasion. To the laborers, the boycott, is one of the few barriers that stand between him and a lower standard of living, which would be the inevitable result, were these barriers removed. Our eco-nomic welfare depends upon progress in every class. If the laborer is to share this progress he must advance and not recede. He must raise his standard of living, his culture and his edu- •cation instead of lowering them. To do this he must be in con-tinual conflict with the capitalist, who is his superior in educa- THE MERCURY. tion, and had an additional advantage because of his capital. The boycott has proved to be one of the few things which the •capitalists have not been able to overcome, and as its use enables the laborers to maintain his ground in the conflict for advance-ment, it is certainly justifiable. The boycott can also be regarded, as simply the practice of the right guaranteed to each citizen by our government, to say, write, or publish, anything he wishes, on his own responsibility. This is what the laborer claims for the boycott. He certainly has the right to govern his own words and dealings and to use his influence with others so long as he advocates a just cause and uses no coercive measures to secure adherents. This represents the workingman's idea of the boycott, and while it must be ad-mitted that it is here pictured in its most favorable form, and •that it is seldom practiced within the prescribed limits, yet the argument is founded upon a basis of justice and many decisions of higher courts have recognized this fact. As a last claim, we would advance the boycott, as the only ef-fective weapon against the "black list." No man has a right to work permanent ruin to another because of individual difference of opinion nor has an organization a similar right, and since the employer often uses this means against the employee, the laborer has a right to defend himself by the boycott. It is a hard and bitter solution to the problem. It is the Old Testament dispen-sation, "An eye for an eye." but when we consider that the con- 'ditions, from an ethical standpoint are far from normal, we must be satisfied if they do require abnormal means. Thus would we justify the boycott, from an economical view-point, but when we turn on our question the light of an ethical culture, we find it again questionable and we are compelled to ask ourselves the question, "Is there in the business activity of today, as represented by the masses on both sides, a point where ;an individual can retain pure ethical ideals and secure true eco-nomic good?" Perhaps in the masses there is not, but it is pleasing to note that here and there in the great business hustle of our age, we see sturdy advocates of a higher principle emerg-ing from the ranks of both contestants and when these shall have gained a majority the justification of the boycott will be impos-sible, but not until then. THE MERCURY. 7 CONSTITUTION OF THE KEYSTONE DEBATING LEAGUE. ARTICLE I. NAME AND MEMBERSHIP. This organization shall be known as the Keystone Inter-Colle-giate Debating League and shall have the following members: Bueknell, Lafayette and Gettysburg Colleges. ARTICLE II. PURPOSE. The purpose of this organization shall be to increase interest in debating in each of the colleges represented and to encourage inter-collegiate debating. ARTICLE III. ORGANIZATION. The executive committee shall consist of one undergraduate from each college represented and shall meet annually at the time and place of the final debate to transact all business of the League. ARTICLE IV. CONTESTANTS. Each college shall send to the contest in which it participates three representatives. Contestants shall be regularly enrolled students in the collegiate department taking at least ten hours of recitation or lecture work per week. The names of the de-baters and alternate shall be submitted to the opposing team at least ten days before the debate. No college shall protest the-eligibility of a debater later than five days before the debate. ARTICLE V. SELECTION OF QUESTION. The question for debate shall be submitted not later than six weeks and returned not later than five weeks before the debate is to be held. The college that receives the question shall select sides. No college shall submit the question to the other college twice in succession. Terms in the question, if not understood. THE MERCURY. ARTICLE VI. JUDGES. The college at which the debate is held shall submit to the visiting team at least four weeks before the debate the names of prospective judges. The visiting team may strike from the list any of "the names and shall return the remainder within one week designating the order of preference. No personal friend of any contestant and no one having had student of official relations with either of the colleges involved, shall be eligible for appoint-ment as judges. At the close of the contest, without conference-with his associates, each of the three judges, deciding for him-self, shall give his vote duly signed and sealed to the presiding officer who shall announce the decision. The judges shall base their decision on argument and composition and delivery; argu-ment to count sixty per cent., composition and delivery forty per cent. ARTICLE VII. CONTEST. The college at which the debate is held shall select the presid-ing officer. Each debater shall have fifteen minutes; ten min-utes for his opening speech and five minutes for rebuttal. The first speech in rebuttal shall be made by the negative, and the-affirmative shall close the debate. The order of speakers in re-buttal shall be left to the discretion of the respective teams. No> new material shall be introduced in rebuttal speeches. ARTICLE VIII. EXPENSES. At the annual meeting of the Executive Committee, each col-lege shall present an itemized statement of its expenses necessary for the year. This expense shall be born equally by the colleges-of the League. TIIE MERCURY. IS THE GOVERNMENT COSTING US TOO MUCH. F. S. DEX3LER, '09. F wo except the most active period of the Civil War, the total drafts upon the Treasury of the U. S. during the past Congresshavebeengreater than at any period in our history. The total appropriations made by Congress dur-ing the Civil War were $1,309,000,000 of which $1,030,000,000 was spent upon the army. The appropriations for the fiscal year 1909 reached a total of $1,007,000,000. In these days, when private fortunes sometimes run up to a hundred million dollars we are liable not to realize how large a sum a billion dol-lars really is. It would take an expert counter, working eight hours a day, over one hundred years to count a billion silver ■dollars. A billion dollars in twenty dollar bills would make a pile 13,750 feet high. What is all this money used for? The expenditures may be classed under three general heads: Postal Service, $225,000,000. Military Service, $500,000,000. Other Government Service, $225,000,000. The largest appropriation for a single department was that for the post office. The postal service is one of the greatest utilities which the government gives to the people and one which the peo-ple can appreciate every day. The post offices scattered all over the land turn into the postal department a large revenue each year but it is not sufficient to run the service. The quarter of a billion dollars is disbursed through many channels. The sal-aries of postmasters, clerks, carriers and messengers total in the millions. The railroads come in for a large amount for carrying the mail. The rural delivery was established in recent years at a cost of about $25,000,000. A bill was proposed at the last Congress to establish a rural parcels post, but it was not passed. The most significant feature of the appropriations during the year is the great amount of attention that has been given to the building up of the military branch of the government. The ex-penditures for the army and navy, if we leave out of account the years when the country was engaged in war, have been the larg-est in the history of the country. The army was granted $95,- 10 THE MERCURY. 000,000; the navy, $123,000,000; the amount $163,000,000 for pensions should be included. The remainder of the half billion dollars is spent for fortifications, military and naval academies, soldiers' homes, arsenals, armories,'navy yards and numerous other things of a similar nature. The total expenditures for military purposes, direct or indirect, is truly a colossal sum when we bear in mind that our standing army today is not over 70,000. The sending of our fleet around the world is an event in history—an event which cannot fail to have a good influence. While we may be a peaceful nation, it will show that we have strength enough to protect ourselves in time of trouble. Some people think that our navy is too large. They say that our ships have nothing to do and then they get into trouble as in the cap-turing of the Philippine Islands. The remaining quarter of a billion dollars goes for a great number of things. The Agricultural Department, the Diplo-matic and Consular service, the Indian Bill, the different bu-reaus and public works are all included. We have seen where the money goes. Now, where does it come from? The revenues of the government amount to about $800,000,000 and this will leave a deficit of about $200,000,000. The treasury has a surplus of $250,000,000 to meet this. If this is not sufficient bonds can be sold. The Speaker of the House and the House itself keep restrain-ing hands on the extravagant tendencies of the varioifs commit-tees. The tendency of Congress to spend money is increasing at an appalling rate. The money appropriated by last Congress would have run the government during the decade ending 1896. These periods are both far enough removed from the Spanish War not to be materially affected by it. The world has advanced and moved forward since 1896, but not to such an extent as to warrant the rate of increase of running the government. There seems to be a leakage somewhere. Congress should remember that even a million dollars does not flow into the treasury of its own accord but it is pushed in and that as a result of the sweat of many brows. This does not mean that a narrow-minded policy should be adopted. The American people are willing to pay well to keep their country in the front ranks of the army of THE MEKCUEY. 11 progress. The last Congress has made a record in appropriating, public money and it is up to Congress to make a record in the-spending of it. OUR LITERARY SOCIETIES II—PHRENA. N the account of Philo which was published last month we find much that is very similar to the history of" Phrena The Phrenakosmian Literary Society was founded Feb. 4th, 1831, in Linwood Hall. At the second regular meet-ing a constitution and by-laws were presented and adopted. We are fortunate in having the original copy in an excellent state of preservation. Although frequently modified and amended, this historic document retains its original and noble spirit. The whole aim of its authors and zealous defenders is admirably ex-pressed by this, the motto of the Society: Kocr/m T/iv peva. There also exists the minutes of all the meetings that have been held since the Society was organized. These also have been well cared for and may be found among the treasures of the li-brary. As for Phrena's library, it can be said that it contains 5,845 volumes, which are the results of the energetic exertions of our members. Various catalogues of these books have been made for the use of our members, but most of them are not suitable for reference work. The Society is now indebted to George Heintz. '09 for a complete card index of the library. This not only en-hances the value of the present, collection of books but insures to us the proper recognition, care, and usefulness of any works we may add. Other property of value has accrued to the Society. In 1837r when Phrena was given a large and convenient room in the new college building (Old Dorm.), efforts were immediately made to secure suitable furniture. Here again the characteristic as-siduity of Phrena's members was triumphant. Improvements have been made from year to year, and the present beautiful ap-pearance of our hall furnishes sufficient evidence of the energy 12 THE MERCURY. as well as the taste of those by whom it was accomplished. The-present apartment in Eecitation Hall is elegantly furnished. Busts of Franklin, Webster, Cicero and Demosthenes have appro-priate places on the walls. The walls are also decorated with portraits of those Phrenakosmians who have done honor to their Alma Mater by becoming capable to hold professorships in our college. The Society has helped men individually, and has contributed much to the health of college spirit. A literary contest in which much spirit is shown, is held each year, with our sister society, Philo. Formerly it was the custom of the two societies to join at commencement time and be addressed by an honorary mem-ber of each society, alternately. In earlier years, of those be-longing to Phrena, and Eev. E. J. Breckenridge, D.D. officiated in 1842, Eev. T. H. Stockton, D.D. in 1844, and Eev. George B. Cheener, D.D. Much time and labor could be spent in arranging the inter-esting events of Phrena's history, but the space on these pages-does not permit the presentation in detail of very much con-tained in the Society's records. Suffice it to say, the work of those who have gone before should be gratifying to us as presag-ing that like privileges and honors are in store for their succes-sors. With the same noble aspirations and unalterable determi-nation let us be true to our literary societies as were those who have gained so much by supporting them. At present, Phrena is wide awake, doing excellent work and living true to the spirit of her fathers. THE MEECUEY. 13 WHY IS GETTYSBURG NOT WEALTHY ? N. G. PHILLIPY, '09. N" treating this question we will consider the people as a whole, taking as broad a view as possible under the cir-cumstances. According to Webster, wealth means large possessions, opulence, riches. Of course we could not compare Gettysburg with a large city and expect the same amount of wealth, but should more properly compare it with smaller towns of its own size. One of the foremost reasons why Gettysburg is not wealthy is the lack of industries conducted on a large scale. We find no shops or anything of a like nature whereby the owners or entre-preneur can amass a fortune. The ordinary workman cannot collect a fortune as nearly all his wages are used to support his: family. As a rule where there are no large enterprises located we find little wealth. It is true the location of the town geo-graphically may be accountable for the lack of industries, but this does not demand consideration under the present question. The lack of employment for men accounts for the slow in-crease in population. An increase in the value of land and property depends largely upon an increase in population and as the values of each remain nearly the same from year to year, speculation and investments in this line are unprofitable and unremunerative in Gettysburg. The country surrounding the town is not so very fertile and agriculture is not as productive as we find in many other locali-ties. Very few agricultural products are put on the market by the farmers near the town in any great quantity. We do not find minerals profitable for mining in the neighboring localities so very little shipping is carried on. 'Eailroads depend on freight for their profits and when there is little transportation railroad facilities are usually poor. Being located inland the people have not the opportunity to carry on markets or any other pursuit which water affords. The people themselves, have a great influence on any town. If we make a careful study of the people and their pursuits we have partly, at least, the solution of our problem. In our study 14 THE MERCURY. we must take into account their likes and dislikes, their desires,, their ambitions and their doings. The people as a whole are of a retiring nature. There seems: to be little greed for money and little ambition to amass a great, fortune. Each individual is actuated by a desire to live com-, fortably and save enough to keep himself and family during old age. Judging from appearances everybody is contented and happy, a condition which is proof of the statement that the de-sire for riches is lacking. We find the population as a body, industrious, being em-ployed at different occupations. An unusual number are en-gaged in educational work who labor more for knowledge and the pleasure afforded thereby, than for the money received for their work. It is natural in a college town to have cultured people. Peo-ple of culture and refinement have their surroundings fashioned after their ideas and influence the whole community. This class has certainly added much to the community. The battlefield also attracts many well-to-do people who come here to. live a retired life and to enjoy the beautiful surroundings. In Gettysburg, if a man is not engaged in educational work, he is in sympathy with it and usually formulates his opinions accord-ingly. In conclusion, the people are interested in their personal welfare, mentally as well as physically, and do not have the de-. sire for great wealth as their sole ambition. THE JIEUCURY. 15 THE JUNIOR "PROM" SOCIALLY CONSIDERED. CLL consideration of the social significance of the Junior Prom naturally involves a taking into account the general social life of the college community. For it is obvious that the character and tone of this annual function must, to a large extent, be determined by the social life as it is developed throughout the year. And since the Junior Prom is just in its infancy,—in its formative period,—this pa-per shall be both critical and suggestive. The social life of our college seems to be the characteristic so-cial life of colleges in general. It is very different from the so-cial life that existed in earlier years of the college. New condi-tions in the social structure at large, together with the increased number of students, have all contributed to the existent social status in the college community. The present exclusive tenden-cies in modern family life, unknown to our forefathers, cannot fail to produce like tendencies among a body of students; the social product developed in our college is, in short, but an out-growth of the existing trend of home life. Though the number of students in any one college is really small, when compared with the number enrolled in a modern university, yet it has grown so that no longer can the authorities of even the small college boast that theirs is the privilege of easily acting in loco parentis, and of forming with the student body a well regulated family. Instead of one united family, thoroughly democratic in its workings and with a reasonably common purpose and as-piration, the student body has been organized by the fraternity into many little families, each with its distinctive membership making of paramount importance the promotion of its own inter-ests and those of its individual members. The college authori-ties have, in other words, failed to meet new conditions by their failure to provide a sane and invigorating college family atmos-phere for the student to grow in, and it should not be surprising, therefore, that the students have themselves provided their own substitute, inferior though it may be. The fraternity is not lacking in provsions for the diversion of 16 THE MERCURY. its members. Numerous social events are held during the year, and occasionally an inter-fraternity function is arranged. Be-tween the members of this organized portion of the student body, who are thus frequently brought together, there naturally is formed a rather strong attachment. But how about the unorga-nized portion, which is comprised, for any one of several reasons, of the men whom the fraternity has not attracted? The social opportunities of most of these men are not only more limited, they are also more individualistic. That there should be a cer-tain divergence, therefore, between the fraternity and non-fra-ternity element is not to be wondered at. The Junior Prom is a step in the direction of preventing this divergence. Every element in the student body is to be repre-sented as far as possible on a common basis. The possibilities of general good fellowship are on this occasion to be fully pre-sented and fostered. Men who are seldom to be found in com-pany of their fellows in a purely social way are to find in the Junior Prom an opportunity of seeing what such commingling means for a man and for the community. Men to whom this is not a new experience are to find pleasure in assisting the unini-tiated over the stony places. The realization of all this could not, of course, be expected in the two times in which the Junior Prom has been held. Indeed it may require several more years to accomplish the desired re-sults. It seems very apparent, however, that tendencies point in the right direction. Last year's Prom marked an improvement over the first, in that dancing was not the exclusive feature of the occasion. Provision was made, though not of a sufficiently definite and attractive character, for those who do not dance. This is not passing judgment upon dancing as a means of di-version; it does mean to imply, however, that to allow dancing or any other form of diversion to become the exclusive feature of a social event indicates a distortion that cannot fail to prove exceedingly narrowing. It implies, too, that it is altogether un-fair to expect those who do not dance to attend an affair which provides definitely only for those who do dance, and which gives dancing such predominant or exclusive place that real com-mingling is impossible. Dancing has become such a mighty factor in the social life of young people everywhere that it is not THE MERCUttY. 17 surprising that it has gained a considerable foothold in our col-leges, but to permit it to have the ascendency at an event, such as the Junior Prom, which contemplates the presence of a large number who do not dance, shows great inconsiderateness and means the blasting of the real significance of the Prom. The far-reaching influence of the Junior Prom, properly regu-lated, can hardly be appreciated at this early stage in its evolu-tion, but to behold its possibilities along the lines indicated should be sufficient to impel us to assist in its proper develop-ment. A. ± A BIOGRAPHY OF SCHILLER. MISS- MARY BAUSCH, '11. JOHANJST Christoph Frederick Schiller was born at Mar-bach, in Wurtemburg, Germany, Nov. 10, 1759. He was the only son of Johann Casper Schiller, an officer in the Wurtemburg army, who held an inferior position in the Duke of Wurtemburg's household. The elder Schiller is was a man of great strength of character. To him Schiller is indebted for his firm and positive traits. His mother, Elizabeth Dorothea Kodweis, the daughter of an innkeeper at Marbach, was just the opposite of her husband in temperament, of strong yet gentle demeanor, full of simple charm and wisdom. We can see deep traces of this mother's sweetness and gentleness in the life of the gifted poet. Schiller did not find it easy to choose a profession. He first attended school at the village of Loech, where influenced by Par-son Moser, his teacher, he prepared himself for the clerical pro-fession. These plans were thwarted by the Duke of Wurtem-burg. He next entered the public school at Ludwigsburg. At the age of fourteen, he became a student at the military academy near Solitude Park, Ludwigsburg, the Duke wishing to have his services for the state. There he pursued the study of law, which was very repugnant to him. After two years had passed he 18 THE MERC PET. gave this up, and began the study of medicine, and was subse-quently appointed regimental surgeon. During this time, however, he was engaged in. the study of lit- 'erature. He was especially fond of the classics and became very proficient in Greek. His knowledge of Greek philosophy is ap-parent in his writings. His first work of note, "The Eobbers," he completed before he was twenty-two years old. Schiller pro-tested in this work against the restraints which he felt the Duke had unjustly forced upon him. Fearing the Duke whose wrath he had thus kindled, he fled to Mannheim. There he passed through many hardships, one reverse of fortune followed an-other. But still he continued to write. Schiller's first play in verse was "Don Carlos,'"' which was pre-sented at Hamburg in August, 1787. The Duke of Weimar, whose interest had been aroused in the young poet, made him one of the counsellors of his court. Upon his arrival at Weimar, Schiller was introduced to Goethe. This acquaintance subse-quently ripened into a close friendship. Early in December, 1788, Schiller's "History of the Eevolt of the Netherlands" was published. This work brought the best results, financially, which he had yet received. It not only had a rapid sale but it aroused the attention of the intellectual world. Through the influence of Goethe, he was offered a professorship in history at the University of Jena which after some hesitation he accepted. On Feb. 22, 1790, he was married to Charlotte von Lengefeld, a most admirable woman who aided him greatly in his life work. A very busy life opened to Schiller while at Jena. It was not unusual for him to spend fourteen hours daily in lecturing and writing. But the strain of such heavy work was too great for a man so delicately constituted as Schiller. A dangerous pulmonary dis-ease overtook him so that he was forced to give up his position as instructor in the university. Then through a generous gift he was enabled to revisit Wurtemburg, where he remained almost a year. In May 1794, he returned to Jena much improved in health although never again entirely well. The period between 1796 and 1800 was especially rich in lyrical productions, of which "Der Taucher," and "Das Leid von THE MERCURY. 1$ der Glocke " aTe prominent. The latter has been considered the best known of Schiller's poems. It deals with the most dra-matic events in the life of man. His great works, "Wallenstein" and "Maria Stuart" followed in close succession. Next came "Die Jungfrau von Orleans" in 1801, "Die Brant von Messina" in 1803, and "Wilhelm Tell," the last and perhaps greatest of his works, in 1801:. In this last great tragedy, Schil-ler portrays with wonderful power the Swiss resistance to tyr-anny. He causes the leader, Wilhelm Tell to stand elevated as a national hero. In all his writings, Schiller's love of liberty and hatred of despotism is manifest, but in none so much as in Wilhelm Tell. Schiller had now reached the zenith of his glory. His man-ners and appearance had improved. The timidity and conscious-ness of youth was replaced by the dignity and ease of more ma-ture years. He was overwhelmed with public honors and enthu-siastically received everywhere he went. But alas, when prosperity and fame seemed permanently se-cured to him, the dread disease which had undermined his health again overtook him. He endured this last trouble with great fortitude; though he had to pass through many trials yet his spirit seemed as it were to soar above them all. He continued to work until at last, his weakened powers being overcome, he passed away on May 9,, 1805, at the age of forty-five. The news, of his death brought universal grief to Germany. 20 TKE MEKCURY. CULTURE'S DISTRESSING FOE. G. E. WOLFE, '09. UST as men err in making happiness a distinct end, so do they err by putting culture in a similar position. And just as they deceive themselves by trying to pro-cure happiness as they would some commodity, so they deceive themselves by like attempts to gain culture. Life would indeed be a barren thing, if it were not enriched by our capacity for happiness and culture, but it is worse than barren where there is a false conception of these enrichments. That culture should be perverted to such an extent that men would make it a fad, seems almost inconceivable, yet that is what the intellectually curious and the socially idle made it some twenty years ago. What abhorrence must have been aroused in all who possessed true cultural instincts! For a fad is always a sham—a gross perversion—and a sham in the world of art ox-literature begets a peculiar offensiveness and hatred. The short-cut, superficial methods employed in pursuing this culture fad must have been entirely detestable to all serious-minded and sin-cere people. Could it be otherwise, with genuine culture possess-ing the rich qualities of ripeness and maturity in taste, intellect and culture ? How crude and defective the sham in the presence of the real! But this perversion, while more pronounced at certain periods, lias not been confined to one or two decades. Haste and arti-ficiality have always been employed by men, in their eagerness to possess the charming ripeness and greatness of soul which mark the truly cultured man. Recent years, however, have de-veloped a new condition, the recognition of which requires no unusual insight. There has developed a foe to culture which is distressing, not simply because it is aiming at culture by per-verse methods, but because it is entirely at variance with true cul-ture and lias so widely disseminated its influence that one may rightly inquire whether the true cultural instinct will not even-tually be quenched on account of it. "Smartness" is not a modern product by any means, but never has it captivated a people as it has the present generation; never THE MERCURY 21 has it held such predominant sway. Strictly speaking this spirit belongs to the world of mediocrity, but so important has it be-come that it claims recognition as the "real thing" from alL We have our so-called "smart sets," but the spirit of smartness in these days finds fruitful soil among all classes—as well among the wealthy as among the not-rich, as well among the intelligent as among the unlettered. And it is this, we believe, that today constitutes culture's distressing foe: it is this that makes impera-tive the loud calls, "Let Us Go Back"—in the direction of "The Simple Life." Not that there are no more who possess true culture, or who are eager to possess it. There are such indeed, but so effectually has the "sporty" microbe been doing its work in the rising gen-eration, that quiet people have well-nigh been driven to despera-tion, those with undeveloped cultural instincts have been tainted or entirely diverted and others never get a desire for cultural pursuit at all. One does not have to be a pessimist to be conscious of the fact that it is the fashion for everybody to be gay; that we are all called upon to persevere in a gala atmosphere. From the ex-treme solemnity of bearing that characterized our forefathers we have swung clear to the opposite extreme. It is impossible not to come in contact constantly with the cheap jargon that is everywhere afloat; with the lightness, cyni-cism and insinuation of immoral sentiment which marks the con-versation of popular young people. Fashionable clothes and jaunty manners never played as prominent a role as today. Plain, unassuming people, to whom this pertness and super-, ciliousness is extremely repulsive, are wondering when there will \ be a reaction toward the sane and rational. Surely the reaction-must come, and parents and educators have no more important duty before them than to seek to obliterate this spirit of sm^rt-. ness. THE MEECUEY. THE ECONOMIC ASPECTS OF THE LINCOLN ROAD. G. L. KIEFFEK, '09. JJST order to consider this subject properly, we must first inquire into the nature of the proposed "road." There-fore, briefly, "The Lincoln Eoad" is a proposed na-tional memorial to Abraham Lincoln. The "road" is to be a grand boulevard joining Washington, D. C, with Gettysburg, Pa. Its two hundred feet of width are to be occupied by green-sward plots, hedges, and trees, a speedway for automobiles, a driveway for carriages and wagons, two double-tracked electric railways, the one for express trains and the other for local trains. The very nature of the proposed "road" declares that it shall be equally open to both the rich and the poor. This being true it will be the means of bringing to Gettysburg, for at least a day, many of the hundreds of thousands of tourists that annually visit Washington. Hence with all this traffic, the very "road" itself might become an economic asset to the United States gov-ernment. To accommodate these people appropriate hotels would have to be maintained in Gettysburg. The present hotels and restau-rants would have to be renovated and enlarged. New ones also would have to be erected. A higher standard would be the order of the day for all Gettysburg hotels when official Washing-ton would be in the habit of paying them a visit at almost any hour. To meet this increase of business occasioned by the influx of people, Gettysburg herself would have to grow and increase the number of and enlarge all her business places in whatever line they might be. Naturally all property in Gettysburg would increase in value as would also all the property along the "road" from Washington to Gettysburg. To compete with the travelling facilities which would be af-forded by the proposed "road," the facilities of the present rail-roads would have to be bettered and new roads would be built— both electric and steam. All eyes would naturally be turned towards Gettysburg, which THE MERCURY. 23 with its historic surroundings, beautiful scenery, and medicinal springs, would naturally be expected to become the greatest sum-mer resort in the United States. The character and number of tourists would necessitate gov-ernment control of all guides. Thereby would undoubtedly be obliterated the blot of blots found upon the world. With gov-ernment control of all guides the tourists would be guaranteed just and equal treatment. For the guides themselves, better days would result. To Gettysburg's educational institutions would come greater publicity and a better appreciation of these institutions' rare sur-roundings. The result would naturally be manifested by an in-crease in the student bodies and an enlargement of the institu-tions themselves. All this resulting from the proposed "Lincoln Way?" Yes, more. With it connected to Gov. Stuart's proposed highway from Philadelphia to Pittsburg, "The Lincoln Way" naturally would become the backbone of a national highway system extend-ing all over the country. Then would all roads lead to Gettys-burg, which would be, in fact, the shrine of American patriotism, the Mecca for all Americans. THE "INDIAN STEPS." E. C. STOUFFER, '11. HE immense dam of McCalPs Ferry Power Company is nearing completion. As a result the slowly rising waters of the Susquehanna river are gradually cover-ing up one of the oldest and most noted landmarks of south-eastern Pennsylvania. The old "Indian Steps" are artificial shelves, cut no doubt, by means of stone hatchets into the face of a large round-pointed rock, which juts out from the west bank of the Susquehanna river. They were cut by the North American Indians possibly centuries before the discovery of America. These steps were used by the dusky inhabitants as a place on which to stand and dip the shad as they crossed the rapids on their annual journey 24 THE MERCURY. to the spawning grounds in the upper Susquehanna. Since the settlement of the country the white man has for generations used them for the same purpose. So far-famed were these steps that the Indians from the North, South, East and West came here to fish. Only the strong, vigorous and daring could fish from this rock for only such were able to endure the chill damp night winds which frequent the lower Susquehanna. As each contestant ap-peared a chalk mark or number was placed on his hat to desig-nate his turn. When his name was called he took his place, tied himself to a ring in the rock and cast the net. Each one was ■compelled to take his catch and be content. If there were a goodly number of shad, all was well; but if it proved to be a small catch he had to go away heavy hearted and take his place in the waiting line again. Year after year from these rocks hundreds of these daintiest ■of all fishes have been caught, some to grace the humble board of ■a poor riverman, some to please the fastidious taste of a city epicurean. The land around the "Indian Steps" was originally occupied by the Conestoga Indians and was preserved for them by the first proprietors of the state. Even Maryland, which was attempting to push her lines farther and farther north, respected the rights of the natives and made no attempt to appropriate this section. 'The land was held for the Indians until August 26, 1786, when a deed was granted to Joseph Eeed on condition that the "Indian Steps" should be preserved for a fishing place for the poor of the community. This charge has been faithfully kept until now. A few months more and the old landmark will have passed away and forever this curious specimen of Indian art will be lost to Pennsylvania. THE MERCURY. 25 THE INVESTIGATION OF THE FARMER; WHAT IT IS LIKELY TO BE WORTH. MISS HELEN H. BRENNEMAN, '08. EVEEAL months ago when President Roosevelt ap-pointed a committee to investigate the condition of the farmers throughout the country, it provoked quite a little amusement on the part of some people, while on the part of others it aroused sarcasm and anger. Many people regarded the President as a "busy-body" and failed to recognize the real aim in his interest in the farmers' condition. Never before has there been a man at the head of the nation with such broad and liberal views and one who has put forth such strenuous efforts in behalf of all kinds and classes of peo-ple. And it was such a motive that prompted him to take this action. The scope of this committee's work is not to ascertain the technical methods of farming and to inquire into personal matters, but to find out what are the general sanitary, social, educational and economic conditions of country life, to find out what is needed, what improvements can be effected, and in what way the government can help them. The commission was confronted with a task not only wide in its scope but comprising a large territory, and many people were to be dealt with. The President suggested that the farmers be called together in convenient meeting places for discussions, and that the members of the commission try to get in the closest touch possible with them and find out their needs. The commission has sent out circulars to professional men, business men, farmers and many others. These circulars con-tain a list of twelve questions with respect to the public schools in the vicinity and their efficiency; whether the farmers get rea-sonable returns from the sale of their products; whether they have good railroads, highway, telephone and rural postal service-accommodations ; whether there is a sufficient supply of labor in the neighborhood. These questions show what the commission are seeking to find out. It is their desire not only to ascertain the conditions but to get opinions and suggestions as to what needs to be done. Now the question arises, "What is the investigation likely to 26 THE MERCURY. be worth ?" In the first place it is very evident that almost the entire success depends upon the attitude of the people. If they continue to take it as a joke or with a feeling of animosity, cer-tainly the progress of the commisison's work is going to be checked and its ultimate success doubtful. However Dr. Bailey of Cornell University, the chairman of the commission, says that the public interest is increasing as the people come to under-stand the commission and its work. These words are encourag-ing and indicative of a very likely success. If this investigation is going to amount to anything, there must be co-operation of the people, especially of the farmers for whose benefit these efforts are being exerted. In a recent mes-sage to the commission the President said, "It is esssential that the farmers, the men who live on the soil should feel a sense of the ownership in this commisison, should feel that you gentle-men in very truth represent them and are responsive to their de-sires, no less than to their needs." If this committee receives the support of the people, it should effect some good results. There is a larger percentage of per-sons engaged in agricultural pursuits than in any other occupa-tion and it is only just that more attention should be given to their needs. The demands for better highways, better railway and trolley service are being universally agitated, and surely the commis-sion will concentrate, its efforts towards their accomplishment thus increasing the facilities of the farmer for better profits. At the Farmers' Convention held in Madison last October scientific crop raising and the need of teaching agriculture in the schools were among the principal topics approved by that orga-nization. It is just as essential that agriculture be taught in the rural schools as manual training and trades in the city schools. Here again if such a desire could be met by the gov-ernment it would not only benefit the farmers economically but the nation also. It remains to be seen just what this investigation will amount to, but nevertheless we can surmise that the educational advant-ages in some districts will be improved, that there will be bet-ter facilities for the transaction of business and that the social, educational and economic conditions will be bettered. T H E HERCURV Entered at the Postoffice at Gettysburg as second-class Matter. VOL. XVI GETTYSBURG, PA., DECEMBER, 1908 No. 7 Editor-in-Chief Assistant Editor P. F. BLOOMHARDT, '09 CHARLES F. V. HESSE, '09 Exchange Editor Associate Editors H. REY WOLF, '09 SAMUEL FAUSOLD, '10 Business Manager EDWARD N. FRYE, '10 CHABLES L. KOPP, '09 Advisory Board Ass't Bus. Managers PROF. C. F. SANDERS, A. M. G. U. KNIPPLE, '10 PROF. P. M. BIKLE, PH.D. PAUL S. MILLER, '10 PROF. C. J. GRIMM, PH. D. Published each month, from October to June inclusive, by the joint literary societies of Pennsylvania (Gettysburg) College. Subscription price, one dollar a year in advance ; single copies 15 cents. Notice to discontinue sending THE MERCURY to any address must be accompanied by all arrearages. Students, Professors and Alumni are cordially invited to contri-bute. All subscriptions and business matter should be addressed to the Business Manager. Articles for publication should be addressed to the Editor. Address THE MERCURY, GETTYSBURG, PA. such is often the case. EDITORIALS. THE question has often been asked how a small college, with a limited number of students and a corresponding limitation of tal-ent can successfully conduct nearly as many student enter-prises as the larger univeristies— and conduct them, too, in such a way that they frequently rival similar organizations in their larger sister institutions. But Our own college may be taken as suffici- "28 THE MERCURY. ent proof. Our five varieties of athletic teams, our three publi-cations, two literary societies, debating and oratorical teams, musical clubs, and dramatic society, etc., have often been re-spected rivals to similar teams of other and larger schools. But the mere fact of the numbers of these enterprises does not neces-sarily have to affect the quality of the results accomplished. We are inclined to think that men with just as great ability and as large capacity for work are to be found in the smaller college as in the larger ones,—not as many, to be sure, but the ratio is about the same. Furthermore, the smaller college offers oppor-tunities to every one of such calibre, while in the larger schools, •only a comparatively few can take part. LAST year Gettysburg was disappointed in not being enter-tained by her dramatic society, the Mask and Wig. Presumably this was due to the lack of time for rehearsals. Nevertheless the loss was felt. This year it has been decided that no musical club trip will be taken. It has been suggested that the time, talent, and energ}', usually devoted to this organization be turned into another channel; that is, into the perfecting of a good play or minstrel show which might be allowed to take a trip, similar to the Triangle Club of Princeton. IN a few days the first term of the present collegiate year will be closed. After an arduous week's work in examinations, the Christmas vacation will be the more appreciated and enjoyed. Its rest and pleasure has been anticipated by all, but especially has it been longed for by the Freshmen. Christmas has been written about so often, and from so many different viewpoints, that little that is new is left to say. To the college student it is a joyous season to be looked forward to, but in its actual enjoy-ment, he no longer thinks of college and its surroundings for it is a vacation season at home. So, with its last issue for 1908, the MERCURY wishes all its readers a Merry Christmas and a Happy New Year. THE MERCURY-. 29 BOOK REVIEWS. INDER the Crust, by Thomas Nelson Page, Phrena. This volume is composed of original stories. Each story has a philosophical side. They were evidently written to stimulate thought and the author has succeeded admirably. One of the stories, "A Brother of Diagones" is especially commenda-ble. In this story, great wealth is pointed out as a stumbling block rather than an aid to happiness. The simple life, too, is contrasted to the hustle and bustle of the metropolis. Other stories of the volume effectively contrast altruism and egoism. The Biography of Thomas Jefferson, by John T. Morse, Phrena. This biography is very impartially written. The au-thor gives us the facts indulging in neither unmerited praise nor criticism. He seems to have an insight into the man's very nature and thus vividly portrays the actions of the statesman both at home and in the blaze of public life. The biography not only enumerates the achievements of Mr. Jefferson with their causes and effects but also those of contemporary statesmen. The biographer shows Mr. Jefferson as a visionary, shrewd politician and a far-sighted statesman. The book is very readable and valuable. Tides of Bamegat, by P. Hopkinson Smith, [Philo 11:6.] This is a book which one can scarcely afford not to read. It presents a very impressive picture of life. It is an account of how one member of a noble and respectable family brought shame and disgrace to the family name There is seen the secret sufferings of the sister through false modesty. Her life would have been made happy indeed, if she had only opened her heart to her lover. It shows how one sister may give advantages and culture to another and instead of receiving gratitude, have her head bowed in shame while the other, seemingly soulless, is not af-fected. There is also brought out the yearning and love of a father for his son whom he has driven from home in a fit of anger for the evil he has done when he refuses to do right. The story is somewhat overdrawn, but otherwise one can find no fault. It is nevertheless very instructive. Although somewhat tedious at times it is generally interesting. The language is clear and wholesome. The Brass Bowl, by Louis Joseph Vance, [Philo, 11:8.] The so THE MEECURY. title of the book is somewhat fanciful as the bowl has practically the least connection with the story. Anyone wishing to read a book for entertainment and recreation will find this romance suited to his purpose as it is very interesting, simple and full of action. The thread of the story seldom breaks and the climax is near the end. The reader will be pleased with the happy ter-mination. No characters are used except those which are neces-sary to the plot. The principal parts are played by persons of high social rank, and they seem to be somewhat magnified. There is no place in the book that is tedious. The narration is clear, animated and well balanced. The language is simple and vigorous. The author has handled 'the plot very well. He shows broadmindedness, independence, the possession of a vivid imagination and a pleasant sense of humor. He has an ac-quaintance with high social life. The reader will be very much pleased with "Mad Maitland's" spirit as he makes his wild flights and also with Miss Sylvia Graeme who comes into Mait-land's life in a very peculiar way. EXCHANGES. JE are glad to have with us again most of our old ex-changes. There are a few that have not arrived yet. We trust that all will soon respond. It seems necessary again to call attention to the con-tent of the MERCURY. The MERCURY, we are trying to make a literary journal, and not a paper combining literary, athletic and the other departments of college activities. The "Gettysbur-gian," our weekly publication, contains the news of the various departments of college life. Among the good things in the "College Student" we would call attention to "Lowell's 'Biglow Papers'" and "Eelation of Diction to Character." The former is a critical essay which brings to notice many interesting facts concerning this import-ant contribution to American literature. The latter shows how the ideals and characteristics of the individual are reflected in hie writings. THE MERCURY. 31 We are glad to welcome "The Thielensian" to our exchanges. In the article entitled "Greek and Eoman Influences" the writer reminds us of some of the beauties of Athens and Borne. The beginning of philosophy was in Greece. Then from the Eomans we can learn the lesson of patriotism. Their motto was, "Dulce et decorum est pro patria mori." The Eomans understood mili-tary matters, and we can also learn much from their sculpture and architecture. "Luther in the Eeformation" is also worthy of perusal. The character sketches of Taft and Bryan in the "Otterbein Aegis" are brief but very interesting. We all admire the teachings and doctrines of Socrates, the great Greek philosopher. He busied himself by trying to teach men the truth, and even though he greatly emphasized truth, he was especially eager that men should become happy and useful citizens. To be a good citizen he regarded the "summum bonum" of the individual's life. Indeed in our present age of political corruption, we can not over-emphasize high ideals of citizenship. "Making an American Citizen" in the'Thiloma-thean Monthly" presents this subject in a forceful manner. The writer gives some qualifications of the ideal American citizen. First, he must exercise the right of franchise. It is not only his right, but his duty, to vote. Secondly, he must vote intelligently and not allow himself to be bribed by a paltry farthing. Again, he must be a doer, and not depend upon party leaders. And lastly he must have strong moral convictions. As to the prob-lem of attaining this ideal, the author says, "If I were to offer a solution of this vital problem, it would be: the continual, untir-ing moral and civic training in home and school." All scholars have more or less knowledge of epic poetry. They all know something of Homer's Iliad and Odyssey, Virgil's Aeneid and Milton's Paradise Lost, but often the epics of less renown are neglected. "The Sketch Book" contains an article entitled "Sita," which tells us of India's epics. The Eamayana and the Mahabharata are India's chief epics. "Sita" is the im-portant character in the Eamayana. She is to the Eamayana what Helen of Troy is to Homer's Ilaid. The article gives a brief summary of the epic and closes with a few ethical com-ments on the character of "Sita." 32 THE MEKCUKT. We wish to comment on two articles in the "Albright Bulle-tin." "The Character of Satan in 'Paradise Lost,'" and "Work; Man's Opportunity." The writer regards Satan as the princi-pal character of the epic, and speaks of him from that stand-point. In the latter essay, we have a very practical exposition on work and its blessings to the individual. Lovers of German literature will find pleasure in reading "Two Representatives of German Epic and Lyric Poetry" in the "Lesbian Herald." Of our High School exchanges, the "Eed and Black" (Read-ing High School) deserves special mention. The departments are well represented and as a whole the paper makes a pleasing appearance. We gratefully acknowledge the usual exchanges. "PXYK iKT2« r>rv. M3VSUT13ER5. There's no pen that gives such all-round satisfaction i Conklin's Self-Filling Fountain Pen. It's the best pen for College Men. When an ordinary fountain pen runs dry in the middle of a word, it means you've got to stop right there, hunt up a rubber squirt gun, fill your pen to overflowing, clean both pen and dropper, wash your hands, and then endeavor as best you can to collect your lost Crescent f'f train of thought. It's different with Filler Jr-l 9 FILLING "THE PEN WITH THE CRESCENT-FILLER" To fill, iust dip it in any ink, press the Crescent-Filler, and the Conklin is filled and ready to write instantly. You can't over-fill it. Hence no inky fingers, no loss of time, no ruffled temper. The feed of the Conklin is No waiting for ink to come—no jerking—no slips, blots. ng dealers handle the Conklin. IE yours does not, order direct. Look tor the Crescent-Filler and refuse substitutes. Prices, $3.00 and up. Send at once (or handsome new catalog. T3E OOHZLIH PEH CO., 31 Itiahattsn Bnildiag, Toledo, Ohio. PATRONIZE OUR ADVERTISERS. FUfOTTUfjE Mattresses, Bed Springs, Iron Beds, Picture Frames; Repair Work done promptly. Under-taking a specialty. - Telephone No. 97. 3=3L ZB_ 23eri-d.ex, 37 Baltimore Si., *-tttt/xhurg;, FA EDGAR C. TAWNEY BAKER West Middle Street. J. B. WINEMAN, DEALER IN CHOICE FAMILY GROCERIES, PROVISIONS AND FRUITS, BOARDING CLUBS A SPECIALTY. SUNDAY SCHOOL LESSON HELPS AND SUPPLIES, P. ANSTADT & SONS, Publishers, Book and Job Printing of all Kinds ttrtte for Prices. YORK, PA. ■> PATRONIZE OUR ADVERTISERS. EMIL ZOTHE ^MEMS ENGRAVER, DESIGNER, AND MANUFACTURING JEWELER 722 Chestnut St., Phila. SPECIALTIES : MASONIC MARKS, SOCIETY BADGES, COLLEGE BUTTONS, PINS, SCARP PINS, STICK PINS AND ATHLETIC PRIZES. All Goods ordered through G. F. Kieffer, CHARLES S. MUMPER, MtKALER MJV TTTTTS "KFTTTTT? 15! PICTURE FRAMES OF ALL SORTS * W *■*" * * *» *fc*Hf REpA|R WORK DONE PROMPTLY I WILL ALSO BUY OR EXCHANGE ANY SECOND-HAND FURNITURE NO. 4 CHAMBERSBURG STREET, GETTYSBURG, PA D. J. SWARTZ DEALER IN COUNTRY PRODUCE, GROCERIES, CIGARS AND TOBACCO. GETTYSBURG. SHOES KEPA1UHI> —BY— 115 Baltimore St., near Court House. GOOD WORK GUARANTEED. -IS-Your Photographer ? If not, why not? 41 BALTIMORE ST., GETTYSBURG, PA. 8EFT0N I FLEMMING'S LIVERY, Baltimore Street, First Square, Gettysburg, -Pa. Competent Guides for all parts of the Battlefield. 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Free Bus to and from station. Convenient for Commencement Visitors. RATES $2.00 PER DAY. -livery CLi'ta.c'ked. Jot]i] P. JV^tH Proprietor. BECKER & CO., DEALERS IN All kinds of Fresh and Smoked Meats Chambersburg St., Gettysburg, Pa. WE RECOMMEND THESE FIRMS. Established 1867 by Allen Walton. ALLEN K. WALTON, Pres. and Treas. ROBT. J. WALTON, Supt. flummelstown Brown Stone Company, QUARRYMEN and Manufacturers of BUILDING STONE, SAWED FLAGGING and TILE. Wa/l/fcoTwille, ]£)a.-u,pT-vlr\, ^o. Pa. CONTRACTORS FOR ALL KINDS OF CUT STONE WORK. Telegrapn and Express Address, Brownstone, Pa. Parties visit-ing quarries will leave cars at Brownstone Station on the P. & R-R. R. For Artistic Photographs Go To T{PTON The Leader in PHOTO FASHIONS Frames and Passapartouts Made to Order. PATRONISE OUR ADY$RTI$$RS Come and Have a Good Shave or Hair Cut -AT-Harry B. Sefton's BARBER SHOP. 35 Baltimore St. Barber's Supplies a Specialty. Also choice line of Cigars. 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Better not delay about/writing us for we are al-ready placing many 1906 men. The National Organization ot HI^-PG-OOIDS, Brain Brokers. ZFezirLsyl-v-a-iiia, BldLgr., I'lj.ilad.elpli.ia,, Pa. Offices in Twelve Other Cities. Come and Have a Good Shave,., or HAIR-CUT at Harry B. Seta's BARBER SHOP 35 Baltimore St. BARBERS' SUPPLIES A SPECIALTY. Also, choice line of fine Cigars. R. A. WONDERS Corner Cigar Parlors. A full line of Cigars, Tobacco, Pipes, etc. Scott's Corner, opp. Eagle Hotel GETTYSBURG, PA. Pool Parlors in Connection. IF YOU CALL ON C. fl. Bloeher, Jeuuelet*, Centfe Sqaaire, He can serve you in anything you may want in REPAIRING or JEWELRY. WE RECOMMEND THESE FIRMS. Established 1887 by Allen Walton Allen K. Walton, Pres. and Treas. Robt. J. Walton, Superintendent. Hummelstown Brown Stone Company Q-cr.A-:E?,:Ei-2-:Lvd::Ei3sr and Manufacturers of BUILDING STONE, SAWED FLAGGING, and TILE, fALTONVILLE. =•;. PENNA. Contractors for all kinds of cut stone work. 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IJIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIillllllllllllllllllllllllllllllllllllllll^ I Seligman [ I & Bpehm \ I Are Gettysburg's Most § | Reliable | I TAILORS I And show tbeir appreciation of your patronage by giving you full value for your money, and closest attention to the wants of every customer. 1 Give Them | = s I Youtf Patronage | TilllllllllllllllllllllllllllllllllllllllllllllllllliltilllllllllllllllllHllllllllllllllllllllllllllllllllllllliT PATRONIZE OUR ADVERTISERS. Weave** Pianos and Organs Essentially the instruments for critical and discriminating- buyers. Superior in every detail of construction and superb instruments for the production of a great variety of musical effects and the finest shades of expression. Close Prices. Ea3y Termi. Old Instruments Exchanged. WEAVER ORGAN AND PIANO CO., MANUFACTUftl ?S, YORK, PA., U S. A. Students' Headquarters —FOR-HATS, SHOES AND GENT'S FURNISHING Sole Agent for WALK-OVER SHOE Eckert's Store. Prices always right The Lutheran paWication^ocieiJ No. 1424 Arch Street PHILADELPHIA, PA. Acknowledged Headquarters for anything and everything in the way of Books for Churches, Col-leges, Families and Schools, and literature for Sunday Schools. PLEASE REMEMBER That by sending your orders to us you help build up and devel- • op one of the church institutions with pecuniary advantage to yourself. Address ■ HENRY. S. BONER, Supt. The CDerea^y. The Literary Journal of Gettysburg College. VOL. XIV. GETTYSBURG, PA., NOVEMBER 1906. No. 6 CONTENTS "THE POWER OF SMALL THINGS "—Oration. . . 152 ELSIE A. GERLACH, '07. "POE: WIZARD OR CHARLATAN "—Essay. . 155 W. WlSSLER HACKMAN, '08. "THE TRAGEDY OF A SOUL"—Oration. . . . 158 CLIFFORD E. HAYS, '07. "TIME—ITS DEMANDS AND GIFTS "—Oration. . . 164 SARA B. BRUMBAUGH, '07. " CONSCIENCE AND SUPERSTITION ''—Essay. . . 167 D. L. BAKER, '08. "CO-OPERATIVE COLLEGE GOVERNMENT "—Essay. 169 '08. "THE STUDENT AND COLLEGE "—A LIFE LONG RELA-TION— Essay . .171 ROY E. SMITH, '08. "A TOURNAMENT "—Story. 172 LEVERING TYSON, '09. EDITORIALS, . 176 EXCHANGES, 179 152 THE MERCURY. THE POWER OF SMALL THINGS. ELSIE A. GBRLACH, '07. EVER since Cartier discovered the St. Lawrence civilized people have stood in awe before the grandeur of the mighty flood of Niagara Falls. They have thought and talked and written about its tremendous power, its majesty and grand beauty; but no one ever considered its source, or thought of it in its parts. It was always thought of as one grand whole, until suddenly the world was startled by the fact that the beau-tiful Niagara was threatened. Then it was that the beauty loving Americans realized that out of small things great things grow, when they saw that the use of the great mass of water, little by little for supplying the manufacturing establishments, would steal away the greatness of the world's greatest falls. You all know the result of the awakening, that popular opinion prevailed and Niagara was saved from a gross sacrifice to mercenary motives. I have used the illustration only to show how often we forget the importance of little things. It is a world old subject, this fact of small beginnings. We know that the mighty avalanche, sweeping everything before it and burying whole towns with its millions of tons of snow, is made up of the feathery flakes. We know, in fact, that the entire universe, in all its immensity, is composed of atoms; yet do we realize the significance of the small things in nature. History speaks plainly of the power of little things. The importation of the first slaves into America may have seemed a thing of trifling moment; yet the war of the rebellion grew out of it. Again, it was but a small band of Pilgrims that landed at Plymouth Rock; yet their coming was the begin-ning of the career of the grandest nation of the world. The world of finance in the great Hippel embezzlement pre-sents a striking illustration of the principle we are considering. Do you think that when the respected banker stole seven million dollars, it was his first offence? Of course not. If all the facts were known his crime could be traced back along a line of ever lessening thefts, perhaps even to the small sum of a few dollars borrowed, but never returned to the bank. Mr THE MERCURY. 153 His first theft, whatever it was, may have seemed a trifling thing. But what a result! For an example in politics take the system of graft, recently uncovered in Philadelphia. No doubt the grafters were timid at first, and took but little from the public funds ; but they kept growing bolder until the enormity of their crimes could no longer be-concealed. We can see the value of a trifle in every day life. The true story, told of the man on the tower, goes to prove this fact. He was a common day-laborer and was assisting in the com-pletion of an immense chimney on a large factory. He was working on the farther side from the others, and did not notice that they had all finished and descended, and that the scaffold-ing was removed. In a very short time, however, his absence was noticed, and a large crowd gathered below, filled with horror at the thought of the awful death which stared him in the face, for the only possible way to reach him was by scaf-folding, which it would take weeks to build. But suddenly the crowd was quiet as the wife of the man, suspended between heaven and earth, appeared. She had evidently heard, for she was very pale, but calm. Putting her hands to her mouth she shouted, " Unravel your stocking." A cheer burst from the crowd, as they grasped at this feeble hope of rescue. Before long a thin grey thread was lowered, and to this they tied a cord. The yarn was homespun and it carried the cord in safety to the waiting man. The cord in turn drew up a rope and the rope a cable, by which the man descended. Practical application of the subject can be made in every phase of life. To be happy we must be careful of the little things in our home life. To be successful the business man applies the old adage, " Take care of the pennies and the dollars will take care of themselves." To become a college graduate, worthy of the name, the ambitious student must weigh the little things. It is a small thing to prepare a debate or read-ing for the literary society, or an essay for our monthly journal. It may not seem so at the time when you think you can't pos-sibly spare even an hour or so. But it is a small thing when compared to the benefit received from regular literary work: 154 THE MERCURY. first, of course, the benefit gained in preparation, then the power to think on your feet and to accustom yourself to hearing your voice in public speaking. The time given to athletics does not cost much, considering the benefit received. A short time spent in exercising every day helps to bring about the relation of "Sana metis in corpore sano." And it isn't much trouble to really study the lessons assigned. It takes only two hours to prepare a Latin or Greek lesson. To be sure the easier way, by means of " helps," sometimes seems almost pardonable when there is work to be made up on account of sickness, or when import-ant outside work demands the time. But this habit of shirk-ing grows so easily that it must be avoided or the college edu-cation will prove a failure. The seeming trifles at college are very numerous. But these few examples will serve to illustrate their value. The power of small things is strongly brought out by Longfellow in the words: . " Nothing useless is or low ; Each thing in its place is best; And what seems but idle show Strengthens and supports the rest." Oh, but how great a thing it is, how glad, To live in this our day ! when plain strong sense, Free knowledge and Religious influence, Build up a wall against the false and bad, And give the good both temple and defense : To live—when ancient enmities intense Turn to new brotherhood till now unknown ; When science and invention bless the world, Banishing half our pains and troubles hence ; When time seems lengthened, distance nearer grown ; When tyranny from every throne is hurled ; When Right is Might, and Reason holds her own : O, happy day ! fur prophets, priests and kings Have longed in vain to see such glorious things. —Tupper. THE MERCURY. 155 POE: WIZARD OR CHARLATAN? W. WISSLER HACKMAN. I. INTRODUCTION. THE ENIGMA. IN these papers it is not our purpose to rehash any biography of Poe, and such points of his life as may come up in these discussions will do so because they are, in our opinion, essen-tial in throwing light upon the problem in hand. That Poe's heredity, environment and temperament do as much toward heightening as toward solving the mystery that surrounds his literary attitudes and motives may not be denied, much less ignored. Brilliant, versatile, volatile; Byronic in egotism, Pickwickian in fantastic fancy, a Stevenson in action and a Uoyle in plot, he presents an enigma among American authors; an enigma that invites even while it defies investigation. Sensitive, proud and weak ; yes, almost despicably weak he stands the most tragic figure in the realm of American letters ; a tragic success ; a most brilliant failure. A graphic portraitist, a skillful manipulator of plot and atmosphere, a poet surcharged with a shadowy mysticism, a philosopher and scientist in amateur, possessed of an un-bridled daring of conception, a critic, dreamer and prophet— what is he not? Candid and unshrouded he sets himself be-fore us ; frankly and unhesitatingly he draws aside the mantle of his personality and uncloses to vulgar gaze the very wheels and cogs of his literary machinery. And yet, andyet— he is too like the famous chess player he so skillfully exploits, wheels and cogs and cunning mirrors casting deceptive re-cesses, and within, the man, whom none see, smiling derisively on the easy credulity of his admirers. That is just the ques-tion, that the crux of the entire matter of Poe, the genuine-ness of his attitudes. Let sincerity be the touchstone to the man. Is he a great soul struggling through an imperfect me-dium toward revelation, has his genius labored out of the in-tangible depths some magic philosophers stone whereby to convert the dross of earth into the divine gold of ideality ? Again, dare we accept his own implied claim, and treat him as 11 ■ 156 THE MERCURY. the clear-eyed discoverer of a profound unity of all substance and energy, or is he a mere mechanic who frames soul-stirring verse on an arithmetical basis making poetry a matter of mathematical proportions? Or after all is he a base juggler or at lea.st a clever trickster ? Is he king or impostor, prophet or pretender, wizard or charlatan ? Have you never felt the uncomfortable impression intrude itself through the charming plausibility of his philosophy, the eerie beauty of his verse, or the creeping horror of his tales that at your shoulder, as it were, stood Poe, his sensitive lips curled in proud scorn while about them played a smile of mockery and derision almost mephistophelian ? Take his por-trait, search his features carefully—do you not find an in-tangible contempt lurking there? Is it for you or for a stiff-necked, hard-headed people who will be sordid and material-istic ? Take his lighter stuff—plainly you can feel the under-current of banter, whether innocent or malevolent, I dare not yet say. That Poe's was an analytical intellect of the highest type must be conceded, for that he is capable of a keenness of in-sight abnormally acute, we have proof in his own exploits. The unravelling of the "Murders of the Rue Morgue" and the death of " Marie Roget" under circumstances that would have daunted the most optimistic of sleuths are evidences that go far toward establishing Poe's integrity. Had he been on or even near the scenes of these tragedies, for they were real, we might attribute his success to some fortunate discovery, some hidden inkling. But removed as he was from the pos-sible presence of data, his only aids newspaper clippings col-lected by himself, we must admit that success was—in fact could only be—due to the reasoning of a powerful intellect. Whatever Poe is, he is no shallow montebank ; if he resorts to dishonest trickery, it is not because he is incapable of higher things. Yet he does juggle, yet he does descend to the plane of monte-bank. How the same hand that projected " Eureka," that marvelous prose-poem, could perpetuate such worthless, school boy click-clack as abounds in the life of Thingum Bob, seems, - —--'-—- * w THE MERCURY. 157 to say the least, remarkable. It is just this apparent incon-sistency— it does not merit the term versatility—that makes Poe the enigma he is. The fabric of his literary work pre-sents a strange mosaic of pearls and tawdry brass side by side and intermingled in a strange, disconcerting confusion. Thus far we have dealt in generalities ; generalities of, I fear, a vague and dissatisfactory haziness. It has been our aim in this paper to, in a general manner, outline our intended method of procedure. The * following papers will be written with the author's text close to our elbow with a view of being read in like manner. Now in the conclusion of our introduction let us advance one tenet of our literary faith, to wit: Sincerity should be the guide and touchstone in all literary criticism. Much as we dislike the imputation of egotism we shall fear-lessly work out our conclusions independent of popular senti-ment or accepted views on this particular phase of Poe. Not in that we feel ourselves better equipped than others but because we believe that no man should suppress or subvert his own individuality to the authority of another while there exsits the faintest possibility of new discovery. * NOTE—This is the first of a series of six articles to appear in the MER-CURY treating on this particular phase of Poe viewed from four stand-points. Let it be suggested that the succeeding articles be read in con-nection with the authors text. The next article will treat him as Poet —ED. (AM,, .i 158 THE MERCURY. THE TRAGEDY OF A SOUL. CLIFFORD E. HAYS, '07. ALL progress lies through evolution or revolution. Start-ling as this may seem, nevertheless it is true in Religion, Politics and the Industrial World. Progress is the giving up of the old condition and the advance to the new. The pro-gress of a nation or organization is measured by that of the individuals who compose it, and every time a man gives up a long accustomed ideal there is enacted a tragedy of the soul. Two hundred years ago a handful of patriots decided to leave behind the old order of things and set sail on that dark and unknown sea of Democracy. All those men were the de-scendants of races accustomed to monarchy and Despotism, and it was natural that there should be a long and desperate struggle before they could give up the old. No American History disregards the bitter debates of that gloomy period when the Continental Congress was in secret session and our nation's destiny hung in the balance, yet few of us indeed realize what it meant for those men to affix their names to the Declaration of Independence. Up to July 4, 1776, but a few radical dreamers had thought of separation and fewer desired Democracy. The clanging of that old bell caused a struggle in the soul of many a true and noble man before he went either to the Revolutionists or the Torys. And the tragedy of their souls has often been repeated and is now being rehearsed in the Peterhof in Russia. On May 18, 1868 a boy baby was born in St. Petersburg in the recesses of a fortified palace during a period of darkest despotism, the reaction of the spasmodic lenient period of the stormy reign of Nicholas I. During the babes' early years his grandfather Alexander II was harassed by many for-eign wars and internal troubles which ended in the Czar's as-sassination. The 3rd Alexander, the boy's father, took control, but the revolutionists were so active that he remained in con-finement two years before his coronation. Thus this youth was born and reared in a household con-tinually threatened and fearing, yet a household which held sacred the belief in historic Czarism. All his education was THE MERCURY. 159 to prepare him to be a Czar such as former Czars had been, although the fierceness of his ancestors was somewhat miti-gated by the state of affairs during which he was born, yet that one idea, that he would some day be God's vicegerent to rule that vast empire by his own absolute will, was constantly drilled into him. Surrounded and influenced by the bureau-cracy, his inherited autocratic spirit was intensified. Accus-tomed to think and hear that alone, it is not at all surprising that he should come to the throne a thorough autocrat. When twenty-six his father died, after a stormy reign filled toward the close with attempts at assassination. Then Czar Nicholas the II, this youth brought up in utter ignorance of the true condition of his country, secluded and taught aristo-cracy, with a mind and body inherited from a long line of despots, took the government of the vast Empire of Russia and her 140,000,000 souls steeped in ignorance and practically slaves to the nobles for seven centuries. It is a wild dream to think that Nicholas, the crystallized product of a line of Czars ruling for centuries in the same despotic course, should come to the throne filled with noble determination to free his people and set up a democracy. He knew no more of his people and democracy than his people knew of him personally. At court he was surrounded by that crowd of political vam-pires, the Bureaucracy, that class of nobles, the offspring of the Middle Ages, which inherited its rights for centuries. It is a nobility such as no other country knows. Dependent on the Czar and Czarism for their life liberty and property, they cling to the tottering throne of despotism as a vine to a mould-ering wall. Planted when the wall was erected, they have grown old and useless with it, and although they see the wall crumbling and tottering with every fresh blow from the tides of Democracy, yet they must cling to the wall for life. All enlightenment and culture is limited to the palaces of the nobles. "With their enlightenment and widened horizon which includes in its circle both Czar and the people, they see clearer than anyone else the true condition and the only solu-tion. They loathe Czarism which they are forced to support, and fear the people whom they must keep in submission. til Ilk ill'.) I.,.I. 160 THE MERCURY. They see this and fear, yet are bound to the throne for the maintenance of their life; they cling with death like grip to the thing they looth, yet cannot leave. Bureaucracy hangs between life and death, despotism and Democracy, progression and retrogression, but worst of all, knows that either way the pendulum swings aristocracy must vanish as a dream and they with it. Thus it is to their interest to keep the Czar in ignor-ance and their heads above water. With such a spirit ruling them and such interests at stake they drove Nicholas I mad, and hindered his useful reforms. This Czar broke through the ignorance, superstition and teachings of the Czar's and tried to better his people. He instituted education, lessened the censorship of the press, heard embassies from the people, and emulated foreign progress. Yet all this was undone by the bureaucracy who saw in this their ruin. They as ministers bowed to the Czar and promised faithfully to further his work, but out of his presence issued counter orders and altogether blocked his reforms. Real conditions were kept from him, till harassed on all sides, the Czar lost faith in everything, loathed civilization, hated progress and instituted such a despotic re-action that the country was plunged deeper than ever in the dungeon of ignorance. Such is the pitiful struggle in Russia's high places that the nobles in their mad race for life and posi-tion bind upon the Czar, in childhood, the shackles which en-able them to hinder him all through his reign. Surrounded by such conditions, Nicholas II came upon the throne of Russia in the year 1904. Brought up in seclu-sion and study during childhood, taught autocracy and militar-ianism in his youth, surrounded completely by the Bureaucracy, knowing little of Democracy, considering himself the vicege-rent of God and responsible to Him alone, and entirely ignor-ant of the condition of his people he kept the beaten path of his ancestors and it should cause no surprise that he did not immediately accept our western views of things. The recent war broke out and during it the young ruler be-came acquainted with his people. Suddenly into the dark chamber in which he sat and ruled, shut off from the world, a ray of light entered. He heard low grumblings. Then *,. THE MERCURY. 161 his dazzled eyes and startled ears gave evidence of the flames of Revolution and the demands of his people. One minute he was sitting in unsuspecting security; the next he was swept from his feet by that awful whirlwind of plunder and murder. Stunned and lost for awhile it seemed as if all must give way. Forces on all sides dragged him hither and thither. The people clamored, they howled, burned, pillaged, murdered ! Some demanded liberty ; some representation ; while others urged harsher despotism. He had no rest; one said this, another that. One cried " The Police ! Suppress! Trample ! Lash ! " Now came the urgent appeal, give the con-stitution or all is lost. Throw Autocracy to the winds or Russia is lost. Hear your people or your are doomed. The whole world mocked, the nations laughed at this poor imbe-cillic prince, who sat and held the power yet did not act. Yet were they right? Was he imbecillic and weak ? Most assuredly, No! He had always aimed to do the right, and but one thing was opened up to him as the right; therefore he did it in sincerity. On that eventful morning when after sleep-less nights, he signed the decree for the national assembly, he said to Count Witte : " I have never valued aught but the weal of my subject, and have always used autocratic power for that and never wittingly exercised it for any other purposes, I was always convinced that the welfare of the empire demanded this, but now I lay a portion of my power aside because I have good reason to believe it is to the advantage of Russia to do so." Thus drilled and taught Czarism, he came to the crisis blinded ; and when his eyes were opened he did not imme-diately fly to Democracy, and the nations mocked. He, Czar Nicholas, who believed himself to be of divine appointment, descended from a line of despots, did not break away from all precedent, undo the work of his ancestors for ages, did not deny his entire nature and change his mode of thinking in a moment, in immediate need and under great stress without hesitation, thought, or fear, and they said he was a weakling, an imbecile, a child! He loves his country, his whole pride is Russia, therefore he could not deny his moderate and prudent nature, which he 162 THE MERCURY. undoubtedly has, and plunge his people headforemost into our occidental iorm of Government, so strange to a European mind. And, if the truth were only known, the world would see but a handful of rash extremists, followers of such as Maxim Gorky, raving for liberty. What the people want is not so much the reins of government, but a little release from the oppression of the hated nobles. In this awful whirlpool of unrest the Czar could not loose all moorings from absolu-tism and expect to sail clearly and safely to any definite condi-tion. Place our own beloved President in such a position. If he should suddenly awake to the fact that Democracy was crush-ing his people that he had always been deluded, and at the same time four ways of acting, all contrary to his very nature, should be opened to him, he could not tear himself from Democ-racy ; he could not in one day decide what was best for this enlightened people. Let us then be reasonable. Let us consider the Czar with his bias due to a weight of despotic ancestry, hedged about by the autocracy, living in ignorance of the true conditions of his people, coming suddenly to the realization that something must be decided ; pushed hither and thither, all the while re-maining cool and collected, and at last giving that most mag-nificent testimony of a- clear brain and a deep desire for the right by signing the ukase by which he limited his autocratic power, and brought to a close centuries of despotism, and gave an earnest of liberty to 140,000,000 of people. Universal suffrage, a right to levy taxes, supervision over all branches of the government, and " civic liberty based on real inviolability of the person and freedom of conscience, speech, union and association," were on the 19th of August, 1905, conferred on a nation which had remained in ignorance and serfdom for seven centuries. And all this was decided upon by a conservative, prudent and strong willed man. But the most marvelous of all things which this young Prince, this laughed at " Little Father," accomplished; was the inner vic-tory in his soul over his imperial psychic nature, the accumu-lation and inheritance of ages. We are told that in order to THE MERCURY. 163 judge fairly an individual's actions " we must take into consider-ation his position, his character, his past, his individual feel-ings, his moral and physical powers. We must keep in view the incentives from without, the circumstances and limitations among which he moves." Then we can say that the Czar was not a puppet. He was not a mirror reflecting every one's opinion. With but a few short months of earnest thought after his awakening and under tempestuous conditions, he signed that manifesto. On that eventful morning, when Russia's new sun arose and the darkness of absolutism received its first blow, Czar Nicho-las II arose, calmly attended to some minor duties, then went to the Chamber of State where spread upon the table was that document. Standing on his right was Count Witte that diplo-mat of Russia who saved his country's honor in the financial crisis; he who gained a bloodless victory at Portsmouth ; the champion of the people; stood trembling as the Czar made the cross and wrote N-i-c-o-l-a-i, thus signing away his in-herited power. In the ante-room were assembled the minis-ters of Russia, members of the Bureaucracy, waiting to see the doom of their class. As Nicholas calmly signed, arose, and without a word left the chamber as if routine business had been transacted and with stately dignity and composure, passed out, these ministers burst into tears and sank into uncontroll-able grief. As thus we take under review the events of the past few months, we see a man, by the power of his will, in response to the imperative of a noble nature, breaking through all the bounds of influence, throwing off the bias of his inheritance,, changing his whole psychic nature and giving the funda-mentals of freedom to one-tenth of the earth's population. The struggle through which he passed ; the heartache, the doubt, the fear, the loneliness—who shall measure it ? There in his palace, if anywhere on earth, was enacted the silent but awful Tragedy of a Soul. 164 THE MERCURY. TIME—ITS DEMANDS AND GIFTS. '07. IN this, the Autumn season, there sometimes intrudes upon us a resentful feeling, that Time, is ruthless in his van-dalism. We stand before the ruins of the past and read new meaning in the oft-repeated phrase " time passes by." Time passes by—ah, yes! — and never did Attilla leave more devastation in his wake. The wind whispers the news of his arrival and sweet flowers fade, myriads of bright leaves fall. He breathes over the child, and the sparkling eyes become dulled, the rosy cheeks pale and seared. Shaken by his heavy onward tread, mighty columns crumble, beautiful statues fall prostrate. He passes his hand over the masterpieces of a DeVinci or a Titian and the exquisite coloring fades. He steals away the rich voice of a prima donna by whose power and sweetness the world was uplifted and rejoiced. He cramps the flexible fingers of the musician and no more the ravishing strains are heard. He leads captive the devoted statesman to whom a distracted people are anxiously looking for direction. He stalks over a mighty nation and only the record of history remains. But what strange scene is this ? I see a scholar bending over to examine a yellow crumpled volume. With an indrawn sigh of pleasure he whispers—" Ah ! it is old, old." I see a cultured woman wave aside sparkling cut glass and fragile painted china, and picking out a bit of rude discolored ware she exclaims, " Oh, give me this." I see a romping boy eagerly grasp a ragged stamp or black-ened coin. He tosses his cap in thj air and shouts—" Whew this is old." I see a traveller turn his indifferent glance from the most magnificent, the most beautiful of modern architectural achieve-ments and with face lit up with admiration, almost reverence, feast his eyes upon the crumbling columns of the Parthenon or the gloomy walls of a mediaeval castle. I see one turn from the blooming freshness of childhood to the silver hair and lined face of age, as though he had dis-covered some rarer beauty there. - - THE MERCURY. I65 V-Why should we thus stoop to kiss the hand that smites us? Go, ask the scnolar and he will lead you back to the age when men first conceived the idea of transmitting their thoughts by laboriously hewing a few symbols out ot solid rock. Cen-turies pass by until the alphabet appears and slowly, fitfully, at the cost of inconceivable labor, and often personal danger, our great treasury of thought was added to. Now it is the immortal Epics of Homer, now the philosophy for which Socrates willingly forfeited his life. Here and there are scat-tered the works of a Shakespeare, Milton, Hegel, Bacon, and the scholar in gratitude exclaims: "These are my jewels, the gift of Father Time." Ask the scientist and he will place in your hand a clod of earth or lump of coal; then leading you through the once dark avenue of scientific research, with its many windings and stumbling blocks, will turn on one by one, the many illumina-ting theories, and laws by which the by-ways of medicine, mathematics, chemistry and astronomy, have been lit up by that master-workman Time. Ask the musician and he will tell you of the rude ancient lyres which were played by the wind blowing over the strings ; or of the Grecian pipes, having but two or three stops. Then he will place you in a dimly lighted cathedral while a mighty organ peals forth a Handel's Largo, or a full orchestra, one of Beethoven's Symphonies or a single violin—a melody of Reu-benstines. Ask the patriot and he will show you a brave pioneer hew-ing his way through the limitless forest, fighting savages, de-prived of every comfort. He will show you a brave little com-pany of men boldly signing their name to what semed virtu, ally their own death warrant. He will show you a Valley Forge and a Gettysburg. He will show you a country which is regarded as the Paradise of the World. Ask the little child and he will clap his hands and lead you into an enchanted land, peopled with elves and fairies—with Santa Claus, with giants, mermaids, and Grecian heroes. Ask the aged man and he will lay before you memory's book from which the kindly hand of Time has erased all small- j66 THE MERCURV. nesses and disfiguring blots ; and upon the last page you will find inscribed not " Finis," but the expression of the " great conception in which the belief in the human race and its des-tines triumphantly asserts itself"—continued through eternity. UP HIGHER. Every time you miss or fail, Start in on a higher scale, Let each tear, and sigh and moan, Only be a stepping stone ; Let each dark experience Point you to an eminence Up higher. Every stab that racks your heart, Fits you for a stronger part, Every stunning blow of pain, Lifts you to a broader plane. Every foe that can appear, Trains you for a larger sphere Up Higher. Never pause, and ne'er look back O'er the fast-receding track. There's a ghost there, grim and gaunt— IVhat's ahead is what you want. Turn; and you will stand aghast: Never search the bitter past, Look higher ! From each crushing blow of pain, Rise and go ahead again. Though your days fly swiftly past, Push to conquer to the last. Upward yet, and upward ever ; Onward still, and backward never ! Even when you hear the sound Of Death's whisper iook beyond, Up higher. —Joseph Bert Smiley THE MERCURY. l67 V-CONSCIENCE AND SUPERSTITION. D. L. BAKER, '08. conscience and Superstition—what relation can exist be-tween them ? A by no means readily seen one. It is only when we consider each in relation with a third, that their intimacy makes itself apparent. This third factor shall be Religion. Now every known religion sets forth certain staple rules for right living ; none but strives at a certain ethical standard; all hold out a certain reward, present or beyond, for faithful con-formance with its own particular doctrines and precepts. By even a mere passing analysis of the fundamental tenets of varied religion there may be readily discovered a startling con-flict in ethical ideals. Conscience is that peculiar essence which by common con-sent is credited with the office of approval and censure passed upon the actions of self. A violation of moral or ethical law is supposed to entail an unpleasant activity on the part of the conscience bearing a close resemblance and relation to remorse. Strange to say when we refer to the activities of conscience, it is almost always censure we note and rarely approval. Are we then to conclude that conscience is a threatening scourge, a lurking nemesis awaiting some unprotected Sin to pounce upon ? It is when we assume this attitude and then rake them, the infinite fields of superstition, that we are struck by a startling parallelism. As to-day the dreaded cellar fiends and garret spooks invariably lie in wait for the unruly youngster, so throughout the history of mythology it is the evil ones on whom the scourges of fiends and the terror of the Furies fell. Superstition is apparently as inherent in man as conscience itself. The most intelligent of us feel its icy fingers clutch our throats at certain limes—and those times—usually when our consciences are not easy. We perform a misdeed—the natural and legitimate result to expect, is punishment. The sin or crime may have been a secret one ; we know it was unwitnessed —yet racial habit is so over-ruling that we nevertheless expect punishment; intuitively, expect it. In such case, intelligence 168 THE MERCURY. or rather consciousness strives to justify and clothe intuition. Then there is nothing to fear from the human will; if fear con-tinues it must be of the superhuman. At night, when darkness hides danger, the hereditary ani-mal in us fears the lurking creatures of the dark pre-historic beasts of prey—but intelligence denies their existence. The animal fear triumphs and the mind creates a thousand super-stitious horrors to justify it. Any uneasy conscience multi-plies them a thousandfold, e. g., Fields' juvenile poem—"See-ing Things at Night," and Riley's, " Little Orphant Annie." Shall we then say, superstitious fear is merely a modified fear of retribution supernaturally administered because of absence of human agents ? We can say the same of conscience. Dare we then say conscience and superstition are merely dif-ferent manifestations of fear of punishment? If so, how can we explain that individuals of low intelligence are most susceptible to superstition and most callous in con-science ? Can we then define conscience as a source of super-stition ? Here we find ourselves in deep water—very deep ; conscience is supposed to set the standard for absolute right. If so, how can we explain the antagonism in religious dogmas cited in the beginning of this discussion? It seems then as though conscience was dependent on re-ligion. But every religion is burdened by a large amount of superstition, which superstition seems to exert a stimulus on conscience. Which shall we say—conscience is the product of superstition—or superstition, the product of conscience ? The revelation is undoubtedly close, closer in fact than we like or dare to admit. THE MERCURY. 109 CO-OPERATIVE COLLEGE GOVERNMENT. '08. BY cooperative college government we mean the uniting of the faculty with the student body, and the two operating jointly to promote the same end. We do not wish to make an attack on the present form of government with any malice whatever; but having been on trial before the faculty, and several times called into the Presi-dent's office, in company with a body of representative men, to consider questions relative to college government, we feel that a frank expression of our views will not be mistaken. Knowing the sentiments of many of our Alumni and that of the entire student body we are truly convinced that the present form of government is unsatisfactory, and believe that some form of cooperative government would meet with hearty approval. The predominating dissatisfaction with our present form of government is that our faculty do hot stand in close enough relation with the students, to readily understand each indi-vidual and thus are unable to correct his faults while they are yet in bud. Under the present form of government the will of the faculty is absolute. In this one body are vested the Legislative, the the Judicial and the Executive powers. The students are mute as far as government is concerned. The student upon entering the institution is handed a copy of the rules and regulations. He reads them and lays them aside. Soon he has forgotten their contents and violates a minor clause, soon another and then another till he has broken many, and it has now become a habit with him. Suddenly he is notified by the Proctor to appear before the faculty to give an account of himself. All available evidence has been collected by the faculty beforehand and he is asked to make his defense. Occasionally it so hap-pens that he cannot satisfy the faculty as to his innocence and he is given a period of suspension or expulsion, If at the outstart of his transgressions he had been visited by a com-mittee and cautioned as to his conduct, probably he would have avoided this humilation. 170 THE MERCURY. We do not believe that it would be wise to put all power of government into the hands of the students, but we believe they should be given some power. Where could be found a more fitting place for teaching the lessons of citizenship than in the govermental affairs of a college ? Our students have demonstrated that they are capable of taking up the various activities of college life and of hand-ling them successfully. We have our athletic council. In that council are representatives from every class. Why couldn't cooperative college government be run on the same plan ? The Faculty or Trustees electing their members, and each class electing theirs, this body being given full legislative power. Then a committee of students appointed by this couucil to educate the new men with the legislation, this same committee to watch a young man after he had been reported by some student for neglect or misconduct. Then if he persists in his efforts, cautioned, and then if he heeds not, brought before the com-mittee and then if they find him incorrigible, reported to the faculty, who finding out all the facts in the case take definite action. With a system of this kind, we think the faculty would be relieved of much of its burdensome care, and that all hazing and " rough housing " would be eliminated ; for those most annoyed, certainly would report to the committee and this committee being a body of honorable men could do nothing other than deal justice. Also a greater college spirit would be created, for no man would be permitted to become boorish in his manner, and each would know that part of the welfare of the college rested upon him the same as the true citizen knows that part of the nation's welfare rests upon him. When we get a system of college government such as this, then College Spirit will be a kin to Patriotism. THE MERCURY. 171 STUDENT AND COLLEGE LIFE—A LIFE LONG RELATION. ROY E. SMITH, '08. EVER since the custom of having a particular sight, dedi. cated to the instruction of those wishing to become more fully acquainted with the higher learning in science, philosophy, rhetoric and all departments of knowledge, was instituted; since certain ancients, renowned in their knowledge of certain arts, had their "schools" of followers, there has been a relation preserved between master and pupil; between their alma-mater and themselves, rivaling the ties of home and kindred and ever remembered as one of the dearest of their lives. What is this relation which binds with bonds of affection so strong that they last for a life time ? Why is it that we cling to one and repudiate the other ? ' It is the old story of affection through association. Since the beginning of time men have regarded with affection and left with regret things which may have seemed despicable to them at first. The thief does not follow his craft for love of it when he first takes it up, but later he glories in narrow es-capes and gloats over a successful raid. So it is with our college life. We, in time, become a part of our surroundings and when the time comes for our graduation, or when we must of necessity leave, it is with a pang of regret as if we were losing something that held a peculiarly warm spot in our hearts. And we are. For what is like the friendships formed be-tween instructors and those whom they teach ? What besides home affections, can rival those formed with our fellow stu-dents? Those who, having passed through their college life, are struggling with the difficult problems presented to them by the world can best answer these questions. How often do they live over again the good old days when they were Fresh-men ? They can again hear the soft knock at their door and feel over again their sensations of wonder, and then of terror, as they see man after man enter to demand entertainment. Then they thought that something like shame and humility 172 THE MERCURY. crept in as they rowed an imaginary boat in a veritable tem-pest for an imaginary shore, or gave extemporaneous speeches on subjects suggested by the audience. But no touch of bit-terness entered in now. Those things which appeared inde-corous then served only to stamp more vividly in their minds the wonderfnl good-fellowship which underlay all their gruff manners. They even wondered how they escaped getting it harder. Then they would think of their first admittance, involun-tarily and unwished for, let it be said, into the presence of the faculty; and of their mingled feelings as they were told that it was for the good of the College, generally, that they keep out of all scrapes or else go home. Truly these roses, albeit with their thorns, appear sweet and the thorns, as well as the roses, help to bind one more closely to his undergraduate life and also to his Alma Mater. Can we ever forget our undergraduate days ? As well forget the home of our childhood, or the love of a faithful friend ! A TOURNAMENT. LEVERING TYSON, '09. IN the central part of Germany, situated along the banks of the Rhine, and overlooking its surface, stood the stern fore-boding castle of Prince Vonholm. This imposing structure had been the residence of the Vonholm's for many centuries, and the aged, ivy grown walls had long since begun to crumble. The Prince and his family moved into the lowlands, shutting up the habitable part of the ancestral home, seeking the pleas-ures of court life and the education of his children. The Princes' one care was his son Richard. He was a stocky, medium-sized young fellow, muscular and especially well suited for the tournament, the principle source of amusement to the aristocrats of that day. It so happened that Sir Henry Dismusch, a favorite of the king, also had a son about Roger Vonholm's age. He was skilled in all manner of war-like exercises and held the office of head 'squire in the king's retinue. This he acquired by his strict attention to af- THE MERCURY. 173 fairs of the court and also by the aid of his father who, next to Prince Vonholm, was considered the best knight in all the country round about. While Henry Dismusch, Jr., was coursing with his father with blunt spears, Roger Vonholm would take his horse and game bag and would ride off into the woods, leaving the mes-sage that he was going hunting. This he continued to do for two years. Every evening he would come home, completely, tired out with his exertions, but with empty game bag; Yet he was as cheerful as any one in good health could possibly be. His mother was busy tending to Court affairs and his father was off to the war, so Roger's only companion was a middle aged soldier whom the Prince always left at home while he was away on his travels to guard his family. This soldier was the constant companion of Roger and was always by his side on his journeys through the woods; so the Princess Vonholm was not greatly alarmed about the safety of her son. Near the summer residence of the Vonholm's were the huge lists of Crancy. The arena was oval-shaped, six hundred feet long and about four hundred wide. Around this was a circular enclosure about twelve feet wide for the attendants, clerks of the course, and the heralds. This was to be the scene of one of the most interesting tournaments held within many miles of the castle. The young Squire Henry Dismusch was going to defend his title as head squire against all comers. Only young men under twenty years of age were eligible to compete for the honor. A contest of this kind had never been held in the Crancy lists, and the people of the surrounding country did all in their power to please their sovereign by their atten-dance. The all important day dawned fair and cloudless. Before it was time to commence the contest, every available seat in the huge amphitheatre was occupied, and still huge crowds surged through the entrances. Sir Dismusch and his family were seated near the king, awaiting with confidence the combats which meant so much to them. Prince Vonholm sat next to the king watching the surges of humanity for his son, who, for ,^,'^WuH'iti u 174 THE MERCURY. some reason or other, was delayed and could not accompany his father to the lists. At last the Prince turned his attention to the games, as the heralds had announced the preliminary contests. They were well waged but of little interest to the king and his court. These were awaiting anxiously the challenge fight for head 'squireship. The heralds had no sooner announced the proclamation of the knight defender, than a trumpet blast sounded from the far end of the lists, and there entered the arena a knight clad all in sable armor with a white cross upon his shield and a leopard rampant upon his helmet, accompanied by a knight clad all in crimson armor, a gold cross upon his shield and a double eagle on his helmet. The sable knight came forward to the centre of the lists, and raising the visor of his helmet, showed himself to be, King Howard, the brother of the king, the ruler of the neighboring kingdom. He acted as voucher for the knight challenger, saying that he wished to keep his identity unknown until after the contest. The heralds then sounded their trumpets for the contest to start. Various preliminaries were gone through, until at last the knight in crimson armor stood stock still at the northern end of the lists and the knight defendant, at the opposite station. The unknown knight was armed with a sword, mace, and dagger, and rode a huge black charger. His opponent be-strode a milk white steed and his armor was entirely white. He carried a mace hung at his saddle bow, and besides his dagger also carried^a kind of truncheon, a cross between a sword and one of the huge coursing spears generally used in tourna-ments. This last weapon was just becoming popular with the younger knights and 'squires, and Henry Dismusch had also adopted it. It could be convenien-tly wielded on horseback and was not as bulky as the spear. At the blast of the herald's trumpet, both men dug the spurs into the flanks of the horses and thundered down the lists nearer and nearer to each other. With the noise like a clap of thunder the two chargers met and recoiled, each rider doing his best to unseat the other. After the first recoil, the knights m THE MERCURY. 175 fought fiercely hand to hand. The horse of the unknown knight was unruly and the spectators could see that his actions were greatly retarding the strokes of his rider. The combat clashed on. The knight challenger was charging to meet the attack of the knight defendant, when his horse suddenly reared and received the point of the truncheon in his side. Giving a snort, he jumped forward, unseating his rider and falling heavily to the earth a short distance away, dragging the un-known knight with him in his fall. Then the knight defender seeing the knight challenger at his mercy rode over to him to end the contest. Riding his horse beside his fallen opponent, he thrust at him with his truncheon. The knight on the ground was powerless to rise, as the weight of his armor was too great for him. He knew death was imminent and waited for the finishing stroke. When the blow from the truncheon fell he seized the truncheon above the head and held. Had the knight chalen-ger just let go of the handle or stopped his steed, he would have conquered the fallen knight easily. The horse sprang forward and the very stroke that should have ended the knight's career was the means of saving him. He was dragged along the ground for a short distance and then managed to seize his opponent's stirrup. With this aid, he managed to seize the mace hanging to the saddle bow; and tearing it from its fas-tenings, with a mighty blow struck the knight challenger full in the neck and hurled him completely from the saddle. The clerks of the course declared the contest won by the knight challenger F.nd ran up just in time to catch him as he fell from exhaustion. A mighty shout arose when the result of the contest was seen ; but this changed to a roar, when the victor's name was declared by the herald. The surprise and wonder were universal and the amazement of the king was great, but none were more surprised or dumbfounded than Prince Von-holm ; for the name of the victor, which the herald announced, was " Richard Vonholm, this day rightlead squire to his Majesty, King Frederick." M tt,.»:\i,.'iii u THE MERCURY Entered at the Postoffice at Gettysburg as second-class Matter VOL. XIV GETTYSBURG, PA., NOVEMBER, 1906 No. 6 Associate Editors GEO. W. KESSI.BR, '08 J. K. ROBB, '08 EDMUND L. MANGES, '08 Advisory Board PROF. J. A. HIMES, LITT.D. PROF. G. D. STAHLEY, M.D. PROF. J. W. RICHARD, D.D. Editor-in-chief WARD B. S. RICE, '07 Exchange Editor THOS. E. SHEARER, '07 Business Manager THOMAS A. FAUST, '07 AssH Bus. Managers. HENRY M. BOWER, '08 H. WATSON DAVISON, '08 Published each month, from October to June inclusive, by the joint literary societies of Pennsylvania (Gettysburg) College. Subscription price, one dollar a year in advance; single copies 15 cents. Notice to discontinue sending the MERCURY to any address must be accompanied by all arrearages. Students, Professors and Alumni are cordially invited to contribute. All subscriptions and business matter should be addressed to the Busi-ness Manager. Articles for publication should be addressed to the Editor. Address THE MERCURY, GETTYSBURG, PA. EDITORIALS. POETRY. W e will acknowledge that some persons are more poetic in their thoughts than others, yet we believe that there are a larger number who could write poetry worth reading, if they would make the attempt. There is more of the mechanical in writing poetry than appears on the surface. In reading a poem we are so affected with the loftiness ot thought or the elegance of style that we do not think of the ground work or THE MERCURY. 177 plan by which it was effected. Poetry is not idle rhyme but a well developed plan, the discription of a beautiful thought. We notice a great difference between poetry and prose, both in style and effect. This distinction is difficult to describe; just as the metallic lustre, of a mineral, we know it is a prop-erty but can not thoroughly define it." We notice that poetry is more ornate; it is crowded with thought and beauty ; it pierces the very soul. For example take the quotation from Bell: " Rich were the sable robes she wore." This is animat-ing and suggestive ; but suppress the emphasis by a rearrange-ment of the words : " She wore rich sable robes." You now notice how flattered, how less attractive it is. Often too, rhyme lends charm to the poem, though not necssarily so, as some of the best are written in blank verse. The requisites for writing worthy poetry are out of the ordinary, but by no means unat-tainable. Furthermore we must not think that our work has been a failure because it does not measure up to the master-pieces, which are often the work of genius or years of exper-ience. THE READING One of the most important advantages afforded ROOMS. the students by the college authorities is the reading rooms and the provision for the management of the same. It is there that we have placed before us the daily news-papers, the weekly and monthly magazines. In them we have news of all kinds ; the daily occurrences and happenings, the papers depicting the sportive side of life, and the magazines which contain the latest discussions, from different points of view, by men who are leaders and thinkers. We are obliged to search the pages of history for the past, but we only have to open our eyes to see the present as it is being acted before us. It is surprising to note the small number who really take advantage of this great opportunity, and to see the large number of magazines on the shelves during the open hours. Many confine most of their time to the athletic news and the papers of jest. We do not condemn a certain amount of this kind of reading-but are obliged to do so when it is engaged in to a i78 THE MERCURY. fault. Our ignorance of the times places us at a decided dis-advantage especially in college life. We are unable to handle impromptu speaking ; we will find ourselves lacking in material for -debate, and are at a loss as to what to write on an essay subject, if we have not read an thus formed some opinion and conclusion of our own. Let us form a conclusion of our own, for what we have read is only an opinion and one of the pos-sible attitudes to the subject. By reading we become ac-quainted with the facts from which we are able to draw our conclusion. A short time each day spent in the reading rooms is not only the privilege but the duty of every one who is seek-ing a thorough college training. M The question ot literary societies is an old LITERARY SOCIETIES. Qne^ but js of such jmportance that it can not be emphasized to often. There seems to be somewhat of a renewal of the literary spirit this year; the weekly meetings show a larger attendance and a new enthusiasm in the work. This is to be highly commended ; for we can not say too much of the influence which this kind of work has upon those who actively engage in it. It seems to broaden a man in every way ; he learns to think and talk before audiences without pre-vious preparation; it is a good help in training one to express his thoughts clearly and concisely; one is soon aware of a cer-tain ease with which he recites his lessons; there is even noti-ceable more freedom in ordinary conversation. Over one half of the first term has passed. Have you joined one of the so-cieties ? If you have not done so, do it at once. Either one of them will amply repay you for the time spent in it. How-ever we do not wish to be understood to say that your name upon the roll or even your presence at the meetings will bene-fit you ; those facts only give you the opportunity; you must do the rest. For a time it may be burdensome for you to take part in the program, but through constant effort it will soon be-come a pleasure. We assure you that if you join with a de-termination to work, and make service your motto, success will be yours. THE MERCURY. 179 EXCHANGES. There are many excellent points about the exchanges this month, among which is an article in The Dickinsonian written by an alumnus, " Preparing a Debate." The writer is an ex-perienced and successful debatorand consequently the methods which he sets forth should not be passed over lightly by those who are desirous of becoming good debators. Only a few of the points can be reproduced here. " A debate is not won alone by the brilliant work done upon the platform, but is largely won in the laborious and silent days of preparation. It is then that they construct their line of defense and obtain the undeniable facts upon which they are to erect their fortress of argument. * * * * Again a whole volume of argument must be contracted into a ten minute thunderbolt, and victory usually rests with the men who can make the most of that fleeting ten minutes. This work requires ability and carelul thought. * * * * We collected all of the arguments, pro and con, and discussed them. Our next move was to construct as strong a brief as we possibly could of our opponents' case. This is well as it forces one to build his own case with a thorough understand-ing of the opposition, and he therefore puts a truer valuation on the worth of the arguments which enter into his brief of debate. After this was done we began the construction of our own cose. * * * * We took up every possible argu-ment for our opponents and carefully prepared an answer to each point which we thought they might present. Do not de-pend on constructing answers on your feet, from your general knowledge of the subject, but be prepared with facts, skill-fully marshalled, under whose fire their arguments will be swept away. In addition to this we endeavored to anticipate the possible answers which our opponents would make to our own arguments and to construct counter rebuttals." In addi-tion to all this, physical training is necessary ; for " nothing so requires vigor and thorough command of one's nerves as a debate contest; " so this debator trained just like an athlete. He was careful of his eating hours and of what he ate; he avoided pastry and most desserts; he took an extra amount of i8o THE MERCURY. light exercise in the open air, and took plenty of sleep—never buring the midnight oil. So when the night of debate came he was in the best possible condition both mentally and phy-sically. His success has given ample proof of the efficiency of his methods. " Extinction of The American Indian " in The Drury Mirror is one of those articles, often met with, which seem to be products of over-heated brains, or diseased imaginations. Do you think that it was after a calm, deliberate and just in-vestigation of the facts that the following was written ? " Call not this result barbarism succumbing to civilization ; call it not the survival of the fittest; call it rather the result of hypo-critical intrigue, of broken agreements. Let us lay the charge of this terrible obliteration at the doors of our own character. Avaricious, we mercilessly seized the Indian's lands; domi-neering, we overrode the rights of the Redman and disre-regarded our duty to him ; impatient, we refused the savage time and opportunity to accustom himself to the great change civilization brought; non-assimilative, we said, " the only good Indian was a dead one." * * * * And now! The last chapter has been written ; "congress, the vote-seeking, hold-out-your- had-for money congress, although breaking treaties and agreements, although shattering the sacred ho^e of the terri-tory Indians for separate statehood, has done the thing most feared and dreaded—brought Indian Territory and Oklahoma into the Union as one state, under the name Oklahoma." We are glad to acknowledge receipt of the following ex-changes : Otterbein Aegis, The Haverfordian, Western Mary-land Monthly, The Oivl, The Philomathean Monthly, The Col-lege Student, The Drnry Mirror, The Augsburg S. S. 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Edited by Henry Chadwick. The most complete and up-to-date book ever published oh the subject. Fully illustrated. Price 10 Cents. Spalding's Official League Ball is the adopted ball of the National League, and must be used in all match games. Every requisite for Lawn Ten-nis and Golf. For over a quarter of a century Spalding's Trade-Mark on Base Ball implements has marked the advancement in this particular sport. Spalding's Trade Mark on our Athletic Implement gives you an advantage over the other player as you have a better article, lasts longer, gives more satisfaction. Every Base Ball Manager should send at oncefor a copy of Spalding's Spring and Sun:' mer Catalogue—FREE. A. G. SPALDING «S BROS. New York, Chicago, Boston, Buffalo, Washington, San Francisco, Philadelphia, Kansas City, Montreal, Canada, New Orleans, London. England, Denver, Pittsburg, Cincinnati, Syracuse, St. Louis, Minneapolis, Baltimore, Hamburg, Germany PATRONIZE OUR ADVERTISERS. 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Education has the power to provide opportunities for meaningful, personal growth. In this research I usc my own, personal narrative as a means to explore various feelings of accomplishment and disappointment throughout my educational experience. Written reflections from graduate-level courses and a self-written story of my educational experiences, including my role as a teacher, were used for data analysis. These artifacts were coded using NVivo software. Coding revealed four themes: Self-worth and Selfesteem; Freedom through Authenticity; Regret; and Change and Redemption. Discourse, which is a guiding, invisible force, shapes the narrative, or lived experiences, of individuals. Its influence on my narrative was examined. The discursive claim of education is that the main goal of education is about and in the best interests of students. As my experiences in education were not positive and I felt that I did not receive what I needed, I assumed that my narrative countered the discourse. The findings showed that it was not I who countered the discourse, but rather my mental illness. This finding revealed the oppressive force of discourse upon the teachers in that there was not room for mental illness in education. This brings into question the discourse about viewing teachers solely as professionals as opposed to teachers as people. ; SELF-FULFILLMENT THROUGH EDUCATION 2 Acknowledgements I most appreciate Dr. Louise Moulding. Qualitative research is not her thing. I know she did this for me. Dr. DeeDee Mower was the framework and the scaffolding who kept this project steady throughout its construction; however, long before we were aware of DeeDee's expertise, Louise took on this project with me. She remained my chair though she felt, and verbalized, that she was not the best candidate for that role. I cannot think of a better person to have guided me through this project. I do believe that there is no one else with whom I would have rather gone on this journey. She made me feel safe and she made me feel loved. This was a very special project, so I needed a very special person to chair it. Thank you, Dr. Moulding. You helped me change my life. Love is not enough they say. That is why we needed Dr. Mower. She was the shepherd of us sheep lost in the pasture of qualitative research. We often strayed, but she kindly brought us back. She brought her expertise, but she also brought excitement. I was discouraged a few times-more than a few times. DeeDee was always so excited about this project. She saw something I could not see. She saw power in this research beyond what I had ever considered. Her wisdom was indispensable. I have never experienced as much altruism in life as I did in her office as she taught me the language of narrative research. It has always seemed that she was invested as much as I was to this project. I did not spend a lot of time in Dr. Stewaii's office, but it is in her class where my journey began. She allowed me to explore my story within the contexts of her course. My reflections were priceless to me. They were precious. I will continue to appreciate the respect and care Dr. Stewart showed toward my feelings. Her comments were insightful and helped me continue my growth. I felt validated as a person and encouraged to stay on SELF-FULFILLMENT THROUGH EDUCATION my journey of self-discover because of the comments she wrote in the margins of one of my assignments. She made me feel special. 3 In addition, I wi~h to thank Hayley Blevins and Erin Furlong for their support. We went through this program together. They became my very best friends: we had a lot of fun. They loved me, they laughed with me, and they even cried with me. This experience was overwhelming with the many emotions that came with the project. Our friendship became my strength many times. I am fortunate to have met them. I think they are great, and I love them. Thank you also to Weber State University and the M.Ed. program for providing the platform for this research. SELF-FULFILLMENT THROUGH EDUCATION 4 Table of Contents NATURE OF THE PROBLEM . 7 Literature Review . 8 Purpose of Education . 9 Personal Experiences in Education . 12 The Role of Expectations . 1 7 Self-efficacy for Educators . 21 Why Narratives Are Valid in Educational Research . 23 PURPOSE . 29 METHOD . 30 Instruments . 3 0 Procedures . 31 FINDINGS . 35 The Four Major Themes . 35 Self-worth and Self-esteem: Authenticity and Freedom . 36 Regret . 39 Change and Redemption . 40 Conclusions . 43 REFERENCES . 47 APPENDICES . 51 Appendix A: Institutional Review Board Approval Letter . 51 SELF-FULFILLMENT THROUGH EDUCATION 5 List of Figures Figure 1. Coding data for final analysis. This figure shows the interactions of the three research questions in data analysis . 34 Figure 2. Four themes emerged from the overlapping area of the three research questions. The arrows show the interconnectedness of all four . 36 SELF-FULFILLMENT THROUGH EDUCATION 6 Abstract Education has the power to provide opportunities for meaningful, personal growth. In this research I usc my own, personal narrative as a means to explore various feelings of accomplishment and disappointment throughout my educational experience. Written reflections from graduate-level courses and a self-written story of my educational experiences, including my role as a teacher, were used for data analysis. These artifacts were coded using NVivo software. Coding revealed four themes: Self-worth and Self­esteem; Freedom through Authenticity; Regret; and Change and Redemption. Discourse, which is a guiding, invisible force, shapes the narrative, or lived experiences, of individuals. Its influence on my narrative was examined. The discursive claim of education is that the main goal of education is about and in the best interests of students. As my experiences in education were not positive and I felt that I did not receive what I needed, I assumed that my narrative countered the discourse. The findings showed that it was not I who countered the discourse, but rather my mental illness. This finding revealed the oppressive force of discourse upon the teachers in that there was not room for mental illness in education. This brings into question the discourse about viewing teachers solely as professionals as opposed to teachers as people. SELF-FULFILLMENT THROUGH EDUCATION 7 NATURE OF THE PROBLEM The purpose of education today seems to be influenced by economy rather than by humanity. Its extrinsic rewards are favored over its intrinsic power for personal transformation and growth. The earliest colleges were institutions used to prepare its students to become clergy. In the 1700s universities began to offer a breadth of courses that enabled individuals to reflect and reason. Experiences during university studies crossed many subjects. Students were mentored so that they would be able to apply the knowledge from these subjects to their own growth and identity. The goal was to allow individuals a range of opportunities that would engage all parts of their lives, both present and future. The early 1800s marked an initial shift in the view of education that abandoned the emphasis on the learner, his experience, growth, and identity replacing them with what the learner should learn. College attendance became more common and those pressures led to a decrease in the quality of instruction. The educational philosophy concerning the purpose of education is again focused on practical measures and extrinsic gains. This comes at the cost and marginalization of the intrinsic benefits of education. Despite this current situation, education still has power to provide intrinsic benefits. These benefits are still of value independent of the extrinsic benefits and need to be acknowledged and encouraged. The expectation an individual holds as he experiences education enhances or diminishes the potential for education to aid in personal growth and transformation. Thus, students who enter their scholastic endeavors with hopes of becoming a better person or a belief that they will gain a new view of the world are likely to find such things, while SELF-FULFILLMENT THROUGH EDUCATION 8 those who seek only a degree and better employment are likely to overlook and graduate never experiencing the available benefits. Society continually undervalues intrinsic aspects of education, which encourage students to do the same. Education is a lived experience that shapes identity and should be a foundation for a stable view of one's self. However, as students increasingly enter college without the realization of the role education can play in self-views and self-efficacy, they graduate with only a degree, mostly unchanged. Eliminating academic studies that may not be practical or directly applied to the workplace neither produces college graduates who have attributes employers state they look for in candidates nor does it project happiness or satisfaction in their future professional lives. The professional benefits may feel hollow or inadequate because individuals also need a sense of fulfillment. By sharing and discussing the intrinsic benefits of education, expectations of students may shift and graduates may feel a sense of fulfillment and self-pride. Literature Review The contemporary debate about the main role of education in society is not a new idea with such dialogue recorded as far back as the early eighteenth century, before American independence (Spring, 2014). Early colleges resisted focusing on specialized and practical curricula, opting instead to uphold the principle that the student graduate having developed "a balanced character that could fit into any intellectual conversation or gathering" (Spring, 2014, p. 70). However, over time higher education shifted toward specialized curricula that would land graduates in occupations, and ultimately came to care less about the intrinsic benefits of education, such as a sense of fulfillment or SELF-FULFILLMENT THROUGH EDUCATION 9 identity, than the knowledge or skill sets they attain (Hanson, 2014). As this shift continues, the expectations for growth in universities decrease as knowledge and occupational tasks increasingly become, not means to an education, but the "benchmarks and we abandoned the big questions about who our students become" (Hanson, 2014, para. 3). Purpose of Education The marginalization of intrinsic benefits of education existed even in the eighteenth century (Hofstadter, 1955/1995). Higher education, and education in general, has historical foundations in religion. The instruction focused on doctrines and teachings from whatever religion managed the institution. Courses, such as Greek and Latin, were not offered as means for personal growth, but to enable the students who were expected to become clergy or civic leaders to fulfill their responsibilities. In the eighteenth century colleges began to depart from this practice (Spring, 2014). Despite this departure from narrow religious curricula, there were individuals who proposed universities what would exclude "all but the useful and vocational subjects" (McCaughey-Ross & McCaughey, 1980, p. 251) this meant the elimination of classical languages completely, and restricting instruction of science and mathematics to direct applications similar to today. However, these proposals were originally rejected in favor of a far greater breadth of instruction (Spring, 2014). Samuel Johnson was instrumental in these changes when he became the first president of what is now Columbia University in 1754 (Mccaughey-Ross & McCaughey, 1980). In the announcement of the university's opening, Johnson explains the proposed instruction to be: SELF-FULFILLMENT THROUGH EDUCATION 10 . In the learned languages, and in the arts ofreasoning exactly, of writing correctly, and speaking eloquently; and in the arts of numbering and measuring, of surveying and navigation, of geography and history, of husbandry, commerce, and government, and in the knowledge of all nature in the heavens above us, and in the air, water, and earth around us, and the various kinds of meteors, stones, mines, and minerals, plants and animals, and everything useful for the comfort, the convenience and elegance of life, in the chief manufactures relating to any of these things; and finally to from the study of nature to the study of themselves . and everything that contributes to their true happiness, both here and hereafter. (as quoted in Mccaughey-Ross & Mccaughey, 1980, pp. 251-252, emphasis added) Changes at other universities followed: arithmetic became a requirement for college admission; mathematics became required in three of the four years of college instead of one; science equipment such as barometers and microscopes was imported; and readings by Locke, Newton, Copernicus and others were assigned readings (Spring, 2014). A graduate of baccalaureate programs in the 1 gth century was expected and assumed to be one who was balanced and engaged in all the facets of his intellect (Spring, 2014). However, this changed decades later as the demand for education rapidly increased (Spring, 2014). In the haste to respond to the demand for more and more universities, the quality of instruction was ignored (Spring, 2014 ). The proposals to exclude the classics, depth in mathematics and science, and reasoning, which had been rejected in the past, gained favor. The majority of causes were economic since limited content would result in the hiring of fewer faculty, who could then be assigned a maximum amount of courses. But appearances also played a role, as the time-to- SELF-FULFILLMENT THROUGH EDUCATION 11 graduation rate could be more efficient. Not only were instructional concerns ignored, the construction of universities was also poorly planned and poorly organized. The goal of education became simply to provide "every locality with a cheap . institution that would make it possible for the local boys who desired degrees to get them easily" (Hofstadter, 1955/1995, p. 214). In fact one historical researcher pointed out that Often when a college had a building, it had no students. If it had students, frequently it had no building. If it had either, then perhaps it had no money, perhaps no professors; if professors, then no president, if a president, then no professors. (Rudolph, 1962/1990, p. 4 7) Philosophies of education today are similar and with a similar cause. The narrowing of curricula in the early nineteenth century resulted from an increased demand of college attendance. Today there is again an expectation that all children should have the opportunity to attend institutions of higher education. There is also an idea of the "cheap institutions" quoted by Hofstadter (1955/1995) earlier; demands for grants, debt forgiveness (whether federal or through future employer), or other financial aid such as scholarships has been increasing rapidly (Cronin, 1986). Educational achievement is now narrowed to data that can be published and explicitly verbalized. There is little acceptance of alternative forms to demonstrate educational success (Burwood, 2006). It is ironic to learn that the very employers students hope to impress by their resumes, grades, and efficiency of scholastic achievement tend to say they value qualities of diverse and intellectually curious people (Hanson, 2014). The emphasis on test scores, economics, and career and technical readiness is at odds with the attributes employers seek when interviewing candidates for positions. Recognition of the intrinsic benefits of SELF-FULFILLMENT THROUGH EDUCATION 12 education seems to be superficial when accrediting agencies are not known to hold educational institutions accountable for the personal growth of their graduates even when it is explicitly written in the institution's mission statement or objectives (Hanson, 2014). When individuals and universities do cite these benefits they are mentioned only as support to the extrinsic benefits to society such as communicating in occupations, saving the government welfare money, and so forth (Times Education Supplement (TES), 2005). It is now the credential that matters most, not the education or the process (TES, 2005). In both secondary schools and within higher education, grades are inflated and content has been diluted to increase graduation rates with an inattention to student achievement or competence (Carter, 2007; Goos, Gannaway, & Hughes, 2011; Hanson, 2014). Promoting programs that provide only the content of subjects without the reasoning, application, and history of the material has caused some to ask, "What kind of 'graduate' [are] these courses producing?" (Smith, 2003, para. 11). The associated expectations and assumptions surrounding diplomas, certificates, and degrees is that they are symbols of sacrifice, dedication, enlightemnent, and application of traits such as perseverance, but "all too often the piece of paper is confused with the territory that it purports to describe" (Starr-Glass, 2002, p. 224). Therefore, such expectations and assumptions that have accompanied academic progress for hundreds of years are no longer a guaranteed result of educational achievement such as graduation. Personal Experiences in Education The statement, "Education holds a miraculous and transformative power," is an example of intrinsic benefits. It is also the title of a recent report on education (Adkins, 2012). What is interesting about this title is that the great majority of the report is spent SELF-FULFILLMENT THROUGH EDUCATION 13 overviewing the state of American education and its impact on economy, such as salaries and costs per pupil, and touting the monetary advantages of graduating from both college . and high school; the monetary disadvantages of not completing school, and other economic boons from education. Yet, the author, the executive director for the Council of State Governments, titles his work Education Holds a Miraculous and Transformative Power and concludes the piece with an unexpected redirection of thought: While the statistics are telling, for me, education has always been a very personal pursuit. I can still name each of my elementary school teachers . These educators . had a profound impact on my aspirations, my career and my enjoyment of life . I was blessed with dedicated teachers whose passion for learning helped kindle my own pursuit of knowledge . What a miraculous and trans.formative power education holds! (Adkins, 2012, p. 3, emphasis added) There is a natural question as to why an author would spend so much time discussing the extrinsic aspects of education and its role to produce economically viable citizens only to conclude with emotional recollections. It is because education can, and does for many people, provide means for personal growth to transform them into the very best versions of themselves independent of societal and personal affluence (Smith, 2003; TES, 2005). However, it is important to note that in spite of the heartfelt description of his own childhood experience in education, he states that he knows that his daughter is successful because of her test scores with no mention of any personal transformation (Adkins, 2012). Possibly nowhere else in education has this point of personal fulfillment and intrinsic benefits of education been advocated more than in the arts. It is well known that SELF-FULFILLMENT THROUGH EDUCATION 14 funding for such programs in public education has faced cutbacks providing another example of favoring extrinsic aspects of education. Of course, there have been many who fight for the arts to stay, but often these arguments approach the battle from the wrong angle (Koopman, 2005). The justification for the persistence of art curricula has been housed within the tenets that they enhance the traditionally respected subjects such as reading, math, and science, because that is the currency used for influencing law and policymakers. Even when these claims can be supported with research, they tend to be correlational; however, Koopman (2005) contends that justification in relation to math and sciences should not be required. When individuals are self-aware and have created stable identities, they are more likely to stay in college, improve weaknesses (Carter, 2007), and find satisfaction and happiness in the workplace over their lifetimes (Hanson, 2014). When education is free from the oppressive pressure of efficiency and task achievement, it can shape the understanding students have of themselves when they ask "Who am I?" (TES, 2005). Koopman (2005) asserts that the benefit of forming self-identity ought to be adequate to argue the benefits of arts in education and ought to be valued independently of practical and extrinsic educational goals. In a hierarchy of learning, changing as a person is placed at the top (Wood, 2015), yet this type oflearning remains undervalued. This has diminished opportunities for personal growth, which have become a secondary goal of education, if a goal at all. Sandra Smith's (2003) personal story may be helpful to explain the dual and contradictory claims that education is providing both practical and personal gains. Sandra was well aware that college education would prepare her for and provide better SELF-FULFILLMENT THROUGH EDUCATION 15 employment and economic stability. Sandra explained that though she did go to college (being a single-parent and working as a low-wage input clerk) with the hopes of improving her social and economic status, she also wanted to study something she loved, being English literature, "and maybe even to achieve personal transformation along the way" (Smith, para. 5). These expectations shaped her experience. Her university requirements included a breadth of courses before any specialized courses could be taken. Because of these courses, Sandra "discovered a new way for seeing [her]self' and has "never seen [the] world in quite the same way again" (Smith, para. 6). In her writing, Sandra reminisced about courses in sociology, geography, and cultural history. She shared specific content and its transfer to her life, thoughts, feelings, and philosophies. She learned how to develop and communicate ideas, to question the status quo, to gain an active frame of mind in addition to practical skills such as pdoritizing work and developing strategies for success in new situations. At her "traditional university a degree meant much more than the subject in which you majored" (Smith, para. 6). Of course she also learned linguistics, grammar, the history of the English language, and "how to write a whole lot better" (Smith, para. 7). In fact, she got everything she had sought. She did graduate in English, and loved her major, but of the internal changes mentioned in her writing, none of them were in direct relation to that major. Those changes resulted in experiences and learning that were outside of her initial focus; they came because the university requirements held to the historical roots that education has outcomes of educated, well-versed beings not simply graduates with degrees. Upon graduation, however, Sandra concluded that her degree in English would likely not lead to a position that would yield economic independence (Smith, 2003). With SELF-FULFILLMENT THROUGH EDUCATION 16 this concession, she returned to school with the aim of getting vocational training. She quickly found that the attributes which are claimed to be encouraged in schooling­discussion, questions, and creative thought-were not so welcome, instead favoring pre­constructed work skills. In spite of this she found the experience to be positive due to its learning opportunity. Her goal was different from the first; she was not in school to study something she loved or maybe to experience personal transformation. However, her perspective favoring learning as the goal increased her satisfaction and still allowed for personal growth. She did learn skills for the work place, except they were not fully adequate. In a sad irony, Sandra took her up-to-date skill set directly into the workplace only to find that they were not up to date (Smith, 2003). Instead she found that in today's workplaces "there is no time to find your feet or acquire specialist knowledge. You have to hit the ground running" (Smith, para. 10). Design of courses was formed wholly for the needs of business and industry. This relationship between higher education and industry no longer supports educated beings. Rather, it supports the production of what Hanson (2014) terms human capital, viewing students as the currency of American economics. Sandra's story, though, actually provides an example that even this goal of skills-based education is not being met. Sadly, this extrinsic model of education caused Sandra to doubt the value of personal growth and transformation in education. She wondered for a time if her first four years of college had been a waste, eventually concluding: . That it cannot be just about training for the workplace. There's probably something very wrong with a society that is driven by market forces to turn its back on millennia of knowledge and learning in favor of narrow vocational skills. SELF-FULFILLMENT THROUGH EDUCATION . I think that a workplace that has little room for arts/humanities graduates is missing something vital. (Smith, 2003, para. 12) 17 She was correct. Education does not need to be justified in terms of objective and practical measures. Even though not all parts of education are "necessary for subsistence, [they can] crucially . contribute to the fulfillment of one's life" (Koopman, 2005, p. 93). "The question, 'What is [education] good for?' should be answered by the response: '[It is] good for life.' Or, better still, '[It is] good for nothing. [It is] good life itself'" (Koopman, 2005, p. 96). The Role of Expectations The effects of expectations and perspectives on the perceived benefits of obtaining an education were briefly noted in Sandra's story, yet it is an important supporting idea when considering intrinsic benefits. Bruner (1966) has stated that people. are naturally curious with a desire to learn. This desire seems to be innate beginning with infants (Martinez, 2010). As individuals grow, this curiosity becomes more complex as various factors shape the motivations behind the will to learn. Bruner (1966) divides individuals' motivations as either competence-based or achievement-based. Tippen, Lafreniere, and Page (2012) divided motivation into similar divisions of grade-oriented and learning-oriented. Competence-based motivation serves to fulfill the basic need that humans have to use learning to exert control over a situation. This could be analogous to grade-oriented motivation, which leads to efficiency, and, in a way, control of one's educational experience. In contrast, achievement-based motivation does not allow satisfaction to occur due solely to evidence of skill or ability, which evidence could be analogous to a grade, but rather the actual application of that skill or ability. For example, SELF-FULFILLMENT THROUGH EDUCATION it would not be enough to get a grade; one must show how his or her ability to get the grade affected his growth. 18 Achievement-based motivation requires greater self-awareness or metacognition (Tippen et al., 2012) Learning-oriented students were more likely to have a high level of conscientiousness in addition to the characteristics discussed as desirable by employers: self-discipline, independence, intellectual curiosity, creativity, and an openness to experience new opportunities (Tippen et al., 2012). Students who were motivated by learning were also seen to self-impose high academic expectations. The opposite was found for grade-oriented students who displayed conforming and uncreative approaches to learning. Interestingly, neuroticism was highly correlated with grade-oriented students. This may relate to the controlling component of Bruner's competence-based motivation since pressure to control the outcome of grades creates stress when the success, in this case the grade, will be determined by the teacher or professor. Even though this knowledge about motivation has been communicated, a focus on objective and business­ready education persists. As such, there is pressure upon educators to decrease the standard required in order appease those students who refuse to use learning as motivation. Otherwise, such students would perceive their professors as unfair, provide them with poor evaluations, which may directly affect their positions (Goos et al., 2011). As the environment where "students are consumers and grades the currency exchanged for measures of success" (Goos et al, 2011, p. 95) continues to grow, competency-based motivation is encouraged over achievement-based motivation and grade-oriented motivation is encouraged over learning-oriented motivation. For example, in assessing a skill, a teacher may simply accept an explanation or description of what SELF-FULFILLMENT THROUGH EDUCATION 19 must be done, grade-oriented and competency-based, rather than requiring the student to show understanding through action or the creation of a product, learning-oriented or achievement-based. There may be some who contend that the students may already have a grade-orientation when they enroll in college. However, it has been shown that as students spent more time on campus and in classroom settings during their first year of college, they became more work-avoidant (low effort) and grade-oriented (Kowalski, 2007). This can cause educators and students to lose faith in the caliber of the education provided (Carter, 2007; Hanson, 2014; Smith, 2003). Bandura proposed a different idea termed self-efficacy. This is a person's belief that he or she is capable of doing something regardless of his or her actual ability. Bandura (1977) describes four different ways that an individual's self-efficacy can be positively affected: mastery, through repeated success in an experience that required effort or perseverance; vicarious experience, observing others' success and believing "I can do the same"; social persuasion, when others praise and encourage actions voicing their belief of the individual's ability to succeed; and lastly, emotional and physiological states, the effects of a person's physical and mental health, may also alter ones perceptions of ability. I will use Krista's story to illustrate some of these ideas. Krista did not complete high school in spite of loving school and her teachers (Lebrun, 2013). However, for reasons unstated she did not complete high school; she did not finish ninth grade. She did her best to find work in the mall or at restaurants. At one point she shook blueberry bushes as a harvester, which apparently paid a decent wage. Despite the bush-shaking income, life was hard and she was tired. She was tired physically and she was tired of looks and judgments. "Determined to prove to people that SELF-FULFILLMENT THROUGH EDUCATION 20 [she] was more than a blueberry-shaker or a hamburger flipper" (Lebrun, 2013, para. 4) she decided to get her GED. Krista had an expectation that school could change her and improve her life. Just as self-efficacy can be positively influenced, it can also be negatively influenced. Being viewed "with pity or disgust, as if you are worse than the gum stuck to the bottom of [a] shoe" (Lebrun, para. 4) is an example of how self-efficacy can be diminished. This being her experience, Krista began her journey with feelings of uncertainty. This changed through a mentor at the community college she attended. Through her encouragement, Krista earned her GED. In contrast to the negative influences of society, this mentor had "looked at [her] as though [she were] somebody . [and] made her feel like [she] could do anything" (Lebrun, para. 5). This is an example of how social persuasion can increase self-efficacy. Upon completion of her GED, Krista displayed the influence of Bandura' s mastery experience describing her sense of identity and rise in society. Upon reception of her GED, "just like that, [she] was somebody . [she] could do anything" (Lebrun, para. 6-7). Education has that power. It has the power to shape a person's identity and a person's self-image. Krista's example does not end with a GED, however. With new confidence in academic success, stemming from mastery of previous educational success, she returned to community college. Her expectations were unclear, but not undefined: "I had no clue what I wanted to be or what I wanted to do, but I knew I wanted a college diploma to hang next to my GED" (Lebrun, 2013, para. 7). Krista was not operating under an expectation that college would provide her a skill set and a myriad of knowledge to recall. She was not returning to school with the needs of industry in mind. She returned to get what a college diploma is purported to represent-a changed person. Similar to SELF-FULFILLMENT THROUGH EDUCATION 21 Sandra's experience, Krista took courses in multiple areas leading to an associate's degree. Upon graduation she realized that she loved learning. It could be said that Krista was a learning-oriented student. She graduated with a bachelor degree in education, then a master's. With a little social persuasion from the dean of her university she finally earned a Ph.D. She started at a community college in Florida; now she teaches at a community college in Florida, yes, the same one. "I not only got my start at a community college. I got my future" (Lebrun, para. 13). Self-efficacy for Educators Krista's story is insightful and exemplary of the way education can shape a person's personal growth and sense of fulfillment. The GED to PhD experience is not common, but the impact of education is. Self-efficacy for teachers has traditionally been related to teachers' belief that they will be able to elicit desired outcomes from their students (Williams, 2009). That is the traditional meaning of education-the classroom, the students. Interviews with practicing teachers revealed a common theme. Teachers' self-efficacy is most positively affected not through student achievement from their instruction, but rather through personal interactions with their students and the faculty (Hargreaves & Preece, 2014). The literature rarely represents teachers as individuals separate from their professional roles. In review of the research regarding teachers' emotions, Gargante, Monereo, & Meneses (2013) found that " . Teachers' emotions are generated and applied only to specific objectives, such as in their preparation and professional development, in process of educational changes, in teaching situations, or in teachers' professional lives . Although teachers' emotions are clearly identified and labelled . there are few SELF-FULFILLMENT THROUGH EDUCATION 22 classifications to sort [them] into relevant and useful categories in education . Emotions are [mostly in] only two categories, positive and negative emotions. (p. 3) As established earlier in this paper, attending school is a personal and can also be an emotional experience. For teachers in New Zealand who returned to school to update their credentials both were true (Williams, 2009). Over two hundred teachers entering a university program to upgrade teaching credentials participated in a survey examining both personal and professional self-efficacy. Over half of the participants had more than twenty years of teaching experience. Unlike the United States and most of Europe, New Zealand has traditionally only required a certificate program for education, not a baccalaureate degree. Only recently, at the very end of the twentieth century was a degree required. Though it was not a requirement for practicing teachers, many went back to college to attain the degree, which explains the large sample size. Partial credit toward the upgrade, which amounted to approximately two thirds, was awarded to those teachers for the education attained in their initial certification along with work experience. Most of the teachers stated they experienced doubts of success, discomfort or intimidation at the beginning of the program, not only because of the program but also because of the newly-graduated teachers who already had a degree (Williams, 2009). As the program progressed the experienced teachers realized they could be successful. These mastery-experiences positively influenced their self-efficacy. At the end of the program self-efficacy had improved dramatically in both confidence personally and confidence professionally. Closing interviews did not reveal many comments about confidence in their ability to teach. However, "several interviewees spoke of becoming 'a different SELF-FULFILLMENT THROUGH EDUCATION person', having 'an extra spring in my step' . or 'walking through the world with a head held high'" (Williams, 2009, p. 607). One specific teacher was quoted as saying: 23 I always thought I was . quite good in the classroom but academically average . . . I was stunned every time I opened a paper and there was an A . Coming here and doing those papers made me realize . I actually can. I actually have a good academic brain and what a shame it's taken me until my 40s to find out. (p. 607) Through the process of upgrading their credentials, the teachers in New Zealand showed that it is not just the teacher who gained greater self-efficacy, but also the person. Far too often the personal is taken out of educational research forgetting that these experiences have power. Education is not an isolated, sterile environment in which humans exist for the first twenty-five or so years of life. That is why education has such broad implications for personal growth. Education is a process of becoming a new person. Starr-Glass (2002) explained that the woman in his research "is a real person, not just a straw-woman set up for the sake of argument or rhetoric" (p. 221 ). We are all real people. We are not numbers or imaginary visages. We are real and have real emotions. Education has the potential to provide a place to experience them as a means for the growth of self and identity. "A good degree opens the world" (Elmes, 2015, para. 11). Why Narratives Are Valid in Educational Research Education is a part of life. In the United States, this statement more than likely elicits a visualization of a schoolhouse with classrooms filled with desks and tables. This common view of education is provided, shaped, and determined by discourse (Foucault, 1972). Discourse, in qualitative terms, is overarching ideas and frameworks within which SELF-FULFILLMENT THROUGH EDUCATION 24 individual experiences occur. Narratives are the experiences themselves. It is within this relationship that narratives are subjected to the power of the discourse to frame and shape realized experiences. Whether speaking of formal or informal education, learning is a natural part of one's life experience. Learning is believed to occur through a sequence and collection of experiences. "To live is to live in time, from moment to moment, from episode to episode" (Koopman, 2005, p. 93). Learning is a process over time, which varies among individuals. Because education and learning are of an experiential nature, it makes sense to study education in terms of discourse and narratives (Clandinin & Co1melly, 2000). There is no way for an individual to share a story without using narrative. Focuses in U.S. education have shifted more and more toward measuring academic achievement based on statistics and what students know rather than what they become (Hanson, 2014). Narratives have been useful in analyzing language and linguistics (Althusser, 1970/1971; Sartre, 1988) and ethical, moral decisions (McCarthy, 2003). These historical and traditional uses of narrative research will not be examined here. Instead, the more recent application of narrative research in regards to identity and self-fulfillment will be examined. A study of nurses specializing in the emergency department (ED) of hospitals examined certain personality characteristics in relationship to the nurses' practices when treating geriatric patients presenting with cognitive impairment and pain; this sample population is notable as it presents complex needs (Fry, MacGregor, Hyland, Payne, & Chenoweth, 2015). The results support the claim that learning and self-analysis are positively assessed and improved through use of narratives. In the case of these nurses, SELF-FULFILLMENT THROUGH EDUCATION who are in a non-traditional, but still educational environment, it was concluded "confidence and self-efficacy was [sic] developed through the experience of nursing praxis . communication, and interrelationship with patients and caregivers and the wider social and physical environment within the ED" (p. 1627). The results also included nurses' comments during focus groups, which provided insight to the changes that occur over time, context, and experience. It is possible that a person's narrative, or story, can be shared and interpreted differently at one time or in one context in one narrative, but then change in another narrative (Georgakopoulou, 2013). 25 The discourse of nursing praxis did not change resulting in new nursing practices, but rather time and context changed nurses' narratives of self and of nursing praxis, which may no longer fit within discursive nursing practices. It is through the sharing of narratives that the power to employ a dynamic relationship between a person's past self and a person's current self through reflexivity is allowed. Narratives can continue to be defined and interpreted in different ways through time and context. It is because of this that students use narratives to create, develop, and alter their identities as they "think, talk, and tell stories about who [they] are, where [they] have been, and what [they] have done" (Hanson, 2014, para. 7). Engaging in meta-narrative may reveal conflicts between accepted discursive understandings and an individual's narrative. This can be specifically useful to resolve ideas about the ability to be different from and yet the same as others; to maintain a self-view of constancy over time (even a lifetime); and one's place in the world-"Am I acting on the world, or is the world acting on me?" (Bamberg, 2010). In the context of this paper, "Am I constructing my experience(s) in education and therefore SELF-FULFILLMENT THROUGH EDUCATION myself, or is my place in education determined outside of myself?" Bamberg terms this as the "two directions of fit." 26 Because narratives shape a person's identity and discourse shapes narratives, it makes sense that a study and analysis of an individual's narratives ought to be used to understand what education is actually accomplishing in regards to both narratives and educational discourse. This is to say that narratives have inherent power to provide meaningful information about identity and personal growth, particularly meta-narratives. However, this power is constantly ignored in favor of the informative powers of discourse. Koopman (2005) states that "the concept of fulfillment indicates that our experience . need not be that of an external power [such as discourse] to which we are exposed. It suggests how we might optimally realize our temporal existence" (p. 93) through sharing and experiencing narratives to inform discursive traditions and see beyond them. A student's self-view is not objective and is not stagnant. It is inextricably coru1ected to all things he experiences, thinks, and feels. Thus, it follows that education and learning become part of a student's identity, who he is, while also becoming part of his past (Hanson, 2014). It follows, then, that there is information regarding education and learning that can only be recovered and presented through narratives. This information can only be useful when gleaned from authentic, personal narratives. This research, for instance, is based on my personal narrative. As such, I have chosen to write using first-person voice. The discourse of academic writing is well illustrated by Nash (2004) as he explains his cause to liberate academic writing: The denial of the value of the selfs stories in an academic setting is born in the command all of us have heard in school at some time: never use the 'I' in formal SELF-FULFILLMENT THROUGH EDUCATION writing. The 'I', we have been told, is incapable of discovering and dispensing wisdom without the support of the 'them', the certified experts. (p. 54) 27 Using made-up, rhetorical examples does not allow for a discursive analysis, as those will naturally conform to the discourse (Georakopoulou, 2013). However, Bamberg (2010) has indicated that an individual considering hypothetical situations for himself, such as "what ifl had made [this choice]?", may be a safer and more reliable way to explore one's self-identity with greater clarity. This is true because meta-narratives have the ability to consider deviations from or discrepancies in the discourse. There are really two parts to this idea: the ability to view one's possible selves based on hypothetical decisions in the past; and the ability to view one's possible selves in the future based on decisions currently being made. This latter part is quite relevant to this paper as a student's perception of academic achievement is shaped by discourse. Relating back to Bamberg's "two directions of fit" would raise the question as to how a student views himself in regards to education. Is it education to student or student to education? It is known that narratives are not fixed (Bamberg, 2010). One reason is that they are shared for a variety of reasons, which alters what is determined as relevant to be shared. Some examples include trying to get out of an undesirable consequence, consoling another, and teaching or sharing one's understanding with others. Again the dynamic nature of narratives is seen as a person interprets and re-interprets his life at different times. Comparing such narratives can show themes (sameness over time) in a person's life, while also showing changes. Narrative research is of particular importance when viewed in light of the latter as changes in self-identity or life-interpretation can often be unexpected and may not otherwise be noticed as discourse limits what can be SELF-FULFILLMENT THROUGH EDUCATION 28 shared and what will be seen (Dyson & Genishi, 1994). Narrowing the experience of education to charts and graphs of some such variable like graduation rates or time spent in a library does not represent what is actually occurring in a student's life. "Students use narratives to build and maintain a sense of who they are" (Hanson, 2014, para. 23). Considering the narrative nature of a student's education, it only makes sense to incorporate narratives and discourse into the field of educational research. SELF-FULFILLMENT THROUGH EDUCATION 29 PURPOSE The historical timeline of American education has seen changes from narrow religious curriculum, to broad learner-focused curriculum, to today's narrow business-driven curriculum. The current curriculum marginalizes intrinsic benefits of education limiting opportunities for personal development, the formation of self-identity, and new perspectives on life and the world. To promote the self-fulfillment and satisfaction individuals will have in both their personal and professional lives, intrinsic benefits of education must again be valued in their own right not secondarily to extrinsic benefits. The current practice, which devalues the personal components of education, limits and ignores the potential power that individual narratives have to inform discursive practices and beliefs. When the sharing of narratives is consistently censored, prevented, or otherwise limited, unknown and unexpected truths will remain undiscovered. The purpose of this project was to offer a place for me to examine my life: beliefs, philosophies, feelings, self-esteem/self-efficacy, and identity. I am the purpose of this project. I can truly say, "It is all about me." My journey through life is not only different, as all journeys are, but very unique and not very happy. I entered the M.Ed. program at Weber State University with a desire to change. I wanted to find love and meaning in my personal life; I wanted to be happy. The purpose of this project was to reach a place where I could overcome feelings of shame, guilt, and regret as I looked back on the choices I had made, specifically in regards to my education. It is about me, and in a way it is me. I do hope that it will resonate with and aid others. I hope it will build camaraderie and unity among other teachers, but ultimately, the purpose of this project was just as the title says: self-fulfillment through education. SELF-FULFILLMENT THROUGH EDUCATION 30 METHOD Educational discourse stresses the quantifiable and utilitarian aspects of education. This has led to an ignorance regarding the potential for education to provide a platform for individual growth and the lived experience of students. This driving force of education has had direct, negative effects on my life leading to confusion, unhappiness, and eventually resentment toward educational praxis. Because the motive of this project was to sort through my own personal concerns, narrative research was utilized. There have been some persisting concerns about the use of narratives as a methodology in educational research. These are addressed in the previous section titled "Why narratives are valid in educational research" and partly in the literature review. Unaddressed in those sections are concerns regarding personal narrative. Since it has already been established that each individual is shaped by discourse, the validity of findings can be questioned. Operating under the basis that subjectivity has power and provides benefits to educational research, this method is appropriate for use. Instruments Narrative research, by its definition, is based in storytelling. The story then becomes the primary artifact for analysis. It was imperative, therefore, that my story was told. This was accomplished through a written reflection of my educational experiences using a technique known as stream of consciousness (James, 1890). The idea is that thoughts cannot be viewed as isolated or chopped apart; they are always flowing-like a stream. The use of stream of consciousness shows this interior monologue through writing. Structure and grammar are abandoned to allow for an exploration of associated thoughts. In a colloquial sense, it allows, and possibly encourages, the storyteller to go SELF-FULFILLMENT THROUGH EDUCATION 31 off on tangents. Once finished this narrative was not reviewed by me until months later when I coded the data, which allowed for greater objectivity on my analysis. My written narrative provided the bulk of data. In addition, ten other reflective artifacts were used for analysis. These were written as requirements for courses taken in the M.Ed. program. It is important to note that they were not written with the intent to be used or analyzed in any project, which provides greater objectivity of the data. Of the ten, eight artifacts came from an educational psychology course. The professor required her students to design and propose assignments that would be used to assess his or her competence of the material presented in each chapter of the text. In a research methods course in the prior semester, I was first exposed to narrative research during a routine search of literature for an assignment. I initially questioned the validity of the article for publication, but after reading it felt a powerful connection and considered employing it in my own project. Entering the educational psychology course with that consideration, I felt it may be useful to practice writing narrative pieces. For each chapter in our textbook I wrote a reflection of when I felt or identified with the psychological theories presented whether professionally as a teacher, personally as a student, or as an individual. The other two artifacts came from an independent studies course in which I read literary classics, and the other from a curriculum and assessment course. Procedures· NVivo software was used to code the data. This software allows for electronic coding and sorting of written data into categories, including cross-referencing. The narrative and reflective pieces used were uploaded into the software. As I read over the SELF-FULFILLMENT THROUGH EDUCATION 32 sources I created categories and assigned sections of texts to a category. All categories were developed after the coding process began; there were no pre-defined categories. Any length of text could be selected and assigned to one or more categories. Through the use ofNVivo, all original sources remained intact while new pages were created-one for each category-which contained the references from all sources for that category in one place. It was also possible to delete references from within a category, move a reference into a different category, or to keep a reference in that category and add it to a different one at the same time. In other words, coding could be done from within the original source itself or from within a category page. Narrative research allows themes to appear without predefined categories. This avoids the forcing of references into specific categories, which provides greater validity to and confidence in the conclusions. Although the initial coding did not have predefined categories, research questions had been generated months prior. These questions were not used to create categories or guide the coding process. I developed three research questions regarding how the timing of my master's degree, my mental illness, and motivation affected my educational narrative respectively. These questions in themselves would threaten the claim of objectivity of the coding; however, I actually misplaced and forgot these research questions. I was troubled about losing my research questions; but it turned out to be an unintended positive means to improve the strength of my claims. It was under this condition that I coded the original sources without influence from the three research questions: Why were my goals for my education different during my master's degree than those in my public school and undergraduate degree? What SELF-FULFILLMENT THROUGH EDUCATION 33 influence has my mental illness had on my educational experience? How does motivation affect educational experience? When I was writing the narrative piece, which provided the core of data for this project, I felt anxious and an unwillingness to explicitly state anything about mental illness. In fact, at times, I would reword, rephrase, or entirely remove sections of the narrative as I wrote it. I knew it was an integral part of my experience, but also felt as though it should not be present in the writing. As a result, very few references to my illness survived the written telling of my story. Once I began developing research questions, I felt guilty that I was not as forthcoming about that part of the story. Dr. Mower told me that it would be fine and still useful because it might be able to strengthen my case that the discourse prevents the honest expression of my narrative. I felt that I, again, had prevented my project from showing what I believed to be a very impactful part of my narrative. First, I diminished and limited the inclusion of mental illness in my written narrative, and then I forgot to include it in my coding. It was discouraging. Dr. Mower again thought it was just fine and said the bit about the discourse battle. The pep talk was not effective and I remained saddened. This experience will be of importance in the findings section. I was disappointed and honestly felt that my project had been compromised in some way; yet, I continued. As aforementioned, normally in narrative research one would decide which categories to use for continued analysis and allow overarching themes to appear. However, since I had specific research questions, this traditional methodology was adjusted. After identifying which of the many categories ought to be used for further analysis, I created three new categories, one for each of my research questions: Master's, SELF-FULFILLMENT THROUGH EDUCATION 34 Motivation, and Mental Illness (see Figure 1). I reviewed the coded data within each of the original categories and then performed a secondary coding of the data into one (or more) of the three research questions. Any references that did not fit within those three categories were abandoned. I printed the coded data within the three research questions and then performed a tertiary coding. Just as the first coding process, I allowed categories to appear without predetermined ending points. This coding was done by hand. Figure 1. Coding data for final analysis. This figure shows the interactions of the three research questions in data analysis. Only categories that fell within the overlapping area of the three research questions were considered for final analysis. Four categories remained for final analysis: Self-worth and Self-Esteem; Authenticity and Freedom; Regret; and Change and Redemption. It is worth noting that the references within these four categories remained in the data pool after three separate coding procedures. Unlike during the original and secondary coding, the emotional influence and the overall feeling of the references were added to the criteria. Therefore, themes rather than categories will be used to refer to these four groupings. References that were accepted for final analysis were also reviewed as to whether they showed examples of the discourse or a counter-narrative, meaning that my experience opposed the discursive claim. SELF-FULFILLMENT THROUGH EDUCATION 35 FINDINGS Discourse is an idea that has developed an identity. It has power and influence over an individual, a group, or even an entire society or culture. Discourse shapes the experiences of individuals. It is an invisible hand that directs actions, thoughts, words, and beliefs. The personal stories and lived experiences are narratives. The discursive view is that narratives are fiction in themselves, that there is no individuality. Discourse makes the rules and people unknowingly obey. It is this reason that my final analysis includes this section in addition to the research questions. This research brings into the light the reality that what the discourse claims to be may not be at all. In fact the actual realities which are lived and felt every day might be completely the opposite. Though I set out to reveal the discourse and its oppression on narratives, I found that narratives may also perpetuate the discourse not only through conformity but also by agreement. My story illustrates all three of these situations: countering against, conforming to, and agreeing with the discourse. The Four Major Themes Four major themes emerged while looking within the overlapping area of the three research questions. These were: Self-worth and Self-Esteem; Authenticity and Freedom; Regret; and Change and Redemption (see Figure 2). SELF-FULFILLMENT THROUGH EDUCATION 36 Figure 2. Four themes emerged from the overlapping area of the three research questions. The arrows show the interconnectedness of all four. One theme included references about self-worth and self-esteem. Positive references such as "I feel more empowered," were coded together alongside any negative references such as "I did not deserve to have fun." The second theme presented many different feelings that have in common living with authenticity. Although the term authenticity was never mentioned in the data, I often refer to the "real-me." Other references in this theme share my desire "to be free from it all," and resolving feelings of instability. The third of the four themes was regret. Regret was also one of the original categories during the first-order coding of the data. The final theme focused on change and redemption. References included thoughts about change when I wrote," . education has the power to change people . it could change me," as well as references to applicable changes as in my world views or my motivation behind my actions. All four themes were closely intertwined. This finding was not surprising considering this was a single, personal narrative. More than being intertwined the first SELF-FULFILLMENT THROUGH EDUCATION 37 two themes were more akin to a pair. The best term for the relationship is mutually inclusive. The categories are distinctly different but necessarily interactive. I explain this term as analogous to the relationship between twins. Each has his own name, personality, habits, friends, and so on, yet always the relationship with his twin is apparent and powerful. Certainly what one twin does affects and causes changes to the other, but often both operate separately while never operating independently. In the good, in the bad, in the confusing, in the times which would otherwise fracture a relationship forever, twins are together. So also were my feelings of self-worth and my feelings about emotional stability, authenticity, and self-entrapment. The remaining two themes were also closely related and in a similar way. Contrastingly, the relationship between change and redemption and regret was more similar to cause-effect and correlation. More often than with the other pairs, references from these two themes were often found without the other nearby. However, this quote may illustrate how regret can act as an impetus for change: "I want to show the world that I can take all of those regrets and the guilt and the shame and remedy them by living by a different pattern," whereas these quotes show how change can expunge regret: "My master's degree is all about redemption." "It will give me my life and my joy back." Self-worth and Self-esteem: Authenticity and Freedom Living with authenticity, I found, brought relief. My writings mention more than once that I believe that education had the power to change individuals, and I knew that I would need to put myself in a position to take advantage of that. The data showed that I lived with a lot of shame because I was not willing to take that risk. "I could not force myself to be the best version of myself. I held myself back . and I was unhappy and SELF-FULFILLMENT THROUGH EDUCATION 38 unfulfilled." Of the many, many other entries that portray this, the feeling is most appropriately captured in a quote from Great Expectations (Dickens, 1860/1979): "In a word, I was too cowardly to do what I knew to be right, as I had been too cowardly to avoid doing what I knew to be wrong." This trend began in my k-12 experiences. As it continued, "I became more aware of the conflict between my values of growing and . [my] actions." In fact, I received "my bachelor's degree with a lot of regret and disappointment." My master's experience was different because I was willing to be authentic. I decided that I could not sacrifice.myself any longer. This relief is shown as "I am so very proud of myself. I am proud that I am doing it [meaning making education about my personal needs for once,] and I am proud that I am doing it now-earlier than later." As part of my master's program I enrolled in an individual study course. I elected to read classic literature. In part, the motivation of this was to overcome the fear that someone would one day discover, that as smart and educated as I was, I was not well read. I had not had the opportunity in school to read these books, and I had not yet taken it upon myself to procure them from the library or bookstore. These readings yielded far more than overcoming the embarrassment from the deception about not reading a few famous books. In these books I found myself and my identity. "I understand myself more because of this course," I wrote in my final reflection. One book was particularly affecting. A young, innocent man posing for his portrait was introduced in the opening chapter of The Picture of Dorian Gray (Wilde, 2011 ). As Mr. Gray experienced the world, he behaved in dishonest, lustful, and other undesirable manners. Through some magic, never fully explained in the book, the manifestations of these choices never SELF-FULFILLMENT THROUGH EDUCATION 39 showed on his face but rather on his portrait. Likewise he did not age rather his agedness appeared on his portrait. Thus he was able to maintain the appearances of a good, scrupulous man while living quite oppositely. I considered the similarities to my own life: "I feel that I misrepresented myself;"" . No one knew me. Not even my family. I could not share myself with them (referring to anyone, not just my family.)" Reading the book felt like a confession-as ifthe author of the book knew my story. It brought relief, though nothing had changed. I viewed Dorian Gray as myself in fictional form and the portrait as a representation of my soul. Others saw my accomplishments. I saw "a fraud and a man who cut the corners of his education." This book strengthened my resolve for authenticity in my education. "I do not want to look at my portrait and find it ugly and dirty and unbearable to look upon, while I appear so youthful and enviable." Instead of hiding my portrait away in the attic and behind locked doors, as Mr.· Gray did, I found that I was "as open as possible" which led to "a greater connection to humanity." Regret Many references of regret were accompanied by guilt. This was not surprising and those references, though applicable here, were better placed in the first theme of self­worth and self-esteem. What was surprising were the feelings of loss which also accompanied regret. Loss of enjoyment was one common regret, which appeared in the very opening line of my written story: "My biggest regret of my college career was that I never enjoyed it." In another reminiscing thought: "I wish I would have done more in my college career that involved . enjoyment." Yet another: "I wish I would have slowed down and enjoyed youth . "In addition to loss of enjoyment was the loss of self-improvement. This regret often came because "I held myself back." Others were formed SELF-FULFILLMENT THROUGH EDUCATION 40 while "I was frozen in fear," or because "I could do only those things in which success seemed inevitable . " I missed an opportunity to study red pandas in China. "I really wanted to go and it felt right. I had the money," but I did not go. Many of these regrets were due to social pressures. The judgement and approval of others was a deciding factor as to what I would do. "One reason . I never felt fulfilled is because I was accomplishing things to impress and fill up others buckets, not to fill up my own." One of the most interesting issues of my regrets was that I felt I had no power to change them. The feelings of loss expressed with regret came with a sense of permanence. There was a forever loss. In many ways and in various amounts of words, I expressed there are things "I will never get back." I also found that regrets were persistent. With each new regret, the "burden of [my] mistakes" would grow larger. In fact, "mistakes and regrets pile[ed] on [my] body simultaneously." Regrets, it seemed, could be created, but never destroyed. Change and Redemption I was constantly "wait[ing] in fear and hope both to be found out as a fraud . "I convinced myself that if someone were to call me out I would be forced to change. My high school counselor did just that. "I realized that she knew how I was not living up to my greatness and . gave partial effort for appearance only. It was a powerful moment in my life, but one that still did not allow me to change." I think the most interesting finding about change was that there was so little of it for so long. The second theme about authenticity and freedom presented many desires for change. Thus, motivation for change was always present, yet change did not occur. I later wrote about a requested substitution of course requirements in my bachelor's program. Again, the data showed that I was not SELF-FULFILLMENT THROUGH EDUCATION 41 completely open to embracing change. "Part of me hoped that [my advisor] would deny the request, but part of me was ready to fight her if she did." One of the premises within the literature review focused on the shift education has taken in focusing on data and grades, not the student. In my mind, this was the new discourse on education. I would call this the discourse of educational prestige. It was my belief that the discourse of educational prestige is what prevented change and growth. I believed this was the oppressive force, which had prevented my self-fulfillment. There was a great power and a sense of defiance when I wrote that I applied to the master's program "to find myself personally, not professionally." I felt I was proving something to the world when I wrote in bitterness, "This time it is about me." I found out that the discourse of education still maintained a focus on the students' best interests. Through analysis of the data, I learned that the discourse of educational prestige was not a discourse, and it already had a name. Its name was mental illness. For me it came in the fonn of bi-polar and social anxiety disorders. One common finding about change was that I refused "to deviate from the path that I had planned earlier." Once I made a plan, I felt obliged to see that plan true to the end, even after it was clear that it was a bad plan. Mental illness was the invisible force, which silently shaped my narrative to oppose and resist change. Thus, when opportunities came to improve or change, I would not take them. "I felt that I did not deserve [to change] because I had made a mistake in not planning for those opportunities." This was a dominating thought. This was what held me back. It was this logic which made regret permanent. My narrative became a collection of unhappy experiences though the influence of mental illness, not the discourse. Despite that reality, I did change. I did make "it about me." I did "make a difference. A difference SELF-FULFILLMENT THROUGH EDUCATION 42 for me." All of those changes happened, but they did not happen because I overcame the discourse. The reason that my master's experience yielded more rewarding outcomes is not because I was more aware and more empowered to fight the discourse, but rather that I was more aware and more empowered to fight my mental illness. Before my master's degree I viewed education as a means to gain social approval and self-worth, which caused me to take classes and participate in extra-curricular activities "that would be impressive and [make] people love me." This is apparent in the two examples with the high school counselor and college advisor. Contrastingly, I entered the master's program believing that it "could help me deal with my emotional insecurities and other personal chaos." Directly stating my need for emotional support is what made this time around different. "I am here to be healed," I wrote. This does agree with the discourse. Education is power. This theme is also about redemption. I found in the end that redemption is not what was there. Even though, "My master's degree is all about redemption." When I imagined this moment in my story, I wrote, "I will see my own portrait of a man redeemed of errors and a man regained of his confidence and self-worth." I do not think that redemption has taken place. The words speak of redemption, but instead I found healing and forgiveness. "I just want to be at peace," I said. "I want to feel stable." The data showed those wishes were granted. The discourse would claim that these changes in my self-worth, self-esteem, and self-acceptance were socially constructed, that there was no individual force from my narrative, but I know it is different. I felt the battle against the discourse as I pushed SELF-FULFILLMENT THROUGH EDUCATION 43 myself to find a place in the world and in the teaching profession with mental illness. I felt the pressure of the discourse every time I added a bit more of myself to the project. The discourse does influence my life, but it is not the only power that exists in my life. I have my own power to fight the discourse in the times when my experiences no longer agree with the discourse. Conformity is not guaranteed. I do have a voice, and that's what this is. This is my narrative. It is I. Conclusions I found that discourse is not inherently evil. In fact, narratives may very well agree with discourse more often than they do not. Contradicting my expectations, the data did not support that discourse was the oppressive enemy I had villainized it to be at the commencement of this project, or at least not to the severity I assumed. I found, rather, that it was the mental illness that shaped and oppressed my narrative. However, though the discourse did not oppress my narrative directly, it hid from view my mental illness, which prevented me from growth. I was unable to face my mental illness because I was not fully aware of where or what it was. It is in this way that, for me, the discourse was oppressive and was an enemy. One clear example of the role mental illness played in my narrative comes from the paired themes of self-worth and authenticity. In that section I quoted the disappointment and shame that came with the reception of my bachelor's degree. The discursive practices regarding graduation are celebrating, rejoicing, and congratulating. Clearly my experience countered that discourse. I assumed that my nanative was countering that discourse. Reviewing the data I found a quote about how I would feel upon reception of my master's degree: "The acceptance of my degree will in a way be an acceptance of myself." Here, my narrative agreed with the discourse. In light SELF-FULFILLMENT THROUGH EDUCATION 44 of these contradictory experiences, I conclude that it was my mental illness that countered the discourse. Another example was shared under regret. It was the missed opportunity to study abroad in China. I regret not going because it would have been an awesome and rewarding experience, "but in my mind I did not have the time." "I tried to convince myself that I should go and get the experience but every time I thought about taking the trip I felt overwhelmed with all the pressure to get my degree as soon as possible." The discourse on education supports unique, personal, and expansive experiences. In other words, the discourse supported the trip. It was my mental illness that pressured me into living a narrative without a trip to China. Mental illness expects conformity. It shapes narratives and counters discourse. The reason I did not see mental illness in each of these examples is because mental illness has no place within the discourse. In some professions, mental illness is acceptable and even expected. These are often the arts. This is not the case in teaching; even art teachers are held to a different standard when it comes to mental illness than their non-teaching counterparts. I have written that it is the mental illness which counters the discourse. That mental illness is part of me. Mental illness and my narrative are linked. In that way, my narrative does counter the discourse. Because the discourse said mental illness in educators cannot exist, it was difficult to distinguish between the influences of the discourse and the influences of my mental illness. It was difficult for me to find my place in this profession. I knew that I had a mental illness and I knew that I wanted to be the stable, helpful, competent teacher that the discourse advertised teachers to be. I wanted the discourse. I agreed with the discourse. However, I also had a mental SELF-FULFILLMENT THROUGH EDUCATION 45 illness, which meant I could not fully embrace the discourse. This conflict was confusing for me as a student and later as a teacher. It caused me to feel "uneasy and [lack] confidence in myself . for being unable to decide within which arena I belonged." The discourse celebrates differences and individuality. I felt that mental illness was too diverse for celebration: " . Being different and unique is not easy," I explained, "This is especially true when it comes to intellect. It is extremely isolating." There was no room for mental illness, so there was no room for me-or for teachers like me, I suppose. With all of the findings about the oppression of mental illness, I return to the final theme of redemption. Redemption is about being saved. I found there was nothing from which I needed to be saved. The discourse informs us that mental illness is to be hidden and controlled. I believe this discursive influence caused me to feel that I needed redemption from my mental illness. The discourse was wrong. I still feel that there is a necessary battle with my mental illness, yet I also found that the acceptance of my mental illness opened the doors that led to self-fulfillment. Mental illness is not a sin, which requires redemption. Had I continued to hide my mental illness, I would not have gained access to the good in education-the good of the discourse. I now have far fewer regrets, and none that haunt me, because I ensured that I received both satisfaction and growth in my master's program. I found that enjoying life is not regrettable. I found that self­improvement is not regrettable. In the final analysis, as I looked upon my po1irait, I did not find a man redeemed of his errors, but I did find a man regained of his confidence and self-worth. Whether fighting or embracing my mental illness, the data showed that it is only when I accept its existence that I feel at peace. Itis an authentic way to live. I found that being the best is not as good as being the best me. SELF-FULFILLMENT THROUGH EDUCATION 46 Finding that mental illness is what caused much of my frustration and dissatisfaction in education advocates for more narrative research on mental illness in teachers including the narratives of teachers without mental illness. This recommendation echoes the observation in my literature review that there is little research in education from the perspective of the teacher, particularly in separation from instructional strategies and professional duties. Teachers are a major part of the educational system both in effort and in number. Considering this large role, it makes sense to include their real, lived, and personal thoughts based on their real and lived experiences even when they may include such things as mental illness. The discourse of educational professionalism portrays teachers in objective ways such as measurable credentials and role-model-worthy characteristics. However, it was found that teachers' emotions heavily influence teachers' motivations and thought processes. Thus, "knowledge of teachers' emotions is essential to understand teachers and teaching" (Gargante et al., 2013, p. 2). My research showed that teachers, as people, ought not to be forgotten. SELF-FULFILLMENT THROUGH EDUCATION REFERENCES Adkins, D. (2012). Education holds a miraculous and transformative power. Capitol Ideas, 55(5), 3. Retrieved from 47 http://www.csg.org/pubs/capitolideas/sept_ oct_ 2012/sept_ oct_ 2012 images/CI_S ept0ctl2.pdf Althusser, L. (1971). Lenin and philosophies and other essays. (B. Brewster, Trans.). 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Tom L. Van Cleave, May 29, 2013 ; The Weber State University Oral History Project began conducting interviews with key Weber State University faculty, administrators, staff and students, in Fall 2007. The program focuses primarily on obtaining a historical record of the school along with important developments since the school gained university status in 1990. The interviews explore the process of achieving university status, as well as major issues including accreditation, diversity, faculty governance, changes in leadership, curricular developments, etc. ; This is an oral history interview with Tom Van Cleave conducted on May 29, 2013 by Ruby Licona. During the interview, Tom discusses his memories of attending Weber as a student as well as his career at Weber State University. Tom retired from Weber State University in 2011 as the Director of Planned Operations. ; 52p.; 29cm.; 2 bound transcripts; 4 file folders. 1 sound disc: digital; 4 3/4 in. ; Oral History Program Tom L. Van Cleave Interviewed by Ruby Licona 29 May 2013 i Oral History Program Weber State University Stewart Library Ogden, Utah Tom L. Van Cleave Interviewed by Ruby Licona 29 May 2013 Copyright © 2014 by Weber State University, Stewart Library ii Mission Statement The Oral History Program of the Stewart Library was created to preserve the institutional history of Weber State University and the Davis, Ogden and Weber County communities. By conducting carefully researched, recorded, and transcribed interviews, the Oral History Program creates archival oral histories intended for the widest possible use. Interviews are conducted with the goal of eliciting from each participant a full and accurate account of events. The interviews are transcribed, edited for accuracy and clarity, and reviewed by the interviewees (as available), who are encouraged to augment or correct their spoken words. The reviewed and corrected transcripts are indexed, printed, and bound with photographs and illustrative materials as available. Archival copies are placed in Special Collections. The Stewart Library also houses the original recording so researchers can gain a sense of the interviewee's voice and intonations. Project Description The Weber State University Oral History Project began conducting interviews with key Weber State University faculty, administrators, staff and students, in Fall 2007. The program focuses primarily on obtaining a historical record of the school along with important developments since the school gained university status in 1990. The interviews explore the process of achieving university status, as well as major issues including accreditation, diversity, faculty governance, changes in leadership, curricular developments, etc. ____________________________________ Oral history is a method of collecting historical information through recorded interviews between a narrator with firsthand knowledge of historically significant events and a well-informed interviewer, with the goal of preserving substantive additions to the historical record. Because it is primary material, oral history is not intended to present the final, verified, or complete narrative of events. It is a spoken account. It reflects personal opinion offered by the interviewee in response to questioning, and as such it is partisan, deeply involved, and irreplaceable. ____________________________________ Rights Management All literary rights in the manuscript, including the right to publish, are reserved to the Stewart Library of Weber State University. No part of the manuscript may be published without the written permission of the University Librarian. Requests for permission to publish should be addressed to the Administration Office, Stewart Library, Weber State University, Ogden, Utah, 84408. The request should include identification of the specific item and identification of the user. It is recommended that this oral history be cited as follows: Van Cleave, Tom L., an oral history by Ruby Licona, 29 May 2013, WSU Stewart Library Oral History Program, University Archives, Stewart Library, Weber State University, Ogden, UT. iii Tom Van Cleave May 29, 2013 Abstract: This is an oral history interview with Tom Van Cleave conducted on May 29, 2013 by Ruby Licona. During the interview, Tom discusses his memories of attending Weber as a student as well as his career at Weber State University. Tom retired from Weber State University in 2011 as the Director of Planned Operations. RL: I'm Ruby Licona, faculty member in the Stewart Library at Weber State University. Today, May 29, 2013, we are talking with Tom Van Cleave who retired as Director of Planned Operations at Weber State in 2011. He has been on campus for quite a while and we thought it would be good for him to tell us his perspective of things that have occurred on campus during that time. Tom, why don't you start out telling us a little bit of your background and how you happened to become associated with Weber State? TV: I was born right here in Ogden, Utah 66 years ago. I went to Ogden High School and graduated in 1965. I took my first class here at the university in 1966. I was working at the Marqus ROT Corp as a painter at the time, and I took a drafting class here. Actually, it was a blueprint reading class which sparked my interest. At the time, in order to register they had the old punch cards. Registration was in the shop area of the technical education building where you showed up and went place to place to get your cards so you could register. I took most of my drafting classes in the technical education building. I'd take one class a quarter because I had a job and a family, so I couldn't really stay focused with my education. I would take a few classes and drop out and then take a few more classes later. RL: You were not a four-year student. 1 TV: I was not. I was most definitely a nontraditional type of a student. I went from job to job and I ended up at a place called the Amalgamated Sugar Company. You would know it as White Satin Sugar. I furthered my education there working for a mechanical engineer. His name was Harvey Bingham. I will never forget this man as long as I live. He was the mentor type. I would ask him a question and every engineer had a boatload of books, so he would pull a book and say, "Okay here's the section. I want you to read this, then come back and we will talk about it." In that process, he became more of my mentor than anything else. In 1973, the engineering section I worked in as a draftsman decided they wanted the engineer group at the sugar factories. They wanted me to move to Nyssa, Oregon, but I wanted to continue my education. Nysaa, Oregon is 50 miles away from Boise State or anyplace where I could get my degree. As a consequence, I had to decline that. I ended up working for a family-owned business called Precision Built Homes which later became Precision Built Systems. It didn't take me too long to realize that the growth opportunities were just not there. I saw an ad in the Ogden Standard Examiner that they wanted an architectural draftsman. I applied for it and so did two other people that I worked with at Precision Built Systems. I interviewed with Bob Folsom, who was the Director of Campus Planning at the time. Bob was an architect and a very intelligent guy. RL: Was he Director of Campus Planning for Weber State? TV: Yes, that's right. Anyway, I interviewed with him and then time went by and I thought the university had forgotten all about me. I didn't know what the 2 bureaucracy was. I was used to private industries where it was, "You want the job? Okay, you're hired." They finally called and wanted me to come to work. Needless to say, I was elated because I had a long association with Weber State and I really thought this was going to be ideal for me. Plus, I could continue my education. I used to ride motorcycles at the time. I had a Yamaha YZ 400 and I was into racing and things like that. Just one week before I came to work here, I had a motorcycle crash and separated my shoulder. Of course, it was my right shoulder. RL: Which you used as a draftsman. TV: That's right. Bob Folsom hired a two-armed draftsman and a one-armed one showed up. He kind of looked at me and was a little bit surprised that I showed up with my arm in a sling. I thought, "Oh no, I'm out of here." He dealt with it pretty well. I learned how to draw by grabbing my sling with my left hand and moving the pencil with my right. That was back when we did all board drafting. I realized that this was my opportunity and I had to make the best out of it. Bob was very encouraging in that he wanted people to take advantage of what Weber had to offer. RL: That was in 1978? TV: Yes. That was 1978 that I was hired in. I'd take classes and I finally got into the mechanical engineering program which was basically nonexistent prior to 1979. Over time, I was able to take enough classes to finally graduate. I had graduated with my Associate's in Engineering Graphics in 1974. 3 RL: When did you graduate with your Bachelor's? TV: That wasn't until 1986. RL: Better late than never. TV: Oh yes. I'll tell you, it was a tough uphill climb for me. I had a family to support and a lot of times I'd have to work two jobs to make ends meet. RL: Do you remember any of the faculty that you worked with when you first got here? TV: I most certainly do. I took my first drafting classes in the engineering technology building on the west wing down on the south side. Later on, I took more classes at what we used to call the "TUB" which was the temporary union building. It was on the east side of building four. I remember taking drafting classes there in the wintertime and you could almost hear the wind whistling through. It was an old barracks is what it boiled down to. That's where the union building was housed in the late 1950's while the permanent union was being built. You never knew what you were going to get in that building. One of the more memorable professors I had was Park Guymon. He was a chemistry professor. He was tough, but even though I took those classes over 30 years ago, I still know the periodic chart fairly well. He worked us hard, but he was fair with everyone. He was one of the best professors I have ever had. He was super intelligent and just a great guy. Especially when you'd get him talking about horses, he could talk about horses forever. He was one of the better ones. Another professor, Carl Wood, in the mechanical engineering program was a hands-on type of a guy. He might still be here, or it's just been a few years 4 ago that he left or retired. He could give you not just the theory of things, but the practical application of things. It was the same thing with Robert Parker. Dr. Parker was the type of professor that when you walked into the classroom and sat down, you'd have everything in front of you and a pencil in hand because the second he hit the door he was walking, talking and asking questions. By the time you realized what he asked, he would call you up to the board to explain the problem. You had to be on top of your game to stay with Dr. Parker. He was a great guy. RL: What did he teach? TV: He taught strength of materials, finite element analysis, and other classes within the mechanical engineering program. RL: You mentioned that while you were with Amalgamated Sugar, Mr. Bingham was a mentor for you. Was there a faculty member at Weber that took on that role when you came back as a student? TV: Some did in limited roles. Carl Wood was one and Bob Parker was another. There were others, but the names escape me right now. RL: You've mentioned several and obviously they made an impression, but sometimes somebody stands out more than others. TV: If anyone it would have to be Park Guymon. He was not in my major, but he taught me how to work hard, how to be prepared and how to think and rationalize things out. I have to tell you a story about a final exam I took from Park Guymon. I remember the final exam I was pumped, I was primed, I was ready. I walked in there and he handed me the test and I'd been studying and studying, but I 5 started down and went through a whole page and none of the questions looked familiar to me. I started to sweat. That's when you wish, "I hope the hole opens up and swallows me right now." I looked around and everybody has just got their head down and they're going. I thought, "I'm a dead man." Finally, on the second page, I found one that I knew. That started the process rolling. I took the full two hours to do that test. When I was done, I walked out to the parking lot on the east side of the science lab building and I couldn't find my car. I had no clue where that thing was. As I walked around I thought, "Oh my heck, somebody stole my car." It finally occurred to me that I had parked on the west side. I'll never forget that chemistry final as long as I live. RL: Did you finally go back and answer some of the things on the first page? TV: Oh yes. I got the ball rolling and I think I got a 92 or a 90 on that test. It was one of those feeling I've never had a feeling like that in my life—the "I am sunk" feeling. If anybody was a mentor I think it would be Park. I still see him to this day and I stop and say, "Hi," to him. His wife is absolutely wonderful, I remember her too. He is just a great guy. It's been all these years. RL: He's been mentioned to me by several people, not necessarily in interviews, but around different situations. Actually, one of my surgeons and another physician also had him as undergraduate students here at Weber State. You're right. They are delightful people. TV: I had a lot of professors, but he's the one that just stands out the most. Dr. Parker was from Chicago and he had kind of an accent. You'd ask him a question and he'd say, "Yea, yea, yea, yea." That was one of the more humorous 6 things. Then you'd take some of his exams and you'd think, "Oh my, the humor is over." Another one I had was Norman Smith. He taught thermodynamics and heat transfer. I remember Dr. Smith gave us take home exams. I had never had a take home exam before in my life. I thought, "Alright, we have a take home exam. I am living large. Life is going to be good." Of course, I postponed it and started working on it on a Sunday and we had class on Monday. I must have spent eight to ten hours working on that one exam. It was a total nightmare. I learned really fast about take home exams. I had a couple more and they lived up to the expectations. He was a very intelligent man. We did a lot of formula derivation. Back then I was thinking, "Okay, I really don't need to derive those formulas. Guys a lot smarter than me came up with them so they must have figured it out so I don't have to, right?" No. We went through them step-by-step. It got you thinking. Rather than thinking, "I need this class to get out of here." It got you thinking about the applications. He was a brilliant man. He didn't stay with us too long before he moved on. I think from every professor I had I took something with me. Carl Wood was just one of the nicest guys you ever want to be around. I remember in one class he had the class down to his house for a barbeque after the class was over just to treat us. He was very patient and was able to explain everything. I was able to use a lot of that on the job through the analysis type of thing. RL: So you were working full-time at that time? TV: Yes. RL: Were you able to take advantage of a tuition cut or anything? 7 TV: Back then we were on the quarter system and we'd get five credit hours free and 10 percent off at the bookstore. I remember my first drafting book I bought at the bookstore. I thought, "This is outrageous." It was this big, thick drafting book. I think it was $22.00. I about died. RL: That was a fortune at the time. TV: It was. Considering I was making about $2 an hour back then, so that gives you an idea. RL: What about on the work scene? You mentioned Folsom. Were there other people that functioned as mentors for you in the workplace? TV: I replaced a guy named Wayne Venable. Wayne had a heart attack and died rather suddenly. At the time, we only had about 7,200 students here. When I was hired in, there was me, Bob Folsom, and a guy named Fred Kendall. He (Fred) was the nicest guy I've ever run across in my life. Fred was the type of guy who would never speak an ill word about anybody. He was just that type of a personality. There was also a secretary and a student aid. That was it for the whole campus. They called it Campus Planning and Construction. As things grew and progressed we were able to hire more people. A lot of what I learned was from the guys in the shops. We were in the Architectural Services Department on one corner of the campus and the guys in the shop were up on the hill in what is now the Facilities Management Building. I tried to involve these guys in the shops especially in the practical applications. I could punch all the numbers in the world and I knew what had to happen and knew the design parameters of a particular piece of equipment. But, then you 8 start getting into installs and what actually makes it work and how to control it. That's when I started talking to the guys in the shops. I gravitated toward these people because they were very smart individuals and very good at their trade. I learned a lot of practical things from the people in the shops. There were guys that had been plumbers for 30 years and guys that had been electricians for about the same amount of time. They knew how everything was supposed to work. I learned a lot from those people. I also learned a lot from Division of Facilities Construction and Management inspectors. They were on the construction end and they managed most of our major projects on the campus like the new buildings and major remodels and things like that. RL: The things that we now have to contract out. TV: Yes. I just had a vast variety of influences on that. Bob was very much an architect and more of an artist. I remember I took a class in art and architecture. I remember Bob saying that if engineers designed all the buildings on campus, they would all look like boxes. They have to have an architectural element to them. Historically, engineer types and architecture types have clashed. The engineer types want mechanical rooms with all the space in the world, while architects say that's very valuable space that could go to other things. There's always this clash type of a thing, which leads me to my next step. In 1991, Weber State College became a university. I remember that quite well, they had quite the celebration. I moved from working for Bob and he said he was disappointed to lose me because I'd like to think I did a really good job. I did get a lot of compliments from the faculty. 9 RL: You had been here at least ten years by that time. TV: It's interesting because I only planned on spending four years. I knew when I had it good. It didn't take me too long to figure that out. Anyway, I went to work for Dave Maxson, who was the Director of Physical Plant. Dave was one of the nicest guys that ever walked the face of the earth. He had a hospital background. My job was to bridge the gap between the architectural side and the practical side. I knew both ends of the business. I think I was successful in doing a lot of that. When I was working for Bob Folsom, I got here right after the Dee Events Center was dedicated and the Engineering Technology building was dedicated the year after. The next building was the Wattis business building. We had so much trouble with that building from the operations and maintenance end. It had stacked fan systems so if you have something go wrong with one fan system you have to disassemble one to get to the other. It had very cramped and compact mechanical rooms. It was very impractical. It had great big cooling coils on the fan systems and you had to actually cut a hole in a wall to get the old coils out and the new ones in. Be it my influence or complaining or whatever you want to call it, I was the go-between. As the next building, student services, was to be built it was the first time we were actually involved in the planning process. I went to all the planning meetings and the construction meetings. Sometimes my suggestions weren't taken well and other times they were. It was a give and take kind of a thing, realizing that the architects had their point of view and the maintenance side had our point of view and we were trying to make those two 10 things mesh. Student Services was the first building that I was heavily involved in and it was a valuable learning experience. I learned a lot from a lot of people. I was able to temper my own feelings. That's when I learned how to realize the other person's point of view. I take a lot of pride in that one. RL: It's growing up. TV: Yes, that right. Of course, it served me well as my career progressed with personnel issues. I worked for Dave for about ten years. Back then, we had a Director of Architectural and Engineering Services, Director of Physical Plant, and we also had a Director of Electronic Systems and Repair whose name was Sid Jensen. I had one of these projects going on that we had to have his help on right away. I went down to explain my problem to him and Sid says, "I need all this paperwork filled out in quadruplicate. It has to be signed off by anybody and everybody and you're six weeks out to get the parts." He proceeded for about five minutes and I thought, "My gosh, I will never get this done." He finally talked himself down and says, "Oh okay, will this afternoon be okay?" Sid was the type of guy that had to get a chunk out of you. He had to do it and he loved it the entire time. Once you caught onto him, he had a heart of gold and he'd do anything in the world for you, but you'd have to endure it first. They did some studies across campus and they decided it didn't make a whole lot of sense to have three separate directors running three separate entities and they should all be working together. RL: You needed an umbrella to cover. 11 TV: That's right. They hired consultants to analyze our whole situation and that has evolved into what is called the facilities management department. Mike Perez was the guy that showed up on the scene. He came from SMU. They had a structure at SMU that was kind of what we were looking for, so Mike knew the ropes. He was quite a personality and you always knew when he was in the room. He was just the type that would attract people, very outgoing and a smart guy. He was a super sharp individual. We were used to the old ways of doing things and Mike started out by learning the ropes. He and his wife came from Texas. RL: When did he come here? TV: It must have been in 2000 that he came. RL: Is he still here? TV: No, he went on to the University of Utah. Anyway, I remember they were born and raised in Texas and I remember the day he got here we had an April 1st snowstorm. His wife had one of those big trench coats like what the football players wore with a hood. She was all huddled up and she looked like, "What in the world did Mike drag me into? The frozen tundra of Utah?" Their son, Michael, was out throwing snowballs and he thought it was the greatest thing. I'll never forget the look on his wife's face. Mike went through a whole series of meetings, planning sessions and mentoring and we evolved. RL: What was his title? TV: At the time, he was Director of Facilities Management. 12 We used manage this place by reacting. If there was a problem, we reacted. There wasn't anything that was planned as far as maintenance was concerned or anything preventive. We ran it until it broke and then we repaired it. We had limited resources and limited technology to enable us to start planning this. We had started our facilities management work order system just before Mike got here. The realization was that we needed to start planning better. I remember the old Maximo program that just basically generated work orders. Prior to that time, the work orders were scribbled on a piece of paper and we called whoever on the radio to go fix it. That was the extent of it. We started refining. He was only with us for about three years, but he made a lot of changes. He brought us all under the same umbrella. Don't get me wrong, there was resistance. To Mike's credit, he pulled it off. He's a high energy guy who would send emails at three in the morning or he'd be in Texas and send me emails. The University of Utah recruited him so that gives you an idea of the type of job he was doing for us. He replaced one of the legends down at the University of Utah, Randy Turpin. Randy even had a building named after him at the University of Utah. He was the Director of Physical Plant or Plant Operations. RL: They stole our person to improve their situation. TV: They had a void they needed to fill and they needed the right guy to do it. RL: What was your position under him? TV: I was the assistant director under Mike. When Dave Maxson, Bob Folsom and Syd Jensen all left within a short period, I assumed the role of the director. Dave had brought me along enough that I knew how things worked. I knew how the 13 budget worked and I was able to use that information that Dave gave me to manage that for quite a spell. It must have been six months or better before they hired Mike Perez. After Mike left, there was another long period because they couldn't find the right person for the job. We had interview after interview as the university was looking for the right person. I was managing the department during this time period also. RL: You mentioned that Kevin Hansen managed Air Force bases all over the world. Did we recruit him away from Hill Air Force Base or did he come in from elsewhere? TV: He retired from the Air Force. He'd managed Air Force bases in Anchorage, Alaska and Cape Canaveral, Florida. We're talking multi-million dollar budgets that he managed. He retired from the Air Force and ended up in Logan City Public Works. This was a long process that we went through. We had candidate after candidate showing up, but it was just not the right fit for us. The administration wanted the right person for that job. I remember the first time I met Kevin I thought, "Oh my gosh, a retired colonel, we're all in a boatload of trouble." We had several downloading sessions. He brought me under his wing more or less. We talked department-to-department and person-to-person about how we each saw things. We had several sessions of that. We were going to a conference in St. George and we talked the whole way there. Kevin saw things in an entirely new light than we were used to seeing. He said the first thing he noted was that the Administration Building had an old wooden sign. It was actually a metal sign framed with 4x4's and it was kind of leaning up against the west wall. 14 Those were the kinds of things he saw, but we had been seeing it all along so it was just part of the landscape for us. That's just one small example of what he saw. RL: Is that when we went through that major signage change all over the campus. TV: That's right. He wanted to turn this place into a first class organization. It wasn't without pain, don't get me wrong, because we had people that were pretty much entrenched, that could not see the light and resisted. You're bound to get resistance with any change. I remember back when we used to go down to the state surplus and get our service vehicles. By the time they hit state surplus, these things had been used to death. RL: 300,000 miles on a little truck. TV: Right. That's not outside the realm of possibility. We were trying to piece things together and it was a mish mash of things. We had an old Popsicle truck that the plumbers used. That's where we were at the time. Kevin was able to change that through budget management. You'll notice all the service vehicles now match. They're all in good shape and we rotate them. We don't have to worry that much anymore about them starting in the wintertime. That's just another example of the things he accomplished. RL: That relates back to some of the old Mike Perez thinking where you don't just react, you plan ahead. TV: That's right. It adds a professionalism that was lacking. At the loading dock at the facilities management building, we had a lineup of old beat up chairs that were scavenged from gosh knows where sitting on the dock out there. The guys would 15 go sit out there in the summertime. These things were worn out and beat up. We had a yard full of transformers that were taken out when we upgraded from 4160 volt to 12470 sitting out in the back lot. Our back lot was a junk yard. Kevin really drove the point home that this was not the way were going to run this facility. The chairs disappeared, the transformers disappeared and he was going to change this into a first-class organization. He asked me one day which section within facilities management I wanted to manage. I told him immediately that I am more in tune with the maintenance operations. That's how my job title got changed to Director of Plant Operations. I managed what they call skilled crafts like the electricians, the plumbers, the carpenters, the painters, and HVAC personnel. RL: The ones who would be licensed and certified in the outside world. TV: Right. I also oversaw energy management. I remember my first energy project when Dave Maxson was still here. It was in 1995. We got a grant from the state of Utah for changing light bulbs. We had T-12's and we were changing them to T-8's. There were all these people trying to promote certain things and that's where the analysis I performed came in. RL: What does T-12 and T-8 relate to? TV: These are florescent tubes that have two types of ballasts in them. They had the old magnetic ballasts and the new ones were electronic. That's when I started to get involved in the energy management end. It kind of got to be my passion. I did a lot of analysis of the wattage and the light levels to determine which was going to be the best. They had several different types out there at the time. People 16 were trying to promote T-10's and a primitive form of LED's. I finally had to make the decision while working with other engineers and the first building we changed to the new T-8's was the science lab building. That was the first building we retrofitted under this grant that we got from the Department of Energy for the state of Utah. The Lind lecture hall soon followed. At the time, Allied Health Science building phase one was already in place and they were looking at the Allied Health Sciences Building phase two. I had to convince architectural engineers and administrators that the T-8's were the best thing to put in the new health sciences building rather than the T-12's. I had to show them all the energy efficiency and so on. The numbers just really fell out and I was able to convince them to put the T-8's. The Allied Health Science building phase two was the first new campus building to have the T-8 florescent tubes in it. RL: Then you went around and retrofitted the other buildings. TV: That's right, over time. We still stumble into the T-12's sometimes, but pretty much all of them are now T-8's. RL: The experience you had with that is what led to your part-time position that you took on after retirement. TV: Bingo. RL: That's energy analysis? TV: Yes. I'm the Utility and Energy Analyst now. I do the fun stuff. I tell everybody my story and say that I basically went from four meetings a day down to one or two a 17 week, which suits me just wonderfully. I think I got away from my passion when I got promoted up. RL: We've gotten a picture of how you've progressed through your work career here on campus. You said you grew up here in Ogden, do you have early memories of Weber prior to coming here as a student? I know people talk about Weber and I'm sure at that time were referring to it as Harrison High School, kind of looking down their nose. After people get here they have a whole different perspective on things. I've also spoken to some people who remember running around on the campus and sledding down the hills when we got snow. What are your early memories of the campus? TV: My brother graduated from the old Weber College down on 25th Street. I remember the Moench building. I couldn't have been any more than five or six years old when he graduated. I remember the gym especially because of all the ramps going up to the spectator area. It was so fun for a five of six year old kid to go running down those ramps. RL: Was that the building down by the public library? TV: Yes, that's was old Moench building. It was a very striking building. I'm sure you've seen pictures of it. My best friend, Brent, used to live near me on 28th Street just below Harrison and moved right across the street from the current university site. There used to be a big white two story building at the front of campus at about 3400 South. It had a pond out in the front that had little mosquito fish and goldfish in it. We'd sneak in there at night and try to catch them, but were very unsuccessful at that. 18 RL: It sounds like they were the kind of thing that even if you had caught them you couldn't do anything with them. TV: We couldn't, but we were kids and we didn't think too far ahead. I remember the old married student housing on the west side of the Browning Center where the visual arts building is now. Another friend of mine had a sister that lived in there with her husband back in 1963 or 1964. I've had a long association with Weber State. RL: You've been here as a student and as an employee under quite a few different presidents on campus. I would imagine that when you came President Miller was still here? TV: President Miller was still here, but he was no longer president. He was still very much a presence. I was working for Bob Folsom as a draftsman and this gentleman came through and stopped by to talk to me and wanted to know how it was going. I didn't know this guy. He just seemed like a pretty cool guy. RL: Was he president when you came as a student? TV: Yes he was, but I didn't know him personally. I remember President Miller and his wife also. They were just the sweetest people you ever want to be around. After he came through that day, I went to Bob Folsom and asked, "Who's that guy that just came through?" He said, "Oh, that's President Miller." The president's home at the time was right at the top of 4100 South. It is office space for the athletics department now. His wife lived there. I met her and got to know her better when I was working for Dave Maxson. She was just the most wonderful person you ever want to be around. She was very appreciative of 19 anything you could do for her. She would bring us treats up at the office every once in a while when I worked for Dave. She would just stop by with donuts or cookies as a note of appreciation for what we did. RL: Each administration had its own flavor, doesn't it? When you started working here it would have been President Bishop? TV: I came right after President Bishop left. President Brady was the first president that I worked under. I got to know him and his wife somewhat. They had a home here on Edgehill Drive. The college bought it off the market, but it needed some renovations. I was put in charge of the renovations, so I got to meet with President Brady. One thing about President Brady, he had a closet full of blue suits. Every time I saw him he was wearing a blue suit. His rationale was that it was one less decision he had to make in the course of a day. I worked with his wife, Mitsy, quite a bit. She was a wonderful lady. She was highly appreciative and a very classy lady. RL: You actually were in a position where you interacted with them at their home and not just on campus. TV: That's right. RL: Any particular incidents that you remember with that home? TV: President Brady liked to play basketball and I remember we put a basketball court in his backyard. I made all the drawings and our carpenters did all the form work and poured the concrete. That was one of the more notables. We made some changes to the lighting and landscaping over there that she appreciated. I 20 was able to work with them at their own home which is one of the little perks of my job. RL: I've heard a lot of stories about his walking around the campus knowing a lot of the students, and of his interaction with the faculty. Was he just as approachable for the staff? TV: I was nervous about approaching people like the president who was really up there when I was just a lowly draftsman at the time. I was hesitant to approach him. I remember he had signs all over campus. He would write his thoughts and put them on signs and put them around campus. That was another little thing that he did. He was a very nice man, but very formal. I interacted much better with his wife who was less formal. My interactions with him were strictly on little projects. RL: After he left, we would have had President Nadauld. He was also fairly formal, wasn't he? TV: At times. I've got to tell you a funny story about President Nadauld. This was before the Stromberg Center was built. We used to have faculty-staff basketball leagues at the old Swenson Gym. President Nadauld was very competitive and he loved basketball, but he is not all that big of a man. At the time, I was about my present size. I was in better shape, but I was a pretty good-sized boy. Anyway, we were playing basketball with teams and I went out to set a pick. President Nadauld ran into me and then hit the floor. I went about as white as your sweater. I thought, "Oh my gosh, I just decked the president." I thought my employment was over, but he actually got up and he smiled about it. He said, "Nice pick." There's still a guy on campus that will never let me forget that. His 21 name is Mike Whetton, and every time I see him, to this day, he reminds me of the time I decked President Nadauld. We used to have fishing derbies at the campus in the pond. Physically challenged kids would show up and we'd plant fish in the upper pool and the guys from physical plant would go down and help these kids catch fish. You'd see these kids that are confined to wheelchairs who would just light up with their first fish. It was so rewarding to witness that. It was an annual thing with President Nadauld. After he left, the derbies pretty much died off. I really thought that President Nadauld was a very personable individual. I appreciated what he did, especially with that fishing derby. That was an indicator of what the man was really like. He was very compassionate and just a good man all the way around. RL: He was president when I arrived here. From my perspective, I didn't approach him because he was the president. There were a couple of times when we interacted and he really wasn't unapproachable, it's just what you build into the position. When he left, we got Paul Thompson. He made a lot of changes on campus and had more of an emphasis on recruitment and diversity issues in terms of expanding the faculty and bringing in more people of color. I don't know if that began with President Nadauld, but I know that there were internships that he and Bob Smith made possible for faculty members and there was more emphasis for students. The campus face has changed in terms of the student population with more international students and Asian, Latino, and African American students. What have you seem in terms of the makeup of the staff? 22 Since you have worked with people on the staff in different buildings, did you notice any particular changes as far as diversity when we started having the push on campus? TV: Not so much immediately. I was on the construction end. One of my favorite people on this campus is Forrest Crawford. RL: Absolutely. TV: He is absolutely the greatest guy I have ever met in my life. RL: He started out here as a football player. TV: That's right. I'm going to digress further. There was a guy here, Darnell Haney, who used to play football for the Oakland Raiders, who came from Utah State. I knew Darnell because I was coaching little league football at the time in Washington Terrace and I coached his son. That's how I got to know Darnell. I remember I was doing a project in the union building and I was talking to Lynn Kraaima when I noticed his eyes kind of shift. At the time, there was a promotion going across campus about a new club and restaurant opening up in town called Bigfoot's. Anyway, I looked at Lynn kind of funny and then this great big furry paw hit my shoulder. I turned around and the most enormous creature I've ever seen in my life in a Bigfoot costume had ahold of me. It was Darnell Haney. I think I set the world record for the standing high jump thanks to Darnell. I wasn't directly involved in the diversity effort, but I reaped the benefits by getting to know these people. RL: What were the changes that you noticed that were brought about? 23 TV: That is a hard one for me because I had the benefit of getting to know the people that got hired here, some of the guys I think back on like Henry Yamaguchi who worked up there. RL: I just wondered if you saw a difference in the face of the staff. TV: I'd have to stop and think about that because I didn't really pay much attention to it. To me they were just good guys and that's what matters. One of the better interactions I've had. I love to work out at the gym and I lift a lot of weights up there and I love interacting with the student athletes. These young men and women are about as fine a people you'll ever meet in your life. I love to talk to people and getting to know these student athletes has been one of the more amazing experiences in my life. I have people stop me that I don't recognize and they say, "I work out at the gym, we talk about this and this." I've got to tell you a story about Fine Unga. He used to be a running back under Mike Price. I've seen him around for years. He looks like he could still play. One of his relatives, I think it was his nephew, was BYU's all-time leading rusher, Harvey Unga. I've been a Chicago Bears fan since I was a little kid. I just mentioned it to Fine and asked if it was a relative of his who got drafted by Chicago. We got to talking and I mentioned to him that one of the things on my bucket list is to go back to Bears Stadium to see a Bears game. Later on, said to me, "Well, if Harvey makes the team, we'll go back and see a game." I just spaced it off again and then he brought me a hat that said, "Number 45, Harvey Unga." I said, "What is up with this?" He said, "Harvey made the team." I said, "Wow, that's cool!" He said, "You pick the game and we'll go back." 24 RL: Did you get seats on the sideline? TV: We are going back on August 15, 2013 to see the Bears game at the Chicago Stadium versus the San Diego Chargers. One of the other notables was Frank Otis who played basketball for us. I'd be out and about and he'd stop me and I'd get to know him. RL: Did you get to play basketball with Damien? You couldn't pull a pick on him. TV: Damien's about five leagues ahead of me. He'd probably jump over the top of me. There again, Damien is another fine man. I was in a meeting and Kyle Tresnack stopped me because he recognized me. Bonnie and I are the ones with the towels behind the basket and we wave them at the opposing players when they're trying to make free throws. He picked up on that. The things you pick up on and just these wonderful experiences, you cannot put a price tag on them. It's just part of the overall experience up here. RL: With Thompson, there was an era when we started having more strategic planning on campus, which falls in line with what you were seeing in facilities management. I don't know if the two are related or if it was just individuals that happened to be working on the same kinds of things. After President Thompson, we got Ann Milner, who is very highly thought of and I have not heard of anyone who was not sad to see her step down. TV: I am among those. I've known President Milner for a long time. I knew her when she was working for continuing education. Right after she became president here in about 2004 or 2005, we had a request from her to tour the infrastructure of the campus. She was very interested in the infrastructure of the campus wanted to 25 go see the chilled water plant, and the heat plant, and wanted to go through the tunnels. I didn't know quite how to take this. Kevin Hansen assigned me to take President Milner on a tour. RL: Through all the mole holes on the campus? TV: Some of the places I'd say, "President Milner, you really don't want to go down here." She's the only one that wanted to know how this place worked and what the infrastructure was like. We didn't have any centralized air conditioning on this campus until 1968. They put two lithium bromide steam powered absorption chillers in the basement of the science lab building. As the campus grew, we had to add another central chiller. It was our first centrifugal that was installed in a separate vault way below basement grade on the south end of the science lab building. Once we got the new electric powered centrifugal in place, we abandoned the old absorption chillers which were a maintenance nightmare because they were old and antiquated. RL: It's like the difference between air conditioning and swamp coolers. TV: Pretty much. The absorbers were an energy hog, very inefficient, troublesome, and a constant maintenance issue. The centrifugal at the time was a 1250 ton carrier and it pretty much took care of the campus. We're talking the early 1980's. The campus continued to grow and expand and we were running that chiller for all it was worth. We had no redundancy. We didn't have a backup plan if that chiller went down. I remember on a July 4th weekend in the late 1990's, the central campus chiller went down. At the same time, we had a stand-alone unit at 26 the Browning Center, which was installed during construction in the late 1960's that went down on the same day. This was July 4th weekend, we had two chillers down and we had nowhere to turn. We couldn't get anyone up here because people were out of town. We finally got ahold of someone from Carrier Corporation and he worked on the central chiller throughout most of the weekend. The Browning Center chiller was 24 feet down and it had two lines, one is the chilled water line that goes to the building and the other is the condensing line which goes to the cooling towers. The ground shifted and sheered the condenser lines, so we started digging. We had to bring in great big track hoes and we just started digging and digging. When we got down there we ran across all these cables that were sagging. Those were the feeder cables to the transformers in the basement. We had to get electricians up here to take care of that. In the meantime, we struck hardpan and hit groundwater and the basement of the Browning Center started to flood. You wonder how many things could go wrong with that project. Scott Jensen was the director of the Browning Center and had events scheduled. Needless to say, he was pretty anxious to get this done. An employee named Destry Labrum and I tried to line up electricians and anybody we could find. I lived here for two or three days until we got that done. I hardly slept at all. I remember telling Destry that the sweetest sound I've ever heard in my life was that central campus chiller. There was a reason we used to have earphones right there at the door. That thing was a high pitched screamer. 27 At that time, I thought that that old carrier finally getting back online was the prettiest sound I've heard in my life. It underscored the whole idea that if we lose a chiller, we're dead in the water. That started the process rolling. In the meantime, we were doing a make-do kind of thing. We took out the old absorption chillers and we kept adding new chillers, but I did a lot of studies, which showed that we were still running out of capacity. The campus was growing faster than what we could keep up with and what we could support. I think that was part of the reason why President Milner wanted to see what was going on. I explained to her everything that we were doing. I even took her down to the vault with the old screamer and we both had our hands over our ears. We needed more capacity and redundancy in our plant. RL: She was very successful in her time in getting funding for new buildings and for remodeling on campus. We had Elizabeth Hall… TV: There was some visionary stuff going on with Vice President Simkins. He could see the need, so the cooling towers were in place before we got the central plant. President Milner was successful in convincing people to support the new chilled water plant. We're talking 5 or 6 million dollars. Now, we have full redundancy. We are totally backed up. If we lose a chiller, we have total back up. Same with the heat plant. RL: We'll continue as we get the funding for the new science building. TV: That's right. We have capacity there to handle it. RL: Were you around during the construction of the science buildings or was that already in place? 28 TV: The science lab constructed before I arrived as part of the major building boom on campus, which happened between 1968 and 1972. RL: So you would have been here as a student? TV: I would have been here as a student. As a matter of fact, I took classes from Park Guymon and we had our labs in the science building. RL: You'll come full circle because now they will get a new building. TV: That is a good thing. Honestly, the science labs have been a maintenance nightmare for us. Back then, the way they used to fireproof everything was with that spray-on asbestos. We have to be careful because they can't do a lot in that building without removing the asbestos first. We can't even work on things. It's old and worn out. A lot of the components, like the exhaust fans on the roof, you can't get parts for anymore because they don't make them. We have to buy brand new exhaust fans with a little bit of a different configuration and adapt them to keep the building operational. RL: You described President Milner as very much hands-on from the ground up. I would imagine that having that type of an administrator makes life a little easier for facilities management operations. That area did not report directly to the president, it always reported to a vice president, is that correct? TV: That's correct. RL: You just mentioned Vice President Al Simkins. Was there someone else in his place prior to his arrival that you remember? Were there influences on facilities management? 29 TV: The first vice president I remember really well was Dr. Folger who was a very personable type of guy and a very intelligent individual and he was very approachable. Even being a lowly draftsman, I was able to talk to him on a limited basis. I was very rank conscious, but he was very approachable. He came from the business end of things and had a doctorate in business. I wasn't here too many years when Dr. Folger retired. RL: Did he come in from faculty? TV: He came in from faculty I believe. He could have been an academic dean. After that was Dr. Jerry Story. I didn't interact with Dr. Story very much. Bob Folsom interacted with him quite a bit as far as anything to do with the campus. I didn't really know the man very well. He seemed like he was a nice enough guy and he'd talk to you, but I wasn't able to interact with him on a one-on-one basis. After that it was Dr. Simkins. RL: He was here for quite a while. TV: Until Dr. Tarbox showed up. RL: That would have been about 2005. With Al Simkins, you mentioned earlier that he had been interested in setting the plan in place to prevent catastrophes and to plan ahead for some redundancy and so forth. TV: Dr. Simkins was the visionary. He could see what was coming down the pike and saw the need to combine his departments. He saw what had to happen and was able to implement that. I was able to interact with Dr. Simkins through one of my all-time favorite people named Craige Hall. RL: Who became vice president over there in 1991. 30 TV: Yes, he was the associate vice president, I believe. I knew Craige when he was the director of the library here. We did some remodeling projects. He was one of the most approachable and fun guys I've ever been around, a super golfer who was terrific. We had a lot in common and he was very approachable. I just can't say enough good things about Craige Hall. RL: He was the director of the library for twenty something years and also happened to be put over the computer center. I believe when he went to the vice president's office, they moved the computer center so that it was still under him. He had quite a variety of things. He had physical plant, all of the budget and financial stuff, the athletes and the NCAA relationships and all of the facilities things. You just thought you went to a lot of meetings. TV: I remember when Craige got appointed to what we called mahogany row on the third floor. My previous dealings with certain faculty members that had been promoted to that level had not been very good. I got the feeling that once they were promoted to that level that they became very rank conscious. I didn't know what to expect when I had my first meeting with Craige Hall in his new office. I was kind of sitting at attention and he looked at me kind of funny and said, "Thomas, how the hell are you?" I said, "Fine." I guess I still didn't loosen up enough because he took his shoes off and put his feet on the desk and said, "Well, take your shoes off, put your feet up, let's talk about things." It just put me at ease. We were able to interact in that manner, keeping in mind that he's still at vice president level and I'm not, but he had that way of putting you at ease and he'd listen to you and address your concerns. He was every bit a manager who 31 could bring people together. Define the term "manager," that would be Craige Hall. I got to know his wife, Deanna, very well also. She was a wonderful person too. Those two matched up so well. I remember some of the stories Craige would tell me about the younger days when he was running for student body president of high school and some of the things they did like an airplane drop with all these leaflets. They got in trouble for that for all the litter they were throwing out of airplanes. Some of the stories that he would tell were just absolutely wonderful. I was able to interact very well with Craige Hall. He's a great guy. Vice President Tarbox was without a doubt one of the smartest individuals I've ever been around. He is extremely intelligent. RL: He didn't come in from faculty, he came in from outside. TV: That's right. He came in from the Board of Regents. We always called him Norm from the Board of Regents. You found out early on that if you have a meeting with Norm, you better have all your ducks in a row and be able to answer any question that he could throw at you. He's very detailed and highly intelligent, but he was kind of pressing the need for the new chilled water plant and later on the new boiler addition in our heat plant to replace the two worn out boilers. Both of the boilers were over 50 years old. On the facilities side, he was very much the visionary. No doubt, Craige had some influence there. RL: You had Simkins who laid all the ground work. 32 TV: He did lay all the groundwork. Norm was able to take over and run with it. Our whole energy management program as we see it was championed by Norm. RL: Okay, that's been the era that we've been in for the last few years with this ongoing green project and so forth. TV: Actually, the revolving loan fund. He championed this idea. We hired a young man as an energy manager, Jake Cain, who ended up working for me. He undertook this project to prove to administration that conserving energy and revolving and taking the energy savings and reinvesting it in the institution was actually a good idea. I remember he presented that to Norm and it's something I'd been pressing for years to get a portion of our energy savings to reinvest in new energy products. We basically proved to Norm that we were getting a much higher rate of return on our investment through energy savings than we were in any other investment that the university had at the time. Norm championed that whole idea and we now have other universities coming to us and asking, "How did you do that?" That's the type of visionary he was. He still is as a matter of fact. I think the world of Norm. He and Craige are wonderful. Every once in a while I run across Simkins in the grocery store and of course my wife, Bonnie, knows everybody. RL: She was in Human Resources for a while, wasn't she? TV: Yes, that's right. At one time she was working with the football team under Dave Arslanian. She was in charge of all the travel arrangements and had to feed the athletes and things like that. These are 18 or 19-year- old kids that have never been away from home before and she was kind of the team mom. I met her in 33 1990 when she was working for Sam Zeveloff. She went from Sam to football, and then went to work for Nandi in Student Affairs. She worked for Jan Winneford for a while and then went to Human Resources. As a consequence, she knows everybody on this campus. My standing joke when it comes to Bonnie is, "People know me not as Tom, but as Bonnie's husband." My real name is Bonnie's Husband Van Cleave. I kid her a lot about that. I could carry on about Bonnie, but that's not part of this here. We just have so much fun together. RL: Well, she's part of the campus history too. TV: She is. Absolutely. She was my gift. She keeps me grounded and we get along so wonderfully. RL: In your working with buildings and construction around campus and so forth, you probably also had involvement with some of the deans and the different colleges. Anyone in particular that had an impact? TV: Warren Hill. I enjoyed working with Warren. RL: Warren Hill who is kind of grounded came here from Pueblo, Colorado and he got here in the early nineties. TV: Right. I got to know Warren. I still see him on occasion. He's one of the greatest guys and super smart, very analytical. We got along pretty well. He was very influential and he has the type of personality that you go out of your way to try to help him out. People just gravitate to him. He's very outgoing and just a great person to be around. My interaction with other deans has not been that extensive. RL: We had some long-term people like Dean Sadler over in social sciences. 34 TV: I took a class with Dean Sadler right after he got here. I think he got here in 1968. I've known Dr. Sadler since forever ago and he's just another one of those great individuals. I interacted with him quite a bit. He was super charismatic and a great individual. He'd appreciate anything you could do for him and he'd listen to you. RL: They had some major problems in the social science building. TV: We had several problems in that building, which was built in the sixties We had insect infestations. I know that. We tried re-caulking and that building was another constant battle for us. The infrastructure is very dated. We also had heating and air conditioning problems. RL: I was thinking about the leaky roof. TV: Yes, we did have roof leaks. That building is an old building and it's in need of a total renovation. It's been a nightmare for us. RL: Was that one of the first major buildings on this campus? TV: Yes, it was built in that time period between 1968 and 1970. I do a lot of analysis of these buildings and there was a big building boom on this campus that took place between 1968 and 1973. The whole north end of the campus was totally torn up at that time. The education building was built soon thereafter. I remember seeing a campus master plan at one time and there was supposed to be a skyway bridge between the social science building and the education building. You can still see where it was supposed to be, especially on the social science building. On the second floor, midway on the east side of the building, there are some glass panels that don't quite match up with the rest of them. At one time 35 they were double doors. We finally realized that the sky bridge was not going to be built, so there was a remodeling project to get rid of those double glass doors. We've had our share of leaky roofs. Right after Mike Perez got here, we had one of those canyon winds that was super bad. We lost a lot of roofs that day. Perez and I went to the top of the stadium to see what the damage was. We were out there hanging on for dear life watching the roof of the Allied Health Science Building disappear. RL: That building was fairly new. TV: Yes, at that time it was fairly new. I also remember all of our campus roofs had to be red. They had the tar and gravel build up type of roof made with what they call Red Scoria, which is lava rock. Canyon winds tend to pick those things up and make unguided missiles out of them. We replaced a lot of windshields after that windstorm. RL: Broken windshields of the employees? TV: Students and employees had broken windshields from the flying Red Scoria, especially in the A-1 parking lot. The social science building had that Red Scoria roof as did administration. As we started replacing roofs, we started the single ply roofs. That's what started the process rolling. We still had to have red because those were the campus standards at the time. I have a confession. The first white roof on this campus is on the science lab building. I was responsible for that project and I picked white. RL: Were you thinking of heating? 36 TV: Absolutely. I was thinking about the air conditioning and the reflection of that roof in the summertime. I kind of violated the campus standard and I don't know if Bob Folsom realized that or not. Anyway, that is my confession. RL: They can't get you for it now. TV: They can't come after me. Now we are all going with cool roof as our standard. The Stromberg Center roof is being replaced now. I think the Browning Center still has the Red Scoria roof on it as does student services. RL: When the student union building was remodeled and added to, was the roof changed then? TV: That's right. That was built with the cool roof concept. There are a lot of lighting innovations and a lot of variable frequency drives in there. In a nutshell, rather than a big fan system with a 100 horsepower motor that ramps up right away, when you hit the switch, the variable frequency drives allow you to ramp up slowly to avoid sudden starts and a big spike in your energy consumption. That's hard on the motor, the bearings, the belts and you name it. There are two different ways that we're billed for energy. First, is our consumption in kilowatt hours and second, is our demand in kilowatts. When you get a big spike on an electric motor and you've got them all coming on within a certain timeframe, your bill goes up. The variable frequency drives are now our standard. We started incorporating those in the late 1990's. Another great energy saving feature of VFD's is that they provide us with the ability to run our fan systems at a reduced percentage of total load, depending upon the demands of the building. 37 RL: I would imagine those white roofs have made quite a bit of difference in reflection. TV: Absolutely. We have done so many things and those cool roofs have definitely paid off. RL: You've been here long enough that you were here to deal with that rounded cover that we had over the library. We used to watch when the wind came up and it would be moving and buckling. TV: Are you talking about the skylight? RL: Yes. TV: I remember having to replace that. There was a wind storm and we had the guys from the carpenter shop throwing ropes and cables on trying to tie it down and doing anything we could do to keep that thing from getting airborne. Of course, it was tearing up the roof all the way around it. RL: We made sure we didn't have to walk from wing to wing in there because we didn't know if the roof would disappear and you'd get sucked out too. TV: It was all hands on deck trying to save that skylight. It's one of those things where it's put in place and you don't know what the consequences are going to be until you get a severe event like some of those that we had. There have been some innovations that have failed us. The Dee Events Center was built with an epoxy type of a roof. It was a much different configuration than what you see on the roof now. RL: Epoxy like super glue? 38 TV: Yes. They'd just build it up and coat it in fiberglass and epoxy. The downside is that it was not exactly proven technology at the time, and after a while the combination of all the elements the thing started to peel and we had leaks in the Dee Events Center. The roof looked terrible. It looked like a giant hamburger bun. Through the process of evolution, we ended up with the roof that we have now. It was one of those things that didn't work out very well for us. Sometimes learning experiences come hard and that was one of them. RL: We've progressed through the different buildings. We had the student services building and Elizabeth Hall which is a little bit different. You said that we got away from the campus standard when we got away from the red roof. What about a standard as far as bricks or building colors? TV: Actually, that is still in effect. The brick color is called golden buff. That's our campus standard brick and you see it everywhere. RL: Except the business building. How did that happen to turn out the way it did? TV: That was a sore spot with Bob Folsom. We had a dean at the time that wanted something unique. RL: What year would that have been? TV: That would have been about 1980 or 1982. It was one of the first major buildings built after I arrived on campus. I remember Bob Folsom was very upset about the glass, but Sterling Sessions forced that issue through. He was a very forceful individual and he was determined that he was going to have his way and he got it. It was a major sore spot with Bob Folsom that he was able to do that. There 39 are still some elements on that building that are the standard brick, but it isn't pronounced. RL: At that time, the glass building would have been the trend, wouldn't it? TV: Correct, but Bob was the architect and everything had to match. The student service building is also somewhat innovative with the exposed concrete and things like that. The architect's name was Astel Erickson. I was involved in that building. We had some nightmares in the student services building too. From an energy standpoint, it was highly inefficient. We have all these great big high intensity discharge lighting. They are 175 watt HID and 250 HID and they were pointed upward through a skylight so that people could enjoy the ambience at night. I remember fighting him about that. They're up there 24 feet and I wondered how in the world we were going to change those light bulbs. I was basically told that was a maintenance problem. So, we just let them burn out. That was our energy efficiency. It no longer shines up to the skylight in the middle of the night. I never saw the architect drive by too often to see that. He was the same architect that did the Allied Health Science Building phase one. We had a lot of leaks in that building from the sloped glass. You'd get a pinhole and it'd start to work, but the wind would make it move and it would leak. We've done that about three times to try and keep the leaks out and it still leaks. It's just inherent in that type of structure. RL: The new dorms have normal windows and no big glass feature. It looks as though the new Stromberg addition is going to have a lot of glass. Is that going to 40 have a lot of glass in an open area? What will that do in terms of glass facing toward the west as far as requiring more air conditioning because of the heat with the late afternoon sun? TV: Remember when I was saying that if engineers built everything they'd all look like Wal-Marts? That building was kind of an ugly building and it needed some help. It was not a very welcoming building. I see both sides of the equation. West facing glass is an energy manager's nightmare, but you have to be sensitive to the overall picture of things. That building is going to be spectacular. They've done everything they can as far as minimizing the impact on the HVAC. We have the low emissivity glass that is going to be throughout. The sun shining through is still going to have an impact, but we're trying to minimize that impact. RL: Has it grown as the project has progressed? TV: No, this was from square one. RL: Was it? The early drawings that we had seen, it was a much smaller approach and it was really just going to be an entryway. Now it looks like major facilities are being added. TV: It's funny you should mention that because I kind of picked up on that myself. From the conceptual drawings that I saw, this has grown. I'm not in the project management end anymore, so I'm not sure how this evolved. It is going to be a big addition. RL: Now you're doing the energy analysis, not necessarily having anything to do with construction? 41 TV: Yes. I do a lot of energy analysis and scheduling of our buildings. We waste a lot of energy at night because the lights are on and nobody is home. The building automatic and control is a complex system where all the buildings are tied into our central automation center. Of course, we have controllers, wires, panels, and variable frequency drives in all of our fan systems so there are a lot of things that can go wrong. Part of my job is to look at all the spikes in consumption. I get read outs as often as I want to download them. I can see all the spikes in consumption and I figure out what is causing the spike or the increase in the loads in a specific building. We are soon going to be able to meter every building on this campus for electricity, chilled water, steam, water, domestic water, and natural gas, but to do that we have to have all of these meters installed. They all have to have certain set points and parameters to set them. Another part of my job is to dig out all of the information for a particular building and what it requires so they can adjust the control set points to the demands of the building. RL: While you're working on this project, have you been able to find things that have required big changes that you were able to influence? TV: We've made a lot of big changes. Have you been to Dee Events Center lately? RL: Not lately. TV: The primary responsibility for this belongs to Jake, but I'm kind of a sounding board too. That kid is smart. Don't tell him I said that, okay? In the Dee Events Center arena, we had forty-something 1500 watt HID lamps. Including the ballasts that were probably pulling at least 2,000 watts a piece. Multiply that by forty-something and all of a sudden you've got a big electricity load and also a 42 big heat load because of the heat coming off the bulbs. The amount of light you get off an incandescent light bulb is about 10 or 15 percent of the actual energy input and the rest is all heat. That gives you an idea of what goes on at the top of that dome where all the heat rises anyway. We're using all LED's now. I give the credit to Jake for this one. RL: That's quite a bit cooler, isn't it? TV: Absolutely, and it's reduced the load on our chilled water plant. Plus, they're so quiet. The humming from the bulbs is gone. The first time I was in there I thought, "My gosh, it's quiet in here and all the lights are on." It's one of those side benefits from an operations perspective. We had so much trouble with those ballasts on those HID lamps. The heat was killing them and we were replacing some pretty high priced ballasts on a frequent basis as well as the light bulbs. Those LED's are supposed to last for about 20 years or some phenomenal number. It cuts back on the maintenance burden. This is a win-win. We actually had engineers show up to see how we did it. We had the University of Utah show up and ask how we did it. We have people calling us from all over the nation asking how we did it and they want to come see it. Needless to say, that makes Kevin Hansen just delighted. One of his goals was that he wanted people to come to Weber State and see what we're doing, rather than us going to them to see what they're doing. RL: You save travel money. TV: Absolutely. Plus, it puts us on the map. It's one of those really neat things that we're doing. Have you seen all the solar panels on the roof of the Swenson 43 Building? That supplies all the hot water for the swimming pool. It's almost a freebie. It cuts back on spending for natural gas. RL: Well, it cuts back on the whole global warming thing as well. TV: Absolutely, anything we can do. We've also seen a huge savings from our central chilled water plant. We send water out of the chilled water plant at 44 degrees. It goes down the campus through the pipes and goes to all the buildings and it comes back to us at about 56 degrees. When it hits the building, you don't want 44 degree air coming out of the registers, so we temper it by running a boiler. It hits the reheat coils which are supplied by hot water. So, basically, we're cooling off all this air and then heating it up at the room level. There's something wrong with this picture. So, when we had to shut down our central steam system for the new boiler installation, we thought, "Let's use this opportunity to accomplish several things, like some much needed repairs in our tunnel system and raise the set point on our chilled water plant to where we are now pushing down 54 to 55 degree water, and let's see what happens." Last year, we hit one million dollars in savings over our base year by doing just that. Rocky Mountain Power has kind of a love-hate relationship with us. They've built new plants to supply us, but we're saving a lot of energy and a lot of money for the campus. Those are the fun things that we get to do. I remember Jake telling me that, after we raised the set-point on our chillers, Rocky Mountain Power sent their technicians to our sub-station on two separate occasions to verify that the meter was working properly. The energy savings were that substantial. 44 We're working on projects now where I'm still identifying each individual fan system and scheduling when it runs and how often we should change the filters from both an energy perspective and an operational cost savings perspective. It takes more energy to push air through a dirty filter than it does a clean one. We still have to maintain a certain quality of air coming through our campus. I think we overachieve in that aspect. We're using a Merv-13 filter, to replace the old Merv-8. The rating has to do with the amount of particles that are trapped. The higher the number, the more particles you trap. With these Merv- 13's we're able to maintain the air quality and we only have single stage filters instead of two-stage filters to do the same thing. We're saving money on the operations end and by changing them on a regular basis we save energy. You make it a win-win situation for everybody. The customer is happy and we're happy. We're saving money from not only energy, but from our operations maintenance budget. RL: I was going to ask you if we are making enough power that it does not have to be purchased by Rocky Mountain. TV: We're not to that point yet. We have several proposals in the works. Right now between the Davis campus and the union building, we might be at 8 percent of our total usage. We have plans in the works for Davis in particular. There's a lot of wide open space out there. It's in the planning stages and we're running the numbers to see if we can fund it. We want to generate at least 40 percent of our energy consumption for the Davis. This is in the future. That's what keeps me hanging around and showing up to see what happens next. 45 RL: Could you have windmills? TV: We're thinking about that. The permitting is a nightmare. I think a guy at the mouth of Weber Canyon found that out the hard way that it's a nightmare. You have to have a certain velocity of wind. The mouth of the canyon is really high velocity wind. RL: It can't be sporadic. It has to be steady. TV: You don't want this thing to get airborne on you. It has to be somewhat constant wind flow rather than in the morning the wind blows like heck at the mouth of the canyon and it dies off in the afternoon. I don't know if Davis has the velocity. There are a whole bunch of studies that we have to do. RL: Solar panels are good anyway. TV: Solar panels are great. The cost is coming down and the efficiency is going up and that's why I bought them for my house. I'm looking at a four to five year payback on my investment with all of the tax incentives and rebates applied. They become more and more viable all the time. It's also a good recruiting tool. Students show up and they see the solar panels everywhere. The new generation is thinking green and they pick up on these things. It's a recruitment tool, an energy efficiency tool, and it cuts down on the wear and tear on our equipment. RL: Earlier you talked about people who mentored you over the years. Have you had opportunities to pay it forward? TV: I try and take every opportunity. We have a bunch of young guys up there. RL: A lot of enthusiasm, but you have to curb it a little bit, don't you? 46 TV: I'm able to mentor these young guys and show them the how and the why. Jake is to the point now that he can fly on his own. He knows about the politics and how to get things done. I'm still kind of a sounding board and we discuss things. In my many years there, we had a lot of people who were content to complain about their position in life, but didn't want to do anything about it. I remember one young man that used to work for me. He came to me and told me that he wants my job. I said, "Okay, well here's what you have to do." I started laying it out for him and said, "You need your degree and you already have one of those, but the next person that sits in my chair will have a master's degree." His response was, "I can't do that." I said, "If you still want my job, this is the way you're going to have to get it." He decided not to go back to school and all I heard were his reasons why not rather than, "I can do that." The person who took over in my position has a master's degree. It has become more prevalent in what is now a profession thanks to Mike Perez and Kevin Hansen. It is now a profession, not just a bunch of maintenance guys in bib overalls. RL: It's not an internship. TV: That's right. We have some bright young guys coming up. There's a young plumber up there named Dustin. He's a real character in his own right. He wants to know how things work. He's planning his future, he's taking classes, and he's getting his degree. I have an electrician who is the same way. They can see what they have to do to succeed. RL: It's not just hands-on, it's got to be an underpinning understanding. 47 TV: Right. The hands-on is the foundation. You know how things work, but now you have to figure out why it works. Those are the type of guys you try and mentor. There's another young lady who works for us named Jenn Bodine. She's about the smartest person I've run across too. She has her master's degree, but now she's curious about mechanical type stuff. She's going back to school to get her mechanical engineering degree. I say, "Hey Jenn, I'm going down on campus, do you want to come? Let's go see how this works." That's what I get to do. That's another fun part of my job. I get to do those things now, whereas I didn't have time before. RL: Okay, so we've touched on your time as a student and how you've progressed professionally. We've talked about your relationship with administrators and other individuals on campus. What haven't we covered that's important from your time here at Weber? TV: One of the more outstanding personalities from our facility is John Burkes. John was born and raised in Tupelo, Mississippi, and came to Weber State University about four years after I did. I met John one day at the old racquetball courts in the Swenson Gym. He was looking for a game and so was I. Over the course of the next 20 plus years, we became quite good friends. We played golf together, played a lot of racquetball and went on fishing trips together, the most notable of which was to the Kenai River in Alaska. I learned how to play racquetball by taking classes from Lyn Corbridge. Even though "Corb" is a few years older than I am, I could never beat him one-on-one. I also played a lot of racquetball with Ron Deeter and Scott Loughton. Mike Vause is another real character that I 48 came to know quite well. The English Department seemed to have a lot of them for some reason. RL: Connections that one wouldn't necessarily associate with as someone in your position and yet it's more of a social thing, but I'm sure it comes in handy as you're trying to do your job. TV: It's those intangibles that you cannot put your finger on. It's not all about salary and benefits. It's the other perks like the interpersonal relationships, the gym time, and the ability to interact with the deans and professors. RL: Let's face it, in higher education regardless of your position, you're not here for the money. TV: You're not going to die rich from this place, but it's good all the way around. You have to look at the total picture. That's what kept me here for all these years. Many years ago, the student body president here at the time, Mike Aarve, wanted a "W" on the mountain like the big "Y" at BYU and the "U" at the University of Utah. I remember it went through a whole bunch of stages and I asked, "You want that thing where?" He wanted it above the campus. There's a road there that sits right up on the side of the bald face hill. I thought, "How in the world are we going to do that?" You can't pump the concrete up there. At the time, all they had was a bunch of rocks or a white wash that was the "W." Anything to do with concrete or anything like that was totally impractical. So, they hatched this idea that they wanted a living "W" on the mountain made out of trees. This was in 1982, and I remember that specifically because Dean Hurst 49 and I were on top of the administration building with a transit and we had guys all over the side of this mountain laying out this "W." RL: Was Dean over in development at the time? TV: I think he was. I had a broken collarbone at the time from the same motorcycle that I got my separated shoulder from. I had the radio and Dean had the transit and we were making these guys move all these 2x6's. They were going all over this mountain laying out this great big "Flaming W" and it was huge. The students all got together and raised the funds. We put a drip irrigation system in with a pump and I think the pump house is still there. I can't remember the exact number, but we hauled up thousands of trees. RL: What kind of trees? TV: They were Dwarf Sumac. We had a daisy chain of students and football players and digging them in with peat moss and we got all those dog gone trees up there. When we finished, we walked down and started admiring our work. Later on, it became apparent that something was going on up there because the trees were disappearing. What happened was we planted all those trees and the deer went nuts. They had a built-in smorgasbord. The official parting line was, "It's all the alkaline in the soil that killed the trees." A young man in our office was doing layout work for the new "Flaming W" a couple of years ago and he told me that the stumps are still there. That was one of our more notable, funny failures. RL: Oops. Was that paid for with student funds? TV: I don't know exactly how they paid for it all, but I think lot of it was donor funds. 50 RL: Well, it was a good idea. TV: Nobody researched that very well. RL: Now we have the flaming "W" that's lit just a couple of times a year. Is that done on extension cords or did you actually have to wire the mountain side? TV: Actually, they have a portable generator they take up there. Remember I was talking about, Lynn Kraaima? That was his responsibility. He'd haul a generator up there every year for homecoming and light the "W." It's a different configuration now than what it was back then. It's all done by generator now. I don't know who's taken that over since he died. He was one of the other great guys I met up here. I've met a lot of great people up here. RL: There's got to be a reason why we all come back and we all stay here. TV: That's right. There's got to be a reason to get us to keep getting out of bed in the morning. RL: Is there anything else that you want to talk about? TV: I could talk forever about this place, but those are the more notables. RL: I certainly appreciate you taking the time to come and talk with us. TV: I'm honored. I'm really honored with this. RL: You've given us a totally different perspective of the campus. Weber is made up of a lot of people at different levels with different responsibilities and you've shared some things about what you've worked with over the years. It all started out with a Weber education. 51 TV: That's right. It all started out with trying to catch those old fish in front of the campus. We do have an aerial photo of campus that was taken in the early 1960's that shows that house and the pond. RL: What was that house used for? TV: I'm not too sure what the house was used for at the time. We had a lot of residences that were along Harrison Blvd. There used to be a road that came right down past the bell tower. I remember parking my car there so I could go to my classes in the TUB. It connected with the road by the administration building and there was a row of houses in there. The university acquired a lot of houses over the years. RL: Speaking of white buildings and houses. Were you here when the president's residence burned down? TV: I was not. I came right after that. That's when Joseph Bishop was here. RL: So your memories are of different white buildings? TV: Yes, this was on Harrison Boulevard and the aerial photo shows it. It's a validation of what I think I remember from my junior high school days. RL: That's wonderful. Thank you for taking the time to come talk with us. We appreciate it. TV: Thank you for the opportunity. This has been great for me. It's been a lot of fun. 52

Issue 44.4 of the Review for Religious, July/August 1985. ; REvtEw Fo~ R ELIGIOUs(ISSN 0034-639X), published every two months, is edited in collaboration with the faculty members of the Department of Theological Studies of St. Louis University. The editorial uffices are located .at Room 428; 3601 Lindell Blvd., St. Louis, MO 63108-3393. REVIEW FOR R ELIGIOLIS is owned by the Missouri Province Educational Institute of the Society of Jesus, St. Louis, MO. © 1985 by R EV~EW FOR R ELIGtOUS, Composed, printed and manufactured in U.S.A. Second class postage paid at St. Louis, MO. Single copies: $2.50. Subscription U.S.A. $10.00 a year; $19.00 for two years. Other countries: add $2.00 per year (postage). For subscription orders or change of address, write REvl[w RELIGIOUS: P.O. Box 6070; Duluth, MN 55806. Daniel E X. Meenan, S.J. Dolores Greeley, R.S.M. Iris Ann Ledden, S.S.N.D. Richard A. Hill, S.J. Jean Read Editor Associate Editor Review Editor Contributing Editor Assistant Editor July/August, 1985 Volume 44 Number 4 Manuscripts, hooks for review and correspondence with the editor should be sent to RI:vIEW ~OX RELIGIOUS; Room 428; 3601 Lindell Blvd.; St. Louis, MO 63108-3393. Correspondence about the department "Canonical Counsel" should be addressed to Richard A. Hill, S.J.; J.S.T.B.; 1735 LeRoy Ave.; Berkeley, CA 94709. Back issues and reprints should be ordered from REVlEW FOR R EL~amUS; Room 428; 3601 LindeH Blvd.; St. Louis, MO 63108-3393. ~Out of print" issues and articles not published as reprints are available from University Microfilms International; 300 N. Zeeb Rdo; Ann Arbor, M! 48106. Answering the Call of Christ M. Ingeborg Rohner, 0 S. E This article is based on a,talk given by Mother Ingeborg at the national meeting of the Institute on Religious Life which was held, in Washington D.C. in June of this year. Mother lngeborg is sgrving as provincial of her community,,and resides at St. Francis Convent; 2120 'Central Avenue; Alton, IL 62002. All of us here have heard a great deal in recent years about vocations to the religious life. So very much of what we have been hearing goes under the general heading of "Vocation Crisis~---why the crisis arose, and what we. should be doing about I do not intend here to propose'new analyses to explain, or remedies to resolve this crisis. Rather I would hope,to be able to share simply with you a summation of what we in our community have been doing to foster vocations, and what we have learned from the effort. My primary credential for addressing this subject has been my fourteen years of experience (1970- 1984) as director of novices for my community, du.ring which time I have also been responsible for vocation recruitment. Before sharing these experiences with you, I would like to attempt to give some formulation to the fundamental and evolving understanding of the nature of vocation that I have brought tothis twofold task given to me by my community. I am made the,bolder in this attempt because I find myself in such agreement with the statements of our Holy Father in his apostolic exhortation Redemptionis Donum: "The call to the way of the evangelical counsels springs from the interior encounter with the love of Christ, which is,a°redeeming love. christ calls precisely through this love of his" (n. 3). The Holy Father cites the well-known passage from Mark (10:21), 481 4112 / Review for Religious, 'July-August~ 1985 applying it specifically to the matter of vocation: "And Jesus, looking upon [the young man], loved him." This look--a specifically personal look takes on a spousal character, the Holy Fath, et notes, involving as it does a choice made on the basis of an exclusive love-relationship. The gospel narrative is the basis of my confidence that there will always be vocations to that explicit form of evangelical radicalism which we call religious life. I am confident of this simply and in the final analysis because we have been created for God--and thus created for love. Every vocation has its origin when Love itself--our loving God--looks into the eyes,into the hearts, of those who truly seek h'im. Whenever this happens, the fire of a radical love-response will be enkindied. St. Francis looked once into the ~yes of the Crucified One and under-stood this well. From that moment of encounter, he would cry: "Love is not loved!7 ¯ What .did Francis ,see? He saw what each person who is truly called by Christ sees in some fashion: Infinite. Love reaches out to his creature, and asks for a response of love. And that lo~k, and the response it invokes, in briefest terms, constitutes the "vocation-story" of each and every person . who has ever been called by Christ. Since God is Love, I am called to respond to his love. Pontius Pilate once asked: "What is truth?" Perhaps the question for our time ~ought to be: "What is lo.ve?"--because our modern perceptions of the meaning of love seem so distorted. Especially for us religious is ,thi's question of supreme importance because not only does one's initial call/response, but also to a considerable extent does one's perseverance depend on how one understands the meaning of love. The Meaning of Love ¯ St. Thomas Aquinas has defined love as "velle alicui bonum"---to will (effectively) for another~what is good. In its richest understanding, this definition would seem to include within its comprehension., all efforts, to bring another person alive in some fashion; to make another person full and i'ich; to enable another person to realize the full flowering of his or her potential. . In his.Spiritual,Exercises, St.!gnatius of Loyola noted that authentic love becomes manifest~more in deeds than inwords, that it consists in the exchange of complete mutuality between lovers, insofar as this is possible. Quite evidently what is intended in these simple phrases is a real sharing, not ,merely a: verbal exchangi~-of facile promises. What is intended is a sharing of all that I have and, much more difficult and frightening--and fulfilling--of.~all that I am. Answering the Call of Christ / 483 This is the form of love that is also at the base of that special covenant relationship which we call spousal. In our humhn experience this form of covenant bonding may, perhaps', begin with a kind of fascination, an experience which is not deliberately chosen, but which "happens" to indi-viduals. Yet, when it is authentically human, it ends with a commitment, it ends with a :decision, it ends with a definitive'choice, a choice that-is characterized by the word unconditional, a~ choice which includes as its further limit,forever. " " This is the kind of love that is revealed in the life and being and teaching of Christ. When the Holy Father talks about the love that the religious somehow experiences, to which the religious is called to make a responsei .it is this kind oflove to which he is pointing. It is the love of choice, of commitment, it involves the definitive handing over of oneself. It. is a love, therefore, that ischaracterized by fidelity in the commitment that has been undertaken. ~. The Mystery of V9caf!on ~, A vocation, the call or summons from Christ that isaddressed:to an. individual, involves.a mystery. However it happens, however the.process i~ launched, to whatever moment we point,as marking its "beginning," the more fundamental question ofeach~vocation story yet remains: Whatis it in, me, ,in my personal.history, that has already "set me up" so that 1 become responsive to that particular stimulus, and choose to answer in this particular way? How do I come to perceive that I am called, that I am called to this particular community? ~ ~ ~ " " What.is' it, this mysterious .something, that can bring (o the convent door and entrance into religious life, a person ~who oftentimes, is barely Christian, a person who knows.the proper words, perhaps, but has not yet really heard them, and is not reallylquite sure what they mean--words fis fundamental as: God,-Trinity, Christ, sacraments, Church. Yet. there clear!y is something.thatdraws this particular person to a ;way of life that, she does not know, that she does not understand,, but upon which she is some.how simply willing to embark. How can the response of such a person be a response of love, the unique response to a unique call that is centered upon the ~rson of Christ who is to become her All, when she does not even know, really, who Christ is?0 ' .~. I have witnessed this process, too often to be able to deny it. God, in his goodness, mysteriously touches the soul of such a persrn in a way ihat makes it possible for her to hear him say to tier:~ "You, come and follow me!'?.She, in turn; effectively says: "Who are you?'l don't even know you." 484 / Review for Religious, July-August, 1985 And he says, in effect: "Come andsee! In time you will know! For now, just come and follow me." And, so very often, this is what she does. And, so very often, this is what actually happens. When the person is responsive, it does happen that, out of such seeming nothingness there can blossom, a genuine vocation. Out of seemingly nothing a :relationship does grow and develop between her person and the person of Christ. A soul content with its God even thus vaguely understood, a soul that is beginning to consider everything else as of little value,is a soul that is opening unto God and to the movements of God within it. And God can and does act on that soul. .In each individual, then, what is of crucial importance to the develop-ment of a vocation are those specific components of .personality which make us to be the individuals that we are, those peculiar sensitivities which make us to bealert and attentive so as to hear God's call in the first place, and tO respond to its gradual unfolding within our life-story. Every vocation is always utterly unique, even as is the person to whom it is addressed. Christ deals with each soul in a vefy~concrete way. The transcript of his dealings with each soul constitutes that person's life-history. It is in the working out Of this life-story 'that different individuals .arrive through so many different paths at the convent door.' It really does not make much difference, .then, what actually brings a person to the convent door. All kinds of influences and incentives can be found to be operative, even today, in bringing this to pass: adolescent hero-worship; distinctiveness of dress or function, a specific career choice, a generous, but barely differentiated impulse to serve. All of these have been operative in the different vocation stories. It really doesn't matter, very much what it is that actually brings a person, to the door. What is of crucial importance for the development of authentic human life within the convent is why the person remains, even though the final coming to terms with this may involve a process of growth that can even require years for its full development. It is the openness to the possibility of such growth that is absolutely required if this life-choice is not to be frustrated. Vocation as aProcess . , Experience has ~convinced me that typically by the time of vows the novice really is in a position to commit herself--if only after a fashion but still effectively--to the way of life that she has chosen for herself. I am not at all sure, though; that every novice, even by the time of vows,-has yet~truly found her vocation, her call, the concrete determinants that will specify her way of responding. The newly professed are often still very far from know- Answering the Call of Christ ing how to, or even being willing to, let God be God in their lives. Even as their director, then, I don't always fully understand how a vocation develops within each individual. I do know we formation people do not cause any vocation to grow. Our office is' to discern, to invite, to clarify matters with the individual. Our task is to maintain an atmosphere that is nurturing, one in which this mystery that is.a vocation can develop. But beyond these forms of enablement we are only bystanders and observers of the developing relationship that takes place between the individuaiand her God. Vocation, then, is a process. It is not an instant product. It is a Very ,gradual process, one that has a beginning and a middle, but there is no identifiable end-point to its development in this world. I don't know how, or even that the process is going on day after day--even in my own soul--except by looking back, by recognizing in retrospect how he has brought me, in ways that I don't often understand, to ~xperience him in ways that I could not predict; and he has done this not according to any plan of mine, but according to his own free determinations. Christ does not normally call saints tO religious life. Normally he calls d~velol6ing, limited human persons who are willing, even if inconsistently so, to become saints. He calls them to enter upon a lifelong enterprise with him. ~And herein, it seems tome, lie the essence and the theology of religious vocation. The Vocation "to Be" "In the 50s, 60s and 70s, and even into the 80s, we religious had been putting a great deal of emphasis in our vocational literature on the works that we do. We used to advertise constantly the service that our congrega-tions were doing "for Christ": teaching, nursing, social work, and so forth. And we invited young people to join us in those enterprises, But, especially today, sooner or later there must arise the question: "But why be a religious? I can do all these works 'for Christ' as a lay person." And that, of course, is quite true! This is the reason why 1 personally atiach such great importance to a theme that our Holy Father, John Paul II, has been trying so very hard, and in such a variety of ways to emphasize, as he also does in Redemptionis Donum: What religious are is of far greater.importance than what religious do. Our vocation is a call to be, more than it is a call to do. "Doing," .of course, is going to follow out of that call, out of that "being~" But the call to religious life is a call to be! This is a theme of such great importance, one which we in formation work must find ways of communicating convincingly to our young people. 4116 / Review for Religious, July-August, 1985 This is the understanding of vocation that' has influenced so strongly what we in our community and province have been doing in our vocational ministry. But enough o.f theory! Let us pass, now, to facts regarding our com-munity and its experience of the past fourteen years of exercising this ministry. A Summary of Our Congregation Worldwide, the total number of sisters in our congregation is 1,917. Our motherhouse is in Germany; we also have provinces in-Holland, Japan, Indonesia, Africa, and America (including a rapidly developing mission in Brazil). In descending order, our largest novitiates are located in Germany, USA, Brazil, and Indonesia. The combined American province includes all of the United States, as well as Brazil. ~The mission in Brazil, now twelve years old, includes seven stations and hasa rapidly growing novitiate and postulancy. The total ,population of,our, combined province is 134 sisters, with an ave.rage age of 28. For the United States proper these figures are 10! sisters, whose aver~age age is 31 years. It is about this segment of our province that I propose now to comment. In my tenure as director of novices (1970-84), 101 you.ng women entered our 6ommunity. Fifty-five of this number remain in the community while, all told, forty-six have left. Of those fifty-five sisters, sixteen are in first formation, twenty-four are. junior-professed, and fifteen are sisters with final vows. Statistics on ThoJe Who Have Left the Community : 26 individuals left as postulants: 18 chose to leave 8 were asked ! 1 sisters left as noyices: 6 chose to leave 5 were asked 8 sisters left as juniors: 7, chose to leave, I was asked 1 finally professed sister chose to leave. Hopefully the fundamental motivation of the fifty-five sisters wh'o remain in our community is clear: these are women who want to continue on the way they have chosen, the way of learning how to return love for Love, life for Life, and, with his grace, they will persevere in this course that they' have Chosen. ' Reasons for Departure Regarding those who have left our community, the discoverable reasons for., their departure are manifold. Almost a fifth of these women were found to be afflicted ,with some incapacitating mental illness. Sometimes it is the pressure of convent living which brings such to the surface. Answering the Call of Christ / 487 Doubtless~in. some instances the potential for this factor should hax?e been discovered prior to admission--and we are getting better at this important task. On the other hand, our candidates come from all over (he continent, and in the practical order it is difficult to have sufficient time with them for the successful identification of every latent illness. ~ ' In "a few instances, those who departed from our community finally yielded tO' faniily pressure. It takes ~ourage and at times a great deal:o~" stamina to'live out the Gospel imperatives which demand that one' lbave family and all things else in order to be a disciple of Christ. "Whoever puts tiis hand to the plow but keeps looking back is unfit for the reigfi of Grd" (Lk 9:62). In these instances, apparently, the faith of the individual was hot strong enough to withstand the pressure generated by the drain of the contrary feelings experienced in the face of familial displeasure. In yet other instances, ianguage barriers and transcultural trauma affected the outcome of admission. Perhaps in these instances I was naiv~ in not assigning greater weight to the difficulty that such factors would briiag to the formation experience when I accepted into the novitiate per-sons too recently arrived in this country, or too recently con{,erted to the Church. Chastity, too, is a source of a variety of problems, the basic remedy of which remains the same. St. John, the virgin apostle resting on tl~e bosom of Christ, remains the symbol of th~ love-relationship which must develop ¯ between the consecrated celibate and God. Its absolute necessity li~s been evidenced again and again in my experience. What is at issue here is not the maintenance of some form of sterile virginity,_ but the hurturing of a "garde~a well protected," of a "secret place" reservbd for the One Bridegroom to whom th~ individual has pledged herself, whom she has chogen for herself. There is room as well of course! for the 1rye-experience of a Mary Magdalene, who knew ho~, ~o love totally because she knew how to love ardently. Bfit no~mally virginity tl~rown carelessly away, or purity held. cheaply does not provide fertile soil for the growth of true love. So it was that about a fifth of thosewho departed from our community had been 'playing (I chose the term' deliberately) with sex, 6yen while still among us, apparently~ scar~:ely realizing the gravity of their actions against their own lives and hopes, as well as against God, the community, and the larger society. Lacking in genuin~ interior discipline, they often seemed weakened in spirit to the point of no longer even recognizing or desiring their ~:rnsecrated chastity as a positive value. ~ Theexperience of being sex.ually abused in childhood was fi fact~,r in a few instances of those Whose leaving was partly motivated by the demands of "41~11 / Review for Religious, July-August, 1985 chastity. I know that often in such Eases something effective can be done-- because I have seen it happen. In these instances, however, we were-not able to find that "something." In regard to the need for friendship in religious life and our natural hunger for human love, a spiritualdirector once said: "Don't give yourself to love unless you have given up love." In some cases this principle appar-ently was not grasped, or, if grasped,' was not accepted. There was one clear instance of lesbianism. But evidence of immaturity and an excessive sensu-ality in the quest for intimacy seemed to be operative in other cases. The "Third Way" is no longer considered "in." But there has lingered a misun-derstood desire for friendship leading to relationships which prove to be actually counter-productive, stifling genuine interest in growing or even maintaining a spiritual life. Eventually some individuals were asked to leaye. ¯ Perseverance Reflecting upon the experience we have had with all those who have left our community, I have come to the conviction that if "vocation" is a mystery, perseverance in one's vocation is no less so. I have wondered how applicable, in certain of these instances, might be the suggestion contained in Bonhoeffer's phrase: some were "hoping to live by 'cheap grace.'" St. Paul wrote: "You have been purchased, and at a price!"(l Co 6:20). It is the cross of Christ that is the purchase price of our redemption. There isjusi no cheap or easy way to give my life back to him in the daily lived response of my love. ~ A very evident problem of our time is that of perseverance in one's commitment. The young people Who join us come from.a society that is geared to the expectation of instant results. Their expe, ctation is real, even if its fulfillment is beyond the realm of the possible. There is no such thing in real life corresponding to what is longed for in our "instant society,." bu~t they have been taught that the dream is real, and they have. bought into the dream. And the dream undermines their seriousness of purpose and their constanc~ in commitment. The young people who come to us have spent a tremendous proportion of their lives before a TV screen. Formation persons .should look at TV from time to time specifically to remind themselves of the surrounding culture out of which their young charges have come. They might look specifically to see what has been so formative in the lives of today's young people. Perhaps as formative as the shows and movies of TV is the constant repetition of the message of easy success and instant gratification that is communicated in the flow of advertising. All commercials, it seen/s, prom- Answering the Call of Christ ise in one fashion or other instant satisfaction, immediate relief from pain, the effective remedy to every discomfort, success in business, wealth beyond measure, the guarantee of the deepest and most enduring of interpersonal relationships--parenting as well as r.omantic--all of which attractive goals are to be won by th~ use of mere products. The key to Prince Charming's Success lies in a tube of toothpaste; a lozenge guarantees success in meeting the girl of one's dreams--and effort-lessly living happily ever after! Oh, no one consciously, knowingly assumes such patently absurd attitudes. But attitudinal formation is seldom conscious and knowing. And so they come to us, the young, with their expectation of "instant holiness" as well! They really do anticipate immediate and unending union with God, constant consolation in prayer, gratification in work, an imme-diate perception of the worthwhileness of whatever they are doing. They really do look forward to finding heaven on earth in the convent. They really do anticipate living out their days 'with lovable and loving compan-ions, within the walls of perfect, ready-made Eommunities. And the pain of disillusionment is heavy indeed. Our young people today need a great deal more attention and care, counseling and encouragement, and affirmation ~than did our generations of a simpler age. In my own novitiate, there was one director for l I0 novices. Today we offer the young much, much more help--both from within the community, through the greater number of persons assigned to the work of formation, ahd through reliance on a variety of outside resour-ces as well. Yet there is no sure or magic remedy for solving all problems. There is no structure, no system that can guarantee perseverance, l can no mo~e guarantee my fidelity to my vocation than I can guarantee my salvation. The strength that I need can only be found in him who~called me, and in ¯ his acceptance of my self:gift. Left to myself, then, 1 could not guarantee even today. But relying on him, I have confidence that, even if I should fail today, he, the Faithful One of Israel, will raise me up again; he will make up for my infidelity. I know this to be true because I have experienced it to be so in my own life, and I have witnessed it to be so in ~the lives of so many others. I have experienced and I have seen that he uses our weaknesses, even as he uses our strengths, in order to fastiion the persons he loves and calls into being. Apart from him, because of my own experience of being human, I know I could not promise him "forever." With him, I could hope to do so because he accepts my promise, and in accepting my promise he pledges himself to be my enablement. 490 / Review for Religious, July, August, 1985 Another source of unrest, a negative influence on t.he possibility of perseverance for the young today, is the emphasi.s that our culture places on feelings. Faith is not. a matter of feelings, but of trust and decision. Young people, however, tend to base their decisions largely on fedings. If I feel good, what I am about is all right. If I feel bad, then I made a wrong decision, and should simply change my situation. 'This is also perhaps the greatest source of failed commitment in our society today--witness our soaring divorce rate. A vocation is the source of a developing relationship .between persons. It is a personal encounter, one on one, and involves the personal experience of the redeemi ~ng love,invitation of Christ and the personal response made by the individual, an integral person, made up of a very concrete body and a very part~c~ular soul. Christ does not extend his invitation to an. abstrac-tion, nor is a stereotype capable of making a personal response. A vocation, then, is always deeply involved with concrete, historical specificity--which means that it has to do with an individual ~with a very particular history, wiao is Composed of very specific wrinkles and warts, Stains and blemishes, the sum of all his or her shortcomings as well as of his or her assets, which, all combined, constitute the existential reality, that is the object of the choice Christ made when he said to the individual: "Come!" .~ I don't know for certain that all the forty-six young women who left our community during those fourteen years did not have a call from God to the religious life. I don't know--whether through their fault or mine--a real vocation was lost in one or other instance. On the other hand, there is also the Gospel story to consider of the man from Gerasa out of whom Christ drove unclean spirits. This man, too, wanted to follow Christ, but he was told: "Go home to your family, and make it clear to them how much the Lord in his mercy has done for you." (Mk 5:19). Whatever the result of such a reflection, ,every departure from the convent works some hardship on the community as well.as on the individual. There is always some degree of tension and an experience of sorrow sur-rounding every departure. ~ And so by tile end of my tenure in office, I became much more careful in screening candidates, both for their sake and for ours. Even so, when novices or postulants leave I am not overly concerned. Their coming, after all, was for the ~ke of a testing. But St.~ Paul says: ":God's gift and his call are irrevocable!" And so it would seem that, once a call has been confirmed by the acceptance of her vows in the .Ch, urch, the individual making profession should be able to persevere in her commitment ~with the help of God's grace. Every departure of a professed sister leaves me uneasy, questioning, most especially if the sister be finally professed. I Answering the Call of Chris~ / 491 do grieve over each such departure--~ven as, at times, 1 can recognize its inevitability. Who Is Accepted? Understanding vocation in the way I have outlined obviously is going to have ramifications on our attitudes and on procedures we devise for receiving young women into our community. On principle, any girl who applies will be,given serious consideration. This principle is based, not on what some might call the "warm body syndrome," but on the conviction that God is generous with his grace, and that we in our turn must be eager to identify, nurture and celebrate the gift of this grace--which is a ,voca-tion- whenever and wherever we find it. Our openness to the discovery of vocations must be a very active openness. ~ 'Thus it :is that we have accepted girls of vastly varied backgrounds and conditions into our community. We have accepted graduates fight out of high school, provided that they have reached their eighteenth .birthday. We have accepted ~some young women with incomplete college experience, as we have accepted others with undergraduate and graduate degrees. In fact, we have accepted two women who came to us with Ph.D.'s. And we have also accepted candidates coming to us from a variety of other backgrounds in the kind and length of the work experience they bring. For myself, and experience has convinced me of this, I belie~,e that criteria,based on age and education or the length of work experience play but relatively little part in helping us to discern a ,readiness on the part of a candidate to answer Christ's call to religious life. The ideal candidate pos, sesses, obviously, a readiness and a capacity to love--and to give her life entirely to Christ, Such a person will always have some intuitive perception that this includes embracing his cross as well; involving the need for self-denial. The presence of such traits in some degree, surely, is what identifies who is clearly ready to enter into religious life. But sufficient for entrance also, other things being equal, can be simply a willingness to be generous. The desi~:e or need to be a caring person can be enough to warrant the beginning of the process of discerning a vocation, hence ultimately, perhaps, of admitting a candidate into religious life, In short, I remain firm in the.conviction that the seed of vocation is to be found in very simple soil, that God is, indeed, generous with his gift of the charism of vocation among his People.ol~believe that I find support for this conviction in the. injunction addressed by St. Paul to the Church of Corinth: ~ Brothers, consider ygur situation. Not many of you are wise, as men account wisdom, not many are influential; and Surely, not many are well- 492 / Review for Religious, July-August, 1985 born. God chose those whom the world considers absurd to shame the wise; he singled out the weak of this world to shame the strong. He chose the world's lowborn and despised, those who count for nothing, to reduce to nothing those who were something; so that mankind can do no boasting before God (1 Co 1:26-29). All of us who have answered Christ's call are carrying a precious treasure in "earthen vessels." We are all fragile and limited. In point of fact, it is precisely persons of the sort that Paul describes who do answer, and have always answered, the call of Christ. Do young people today prefer, or look.for "traditional" communities? At first glance it might seem that they do; the facts seem to suggest this conclusion. But being "traditional" of itself will not attract or keep new members in a community. As for our own congregation, 1 hope and pray that it would be our love for God and his Christ, our love for the Church, our joyful service of God's People, our constant endeavor to overcome our sinfulness, our desire to live in community, and, perhaps most of all, our evident awareness of who we are and what we are trying to accomplish with our lives, with the help of his grace--that these are what constitute our attractiveness and the effec-tiveness of our invitation to young people to come be with us, and to strive with us to do the same. The procedure we follow in establishing and maintaining contact with potential candidates is simplicity itself. We have very modest advertisements in a few publications; there is word of mouth; and to some extent there is theinfluence of our few institutions. These are the sourcesofjust about all of our initial contactg. But, whatever the source, every contact is taken very seriously, and every individual who makes contact receives individual, consistent--and even persistent--attention. The sisters who undertake this labor of maintaining personal contact have made lasting friendships beyond the circle of' those who actually became candidates, who actually entered. This, in barest outline, is our entire procedure of vocation-re-cruitment. There will always be vocations to the radical living of the Gospel, just as there will always be people who would "dare to let God be God'in their lives." The seriousness and the respect with which we treat every initial contact is based on this assumption. , Surely we live in times that are hard for religious life. Of course we are aware that throngs of young people are not beating on convent doors seeking entrance. Yet we ought not to abandon hope as though God were not Lord. This difficult age is the time into which you and I are born by ,God's Answering the Call of Christ / t193 holy will. And we always seek to embrace this holy will. We have to pray, to sacrifice, and to surround with tender, but also with effective care, those whom God has called and entrusted to us. We have to make earnest efforts to find these young people and to invite them to continue the project of religious life into the future, not for the sake of maintaining a community or an institution, but that God's grace.might continue to be evidenced to a world that is hungry for our witness, and that his kingdom might be enfleshed in our time, too--in accordance with his most holy will. Speaking to seminarians in 1979, our Holy Father said: It is worth dedicating oneself to the cause of Christ, who wants valiant and decided hearts . It is worth making an option for an ideal that will give you great joys, even if at the same time it demands a good many sacrifice!! May those who have received the gift of a call to this life and service take these words into their hearts with courage and joy! "It is worth it!"---as we all here today know so well. Trinitarian Image Let us make man to our image and likehess (Gn 1:26). The Father's image: creating, loving, providing; Dimmed by destroying, not caring, denying. The Son's image: compassionate, patient, self-immolating; Blurred by indifference, impatience, self-seeking. The Spirit's image: sanctifying, consoling, strengthening; Marred by debasing, neglectihg, undermining. Dimmed, blurred, marred By life's harsh ways, Unexpectedly, breathtakingly revealed By mankind suffering. Sister Catharine Consilii, S.S.J. 17 ! I Race St. Philadelphia, PA 19103 Facing the Future: Formation in Apostolic Spirituality Patricia Spillane, M.S. C. Our readers will recognize Sister Spillane as the author of"From Tablet to Heart: In-ternalizing New Constitutions," which appeared in the issues of July/August and September/October, 1982, and which is still available as a single reprint. Sister, a 'Missionary of the Sacred Heart, is a novice director for her community, and is involved in "Philadelphia's very ac~tive inter-community formation program." She may be addressed at the Sacred Heart Novitiate; 67th and Callowhill Streets; Philadelphia, PA 19151. As theologians, spiritual writers, and religious leaders struggle with the attempt to define and clarify apostolic spirituality---especially as it is emerging today among American men and women religious--we, as minis-ters of formation, have a special problem. ~There are fifteen years remaining until 2000 A.D. During these years, how are we to fulfdl our responsibilities to our congregations, to the Church, arid to the wrrld in helping to form men and women who are ready for the adventure and challenge of apostolic religious life? Some of us may be tempted to ignore the challenge before us, maintain-ing a style of formation that certainly worked in the past, but may not prepare persons for the reality they must face in the next fifteen years. Others of us may see so much flux about us that we may decide that "mainstreaming" is the best approach to formation, and so fail to provide the basic core of stability necessary for religious and human development. How do we avoid these two extremes? I am sure that all of us will spend the closing years of this millennium in seeking adequate responses to that question. 494 Formation in Apostolic Spirituafity / 495 In these pages I would like to focus on some characteristics of our emerging apostolic spirituality, and offer some tentative formational guidelines: To begin with, it seems to me: Apostolic religious are called to be evangelizers in an environment that it " increasingly de-structured and stressful. This calls for greater maturity in ' both religious identity and personal identity. Apostolic Religious Are Called to Be Evangelizers , If we are to be, and to form, men and woman of and for the Church, we are called to form evangelizers since: ° Evangelizing is in fact the grace and vocation proper to the Church, her deepest identity,. She exists in order to evangelize.~ Therefore, beyond any professional skills with which men and women come to religious life today, and the professional formation ,.we may subse-quently giv~e them, there must be a primary commitment to .the central mission of evangelization. Whether a Young religious is destined io. be a DRE, a parish social minister, a CEO in a large hospital, or a Dean of Students in an academic environment, he or she must be primarily an eWhgelizer within any given structure or situation. , To prepare persons to become evahgelizers calls for a twofold thrust. On'the one hand, We need to motivate them for their o,wn ongoing spiritual journey: [they] have a constant need ~f being evangelizqdthemselves, if [they] wish to retain freshness, vigor, and strength in order to proclaim the Gospel (EN 15). On the other hand, we need to encourage personal maturation in them of the human foundation on which the spiritual Can build the maturation in self-awareness and capacity for discernment which is so essential for mission and evangelization. For example, we need to help persons in formation to recognize their own tendency to hide behind a role, or profes-sional structure, .or human efficiency instead of dealing directly with the risky business that evangelization can be. Not only must they be in an evangelizing stance with those to whom they minister, but even more importantly, also with their lay collabora"tors and peers. Often those who can easily minister to students, patients, or parish families are threatened when called upon to address those same issues with faculty, staff, pastoral associates, and others. If our religious institutions are to remain viable into the third millennium, this evangelization of staff is even more essential. As formators of apostolic religious, we need to help men and women in 496 / Review for Religious, July-August, 1985 initial formation to grow in the strength and clarity of their personal religious identity so that they can face the anxiety-provoking and risky challenges of evangelization at all levels. In becoming aware of who they really are and who they are called to be, young religious can move away from defensively using comfortable positions and allow themselves to be confronted by the unsettling demands of evangelization. Similarly, those who have become Comfortable with evangelization need to be flexible enough to respond ~to the needs of the congregation within its institutiom, see the evangelical possibilities in that setting, and not cling to situations that may be' more personally satisfying. A growing capacity for mobility and flexibility--for realistic adjustments to the demands of the apostolate; .congregation, and Church--is essential for apostolic religious formation. Otherwise, we run the risk of always having to adjust the apostolate, congregation and Church to the demands of the individual. In an Environment That Is Increasingly De-structured In many congregations, much of the pre-Vatican II system of a well-or-dered religious life regulated by stated norms and given structures has disappeared. However, the need for personal and group order remains. What has replaced the external structures and systems? A vacuum? Chaos? Peer pressure? Ideally, we would like to think that it has been replaced by individuals who have the cap~icity to structure themselves and make deci-sions about external structures that are both human .and value-oriented. But since experience teaches us that this does not happen automatically, what are we doing as formators to foster the'development of such individ-uals? Are we providing people in initial formation with sufficient opportu-nity to make their own decisions, build up their own "structures, and then reflect on how those decisions and structures promote their formation?' The decrease in numbers of personnel has also contributed to destruc-turing. Men and women entering religious life today must be ready to enter into smaller communities; they may be the sole religious in a school, clinic or agency. Again, this requires a different style of relating, a greater facility in communicating with different .types of people. Religious need to be much more independent, while at the same time committed to the value and process.of community-building. Hence the identities of which I have already spoken must include the'capacity for both autonomy and intimacy in the kind of religious life that can move ahead to the millennium. The decrease of religious structures also means that we do not live surrounded by visible reminders of our faith, but in an increasingly secular-ized world. Consumerism, professionalism, self-actualization can appeal to our emotional needs and dull that faith vision of who we are and what we Formation in Apostolic Spirituality / 497 ¯ are called to be in the world for others. People coming into religious life (and those already present!) can bring with them a real confusion between their needs and values, colored and encouraged by a society of which they are a part. To be able to distinguish clearly between what is emotionally attractive and what is consonant with the Gospel requires a process of human and spiritual integration that takes time and skill. However, with-out it, apostolic discernment can flounder, our faith vision can be distorted in the service of ourselves, and we can substitute our personal preferences for the Gospel .of Christ. In An Environment That Is Increasingly Stressful Change, work, pressure, being too alone, being too close--all of these can prove threatening to different individuals at different times, producing stress and tension. While a certain amount of life-stress is inevitable and should be an impetus for growth, certain kinds and levels of stress tear at the very fabric of apostolic religious life. Naturally, we will experience the tension of renunciation between our own needs and Gospel values if we are trying to follow the Lord, but he rarely asks us to labor passively under continuous stress. Persons differ in their capacity to withstand stress and in their ways of coping with it. Some carry such an inner burden of conflict that hardly any external pressure is needed before they feel any stress; these may be the same persons who have never developed effective coping mechanisms to deal with the normal tensions of life. Others may unconsciously deny the inner effects of external pressure--only to end up ulcerated, aggravated or acting out in inappropriate ways. People in early stages of religious life development need to have a good handle on their inner stress patterns and coping mechanisms so that they will be able to face the realistic difficulties ahead of them. Unrealistic expectations of future community and mission need to be encountered and dealt with one by one, along with an understanding of what inner factors interact with external difficulties to make stress reach intolerable levels. The years of initial formation would seem to be an excellent time for dealing with inner tensions, so that later these may not be the source of distortion, projection and unnecessarily high tension in the community and mission. For example, someone who expects community to be far more nurturing than it can or should be may need help to understand what factors in them produce such a,need-expectation for support, affirmation and comfort. Another who expects community assignments to enhance her own profes-sionalism must confront why her inner security and self-esteem are so 4911 / Review for Religious, July-August, 1985 shaky. Both kinds: of situations produce frustration and stress that can. easily become intolerable unless they can begin to be defused :by one ,who understands both the person and the values of the congregation. Since so many religious congregations .are .in a state of bridging between, the past that is still with us and a future that breaks out here and there, we need to address with those in formation those realistic sources of tension that are built into our current state of religious life; i.e., tensions ~that may be generated by: -living with religious who are threatened by or resentful of change; -being the only religious ministering in a particular institution; -having assumed too much work and too ~much responsibility and more. We need to be able to deal with the stress inherent in forging ahead, which always involves leaving behind: -leaving behind familiar patterns of living and working, to risk the new and unfamiliar in an effort to respond to God's people; -enduring Separation from friends and loved ones. to move to areas where the need is greatest; -leaving behind our own concepts of ministry to be able to. listen and respond to what the community is asking; -"letting go" of consumer comforts that we can use to,assuage our tensions and pain. All of this indicates that we should not be passive victims of stress, but active collaborators in seeking to integrate and hear what the Lord is saying behind or through each tension. As formation ministers, we cannot expect to help others unless we ourselves have dealt with our own stress issues:- the stress of unrealistic expectations from the community, of dis-agreements with those in authority, of our own sense of inadequacy in facing certain problems, of our own reluctance to confront certain individ- Uals or situations. All 'of these create stress; as a :result.we may try to avoid or deny .the problem; repress our anger and depression, somatize our difficulties, or displace upon otherskand never provide the modeling in stress management that young people in. formation need to see in us. Maturity in Religious Identity The 1983 document of the International Union of Superiors General on Apostolic Spirituality maintains that living a truly apostolic religious life calls for "bold initiatives, constancy in self-giving,0and humility in adversity.~2 Such a challenge can only be met on the solid foundation of an integrated life where religious identity has gradually consolidated and merged with personal identity. As the same document reminds us: "Grace Formation in Apostolic Spirituafity / 499 presupposes nature, is grafted onto it, and ennobles it" (AS 9). (Actually it is :misleading to speak of these two identities as separate, but for discussion .purposes, I.~will look at them sequentially.) Religious identity is not a matter of religious enthusiasm or intellectual curiosity, of certain behaviors, practices or opinions. It is the result of a slow process that occurs where someone (whose personal identity has already crystallized to some extent)gradually surrenders to the Lord, stage by stage and step by step, in a context of growing relationship. Often in very young persons or those whose identities are poorly formed for many reasons, :a cloak of religious appearances may cover up the underlying emptiness. In some religious communities, this may take the form of exter-nal conformity and going along with the group; in other communities it may take :the form of using all the right phrases, being involved in all the current issues. However, this pseudo-religious front (which is unconscious to the person) may mask a lack of genuinereligious struggles and personal convictions, of hard.won growth in prayer and faith over the years. It is possible for one whose identity is weak or confusedto join a group that promises a clear picture of who the person is supposed to be. Religious identity is then "put on" as an external garment, rather than being slowly built up from within~. Certainly, religious identity calls for transformation in Christ, but it would seem that normally Christ looks for someone who already t~ in order to enter into transforming dialogue, A pseudo~religious identity will always be looking for external clues in ambiguous community and ministerial situations. He or she will be seeking security along familiar and well-trodden paths. On the contrary, a trans-formed .personal identity will be one that can risk, dare, step out (if even in .only hidden and small ways), He or she will be taking small steps toward the "profound interiority" (AS 20) which alone can see the world with a transforming gospel vision. Only one who is maturing humanly and spirit-ually can enter into genuine ~relationship with the Lord, allowing defenses to. crumble until one stands naked and loved before him. From that matu-ration comes the kind of compassion for other~ and "apostolic love" (-AS 17) that is .the hallmark of apostolic spirituality. How do we promote this process as religious formators? First of all, we must be in .touch with our own faith journey over the years, seeing the various phases of our own maturing in fidelity--as well as being willing to confront those infidelities 'with which we still struggle. Only in that way can we trust .our own intuitions about the maturation in faith of those with whom we work. -~ Secondly, we must insure that "religious identity" is not being Used defensively by identification with religious structures, works or lifestyle.We 500 / Review for Religious, July-August, 1985 must look to see if the entering person has sufficiently consolidated a sense of self so that grace can build upon nature~ Thirdly, we must remember that religious and human development are intertwined and actively encourage people in formation to get integrated professional help to resolve the inconsistencies that ma3) hamper the development of their voca-tion. Fourthly, we should continue to'provide experiences throughout the formative period where our men and women in formation have the oppor-tunity to struggle with their own religious beliefs, practices and values alone or with less support than they would like. This may sound~cruel, but if they are always surrounded by an environment that is protective of their values, they may be unconsciously only complying for the sake of rewards or punishments, or identifying for the sake of belonging to the. group. (Of .course, we have to be able to provide the hdp to process the experience and support them through the difficulties.) Unless young people find themselves occasionally in situations devoid of rewards or group support, how will they ever know if they have.internalized the value for the sake of the Lord they profess to follow? Whereas a pseudo-religious identity is based on compliance and identification, a genuine religious identity is based on internalization of gospel values that are uniquely appropriated by the indi-vidual within the context of a loving relationship with Christ that extends outward to the community and to the world.4 In an environment where the external structures and norms supporting compliance have disappeared, often we can search for like-minded groups that will support our choices and values. This is one of the reasons why identification with community is so strong among people entering religious life today. Identification is a normal stage for someone entering religious life, but that stance needs to mature and grow. At best, identification is a temporary solution on the road to forging a more mature religious identity that can both walk alone and be with others during the next fifteen years. For example, someone could have identified with a social justice group that provided significant formative influence and support for his emerging identity. While that is a good departure point for a ministry to the poor, sooner or later the person needs to face deeper issues in himself; e.g., perhaps how his anger when his work is not appreciated has more to do with his own conflicts than with his love forthe poor, or how his generosity wanes when his companions move onto another field. A preferential option for the poor needs to be at the service of the poor--not at the service of one's own needs for approval or esteem, or as an expression of one's narcissism or displaced aggression. The poor and emarginated. deserve the best we can give them--the persevering self-less labor of one willing to lay down his life because he has truly understoodand internalized Formation in Apostolic Spirituafity / 501 Jesus' attraction to the powerless and oppressed. We can help people to grow to that point of self-less giving--and often the best place to start ourselves is by embracing the often thankless, frustrating, and lonely posi-tion that is ours as ministers in the service of formation. Maturing in Personal Identity I have already mentioned several components of emerging personal identity that strengthen and consolidate the human foundation that the Lord draws to himself: -the ability to structure oneself in a meaningful and integrated way; -the ability to handle internal and external stress; -the capacity to internalize gospel values which provide a dynamic motivational source. There are many ways in which personal identity interfaces with religious identity, but I would like to mention only one additional factor because of its significance for evangelization--i.e., that maturing in personal identity transforms one's manner of relating to others. Maturing in personal identity is intertwined with the process of individ-uation-- that struggle whereby an individual moves away from either an overly-dependent position of symbiosis or cohesion with another (or group)--or from an overly-independent position of aloofness or distance. Obviously evangelization suffers whenever the evangelizer is fixated at one or another of these levels. But the emerging personality is also being deprived (although the person would not feel it that way!)~ither because the person is too fearful to withstand the necessary experience of being alone--or too fearful to interact--and therefore is effectively deprived of that enriching and maturing stretching that the threatposes. It is through facing and dealing with such initially threatening alternatives (between being with or being without another) that each person rtioves along the individuation spectrum to where autonomy begins to be possible--where someone is personally secure enough to "go it alone" when the Lord calls for that in different apostolic or communitarian situations--while at the same time, retaining a genuine capacity for interaction and dialogue. Thus true autonomy and intimacy are fruits of the long journey towards personal identity for the apostolic religious--characteristics which-.can make them servants of the Lord and of the Church--instead of being bogged down in their own fears and resistances.5 We would be foolish to expect people in formation to have completed this passage. More realistically, we need to recognize the individuals who are dependently enmeshed in relationships that are more dependent than intimate (as well as have the courage to recognize when we ourselves are 509 / Review for Religious, July-August, 1985 caugh~tA in that bind !), and then lovingly and persistently confront through all the stages of denial and resistance that. follow. Similarly, we need to approach the more disengaged person and persuadg them with time and patience to begin to enter into relationship. In this way, the journey of a thousand miles towards genuine autonomy and intimacy, if it has not already begun by the time of entrance, can do so, with singlebut significant steps ,in the right direction, at the beginning of religious life. Formational Implications Many.formational implications have already been noted in the course of this article. Le me crystallize a few others under two headings: Formation Personnel: If we accept ~he thesis that we need strong religious and human identities to be ev~angelizers in a de-structured and stressful world, then we first have to address these issues for ourselves as formators. How do we as formation personnel deal with prioritizing our own time and energies, with managing our own stress reactio.ns, strugglin~g with our own issues of personal and religious identity? What are we doing for our own perso.nal and spiritual growth processes? How can we understand and empathize with people in formation if we are "detached ~pectators" observ-ing. their struggles from some safe distance or if we are only aware of them on some intellectual level, having,nev~er allowed ourselves to ,get in touch with our own.feelings and our own sense of ourselves? How can we be companions to_those on the formative journey unless we have jou~eyed and been ~accompani~ed ourselves? Obviously there is need for training programs for formation person.nel bu, t, not all.prggrams deal with the issues of personal integration of which.I am speak, ing. It would seem to me that each formator needs to make decisions about where and how he or she will receive this,kind of personal integrating assistance, .so as to be a disciple for the Church and the world by .the turn of the century. Persons in Initial Formation: . Much fine work has.been written concerning spiritual learning and direction _in t,he pre-novitiate, and juniorate programs which needs not be repeated here. However, the issue of how human formation ,interacts with spiritual development.-~-sometimes to enhance.and sometimes toimpede is often a more difficult one for formation personnel. !n recent years, there has been much interest in "readiness criteria" for various stages of formation which include elements, of both religiousand personal identity; for example Formation in Apostolic Spirituality /'503 Giallanza and ~Gleason's concern for comfort with affectivity, personal independence, social comfort, generosity.6 It would seem that apostolic religious life calls for some degree of actualization of ttiese areas prior to entrance, as well. as reliable indications of capacity to continue to grow in .those directions. How can this be addressed.'? ,~ It would seem that one way would be for the congregation to be in dialogue with the professional doing psychological' testing, indicating ahead of time to the psychologist what are their areas of concern for their religious life and apostolate. Specific feedback can then be requested in these areas concerning the person being tested. The psychologist should be able, through depth interviewing, projective and non-projective testing, to assess the strengths and weaknesses of the applicant, to indicate their capacity to grow and mature in the needed areas and under what circum-stances- e.g., spiritual direction, delaying entrance, growth therapy, work experience, etc. In addition to providing feedback on the person's strengths and weaknesses, a psychologist who is a religious may also offer a perspec-tive on how mature the persbn's religious values seem to be. Feedback to the individual is essential so that the assessment can chal-lenge the person to work with formation personnel on their growing edge. There should be also the possibility of further ongoing help so that, ~by ,growing in self-awareness, the individual may free himself or herself more for the kingdom and the great work of evangelizat.ioh to be dofie in the Church. Another equally important component of maturing identity for ~pos-tolic religious life is apostolic experience, carefully planned and monitored to allow the individual to experience the joys and frustrations, challenges and monotonies of missi6n. However, apostglic experience can eithe'r be a tool for grov~h or an occasion of disillusionmeiat and bitterness, dependihg on how aware the persons are of their own tend.encies, of the apostolic reality that lies before them, and of how much help they have had, prior and during, .to process the experience.7 Finally, I think it is important for people entering religious life to gee that we are all engaged in the same struggle and that we, as professed, take our own ongoing formation as seriously as we do initial. In that way, they can have more realistic expectations of where they should be along the continuum of religious life as they move to final profession--and how much the work of maturing in apostolic religious life is the journey of a lifetime. The document on Apostolic Spirituality maintains that: The integration of prayer and action., is a gradually evolving and quite often a falteringly progressive experience. However falteringly, if lived in 504 / Review'for Religious, July-August, 1985 sincere response to God's ongoing call and constantly molding action, it giv~es rise to that Christ-mindedness which should characterize the true apostle (AS 45). Men End women in initial formation need to feel that they are partners with us in the same "falteringly progressive experience." We accompany each other on this passage into Christ-mindedness, steadfastly encouraging ,those who are pilgrims with us along the way. NOTES ~Paul Vl. On Evangelization in the Modem World, Dec., 1975 no. 14. 2"Theological Reflections on Apostolic Religious Life." Molinari; Ewen, Vallejo. USIG Bulletin, no. 62, 1983. (This document was also printed under the same title in Review for Religious, Jan/Feb, 1984.) Hereafter referred to as AS. ~For a more extensive treatment of the interrelationship between human and spiritual development, see: Joyce Ridick, S.S.C., 71"easures in Earthen Vessels: the Vows. Sthten Island: Alba House, 1984. 4For more discussion on the relationship between compliance, identification and inter-nalization in ~:eligious life, see: Luigi Rulla, S,J, Depth Psychology and Vocation. Chicago: Loyola University Press, 1971, esp. pp. 146-152, 307-318. ~For further discussion on the role of identity in religious life, see: Patricia Spillane, M.S.C., "Called to Be Both Loyal and Prophetic," In-Formation, May, 1982. 6Joel Giallanza, C:S.C., and John Gleason, C.S.C., "Reflections on Initial Formation," Human Development, Fall, 1984. 7patricia Spillane, M.S.C., "When is Apostolic Experience Formative for Religious Life?" Reprints of the Religious Formation Conference, October, 1981. Cross-Cultural Formation: ¯ Culture Does Make a Difference Pat Forster, 0 S.E Sister Forster is director of six novices and seven sisters with temporary profession. Her previous experience included nursing and mission work in Latin America. She has earned a Master's Degree from the Franciscan School .of Theology. Sister Forster may be addressed at 727 East Margaret Street; St. Paul, MN 55106. ~n addressing the subject of cross-cultural formation, I believe it is neces-sary to discuss the racial and cultural implications for both the initiate entering a formation culture and for the directors involved in the orientation of a new member to the community as well as of the community, to the new member. I will, then, first speak of the reflections I have embraced as a formation director. Later, I will addressthe implications for the initiate in a multi-cultural environment. Perhaps the call to formation personnel is a little simpler in that the expectations of what is hoped fo, r are put on one person or one team rather than on a whole cgmmunity. Somehow a community expects of formation personnel what in reality .is important for all of its members. The basic needs are the same. Each person in community is essentially a formation dir.ector, and needs the suggestions that will follow in this article. However practically speaking, we all know that doesn't happen. Formatioia personnel will probably be more effective in cross-cultural formation if they have experienced another culture and have, therefore, an understanding of the pain of oppression as well as of the freedom of having entered into another lifestyle. Formation personnel must also be prayerful people who through their reflection and love respond with transcendent 506 / Review for Religious, July-J4ugust, .1985 values. They would, then, respect the whole person, regardless of c61or, culture, education, beliefs, or personality. It seems that one of the major areas of concern would be that formation personnel have a good grasp of who they are.and who the other is. This will include a good psychological grasp of the stages of growth and development in adults as well as an understanding of the formation person's own personal growth and devel-opment. Granted, this is a lifelong process, and as individuals we are always limited in our ability to do this, there must be some indication that something of depth is in process for this director and her or his God. A few worthwhile questions for formation personnel might be: In what way am I oppressed? If a woman, do I recognize my oppression as a woman? If of a minority culture, do I identify xwho I am and embrace this difference? Am I threatened by not understanding my feelings and thus deny them, or am I open to the unfolding of myself and the other (see Mk 14:66-82)? Foi'mation directors, in addition .to being prayerful .and clear about who they are, will need to be friends who emPower the initiate (see Jn 21:5-17). Each initiate is in the same process as the.director--that is, pre-paring for loving service which is essentially unknown: "And somebody else will put a belt round you and take you where you would rather, not go" (Jn 21:18). To change and to accept who we are and who the other is, is a challenge because we really do not know the outcome. The results will be realized in a new fullness, in the mystery of death and resurrection. Cross-cultural vocations ~;ill need an environment which is, at one time, of their own familiar tradition find, at another time, of the tradition of the other. As Bishop Lyke stated: "W~ need to be with our own at one time and at another time, we need to be with the other."l Because there are no answers ~ind the process is rather a continued one, cross-cultural formation programs will need frequent evaluations and multiple opportunities. An environment which offers multicultural opportunities would be positive. If the initi~ite can actually experience his or her own culture in the parish or in a Specific Christian community while also experiencing the mixture of cultures within the community, distinctions could be made which would identify "yours, mine, and ours." "There is one Body, one Spirit, just as ybu were all called into one and the same hope when you were called" (Ep4:1-~5). Another area of particular importance is that of couhseling. A forma-tion and/or spiritual director must be very aware of differentiation. For example, the way one culture approaches authority, modesty, family life, and so forth, is different from the way another culture d6~s. If several cultures are involved, the formation director will need to be very sensitive to the nuances of languages and culture. The ideal would be that the~dii'ector~ Cross-Cultural Formation / 507 be bilingual and thus know moreconcretely the difficulties of understanding variations in meanings. We must always assume that, if two languages are being used, there is a language problem, This is also true of the differefit languages used.between the whites of Northern U.S.A, and the blacks of Southern U.S.A. Another language is involved. The challenge'is on both sides, not on one or the other. Both verbal and non-verbal messages and feelings need to be understood. The more sensitive person is often the more highly motivated person and the most open to new experiences, so a sensitive person is most helpful. Yet knowledge and experience in another culture tan increase sensitivity andthe ability to identify with another person, and motivate him/her toward further growth? Those directing formation will need to be able to live with the tensions between cultures and facilitate an integration into community. They will ~need to encourage personal identity with the person's culture and within the community. They will need to discern that which is a personality weakness, strength, cultural difference, and simple adjdstment to the for-mation culture and the community culture. Ehch person has a special charism. So, special parish or civic experiences will be important within the pari~h or~ civic community, ~With a variety of°cultures, special coimselors will be important. A black woman needs a bla~k counselor perhaps, or a special house of formation may be needed for the new Hislbanic candidates. Special prayer styles, studies, communications, liturgies, periodicals, and love will be necessary for-all hoping to live effectively in a cross-cultural community. Basic Theology : There is a basic theology which I would name, poetically, a theology of "Conversion and Conflict: ~. ontemplation and Creativity." A multi-culturMcontext implies the challenge of a.multiplici~y of ~,iewpoints which correspond with the differing experiences of people from diverse backgrounds and cultural traditions. A multi-cultural context suggests that no one group has a monopoly on truth. It further implies that.people from cultural and racial backgrounds other than our own are not merely "strange" or "different" or "inferior," but have a perspective of their own) Each person then is unique and important. No one person or culture is to remain isolated, Human beings or groups are always called to live in .tension. This tension can be both negative and positive. It is negative when it causes too much self-occupation or gelf-negation. It is positive when it calls the person to growth and conversion. Transcendent values take the individual to conversion. The human person possesses a character of abso- ¯ 508 / Review for Religious, July-August, 1985 luteness which transcends as well as~ constitutes the person. To live in a cross~ultural community, conflict and conversion are simultaneously necessary. Conversion is necessary because .it is a turning to the Lord, a turning ~to the truth within self, to the home within. It is a turning to the truth of the other. This truth is known through walking in some confusion and conflict to a new openness and finally to a solidarity. Within this process the human spirit releases its true spirit which is symbolic of a transcendent reality. The transcendent-reality to which I refer is that pro-cess of unfolding the~ true person within the transforming-converting power of the Lord Jesus. This is the individuation or humanizing process which creates new persons and/or new communities. Sacrament and Sacred Having spoken for an openness to constant conversion in ~he midst of differences and conflict, I now wish to speak of the need for a theology of the sacred.All is sacred. All is created by God. We as dependent creatures can interpret all as sacred or profane. In the life of every person the underlying plea is that we interpret the other as sacred. In community, too, the underlying plea is that we interpret the other as sacred. To treat another sacredly is to recognize sacrament. Jesus in his humanness is the primordial sacrament; this is, Jesus, first ¯ and foremost, announces God's loving kindness, compassion, recon.ciliation,¯ presence, otherness. Insofar as we are receptive to this presence in another, we are recognizing the other as sacrament. Our taking time to understand the uniqueness of the other in his or her culture and history is taking the time to know a new divine reality, a new sacrament, the sacred: Doing this will create a new community, a.cross-cultural community. It will mean I never take for granted that I know your history or even that I know my own. It does take for granted that I do not know but am learning daily. Formation directors of cross-cultt~ral communities, then, will be recon-cilers, knowing they have failed to love both locally and globally. ~They will be taken beyond today and beyond the United States. They will begin to see themselves as a minority who will be open to the majority. They will be men and women willing to create a "civilization of love." Cross-Cultural Formation For some years now, perhaps even centuries, there has been something of a debate about culture. Does it make a difference? We North Americans have had a sense of the "melting-pot" within our heritages. Today, in 1985, the "melting-pot" concept is basically unacceptable. Today we respect and honor the sacredness and uniqueness of each person, and further, of each Cross-Cultural Formation / 509 culture. As a people, we do not.ask one anothei" to be part of a melting-pot, we speak more appropriately of a "mosaic," that is, of a people who Choose to come together and are aware of their uniqueness and innate value systems. These people then identify their culture and acculturate on the basis of self and communal awareness. This is an informed decision and it is a decision which retains its own value system. The initiate, then, who chooses toj0in a community which has another cultural.orientation must be a person who knows his/her identity as differ-ent and cherishes that identity while knowingly entering into and accultur-ating to the community only insofar as her/his uniqueness and richness are not compromised. This, of course, will not be possible for many initiates. They will not have that security about their self-identity and thus will need more time or, more specifically, their own time. ,George DeVos states that the following areas will need to be addressed for the persons of multiple cultures coming together: I. Each culture raise~ questions regarding a differentiation between the culture and physical, or motor development; 2. There are issues related to the information-processing mecli-anisms in personality. That is, cognition, perception, and logical thought which carries with the culture; 3. The expressive components in human behavior related to the nature of symbolic thought in the person and its expres-sion through myths, dreams, ritual practices, ideologies, and other bodies of emotional and affective motivations vary within cultural traditions; 4. Empirical investigations find socialization patterns unique. Certain cultures collectively have prevalent child-rearing practices, role expectations, and specific values on the intel-lectual and emotional developments of their members; 5. The mode of change and its implications in cultures differ. Unless there is an asserted effort by social sciences to under-stand change in concert, each discipline and each culture will have partial answers; 6. There are issues~ related to the prob.lems of mental health. What is conformity in one culture .is deviance in another.4 ¯ Over the past four years, I have seen all six of these principles in action. I have 'ministered in two formation programs and the persons included in. the programs were black, white,~Hispanic, and Asian. Let me now address each area specifically. Physical and Motor Development .~ The most important cultural influences on physiological growth are, of 510/ Review for Religious, July-August, 1985 course, related to diet. Other cultural influences related to physiological growth are those of intense sensory stimulation. Included in this stimulation is the effect of such things as circumcision, piercing of the nose, ears, or lips, inoculations, shaping of the head, clothing, experiences of extreme heat and cold, or the .administration of internal stresses such as emetics, irritants, or enemas. When these kinds of things are found in a culture, theperson is found to be taller,.than those in a culture where there is no such stimulation. There are also noticeable differences between carnivorous and non-carni-vorous eaters, between smokers and non-smokers. Cultural pa.tterns tend to,be related~to ~the physiological, psychological, and spiritual patternings .of a.people~ ~ ' Information and Processing One's perception, cognition, and logical thought~change with the family environment, societal pressures, and global awarenesses. If a person is given an intelligence test which is standardized for the Anglo, a Chicano will likely fall short because of another environmental influence. It is of utmost importance that testing personnel or information seekers are com-petent in the minority or culture they are ministering to, If they are not of that culture, they must be very competent in cross-cultural questions. The examiner must establish a rapport with the examinee and'must be sensitive to cognitive differences. For example, people Who have been trained for years to be introverts will be less responsive to external stimtili and more responsive to values of an internal nature: Special training is required of the examiner for linguistically different learners. Testin~ and information seeking should ideally be donb in the t~stee's first language. Testing results require value jl]dgrnents and, therefore, cannot be '~all-or-nothing decisions." Other criteria must be used for cognitive, perceptive, and logical interpreta-tions. ~Using test score~s as the b~is for making a decision tha! will adversely affect an individual's,.education or occupational (vocational) future consti-tutes a clear abuse of the testing process."5 The problem of cultural bias in criteria must be one of primary focus for testing, employment, motivational evaluation, and cross-cultural growth. Human expression of inner attitudes will vary With gestures, folklore, verbal communication, and more. Without recognition of the differences in cognitive thought the "melting-pot" will continue. That is, witho.ut conscious" awareness of identifying the differences, it is possible to expect people tO blend into another's culture rather than maintain uniqueness. Expressive Components Each cultural tradition has different expressive components. These Cross-Cultural Formation / 511 components are noted, particularly in affective expressions. Dreams, too, are related to a culture and cannot be interpreted except within the cultural context of the dreamer. Family ties are frequently misinterpreted with differing cultures. The components of each culture are. complex and unex-plainable. They must be lived and listened to. An initiate, in order to be tinderstood, will need to be assertive enough to tell the myth of her/his family. The expression of this myth will include family affectivity, ritual; prayer life, food, clothes, games, and so forth. Socialization-Empirical Investigation Socialization patterns vary considerably, depending on the economic level of the "person. One of the young women in formation telling of her myth explained how important it was to the family to eat potatoes; this seemed very logical to the rest of us, the majority of whom came from rural farming areas. However, with further storytelling, the woman indicated that since the income of the family was .were in the form of potato chips in a so.me pop and hamburger. This family to buy a large sack of potatoes and a so minimal the potatoes purchased small package along with perhaps never had enough money on hand large piece of meat on sale. Their money came and went on a day-to-day basis. This econQmic situation formed the physiognomy of the family, its buying power, the habits of the family in terms of diet, and ability of the family to .budget. Another important socialization~ pattern is that of the roles assigne~ to various members of the family. One,child may~be assigned as the home-maker, another as outdoorswoman or man and another as the student. These roles are assigned within a culture, which then.doubles.the significance of the role for a young woman who comes to community and has never learned to cook because she was the ~utdoorswoman, or for the young man who never learned to cook while .in his home but now as a novice must cook fo~ the local community. When the.young man happens to be a Hispanic, the cultural shock is even greater. Men in the Hispanic culture are even more distanced from the kitchen than those in a white culture. Change .Concerning the' issues of change in society,- it is of paramount impor-tance that each culture understand the effects of cultural change on the adaptation and adjustment of individuals. For the individual considering two cultural changes, that of religious life and that of another cultui:al environment, chang~ will be more complex. The personality of the individ-ual will remain in spite of acculturation; and, in fact, it becomes exaggerated in its strengths and weaknesses. This alone can be very difficult for an 512 / Review for Religious, July-August, 1985 individual. Without much notice the anger they knew within themselves before seems to have twice its potential. The passivity an individual identi-fied previously now seems twice as passive, and so forth. Initiates must be counseled in these normal phenomena. There are variations of definitions from one culture to another. What is known to be bizarre in one culture is normal in another. Each ethnic group or person must. recognize the basic culture which belongs .exclusively to itself. The initiate must know her/his history and culture. It is not true that we come knowing our history. The initiate must also return to the culture of her/his past and reflect on that which is truly culture, that which is familiar only, and that.which is unique to be one with the "whole lot" while maintaining and sharing that which is uniquely hers/his. This requires a good deal ofself-possession and self-assertion. -. Mental Health ' '~' ThiS area bears little comment since it has been stated already that the mental health of an individual in one culture is very different from that 'of one in another culture. It is perfectly acg, eptable for North Americansto behave like "work~ihoiics" and then take off work for three days because of a cold. It is less acceptable for North Americans to be lazy than for them to be doing something behavioral which would prevent~ the cold. It is very acceptable for a black or Hispanic woman to miss work or a social gathering .because of her monthly cycle than it is for a North American to do so. The initiate, then; must be a person of deep faith, willing to move beyond self. The step beyond self is a step of faith. All persons involved in the cross-cultural formation l~rogram must be a transcendent people. To be a transcendent people is to be a people who believe in a God of surprises. The willihgness to gift one another with the space and place to be whb we are as well as~to become a new people, a transcendent people, is to be a people, who beli~ive ina new richness, a new community. NOTES ~Bishop James Lyke, O.EM., Assisi Lectures, February 1, 1982,.Berkeley, California. 2Paul P. Pedersen, Juris G. Draguns, Walter J. Lonner, and Joseph E. Trimble, Co,.u.nseling Across Cultures (Hawaii: University of Hawaii Press, 1981), p. 316.~ 3Archie Smith, Jr., Ph.D., "Pastoral Care in Multi-Cultural Contdxt," Guest Lecturei', Pacific School of Religion, February,, 1983, unpublished paper. 4George DeVos, "Problems and Research in Comparative Human Behavior;" Proceed-ings of the American Philosophical Society, Vol. 113, No; 5, October, 1968, ppl 351 ff. 5Joe L. Martinez, Jr., Chicano Psychology (New York: Academic Press, 19~77), p. 181~ Christian and Religious Obedience Brian O'Leary, S.J. Father O'Leary's earlier article, "Celibate Friendship," appear.ed in the issue of Janu-ary/ February, 1980. Father resides in Manresa House (Dollymount; Dublin'3; Ireland) where he is occupied in research and teaching courses in Jesuit spirituality and in the theology of religious life: O ui~ whole relationship"with God can be both e~perienced and under-stood ~n terms of obedience and "disobedience. Obedience is not just one virtue among other virtues. It is not part of a relationship, that is experienced in isolation, or that can be examined in isolation from the remainder of that relationship. It is an element ir~ every virtue, or if one prefers, it is the soil in which all other virtues take root and grow. This, of course, is taking obedience in its widest sense as cooperation with the will of God, bt~t this is also its most fundamental sense. There is an all-pervasiveness about obe-dience ~vhich reaches into every nook and cranny of our human existence. Obedience as Listening It is illuminating to reflect on the root meaning of the Latin word oboedire which means to listen. We are called to listen to God as he speaks, communicates, reveals himself in Scripture, in the teaching of the Church, in other people, in the signs of the times, in our consciences, in the stirrings of our hearts. Such listening can take myriad forms, from basic self-a~cep-tance, throughan eager following of one's special calling within the Christian community, to the final Amen in accepting the time and manner of one's death. Samuel's "Speak, Yahweh, your servant is listening" (1 S 3:10) is the basic,'lifelong attitude and prayer of the devout Christian. Since Christianity is a form of theism, its adherents are committed to a 513 514 / Review for Religious, July-August, 1985 belief in the self-revelation of a personal God. Consequently much emphasis is placed on the supernatural modes of God's speaking, such as inspired and inerrant Scriptures, and the life and teaching of Jesus himself! At various times in the past ~and in various different ways, God spoke to our ancestors through the prophets; but in our own time, the last days, he has spoken to us through his Son, the Son that he has appointed to inherit everything and through whom he made everything there is (Heb 1:'1-2). But we ought not to minimize the more ordinary, natural modes of God's speaking. God is the God of reality, and so every aspect of reality is a vehicle for his communication with us. Listening begins, therefore, with what is closest to us--our experience of ourselves. We listen to our bodies as they reveal their~ needs to us (e.g. for nourishment, rest, shelter). We listen to our affectivity with its constantly fluctuating attractions and revulsions. We listen to our souls yearning for ultimate meaning, for aesth~etic expe-rience, an'~ for everitual immortality. To fail to listen to ourselves is to fail to listen to God. As we move outwards from our own psyches there awaits us the invitation to listen to others. Men and women in their very humanity, in their interpersonal relationships and as constitutive of society, are mediators of God and his lording pla, n for us. We are called to listen, n~ot just.to the words people use, but to the experiences,~the Vulnerability, the fragility, the mute i0ngings ~that lie behind the words. This mode"of attentive, empathetic listening, this contemplative attitude towards people, involves encountering the other as other find not as a mere projection of ourselves and our o.wn concerns. As the other speaks, so God communicates, whether we are meeting~ttlat other'as individual or as societal, o~ Obedience as Faith ' The all-pervasive, all-embracing quality of obedience is also underlined in Paul's phrase, "the obedienc~ of faith." ~ Through him [Christ] we received grace and our apostolic mission to preach the obedience of faith to all pagan nations in honor of his name (Rm 1:5). .Glory to him who is able to give you the strength tO liv~ according to the Good News I preach, a~nd in which I proclaim Jesus Christ, the revelation of a mystery kept secret for endless ages, but now so clear that it must be broadcast to .pagans everywhere to bring them to the obedience of faith (Rm 16:25-26). ere obedience is clearly not a particular moral virtue, but that total human response to the Good News. which is proclaimed in the apostolic preaching. Paul's mission is to bring people to this surrender in faith to Christian and Religious Obedience / 515 God. This surrender is not forced; it may be refused. It is a free acceptance of, and response to the Word. This is the radical experience of metanoia for which Paul's own conversion on the road to Damascus could ser~e as a paradigm. Ultimately, for Paul faith is obedience and "obedience is faith, while unbelief is disobedience and .disobedience is unbelief. In the Old Testament Abraham exemplifies this faith-obedience both in his response to God's call (Gn 12:1-5) and in his willingness to sacrifice his son, Isaac (Gn 22:1-18). In the latter story Abraham is asked to take and offer as a holocaust not only "your son, your only child Isaac, whom you love" (which would be a natural and personal tragedy), the one person through whom the promises of Yahweh were to be fulfilled for the Chosen People (which would be a spiritual ~and national tragedy). The.key to the biblical writer's interpretation of this complex story is found in the words: All the nations of the earth shall bless themselves by your descendents, as a reward for your obedience (v. 18). But the primary model of Christian Obedience is that of the adult man Jesus to his Father. Time and again, in St. John's gospel particularly, wd see the deep fascination which the Father exercised on the human sensibility of Jesus. Much light is thrown on what it meant for Jesus tO be°Son, and how his personal se~nse of identity came from his experience of filial'~relationship. His mission appears, not so much as something entrusted to him from outside, but a~s intrinsic to who he is. "To be Son" is "to be ~ent'~ is "to be on mission." My food is to do the will of the one who sent me, and to complete his work (Jn 4:34): 1 can do noticing by myself; I can only j6dge as I am told to judge, and my-judging is just, because my aim is to do not my own will but the will of him who sent me (Jn 5:30). When you have lifted up the Son of Man, then you will know that I am he and that I do nothing of myself: what the Father' h~ taught me is what I preach; lie who sent me is with me and has not left me to myself, for I always do what pleases him (Jn 8:28-29). The world must be brought to know that I love the Father and that I am doing exactly what the Father told me (Jn 14:3 l). The cumulative effect of such textspowerfully communicates the obe-diential attitude of Jesus into which the Father wishes to draw all Christians. Obedience within the Church The Father sent his Son to carry out a saving mission which culminated in the Paschal Mystery, the death and resurrection ,of Jesus. The Father 516/ Review for Religious,, July-August, 1985 and the Son sent the Holy Spirit to carry out a sanctifying mission which inaugurated the community of the New Israel at Pentecost the commu-nity that is Church. Through baptism each person who is initiated into the Church is at the same time inserted into this two-pronged saving/sanctifying mission. Every Christian is not only saved and sanctified but called to share in the saving and sanctifying of others, to be sent into the world as'was the Spirit-filled Jesus. But the primary subject of this sending or mission is not the individual but the community or Church itself. It is by being in com-munion with the Church that the individual receives his/her mission which has its ultimate source ("author") in the Father. Hence the need for authority. Without authority and the means to exercise that authority the Church could not maintain itself in,unity nor fulfill its mission to the world. Since .the Church .is of divine institution and part of God's plan for humanity, the only aut.hority which can legitimately exist in it is God's autho.rity. When we reflect on Scripture we see how God reveals himself, communicates his mes.sage, and exercises his authority through intermediaries or mediators. Moses mediated the Old Covenant to Israel in the Old Testament, while Jesus in his hum~inity mediated the New Covenant in New Testament times. Now the risen Christ through his Spirit shares this mediated authority with th.e Church as a whole and with its duly-constituted leaders. Ho~v such authority is exercised need not concern us here; enough to recognize that it exists and that it is coextensive with the needs of the community for its internal well-being and its saving/sanctifying mission. Much can be learned from the final logion in St. Matthew's gospel: All authority in heaven and on earth has been given to me. Go, therefore, make disciples of all the nations; baptize them in the name of the Father and of the Son and of the Holy Spirit, and teach them to observe all the commands I gave you. And know that I am with you always; yes, to the end of time (Mt 28:18-20). Christ's presence thrrugfi the ages guarantees the reality of the lifeline linking the Church with the source, the author, of all authority God the Father. Religious Obedience There is a parallel, although not an identity, between the authority which exists in the community that is Church,and that which exists in the community that is a religious institute. In both, the ultimate source of authority is God; in both, that authority is mediated; in both, an obediential response is required. Such authority within a religious institute is recognized in faith by a person making a vow of obedience, and then responded to existentially through the daily living out of that vow. Although~both the Christian and Religious Obedience / 517 authority and the obedience are mediated, the vow itself can only be made to God, More precisely, it is made to the Father. As with Christian obedience in general, of which religious obedience is a particular expression, our response-pattern as religious is that of Jesus who "emptied himself to assume the condition of a slave" (Ph 2:7), yet knowing that he is the Beloved Son of the Fatfier. Furthermore the religious state constitutes a closer imitation and an abiding ¯ reenactment in the Church of the form Of life which the Son of God made his own when he came into the world to dothe will of the Father (Lumen Gentium, 44). A question, however, can be raised about the legitimacy of my (or any Christian's) making a vow of obedience in a particular institute. There is a presupposition that the' will of God fbr m~ is to be found with more certainty and clarity in the context of this specific group of people. Both logically and chronologically, before the vow, and necessarily underpin-ning it, is :an act of faith. How can such an act of faith be justified'?. The answer is twofold, Subjectively, there is my own inner experience of call which is leadihg me, not into marriage, nor into the single lay state, nor into some other religious institute, but into this concrete grouping of likeminded and vowed Christians. It is presumed that this subjective experience has been prayer-fully and realistically discerned with the aid of competent spiritual direction. Objectively, there is the guarante6 of the Church which, in approving this institute, has recognized it as a milieu in which the Holy Spirit is present and acti~,e. When the institute in its turn decides to accept me as a member, I can be sure that the Holy Spirit will speak to me in the context, and through the authority structures, of thisgrouping. Within such an institute ongoing discernment isopossible, and such discernment brings together harmoniously the interdependent realities of authority and obedience. The vow implies that never again~do I discern anything merely asan individual. Religious obedience is primarily the attitude of the whole institute seeking the will of God through living out the impliEations of its charism in the contemporary 'world. At any particular time this communal attitude may be more or less faith-ful, and so more or less obediential, more or less Christlike. (A barometer, in psychological terms, is often that of'morale.) The individual member, in turn, may be more or less in ha~rmony with this communal attitude. If I have a strong sense of belonging, then I will actively and enthusiastically participate in the institute's communal search for God's will, striving together towards viable and relevant apostolic choices. On the other hand, if I feel alienated from the institute, living on its fringes, I will tend to opt out of the communal search. I will become 518 / Review for Religious, July-August, 1985 passive in regard to discernment and forward planning, at best adopting a privatized approach to obedience~doing what I am told, perhaps, but otherwise abandoning my responsibility to play an active role in the dis-cerning and decision-making process within the institute.,~This is a form of disobedience and a failure in faith. Four Aspects of Obedience , ~ Christian and religious obedience involves the whole person and calls for a radical stance which can only originate at the core of a person's being. If that cbre has not been touched, obedience remains superficial if not inauthentic. Because of its all-pervasive nature, obedience is multi-faceted and needs to be examined from different points of view if its reality is not to be distorted. With religious obedience especially in mind we~ will now raise up four of these aspects or dimensions. Ascetical The human person is not obedient by nature. There is both a positive and a negative reason for this. Positively, autonomy or self-rule is the mark of the mature pets.on. The journey from childhood to adulthood is in large part a growth in desire for, capacity for, and exercise of autonomy. But since .a per.son lives in a human community, this autonomy has to be balanced by the demands of interpersonal,, social and political realities. Accepting the need for such balance, and integrating the corresponding limitations of one's autonomy, are also parts of the maturation process. All of this already presupposes an ongoing asceticism. Limitations imposed on one's autonomy by external factors and forces invariably pro-voke resistance, anger, pain and yet eventually they have to be rdcognized as inevitable. This process of growth is sometimes presented as moving through the stages of dependence, independeiice, and interdependence. This iast is the mark~of the mature, socially-integrated adult: an autonomy which recognizes the corresponding autonomy and rights of others. Negatively, there are the realities of sin and disorder. The healthy drive towards autonomy is seduced and vitiated by an unhealthy drive towards egoism and pride. While human autonomy can never b~ absolute, yet we are constat~tly beguiled by Satan's promise: "You will be like gods" (Gn 3:5). It is surely significant that the sin of Adam (ht~mankind) is presented in Scripture as disobedience arising from an overweening desire for autono-my the auionomy of God himself. Against this background the ascetical aspect of religious obedience becomes clearer. Obedience is a human virtue, an attitudinal habit which must be learned through its exercise. The aim is never to break a person's Christian and Religious Obedience / 519 will, but to lead the religious to a genuine inner freedom which will prevent manipulation either by outside pressures or by disorders within the-self. Such freedom will express itself not only in docility and availability, but also in creativity and initiative. Mystical. . This second aspects.of obedience consists in that contemplative gaze towards Christ which enables one to discover him in the interplay between authority and obedience. Given this contemplative attitude a religious actualizes an increasingly intimate union with Christ in two ways. Firstly, the person recognizes in the authority of the superior the authori.ty of Christ, and in the person of the superior the person of Christ. Secondly, othe religious enters into and continually enfleshes, the obediential attitude of Christ himself. The Risen Lord does not hand over, as it were, our obedience t6 the Father as something extrinsic to himself. Rather, since we died and rose again with him in baptism, our obedience is part of his obedience, a prolongation of it in today's ~vorld, just as our prayer is part of his-prayer and is offered to the Father as the prayer of the Whole Christ: the Body-~- head and members. Religious obedience, therefore, is both obedience to Christ present in the superior, and a sharing in the obedience of Christ as he responds filially and radically to his and our Father. He was humble and walked, the path of obedience all the way to death his death on the cross (Ph 2:8). Our obedience and that of Christ are co-terminous. They both lead to Calvary. Obedience, therefore, can be compared with martyrdom, as indeed it has been in the tradition. Martyrdom haaS, either be that total, instan-taneous and violent handing over of ourselves to God through other-in-flicted d~hth, or the piecemeal, gradual, daily handing over of ourselv~es to God through the self-inflicted consequences of the vow of religious obedience. The latter is experienced as continued self-emptying which builds'up to that final and inevitable self-emptying of our natural death when we shall hopefully say with utter freedom and love, "Father, into your hands 1 commit my spirit" (Lk 23:46). Apostolic ¯ Insofar as religious obedience is a union with the obediential will of Christ, so far is it also a union with the salvific will of the Father who "wants everyone to be saved and reach full knowledge of the truth" (1 Tm 2:4). As such, along with every other expression of Christian obedience, it is truly apostolic. Nevertheless, in specifically apostolic institutes the link between obedience and apostolate is much more explicit and direct. Here obedience is primarily in function of mission, a spiritual tool of mission. ~90 ] R~view for Religious, July-August, 1983 The reality of, authoi-ity-obedience is thee channel through which mission, ¯ which originates with the Father, is mediated to the institute and to the individual members. Since mission is constittitive of the basic charism of - such institutes, and is not an optional or subsidiary dimension, obedience as apostolic.has an enormous importance and centrality. Under this heading comes the whole area bf apostolic discernment, both personal and communal. Apostolic choiceS---the selection of ministries and plans for running and evaluating them--become a major issue. A deep level of trust and openness between the members of the institute, and especially in relations with superiors, is necessary. Underpinning this, a spirit.uality which closely integrates contemplation and action is required. Authority calls 'forth and harnesses the good will, talents and energies of all, directing them with zeal and in the spirit of the institute, towards mission. In ,such an atmosphere of faith and serious purpose one dare not trivialize obedience, for example, by seeing it merely in terms of discipline, good order, or even of asceticism. If mature adult obedience does not flourish, neither does the charism of the ir~stitute, and neither does the. mission which is that of the contemporary Christ. Unitive Obedience leads to a union of minds and hearts. However, this is true only when its ascetical demands have been accepted, its mystical dimension has been experienced, and its apostolic thrust has become a powerful dynamic in one's own life and that of one's fellow:religious. This unitive aspect emerges almost spontaneously as the result of religious obedien~ which i~ lix;ed authentically and faithfully. It is not the direct purpos.e of obedience, but rather a side effect which can be gratefully recognized and received as part of the hundredfold promised by Christ to those who have left all for his sake. Vowed Celibacy and Human Sexuality M. Keith, 0 S. E Sister Keith works at the Parish Center of St. Alphonsus Church; 154 Church Street; Deet'~eld, MI 49238, where she may be addressed. There is no doubt that the mentors of our society today, probably at no time more so in history, have placed a great deal of emphasis on complete sexual fulfillment as the answer to everything. Heavy demands are placed on people for self-fulfillment via genital satisfaction. New patterns of sexual manners and morals aris'e constantly. This stress on genital intimacy makes it even more difficult to ignore. Media blitzes, which overtly and covertly proffer a barrage of sexual invitations to genital intimacy to the whole of society, at times overwhelm people. It can be said then, without a doubt, that our culture's emphasis on genital sex dbes provide at least subliminal seduction to all. Therefore, in this age, with its stress on genital intimacy for self-fulfill-ment, celibacy seems an impossible contradiction to the expectations for life which most people hold as a value. Lifelong celibacy, deliberately and freely chosen in the face of one of the most sex,oriented of societies, seems like the ultimate madness. To choose celibacy is a challenge to the cultural idols of hedonism and consumerism. Not only does our culture attack the value of celibacy, western attitudes also undermine even the previous supports that once were available for the~celibate lifestyle. In fact, in some ways, ours is the most discouraging culture possible for a celibate option. Celibac~y today demands the courage of a totally countercultural stance. Today it is much harder to avoid coming to grips with sexuality than it used to be. We are more aware how much sexuality pervades a person's 521 522 / Review for Religious, July-August, 1985 entire life situation. One's sexuality is seen to extend to every level of being: bodily, emotional, intellectual and volitional. More specifically, human sexuality is a powerful stimulus to move toward others and away from self-centeredness. Human sexuality thus helps attenuate ego-centrism, which dehumanizes both self and others. "Genital sexuality," of course, refers to acts, thoughts, fantasies, desires and feelings which involve or promote direct genital behavior. It is in this sense that today's society holds to the .notion that humanity is impossible without full gratification of the sex drive. Such, however, is not a universal truth. It is the purpose of this paper to show that a vowed celibate is and can become a fully integrated, psycho-sexually mature being without genital sex. Human sexuality is a basic ontological determinant of who we are as persons, and personal i~dentity is.a prerequisite for sexual maturity/identity. This personal identity is, in significant ways, worked out within images of sexual identity and sexual complementarity. Such is fully attained only in the arena of human relationships. Psychological. research shows that the incidence of sexual difficulties and immaturity is neither greater nor less among celibates than among non-celibates. Psychologist Abraham Maslow (1954) pointed out that it is not sexual abstinence as such that is pathogenic, but .the feelings or motiva-tions accompanying it. It is now well known that many cases are found in which celibacy has no pathological effects. Clinical work with non-neurotic people gix;es clear answer that sexual deprivation becomes pathogenic in the severe sense only when it is felt by the individual to represent'irejection by the opposite sex, inferiority, lack of.worth, lack of respect, isolation, or thwarting of basic needs. Sexual deprivation can be borne with some relative ease by individuals for whom it has no such implications. Religious celibates in no way deny or wish to reject their sexuality. In fact their understanding of their celibacy and of their sexuality matures as they advance in age and experience. Becoming an enlightened and respon-sible sexual being is always a lifelong challenge, This challenge involves, among other things, the development of psychosexual maturity. ,And the goal of psychosexual maturity is not orgasm; it is the capacity to love. In the celibate, this maturity is evidenced in the fuller development and harmonious interplay of the individual's psychological and sexual capacities within an ordered value system. Dr. Menninger has stated that "Insofar as choice determines behavior, it stems from some consideration of values." Psychosexual development in the celibate quite evidently cannot be iso-lated from choice and values. There is no realistic way of doing so. Vowed Celibacy and Human Sexuaflty / 523 In choosing celibacy, then, what is at issue is not a negation of any human good or value. It is rather a relativizing of priorities in fife. In choosing a celibate lifestyle, it is a tribute to the values in life that one chooses to celebrate. Celibacy lived means to the individual that: 1) the development of full humanity is more important than genital sexual expression; 2) that true generativity is greater than sexual potency; 3)that self-transcendence is more fully human than self-fulfillment. Psychosexual maturity is not static; it is a dynamic, ongoing process. Whether'a person becomes a celibate or marries, the same maturity, accep-tance of self as a sexual being and the ability to live with impulses and integrate them into the self, is a requirement to achieve full humanity. The bald fact of not being married, of not being involved in a sexual relationship does not constitute the celibate life. To be a vowed celibate means to be empty for God, to be free and open for his presence in many people and to be available for his service. In the past, perhaps, it was not uncommon for some religious and laity to think of celibacy as a state of being asexu~il. In fact, though, vowed celibacy is not an asexual state, even though it precludes full genital inti-macy. Taking vows does not snuff out personality. To say that a vowed celibate drops out of the sexual rivalry game doesn't suggest that the person is no longer a sexual being. It is normal to have sexual feelings. ~ Modern modes of expression would say that the celibate is still fully a sexual being, but without actual genital expression. As stated above, becoming an enlightened and responsible sexual being is a lifelong process; and the celibate, like all other humans, must redirect the tendency to regress into becoming selfish.Celibates need to realize that sexual abstinence does~not automatically confer the capacity to love people in general any more than incontinence in marriage increases the love for anyone. As a matter of fact, though, one difference in the celibate lifestyle is that it does move toward a more freeing love than do other lifestyles. The heart of vowed celibacy is rather.a special, unique and total conse-cration to Christ. The true celibate is effectively head over heels in love with God?' Vowed celibacy is a commitment to love Christ. This is achieved by a genuinely mystical form of life. Without some graspof mystical vision, the celibate is unlikely to remain celibate for long, The depth, and quality of personal prayer manifests itself in the depth and quality of vowed celibacy. Without vision, there is risk of psychic damage. Ignace Lepp (1963) states that ". the libido cannot be channeled in a different direction without injury to sexuality, unless it finds itself entirely consumed in the service of a higher psychic activity." This sublimation means to redirect the sexual drive. It does not mean 524 / Review for Religious, July-August; 1985 to pretend that the sex drive doesn't exist, or to forget it, or to set it aside. Sublimation channels the sexual impulse; it does not stamp it out., But in attempting sublimation, the person must be free and sufficiently motivated by life-ideals which can actually utilize these sublimated energies. The vowed celibate life, attempted without convictions and some form of mysticism, is an attempt at sexual suicide and self-destruction. If lived without an internal conviction, the response will be the simple negation of all the good of life and love and humanity in the individual. One's vowed "celibacy cannot be a complete withdrawal of all involvement in human sexuality; such a step would be the denial of humanity. Rather, consecrated celibacy must become a positive affirmation of beauty and strength. The vow of celibacy, lived with faithfulness, speaks out. against the negative aspects and excesses of the sexual revolution of our time. It contradicts the contemporary attitudes where infidelity and failure to keep commitments is an accepted way of life. Celibacy makes a positive contribution to life since Christian celibacy is an explicit affirmation that a person is aperson first and not second to his or her sex function. It provides a deeper insight into the sexuality of persons themselves. Vowed celibates are seen as total persons, not as individuals dichotomized into body/spirit. Authentic celibacy, then, is an enfleshed experience. Celibacy cannot be understood in isolation. It is experienced in a heterosexual society. It is a growing life experience in and with Christ. This means growing in love with Christ and growing in prayer with Christ. The effects of this lead celibates to a growth and deepening in their love for all people, especially for all those with whom they come into contact. Their response will grow, become actualized and manifest itself in time. And like all love, it defies description. Mature love does not come easy; it is always a growth process. For the b, elibate, this entails a process of growing as a sexual being. It is a continual becoming of the person the celibate is called to be through and. with Christ. Thus celibacy is a call to wholeness and holiness that involves patience, discipline and care. Far from lessening our need of the experience of love, celibacy offers a greater freedom in loving--a freedom to love, at times, without hope .of returned love, and to love the unlovable. This form of unselfish love witnesses to the compassion and mutual respect which are integral to justice, and moral rightness. Celibates live fundamentally indePendent lives; lives not directed to the well-being of.the single destiny for two that is common to. marriage, but directed by the demands of Christ and the Church. Religious celibacy is for loving and living. Vowed Celibacy and Human Sexuaflty / 525 Celibate love is primarily universal in character. It is a call to be con-stantly open to authentic relationships, to befriend any person met with a non-demanding love. It thus is a challenge to celibates to become the persons they are meant to be, to maximize their love and self-giftedness to others. The challenges and rewards of celibacy are the challenges and rewards of love itself. The celibate experience, in sum, is a way of making love, something everyone must do, and, like all lovemaking, it defies close scrutiny. Like all lovemaking, it is a relational exiaerience beyond words. Another great value of the celibate experience is that of availability. ¯ The vowed celibate belongs to no one person, hence to all persons. There is risk to this. Depending on how it is lived, cdibacy can either render the individual sterile or productive. Unless there is a giving away of self, celibacy is supreme sterility. Lived positively, selflessly, celibacy can be distinctively and consciously creative. These creative powers can be termed "generativity. ~ ¯ Generativity is the ability to give, nurture, and sustain life. Erikson states that: ". to know that adulthood is generative does not necessarily mean one must produce children. But it means to know what one does if one does not produce children." In Erikson's eight stages of the development of the person, generativity characteristics of adult life are met even in institutions committed to celibacy. Celibates believe that they will attain a sense of.generativity through loving relationships with people, thus creating life: The celibates'.self-abun-dance and vitality and life-giving existence will be evidenced by their presence and participation in the world. Specifically, the generativity found in vowed celibacy is a commitment to a care and concern that is universal; to a love that is life-giving and without limit. Although there is total and° exclusive intimacy between the vowed celibate and Christ, this does not exclude other relationships. In~ fact inti-macy with Christ depends on other relationships to make it possible. Friendship and support are necessary to the celibate, as is deep prayer and honesty before Christ. Religious celibacy has everything to do with inter-personal relationships. The celibate is a person firmly ~planted on earth for relating to others. Indeed, to be human is to be relational. And, of course, the psychosexually mature celibate loves individuals, not abstract humanity. Today there is a great emphasis on the forming of authentic friendships among both men and women religious. Research has shown that good psychosexual development involves and demands relationships with a vari-ety of people. Drs. Conrad Baars and Anna Terruwe, who have integrated psychiatry with their faith, note that masculine/feminine relationships, as well as same sex friendships, help to develop a wholesome emotional.life. 526 / Review for Religious, July-August, 1985 ~. There can be no genuine happiness without friendships. Friendships, however, are not easily acquired. They demand work, time and cultivation. Human relations are never finalized, Celibacy also requires the development ofa capacity for deep and lasting relationships. Friendship in th~ lives of religious celibates takes many forms, As one moves across the spectrum from a.cquaintance to friendship, however, the reality of celibacy becomes more pertinent. The love of authentic friendship is not easy, and there are those hurts and disappointments which are part of the "human condition" (Sr. Marie Dugas, S.S.A. 1983)~ But the benefits of friendship help make life worthwhile. Jesus is the model for celibates. He loved all people. He also had several disciples and social friends~ These friendships also developed through hurts, misunderstandings and disappointments. The love experienced in celibate friendship is that of the giving and receiving of love. This experience introduces one into a new understanding of life and one's relation to life. It allows one to rid oneself of the unneeded, counterproductive defenses which hinder growth and integration. It allows one tO be touched by the power beyond the self. Research has shown that true growth and healing take place only in a relationship characterized by love. Celibates, then, should have close friends. The development of friendships in the celibate lifestyle is critical to inter-nal/ external integration which if properly pursued will result in an ade-quately mature personality. Sexual urges will not put the celibate value system and behaviors out of sync in genuine friendship. The celibate friendship is less a response to physical attractiveness and more of a caring for what is good in theperson. The celibate friendship is an attentiveness to the other in a flexible manner rather than in a fixation. Mutual love cannot mean mutual possession. Celibates ~are united in friendship only by the bond of their free will, a bond that is not indissoluble as is that of marriage. And celibate friendships normally do not simply happen. There is ever present the element of choice involved in who twill be admitted, and to what degree of intimacy he or she will be admitted, AlL people, not only celibates, fill their heed for intimacy through. friendships. Intimacy in human living is important for personal growth, self-esteem and for a feeling that life is worthwhile. The more we live in :a mass society, the more importaiat are intimate relationships to maintain our individuality and identity. For Abraham Maslow, in the self-actualiz-ing person, the higher need is for intimacy. If this need is satisfied, the need for genitaljty is lessened Vowed Celibacy and Human Sexuafity / 527 Intimacy can be defined as unfeared self-abandonment, an unfeared self-disclosure and a dissolving of ego boundaries. In intimacy, one gives up control of what is seen by the other. It involves the sharing of one's real identity with others. Eric Berne (1974) calls intimacy a "game free" relationship. Healthy interpersonal living always involves both distance and intimacy. A celibate person striving for universal love must realize that this does not mean universal intimacy. Intimacy requires disciplined living. Besides being grounded in one's own vocation, the celibate must affirm and desire the growth of the other. This non-possessive, non-exclusive love also encourages the growth of the other's relationships with people. The celibate is pleased when the other develops new, outside relationships and interests, knowing that they are the sources of life and growth. The celibate knows that it is important that people never stop growing in love. One definition put it this way, "A friend is one who knows you as you are, understands where you've been, accepts who you've become and still gently invites you to grow" (Sr. Marie Dugas, S.S.A. 1983). This is the heart of intimacy for the celibate lover. If the intimate relationship is healthy, life-giving and creative, it will enhance the quality of the celibate's prayer life, of other relationships and the general well-being itself of the celibate. Vowed celibacy is a viable lifestyle. Although the way of celibacy suits relatively few persons, it is in itself, and for those persons a "normal" way to be, a viable way to meet life and create it. Celibacy means distinguishing between needs and wants. It is a meaningful lifestyle. This life entails an act of radical rejection of some values ih the culture that easily become idola-trous. Celibacy is much more than a set of sexual mores; it is an extension of Christian virtue. It is an act of affirmation about certain human and gospel values that easily become submerged in the culture~ The celibate lifestyle is thus prophetic in its witness. The celibate life lived in the Spirit of Christ can be a very profound and rewarding way of life, The celibate, by foregoing the type of mutuality found in marriage, is saying that no 'human efforts or human projects can ever achieve the full destiny possibl6 for humanity. The celibate is, saying that our full destiny is achievable, not by our own power, but through the power of Jesus Christ. Celibacy joyfully lived, presents an alternate vision. This lifestyle proclaims that the end of life is intimacy with God and others. Joyfully lived, this lifestyle points to what must ultimately be the end of any lifestyle, love of God and others for the "sake of the kingdom." Far from being quixotic, celibacy simply is one way that some men and women find it in their heart to be worth following, a way to be fully alive in this world. The Clown on the Cross Margaret Halaska, 0 S. F. Sister Halaska's previous article in these pages was "A Model of Discernment: The Experience of a Franciscan,' (March/April, 1984). As with that earlier article, the present one also offers a reflection based on a personal experience. Sister Halaska may be addressed at Holy Family Convent; Box 6; Bayfield, WI 54814. I It was a Day of P~rayer for me. I unlocked the door of the house where I was staying that day and walked in. A cross with the clown on it was standing on the living room floor, leaning against a table. The figure caught me off guard, and for a brief moment I was caught in the paralysis of.surprise. But its presence was an invitation.which I could not resist. In a short time I was sitting on the floor directly opposite the strange appari-tion. It intrigued me. A soft clown-figure in place ofothe usual corpus of/ hardened plaster., a clown that was warm and gentle even to the eyes . a clown whose puffy cheeks you could squeeze, creating temporary dimples ¯. a clown whose face reflected pain and peace all at once., a clown who was held to the cross partly by an outsized crown of thorns, one of which pierced his clown-hat and held him fast to the wood. During the course Of the day, I prayed long and often befOre the Clown on the Cross. I didn't say much. I tried to listen. The Clown was silent. I was silent. But the silence was not sterile. Eventually, in an explicable way, the Clownflrew me to himself. Suddenly, | wanted to hug him. It was the moment of prayer. The desire became stronger but I became aware that the Clown was too little and I was too big. And that, too, was prayer. I moved closer to the Clown, touching his face and probing his hands and feet. I felt, not the rigor of death, but the softness of Life. In a new and very powerful way the Paradox of the Cross was again speaking to me: One must die to live. 528 The Clown on the Cross / 529 One exceptionally long thorn pinned the clown-figure to the cross. Needle sharp, piercing, it hooked the hat. I found myself feeling a 'slight sense of relief that it was only the hat! At the same time, it appeared that the thorn was what secured the C!own to the Wood, leaving his arms a little more free .than those of the more conventional plaster casts which are nailed tightly. Somehow those arms

n/a ; Timeline of key events: March 2011: Anti-government protests broke out in Deraa governorate calling for political reforms, end of emergency laws and more freedoms. After government crackdown on protestors, demonstrations were nationwide demanding the ouster of Bashar Al-Assad and his government. July 2011: Dr. Nabil Elaraby, Secretary General of the League of Arab States (LAS), paid his first visit to Syria, after his assumption of duties, and demanded the regime to end violence, and release detainees. August 2011: LAS Ministerial Council requested its Secretary General to present President Assad with a 13-point Arab initiative (attached) to resolve the crisis. It included cessation of violence, release of political detainees, genuine political reforms, pluralistic presidential elections, national political dialogue with all opposition factions, and the formation of a transitional national unity government, which all needed to be implemented within a fixed time frame and a team to monitor the above. - The Free Syrian Army (FSA) was formed of army defectors, led by Col. Riad al-Asaad, and backed by Arab and western powers militarily. September 2011: In light of the 13-Point Arab Initiative, LAS Secretary General's and an Arab Ministerial group visited Damascus to meet President Assad, they were assured that a series of conciliatory measures were to be taken by the Syrian government that focused on national dialogue. October 2011: An Arab Ministerial Committee on Syria was set up, including Algeria, Egypt, Oman, Sudan and LAS Secretary General, mandated to liaise with Syrian government to halt violence and commence dialogue under the auspices of the Arab League with the Syrian opposition on the implementation of political reforms that would meet the aspirations of the people. - On October 26, the Ministerial Committee held discussions in Damascus with President Assad. - The establishment of the Syrian National Council (SNC) in Istanbul, the first opposition coalition of different groups, but failed to gain international recognition because of deep divisions. November 2011: Syrian government agreed to implement a new Arab Action Plan (attached) endorsed by LAS Ministerial Council to end all acts of violence, release detainees, withdraw Syrian military and armed forces from cities, and ensure freedom of movement for journalists and observers throughout the country. -LAS Ministerial Council suspended the membership of Syria (November 16), and imposed economic sanctions (November 27) and some member states withdrew their ambassadors from Damascus, as it failed to comply with the Action Plan. December 2011: Negotiations with Damascus were resumed and an agreement is finally reached on the implementation of the Action Plan. LAS Observer Mission was deployed in Syria to monitor the implementation of the plan (December 24). - The Mission later submitted a report (attached) covering the period from 24 December 2011 to 18 January 2012 in accordance with the mandate conferred by the protocol concluded between the Syrian government and LAS. The report was divisive among the members of the Arab League, as it blamed both the regime and the opposition for the violence. January 2012: LAS Ministerial Council adopted resolution 7444 (attached) which called on the Syrian President to immediately hand over power to his deputy in order to begin the process of a political transition, which would include negotiations with the opposition, the formation of a national unity government, and the holding of elections. The resolution also, requested the Chair of the Arab Ministerial Committee and the Secretary General to brief the United Nations Security Council on the developments and get it to endorse the plan. - On January 22, Saudi Arabia withdrew its monitors, followed by the other GCC members on January 24. - On January 28, the Secretary-General of LAS announced the suspension of the activities of the observer mission, given the serious deterioration of the security situation. - On January 31, Sheikh Hamad bin Jassim bin Jabr Al-Thani, Prime Minister and Minister for Foreign Affairs of the State of Qatar, Chair of the Arab Ministerial Committee and Dr. Nabil Elaraby, Secretary General of the League of Arab States briefed the Security Council (attached) on Arab efforts and called on the council to adopt a draft resolution submitted by Morocco, supporting Arab League resolution 7444 (which called on the Syrian President to hand over power to his deputy) February 2012: - On February 4, Russia and China vetoed a draft Security Council resolution (attached), tabled by Morocco (the Arab member of the Security Council) and others. - On February 12, the Arab League adopted its resolution 7446 (attached), practically "transferring the file" to the United Nations Security Council. - On February 16, the issue was taken to the General Assembly, which adopted its Resolution 66/253, calling-among other things- for the appointment of a Special Envoy. - On February 23, former United Nations Secretary-General Kofi Annan was appointed as the Joint Special Envoy (JSE) of the United Nations and the League of Arab States on the Syrian crisis, to facilitate a peaceful Syrian-led and inclusive political solution. - On February 24, and upon the initiative of President Sarkozy of France, the first meeting of the Group of Friends of the Syrian People was held in Tunis, with the participation of more than 60 countries and representatives from the United Nations, the League of Arab States, the European Union, the Organization of Islamic Cooperation, the Arab Maghreb Union and the Cooperation Council for the Arab Gulf States to discuss the worsening situation in Syria. The group noted the Arab League's request to the United Nations Security Council to issue a resolution to form a joint Arab-UN peacekeeping force following a cessation of violence by the regime, and called on LAS to convene a meeting of all disparate opposition groups to agree on a clear statement of shared principles for a transition in Syria. The meeting recognized the SNC as a legitimate representative of Syrians seeking peaceful democratic change. Text of the Conclusions of the Meeting. March 2012: The SNC formed a military council to organize and unify all armed resistance. - The JSE, Kofi Anan, submitted a six-point peace plan to the UN Security Council (which the council adopted in April in its resolution 2042), that called for commitment to a Syrian-led political process, achieve an effective United Nations supervised cessation of armed violence in all its forms by all parties, ensure provision of humanitarian assistance, intensify the release of arbitrarily detained persons, ensure freedom of movement for journalists and respect the freedom of demonstrating peacefully. It was later approved by the Syrian government, and the opposition remained skeptical. April 2012: United Nations Supervision Mission in Syria (UNSMIS) was established by United Nations Security Council resolution 2043 (attached) initially for a 90-day period, to monitor a cessation of armed violence in all its forms by all parties and to monitor and support the full implementation of the Joint Special Envoy's six-point plan on ending the conflict in Syria. June 2012: The Action Group for Syria, with the participation of the Secretary Generals of the United Nations and the League of Arab States, the Foreign Ministers of China, France, Russia, United Kingdom, United States, Turkey, Iraq, Kuwait, Qatar and the European Union High Representative for Foreign and Security Policy, chaired by the JSE, met in Geneva and adopted the Geneva Final Communique (attached) which called for the establishment of a transitional governing body, with full executive powers, as part of the agreed principles and guidelines for a Syrian-led political transition. July 2012: The Syrian Opposition meeting was held under the auspices of LAS in Cairo, and reached an agreement on a national compact and a detailed transition plan. The two documents complemented the guidelines and principles laid out by the Action Group in Geneva. August 2012: UNSMIS mandate came to an end owing to an intensification of armed violence and use of heavy weapons. - Prime Minister Riad Hijab defected, and US President Obama's first direct threat of force against Syria, if Assad's regime deploys or uses chemical or biological weapons, calling such action a "red line" for the US. - Joint Special Envoy, Kofi Annan announced his resignation because of the Security Council failure to reach binding resolutions; Lakhdar Brahimi succeeded Annan as the Joint Special Representative of the United Nations and the League of Arab states for Syria (JSR). September 2012: Egypt hosted the high level preparatory meeting of the regional Quartet on Syria on September 10, which included Turkey and Saudi Arabia key backers of the Syrian Revolution, and Iran the major supporter of al-Assad regime, in an initiative to bring together regional powers to voice their positions on how to end the Syrian conflict. - On September 17, the Quartet's ministerial meeting took place in Cairo; Saudi Arabia opted out while Iran proposed a peace plan which called on all parties to cease violence and stop all financial and military support to the opposition, and suggested the deployment of observers from the quartet's nations to Syria. The participants failed to reach an agreement. October 2012: a four-day ceasefire attempt was announced towards late October, in respect to Eid al-Adha Holiday, which was breached on the first day in Homs, Aleppo and Damascus. November 2012: National Coalition for Syrian Revolutionary and Opposition Forces (SOC) was formed in Qatar, responding to repeated calls from their Western and Arab supporters to create a cohesive and representative leadership, it excluded Islamist militias. December 2012: US, Britain, France, Turkey and Gulf states formally recognized SOC as "legitimate representative" of the Syrian people. January 2013: the Emir of Kuwait hosted the first pledging conference on Syria, international donors pledged more than $1.5bn to help civilians affected by the conflict in Syria. March 2013: LAS Ministerial Council adopted resolution 7595 (attached) to recognize SOC as the "sole legitimate representative" of the Syrian people and called on the SOC to establish an executive body to take up Syria's seat. April 2013: Abu Bakr al-Baghdadi, leader of the Islamic State, released a recorded audio message announcing Jabhat al-Nusra as an extension of al-Qaeda in Iraq and Syria. The leader of al-Nusra, Abu Mohammad al-Joulani, refused the merger. Divisions among the jihadists emerged. - Hezbollah's involvement deepened when it led the ground assault on Al-Qusayr, a Sunni town in Homs province by the Lebanese border. August 2013: The Assad regime was accused of using chemical weapons in Eastern Ghouta to kill hundreds of civilians. The government denied using chemical weapons. President Obama sought congressional authorization for the use of force. September 2013: UN Security Council unanimously adopted resolution 2118 (attached) requiring the Syrian regime to dismantle its chemical weapons arsenal by mid-2014, and avoid military strikes. December 2013: US and Britain suspended "non-lethal" support for rebels in northern Syria after reports Islamist rebels seized some bases of Western-backed Free Syrian Army. January 2014: the Geneva II Conference on Syria was held in Montreux on January 22, and attended by 37 states, 4 organizations and both Syrian parties. Iran was invited by SG Ban Ki- Moon on January 19, the Opposition declared its refusal to attend if Iran was not excluded, the US viewed Iran's invitation "as conditioned on Iran's explicit and public support for the full implementation of the Geneva Communique"; Iran refused any preconditions to the talks, and refused to endorse the Geneva Communique specially the transitional governing body. February 2014: two rounds of negotiations to discuss: 1- ending violence and 2-combating terrorism, 3-transitional governing body, national institutions, and 4- national reconciliation and national debate. The Syrian government refused to discuss a transitional government and insisted on discussing combating terrorism. The talks came to a halt. May 2014: JSR Brahimi announced his resignation because of the lack of progress and failure to agree on an agenda. - Iran proposed a political settlement of four points; a comprehensive cease-fire at national level, forming a national unity government consisting of the regime and the internal Syrian opposition, by transferring presidential powers to the government whereby the government will enjoy wide-ranging powers in years to come, and preparation for presidential and parliamentary elections. - Syrian rebels withdrew from the Old City of Homs, under an Iranian brokered deal and facilitated by the UN, after three years of Syrian government bombardment and siege. June 2014: President Assad held presidential elections, he was re-elected for another seven-year term allegedly winning 88.7% of the votes. July 2014: UN Secretary-General announced the appointment of Staffan de Mistura as his Special Envoy for Syria (SE)- NOT as a joint envoy with LAS. August 2014: US-led coalition began its airstrikes against the Islamic State in Iraq and expanded its strikes to Syria the following month, focusing on the city of Raqqa. September 2014: SE held his first round of consultations with concerned capitals, since taking up his office, it included his a visit to Damascus where he met with President Assad, senior officials and the tolerated internal Syrian opposition. October 2014: SE focused on establishing a series of local ceasefires, "freeze zones", starting with Aleppo, which aimed at the de-escalation of violence and allowance of the return of normalcy to it. February 2015: SE briefed the Security Council members on the 17th, announcing Syria's willingness to halt all aerial bombardment over Aleppo for a period of six weeks. It was not clear when would the freeze go into effect, reporting that a date would be announced from Damascus. June 2015: Egypt hosted the second Syrian Opposition meeting in Cairo, which excluded the National Coalition and announced a new road map to resolve the crisis which did not abolish Assad's government. July 2015: SE announced that his office would facilitate intra-Syrian working groups to generate a "Syrian-owned framework document" on the implementation of the Geneva Communiqué. Main themes of the groups were Safety and Protection for All, Political and Constitutional Issues, Military and Security Issues, and Public Institutions, Reconstruction and Development. September 2015: Russia conducted its first airstrikes against IS in Syria. The US and the Syrian Opposition claim it is targeting rebel-held areas instead. October 2015: First meeting of International Syria Support Group (ISSG) took place in Vienna, it included China, Egypt, the EU, France, Germany, Iran, Iraq, Italy, Jordan, Lebanon, Oman, Qatar, Russia, Saudi Arabia, Turkey, United Arab Emirates, the United Kingdom, the United Nations, and the United States. They agreed on a nine-point plan, but still had substantial divisions on the future of Assad. It was the first time Iran and Saudi Arabia were brought to the same table. November 2015: Second meeting of the ISSG was held in Vienna adding LAS to its members. They set a time frame to prepare for a parallel ceasefire and political process by January 2016 that would lead to credible, inclusive and non-sectarian governance within six months, followed by the drafting of a constitution and elections within 18 months. Jordan was tasked to develop a list of groups and individuals identified as terrorists, and Saudi Arabia to hold a meeting to unify the Syrian opposition and prep for the talks with the government. December 2015: - Syrian political and armed opposition factions met in Riyadh, to agree on a common position to negotiate with Syrian government, and resulted in the formation of the High Negotiating Committee (HNC). The main Kurdish group was excluded, while Islamist hardliners such as Jaysh Al-Islam and Ahrar Al-Sham were present. - The Secretary General of the Organization of Islamic Cooperation (OIC) joined the follow-up meeting of the ISSG in New York, Saudi Arabia and Jordan briefed the group on their tasks. There was no agreement on the list of identified terrorists, especially with Russia's insistence on adding Ahrar Al-Sham to the list, which is considered pivotal to the unified Opposition bloc. - UN Security Council unanimously adopted resolution 2254 (attached) which reaffirmed the road map set out by the ISSG and urged the Support Group to apply pressure on the Syrian parties to put an immediate end to the indiscriminate use of weapons against civilians, and allow unimpeded access to humanitarian aid convoys. January 2016: the SE sent out invitations to the Syrian participants, in accordance with the parameters outlined in Security Council resolution 2254, to start on the 25th with proximity talks and had expected to last for six months. The HNC requested assurances of goodwill from the government as precondition to beginning of talks, such as release of prisoners or lifting of sieges. February 2016: Talks were delayed and lasted two days before they were suspended for three weeks. - The ISSG met on the margins of the Munich Security Conference and decided that humanitarian access will commence same week of meeting to besieged areas, and an ISSG task force would elaborate within one week modalities for a nationwide cessation of hostilities. - The US and Russia announced the adoption of the terms for a cessation of hostilities in Syria, and proposed that the cessation of hostilities commence at 00:00 (Damascus time) on February 27, 2016. The cessation of hostilities does not apply to "Daesh", "Jabhat al-Nusra", or other terrorist organizations designated by the UN Security Council. - The Security Council endorsed the announcement in its resolution 2268 (attached). March 2016: SE announced March 9 set as target date of resumption of talks in Geneva. On March 14, SE resumed the intra-Syrian proximity talks in Geneva, which mainly discussed procedural matters to reach a shared list of principles and relied on Security Council resolution 2254 as its agenda. - SE briefed the Security Council on the cessation of hostilities which lowered overall levels of violence and more than 238,000 people had been reached with humanitarian aid. - On the same day, President Putin announced the withdrawal of most Russian forces from Syria, after it had largely fulfilled their objectives in Syria, and SE stated that it would have a positive impact on the negotiations. - On March 17, the PYD announced the establishment of a federal system in Kobane, Afrin and Cizire cantons in northern Syria, and its Constituent Assembly of the Democratic Federation of Northern Syria-Rojava (DFNS) announced its final declaration. Both the Syrian government and other opposition affiliates denounced the plan, as well as the United States. - On March 24, the SE ended the first round by submitting a paper on the commonalities between the Syrian sides regarding the future of Syria and would help structure the next round that would address political transition. - Syrian government forces retook Palmyra from the Islamic State, with Russian air assistance. April 2016: The SE paid visits to Amman, Beirut, Damascus and Tehran ahead of the new round of talks. - The third round of proximity talks were set to start on April 13, which coincided with the parliamentary elections in the government-controlled areas in Syria. The SE met with the High Negotiations Committee delegation (Syrian Opposition) in Geneva and was expected to meet with the Syrian Government delegation within the following days. - During the 13-27 April round of negotiations, the SE developed a Mediator's Summary that identified eighteen points necessary to move forward on political transition arrangements. - on April 28, airstrikes in Aleppo on al-Quds hospital supported by both Doctors Without Borders and the International Committee of the Red Cross, which killed dozens of civilians and medical personnel. May 2016: The Security Council adopted unanimously resolution 2286 (attached) which called for the protection of civilians and medical facilities during armed conflict. - On May 4, the US-Russia brokered a 48-hour ceasefire in which helped reduce the violence, and was later extended for another 72 hours. - On May 9, France held a ministerial Friends of Syria meeting in "Paris Format", attended by the United States, Germany, the United Kingdom, Italy, the European Union, the United Arab Emirates, Saudi Arabia, Qatar, Turkey and Jordan, and issued a statement that called on the resumption of negotiations, unimpeded access of humanitarian assistance and the implementation of international law obligations to the protection of civilians. - Later on the same day, the United States and Russia issued a joint statement on Syria to reconfirm their commitment to intensify their efforts to implement a nationwide ceasefire and promote humanitarian assistance in accordance to security council resolution 2254. - On May 17, the fourth meeting of the ISSG took place in Vienna and reaffirmed its determination to strengthen the cessation of hostilities, to ensure full and sustained humanitarian access in Syria, and to ensure progress toward a peaceful political transition. Australia, Canada, Japan, the Netherlands and Spain joined the group. June 2016: The SE announced that the time is not yet right for a resumption of the intra-Syrian talks because of the escalation of violence in Aleppo, Idlib, Latakia and other rural areas around Damascus, but the intention is to begin an official third round as soon as possible. - Riad Hijab, the Coordinator of the Opposition High Negotiations Committee, proposed a nationwide truce throughout the month of Ramadan. - On June 16, Jan Egeland Advisor to the Special Envoy for Syria announced that 16 of the 18 besieged areas have been reached since the humanitarian taskforce started in late February. - On June 21, the SE briefed the United Nations General Assembly on the situation in Syria regarding the cessation of hostilities and humanitarian assistance access, as for the resumption of talks, it is yet to be decided and the OSE currently holds technical meetings with the parties on core issues. July 2016: - On July 6, the Syrian army declared a three-day nationwide "regime of calm" in respect to Eid al-Fitr holidays nonetheless pro-regime forces continued to engage in clashes and airstrikes across the country, particularly near the flashpoints of Damascus and Aleppo City. - On July 14, U.S. Secretary of State John Kerry met with Russian President Vladimir Putin in Moscow to discuss a proposal for bilateral military cooperation in the Syria; The proposal calls for the establishment of a 'Joint Implementation Group' (attached) based in Amman, Jordan to "support deliberate targeting" of Syrian Al-Qaeda affiliate Jabhat al-Nusra and "maximize independent but synchronized efforts" against ISIS in Syria, according to a draft memorandum leaked by the Washington Post. - On July 25, Stephen O'brien, the Under Secretary-General for Humanitarian Affairs and Emergency Relief Coordinator, briefed the security council (attached) on the deteriorating humanitarian situation in Aleppo due to the escalation of violence over the Castello Road, the last access route in and out of eastern Aleppo, and the continuous attacks on medical facilities. O'brien called on the security council not to allow turning Aleppo into another besieged area where 250,000 to 275,000 people reside, and called to establish a weekly, 48-hour humanitarian pause to enable humanitarian aid deliveries across borders. - On July 28, the Russian Minister of Defense Sergei Shoigu announced, right after the Syrian government announced it has cut off the Castello Road and encircled the city of Aleppo, setting up three humanitarian corridors in Aleppo City to allow in food and medical aid, and help people flee the besieged city; the fourth corridor would be established in northern Aleppo near the Castello Road to allow the withdrawal of armed insurgents, and appealed to the Syrian government to provide guarantees to the amnesty provided to rebels to lay down their weapons. - On the same day, Abu Mohammed al-Julani, Jabhat al-Nusra's Leader announced split from al- Qaeda and mentioned that its new name would be Jabhet Fateh al-Sham, in order to get the group off the terrorist list and "to remove the excuse used by the international community – spearheaded by America and Russia – to bombard and displace Muslims in the Levant: that they are targeting al-Nusra Front, which is associated with al-Qaida". - On July 29, the SE commented on the Russian initiative in a press stakeout, that it should take into consideration a few improvements such as putting the 48-hour humanitarian pause into place on a sustainable basis irrespective of the humanitarian corridors; and suggested "to actually leave the delivery of aid through corridors to the UN and its partners"; and stressed that civilians should leave voluntarily, and given the option of leaving to areas of their own choice. August 2016: - On August 1, a Russian helicopter was downed near Saraqeb, in rebel-held Idlib province, on its way back to Russia's main air base in Hmyeim in the western province of Latakia, killing the five Russian military personnel on board. The downing of the helicopter marked the single deadliest event for Russia since its air campaign began in Syria on September 29, 2015. No group claimed the shooting down of the helicopter. - Since then, Russian warplanes conducted retaliatory airstrikes against several small opposition-held areas in the vicinity of Saraqeb. Syrian rebels accuse Russia of using incendiary munitions while conducting airstrikes against Idlib City on August 7, suggesting that Russia intended to achieve punitive and deterrent effects against opposition forces in the province. - In the early weeks of August, rebel forces launched a major assault, known as the "battle for Aleppo", on government-held southwestern towns of Aleppo City, to break the siege, and control supply lines in the south connected to eastern Aleppo. They claimed breaking the siege and capturing Ramouseh Artillery Academy, parts of the cement plant and Khan Touman-Ramouseh road. Intense fighting between warring parties continues to claim control over previously lost vicinities. - On August 9, Russian President Vladimir Putin met with Turkish President Recep Tayip Erdogan in St. Petersburg, after the Turkish President officially apologized for the downing of a Russian military aircraft on June 27, 2016, and announced during a press conference that they discussed lifting of Russia's ban on imports of Turkish products, resumption of charter flights, the Turkish Stream project, Syrian settlement, and anti-terrorism efforts. - On August 10, Lieutenant-General Sergei Rudskoi, a senior Russian Defence Ministry official, announced a daily three-hour ceasefires in Aleppo, starting August 11, to allow humanitarian convoys enter the city safely, and would run from 10 a.m. to 1 p.m. local time. - On August 16, the Russian Ministry of Defense announced that Russian aircrafts took off from Iranian airbase Hamedan to carry out airstrikes on ISIS and Jabhat al-Nusra-held facilities in the provinces of Aleppo, Idlib and Deir ez-Zour. - On August 18, the SE adjourned the HTF meeting as humanitarian convoys could not reach any of the besieged towns during the month, and called for at least a 48 hour humanitarian pause in Aleppo to deliver UN humanitarian assistance, through the Castello Road, to all parts of Aleppo City. - Also, on August 18, the Syrian government forces, unprecedentedly, launched strikes against Kurdish forces in Hasakeh in Northern Syria, after pro-government National Defense Forces (NDF) were engaged in clashes with the military wing of the Kurdish Workers Party, known as Asayish. The Syrian government claimed that "Asayish had escalated their acts of provocation attacking state establishments, stealing oil and cotton, disrupting examinations, carrying out abductions, and causing a state of chaos and instability, in addition to targeting positions of the Syrian Arab Army which required a suitable response by the Army as it targeted the sources of artillery fire and the gatherings of armed elements responsible for these criminal actions." - On August 19th, while the Kurdish fighters pushed back government forces and their allies, the Pentagon threatened to shoot down Syrian government aircrafts as they pose a threat to the US Special Forces deployed in the Kurdish People's Protection Units (YPG) area. - On August 21, it was announced that a truce agreement had been reached between YPG and NDF, through Russian mediation, to start on August 21, 2016 at 17:00, which involved evacuating the wounded and transporting them to hospitals in Qamishli, and restore the situation to how it was prior to the clashes and hold talks on August 22 to resolve the remaining unresolved issues. - On August 22, most likely the ceasefires agreement failed as fighting escalated. - On August 24, Turkey and the International Coalition Air Forces launched "Operation Euphrates Shield" offenses to support the Free Syrian Army aligned with U.S.-backed Syrian Democratic Forces SDF against IS militants in Jarablus, in northern Syria. - On August 26, U.S. Secretary of State John Kerry and Russian Foreign Minister Sergei Lavrov, addressing a joint press conference after their meeting in Geneva, announced that they failed to reach a breakthrough deal on military cooperation and a nationwide cessation of hostilities in Syria, saying they still have issues to resolve before an agreement could be announced. - On August 27, Kurdish militias targeted Diyarbakir airport in southeast Turkey, near the borders with Syria. Turkey retaliated by warplanes and artillery on targets held by Kurdish-backed forces the following day, despite US pentagon's criticism of the fighting. September 2016: - On September 4, Turkish Prime Minister Binali Yildrim announced that Turkish military forces and Ankara-backed Free Syrian Army (FSA) had successfully purged the border region, from Azaz to Jarablus, from "terrorist organizations." - On September 9, the US and Russia reached a deal which called for a nationwide ceasefire in Syria, and unimpeded humanitarian access to all besieged areas starting on September 12th. If sustained for seven continuous days, the U.S. and Russia would establish a Joint Implementation Center (JIC) in order to share intelligence and coordinate airstrikes against both ISIS and Jabhat Fateh al-Sham (formerly Jabhat al-Nusra). - On September 21, the cessation of hostilities deal was implemented with regular violations, while the Syrian government continued to block humanitarian access to opposition-held districts of Eastern Aleppo City despite the agreement. - On September 17, the US-led coalition accidentally launched an air strike on Syrian government forces in Deir ez-Zour. - On September 19, a UN humanitarian convoy was shelled near Urum al-Kubra near Aleppo, killing 20 humanitarian aid workers and drivers, and destroying 18 out of 31 trucks. The US blamed Russia and the Syrian government for the attack; the latter declared unilaterally the end of the ceasefire agreement. - On September 20, the UN temporarily suspended its humanitarian aid to Syria after the attack, while international powers failed to reach a consensus to restore the ceasefire during an acrimonious UN Security Council Meeting on September 21st as well as two separate meetings of the International Syria Support Group on September 20 and September 22. - On September 22, the Syrian government announced a new military offensive in the rebel-held eastern Aleppo, and further escalation in a bombing campaign by Russian and Syrian airstrikes that had already intensified the day before. - On September 25, the Security Council Meeting discussed the recent escalation of violence in Aleppo after the Syrian government announced its intention to retake all of Aleppo City, and the SE called on the Security Council to "to press for a cessation of violence, and for the protection of civilians, and the civilian infrastructure; secondly to press for weekly 48-hour pauses in the fighting to ensure that the United Nations and its partners can reach eastern Aleppo, without preconditions from either the Government or the Opposition; and thirdly to press for medical evacuations of urgent cases." - On September 27, the Syrian government launched a large scale ground offensive in eastern Aleppo, and state media announced that it recaptured the central district of Al-Farafirah northwest of the Aleppo Citadel. - On September 29, the YPG set conditions to participate in operations to seize IS-held Raqqa City: the US provides arms to the YPG, recognizes its autonomy of the Federation of Northern Syria, and ensures that the Syrian Kurds are officially invited to participate in peace talks. October 2016: - On October 1, continuous airstrikes in eastern Aleppo damaged a major hospital codenamed M10, which was partially closed because of the raids. - On October 2, Stephen O'brien, the Under Secretary-General for Humanitarian Affairs and Emergency Relief Coordinator, urged warring parties and their supporters to bring about a cessation of all hostilities, a medical evacuation system for eastern Aleppo, and regular unimpeded humanitarian access to eastern Aleppo, and he reiterated his plea to the Security Council for a 48-hours weekly humanitarian pause in fighting, at the very least. - In an official statement, the Syrian Army offered amnesty to fighters and their families to leave Aleppo under guarantee of safe passage to other rebel-held areas, after the Syrian regime forces recaptured strategic areas on the northern outskirts of the city. - On October 3, the EU announced an emergency humanitarian initiative for Aleppo, in cooperation with the United Nations and civil society organizations, in order to facilitate the urgent delivery of basic life-saving assistance to civilians in eastern Aleppo, and ensure medical evacuations with focus on women, children and the elderly. The EU has mobilized 25 million euros to support its humanitarian partners' response to cover medical, water and sanitation, and food assistance in Aleppo. The HNC issued a statement welcoming the European initiative to protect civilians in Aleppo. - The Security Council began negotiations over a draft resolution, circulated by France and Spain, which demanded all parties to the Syrian conflict "implement and ensure full implementation of cessation of hostilities, including an end to all aerial bombardments", and called on the US and Russia to "undertake joint efforts to stabilize the situation in Syria, with special measures for the Aleppo region", as well as the UN Secretary-General to propose options for a UN-supervised monitoring mechanism of the ceasefire and to "take further measures" in case of non-compliance of any party, without invoking chapter 7 of the UN Charter. The French Foreign Minister Jean-Marc Ayrault headed to Moscow and Washington to push for a vote on the draft resolution. - The United States suspended talks with Russia on trying to end the violence in Syria and accused Moscow of not complying with its commitments under the ceasefire agreement and would withdraw all personnel that were dispatched to prepare for military cooperation with Russia. - On October 4, Prince Zeid Ra'ad, the UN High Commissioner for Human Rights, warned over the use of incendiary weapons in Syria, and demanded bold initiatives such as limiting the use of the veto by the permanent members of the Security Council to refer the situation in Syria to the International Criminal Court (ICC). Russia rejected Zeid's call. - The Russian Defense Ministry declared its deployment of S-300 missile system to its Tartus naval base in Syria. - On October 6, the SE offered in a press conference to escort up to 1000 al-Nusra fighters to bring an end to the bombardment by Russian and Syrian forces to Idlib or anywhere else of their choice. While the Russian Defense Ministry announced it would shoot down US-led coalition jets if the US launches airstrikes against pro-government forces in Syria, after American officials had discussed using limited airstrikes to force government forces to halt its raids on Aleppo. - On October 7, Russia called for a Security Council emergency meeting to hear the SE's briefing (attached) on the situation in Aleppo, while the Russian Parliament ratified Moscow's deal with Syria on its "indefinite" deployment of forces. - On October 8, the Security Council held a meeting on Aleppo, and voted on the Russian-drafted resolution calling for the revival of the ceasefire deal, without mention of ending military fights in the city, and on the French-drafted resolution. The French draft received eleven votes in favor, China and Angola abstained, while Russia and Venezuela voted against. The Russian text only received four votes in favor of China, Egypt and Venezuela, Angola and Uruguay abstained, while the remaining nine council members voted against. - On October 9, France announced its intention to call the ICC for war crimes investigation in Syria, and shall contact the ICC Prosecutor on how to launch these investigations, putting into consideration that the only way is through the Security Council referral, which had been vetoed before by Russia in May 2014. - On October 13, the Deputy Special Envoy for Syria Ramzy Ezzeldin Ramzy confirmed the Syrian Government's approval of the October aid plan and for convoys to reach 25 of 29 besieged and hard-to-reach areas across Syria, but not to eastern Aleppo and three parts of the rural Damascus province. - On October 15, US Secretary of State John Kerry hosted a meeting on Syria in Lausanne, with the participation of Russian Foreign Minister Sergei Lavrov and seven foreign ministers from the region, from Iran, Iraq, Saudi Arabia, Turkey, Qatar, Jordan and Egypt, with the presence of the SE. The meeting failed to reach a joint statement on how to end the bombardment of Aleppo or on the aid delivery to the besieged towns. - On October 16, the UK's Foreign Secretary Boris Johnson held a meeting with his US, French and German counterparts and "like-minded" Gulf Arab states on the Syrian conflict in London. The UK and the US announced their consideration of imposing more sanctions against Russia and the Syrian Government to halt their ongoing raids on Aleppo. - On October 17, the European Council condemned the Syrian regime and Russia for their deliberate and indiscriminate bombardment of civilians and infrastructure in Eastern Aleppo, and called for a monitored cessation of hostilities, lift of sieges, and a nationwide sustainable humanitarian access. - On October 18, the Russian Minister of Defense Sergei Shoigu announced the cease of Russian and Syrian airstrikes on Aleppo to hold an 8-hour humanitarian pause on October 20th, in order to allow civilians and medical evacuations through six humanitarian corridors, and expected militants would withdraw with their weapons through two corridors, one via the Castello Road and the other near the souq al-Hai area in the south of the city. It was later announced that the eight-hour pause will be extended to eleven hours for four days. The armed opposition groups (AOGs) rejected the proposal in a joint statement claiming that "the initiative came at the same time as forced displacement operations are being carried out by the Assad regime in the Damascus suburbs of al-Mouadamiya, Qudsiya and al-Hama, and before that in Daraya." - On October 20, in conclusion of the EU summit, the EU failed to reach an agreement on imposing sanctions on Russia for the escalation of violence in Aleppo, and stated that "the EU is considering all available options should the current atrocities continue." The unilateral ceasefire took effect, and the Syrian Army declared that it would last for three days while artillery exchanges erupted around a crossing point near the rebel-controlled Bustan al-Qasr district shortly after the pause began. The Secretary-General and the SE briefed the General Assembly in an informal session on the situation in Syria, in response to an initiative led by Canada, after the Security Council failed to take action to end the aerial bombardment on Aleppo and revive peace efforts. - On October 21, the United Nations Human Rights Council held a special session on the deteriorating situation of human rights in Aleppo, upon the request of Britain (letter attached) that was submitted on behalf of a core group of 11 Western and Arab states. The Council adopted a resolution by a 24 in favor vote, seven against and 16 abstentions. It urged "the immediate implementation of the cessation of hostilities, and demanded that the regime and its allies put an immediate end to all aerial bombardments of and military flights over Aleppo city. The Council demanded that all parties, in particular the Syrian authorities and its supporters, promptly allowed rapid, safe, unhindered and sustained humanitarian access, including across conflict lines and borders." The Council further "requested the Independent International Commission of Inquiry on the Syrian Arab Republic to conduct a comprehensive, independent special inquiry into the events in Aleppo, and identify all those responsible for alleged violations and abuses of international human rights law. It further requested the Commission of Inquiry to support efforts to ensure that perpetrators of alleged abuses and violations be held accountable, and to provide a full report of the findings of its special inquiry to the Human Rights Council no later than its thirty-fourth session." - On October 22, the humanitarian pause expired without any evacuations made and without further renewal despite the UN request. No medical evacuations had been made as no security guarantees had not been granted as requested by the UN. - On October 23, Turkey intensified its strikes targeting IS militants and Kurdish YPG forces in the town of al-Bab, in an attempt to sweep them away from its borders. The Turkish-backed FSA gained control over three areas of Tuways, al-Gharz and Tlatinah south of Akhtarin in northern Aleppo two days later. - On October 25, Russian Deputy Foreign Minister Mikhail Bogdanov stated Moscow's willingness to restore the ceasefire in Aleppo and that the Western-backed opposition forces should be separated from terrorist groups in order to be able to move forward; after the UN had blamed all parties for the failure of evacuating injured people in Eastern Aleppo during the three-day ceasefires and called for "a permanent and comprehensive ceasefire so that life-saving humanitarian activities, including medical evacuations, can resume," meanwhile the Syrian Ambassador to Moscow ruled out any opportunity to restore the ceasefires. - On October 26, a school in the village of Haas, in rebel-held Idlib, was hit by a raid of airstrikes, causing the death of twenty-two children and six teachers. The UN Secretary-General called for an immediate investigation on this attack, as it could amount as war crimes if deliberate. Russia denied its responsibility and claimed that the damage was not consistent with an airstrike. - On October 27, Virginia Gamba, the head of the UN-OPCW Joint Investigative Mechanism, presented the mechanism's findings to the Security Council. The report indicated that of the nine cases the JIM investigated, the Syrian regime used chlorine gas against civilians in three cases and the IS used mustard gas in one case. In the remaining five cases, the JIM investigated allegations that the government dropped chlorine bombs in rebel-held areas. While the JIM could not make a conclusive determination in three of these five cases, it was able to establish that government airstrikes had occurred and the presence of a toxic substance, but it was unable to fully determine the link between the two, or the actors responsible. Russian Ambassador Vitaly Churkin questioned the JIM's findings, and expressed reservations over the US-draft resolution to extend the mandate of the mechanism for another year, which would end on 31 October 2016. - The EU added ten top Syrian officials to its sanctions list who are held responsible for "violent repression against the civilian population in Syria." - On October 28, Syrian rebels relaunched Aleppo counter-attack aiming to break the siege imposed on Eastern Aleppo. The factions included the FSA and Jaish al-Fath targetting government-held Western Aleppo. - Syrian Foreign Minister Walid Muallem met with his Russian and Iranian counterparts in Moscow to discuss counterterrorism, the cessation of hostilities and improvement of humanitarian operations, and the resumption of the intra-Syrian talks. The three ministers held a joint press conference following their meeting. - On October 30, SE condemned Syrian rebels for the indiscriminate shelling of civilian areas in Western Aleppo, raising the number of casualties in the last 48 hours. - On October 31, the Security Council extended the mandate of the UN-OPCW JIM until November 18, 2016. November 2016: - On November 1, in a teleconference with the leaders of the Russian Armed Forces, Russian Defense Minister Sergei Shoigu mentioned that Russia had halted air strikes on eastern Aleppo for 16 days, following western criticism over a Russian-Syrian government assault that killed civilians and destroyed infrastructure. - On November 2, DM Shoigu announced that it would enforce a 10-hour humanitarian pause in Aleppo on November 4, to allow civilians and fighters to exit the city through eight safe corridors. - On November 4, despite the announced unilateral ceasefire in Aleppo, there were no sign of civilians or fighters leaving the city, and opposition fighters vowed to continue fighting to break the siege. - On November 6, the SDF declared the launch of Operation "Wrath of the Euphrates" in the IS capital of Raqqa, which aimed at surrounding and isolating the city as an initial phase, in coordination with the US-led coalition airstrikes. The SDF had rejected any Turkish role to liberate the city. - On November 8, the Russian Defense Minister Shoigu announced that the first attack from the Admiral Kuznetsov, the aircraft carrier, and heavily armed escort ships were to bomb rebel positions in Aleppo. - On November 10, Jan Egeland, Advisor to the Special Envoy for Syria, declared in a press stakeout following the weekly HTF meeting that Eastern Aleppo had run out of food rations, and that the UN had proposed an initiative of four elements which included delivery of food and medical supplies, medical evacuations and access for health workers. - On November 11, the OPCW Executive Council condemned all parties for the use of chemical weapons in Syria, after voting on a US-tabled text in a closed session. The text was supported by 28 members, including Germany, France, the United States and Britain; it was opposed by Russia, China, Sudan and Iran, and there were nine abstentions. - On November 15, Russia launched its "major operation" targeting the IS and Jabhat al-Nusra's positions in Idlib and Homs provinces. Heavy airstrikes and barrel bombs pounded Eastern Aleppo after the pause declared by Russia and the Syrian Government on October 18. It is considered the first mission operated from the aircraft carrier Admiral Kuznetsov. - The Third Committee of the UN General Assembly adopted a draft resolution tabled by Saudi Arabia on the human rights situation in Syria, by a vote of 116 in favor, to 15 against with 49 abstentions. It called upon the Syrian regime and the IS to cease using chemical weapons, and stop their attacks on civilians. - On November 17, the UN Security Council adopted the US-draft resolution to extend the mandate of the UN-OPCW Joint Investigative Mechanism to 18 November 2017. - On November 20, Syrian Foreign Minister Walid Muallem held talks with the SE in Damascus, on the latest escalation of violence, the targeting of medical facilities and infrastructure, and the humanitarian initiative in Eastern Aleppo. The UN proposal of the withdrawal of al-Nusra fighters while maintaining the opposition's local administration of Eastern Aleppo; the proposal was rejected by the Syrian Government and called it a violation of "national sovereignty". - On November 23, the French Minister of Foreign Affairs Jean Ayrault announced that France would hold a meeting on Syria early December 2016. - On November 24, Jan Egeland Advisor to the Special Envoy for Syria briefed the press on the HTF meeting and the assistance deliveries of the month of November, not being able to reach besieged areas because of the absence of government approvals for convoys to enter and the escalation of violence. Egeland stated that the UN had received written approvals of the AOGs in eastern Aleppo and Russian support of the UN four-point plan, and still waiting for the government's approval. - On November 27, the rebels in Khan al-Shih town, in the outskirts of Damascus, handed in their weapons, as part of a local agreement with the Syrian government to withdraw to rebel-held Idlib province, so as government siege would be lifted. It was the only town not under government control on a major supply route from Damascus to Quneitra, in southern Syria. - On November 29, Egypt, New Zealand and Spain put in blue their draft resolution calling to put an end to all attacks on Aleppo, and allow unimpeded humanitarian access for the period of 7-days with consideration of further extension. The draft was later vetoed on 5 December by Russia and China, Venezuela voted against, and Angola abstained. It is Russia's sixth veto on a Syria draft resolution, and China's fifth veto. - After the Acting High Representative for Disarmament Affairs Kim Won-soo briefed Council members during Syria's chemical weapons consultations; the P3 announced they would circulate a draft resolution to impose sanctions on Syria for its use of chemical weapons against its own population. - On November 30, upon the request of France and the UK to hold an emergency meeting on Aleppo, SE Staffan de Mistura, USG Emergency Relief Coordinator Stephen O'brien and UNICEF Regional Director Geert Cappelaere briefed the Security Council on the situation in Aleppo, who agreed on the growing number of civilians fleeing eastern Aleppo and the dire need for safe humanitarian access. December 2016: - On December 1, ten AOGs announced the formation of 'Jaysh Halab' in Eastern Aleppo, in an attempt to unite their efforts to lift the siege and restore the districts where the pro-government militias took over in northeast and east Aleppo. It was led by Abu Abdul Rahman Nour, a senior commander in 'Jabhat al-Sham'. While Jan Egeland, Advisor to the Special Envoy for Syria, and the SE briefed the press on the humanitarian situation in Aleppo after the HTF meeting; they mentioned that over 400,000 IDPs are in west Aleppo, and UN convoys reached reached all towns under the Four-Towns Agreement, including Madaya, al-Foua and Kafraya, and Zabadani, and that the December Plan was yet to be approved by the Syrian government. - On December 3, the Syrian armed forces and its supporting militias advanced into east Aleppo, taking over 60 percent of the city that was once under rebel control since mid-2012. More than 80,000 civilians fled the area since the beginning of the regime's offense on November 15. - On December 7, AOGs called for a five-day ceasefire in Aleppo, and medical and civilian evacuations without mentioning the withdrawal of their fighters as demanded by Moscow and Damascus. Meanwhile, U.S. Secretary of State John Kerry met with Russian Foreign Minister Sergei Lavrov in Germany to discuss the evacuation of opposition-held districts of Eastern Aleppo, and no agreement was reached. While leaders of Canada, France, Germany, Italy, the UK and the United States released a joint statement on the situation in Aleppo calling for an immediate ceasefire and the resumption of political negotiations. - On December 8, the SE briefed the Security Council in closed consultations after the Russian announcement that it paused its operations in eastern Aleppo to allow the evacuation of civilians. Jan Egeland had said, after the weekly HTF meeting, that the co-chairs are "poles apart" on a united humanitarian diplomacy. IS launched a major offensive on Palmyra, seizing a number of gas fields in the north and few mountains in the south. - On December 9, the General Assembly adopted the Canadian-drafted resolution A/RES/71/130, which calls for an immediate cessation of hostilities and the implementation of resolutions 2268 and 2254. The resolution passed by a vote of 122 to 13, with 36 abstentions. Russia, Iran and China opposed the resolution. - On December 10, Paris hosted a meeting of "like-minded" counterparts on Syria; it brought together US Secretary of State John Kerry, German Foreign Minister Frank-Walter Steinmeier, British Foreign Secretary Boris Johnson and Turkish Foreign Affairs Minister Mevlut Cavusoglu, along with Qatar, the United Arab Emirates, Jordan and Saudi Arabia. They discussed the humanitarian situation, and called for a ceasefire and a post Aleppo plan, as Syrian government forces neared victory over rebels there. - On December 11, ISIS recaptured the city of Palmyra in Eastern Homs Province forces despite heavy air support provided by Russia. - On December 13, the United Nations Secretary-General Ban Ki-moon briefed the Security Council on the situation in Aleppo, the growing number of IDPs and allegations of torture and executions. Meanwhile, AOGs agreed to evacuate their remaining positions in eastern Aleppo after the Syrian government recaptured the city and following an agreement between Russia and Turkey. The evacuation was initially scheduled to take place on 14 December, but was delayed after Iran called for simultaneous evacuations from the besieged Shi'a-majority towns of Fu'ah and Kafraya in Idlib Province. - On December 15, the LAS held an emergency meeting at the level of representatives, based on Qatar's request, and adopted resolution 8105 condemning the attacks on civilians in Eastern Aleppo. - On December 19, the Security Council unanimously adopted the French-drafted resolution 2328 which demanded that the UN and other relevant agencies to carry out adequate and neutral monitoring of evacuations from eastern Aleppo, ensure the deployment of staff members for this purpose, and emphasized that the evacuations of civilians must be voluntary and to final destinations of their choice. Also, the LAS Ministerial Council welcomed resolution 8106 reiterating the necessity to establish a full cease-fire in Aleppo in accordance with the Security Council resolution 2328, and condemned terrorism in all its forms and crimes committed against civilians by ISIS, Fateh al- Sham Front, and that actions of both the Syrian regime and other militant groups may amount to war crimes. - Following the adoption of resolution 2328, the Office of the Special Envoy for Syria announced "the intention of the United Nations to convene the intra-Syrian negotiations mandated by Security Council resolution 2254 in Geneva on 8 February 2017." - On December 20th, the foreign and defense ministers of Russia, Turkey and Iran held parallel trilateral meetings in Moscow, despite the assassination of the Russian Ambassador to Turkey Andrey Karlov on December 19, and adopted the "Moscow Declaration" by which they agreed to act as guarantor powers for a peace accord between the Syrian government and the opposition. - On December 21, the UN General Assembly adopted a resolution establishing a mechanism to assist in the investigation of serious crimes committed in Syria since 2011. The resolution received 105 votes for, with 52 abstentions, and 15 votes against (Algeria, Belarus, Bolivia, Burundi, China, Cuba, DPRK, Iran, Kyrgyzstan, Nicaragua, Russia, South Sudan, Syria, Venezuela, and Zimbabwe). The UN Secretary-General submitted the report of the UN Headquarters Board of Inquiry that was established to investigate the humanitarian convoy incident in Urum al-Kubra on 19 September 2016., which stated that there is no enough evidence to conclude that the convoy was deliberately attacked. - On December 22, the Syrian army announced its full control over Aleppo, after the evacuations of the remaining rebel fighters. Evacuations had faced many delays because of Iran's demands to evacuate 1500 individuals from the opposition-besieged towns of Zabadani and Madaya. On the following day, the Russian military deployed a battalion to clear the city from improvised explosive devices. - On December 23, USG Stephen O'brien briefed the Security Council, upon the request of France, "on the modalities of the evacuation of civilians and delivery of humanitarian aid in East Aleppo." Meanwhile, Syrian government forces bombed the water pumping station during its raid on opposition-held Wadi Barada, disrupting water supply to Damascus. - On December 26, Kazakhstan accepted the Russian proposal to host peace negotiations between the Syrian government and opposition forces to find a solution to the Syrian crisis, in January 2017. - On December 27, the Russian and Turkish foreign ministers agreed to implement a nationwide ceasefire in Syria, separate moderate opposition groups from UN designated terrorist groups, and prepare for the Astana talks. - On December 28-30, the DFNS met in the city of Rmeilan to approve the draft constitution, known as the social contract, which was adopted on January 29, 2014 to form its administrative system and prepare for elections. Kurdish leaders voted to drop the word "Rojava" from the official name to include other ethnic and religious components in northern Syria. - On December 29, Russia and Turkey submitted the countrywide ceasefire plan to the warring parties, which had taken effect at midnight on 30 December 2016 Damascus time. - On December 31, the UN Security Council adopted resolution 2336 in support of the Russian- Turkish agreement and the meeting to be held in Astana on 23 January 2017. January 2017: - On January 2, the Russian and Turkish air raids targeted IS militants in northern Syrian city of al-Bab; while 10 rebel factions threatened they would suspend talks regarding Astana until the ceasefire is fully implemented because of "major and frequent violations" in the rebel-held areas of Wadi Barada and Eastern Ghouta near Damascus. - On January 5, the SE welcomed the nationwide ceasefire, and the Security Council resolutions on Aleppo and Astana talks, in a press briefing after the weekly HTF meeting. Jan Egeland Advisor to the Special Envoy for Syria, voiced disappointment over the government's denied aid access to 5 out 21 locations including places in Rural Damascus, Homs and Hama. - On January 6, the Russian military started to cut down on its presence in Syria, Military Chief Valery Gerasimov mentioned that the aircraft carrier Admiral Kuznetsov would be the first to withdraw from the Mediterranean. - On January 8, Syrian government airstrikes resumed on Wadi Barada after failing to reach an agreement with opposition groups to repair the damaged water springs. Later on January 14th, the retired army officer Ahmad al-Ghadban who negotiated the deal to restore the water was killed amid heavy clashes between rebels and pro-regime forces. Both sides accused each other. - On January 12, the US imposed sanctions on 18 senior Syrian officials who were connected to the development and use of chemical weapons including chlorine gas against civilians. It marked the first time the US sanctioned Syrian military officials. While Russia and Turkey signed an agreement to coordinate their airstrikes against terrorists in Syria. - On January 13, the Syrian state television accused Israel of targeting Mezzeh Airbase outside of Damascus. - On January 14, IS launched a major offensive against pro-regime forces (Hezboallah) in Deir al-Zor Province, cutting the communication between the military base and the city. - On January 16, the High Representative/Vice-President Federica Mogherini will host an international conference on the future of Syria in Brussels, which "aims to identify with regional partners common ground on the post-conflict arrangements and examine the scope for reconsciliation and reconstruction of Syria." - On January 19, an agreement was reached in Wadi Barada, allowing regime maintenance teams to enter the area to fix the water pipes and grant rebels amnesty or safe passage to opposition-held Idlib. - On January 20, IS militants destroyed Palmyra's Tetrapylon with only four of sixteen columns still standing, and the facade of its Roman Theatre. The UNESCO condemned the act as a new war crime. - Russia and Syria concluded a bilateral agreement on expanding and modernizing of the Russian Naval Facility in Tartus. The agreement extends the current lease for the next forty-nine years with automatic extensions and permits the simultaneous deployment of up to eleven warships to the port. - On January 23-24, indirect talks between the Syrian government and opposition were held in Astana; the delegations refused to sign the joint declaration issued by Russia, Turkey and Iran, on setting up a "trilateral mechanism" to monitor and enforce the ceasefire. The new US administration was invited, despite Iran's objection, and was represented by its ambassador to Kazakhstan. The UN SE was present, and hoped Astana talks would support the intra-Syrian negotiations to be held in Geneva in February. - On January 24, the Russian delegation shared its draft of the Syrian Constitution with the Syrian delegations, and advocated the creation of a Constitutional Committee consisting of members of both delegations. - On January 23-24, Finland and UN agencies hosted the Helsinki Conference on Supporting Syrians and the Region, which launched the 2017-2018 Regional Refugee and Resilience Plan (3RP). - On January 25, the US President Donald Trump called for establishing safe zones for refugees in Syria, after suspending visas for Syrians and other middle eastern states. President Trump later held telephone conversations with Saudi King Salman bin Abdul-Aziz and United Arab Emirates Armed Forces Deputy Supreme Commander Mohammed bin Zayed on January 29 to seek their support for his unidentified initiative. - On January 28-30, 1100 opposition fighters and 750 civilians evacuated Wadi Barada to Idlib Province, after reaching a reconciliation deal with pro-regime forces. The Syrian Forces reached Ain Fijeh spring to restore water to Damascus. - On January 30, the US delivered armored vehicles, medium and heavy weapons to SDF, in an attempt to isolate IS in al-Raqqa City. - On January 31, the SE briefed the Security Council in a closed session on the outcomes of the Astana talks and the upcoming intra-Syrian talks in Geneva, which was pushed to February 20. He mentioned if the Syrian opposition could not form an inclusive delegation by 8 February, he would select its representatives himself. The Council members welcomed the International Meeting on Syria in Astana, in a press statement. February 2017: - On February 6, high-level experts from Russia, Iran, Turkey, Jordan and the UN held their first technical meeting in Astana to discuss the implementation of the ceasefire mechanism, and cooperation on humanitarian issues; they agreed on the Concept Paper on the Joint Group. The Joint Group held its first meeting and managed to identify all areas controlled by IS and Jabhat Fatah al-Sham; the participants received two draft documents prepared by the Russians to be discussed in future Joint Group meetings, which are the Protocol to the Agreement on the mechanism to record violations of the cessation of hostilities in Syria announced on December 30, 2016 and the Procedure for imposing sanctions on violators, as well as the Regulation on Reconciled Areas. - On February 7, Amnesty International released its report (attached) on mass executions of as many as 13,000 detainees at Saydnaya Military Prison. Syrian authorities rejected the accusations. - On February 9, Russian airstrikes mistakenly kill three Turkish soldiers and injured eleven others near al-Bab city held by Turkish Armed Forces as part of Operation Euphrates Shield. Both sides agreed to strengthen their coordination. - On February 10-11, the HNC met in Riyadh and formed a delegation of 21 members, headed by Nasr al-Hariri; it included one representative each from the Cairo and Moscow groups. The HNC stated (Arabic statement attached) that the goal of the negotiations was a political transition under U.N. auspices in which Assad had no role in the future of the country. - On February 12, Turkish President Recep Erdogan stressed that the Operation Euphrates Shield aims to establish a five-thousand square kilometer 'safe zone' that includes Al-Bab, Manbij, and al-Raqqa City in Northern Syria. The safe zone would require the implementation of a no-fly zone, mentioning that he had discussed the issue with both the U.S. and Russia. - On February 13, the SE sent out invitations to the Syrian delegations for the intra-Syrian negotiations set to begin on February 23. - On February 15-16, the second round of talks took place in Astana a day later than scheduled; the opposition delegation was represented by only 9 armed groups from 14 groups which attended the first meeting; no direct meetings between the Syrian delegations were held and it ended without a final statement. The three guarantor states agreed to the Concept Paper on the Joint Group of the trilateral mechanism to observe the ceasefire, share information regarding the investigation of violations and promote confidence-building measures such as the release of detainees and abductees. - On February 17, a meeting between the "like-minded" states on Syria was held on the margins of the Bonn G20 Summit, and discussed Syria peace talks in Geneva. - On February 18, Turkey offered the US two proposals for an offensive against IS in al-Raqqa City that excludes the YPG. The preferred proposal calls for the insertion of opposition groups backed by Turkey into Tel Abyad in Northern al-Raqqa Province in order to advance against al- Raqqa City through a twelve-mile-wide corridor through terrain currently held by the SDF. The second proposal calls for opposition groups in Operation Euphrates Shield to advance more than one hundred miles from Northern Aleppo Province to Western al-Raqqa Province. - On February 21, the US CIA froze assistance to the FSA and its affiliated factions fighting in Northwestern Syria, after they came under an attack from Hay'at Tahrir al-sham HTS (successor of Jabhat Fateh al-Sham) in January. The aid included salaries, training, ammunition and in some cases guided anti-tank missiles. - On February 23, a fourth round of the intra-Syrian talks commenced in Geneva with no expectations of a breakthrough; the SE reiterated that that resolution 2254 sets the framework of the negotiations, which calls for the establishment of credible, inclusive and non-sectarian governance, and sets a timeline for drafting a new constitution and holding free and fair elections within 18 months. A day before in the ISSG Ceasefire Task Force meeting (CTF), Russia had called on the Syrian Government to halt aerial bombings during the discussions. - The Opposition groups backed by the Operation Euphrates Shield fully seized al-Bab in Northern Aleppo Province, after three months of clashes. - On February 24, the SE shared a paper on procedural issues, in bilateral meetings with the Syrian parties. The HNC held the Cairo and Moscow platforms responsible for the delay of direct talks, as they participated separately. - While Iraq conducted its first cross-border airstrikes against IS in Deir ez-Zour Province on the Syrian-Iraqi Border. The F-16 airstrikes were coordinated with the Syrian Government through a joint intelligence-sharing unit in Baghdad that includes Iraq, Syria, Russia, and Iran. Also, The U.S. provided intelligence in support of the operation. - On February 25, HTS claimed responsibility of a suicide attack on the State Security and Military Intelligence Offices in Homs City, killing at least forty pro-regime officers including Military Intelligence Branch Chief Brig. Gen. Hassan Dabul, so as to undermine the ongoing peace talks. The attacks prompted heavy airstrikes on al-Waer District, the Opposition's last strong-hold in the city. The HNC condemned the terrorist attack as per the Government's ultimatum. - On February 28, the UN Security Council voted on the French-British draft resolution which sought to ban the sale or supply of helicopters to the Syrian Government, and to blacklist 10 government and related entities involved in the production of chemical weapons. Nine countries voted in favor; Bolivia voted against the text, while Ethiopia, Egypt and Kazakhstan abstained. Russia casted its sixth veto backed by China. Britain and France had circulated the text in mid- December 2016, in response to the OPCW report findings proving government use of chlorine gas in three cases of the nine investigated cases. It was put on hold to asses US policy on Syria, the US later became a co-penholder after its unilateral sanctions on 18 Syrian senior officials on January 12. March 2017: - On March 1, the Independent Commission of Inquiry on Syria issued its report on the violations committed by warring parties in the last battle of eastern Aleppo, and considered the targeting of vital civilian infrastructure, withholding the distribution of humanitarian aid, and the use of civilians as human shields and forced evacuation agreements amount to war crimes. - On March 2, the Syrian forces backed by Russian airstrikes and Shi'a militias recaptured the city of Palmyra for the second time after heavy clashes. - On March 3, the fourth round of talks concluded with a political agenda for the upcoming round, which comprises of three baskets addressing the establishment of credible, inclusive and non-sectarian governance, drafting a new constitution, and holding free and fair elections within 18 months. A fourth basket was added upon the request of the Syrian Government to address "strategies of counter terrorism, security, governance and also medium-term confidence building measures." - On March 6, Russia announced a ceasefire in Eastern Ghouta until March 20, despite the continuation of airstrikes and mutual shelling. - On March 7, the US-allied SDF agreed to handover six villages near Manbij, on the frontline with Turkey-backed rebels to Syrian government control, under a Russian-brokered deal, in an attempt to stop further Turkish incursion. - On March 8, the SE de Mistura briefed the Security Council on the course of the talks, which aims to address the aforementioned baskets in parallel, and concluded that "nothing is agreed until everything is agreed unless the sides decide otherwise." The Syrian groups are invited to resume talks on March 23. - Meanwhile, Russian, US, Turkish high-level military officials met in Antalya to discuss additional coordination measures and "operational de-confliction of military operations" in northern Syria. - On March 13, a Russian-brokered agreement was reached to evacuate rebel fighters from Homs city, which would be carried out within six to eight weeks, between 10,000-15,000 people were expected to leave Homs in weekly batches. The neighborhood was besieged by regime forces since 2013. - On March 14, the EU unveiled its plan in Syria "in contributing to a lasting political solution under the existing UN-agreed framework and in helping to build resilience and stability in the country, as well as supporting post-agreement reconstruction once a credible political transition is underway." - On March 14-15, the third round of talks was held in Astana, even though the AOGs had called for the postponement of the meeting to assess the commitment to the declared ceasefire in Eastern Ghouta. Invitations were sent to the United Nations, the United States and Jordan. On March 14, preliminary consultations were held while a plenary meeting was due on March 15. The results of the intra-Syrian consultations were expected to be discussed. Talks failed to reach any significant agreement, and the three guarantor states issued a joint statement, and scheduled the next high-level meeting in Astana on May 3-4, 2017 and agreed to hold preliminary expert consultations on April 18-19, 2017 in Tehran. - On March 15, two suicide bombs targeted Damascus on the sixth war anniversary; one of them hit the main judicial building, and both killed 74 people and wounding a hundred other. It was later claimed by Fateh al-Sham Front. - On March 18, rebels began to evacuate al-Waer neighborhood in Homs City, to the opposition-held northern town of Jarablus on the borders with Turkey. - On March 20, the EU imposed sanctions against four Syrian high-ranked military officials related to the use of chemical weapons. The ban includes assets freeze and travel ban, and it is considered the first time the EU blacklists military officials. - On March 21, the US-led coalition dropped the SDF fighters on the southern side of the Euphrates to to cut the Aleppo - al-Raqqa Highway. the SDF launched an operation to seize the Tabqa Dam west of al-Raqqa City on March 22 with extensive support from the US. - On March 22, a US-led coalition strike on a center for displaced families in al-Mansoura town held by ISIL in northern Raqqa, killed 33 people. Earlier this month, the coalition declared that its raids in Syria and Iraq unintentionally killed at least 220 civilians. - On March 23-31, the fifth round of talks in Geneva was held despite of the escalation of fighting in Damascus and Hama; the SE shared non-papers with all Syrian sides with some political principles reached during the five rounds, and received their comments and amendments. - On March 24, Russia proposed a draft resolution on the use of chemical weapons in Syria and Iraq, that was reviewed in April 2016 and the UN Security Council did not support it. It was co-authored by China and Russia. Meanwhile, the Human Rights Council adopted a resolution condemning the indiscriminate attacks against civilians, forced displacement of populations, and called to hold all those responsible to account. - On March 27, the second phase of evacuations from al-Waer neighborhood took place, moving 466 citizens and 129 fighters. Meanwhile, the UN SE briefed the LAS Ministerial Council on the recent developments of the Geneva intra-Syrian talks and the Astana process. - On March 28, Russia condemned the US-led coalition airstrikes on the Tabqa Dam, and accused it of trying to "completely destroy critical infrastructure in Syria and complicate post-war reconstruction as much as possible." It further claimed that the coalition destroyed four bridges over the Euphrates river. - On March 29, the UN Secretary-General Antonio Guterres addressed the annual Arab Summit, which was held in the Dead Sea, Jordan. He appealed to the Arab leaders to set aside differences and end the Syrian war. - An agreement was brokered by Iran and Qatar to swap Shi'ite citizens from the two pro-government towns of al-Foua and Kafraya, in the northwestern province of Idlib besieged by rebel fighters, with Sunni fighters and their families from the opposition-held towns of Zabadani and Madaya besieged by pro-government forces. The agreement was due to start on April 4 and would last 60 days; it included a ceasefire in the areas south of Damascus, aid deliveries, and the release of 1,500 prisoners held by the government. - On March 31, U.S. Secretary of State Rex Tillerson disclosed during his visit to Ankara that "longer-term status of President Assad will be decided by the Syrian people" and defeating ISIL is its priority, while U.S. Ambassador to the UN Nikki Haley said the priority was no longer "getting Assad out"; it was later reiterated by the White House Press Secretary Sean Spicer's briefing. April 2017: - On April 3, the European Foreign Affairs Council chaired by the EU High Representative for Foreign Affairs and Security Policy Federica Mogherini took place in Luxembourg, and adopted the EU Strategy on Syria. It held the Syrian regime responsible for the violations against human rights, and reaffirmed that "there can be no lasting peace in Syria under the current regime." - On April 4-5, the EU and its co-sponsors hosted the Brussels Conference on Supporting the future of Syria and the region. The co-chairs declaration took note of UN appeals requesting $8 billion in 2017 to cover the required needs inside Syria and its neighboring countries, and announced pledges raised worth about $11 billion for humanitarian aid programs. - On April 4, an alleged chemical attack on Khan Shaykhun in the province of Idlib was carried out during a Syrian government air raid on the city, which claimed the lives of at least 72 civilians. Russia denied its responsibility and claimed that Syrian airstrikes targeted a rebel chemical weapons warehouse which leaked poisonous gas. While the implementation of the evacuation deal of 30,000 people from the four towns of Kafraya, al-Foua, Madaya and Zabadani was delayed because of reservations of their residents. All 16,000 residents of al-Foua and Kafraya are expected to leave under the deal. - On April 5, the UN Security Council was briefed on the attack by the Acting High Representative for Disarmament Affairs Kim Won-soo on the reported use of chemical weapons in Khan Shaykhun. The US, UK and France had informally circulated a draft resolution which demands that the Syrian government must provide the JIM and the FFM with flight plans and logs of April 4, the names of all helicopter squadron commanders and provide access to air bases where investigators believe chemical attacks may have been launched. Russia criticized the text, and produced its own draft; it did not condemn neither the attack nor the Syrian government, but rather expressed deep concern over the alleged "incident with chemical weapons" and called for a full-scale investigation. Later on April 6, the ten elected members (E10) of the Security Council met at ambassador level to express their frustration for not being included in the negotiating process and discussed an alternative text which would substitute language in the P3 draft on the Syrian government's obligation to provide information on its activities with agreed language from resolution 2118. Neither resolution were tabled for a vote. - On April 6, the US waged retaliatory airstrikes against al-Shayrat airbase outside of Homs, where the chemical attack was launched. 59 Tomahawk cruise missiles had hit the airfield in Syria. The missiles were aimed at Syrian fighter jets and other infrastructure. - On April 7, Bolivia called for a Security Council briefing after the US airstrikes, and Russia announced its suspension of "the Memorandum of Understanding on Prevention of Flight Safety Incidents in the course of operations in Syria signed with the US." - On April 11, the White House released a declassified report drawn up by the National Security Council which confirmed that the Assad regime used sarin gas on its own people, and accused Russia for shielding for its allies. - On April 12, the Security Council held a meeting to vote on the P3 revised draft resolution (4th draft), which incorporated the language from resolution 2118 proposed in the E10 draft; after the SE had provided the council with his monthly briefing on the assessment of the intra-Syrian talks held in Geneva. Ten members voted in favor of the text, China, Ethiopia and Kazakhstan abstained, while Bolivia joined Russia in voting against it. It is Russia's eighth veto against a Syria-related resolution. - On April 14, the evacuation of residents from the Shi'ite towns of al-Foua and Kafraya (besieged by opposition groups) began and their convoys headed towards the government-held Aleppo; meanwhile rebel fighters and their families left the town of Madaya (besieged by government forces) and headed towards Idlib. While the evacuation from Zabadani was delayed and expected to begin later the day. The four towns agreement began with the exchange of thirty prisoners and nine bodies on April 12. The evacuations resumed after a suicide attack that targeted a government loyalties convoy killing some hundred people including women, children and rebel fighters on April 15. - On April 19-20, over 2000 opposition fighters and civilians were evacuated from the besieged towns of Zabadani and Madaya in exchange for the evacuation of nearly 8000 pro-regime fighters and civilians from the besieged towns of al-Foua and Kafraya in Idlib Province. - On April 24, the US sanctioned 271 Syrians employed by the Syrian Scientific Studies and Research Center, related to the development of chemical weapons. The sanction froze the individuals' assets and prohibited US companies to conduct business with them. May 2017: - On May 3-4, military experts from the three guarantors held technical consultations ahead of the two-day fourth round of the Astana process, with the participation of the Director of the UN Mine Action Service Agnes Marcaillou. The SE de Mistura and Nawaf Uasfi Tel, Political Adviser to Jordan's Foreign Minister attended as observers, and the US was represented at a higher-level (for the first time) by US Assistant Secretary of State for Middle East Affairs Stuart Jones. - Despite the Syrian Opposition delegation suspended their participation in opposition to the ongoing bombardments across Syria, the three guarantors signed the Memorandum on the creation of de-escalation areas in Syria, setting up four "de-escalation zones" in Idlib, parts of Homs, Eastern Ghouta, and parts of Deraa and al-Quneitra provinces in southern Syria. The Syrian government welcomed the Russian initiative while the Opposition rejected Iran's involvement as a guarantor. - On May 5, Russia sought UN endorsement to the agreement reached in Astana, and circulated a draft resolution calling on member states to contribute to the implementation of the Memorandum on the creation of de-escalation zones in Syria. The resolution failed to pass for a vote on May 8, as western member states had reservations on the draft. - On May 6, Riad Seif was elected as the sixth president of the SOC, beating Khaled Khoja with 58 votes from the 102 member coalition. He would replace the current head Anas al-Abdeh, who was elected in March 2016. Also, Abdulrahman Mustafa and Salwa Ktaw were elected as vice presidents. - On May 8, the evacuation process of the government-besieged Damascus suburb of Barzeh began, around 1,022 people, including 568 rebels, headed towards Idlib and northern town of Jarablus near the Turkish borders; the second convoy of 700 rebels moved on May 12. While Walid al-Muallem, the Syrian Foreign Minister, rejected any international forces under UN supervision to monitor the de-escalation zones deal. Meanwhile, the White House approved providing arms to Kurdish fighters as support to their operation to retake al-Raqqa City, despite Turkey's strong opposition. - On May 16, the FFM's report confirmed the use of sulfur mustard in the attack on Aleppo on Sept. 16, 2016, and was made public. The report was raised to the UN Security Council on May 5. The FFM, also, confirmed in its report, regarding its investigation of the April 4 attack on Khan Shaykhun, the use of sarin-gas or a sarin-like substance. The FFM is only mandated for indicating whether chemical weapons were used, while the JIM is mandated to determine responsibility for the attacks. - While the US Department of the Treasury's Office of Foreign Assets Control sanctioned ten additional entities for providing support to the Syrian regime. - On May 16-19, the UN SE held the sixth round of the Intra-Syrian talks in Geneva, which ended without covering the four baskets of the agenda, only focusing on the constitutional issues. The SE shared a proposal with the parties to establish "a Technical Consultative Mechanism on Constitutional and Legal Issues;" the proposal would identify "options for the process of constitutional drafting, and for the conduct of a national conference/national dialogue, and identify for review specific options for ensuring a sound constitutional and legal basis for any framework agreed in Geneva embodying a package and including providing for credible, all-inclusive, non-sectarian governance," and that is through UN-facilitated expert-level meetings with both Syrian sides. - On May 18, while the EU Parliament adopted a resolution pertaining the EU Strategy on Syria, which the European Council for Foreign Affairs had passed on 3 April 2017; the US-led coalition's airstrikes destroyed a pro-Syrian regime convoy of the Iraqi Shi'ite militia of Kata'ib Imam Ali, that advanced along the Damascus-Baghdad Highway towards al-Tanf base (where the US, UK and Jordan train fighters of Jaysh Mughawir al-Thawra against IS in Eastern Syria). - On May 20-21, the evacuation of nearly 3000 people, some 700 fighters and their families, was completed from al-Waer district, the last opposition-held district in the province of Homs. According to Talal Barazi, Governor of Homs, more than 14,000 people had left al-Waer in several phases since the "reconciliation deal" began to be implemented in March. Among them were some 3,700 rebels, allowed to leave with their light weapons. Russia later deployed 50 to 150 Military Police into the district. - On May 22, the SE briefed the Security Council on the latest developments, and on the last round of the Intra-Syrian talks. He commended the Astana process for the reduction of violence in the agreed de-escalation areas, and urged its guarantors to finalize their agreement addressing the subjects of detainees, abductees and humanitarian demining. The SE asserted that the rounds' focus on legal and constitutional issues does not rule out "the principle of parallelism" in addressing the agenda, and that a new consultative process at a technical level was introduced to discuss relevant constitutional and legal matters. - On May 25, NATO leaders agreed in Brussels to become full members of the Global Coalition against ISIS; the organization would not engage in combat operations, but would provide air refueling to the Coalition's aircrafts, capacity building through the deployment of special forces to train local partners, and would establish an intelligence information cell to ensure information-sharing on foreign fighters. - On May 29, the final convoy of fighters and their families moved from the opposition-held besieged district of Barzeh in Damascus to Idlib Province; estimately more than 4000 fighters and civilians were evacuated from Barzeh and Eastern Ghouta under the Russian-brokered deal. - On May 30, the US delivered its first shipment of arms to the Kurdish-led SDF, which had advanced against IS in the eastern outskirts of al-Raqqa, seizing eight villages and taking control over the Ba'ath Dam. - On May 31, Russia's Grigorovich-Class Frigate Admiral Essen and Kilo-Class Submarine Krasnodar launched four cruise missiles targeting IS near Palmyra; it targetted arms depots of fighters relocating from al-Raqqa to Eastern Homs. Russia had notified the US, Turkey, and Israel of the strikes-On June 2, EU High Representative Federica Mogherini met with newly-elected President of the Syrian Opposition Council (SOC), Riad Seif, and Syrian Interim Government (SIG) Prime Minister, Jawad Abou Hatab, to discuss the political process and EU support for Syrian resilience. Both parties reiterated their commitment to the UN-led Geneva process. June 2017: -On June 4, pro-government forces gained control of Maskanah city, the last remaining ISIS stronghold in Aleppo governorate. The advances brought pro-government forces within 10 km of Raqqa's provincial border. -US-backed SDF captured a hydroelectric facility (Baath Dam) from ISIS militants, securing the final of three major dams along the Euphrates river. -On June 5, pro-government forces captured the areas of al-Alb, Bir Dahlon and Sharot Dahlon in Eastern Homs governorate, reportedly capturing over 6,000 sq km of ISIS-held territory. -On June 6, US-backed SDF announced the launch of the fifth phase of the campaign to capture Raqqa, ISIS' self-declared capital, with forces advancing from the north, east and west and the US-led Coalition supporting the offensive with air and artillery strikes. - The US-led Coalition conducted airstrikes against pro-government forces advancing near al- Tanf, a de-confliction zone in southeastern Syria. This marks the second strike in the area in less than a month, amid escalating tensions between the US and Iran-backed forces over control of Syria's southeastern frontier. - On June 8, Russian Foreign Minister Sergei Lavrov met with the UNSE de Mistura in Moscow to discuss "the consolidation of the cessation of hostilities, the fight against terrorism, the continuation of the political settlement on the basis of UN Security Council Resolution 2254," according to the Russian Presidential Envoy for the Middle East and North Africa and Deputy Foreign Minister Mikhail Bogdanov. The consultations were held prior to the fifth round of the Astana Process, which was set to take place in June, but was later postponed till the month of July. -On June 9, during a press briefing in Geneva at the conclusion of a meeting of the humanitarian task force set up by the International Syria Support Group (ISSG), the SE declared that the time was not right to resume the UN-led intra-Syrian talks. -On June 13, the WFP delivered food to more than 80,000 displaced people in seven hard-to-reach areas in Raqqa and Deir Ezzor governorates in northern Syria, where regular deliveries of humanitarian assistance had been suspended for over three years. -On June 14, Chairman of the CoI, Paulo Pinheiro, expressed concern for the "staggering loss of civilian life" caused by US-led Coalition airstrikes as part of the Raqqa campaign, stating that airstrikes had led to the displacement of 160,000 civilians. He also stressed that the Astana agreement had led to a reduction in violence in just one of the four zones outlined in the memorandum. -On June 15, during a briefing to Council members, UN High Representative for Disarmament Affairs, Izumi Nakamitsu, noted that "some progress" had been made in the implementation of resolution 2118 (2013) on the elimination of chemical weapons in Syria. However, she highlighted the continued lack of safe access to two above-ground stationary facilities scheduled for destruction under OPCW supervision. -Pro-government forces targeted the opposition-held neighborhoods of Jobar and Eastern Ghouta in the first major attack since the announcement of four "de-escalation zones" at the Astana talks in May. Syrian Armed Forces seized the Arak gas field in the region of Badiya, which had been captured by IS since 2015; the SAF declared that it recaptured 20 percent of the Badiya region. -On June 16, the Office of the Special Envoy for Syria declared that it had facilitated a meeting of technical experts from three opposition groups: the High Negotiating Committee, the Cairo Platform and the Moscow Platform as part of a technical consultation process announced at the end of the sixth round of intra-Syrian talks. The meetings focused on the timeline and process for drafting a new constitution. -On June 17, the SE announced that the seventh round of intra-Syrian talks would begin in Geneva on July 10, with further rounds tentatively planned for August and September. -The Syrian government declared a 48-hour ceasefire in the southern city of Daraa. The agreement, reportedly brokered by Russia, the US and Jordan, comes after an escalation in violence between pro-government forces and AOGs in Daraa. -On June 18, US-led coalition forces shot down a piloted Syrian government aircraft in southern Raqqa province. According to the Coalition statement, the aircraft was downed after it displayed hostile intent and advanced on coalition forces. The Russian Ministry of Defense (MOD) released a statement following the incident claiming that the US shot down the Syrian jet while it was conducting an offensive against ISIS, and accusing the US of failing to use the "de-confliction channel". The MOD statement announced that Russia was cutting off participation in the de-confliction channel pending an investigation and that all kinds of airborne vehicles operating in combat mission zones west of the Euphrates River would be tracked by Russia as air targets. -Iran launched several ballistic missiles targeting ISIS positions in eastern Syria, reportedly carried out in retaliation for a terrorist attack in Tehran two weeks prior. This was Iran's first missile attack abroad in 15 years and its first in the Syrian conflict, representing an escalation of its role. -On June 19, the Syria Institute and PAX published the Sixth Quarterly Siege Watch Report, covering events from February to April 2017. -On June 20, an American fighter jet downed an "Iranian-made" armed drone in southern Syria after it "displayed hostile intent" when it approached coalition forces stationed at a base located in a de-escalation zone. It marked the second time in a month that the US had shot down an armed drone near Tanf camp. -On June 21, after opening a new front to the south of Raqqa, US-backed Syrian Democratic Forces (SDF) came within several kilometers of fully encircling the city after having already surrounded Raqqa to the north, east and west. - Turkey deployed reinforcements to the towns of Azaz and Marea in northern Syria, held by turkey-backed Syrian opposition forces, in preparation of anticipated battles with its rival Kurdish forces. - French President Emmanuel Macron, contradicting previous French policy, that France sees "no legitimate successor" to Assad and no longer considers his departure as a precondition to resolve the ongoing conflict. On July 5, the president met with Riad Hijab, Head of the HNC, to reiterate France's support to the Syrian Opposition. -On June 22, Turkish and Russian troops were deployed to Syria's northern Idlib province as part of a de-escalation agreement brokered by Russia, Turkey and Iran in May. - WFP announced that the first aid convoy had reached 15000 civilians in the city of Qamishli by land route, since it had been inaccessible in 2015, and humanitarian aid was sent through air drops instead. -On June 24, the Syrian government released 672 detainees in a move it said was aimed at bolstering the reconciliation process. -On June 27, the SE briefed the Council on the situation in Syria, expressing his readiness to facilitate direct talks between the Syrian government and opposition either at a formal or technical level. -On June 28, OPCW-JIM published its sixth report updating the SC on the status of its review of two cases identified by the FFM concerning incidents reported in Umm Hawsh in Aleppo Governorate in September 2016 and Khan Shaykhun in Idlib Governorate on April 4, 2017. -On June 29, OCHA head Stephen O'brien briefed the Council on the humanitarian situation in Syria, noting that despite a reduction in violence in some areas of the country, humanitarian convoys remained unable to reach civilians in besieged and hard-to-reach places due to bureaucratic restrictions. O'brien also detailed the Secretary-General's monthly report on the situation in Syria, released June 23, that highlighted the Astana memorandum signed by Iran, Russia and Turkey in May and the escalation of anti-ISIS operations in Syria. -The OPCW released a report on progress in the elimination of the Syrian chemical weapons program, verifying the destruction of 25 of the 27 chemical weapons production facilities previously declared by the Syrian government. However, the OPCW continues to express consideration that the initial declaration was incomplete. July 2017: -On July 1, Israeli Defense Forces (IDF) launched a strike against pro-government positions near al-Baath in Quneitra governorate in response to two stray artillery shells fired from Syria that landed in the Golan Heights. This is the fifth Israeli strike on pro-government positions near the area of al-Baath within a week. -On July 3, the UNSC appointed Catherine Marchi-Uhel to head the International, Impartial and Independent Mechanism, the UN legal team tasked with collecting and preserving evidence of the most serious crimes committed in Syria since 2011 to be used by national courts or an international tribunal. The Mechanism was established by the General Assembly on December 21, 2016 despite fierce resistance from Russia, which had previously used its veto status to block criminal investigations into the conflict. -The Syrian Army announced the suspension of all combat operations in the southern governorates of Daraa, Suweida and Quneitra for four days ahead of upcoming peace talks in Astana, Kazakhstan. It is the second unilateral ceasefire by the Syrian Army; it had announced a ceasefire in Daraa along the border with Israel on June 17. -On July 4-5, the fifth round of Astana talks co-sponsored by Russia, Iran and Turkey, convened in the Kazakh capital. The talks failed to finalize details on the boundaries and monitoring mechanisms of the four safe zones agreed to during the fourth round of Astana talks in May. In a joint statement, the guarantors welcomed the establishment of an expert-level joint working group tasked with finalizing the operational and technical parameters of the de-escalation zones, and scheduled the next Joint Working Group meeting in Tehran, on August 1-2. -On July 6, Edmond Mulet, head of the three-member leadership panel of the OPCW-JIM briefed Security Council members on the June 28 report of its investigations into the culpability for chemical attacks in Syria and urged the international community to allow the Mechanism to conduct its work in an independent and impartial manner. -On July 7, the United States, Russia and Jordan reached a ceasefire and "de-escalation" agreement for southwestern Syria to take effect July 9. The specificities of an enforcement mechanism and the precise boundaries of the ceasefire zone. Russian Foreign Minister Sergey Lavrov stated that the ceasefire would cover the areas of Daraa, al-Suweida and Quneitra governorates without providing exact boundaries. The ceasefire agreement in southwestern Syria is separate from the Astana memorandum, and was reached during the meeting between US President Trump and Russian President Vladimir Putin on the sidelines of the G20 Summit in Hamburg. The SG welcomed the ceasefire announcement, calling it a significant step towards reducing violence and humanitarian access in Syria; while Israel voiced its objections on the deal. -On July 10, the seventh round of UN-led intra-Syrian talks convened in Geneva. The UN-sponsored talks were scheduled to focus on four points: drafting a new constitution, combating terrorism, governance and elections. Russian Foreign Minister Sergey Lavrov expressed hope that the talks would help solidify de-escalation zones created through the Astana process. The SE stated that de-escalation zones can be beneficial but must only be interim measure to avoid the partition of Syria. The Geneva talks ended July 14 with no apparent progress. Representatives of the HNC accused the Syrian government of refusing to enter into serious negotiations. The SE noted that there had been "no breakthrough, no breakdown" during the talks and expressed hope that recent international momentum would push the parties face-to-face for substantive discussions. -On July 11, SOHR reported that it had "confirmed information" that ISIS leader Abu Bakr al- Baghdadi had been killed in the eastern province of Deir Ezzor. US-led Coalition Spokesperson Colonel Ryan Dillon could not confirm the report, nor could various media sources or Iraqi or Kurdish officials. -On July 12, following the opening of a land route connecting Aleppo to Hasakah governorate, WFP announced that it had successfully delivered food aid to two locations in the Raqqa governorate for the first time in three years. -On July 13, Brett McGurk, US Special Envoy for the Global Coalition fighting ISIS, revealed that Russia had expressed willingness to deploy military police to monitor compliance and prevent violations of the recently implemented ceasefire in southwestern Syria. -On July 14, Russia's parliament approved an agreement between Russian and Syrian officials that provides for the long-term deployment of Russian aircraft and personnel to Syria. Defense Minister Nikolay Pankov said the deal will help legalize Russia's military activities in Syria "within an international framework". -France proposed the creation of a contact group comprised of permanent members of the UN Security Council and regional actors to support UN efforts to formulate a political road map after the conflict ends. -On July 17, the EU added 16 scientists and military officials to the list of those targeted by sanctions against the Syrian regime due to their suspected involvement in a chemical attack against civilians in April. - The Syrian army, backed by Iranian-militias managed to seize oil fields of Wahab, al Fahd, Dbaysan, al-Qseer, Abu al Qatat and Abu Qatash and several other villages in the southwest of Raqqa province, while Russian strikes targeted the town of Sukhna, the gateway to Deir ez-zour. - The Turkish state-run Andalou Agency exposed ten US military locations in northern Syria, giving exact numbers of US and French special forces stationed there. The US-led Coalition against ISIS condemned Turkey for "leaking sensitive military information shared between two allies." -On July 19, it was made public that President Donald Trump ended a covert CIA program that provided arms and training to Syrian rebel groups. The program was a central feature of the Obama Administration's policy in Syria. -On July 20, 150 fighters from the Turkey-backed Euphrates Shield operation had crossed from Turkey through Bab alhawa to support Ahrar al-Sham in its fight against Hayat Tahrir al-Sham (HTS), dominated by the Fateh al-Sham faction formerly known as Jabhat al-Nusra, in Idlib. -On July 21, the SG submitted to the Security Council the forty first report on the humanitarian situation in Syria for the period from 1 to 30 June 2017, highlighting the approximately 20,000 people displaced across northeast Syria in June due to the Raqqa offensive. According to the report, the Syrian government removed medical supplies sufficient for more than 84,000 treatments. -Hezbollah and the Syrian Army launched a joint offensive against militant groups in the town of Arsal and the western Qalamoun mountain range along the Lebanon-Syrian border, an area purported to hold over 3,000 militants, including al-Qaeda-linked insurgents and members of ISIS. -On July 24, 14 heads of mission in Geneva signed a letter addressed to Security Council President, Chinese Ambassador Liu Jieyi, raising "serious concerns" about the implementation of seven Security Council resolutions on humanitarian access and urging Liu to raise the issue at the upcoming Council meeting. The signatories include the United States, Saudi Arabia, Britain, France Turkey, Qatar, Japan, Australia, the European Union, Germany, Spain, the Netherlands, Canada and Italy. -General Sergei Rudskoi, chief of the Russian General Staff, announced the deployment of Russian military police to monitor compliance after a ceasefire, mediated by the Egyptian government, was declared in the Eastern Ghouta area of Damascus on July 22. Despite the reported ceasefire, part of the four proposed "de-escalation zones" outlined in the Astana memorandum, Syrian government forces continued to attack several towns in Eastern Ghouta. -On July 26, fighting on the Syrian-Lebanese border near the town of Arsal halted after a ceasefire agreement was reached between Hezbollah and HTS. The cessation of hostilities ended a six-day campaign to drive al-Qaeda-linked militants from the border region, which is also home to tens of thousands of refugees. The agreement included the evacuation of some 1000 HTS fighters, along with more than 6000 Syrians (in nearby refugee camps) from the Lebanese border town of Arsal to rebel-controlled Idlib province, as well as exchange of prisoners between Hezboallah, HTS and the Lebanese Armed Forces, which later took place on August 1. -On July 27, Ursula Mueller, Assistant Secretary-General for Humanitarian Affairs and Deputy Emergency Relief Coordinator in the Office for the Coordination of Humanitarian Affairs, briefed Council members on the humanitarian situation in Syria, noting that despite reduced violence, there had not been a noticeable increase in areas reached for aid delivery. -The Syrian Ministry of Foreign Affairs and Expatriates addressed two letters to the UNSG and the Security Council calling for immediate action in the militant-besieged towns of Kefraya and al-Foua. -The US-led coalition fighting ISIS told its local Syrian allies that they must exclusively fight ISIS, a directive that prompted Shohada al-Quartyan to depart a joint coalition base in Southern Syria to carry out independent operations against Syrian regime forces. -On July 28, the OPCW released its monthly report, noting that the security situation now allows safe access to confirm the condition of the final two above-ground facilities with planning underway to verify their destruction. -On July 30, for the first time in five years, UN aid was delivered to almost 7,2000 people in besieged al-Nashabiye located in Eastern Ghouta, a rebel-held area on the outskirts of Damascus. August 2017: -On August 2, the evacuation of at least 7,000 people, including al-Qaeda-linked fighters and refugees, from Lebanese border enclave of Arsal for rebel-controlled Idlib province commenced. The transfer agreement, the largest formal repatriation of refugees to Syria since 2011, was carried out without the involvement of aid groups generating concern about the welfare of the refugees. -On August 3, the Russian Ministry of Defense announced a ceasefire in northern Homs and southern Hama, in what is being billed as the third of four planned ceasefires agreed to under the Astana memorandum. Russia deployed police military to several checkpoints in northern Homs, later on August 4. Opposition groups called for a guarantor role for Turkey. According to SOHR, the ceasefire, which covered territory populated by more than 147,000 people, held for the first 10 hours before experiencing repeated violations by pro-government and rebel forces. -The Independent International Commission of Inquiry on Syria of the Human Rights Council (CoI) called on the international community to recognize the crime of genocide being committed against the Yazidis in Iraq. -On August 8, experts from the guarantor states met in Tehran to discuss ways to strengthen the de-escalation zones and determine the agenda for the upcoming sixth round of Astana talks. -On August 8-11, twenty-four FSA-affiliated groups formed new group "Liwa Tahrir Deir ez- Zour" to liberate the province of Deir ez-Zour from IS; the new faction welcomed any cooperation with local and international parties, ruling out the SDF. -On August 9, OCHA expressed concern about the safety and protection of an estimated 10,000- 25,000 people trapped inside Raqqa without access to safe drinking water for 48 days. Due to the fighting on the ground, the UN has currently no access to Raqqa city. - Russian Permanent Representative to the UN Vasily Nebenzya briefed the Security Council on the progress of establishing de-escalated zones in Syria, behind closed doors, and called on the UN to facilitate the delivery of humanitarian assistance in those areas. -On August 10, SDF US-backed forces encircled ISIS militants in central Raqqa, effectively cutting off ISIS' last remaining route to the Euphrates. -On August 12, the Syrian government captured al-Sukhna, the final ISIS stronghold in Homs governorate, as part of its multi-pronged campaign to take eastern Syria. The recent gains position the pro-government coalition 50 km (30 miles) away from Deir ez-Zour province, the last major ISIS foothold in Syria. -On August 14, approximately 300 FSA-affiliated Saraya Ahl al-Sham fighters and 3,000 refugees began evacuating the Lebanese border town of Arsal as part of a repatriation agreement brokered in early August between Lebanese and Syrian officials. Lebanon's Maj. Gen. Abbas Ibrahim, who is overseeing the transfer, said that civilians will head to the government held area of Assal al-Ward. The rebel fighters and their families are destined for the rebel-held town of al- Ruhaiba in the Eastern Qalamoun region where, according to Hezbollah's Al-Manar TV, they have been granted amnesty by the Syrian government. Their departure leaves the Islamic State as the last militant force straddling the border near Arsal. -Nearly 50,000 people remain stranded on the Jordanian border, in an area known as the berm, and are facing an increasing scarcity of food, healthcare and other basic services. The UN stressed that it will continue to support Jordanian authorities in the protection of affected Syrians. -On August 17, the UNSC adopted a presidential statement, read by Council President for August and Ambassador of Nigeria, Joy Ogwu, in support of a political transition process in Syria in accordance with the principles of the Geneva Communique. The adoption of the text signals, for the first time in two years, the consensus of the Council and its five permanent members on the need to establish a transitional government. -On August 17-20, Damascus hosted the 59th International Trade Fair, for the first time since 2011, and involved hundreds of delegations and private companies from at least forty-three states including Russia, Iran, China, and Egypt. -On August 20, President Assad announced in a speech before Syrian diplomats that Syria would not work with any Western nations until they ended their support for opposition and insurgent groups. -On August 21, UN experts launched an investigation into purported weapons deals between Syria and North Korea after two shipments to a Syrian government agency responsible for its chemical weapons program, the Syrian Scientific Studies and Research Center (SSRC), were intercepted. -Saudi-based High Negotiations Committee (HNC) met with delegations from the moderate Cairo and Moscow camps in Riyadh in an effort to establish a unified front for upcoming peace talks. Despite pressure from international allies calling for a more pragmatic approach, the HNC refused to accept a transition scenario in which Assad retained power. -On August 22, the next round of Astana talks was pushed back from late August to mid- September to allow the guarantor states to hold a technical meeting to set the meeting agenda. -On 23 August, a joint monitoring center was established in Amman for the southwestern de-escalation zone, which is located in the provinces of Daraa and Quneitra. The center is tasked with ensuring ceasefire compliance, ensuring humanitarian access and other forms of civilian assistance. -On August 24, the UN called for a humanitarian pause in US-led Coalition airstrikes on Raqqa to permit civilians to leave the city. This comes after the release of an Amnesty International report calling for greater protection efforts for the estimated 20,000 remaining civilians in Raqqa. -On August 25, the Russian army announced that it had dismantled the two remaining Syrian chemical weapons facilities targeted for destruction by OPCW. The OPCW has not confirmed the Russian report. -On August 28, hundreds of ISIS fighters and their families were evacuated from the Lebanese- Syrian border to militant-held eastern Syria following simultaneous Lebanese army and Hezbollah campaigns against ISIS positions. The transfer marks the first time ISIS agreed to a forced evacuation from territory it held in Syria. - The Secretary-General presented his monthly report on the situation in Syria, highlighting the recent efforts to reduce violence through de-escalation agreements and expressing hope that the Astana guarantors will reach an agreement on the finalization of operational and technical modalities for all de-escalation areas. -On August 30, Special Envoy Staffan de Mistura briefed the Security Council on the political path forward which includes a new round of Astana and Geneva talks. The SE highlighted the important role Syrian opposition allies stand to play in fostering cohesion and unity among the AOGs. - In his final address to the Council after two years as Under-Secretary-General for Humanitarian Affairs and Emergency Relief Coordinator, Stephen O'Brien appealed to members of the Council to take action to end the civil war in the name of common humanity, calling for a referral to the International Criminal Court. -On August 31, UN High Commissioner for Human Rights Zeid Ra'ad Al Hussein, stressed that the protection and assistance of citizens must take priority before defeating the Islamic State, citing reports of heavy civilian casualties in Raqqa as evidence of the threat the remaining 20,000 civilians face. -US airstrikes stalled a convoy of 300 ISIS fighters and their families in a government-controlled part of the Syrian desert in an effort to prevent their advancement into ISIS-held territory near the Iraqi border. The convoy was traveling from the Syrian-Lebanese border to Syria's eastern province as part of an evacuation deal brokered between ISIS, Hezbollah and the Syrian Army. -Pro-government forces captured strategic al-Bishri mountain overlooking ISIS-controlled Deir Ezzor province, bringing government coalition forces within close range of ISIS positions. September 2017: On September 1, French Foreign Minister Jean-Yves Le Drian rejected a role for Assad in a political transition in Syria. -The Syrian Islamic Council called for Syria's AOGs to end their fragmentation and unite as one armed body under the Ministry of Defense in the Syrian Interim Government. Ahrar al-Sham, Failaq al-Sham, Liwa Ansar al-Sunnah and Jabha al-Shamiya supported the initiative. -SDF spokesperson, Jihan Ahmad, announced that the SDF had gained control over an estimated 65 percent of Raqqa city after capturing the Old City, the Great Mosque and al-Dariya neighborhood. SOHR reported that the SDF were still fighting to gain control over pockets of the Old City but added that the US-backed opposition forces held more than 90 percent of the surrounding area. -On September 2, Russian Aerospace Forces reported they had destroyed a convoy of 12 ISIS trucks carrying ammunition and weapons in Deir Ezzor province. -It was made public that the British Ministry of Defense had quietly halted its FSA training program and called back its training forces from Syria in late June 2017. -On September 3, pro-government coalition forces gained control of the remaining ISIS stronghold in Hama Governorate after capturing the town of Uqayribat and its surrounding areas. -On September 4, Syrian Interim Government Prime Minister Jawad Abu Hatab was appointed interim Defense Minister as part of a unification initiative launched by the Syrian Islamic Council in early September. Free Syrian Army factions formed a committee to select a Chief of Staff in consultation with the Prime Minister. -On September 5, the Secretary-General submitted the OPCW's forty seventh monthly report on the progress to eliminate chemical weapons in Syria to the Security Council. The report highlighted the preparations underway to confirm the status of the two remaining stationary above-ground facilities now that the security situation allows safe access and the upcoming high- level consultations with Syrian Deputy Foreign Minister, Dr. Faisal Mekdad, to clarify outstanding issues regarding the Syrian government's initial declaration. -Pro-government coalition forces reached the western perimeter of Deir Ezzor city, breaking a three-year ISIS siege of the government-held areas that had impacted 93,500 people. In support of the offensive, a Russian warship located in the Mediterranean Sea launched cruise missiles at ISIS positions near Deir Ezzor. -On September 6, SE Mistura said he expects a national ceasefire to follow shortly after ISIS has been pushed from its strongholds in Raqqa and Deir Ezzor. Although he stressed that the government "cannot announce victory", he called on opposition forces to accept defeat and focus on winning the peace through negotiations in October. -The UN Commission of Inquiry on Syria released a report on the major human rights and humanitarian law violations committed between March and July 2017. The Commission accused the Syrian government of using sarin gas in the April 4 Khan Sheikhoun attack and found US forces culpable of not taking "all feasible precautions" to protect civilians in the March 16 attack on al-Jinah Mosque. -According to Russian Foreign Minister, Sergey Lavrov, experts from Russia, Iran and Turkey made progress towards an agreement "on the parameters, configuration and methods of ensuring security in the de-escalation zone in the Idlib province" in Syria. -On September 7, Israel conducted airstrikes on the Scientific Studies and Research Center, a facility believed to house a chemical weapons manufacturing center, and a military base storing surface-to-surface missiles near government-stronghold Masyaf in Hama province. The Syrian Foreign Ministry called on the Security Council to denounce the airstrikes. -US-led coalition forces fighting ISIS announced that airstrikes had killed two ISIS leaders near Mayadin in the Deir Ezzor province on September 4, 2017. -The Head of the High Negotiations Committee, Riyad Hijab, rejected the SE Mistura's call for the opposition to accept defeat, declaring the UN mediation process a failure and calling on Syrians to demonstrate in support of the continuation of the revolution. On September 8, a convoy of 42 trucks carrying humanitarian aid for 80,000 people reached Deir Ezzor for the first time by land in three years. -US-led coalition surveillance aircraft departed its position monitoring an 11-bus convoy of ISIS fighters and their families after attempting to prevent its advance into ISIS-held territory in Deir Ezzor since August 29. The surveillance aircraft departed the airspace at the request of Russian military officials who were conducting an operation with pro-government forces close to the convoy's position. -The Syrian National Coalition (NCSRF) condemned calls from "regional and external parties" for Western-backed opposition groups Ahmed Al-Abdu and Ussoud Al-Sharqiya to cease fighting government forces in southeastern Syria and withdraw to Jordan. Both groups refused the request. -On September 9, pro-government forces broke a years-long siege of Deir Ezzor airbase and captured the Damascus-Deir Ezzor highway from ISIS. -SDF launched Operation Jazeera Storm to liberate Deir Ezzor province from ISIS. -On September 10, SDF reached the industrial zone to the east of Deir Ezzor city putting the US-backed coalition within 15 km (10 miles) of pro-government forces positioned to the west of the Euphrates river. -On September 11, the Jordanian Foreign Minister, Ayman Safadi, and Russian Foreign Minister, Sergey Lavrov, declared the ceasefire brokered by Jordan, Russia and the United States in the southern Syrian provinces of Daraa, Quneitra and Suweida on July 9 a success and reiterated their commitment to the establishment a de-escalation zone in the area as a step towards achieving a comprehensive cessation of hostilities and a political solution to the crisis. On September 12, pro-government coalition forces continued their push into ISIS-held territory in Deir Ezzor city. Russia and Syria warplanes conduct heavy bombardment in support, killing an estimated 69 people over the course of 72 hours. -Hezbollah leader, Sayyed Hassan Nasrallah, declared the war in Syria over, referring to the remaining fighting as "scattered battles". -ISIS defectors have massed in Syria's Idlib province with many planning to cross into Turkey before continuing to other parts of the Middle East, North Africa and Europe. -Iran and Syria sign a memorandum of understanding on cooperation in Syria's electricity sector. The arrangement, part of a series of bilateral deals formalizing Iran's role in Syria's reconstruction process, provides for the establishment of a new power generation station in Latakia and the rehabilitation of gas units and power generating plants in Damascus, Aleppo, Deir Ezzo and Homs. -On September 13, the remaining buses of the convoy of ISIS fighters and their families stranded for over two weeks in the Syrian desert reportedly reached Mayadin, in militant-held Deir Ezzor province, following the withdrawal of US surveillance aircraft on September 8 in respect of de-confliction arrangements with Russia. -The Russian Defense Ministry claimed that pro-government coalition forces controlled 85 percent of Syrian territory. SOHR disputed the claim, saying government forces held 48 percent of Syria. -Experts from Russia, Iran and Turkey met ahead of the sixth round of talks in Astana, Kazakhstan to "lay the groundwork" for negotiations on the establishment of de-escalation zone in Idlib province. -On September 14, Col. Ryan Dillon, spokesperson for the US-led coalition fighting ISIS, said SDF forces will not enter Deir Ezzor city, and will instead focus operations on areas south of the city along the Euphrates river. He also said US-backed SDF was in control of 63 percent of Raqqa city. -On September 15, Ahmad Abu Khawla, commander of the SDF-affiliated Deir Ezzor Military Council, declared that it will not allow government forces to cross to the eastern banks of the Euphrates river. -Representatives from Russia, Iran and Turkey reached an agreement on the delineation and monitoring mechanism for the implementation of a de-escalation zone in Idlib province and agreed to position observers in "safe zones". Russia circulated a draft resolution among the permanent members of the Council to welcome the outcome of the Astana talks. -On September 16, the SDF and US Coalition officials accused pro-government forces of attacking one of their positions in the industrial zone east of Deir Ezzor city, injuring 6 SDF fighters. According to US Coalition sources, Russia conducted the airstrike after the United States had denied its request to target the area. Russian Defense Ministry spokesperson Maj. Gen. Igor Konashenkov rejected the allegations, saying warplanes carried out "pinpoint strikes only on Islamic State targets that have been observed and confirmed through several channels." -High-level consultations commenced between the Syrian government and the OPCW aimed at clarifying all outstanding issues regarding Syria's initial declaration of its chemical weapons facilities. -On September 17, a convoy of 80 Turkish military vehicles deployed to Turkey's southern border, close to the Bab Al-Hawa and Rihaniyah crossings with Syria's Idlib Governorate, ahead of the implementation of a de-escalation zone agreement brokered at the recent Astana talks. -On September 18, pro-government coalition forces crossed to the eastern bank of the Euphrates river to within five kilometers of SDF positions. In the first sign of direct contact between the SDF and the pro-government forces, US-led coalition spokesperson Col. Ryan Dillon said "open lines" of communication were being maintained to prevent clashes between the two forces as they converge on ISIS positions. -After capturing the Deir Ezzor Military Airporst from ISIS fighters, pro-government forces began operating combat and supply missions from the airport. -The World Food Programme (WFP) reached formerly besieged parts of Deir Ezzor city by land for the first time since May 2014. WFP has discontinued its high-altitude airdrop operations in favor of road deliveries which will allow for more affordable, sustainable humanitarian access. -In a meeting on the sidelines of the UN General Assembly, Members of the "Friends of Syria" Group agreed they will not support reconstruction in Syria until there is a political transition "away from Assad." -During its 36th session, the Human Rights Council held an interactive dialogue with the Independent International Commission of Inquiry on Syria to discuss the continued targeting of civilians and the use of chemical weapons in the conflict, appealing to all parties to redouble their efforts to protect civilians and preserve civilian infrastructure. -On September 19, AOGs led by Hayat Tahrir Al-Sham (HTS), the Turkistan Islamic Party and Free Syrian Army affiliates launched an offensive against pro-government forces in northern Hama province in an effort to dismantle the de-escalation zone agreement on Idlib province brokered at the recent Astana talks. The offensive sparked intense Russian and Syrian bombardment of opposition-held territory in Hama and Idlib Governorates. Syrian government forces claimed the airstrikes targeted "terrorist supply lines" but SOHR alleged the strikes hit hospitals and towns, killing civilians. -The Syrian government asserted it will not accept Turkish forces on Syrian soil, effectively contradicting

Issue 53.5 of the Review for Religious, September/October 1994. ; Review for Religious (ISSN 0034-639X) is published bi-monthly at Saint Louis University by the Jesuits of the Missouri Province. Editorial Office: 3601 Lindell Boulevard ¯ St. Louis, Missouri 63108-3393. Telephone: 314-535-3048 ¯ Fax: 314-535-0601 Manuscripts, books for review, and correspondence with the editor: Review for Religious ¯ 3601 Lindell Boulevard ° St. Louis, MO 63108-3393. Correspondence about the Canonical Counsel department: Elizabeth McDonough OP ¯ P.O. Box 29260 ¯ V~rashington, DC 20017. POSTMASTER Send address changes to Review for Religious ° P.O. Box 6070 ° Duluth, MN 55806. Second-class postage paid at St. Louis, Missouri, and additional mailing offices. See inside back cover for information on subscription rates. ©1994 Review for Religious Permission is herewith granted to copy any material (articles, poems, reviews) contained in this issue of Review for Religious for personal or internal use, or for the personal or internal use of specific library, clients within the limits outlined in Sections 107 and/or 108 of the United States Copyright Law. MI copies made under this permission must bear notice of the source, date, and copyright owner on the first page. This permission is NOT extended to copying for commercial distribu-tion, advertising, institutional promotion, or for the creation of new collective works or anthologies. Such permission will only be considered on written application to the Editor, Review for Religious. for religious Editor Associate Editors Canonical Counsel Editor Assistant Editors Advisory Board David L. Fleming SJ Philip C. Fischer SJ Regina Siegfried ASC Elizabeth McDonough OP Jean Read Mary Ann Foppe Joann Wolski Conn PhD Mary Margaret Johanning SSND Iris Ann Ledden SSND Edmundo Rodriguez SJ David Werthmann CSSR Suzanne Zuercher OSB Christian Heritages and Contemporary Living SEPTEMBER-OCTOBER 1994 ¯ VOLUME53 ¯ NUMBER5 contents living gospel values 646 Inculturation 658 Timothy Radcliffe OP faces us with the challenge of inculturating the gospel not only in countries aod cultures not our own hut also in our local home situation. Second-Stage Inculturation: Six Principles of the American Mind J.J. Mueller SJ presents the tensions caused for Americans formed by principles embedded in their culture and the ways of thinking and acting which are a part of the Vatican culture. leadership and authority 675 The Challenge of Priestly Leadership J. Peter Sartain reflects on the ministry of leadership entrusted to priests which is at the heart of their call to holiness. 694 Election: A Call to Service Catherine M. Harmer MMS considers the ele'ments involved in an election process in religious congregations for selecting leadership. 703 Authority: An Imitative Charisln A. Paul Dominic SJ examines the authority exercised by Jesus in order to understand the kind of authority we in the church should imitate. continuing formation 711 A Tale of Two Synods: Laity and Clergy Formation Robert L Kinast examines the formation of laity and clergy proposed in recent synods and suggests ways of furthering the relational process between them. 724 Religious Formation and Ecumenical Formation Ernest R. Falardeau SSS reports on the National Ecumenical Consultation for men and women religious which met in April 1994 at Narragansett, Rhode Island. 642 Review for Religious 728 744 751 prayer and growth Contemplative Prayer among Apostolic Religious Women Jeanne Knoerle SP assesses the contemplative attitude in the tradition of apostolic religious women. Shame, Mystical Writers, and a Spirituality of Self James J. Magee DSW clarifies the restorative influence that the Christian mystical tradition can provide for shame-bound religious. The Ought of the Ignatian Quest John P. Mossi SJ examines.the life experience of Ignatius Loyola as a paradigm for searching out God's will for our individual lives. 761 768 774 faith experience Reflection on the Solitary Life Theresa Mancuso explores the richness of the solitary life as living in the hollow of God's hand. My Faith Journey M. Gemma Victorino PI)DM recalls a most important moment of a parent's death for the deepening of a vocational commitment. A Rock to Build On Vincent Hovley SJ challenges us to enter more dynamically into a Eucharistic way of living. departments 644 Prisms 781 Canonical Counsel: The Contemplative Dimension of Religious Life 787 Book Reviews Septentber-October 1994 643 prisms One of my favorite sayings is that the church is as healthy as religious life is healthy. I believe that is true. Of course, we may also say that the church is as healthy as the laity are healthy, or as healthy as the bish-ops, priests, and deacons are healthy. St. Paul was the first to reflect about the church in terms of a healthy body. "The eye cannot say to the hand, 'I do not need you,' any more than the head can say to the feet, 'I do not need you'" (1 Cor 12:21). He says directly, "If one member suf-fers, all the members suffer with it; if one member is hon-ored, all the members share its joy" (1 Cor 12:26). Although Vatican Council II took a major step for-ward in our theological understanding of ourselves as church in its Dogmatic Constitution on the Church (Lumen gentium), it seems that we now stand poised for further theological development. Perhaps the synod on consecrated life will provide an occasion to explore more adequately the interrelationships of the hierarchical and charismatic elements integral to the church. The synod may at least be a stimulus for raising questions about the centrality of holiness and the role of a significant group of members, identified by a form of Christian life called con-secrated, in the healthy life of the church. Such church members, commonly grouped under the term religious life, are identified as keepers of the spiritual heritages of the Body of Christ. Holiness is God's gift to all members of Christ's Body, but in God's providence it is meant to shine through the Body more brightly because of God's action in calling forth religious life. Religious life is not created or manufactured by human ingenuity; it is not modeled on a guru tradition of pre-Christian reli- 644 Review for Religious gions. It is not legislated into existence by a bishop's decree. Just as God in Jesus and in the Spirit bestows upon the church various hierarchic and charismatic gifts, so the same Lord gifts the church with certain members, both women and men, called and con-firmed in their following of Jesus through evangelical counsels. As with any gift, the church can only receive gratefully--and then care for and make use of--God's graciousness. The synod serves as an example of members of the hierarchy exercising their proper care and reverence for God's gift present in other members. For its part, then, religious life does bear a heightened respon-sibility for the healthiness of the church--not in terms of mis-sionary activity, not in terms of educational or social services, not in terms of leadership, but primarily and expressly in terms of spirituality, a life of holiness. Although "I want to be holy" sounds too simple to explain the myriad forms of the religious follow-ing of Christ through the ages, it is the grounding of the response to the gospel imperative "go, sell, come, follow." Evangelical counsels can too quickly come to be defined by a threefold identity of poverty, chastity, and obedience. The monas-tic beginnings of religious life clearly indicate that the imitation of Christ by evangelical counsels is far broader and deeper. The Spirit continues to raise up religious groups marked by the total dedication of evangelical counsels. But such a consecration takes shape, as it did in the first monastic groups, through various expressions consonant with a specific gospel inspiration, but dif-ferent from the venerable though limited way of the three vows of medieval spirituality. Healthy holiness in our day may find the church recognizing many forms of religious life not by the three traditional vows, but still by ~h.e norm of evangelical counsels in imitation of Jesus. Religious life has often been described as a troublesome or meddlesome element in the church. Yes, the head or hand of the Body might wonder whether life would be easier without this member. But one cannot dictate the kind of gift one receives; one cannot control the Giver. If the holiness of God in Christ today seeks to shine thoughout the Body in ever new prismatic ways through the gift of women .and men religious, people should respond not by complaint, but by asking in gratitude for more of such a gift. For we as a church strive to be healthy by becoming ever more God's holy people. David L. Fleming SJ September-October 1994 645 TIMOTHY RADCLIFFE Inculturation living gospel values It is a great pleasure for me to have been here these last few days, listening to this debate on Inculturation in Religious Life and Formation. I want to share a few very si~nple reflections on the throne but with great hesitation, since I am becoming one of the least inculturated people I know. I move so rapidly from one country to another that I have to look out of the window when I get up to remember where I am: "There are coconut trees, and so it cannot be London." In fact when I was in Chicago, one person thought from my accent that I was Irish and another that I was Australian. Here one of my own broth-ers has the idea that I am American. I am starting to get worried! Secondly, I have no expertise in this area. At the General Chapter of Mexico we talked much about incul-turation and acculturation and deculturation and inter-culturation. At the end I swore to myself that I would never again say anything about such matters. But the first lesson I have learned as Master of the Order is that of obedience, and so here goes. The last time that I was in England I had lunch with an aunt, and she asked me what I thought of Hans Kfing. Timothy Radcliffe OP serves as Master General of the Order of Preachers. He delivered this address to the Second Joint Conference of Dominican major superiors and formators at Nagpur, India, on 21 October 1993. It was published in Dominican Ashram 12, no. 4 (December 1993): 149-159. Father Radcliffe may be addressed at Convento Santa Sabina; Piazza Pietro d'Illiria, Aventino; 00153 Rome, Italy. 646 Review for Religious So I started to explain what I thought were his strengths and weaknesses. After five minutes she stopped me and said: "My dear, all I want to know is this: Is he good or is he ba'd?" And let's face it, in most theological debate that is what people wish to know! And if my aunt were here today, I would say to her: Yes, incul-turation is a good thing. In fact, there can be no good theology which is not inculturated. One problem in the church is that peo-ple often think that whereas one might find inculturated theology in India or Africa, where they live, whether it is Rome or Munich, no such contextualization is necessary. But I would like to add three points: 1. The Gospel should both embrace and transform any cul-ture in which it is planted. 2. No culture is pure and static. Every culture is in a con-stant process of evolution, creating new meaning; other-wise it is dead. The Gospel should meet a culture where it is most creative and fresh, like a bee seeking out the nectar of the flower. 3. Inculturation is always painful, like any process of com-ing to birth. And we can only engage in it if we are pre-pared to experiment and sometimes fail. This requires great mutual trust. There are many other things that I would like to add, such as the need for prayer and for study if inculturation is to have depth, but those comments will have to wait for another time. The Gospel Both Embraces and Criticizes Any Culture It Encounters As Father Thomas Aykara CMI said, the fundamental event of inculturation is the Incarnation. God, the source of all, becomes a squealing, crying, Jewish baby who needed to have his nappies changed and who had to learn to walk and speak like any other child. Often people fear that inculturation might fragment the universal church and divide us from each other, and yet the one in whom we are united, the one who overthrows the boundaries of division, is this first-century Jewish man. You cannot get more inculturated than that. At the same time one must say that Jesus was one who threatened Jewish identity, who challenged the Law and who welcomed the Samaritan'. He was utterly Jewish, and yet he was perceived as a threat to Sep~mber-O~ober1994 647 Radcliffe ¯ Inculturation A culture is not only defined by whom it excludes, but by what it shuts out, by its perceptions of reality, its underlying philosophy. Jewish identity. And this must surely always be so in .every moment of incuituration. Every culture builds a home in which the Gospel may be welcomed. But every home excludes a stranger who must be welcomed and whose presence is perceived as threatening. Every culture has its Harijans [outcasts]. A culture is not only defined by whom it excludes, but by what it shuts out, by its perceptions of reality, its underlying phi-losophy. These too are challenged by the Gospel. We can see the same process at work when Christianity embraces the Roman world. We adopt the language of the Romans and speak Latin; we still build our church on the basis of their halls, even here at Nagpur; the priest wears a distant descendant of Roman clothes; we accepted much of the vision of Roman law. And yet Christianity reached out beyond the boundaries of the Empire to e~nbrace the stranger, for example, the Irish! The foreigner is made at home. Every culture is both wel-comed and transformed. The Spirit is dike yeast which transforms what it meets. In France grapes become wine; in England hops become the loveliest beer; in Scotland grain becomes whiskey; in Japan rice beco~nes saki. And this reflects that founding act of Christ who performed that utterly Jewish act of celebrating the Passover, the feast of the home, and yet used it to found a com-munity in which everyone had a place: the betrayer like Judas, the denier like Peter, and all the disciples who would run away and leave their savior alone. It is the home in which anyone can belong. During my travels around the Order this first year I have seen how in every continent, inculturation poses this same question: Who is the stranger whom we must welcome? In Africa, for exam-ple, where tribal identity is strong, and where the Order is per-ceived as a tribe, the challenge is to make at home the members of another tribe, to be a tribe beyond tribalism. I went to Rwanda which has been deeply divided by conflicts between two tribes. 648 Review for Religious Here our Vicariate of Rwanda and Burundi is a sign of the Gospel, for members of both tribes live together as brothers. This is an incarnation of the Gospel, in which our identity as human beings is prized, open, stretched and transformed. When I went to Zaire in February it was in a state of near civil war between tribal groups. You could see how the church was trying to enter the extraordinary richness of that culture and be truly Zairean. The liturgy was wonderfully African, alive and beautiful. But we also had to challenge the tribal identities and invite people to find themselves in Christ. In Guatemala, the strangers are perhaps above all the indige-nous people living in the mountains. Here we have a wonderful experiment of inculturation in which the Dominican sisters and the brothers are cooperating. At Coban in the mountains of Alta Vera Paz, the sisters are accepting many indigenous vocations and seeking to evolve a way of being a Dominican that respects their customs, their lovely songs, their ways of dressing and being human. The brethren have built a study center nearby, which is in contact with the brethren working in the indigenous villages, collecting information about their rituals and customs, so that we can find a way of evolving an indigenous way of being Dominican for both the men and the women. The stranger is made welcome. But what is the challenge that we must put to them? A priest who worked with the Masai in Kenya wished to have a truly inculturated Eucharist, and so he tried to make it as African as possible. When he turned up to preside he found that gath-ered around the table were only the men. The women were not to be seen. So he asked: "Where are the women?" And the men replied: "It is not our custom to eat with the women." Is that inculturation or a betrayal of the Gospel? No prizes for the cor-rect answer! In the discussion group in which I have participated at this conference we found similar questions posed in the context of Asia. On the one hand, we saw that there was' much to learn from the Indian understanding of the gztrlt, the master. We were reminded that becoming a master demanded real asceticism, real renunciation, a real poverty and simplicity of life. [I was not, I might say, taking all of this personally.] Do we, who are regarded as gurus, really make that deep apprenticeship of silence and asceti-cism? Do the religious of Hinduism and Buddhism put us to shame? VVhere might one find Dominic in India if he walked the Septe~ttber-O~ober 1994 649 Radcliffe * Inculturation roads today? Would we meet him walking the roads with a beg-ging bowl, like a Jain holy man? Does not this culture challenge us to rediscover our own ascetic and mendicant tradition? Yet at the same time we foun'd that we wished to challenge some aspects of the Asian understanding of the guru. We do not expect the dis-ciple to submit to the master in blind obedience. As the provin-cial of the Philippines said: "The master must teach the disciple to learn to learn, to learn creativity, originality. If he stands on the master's shoulders it is to see farther." I think that Western culture poses particular problems with regard to.inculturation. You do not find theologians demanding that we be inculturated and adopt the norms of our society; yet that is often what is happening. I think that this is partially because it has become not just one culture among the cultures of the world. Since the fall of communism, it has become the one global culture which threatens to suck in and absorb all others in its vast stomach. Western consumerist capitalism is the culture which simultaneously embraces nearly everyone and excludes the vast majority. It touches most of humanity and shuts it out from its promised land. It sells everyone a TV so that they may see par-adise and then forbids them to enter. For me a symbol of this was a visit to Soweto a couple of years ago. I wandered about this sad and exuberant place, this great township of some two million African people, which was not until recently even marked on South African maps. I came across a school and ambled in. The children ran to me shouting what I thought was some obscure African word, "ninja." It turned out to refer to some strange turtles that are the heroes of the then latest TV series in the United States. They had cups and T shirts and even shoes covered with pictures of these ninja turtles. These children were offered the culture of American TV and told they could never belong. I think also of the endless queues of people waiting in Moscow to buy a McDonald's hamburger, a week's wages for this "holy wafer" of Western culture. Do'we Dominicans wish to be radically inculturated into this culture? Will this add new riches to our religious life? This is a culture of wealth, not just of wealthy people but of the glory of money. Perhaps more radically than in any other society, the poor cannot properly belong, since they are by definition those who have failed. Their fate is invisibility. Of course, I do not for one moment deny the wonderful things that this culture has produced 650 Review for Religious and its real inventiveness, its tolerance for human difference, its love of human rights, and so on. But I would still suggest that we religious must resist inculturation here and be with those who do not belong. But do we? This is a question I put to the superiors of the Dominican Leadership Conference in the United States last week. Even the language we use suggests we are sucked into an alien view of the world. The Prior Provincial becomes part of "the Administration," a sort of chief executive; the brethren become personnel, and instead of a love of poverty we have end-less discussions of budgets. Maybe the vows of our religious life are in such radical contradiction with the values of the consumerist West that we can thrive as religious only if we opt out, become out-culturated! Chastity seems puerile, poverty absurd, and obe-dience infantile. I also think that it is interesting that this matter of poverty illustrates the ambiguity of the relationship of the Gospel and culture. In India there is precisely a religiou~ tradition which respects poverty and which invites us to embrace it; in the West there is a culture of wealth which we are invited to refuse. Inculturation is then both an embrace and a challenge. And it must be so for the identity to which we are called as Christians is beyond our naming. Who we are is a mystery hidden in God. For, as St. John says: "My children, we know that we are God's children now, but we do not know what we are to be. We know that when Christ appears, we shall be like him" (1 Jn 3:2). Inculturation and Creativity I was fascinated by the argument between professors Pawar and Mataji the first evening. As a good Dominican, I love an argu-ment. It was wonderful to hear someone challenge our assumption that inculturation was a good thing. We seemed to be faced with a dilemma: to inculturate and risk assimilation or to stick to our own traditions and culture and go on being foreigners. Do you do what the Buddhists do or follow the Roman rubrics? What a sticky spot to be in! It is my own view that this is a false dilemma, for it only faces us if we make the mistake of thinking of culture as something frozen, stuck, immobile, like a pure white ice cream in a cultural deep freeze. Here you have some set and eternal thing which is Indian culture, whose practices you either adopt or remain a foreigner. Septentber-October 1994 651 Radcliffe ¯ Inculturation Perhaps the magic of Indian culture for me is precisely its complexity and fluidity, forever old and new. This is symbolized by what I have heard from the window of my room. In the evening I heard the sound of the music of some Hindu festivals; maybe it was for the festival of the goddess. Mixed with the beat of the drums was the rhythm of one of those endless trains on that net-work of railway lines holding the subcontinent together. In the early hours I have heard another train, whose hooter strangely resonated with the early morning call to prayer of the mosque, perhaps played on a tape recorder. Every culture is alive in a con-stant state of transformation, of meeting other cultures and absorbing or rejecting them, of remembering old ways and invent-ing new ones. Any culture which is worthy of the name is complex and fertile. Think of Jewish culture. The whole history of that culture is one of interaction, of the absorption and rejection and transfor-mation of ideas from Egypt, Canaan, Babylon, Assyria, Persia, Greece, and Rome. There never was a pure Jewish culture which you could pop into the deep freeze, any more than there is a pure English or Indian or Japanese culture. If there were, they would be brain dead. They bubble away like Irish stews, constantly evolving. How does the incarnation, that epitome of inculturation, take place? It is through the most acutely creative moment of human life, in the conception of a child. God pitches his tent among us by meeting us in our most deeply creative moment. God becomes one of us at the moment that we make something new, present in the fertility of a woman. And it is always so in any true moment of inculturation, for a culture is most alive, most itself, where it is most creative, just as a tree is most alive at the tips of its branches. The challenge of inculturation is to be there, sharing in its inventiveness, sharing its exploration. The choice is not to adopt a given Buddhist or Hindu ceremony or carry on with a Roman one: "Do we say the rosary or sing a mantra?" We enter it as it makes things new, for then something may be born which is utterly Indian and utterly Christian. The most wonderful example of that was given to us in the Indian dance of the life of Jesus that we saw the other night. I think that this was more than a synthesis of the Indian and the Christian. It was mating which brought to birth a child which was completely of both its parents. What it meant to be Indian was extended and deepened in that dance, and what it meant to be 652 Review for Relig4ous Christian was expanded. Such moments make us more Catholic. When I saw those wonderful finger movements I understand what it might mean to celebrate that the "finger of God is upon us." Never have l seen the mystery of the resurrection so beautifully evoked. Afterwards I asked myself why. Why was I so touched? I think that it is because for us the resurrection is the resur-rection of the body, and so it is most radiantly evoked in the dance of the bodies, expressed in the stretching of our bodiliness. The dancers said that their dance is prayer. One might say that our bodiliness is made prayerful. V~rhat better way to evoke the Resurrection in which the Body of Christ is utterly transformed into per-fect praise? Let me give you another example. Everywhere I went in Central America earlier this year I was struck by the thriving popular culture. Our Dominican students wrote poems, painted, composed music. When I asked the pre-novices in E1 Salvador to tell me about their society, they spontaneously composed five little plays, including one about the visitation of a contemplative monastery of Dominican nuns by the Mother General, Mother Timotea. Here one could imagine an incultur-ation of the Gospel, because here there was the fertility of doing something new. The example 1 loved most was that of a Haitian cross, painted by a peasant in our parish in the central moun-tains. It made the cross into a via crucis, along which walked a peasant, walking the way that all Haitian peasants must go, a path of suffering. But at the center of this cross was a flowering palm tree; the dead wood bore fruit. And behind the hills one could see the glimmerings of a new dawn. Here was a symbol so old and so new, the glorious and beautiful cross, pointing one back to the flowering crosses of the Middle Ages and earlier, and yet so Think of Jewish culture. The whole history of that culture is one of interaction, of the absorption and rejection and transformation of ideas from Egypt, Canaan, Babylon, Assyria, Persia, Greece, and Rome. September-October 1994 653 Radcliffe ¯ In~dturation new and so of just-this-moment-and-culture. Yesterday we saw the flowering cross in the philosophy house of the Carmelites of Mary Immaculate. In theology one could think of Thomas Aquinas grasping and transforming Aristotle and giving us a the-ology which is utterly Aristotelian and utterly Christian. Surely it belongs to our Dominican way to love what is simul-taneously so traditional and so fresh, this beauty "so ancient and so new--the ever fertile tradition. As Matagi said, quoting a Chinese proverb: "Find your roots and then fly." The Enlightenment, because it rejected tradition, drove a wedge between our feet and our wings. So the challenge of inculturation is surely to be there where the action is, there where there is intellectual and artistic cre-ativity, so that we may make something which is both utterly our own and which belongs to the culture. In any culture we must seek out the thinkers, the artists, the explorers and sit at their feet so that they can help us to make something new. It does not even matter whether they are believers are not. And this involves courage and trust. We must let people exper-iment, try things out and sometimes fail. We have the liberty to make mistakes. ~re must not fear failure. One famous theologian, I forget whom, said that one cannot contribute a single theolog-ical insight unless you make a hundred mistakes. There can be no creativity if you are afraid to play a bit--homo h~dens, playful humanity. And you cfinnot play around if you are afraid of falling on your face. You cannot dance if you are always afraid of stand-ing on another's feet. An interesting question to ask is this: Do we dare to accept young men and women who might wish to venture a bit into the unknown? What do we look for in vocations? Do we wish them to be nice and safe, people who will not rock the boat? Do we dare accept the rather difficult ones, who will certainly be a prob-lem but who might, just might, be saints? It is good to imagine how we might have reacted if some of our great predecessors had applied to join our province. What would we have written about them after their novitiates. St. Thomas Aquinas: "Eats and thinks too much. ~Refuses to join in communal sport and play basket-ball." Jordan of Saxony: "Always writing to a Sister Diana; he will have problems with chastity." Catherine of Siena: "Too fond of the brethren and thinks she hears voices. Bad start." Fr~ Angelico: "We cannot afford the paint." Savonarola: "We cannot afford the 654 Review for Religious books; he keeps burning them." Las Casas: "He stirs things up too much." Martin de Porres: "His obsession with people at the door upsets community life. No sense of obedience and said that it was less important than charity. Troublemaker." And what would we have said of Dominic? Would we have let him in? Would we? You might think that we Dominicans who so care for the truth should above all fear error. On the contrary, it is because we believe that the Holy Spirit is poured upon the people of God that we can dare to risk getting it wrong, for the church will tell us when we do. History suggests that sometimes it may say that we are wrong when we are not. That is the pain of bringing about the new. The point is that we can play with confidence. I can play with ideas and search and experiment because it does not all depend upon me. It seems to me that the adventure of inculturation is inseparable from that strong sense of our wider belonging in the Order and the church. It is because we belong that we dare to be free. If we are neurotic about making mistakes, as religious often are, then it suggests we do not believe in Pentecost. Look at St. Peter, our rock. He hardly ever got it right, and the church did not collapse. The challenge of inculturation is surely to be there where the action is, there where there is intellectual and artistic creativity, so that we may make something which is both utterly our own and which belongs to the culture. Let Us Talk to One Another The sort of process that I am envisaging, of being creative and imaginative, of experiment and taking risks, will, of course, be painful and disturbing. It will create moments of conflict and uncertainty. One person's inculturation is another person's betrayal. Just think of sexual ethics. Do the official sexual ethics of the church represent a refusal to enter the modern world, as Septonber-October 1994 655 Radcliffe ¯ Inculturation most of my young friends seem to think, or a prophetic stance against a degradation of the body? Should we inculturate and have lots more sex and make many of the young feel more at home or be a counter-culture which might exclude the young for whom this is incomprehensible, but be a witness to the Gospel? Another example: when I was a Dominican student in Paris twenty years ago, the brave and prophetic thing to do seemed to be to give up the habit, live in an ordinary, fiat and get a job. Today it looks rather boringly conformist. Any experimentation, any creativity, will involve painful dis-agreements, dissension, mutual puzzlement. "This is not the Order I joined, some may say. And so it has always been, ever since the beginning, ever since Peter confronted Jesus when he began to walk on the way to Jerusalem; ever since Paul confronted Peter at Antioch for refusing to eat with the Gentiles. There is nothing new in such conflicts. ~,~hat matters is whether they are fertile, fruitful. Do they lead us to truth? I. believe that we should never embark on such a course of experimentation, of incultura-tion, if we do not dare to talk to one another. And do we, do we dare to talk and listen? One of things that has most struck me during this last year of wandering about the world is just how much our church is marked by silence. It is not the meditative rich silence that Matagi can teach us. It is not the silence of our contemplative nuns but the silence that comes of fear. I believe that what most afflicts us is a fear of debate. It is not that people do not make statements; there are statements about dissident theologians and statements by dis-sident theologians. The papers are full of denunciations and counter accusations, but this does not add up to much of a con-versation. Surely we should be among those who, as at a dreadful tea party, try to get the dialogue going! We are one of the largest and most diverse religious families in the church. Where else could one find such a diversity of peo-ple, brethren and sisters and nuns and laity, contemplatives and actives, academics and pastoral people, progressives and conser-vatives? If we cannot take the risk of talking, then who will? And yet sometimes at the heart even of our own communities, where three or four are gathered together in Dominic's name, there may be silence in the midst of them. As I endlessly repeat as I wander around the world: we do have a tradition of dialogue, of disputa-tion. And, as you can see in St. Thomas, this is not founded on 656 Review for Religious ham~nering your opponent into the ground, but arguing with hi~n so as to learn frmn him or her. Central to our tradition is the belief that you might argue with someone precisely because you dare to hope that he or she may teach you something. Who was that holy man who grabbed his opponent and said: "I will not let you go until you teach me something"? We should wrestle with the other as Jacob wrestled with the angel, so that we may demand a blessing. We must dare to raise the question of truth. It is our motto. In much of modern Western culture, this is a word which one may hardly breathe. To question the truth of another's utterance, is to put them into question, is to question their value, their right to be. If someone tells you that he/she is really a Martian who has come from outer space, then you must merely reply: "Honey, if you are comfortable with that idea, then it's fine by me." But we Dominicans ought to dare to raise the question of truth not because we know it all, but because we hope that together we may discover it, and so we respect the other enough to say some-times: "I believe you to be wrong." It is not worth saying to any-one: "I think that you are wrong," unless you believe that it matters what they think. It is too easy to say in ecumenical discussions that we all believe the same thing deep down. There would be no point in dialogue if it were so obviously true. The first stage of friendship is discovering how ~nuch you are alike. The second is daring to see how much you differ. The third may be the revelation that in the hidden heart of the unspeakable God, we are indeed one. And so, to conclude, I would suggest, indeed I would argue, that if inculturation is not just selecting items off some cultural supermarket shelf--"1 will have a Hindi bhaja,1, one item of Buddhist meditation and a Christian Eucharist, please"--if it is a thoroughly creative business, then it asks of us a twofold courage: the. courage to experiment, to play, to risk failure and mistakes. But there is also the equally deep courage of talking to one another, in the pursuit of truth that transcends us all. Do we dare? September-October 1994 657 J.J. MUELLER Second-Stage Inculturation: Six Principles of the American Mind Anew day has dawned in the understanding of the rela-tionship between the gospel message and culture. Vatican II officially used the word culture for the first time as a theolog-ical category in the process of evangelization.' Soon after the council, the word mculturation became widely accepted to describe bringing the gospel into a culture. Simply said, culture described the human fashioning, working, and making of an environment wherein and whereby people survived, lived, and developed val-ues and meaning in their lives. Languages, symbols, institutions, and rituals were integral components of every, culture. The church recognized that people could hear the Good News only in the light of their own cultural ambient. As a result, culture tended to be dealt with as the world out there, synonymous with an observable society, and could be examined empirically. This was the first stage of our thinking about inculturation. A new day has dawned and shines its light upon a second stage. Two features characterize this second stage. First, we are now moving from a world "out there" to a world "in here," that is, we understand culture to impact the nonobservable world where our thoughts, feelings, presuppositions, and assumptions about life take shape. Secondly, we are not talking about the gospel J.J. Mueller SJ, associate professor of theology, at Saint Louis University., is the author of Practical Discipleship: A United States Christology (Collegeville: The Liturgical Press, 1992). His address is Department of Theological Studies; Saint Louis University; 3634 Lindell Blvd; St. Louis, Missouri 63108. 658 Review for Religious coming to a pagan land, but about believers talking to believers across cultures. Regarding the world "in here," the first great missionary Paul expressed it well when he said that the gospel penetrates like "a two-edged sword that cuts between bone and marrow." ~re can add to Paul's words that the gospel cuts between our spirit and the culture through which we must express ourselves. Not only can no human being enter this world without simultaneously being born into a culture, but also the mind of every person can understand, judge, and decide only through a culture. The formative culture of the mind, then, is a domain where the gospel must enter. The new stage of inculturation is not talking about the gospel encoun-tering a non-Christian culture, but about Christian believers speaking to each other out of their respective cultures. One unasked-for consequence can be misunderstanding, with tension as its sign. Because we use the same words, communication is not necessarily clear, and different meanings are given and received. As an African proverb says, "We see with the same eyes but not with the same mind." While it is apparent that cultures differ, we seem to have operated as if minds were the same. They are not. The principles, assumptions, and expectations set up by the incul-turated mind differ from culture to culture, and it is here that the source of many tensions exist in theo Catholic church today. This article will present the culture of the mind I know best: the American mind. By using American I am referring to a person of the United States, knowing full well that it also refers to peo-ple of two continents. I am doing so simply because no other ade-quate adjective of United States people exists. Although the American mind is my example, I hope to make clear that the method used in this article is not limited to only one culture but is applicable to any other culture. The American mind, as with any mind, is principally formed by the society in which it lives. The word society is often used interchangeably with culture because a society is the largest and clearest designation of the common particularities that bind peo-ple together in a common identity. We do not say we are "Western" culture but "American" culture. Within the American culture exist dynamics of binding and formative influence. The principles of democracy as lived in the United States form the basic social culture of the American mind. This type of democracy is not identical to democracy anywhere else in the world, because September-October 1994 659 The word democracy has had a stormy ecclesial history due to differing contexts about what it means. it has a particular history and experience unlike any other. Nevertheless the principles that undergird this democracy are clear and found in the Constitution oft& United States and the first ten amendments to the constitution, the Bill of Rights. Six prin-ciples clearly operate in the American mind which, although not exhaustive, present adequately the tensions of intellectual incul-turation with which the American church is faced. I will present each one in turn by providing an explanation of what the prin-ciple means and then follow it by the events which have given rise to the spe-cific tensions within the American church, thereby forming a kind of profile of the American mind by the end of this study. Each of the six sections will proceed in two parts. The first part is an explana-tion of the principles, expectations, and assumptions that operate in the American mind. The second part begins with a ten-sion between the Catholic American mind and with decisions made by the Vatican. The tension with the Vatican mind is obvi-ously an important relationship to examine because it brings to the surface a series of misunderstandings that are deeper than a lack of knowledge, whose source lies at the cultural difference forming and filtering each mindset. It therefore focuses the dis-cussion so that people of other cultures can understand what is happening. In addition, the examples are international in char-acter and clearly represent cross-cultural exchanges that offer the clearest test cases for examining the workings of the American mind. The process, however, could be done also through exam-pies from other cultures, for example, American and Asian minds, or from dioceses and parishes located on East Coast and West Coast, or women and men's religious orders, in the case of an international group like Jesuits and how they actually interpret their religious life in different cultures. Most probably, the reader will see other applications. This article is not about championing American culture. That would be to impose one culture on another. My concern is much deeper, because if we are to find out how to be authentic and 660 Review for Religious responsible disciples of Jesus Christ we must come to grips with those unconscious yet dynamically present principles by which we filter all information, even religious. Therefore, in order to become more modest about our cultural limits--not to foist them upon others and to avoid any reverse American "cultural imperi-alism"-- we must shine the spotlight upon the culture of the American mind. Democracy The principle of democracy is central to the American mind and gathers the other principles together to make a distinctive unity. The American people express their principles of demo-cratic governance in the Constitution of the United States; today we are the longest-lasting and oldest democratic country still run by its original constitution. This longevity points to perduring cur-rents that are continually renewing themselves and that run deep in the American mentality. So too is it with Catholics, who came mostly as Europeans, thinking as Europeans; they gradually yielded this identity to a new American one. So goes the process of culture. The demo-cratic way of governance thereby became commonly accepted to the point of being taken for granted and, even more, growingly appreciated for its way of ordering the commonweal. As early as 1784, the first bishop of the United States, John Carroll, saw this process happening and made the prophetic statement that the religious revolution in America was "more extraordinary" than the political.2 Bishop Carroll argued with Rome for the indepen-dence of the fledgling church, but he was unsuccessful; the American church had only "mission" status under the Roman congregation Propaganda Fide until 1908. Democracy was not won or shaped easily in its two-hundred-year history. The cost was often war and bloodshed, with Catholics fighting and dying for democracy 'in every war. Mistakes were made, but Americans really do not disagree about the freedoms that democracy offers. Hence, the emotions of American people run deep on this subject. It is a form of governance and a princi-ple in which the Christian message can flourish. Tension: The word democracy has had a stormy ecclesial his-tory due to differing contexts about what it means. The main rea-son is that the European (and one must includ~ the Vatican) mind Septentber-October 1994 661 has interpreted democracy through the tragic and chaotic events surrounding the French Revolution, beginning in 1789 where the church suffered grievously; even the pope was imprisoned by Napoleon. The French Revolution became an example of the bankruptcy of the principles undergirding the "Modern World." In 1794 at the Synod of Pistoia Pius VI condemned this rage for "furious democracy" (Auctorem fidei). A century later, the Vatican warned against the so-called "Americanist heresy," again finding democracy an unacceptable way of operating. The twist this time was that the Vatican thought that democracy was inappropriate for ecclesial governance. The filter for the Vatican was again European democracy, especially as it was being proposed in France. It must be remembered that even such an extraordinary person as Pius IX, who dominated and determined the papacy in the 19th century, never left the papal states in his lifetime! In fact, the "Americanist heresy" was started in France, not in the United States, with the French mis-interpretation of Isaac Hecker. The bishops in America were con-fused by the 1899 papal letter Testem benevolentiae, and some objected that such a "description" did not find its place in the United States. Of far greater consequence, however, is the present turn to democracy by many countries in the world. The forms of democ-racy are not necessarily in the American vein, but are their own specialized types that belong to the same trunk of the tree. Nevertheless, the 19th-century lesson needs to be laid to rest. With the end ,of the Cold War, while a wave of "democracy" is going around the world, the Vatican continues to warn people in an antiquated way that "the church is not a democracy," a fre-quent but confusing ecclesial response given to Americans and others who raise concerns about undecided and open-ended issues, especially as they particularize themselves in each culture. This can hardly be called a "cultural imperialism" but a holding to Vatican II's clarion call to evangelize each culture. What, Americans ask, is the alternative procedure? A monarchical form of government, historically embedded in the European tradition? The question is not one of winners and losers, but one of where is God and the kingdom of God in all this. While Americans understand and even agree with the Vatican's underlying objection that religious truth is not up for a vote, nev-ertheless Americans are confused because many of the roles of 662 Review for Religious governance could be participatory. After all, is it not true that the Catholic Church has found fertile ground here, unlike anywhere else in the modern world, through the protection of democracy? "Why," the American asks, "would people want to keep and con-tinue with ways of governance that created problems like reli-gious wars, intolerance, and harsh judgments that lead to oppressing one religious group at the expense of another?" Americans founded a type of governance where these European traits were left behind. Something new and in contrast to Europe was established on these shores. Our experience of democracy raises serious questions that the uni-versal church has to address; it is not simply an American phenomenon nor an American triumphalism, but a search to value difference in what might be a non-Eurocentric model. The marvelous success story of the American church and its vitality, is related to democracy where rights, freedoms, and opportunities offer peo-ple the chance to participate in their own destiny as believers. Hence, fianericans have a graced expe-rience that says the principles of democracy are not antithetical to ecclesial governance. The outstanding German theologian Karl Rahner wrote years ago that, granted the church was not a democ-racy, nevertheless ecclesial decisions and ways of proceeding could be done democratically. It is a legitimate way of proceeding within the church. Most important for our consideration, one must remember that there is no other way for Americans to think than the way they have learned through their culture. What is the case in America is also the case elsewhere; a tension results when cul-turally foreign and intellectually alien forms of governance are imposed upon a people. The answer is complex and not one that I wish to address here, but it comes down to this: To remain truly Catholic is to be "universal" and thereby to grant to others the legitimate and welcomed influence of culture upon my/our faith. My point, however, is to examine the unexamined starting point Americans have a graced experience that says the principles of democracy are not antithetical to ecclesial governance. September-October 1994 663 of our mental culture: If the gospel is to be truly inculturated, the question of democracy as the beginning point of under-standing the gospel message must be taken on clearly and with respect. 664 Due Process If everyone is to be treated as an equal who has rights before law and society, then Americans expect that the manner of pro-ceeding is honest and fair to all concerned. This means attention must be given to the various forms of due process. The Asnerican Revolution of 1776 was ignited because of British abuse of power which taxed the colonists without representation. In response to a painful lesson learned from. being oppressed, the U.S. Constitution included principles in determined opposition to any authoritarian and totalitarian governance and in so doing accepted the principle of due process. Hence fairness for everyone was guaranteed by law, including the right to be presumed innocent until proved guilty, to be tried by a' jury of one's peers, to know one's accuser, and to be represented by counsel in a court of law. Above all, fairness included the right to information, freedom of speech, and the power both to elect judicious officials who would uphold these rights and to remove any official who violated them. Whether a president or a pauper, every citizen is equal before the law. These protections are human acts of a culture that seeks to guarantee as far as possible that truth prevails. Above all, it is fair to everyone, and no one can claim a hidden truth or secret agenda of a special process. Because the process is common and follows the same rules, the innocent and powerless are protected while the powerful and privileged are not allowed unfair advantage or tyran-nical sway over citizens. Tension: Because Americans operated on the non-European principle that peopl~ are innocent until proved guilty, Americans regard ecclesiastical censuring as a serious judgment that requires due process to be observed. If due process is violated, then the act is considered authoritarian in the most arbitrary sense of the word. Americans recognize that people of goodwill have differences of judgment and actions, but, if the truth will prevail, every person has the right to explain and defend his or her actions. All per-sons deserve this basic dignity, and so does the community from Reviezv for Religion,s which they spring. It is too easy to bash Banerica for individual-ism and not see the heroic, countercultural struggle of kanerican Catholics to form communities. And certainly, when it comes to something as important as faith, Americans assume that any eccle-siastical censure would be at least as respectful of persons as their culture is. Americans, painfully and confusedly, have found decisions from Rome violating due process. A few examples that have angered Americans are these: the censuring of Archbishop Hunthausen of Seattle; the silencing of creation-centered the-ologian Matthew Fox; the removal of Charles Curran from his teaching position even though the allegations date over a twenty-five year period (the formal investigation began in July 1979) and he had not taught in the area of sexual ethics for fifteen years; and the requiring of a "mandate" for teachers of theology, which puts the entire Catholic university in jeopardy. (Ironically an act the enemies of Catholicism could not do for over two centuries might become a reality through the imposition of European Vatican principles on the American context.) In these cases, accusers remained anonymous, secret letter campaigns to the Vatican held disproportional power, actions and judgments fol-lowed in secret, and unilateral silencing for a year was imposed on theologians as a test and act of obedience; and quite beyond the demands of faith an additional test of loyalty such as an oath was required of theologians as if the sacrament of baptism were not enough for faith. An~ericans find such actions heavy-handed, clash-ing with the deepest rights to which peoples are entitled. "Fairness" is multifaceted and certainly indicative of the gospel message. American Catholics feel their own integrity is violated when a basic human right and clearly a gospel requirement, a spiritual and human boundary deep in the inculturated psyche, has been disregarded. Certainly a gospel-oriented church is not looking to squelch such rights, yet the outrage is there. Attention to the culture of the mind is the place where any movement for-ward can be made. In front of the American public and on front pages of news-papers, the church unfortunately seems to be cast in a role where it is more guilty of human-rights abuses than secular society. American Catholics feel compromised in their witness to the gospel because of such action. My purpose is not to put blame anywhere or defend one side or the other but to point out the September-October 1994 665 tension and the culture of the mind that has to be dealt with if we are to enter into a deeper encounter with Christ. A new dawn requires the examination of how the gospel is received, judged, and preached in a culture. Equal Rights ~qlile everyone is not created equal in talents and opportu-nity., everyone shares in equality, of personal rights before the law. For example, that people are born into a social class (lower, mid-dle, upper class) should neither reward nor condemn them. Persons can seek their own pursuits of life, liberty, and happi-ness. As a result, Americans ensure opportunities such as manda-tory education to level the mountain of privilege and fill in the pit of poverty, to create a playing field of possibility based on merit. Hence, openness to the future, new possibilities, and change are characteristically strong Mnerican attributes. American children are raised with encouraging dreams such as "X~rork hard and you will be a success; . Make something of yourself; . Be all that you can be;" "You too can grow up to be president of the United States." Still, we are not naive about these dreams. We have learned that within our country upward possibilities have down-side problems, even unsurmountable for some, and that in our foreign policies we have failed to grasp the different cultural struc-tures of meanings and values. The principle, nevertheless, remains that people are equal and that the future can be shaped by our human decisions. The question remains: Who will decide? Aanericans do not want it done by the tyrannical few. Americans have faithfully championed this position and insisted on it for two centuries. American Catholics helped shape this ideal. A long-standing and troubling conflict about equality has been the gender issue. I do not think it is possible to understand the gender issue in the United States without understanding some-thing of the racial issues which are part of the same cloth. With respect to the race issue, the bloody and soul-searing Civil War (1861-1865) resolved the legal question of slavery in favor of emancipation. The painful legal struggles afterward led the Supreme Court in 1896 to the divisive "separate but equal" clause that allowed over a half century of civil racism. It was finally reversed by the Civil Rights Movement in the 1960s led by Dr. Martin Luther King Jr. Americans "know this history and are being 666 Review for Religious increasingly sensitized to the racism at work deep in the fabric of society. The gender issue has become a connected issue where the lack of equality has been a reality that cannot be ignored. The equality of women is a world revolution that, in America, predates the founding of the United States. In the 17th century, New England's Anne Hutchinson explained religious experience through a woman's experience and was forced to flee. Two cen-turies of women's advocacy has culminated in recognition of women's equal rights. Today, equal-rights legislation dominates business, education, government, and every facet of personal rela-tionships, including new laws against sexual harassment in the workplace. Notwithstanding the many personal sexual prefer-ences that the law must deal with, the legal principle in the gen-der issue is clear: Gender is not to be a barrier in freedoms and the opportunities to exercise one's talents. Now even little girls can be all that they can be and dream of becoming president. Tension: In the search for basic equality, Americans find priv-ilege based on race or gender an inequitable, unjust principle upon which to make distinctions. Catholic life, unfortunately, not only reflected but supporte'd many of these unjust positions. The list includes the discouragement of indigenous vocations to priest-hood and religious life, and "separate but equal" racial policies where congregations were racially segregated, even by pews. These historical realities are not just a bligh't on the history of the American mentality; they make us more sensitive to our sin-ful past. The feminist movement is another case in point. Why women could not be altar servers, and crossbearers, have their fe(t washed at Holy Thursday liturgy, preach, or enter into ordained min-istries of diaconate and priesthood, bishop or pope, simply because of their gender, is not clear to Americans who want to under-stand. American Catholics, while perhaps agreeing with the con-clusion, find arguments based on gender not only unconvincing but sexist, and not gospel. This point of tension is awkward and difficult for everyone, as we all know. For the American mind, it is not, therefore, a way of proceeding to declare topics' on women "nondiscussable." Truth demands, Americans think, that such top-ics should be discussable to proceed forward and arrive at an understanding of the truth. Equality implies that women's expe-rience, like racial experience, be listened to as they encounter the living, loving God, even if it is awkward and uncomfortable for Septentber-October 1994 667 women or men. Otherwise, Americans cannot help but see the ecclesial policies as acts of unilateral power and authority, to con-trol others, not principles of service and truth to free people to encounter the risen Lord. In the church we cannot trivialize the difficulties of equal rights, whether racial or gender, or unas-sumingly accept any solution where there are racial or gender winners and losers. Then everyone loses and the gospel is lost. We have to find another way out while holding on to equality of the rights of believers in the community of believers. The Right to Choose Americans value the right to choose as an important exercise of their maturity and responsibility. The right of self-determina-tion is not necessarily individualistic or selfish; one can commit one's self to community, the common good, relationships, and religion. It even respects the right to .make decisions and be wrong. The first experience of American Catholics was their choice of religion. Catholics fought for their right to belong to their religion, form organizations, and associate with whomever . they wished. The right to choose is a most powerful belief in the goodness and willingness of a citizen to contribute to the common good. Tension: Here is one of the truly difficult tensions for con-temporary American Catholics. Take the example of birth con-trol. On the one hand, the Vatican that told people that they were spiritually mature enough to form and follow their consciences has, on the other hand, seemingly reversed itself by telling peo-ple what their conclusion and decision should be. I am not speak-ing about the arguments about birth control, or making any judgment about it; my aim is to shed light on why there is a ten-sion for Americans. People cannot be given the right to choose and then told they have no right to choose. Their reaction, pre-dictably, is confusion over the double messages being given. Americans are no strangers to disagreement, but they expect open discussion of the problems and the marshaling of all the data (his-torical, anthropological, theological, and so forth). When differ-ent choices are possible, people have the freedom to make them to the best of thei.r consciences. One other example which is not in the ethical sphere is the selection of bishops for dioceses and priests for parishes. Without 668 Review for Religious local participation by the people, the choices often seem capri-cious, whimsical, punitive, or mysteriously rewarding. Giving rea-sons for the selection, even asking for consultation in the process where it concerns a parish or diocese, seems proper. If people are not consulted in their own affairs, then their conclusion is that someone has something to hide or that such decisions are simply autocratic and arbitrary, something to be disregarded as irrelevant because the decisions speak for only few decision makers. This is not a request for democracy, say American Catholics. If, as the Catholic Church teaches, the Holy Spirit resides in all believers, then why act as if it belonged only to a few? The challenge is how to give voice to people open to the Holy Spirit. Americans desire to con-tribute their.understanding of the Spirit to the entire church and to listen to other cultures' under-standing and contribution. At the same time Americans recognize legitimate authority in the pope and bishops to make decisions with necessary knowledge and perspec-tive. It would seem some cooperation of the two ways of pro-ceeding might be a way to go forward with mutual dignity and trust. It would be, moreover, a beacon of trustworthy light to our dialogue with other' Christian and non-Christian ecumenical groups. In the church we cannot trivialize the difficulties of equal rights, whether racial or gender, or unassumingly accept any solution where there are racial or gender winners and losers. Voluntary Participation Americans reject forced participation and prefer the freedom to participate in the types and varieties of work that they choose. Voluntary participation by i;avitation has always been part of the American Catholic church and is one of its most distinctive but unheralded trademarks. In his first pastoral letter (1792) Bishop John Carroll wrote that voluntary support had to be asked of the faithful because there was no tradition of civil support, an unusual Sept~nber-Octobcr 1994 669 circumstance but a reality continuing to this day. The reasons for a voluntary church are easy to understand. Nations like France, Spain, and Portugal were responsible for the support and evan-gelization of their new mission territories. Rome had little say, and policies were actually up to the nations to enforce. The result was financial support that made evangelization dependent upon the secular nations. No such relation ~xisted in the "Protestant" colonies in America controlled by the Church of England. The Catholic church was not allowed to operate openly, and people had to take oaths to uphold the monarch as the sovereign head of the church. It was an easy way to keep pesty Catholics out of the colonies, especially "papist" priests. As a result, finances were held in the name of lay people who paid for the support of both the church and clergy. This situation, incidentally, spawned the first great crisis in the American church, the problem of lay trusteeism where laity held the property and appointed pastors. The bishops broke this system in the 1830s, and the trend to centralized power in the episcopacy began) The virtue ofvoluntarism, nevertheless, gave rise to unparalleled accomplishments with hospitals, orphanages, soup kitchens, educational institutions, and charitable organiza-tions of every kind. Most often, religious orders provided the people to start and maintain these institutions. Initially most of these religious came from Europe, with American-born religious gradually taking their place. This story is one of the greatest con-tributions to American Catholicism. Tension: American Catholics know from their cultural condi-tioning that money is power, given in support of those appeals, needs, and cases that one deems desirable. Americans feel, how-ever, that the church operates with a double standard, namely that it is only too ready to accept their money but not their expe-rience. A growing tension occurs, then, if people feel their finan-cial support is either mismanaged or used against them. For example, the recent international financial scandals Of the Vatican by Bishop Marcinkus hit Americans doubly hard. First, Americans saw that this trusted Vatican official seemed to use church money more like a Wall Street broker than a churchman. How could this be allowed? Some call the lure of holding the purse strings the curse of the "Judas touch." Secondly, Mnericans were out.raged ¯ that it was an American bishop who was in charge. Whereas Americans have trusted the papacy, bishops, and pastors with the 670 Review for Religious disposal of money, such scandals only reinforce the idea that the clergy, as financial overseers, are naive, even irresponsible, about money. Unfortunately, too many examples abound to support their judgment. Because Americans consider their voluntary finan-cial support as an important act that demands fiscal responsibil-ity, they demand fiscal expertise, management, disclosure, accountability, and even consultation about its use. That means sharing power. Is the Vatican ready to do this with the laity? How are we to configure such cooperation? At the same time, if Americans feel the money is used against them, then they will refuse to give. For example, women have a seldom-mentioned illustrious and even heroic history of voluntary generosity in this country. If women feel sexist policies against them, they will likely refuse to give not only their time but also their money to support such a situation. Americans, unlike a state that supports a church, give voluntarily and expect to be treated with respect in every phase of their lives, not just in the financial area. If there is only a financial regard, as many American lay people in the parish have concluded, then Americans bristle because it is only their money that church governance wants. To an American this message would be one of utter disrespect and manipulation, totally against the gospel, whose message the peo-ple asking for money are supposed to be upholding. Thus, in the voluntary American system, the littlest person giving and not the bulging pocketbook has to be respected. If the dignity of the vol-untary gift and the person giving are to be upheld across cultures, then the two cultures of the mind, kanerican and Vatican, need to address the implications and meanings involved from both sides. Tolerance and Plurality United States Americans live in a pluralistic culture that accepts the principle of tolerance, not as an end in itself but as a precondition for moving forward and presenting the truth. Catholics of Maryland and New York were instrumental in shap-ing the original type of toleration that was later adopted in the U.S. Constitution. It meant a separation of church and state, but it accentuated the belief that people could converse with one another and at the same time live their lives according to their own beliefs without fear. This principle of toleration, while born and bred in/Mnerica, achieved universal church recognition only September-October 1994 671 after one hundred years of continual restatement, when it was finally accepted in the Vatican II document "Declaration on Religious Liberty." But even here John Courtney Murray, the architect of the document, cautioned believers that the document applied to people outside the church, not inside it (emphasis mine). This article argues for the beginnings of the discussion inside the church, especially from the view of the particular American cul-ture from which this society works. This principle of toleration recognizes that there is a cultural diversity within th~ United States which still remains the most ambitious experiment in diversity by any nation in the world. If it works, itis because the principle of toleration and the gover-nance by democracy has allowed it to work. Tension: Americans know that, despite the best of intentions, relationships fall apart. The question is whether to look back-wards to the past and try to assign blame, or to look to the future in building the kingdom for the future. The factors are compli-cated and complex, and judgments that punish people for trying to find solutions are not acceptable. For people trying their best, tolerance of their decisions before God may be the most Christian response possible. Americans clearly want lifelong commitments, not shallow, expedient ones; but if they do not work out, then people are encouraged to pick up the pieces and do their best. Roman canon law, which is certainly not kanerican law, holds to principles of the unbreakable relationship in marriage and priest-hood. This is good and one side of the human hope. But rela-tionships change and do not always last forever. In annulment cases many Americans find it a violation of their integrity to have to adnfit that a first marriage did not exist. It did exist and they did their best; it did not work, despite their desires that it would be forever. People can live in the past or the present. Americans fol-low Christ by picking up our lives and by trying to be the best lov-ing people we can be, now and in the future. Too often many Americans decide not even to go through an annulment pro-ceeding; others simply stop practicing because they feel judged and condemned in trying to uphold Catholic principles, kanericans ask the question: Could there not be other ways of dealing with these good ends from both sides? With regard to priesthood, a priest who asks to be laicized and who has faithfially served the people of God for twenty-five years must admit that he really did not have a vocation. For many 672 Review for Religious priests who have left, even to sign such a statement is at the cost of personal integrity. It is not true that they did not have a voca-tion to serve as a priest those many years. IA~hen married men become deacons, they do not renounce their married vocation. Cannot, Americans say, vocations be not eternal but changeable calls from God to be and go in other directions? If not, where would Abraham be? Francis of Assisi? Ignatius of Loyola? Mother Teresa? In a related issue of confusion, Americans ask why mar-ried Anglican priests who are trained and lived years in another tradition can become married Roman Catholic priests, while faith-ful Roman Catholic priests who live and love the Catholic tradi-tion want to marry but cannot? Is it necessary because of law to pursue and establish blame such that one person is a "winner" at the expense of another as a "loser"? Americans recognize that vocations can be forever, and people desire this; but life and rela-tionships change. When they do, the conflict for the Vatican becomes maintaining a principle of life commitment, while the conflict for Americans is to recognize change that they might not understand and yet not judge but encourage the person to find God in these changed circumstances. When faithful people's integrity is violated, there might be other ways to understand and deal with these issues. To understand where God is may require learning the culture of the mind. Conclusion These six principles are not meant to exhaust the profile of the American mind. They are, however, six principles that operate within the culture and are formative in how Americans think, live the gospel message, and act in the public domain. A new day has dawned as the second stage of inculturation is taking shape. It is a stage that focuses upon the inner world of culture which forms and filters our understanding. There is no other way for Americans to live. To be in a culture is to be fundamentally influ-enced by it, and Americans are trying to be faithful to the total demands of the gospel message. The way people think, therefore, is not the end point but a starting point. It is only by examining our mental culture that we can truly understand the gospel mes-sage and neither impose one culture upon another nor assume that we are all the same. We will be able to hear the voice of Jesus calling in its many inculturated expressions. Septonber-October 1994 673 Mueller . Se~ Nevertheless, tensions will continue. In this second stage of inculturation, two areas of concern will figure prominently, and I will use the American mind as the example. First, American cul-ture has an identity separate from Europe, just as other coun-tries, even with democracies, differ from America. Thus principles, assumptions, and presuppositions are bound to be different. If this is the case with cultures united in the larger Western main-stream, then how much more challenging will it be for cultures in Africa, India, Asia, and China? Secondly, and this follows from the 'first, the church may find itself in a double bind: The Vatican governs by one set of principles and the culture by another; this often results in strong tension or even opposition. The one goal for everyone is to be the best disciple that one can be. The church is now in a second stage of inculturation, begun at Vatican II, where it must listen to the Holy Spirit through inculturated believers and find ways to bring forth God's work in new cultural wineskins. While we do not have a crystal ball to see into the future, we do see that the future depends upon a cross-cultural contribution that respects the differences in the culturally conditioned mind. We must struggle to be sure that, in Africa, India, ~s'ia, Europe, and America, though we do not look the same exteriorly or express ourselves in identical terms interiorly, we share the same discipleship in the Holy Spirit. In order to find this necessary unity of the church, then, we must make the turn to the interior culture: the inculturated mind. Notes ~ Certainly, it raises questions about the inculturation going on within the Vatican mind. See the Pastoral Constitution on the Church in the Modern World (Gaudium et spes), The Documents of Vatican H, ed. Walter Abbott SJ (New York: America Press, 1966), chapter 2, paragraphs 53- 62, pp. 259-270. 2 James Hennesey SJ, ~'Catholicism in an American Environment: The Early Years," Theological Studies 50 (1989): 664. 3 James Hennesey SJ, "American Catholics (New York: Oxford University Press, 1981), pp. 93-100. 674. Review for Religious J. PETER SARTAIN The Challenge of Priestly Leadership I went through the seminary when it was not yet con-sidered necessary to teach administration and manage-ment skills to future priests. It was not that such skills were considered unimportant, for in fact some of the sem-inary faculty were excellent mentors in administration. There was simply no formal course in the administrative aspects of priestly ministry; I suppose it was assumed that we would eventually learn what we needed to know by observation and imitation--perhaps by osmosis! Even now, while I am a strong proponent of formal training in administrative skills for seminarians, I do not expect that such training will completely prepare them for the task; facility in management will come only with experience in managing. Moreover, I have come to realize that the fun-damental issue to be addressed in seminary formation is not administration or management, but leadership. When I was first assigned to a primarily administrative position some years ago, I was often frightened and bewil-dered with certain sensitive tasks. I am diplomatic by nature, but that was not enough. In a directed retreat one year I sensed God calling me to develop my own style of leadership, one that was both consistent with my person-ality and integral to my priestly vocation. The retreat experience confirmed my belief that there should be some-thing unique about the way a priest goes about being a leader. J. Peter Sartain is pastor of Saint Louis parish in Memphis and serves as vicar general of the diocese. His address is Saint Louis Church; 203 S. V~rhite Station Road; Memphis, Tennessee 38117. leadership and authority September-October 1994 675 Sartain ¯ The Challenge of Priestly Leadership During the years I ministered primarily in administrative positions I was often asked, "Do you think you will ever get back into pastoral work?" This article is a reflection on the ministry of leadership entrusted to priests, since their leadership role is at the heart of their call to holiness. Excellent resources are available to improve administrative skills--just treatment of church employees, man-agement principles, techniques for conflict resolution, and the like. I know the value and importance of such resources, and I assume that insofar as a priest is called to administrative leader-ship he will make proper use of them. Some insights into priestly leadership I have gained through the years have challenged me to grow in holiness. I will add a few practical exhortations gleaned from experience. Seminarians would benefit best-from the study of parish administration were it considered in the broader context of leader-ship. Whatever the particular ministry a priest is called to exer-cise, he is a leader. At times his leadership will occur in a parish setting, with its concomitant administrative responsibilities; at other times he might be appointed to a primarily administrative position. No matter what the job, the priest's leadership should always be rooted in prayer and sacramental ministry, especially the Eucharist. The question always struck me as misguided. Perhaps the questioner intended to ask, "Do you think you will ever get back into parish work?" But even then the unspoken implication was that only parish work is truly "pastoral" or, more fundamentally, "priestly." As pastor I have discovered a clear continuity with my years as a church administrator; there are not two priesthoods, two leaderships, but one. First I am a priest. I am a man called to accept the grace of holiness, to pray and preach and celebrate the sacraments with devotion and a clean heart. I am also called to be a manager of people and departments, a strategic planner, a creator of budgetsi' and a convener of meetings. This type of work has provided a 676 Review for Religious unique setting for nay growth as a priest, my ongoing conversion of life, and my love for the vocation I have accepted. That is not to downplay the tedium and frustration that are part of every vocation; but I see clearly that the task before me each day is to approach my work with a priestly heart. Although I will make frequent mention of challenges and problems, I do not wish to give the impression that they are the constant lot of the church leader. Most colleagues work as part of a team, striving to put their faith into practice. Most are sup-portive, enthusiastic, and competent. At the same time, problem areas exist, and they bear the potential of trying the morale of the priest whose responsibility it is to address them. Challenges to the Aspiring Leader Church leadership today presents a number of unique chal-lenges, one of which is the rampant confusion between power/ authority and leadership. Christian leadership is not defined in terms of power, yet many people view it only that way. The con-fusion is most evident in some discussions about the nature of ordained ministry, but it is also present in the daily business of the church. I was caught off guard when a brother priest once asked me, "Do you realize how much power you have?" He was refer-ring to the decisions placed in my hands. What caught my atten-tion was not his suggestion that what I did affected other people's lives, but his implication that perhaps I had not yet come to that realization myself. Insofar as what I do affects the lives of oth-ers, one could say that I have "power"; in that case I pray it is the power of wisdom, prudence, and compassion. If I have "authority," I hope it is like the authority of Jesus, in whom there was no contradiction betw.een word and deed. I am profoundly aware that what I do affects peoples' lives; as a consequence I must rely first and foremost on the grace of God to guide ~ne in exercising the church leadership with which he has invested me. It is more difficult to exercise genuine leadership than to wield power; but it is, liberating for the priest to realize that the grace of ordination involves the promise of God's continued guidance. Thus the priest will not lead unless he prays, unless he is steeped in the Word of God, unless he is one with the Eucharistic Christ, unless he is striving for ongoing conversion of life. He will not lead until his heart is centered on serving God's people in the September-October 1994 677 Sartain ¯ The Challenge of Priestly Leadership person of Christ. The priest does not lead by giving directions, by pointing this way or that; he can point only in the direction he himself is going. He leads by following Christ, and he follows Christ by leading God's people. Priestly ministry is often defined in terms of "function" (what do you do all day?); the priest then becomes the coordinator of other functions in the church, analogous to the conductor of an orchestra. Such an analogy is flawed from the outset, for the priest is someone grounded interiorly, finding his vocation and his peace not in power or in function, but in a Person, the Lord Jesus, in whose priesthood he has been invited to share. In an egalitarian society which highly values equality, some people become suspicious of peers who accept positions of lead-ership. They are assumed to have sold out to power and status and to have forgotten the daily lot of the common person. Several years ago I scheduled a luncheon meeting with a psychologist who had been working with one of our priests; as Vicar for Clergy it is my responsibility to act as liaison with the bishop in such cases. Although we had spoken by telephone several times, the psychologist and I had not met until the luncheon. Toward the end of our time together he told me that he had "checked me out" with some Catholic friends. They reported that I was friendly and caring, a nice guy; several added that for that very reason they were puzzled about why I had my job! I was amused both by his need to check me out and by the comments he received. I learned once again that some people simply do not expect "nice guys" to be in positions of authority, even in the church. Moreover, some are hesitant to accept church leadership posi-tions or to support leaders precisely because of misconceptions about authority figures. My own hesitation early in the priest-hood continues to remind me that as a priest I am to be a com-passionate, just, and humble leader. At times, others will conveniently appeal to our authority in search of the legitimation of a decision they have made. When coworkers lack confidence in their own leadership or authority, they appeal to mine. When they are uncomfortable accepting responsibility for a decision, they will add, "and Fr. Sartain agrees with it." Such posturing once annoyed me; now it reminds me that when I delegate a decision I promise to claim it as my own. Most challenging are the controversies that permeate the atmosphere for many who choose to minister in the church: the- 678 Rbview for Religious ological conflict, feelings of oppression, disenchantment, burnout, and anger. The causes of these sore spots are legion, and those who would reduce them to a single cause miss the mark in under-standing human nature. It is a dangerous temptation to believe that they exist only in the church; they are present in every orga-nization and workplace. They are particularly challenging when pow-erfully present but unspoken or unconscious. Unconscious anger is frequently directed toward the nearest leader, identified as the "authority figure." The leader must learn to deal with both the angry person and the issue at hand. The person demands more energy than the issue, and the temp-tation to frustratedly dismiss both person and issue is great. It is eas-ier to deal with someone who is angry with me, rather than with someone who is just "angry." Once when I made a decision unpopular with a religious sister, she subse-quently felt the need to arrange a meeting to tell me she was angry, "but not with you--with the church." The truth was that she was indeed angry with me, but her anger had its roots in dealings with other priests and prior situ-ations unrelated to me; nonetheless it affected our working rela-tionship. I had to be aware of that fact, whether or not she was. Am I prepared to deal with the unresolved anger that seems to grip many in the church, today? Am I willing to accept the fact that the anger will often be directed toward me as an ordained minister of the church? Will I make the effort to address issues even when the attendant anger is unreflective and misdirected? In a five-part work entitled On Consideration, a major portion of which is devoted to advice on sound administration, St. Bernard of Clairvaux writes to Pope Eugene III, a fellow monk who had been elected pope. At one point, while referring to the type of circumstances I have ou.tlined, he writes, "it is not the face of the scorpion that you should fear, he stings with his tail!" (On Consideration, 4.4.9.). The priest does not lead by giving directions, by pointing this way or that; he can point only in the direction he himself is going. Septentber-October 1994 679 Sartain ¯ The Challenge of Priestly Leadership The church leader must make fair decisions based on facts. However, our sensitivity to people makes us keenly aware that the network of staff members has its own version of whatever issue is currently on the table. They may be influenced by the behind-the-scenes subterfuge of colleagues, including fellow priests or religious. Because of the nature of the discussion we may not be free to offer a public rebuttal. When we discover such duplicity, will we let anger sour our disposition and provoke us to biased decisions? Will we be able to face the possibility that oth-ers have made judgments about us and our motivations? Will we begin to pin labels on certain segments of'the church? Will we ask to be removed prematurely from a job simply because it is not worth today's hassle? Will we lead? A final word about today's pervasive anger. As a healthy step toward growth many people have trained in techniques for assertiveness. That can be a good thing. However, :all too many settle for being assertive; rather than entering forthright conver-sation and working toward resolution of a conflict, they merely assert themselves, leaving in their wake the debris of their hostility. Unless assertiveness is marked by openness, desire for reconcili-ation and a willingness to forgive, it is just another way of push-ing people around. We are called to go beyond assertiveness to achieve understanding and forgiveness. When. I uncover assertive-ness within myself, I must pose this question: do I consciously or unconsciously abuse or manipulate people? The era of political correctness has witnessed the creation of a unique body of church jargon; it appears in mission statements, correspondence, minutes of meetings, and hallway conversation. There is nothing bad about that in itself; every profession devel, ops its own jargon. I find, however, that some church profes-sionals use "correct" words they do not fully understand. Collaboration and justice stand out in particular. Nothing is more healthful, respectful of persons, and theo-logically valid than striving for collaboration. It builds morale, insures ownership of a common mission, and promotes vitality in the. church. The gifts of the Spirit are for the common good, and the Spirit intends that we work together. However, there are kinds and times of confidential decision making which require a unilateral decision on the part of the leader or leadership group. Even in a system characterized as collaborative in usual circum-stances, some decisions must be made by leaders alone. In the 680 Review for Religious face of allegations of "lack of collaboration," the leader must nonetheless continue to lead. That a certain decision was of neces-sity made behind closed doors does not indicate that it was not made for the common good. Another popular charge is injustice. True injustice in church settings is deplorable, and leaders have a responsibility, to act justly. In the best of circumstances the exercise of justice is a formidable task. However, I have often heard the word unjust applied to sit-uations when it would have been more honest for the protester to have said, "I didn't agree with so-and-so's decision." The priest leader will recognize that at times he cannot win; sometimes the leader stands alone. He must have the resolute-ness not to rescind a good decision when faced with charges of lack of collaboration, poor communication, bad judgment, and stubbornness. He must also have the humility to be flexible when he realizes he has made a mistake. The Challenge to Generosity To be a leader in the church today is a daunting challenge, due in part to the characterizations I have listed above. Each dio-cese, parish, institution, or school is stamped with its own per-sonality and its own distinctive staff and clientele. It is an exciting time to be a leader in the church, with singular opportunities for growth in holiness. I begin this section with a series of questions every seminarian and priest could pose to himself. 1. Will I kiss the altar every day? Each day every priest bows to the altar at which he is to offer Mass, as an act of reverence for Christ, who is symbolized by the altar. The altar is a sacred symbol, whetheroit be made of stone or wood, or whether it stands in a magnificent cathedral or on a bloody battlefield. Its sacred meaning is so powerful that none of us should ever pass an altar without bowing to Christ present there. But the priest also kisses the altar. This is a very public gesture, made in the presence of those gathered for the Eucharist; it is at the same time an intensely private gesture, an act of affection, an act of submission, an act of love and trust. Even more to the point, the priest's kiss of the altar is an act of identification. He is pro-claiming to Christ, to himself, and to those assembled that it is Christ the Priest who makes him who he is. He kisses the altar which symbolizes the Lord himself, the sacrifice of Calvary, and September-October 1994 681 Sartain ¯ The Challenge of Priestly Leadership the table of the Last Supper. Everything he does flows from the altar and back to it. The kiss symbolizes his daily embrace of the sacrifice of Christ as his way of life, for on the day of his ordina-tion he was totally and irrevocably joined in character to Christ. Some days it is quite easy to kiss the altar. At his first Mass, the new priest knows the sheer joy of experiencing the outpouring of the Holy Spirit at the hands of the bishop, the wonder at God's goodness in calling him to the priesthood. Who would not joy-fully kiss the sacred altar in gratitude for such undeserved blessing? Again and again the priest kisses the altar in celebration of the Sunday parish Mass, of weddings and anniversaries, of others' ordinations and gatherings of the church. He stands behind the altar, not because he i~ better than others but because he bears the identity of Christ, the only true Priest, who came not to be served but to serve. In reality, standing behind the altar is an act of humil-ity, a stance of service. There are also sad occasions at which the priest kisses the altar, when he leads God's people in prayer with Christ the con-soler, the one who knows our pain and the grief of death, the one who announced "Peace!" when he found his apostles gathered in fear after his resurrection from the dead. Av those times the priest stands with Christ, the giver of hope, who in times of difficulty trusted wholeheartedly in the providence of his Father. Sometimes when the priest kisses the altar only he himself knows the nature of the cross he bears. Perhaps he is keenly pained by the weight of his sinfulness, so his kiss symbolizes his need for Christ's mercy. Perhaps at other times his kiss is an act of the will and a prayer that Christ will help him understand the challenges he faces as a priest. Perhaps it is at times a simple act of love: "I love you, Christ, my Lord." At any time, and in any circumstance, the priest kisses the altar as a dramatic reminder of who he is and who he is called to imitate. Will I kiss the altar every day? 2. Am I willing to be led? The first and primary commitment of the priest is to pray. Whether we consider ourselves seasoned pray-ers is not the point. Help is available in the form of good reading material and spiri-tual direction, and it is never too late to begin. Any priest who dares to take on a responsibility in the name of God and the church without a simultaneous commitment to daily prayer will soon find that he is an empty well. If I am a steward, how can I 682 Review for Religious give what I do not take the tittle to receive? If I am a preacher of the word of God, how can I speak of what I do not take the time to hear? If I want to lead in the ways of God, how can I do so without assuring I am first being led? Concern for a particular style of prayer likewise sidesteps the point; God works with me as I am. But I must begin (again?), and if I have not yet begun, I should begin today. Karl Rahner once told seminarians at the University of Innsbruck that if we wait until we feel like praying, we will rarely pray. As Bernard writes to Eugene about his duties as pope, he is very aware of the hazards of his friend's busy office. Eugene has been taken from his monastic milieu and placed at the head of the church's administration. His temptation is to give himself so completely to his new duties that he has no time for himself and no time for God. He is new enough at the job to still feel uncomfortable with the hectic pace of his life; Bernard's fear is that Eugene will settle into his heavy schedule and become so calloused and habituated to an unreflective life that he will no longer realize that his acceptance of relentless busyness is not a sign of inner peace, but of hardness of heart. "It is not the virtue of patience to permit yourself to be enslaved when you can be free . Are you less a slave because you serve not one but all. ? [1.4.5.] I praise your devotion to humanity, but only if it be complete. Now, how can it be complete when you have excluded yourself?. You too are human . You also should drink from the waters of your well . If you are a stranger to yourself, to whom are you not?" [On Consideration, 1.5.6]~ In prayer we discover who we are. In prayer God nourishes us with food of real substance and changes us in ways hidden even to ourselves. In prayer we return over and again to the source of our vocation and gradually begin to take on the likeness of Christ who is our true self. We will ask for guidance in specific circum-stances; but true discernment takes place not when I demand of God, "Tell me what to do!" but when in openness of heart and generosity of spirit I simply allow myself to be led by the Holy Spirit, with no expectation or goal other than to become his instrument in all things. 3. Am I willing to be a leader? This question is more complex than it first sounds, for it goes beyond one's willingness to take on a job, to be in charge, or one's capacity to accept or claim responsibility. More fundamentally, September-October 1994 683 Sartain * The Challenge of Priestly Leadership it means "am I willing to give of myself to this endeavor, this parish, this school--knowing that I am also accepting a great bur-den-- because I believe in its mission, value its growth, and love its people? .Am I willing to be a leader when it is fun and when it is painful? .Am I willing to take time and effort to communi-cate, to care, to consult, to weigh tough choices, and to decide?" "Am I willing to take a firm stand when necessary, knowing that the opposition may be fierce? . Am I willing to abide the mistrust and misunderstanding of authority prevalent in our society, and in the church? . Am I willing to admit my mistakes? . Am I willing to admit that as a leader I am a public person and thus a frequent topic of discussion?" When a newly ordained priest begins to realize that he is regarded as a leader, he notices that people relate to him in a new way, particularly if he is the final word on a decision. He is star-tled that some people, are suspicious of him, even coworkers and friends with whom he has previously worked. His protestations to the contrary, some will insist that he has changed simply because he has been ordained to the priesthood. Often p~ople project upon leaders whatever unpleasant experiences they have had with authority figures. The leader becomes the embodiment of all that made them angry or distrustful in the past; I become the cranky pastor, the mean nun from grade school, the unfair principal from high school, or the uncaring coach. Such projection is blatantly unfair and unmerited, and in reaction we strive to alleviate the suspicion of authority by our efforts at good Christian leader-ship. Unfortunately, we must accept the fact that such efforts will not always work. %then we assume a position of leadership, some will relate to us in a strained, unsettling way. Are we willing to live with such change, or will we constantly frustrate ourselves by try-ing to change others' attitudes,~over which ultimately we have no control? Experience tells me that most people are supportive day-to-day. However, some tend to forget that leaders are people, too. We have feelings, anxieties, needs, just like everyone else; but angry parents or anonymous letter writers ignore our feelings and are unconcerned about our preoccupations. They have something to say, and they want us to listen, period. The father of a sixth grader can enter my office, deposit his anger and complaints at my feet, and leave. If the meeting has not resolved all of his con-cerns, he has the satisfaction of knowing that he has lobbed the 684 Review for Religious bomb in the appropriate direction! But what about me? After I close the rectory door, I am left to myself in the midst of his rub-ble. Such experiences give me pause to consider my motivation for accepting the leadership role: Was it the prestige of the job? Was it to be well thought of?. Was it to be congratulated on hav-ing attained an exalted position? If so, the first onslaught of criticism will be devastating. Did I assume this position only because my bishop appointed me to it? At some point I must claim it as mine or I am doomed to misery and resentment. Priests are public property. We are delighted when parishioners remem-ber our birthdays and anniversaries, but we are chagrined to learn that they also know the license plate number of our cars, the name of the restaurant where we dined two weeks ago (as well as the names of our companions), and the gist of the disagreement we are rumored to have had with the sacristan last month. Our whereabouts on Friday evenings and during vaca-tions are the topics of conversation at coffee klatches; most of the time the conversations are harmless, but sometimes they are malicious. Thus one of the major adjustments facing the newly ordained priest is the experience of our fishbowl lifestyle. Priestly leadership is not anonymous but public, and we cannot expect to disappear into the woodwork once ordained. The challenge is to create the balance of privacy which rejuvenates us for the public nature of our ministry. It should not surprise us that people talk about us, nor should it surprise us when we occasionally discover those who are preoccupied with us. 4. Am I willing to see this work as constitutive of my call to holiness? Am I willing to view my particular ministry not just as what God wants me to do (the assignment God has given me!), but as the very means he will use to make me holy? When I begin to see my work as the very context in which Godwill make me holy, whatever challenges and frustrations I experience along the way take on a new meaning. They are no longer obstacles to happiness "Am I willing to admit that as a leader I am a public person and thus a frequent topic of discussion ?" September-October 1994 685 Sartain ¯ The Challenge of Priestly Leadership but means to growth; they are no longer occasions for exposure of my dark side but God's hopeful call to conversion. There is a flip side to this series of questions: For whom am I doing this work? For myself? For others? Or for God? My answer to that question will in large measure determine my suc-cess and sense of well-being in carrying out the work. If I am doing it for any reason other than the love of God and his peo-ple, I will never know joy in the work, and the work will never be a means of growth in holiness for me. Until I embrace the truth that God has called me to this leadership role, I will not enjoy the fullness of his grace and the love that he shows me through the work. Our motives are rarely pure; we are a mix of motivations and hidden agenda. We need not be surprised at our duplicity, for from the midst of our mixed motives God calls us to contin-ually refocus our attention on his love and his people. St. Augustine begins his Sermon on Pastors with the follow-ing words: I must distinguish "carefully between two aspects of the role the Lord has given me, a role that demands a rigorous accountability, a role based on the Lord's greatness rather than on my own merit. The first aspect is that I am a Christian; the second, that I am a leader. I am a Christian for my own sake, whereas I am a leader for your sake; the fact that I am a Christian is to nay own advantage, but I am a leader for your advantage. Many persons come to God as Christians but not as leaders. Perhaps they travel by an easier road and are less hindered since they bear a lighter burden. In addition to the fact that I am a Christian and must give God an account of my life, I as a leader must give him an account of my stewardship as well (Sermon 46, 1-2). ". I am a leader for your sake." God uses priests as his instrument in dealing with others in particular circumstances. That is a cause for humility, not pride, for the role is based on the Lord's greatness rather than on our merit. Priestly leadership is a function of stewardship, the stewardship of a disciple, a servant. I have something to give--but what I have to contribute is itself God's gift to 'me. As Paul wrote, "Name something you have that you did not receive" (1 Cor 4,7). Moreover, as Rabbi Abraham Heschel observed, "What we own, we owe."" I am a steward. Vocations are often viewed in terms of "giving up." One "gives up" this or that in light of a higher good. There is a danger in dwelling on that perspective, for if I focus on what I am giving up, 686 Review for Religious I will eventually succumb to anger and resentment. If I were preparing to be married and announced to my fiancee, "I'm giv-ing up a lot for you, but you're worth it," she would be justified in saying, "then. keep it!" If a priest says the same to God, God would be justified to reply, "Come back when you've forgotten about giving up and are ready to give." My response to God's call is my willingness to give completely of myself, in response to his goodness to me. Is that not what Jesus did? Did he not recognize that he too was a steward of the Father's gifts, of the Father's will? Every Christian vocation is a reflection of the gratuitous self-giving of God; only a commit-ment that is consciously made, sure and focused, can be a limpid mirror, an image of the Invisible. It is precisely here that the church Fathers saw the true mean-ing of martyrdom and sacrifice. A sacrifice is some treasure which I remove irrevocably from my use and offer to God as a sign of my inner gift of self. In burning the first fruits or the choicest animals, I give them away with no strings attached. This is conscious and voluntary giving and not giving up; the sacrifice of Jesus was his conscious and voluntary gift of himself to the Father for our sake. It is difficult to give without expecting anything in return, but it is that giving to which we are called. Another gauge of my vocation is the following question: 7b vabom am I giving myself completely? Until I have a firm grasp on the answer to that question, I will remain a bag of mixed motives, and I will measure my successes by the wrong yardstick. I will add a postscript to this section. While we must be care-ful not to focus on what we have given up in accepting our cur-rent role in the church, we should be cognizant of any giving up that our lay coworkers have done in accepting the tasks of min-istry; we recognize their sacrifice and thank both them and God for it. God is grateful for our gifts, and we are stewards of his gratitude as well. 5. ~lm I ~villing to work through my inevitable disenchantment? Our vocation is lived in the real world, where Christian val-ues and the gospel itself are often compromised, or at least imper-fectly incarnated in people like [~s. Life is not perfect, and I must come to terms with imperfection--that of the church, of my supe-riors and co-workers, and my own. Most of us who work with the church go through experiences of disenchantment. We have high ideals and lofty goals; we love our September-October 1994 687 Sartain ¯ The Challenge of Priestly Leadership work. We are enchanted by the mystery and beauty of the mission we have accepted. What happens when I see the clay feet of the church, when I confront the difficulty of living out God's call? Disenchantment can occasion some unsettlingoquestions. Why should I try at all? No one else seems to be trying. V~as my ide-alism childish illusion? Those who are asking me to do a job are making it difficult for me to accomplish the task! I may be dis-tressed by the behavior of my superiors or coworkers or by my own behavior. At such times I am called to recommit myself to the ideals of the gospel and to practice mercy, one of the more diffi-cult virtues. Anger is often justified, and disillusionment under-standable, but of what value are they if not used for go~d? Disenchantment can be transformed into renewed commit-ment, a deepened self-giving. It is a tangible way to enter into the sacrifice God made in taking on human form, for in our own disenchantment we touch the embarrassing humility~of God, who was willing to embody his perfect love in our imperfect nature, The "self-emptying" of the Son of God of which Paul wrote to the Philippians, is the voluntary "disenchantment of God," who took on our nature conscious of what fragile and misshapen vessels we are., In our disenchantment we are reminded of the profound humility of God and our absolute dependence on his grace. There but for God's grace go we--for we may be the cause of another's disenchantment. Are our hearts big enough, to embrace the humility of God? Some Practical Exl~ortations i. Always rentain consciously and practically rooted in the founda-tions of the priesthood: the Word of God and the Eucharist. Recent years have witnessed the evolution of specializations in almost every field of endeavor. On the one hand, such a phenomenon is the positive by-product of explosive developments in science and medicine; on the other hand, when seen in the priesthood it can become a tempting trap. The priest who is preoccupied with seek-ing his "niche" in the church--his specialization--may very well forget who he is. The priest is ontologically and irrevocably linked to Christ and the church; thus he is the one who prays, serves, sacrifices, cel-ebrates the Eucharist, absolves, heals--lives!--in the person of Christ. That is "who he is." His ministry may take a very partic- 688 Review for Religious ular direction--one that may last a lifetime or one that may change frequently; but any job he undertakes, any niche he dis-covers, is secondary to who he is in Christ. A pastor may wish to develop new and innovative programs for his parish, programs that fill in the gaps and address newly-discovered needs. But if he does not at the same time consciously identify himself with the Eucharistic Christ, he loses the depth and richness of his min-istry; and his people are deprived of the church's fundamental gifts. The priest is consecrated for his specialty, his niche, at ordi-nation; his speciality is his Christ-identity. 2. Remember that sloppy management and procrastination hurt people. Every morning more mail arrives to be piled on the stack already on my desk; there is yet another form to fill out, another phone call to return, statistical research to undertake for the chancery (the sins of nay past have returned to haunt me!). For many priests, such tasks are repulsive because they seem to bear no relation to ministry. They are unrelated to the real-life situa-tions of flesh-and-blood parishioners. At times I have been careless in responding to these tasks, only to discover that ultimately my laxity hurt someone. Perhaps the form I was remiss in completing was a job reference; or the phone call I procrastinated in returning was related to a com-plaint unfairly registere'd about a coworker, and my tardiness meant that his or her reputation needlessly suffered. Perhaps the research requested of me was crucial to a grant proposal for a new ministry in the diocese. At some point I began to attach human faces to the tedium, which reminded me that such tasks would ultimately help persons (in most cases, at least!). Now my motivation is stronger to com-plete tasks at the proper time. 3. Don't give someone a difficult job but make it difficult to com-plete. I have purposely posed a positive principle in a negative fash-ion in order to emphasize a point. When I delegate a difficult task---for example, I ask the principal to develop a balanced school budget--I do not release myself of the responsibility to make it work. I have observed church administrators establish an adver-sarial relationship with those to whom they had delegated a diffi-cult job. When I delegate I am not abdicating responsibility; on the contrary, I am pledging cooperation and understanding, and I may be acknowledging that I do not possess the skills required to com-plete the task. We demoralize parishioners and coworkers when we ~eptember-October 1994 689 Sartain ¯ The Challenge of Priestly Leadership make requests of them and then place unreasonable restrictions on their performance. We also demoralize others when we assign them a task that is simply impossible to complete. 4. Don't give someone a job you know the person will shirk; then you get angry when the job isn't done. Chuang Tzu, a Taoist philoso-pher of the 3rd century B.C., understood this truth. One of the most famous of all Chuang Tzu's "principles" is that called "three in the morning," from the story of the monkeys whose keeper planned to give them three mea-sures of chestnuts in the morning and four in the evening but, when they complained, changed his plan and gave them four in the morning and three in the evening. What does the story mean? Simply that the monkeys were foolish and that the keeper cynically outsmarted them? Quite the contrary. The point is rather that the keeper had enough sense to recognize that the monkeys had irrational reasons of their own for wanting four measures of chesmuts in the morning, and did not stubbornly insist on his original arrangement. He was not totally indifferent, and yet he saw that an acci-dental difference did not affect the substance of his arrange-ment. Nor did he waste time demanding that the monkeys try to be "more reasonable" about it when monkeys are not expected to be reasonable in the first place. It is when we insist most firmly on everyone else being "reasonable" that we become, ourselves, unreasonable? It is unfair to ask someone to undertake a task for which the per-son is unsuited. A good leader matches task to talent. 5. Say "yes" when you mean "yes" and "no" when you mean "no." There is no substitute for clarity in communication with cowork-ers and parishioners. If I speak in circles out of reluctance to deal with conflict or my fear of taking a stand, it will o~nly serve to confuse others. Eventually they will be angry with me, and their anger is justified. I will have led them nowhere. 6. Don't harbor unrealistic expectations of superiors. Leaders have superiors, and priests deal with senior priests, pastors, deans, vicars, and bishops; we owe them the accommodation and open-mindedness we expect fi'om others. 7. Don't take it personally. Some things will inevitably go awry, but seldom are mishaps directed intentionally at us. Life simply does not always work out the way we wish it would. When we meet failure it is important to remember that there is no clan-destine plot to make us miserable. Moreover, we may frequently deal with people at their worst, 690 Review for Religious and from time to time may find ourselves walking into a mael-strom of anger. Anger directed at us is often displaced anxiety about what is happening at home, a sense of powerlessness over a difficult child, a troubled marriage, or a lost job. Don't take it personally! We may be the object of the anger, but we are prob-ably not its root cause. Such experiences can be channeled as a means of growth in compassion; a discerning ear and heart can help heal at the root. 8. Nurture in your heart a deliberate commitment to human respect. After God, people come first. Are you willing to learn to love? The highest value to a leader is the human person: the neighbor, the brother, the sister. Spend time with the people with whom you work. Take time to console a grieving friend. Slow down to listen to the one who needs to talk. Be big enough to forgive, let go of grudges. Be first to extend a hand in friendship and last to judge. Be attentive to the little things in others' lives. Be mindful of birth-days and anniversaries, family tragedy, illness and hardship. Learn compassion and foster reconciliation. When reading the newspaper, notice first the names of people, then the statistics. Joyfully embrace sacrifice, faith, family, friends, and the one in need. 9. Temper all things. Priests are called both to challenge oth-ers to a better way of life and to reflect God's mercy when they fail. If we make the challenge needlessly harsh, it will discour-age; if we confuse mercy with permissiveness, it will encourage stagnation. The Rule of St. Benedict offers wise counsel to abbots in this regard: Therefore, drawing on . . . examples of discretion, the mother of all virtues, he must so temper all things that the strong may have something to strive for, and the weak noth-ing to dismay them (RB 64,19). 10. Recognize that as a priest you are also a leader within the pres-byterate. No priest is a free agent; by virtue of ordination we form phrt of a presbyterate and share in the pastoral role of our bishop. This article has been primarily concerned with the priest's leadership role in day-to=day ministry; what has not yet been said Priests are called both to challenge others to a better way of life and to reflect God's mercy when they fail. September-October 1994 691 Sartain ¯ The Challenge of Priestly Leadership is that we undertake the tasks of ministry in union with the pres-byterate. That is not simply a theological truth;' it is also a practi-cal challenge to strive for unity with our bishop and brother priests. It is more important for me to live in union with the pres-byterium than to be alone and absorbed in my work.4 But there is something more to add to this reflection. It has been my assumption that every priest is a leader; it is equally important to remember that every priest is a leader within the presbyterate. Dioceses and religious communities have devised structures to address the pastoral ministry and care of priests; there are pres-byteral councils, personnel boards, vicars for clergy, mentors, and the like. However, it is a great mistake to assume that only those who hold elected or appointed positions are leaders within the presbyterate. The most important leadership within the pres-byterate is that which springs spontaneously from fraternal love, the care of priest for priest. Some Final Considerations St. Bernard's second book On Consideration was written for Pope Eugene after the failure of the second crusade, for which Bernard himself had preached at the pope's behest. Bernard is aware that people will blame them for this dis-aster. He says he did what he thought was right., and he is willing to take the blame rather than have people murmur against God (2.1-1-4). He says this from the standpoint of one who does not need to be successful at every turn. A career is not the end all and be all of life: Virtues are more important than honors or results (2.7.14)'. "Plant, water, be concerned, and you have done your part" (4.2.2)~s Our daily tasks are the invisible path to holiness; but in the end, they are all God's work. When I was named Chancellor/Moderator of the Curia of my diocese, a fellow priest presented me with an essay entitled "The Penalty of Leadership," which first appeared in the Saturday Evening Post 2 January 1915, as an advertisement for Cadillac Motor Car Company. It begins: 692 Review for Religious In eve~ field of human endeavor, he that is first must per-petually live in the white light of publicity. Whether the leadership be vested in a man or in a manufactured product, emulation and envy. are ever at work. In art, in literature, in music, in industry, the reward and the punishment are always the same. The reward is widespread recognition; the punishment, fierce denial and detraction. Its author, Theodore MacManus, explains that the leader coura-geously upholds an enduring standard against the outcry of those who cannot comprehend lasting value. That is part of the penalty of leadership. Every priest finds that he is faced with similar chal-lenges; but for him leadership is worth its penalty., for he sees his position as a vocation, and he knows how profoundly he relies on the grace of God. Genuine leadership is determined neither by market share, nor by publicity, nor by power, nor by Gallup poll, but by the quality. of the heart. It is understood only by those willing to learn the meaning of the word sacrifice. Jesus did not tell his disciples not to aspire to leadership; rather, he said, "if you aspire to be leaders, then learn to serve." Learn great skills, make great plans, strive to improve. Butat the same time, learn to serve, to sacrifice for some-thing greater than yourself, for someone other than yourself. In the final analysis there is no penalty in leadership for the one who loves God and neighbor. The one who loves knows that loving is its own reward. And the one who struggles to love as Jesus loved will find unimagined fulfillment. And the church will gather courage and hope and grace from that kind of priestly leadership. Notes ~ Hugh Feiss OSB, "The Spirituality. of St. Bernard for Managers," Cistercian Studies XXV, no. 4, 1990: 271. 2 Abraham Joshua Heschel, Who is Man? (Stanford University Press, 1965), p. 112. 3 Thomas Merton, The Way of Chuang Tzu (New York: Ne~v Directions, 1969), p. 32. 4 Gisbert Greshake, The Meaning of Christian Priesthood (Dublin: Four Courts Press, 1988), p. 167 [quotatiou from "Instead of an epilogue: Ten principles for a priest's life pattern," proposed by Prof. Dr. ~,~. Breuning and Bishop Dr. KI. Hemmerle]. s Feiss, p. 273. September-October 1994 693 CATHERINE M. HARMER Election: A Call to Service One of the elements of apostolic religious life which has :hanged since the renewal period following Vatican Council II is the selection of leadership. Prior to the council most positions of leadership were appointed, the exceptions being supe-riors general, their councillors, and chapter delegates. Even when provincial chapters elected provincial superiors it was, in many cases, more accurately a nomination to be confirmed by the gen-eral council. Regional superiors and local superiors were appointed, with little if any input from the membership. Today many leadership positions are filled through election by the members, even when a confirmation is needed at another level. This movement toward greater participation of the members in the choice of their leadership has had both positive and nega-tive aspects associated with it. Most of the dire predictions about the decline in quality of the leaders chosen have not come to pass. There are, however, some unpredicted difficulties which continue to cause problems. In this article I will look at some of the back-ground of those problems and suggest a helpful discernment model. Even a cursory analysis of constitutions and directories of congregations shows that many more positions of leadership are now elected, often directly by the members. Thus, local, area or regional leaders, provincials and their councillors, and in a few cases generals and their councillors are directly elected by the Catherine M. Harmer MMS has worked as a consultant and facilitator for various religious congregations' chapters. Her address is Medical Mission Sisters; 300 W. Wellens Street; Philadelphia, Pennsylvania 19120. 694 Review for Religious members. Where direct election is not the case, there are strong nominating processes which are considered seriously by chapters or other electoral bodies. What is more interesting than the number of positions open to direct election is the increased openness about elections. In the past many of those who were the formal electors in fact held discussions among themselves and with the members about the potential leaders. This was informal, and when done responsibly, a way for the electors to broaden their own knowledge of the potential candidates. When done with less responsibility it had some of the characteristics of the "smoke-filled rooms" of the old American political system. Now, it is generally the practice to have the members involved in the selection process by means of suggestion or nominating lists. In some cases these suggestions are connected to predetermined criteria or to rationales given for a nomination. While there are definite values in this openness, a fear of "campaigning" has arisen. Some members are reluctant to be named in a process that might require them to submit to ques-tioning or to present a personal position regarding the office. Another growing concern is the reality that many elections are held with the majority of those who were nominated removing their names from the list prior to the election. I would like to address several of these problem areas in more detail, then look in a new way at the nature of election in religious congregations, and finally make some suggestions concerning the whole nature and the processes involved in election by members. Areas of Concern One current problem also existed in the time of limited involvement of the members. It is the connection in the minds of some religious between being chosen or not chosen and their own self-image. Even today at the time of election of chapter del-egates there are those who suffer a sense of not being appreci-ated because they are not chosen. In the business world one often measures one's self worth by salary and position within the com-pany. To be passed over is often a sign that it is t

Issue 37.1 of the Review for Religious, 1978. ; pies of Discernment According Jesus of N~zareth Culti~atingthe Cegtering Pr yer REVIEW FOR RELIGIOUS is edited in collaboration with faculty members of the Department of Theology of St. Louis University. The editorial offices are located at 612 Humboldt Building; 539 North Grand Boulevard; St. Louis, Missouri 63103. It is owned by the Missouri Province Educational Institute; St. Louis, Missouri. © 1978 by REVIEW FOR RELIGIOUS. Composed, printed and manufactured in U.S.A. Second class postage paid at St. Louis, Missouri. Single copies: $2.00. Subscription U.S.A. and Canada: $8.00 a year; $15.00 for two .years. Other countries: $9.00 a year, $17.00 for two years. For subscription orders or change of address, write REVIEW FOR RELIGIOUS; P.O. Box 6070; Duluth, Minnesota 55802. Daniel F. X. Meenan, S.J. Robert Williams, S.J. Dolores Greeley, R.S.M. Joseph F. Gallen, S.J. Jean Read Editor Associate Editor Associate Editor Questions and Answers Editor Assistant Editor January, 1978 Volume 37 .Number 1 Correspondence with the editor and the associate editors, manuscripts and books for review should be sent to REVIEW FOR RELIGIOUS; 612 Humboldt Building; 539 North Grand Boulevard; St. Louis, Missouri 63103. Questions for answering should be sent to Joseph F. Gai/en, S.J.; Jesuit Community; St. Joseph's College; City Avenue at 54th Street; Philadelphia, Pennsylvania 19131. "Out of print" issues and articles not re-issued as reprints are available from University Microfilms International; 300 North Zeeb Road; Ann Arbor, Michigan 48106. Review for Religious Volume 37, 1978 Editorial Offices 539 North Grand Boulevard Saint Louis, Missouri 63103 Daniel F. X. Meenan, S.J. Robert Williams, S.J. Dolores Greeley, R.S.M. Joseph F. Gallen, S.J. Miss Jean Read Editor Associate Editor Associate Editor Questions and Answers Editor Assistant Editor Review ]or Religious is published in January, March, May, July, September, and November on the fifteenth of the month. It is indexed in the Catholic Periodical and Literature Index and in Book Review Index. A microfilm edi-tion of Review ]or Religious is available from University Microfilms Inter-national; Ann Arbor, Michigan 48106. Copyright (~) 1978 by Review ]or Religious. Principles for Discernment According to Jesus of Nazareth Br. Jonathan of God and Br. Carith of the Incarnation Brothers Jonathan and Carith reside in the Elias Desert House of the Zion Carmelite Com-munity; R.R. ~1; Garnet, KS 66032. Our age is one of sincere sign seekers unlike the Pharisees and Sadducees rebuffed by Jesus in Matthew 16:1-4. The Pharisees and Sadducees came along, and as a test asked him to show them some sign in the sky. He gave them this reply: "In the evening you say, red sky at night the day will be fight, but in the morning red sky and gloomy, the day will be stormy. If you know how to interpret the look of the sky, can you not read the signs of the times? An evil, faithless age is eager for a sign, but no sign will be given it except the sign of Jonah." With that [the evangelist editorializes rather graphically] he left them abruptly.~ We long, with a deep interior lohging, to know God and to live in his truth. We are the generation that has spawned the Jesus Movement. We have responded, more openly than any previous generation, to the teachings of the Religious East. Titles like Swami, Guru, and Yogi as well as Eastern spiritual practices like Mantra and chanting are becoming well-known in the West. Messianic personalities .have appeared on nearly everyone's spiritual horizon. These wise men from the East speak with persuasion and attract many faithful devotees. All claim to speak the truth and present themselves as ambassadors of God. Religious communities in this climate of sincere aThe New American Bible, (New York: Thomas Nelson, Inc., 1970), p. 1089. 3 4 / Review for Religioas, Volume 37, 1978/I spiritual search have many men and women who feel called to a deeper life of prayer. For superiors this current direction has become an administrative problem by having to replace "good workers'" in now-vacated positions. For the religious seeker it has become a time of painful self-examination. Whether we are attempting to discern the words and actions of a particular spiritual teacher or determine if we have in our religious community a prophet or pious pm'anoid, we will do well to look carefully at the principles for discernment given to us by Jesus himself. Jesus gave ten very clear principles for the discernment of a person's spiritual claims. The principles are found in John's Gospel, chapter 5, verses 27-44.~ The verses are easily divided into two categories: 1) Prin-ciples for judging the person discerning: the subjective element that does come to play in every discerning situation. 2) Principles for discetvdng the person in question: the object of discernment. Since discernment of a religious phenomenon is of ultimate and not relative importance, Jesus was not satisfied with presenting a few static principles applicable by the spiritual and technical man alike. Just as a judge may know the law but lack wisdoml a person seeking to discern a spiritual matter needs more than a set of criteria, even if the norms used are the legacy of a great saint. Jesus insists that the "discerner" begin by scrupulous self-examination. The first set of principles, five in number, are for the purpose of self-discernment. Once the judge can assure himself that he does have the "gift" of discernment, he may turn his attention to the religious question to be reviewed. In testing the spirit of the person being considered, the discerner may use Jesus' second set of criteria, also num-bering five. Principles for Self-reflection The Father who sent me has himself borne witness to me. You have been deaf to his voice, blind to the vision of him, and his word is not continually present in your hearts; that is why you will not trast one whom he has sent (Jn 5:37). FIRST PRINCIPLE Men can recognize that one is sent by God if they are attuned to God and. his voice and vision, and if they continually have his word in their hearts. Commentary A group of teenagers from a street gang are not asked to review a new ballet about to open at the civic auditorium. Promoters of rock music do not solicit opinions from senior citizens. ~The Holy Bible, Trans., Ronald Knox. (New York: Sheed and Ward, inc. 1956), pp. 91-92. New Testament section. Principles fi)r Discernment According to Jesus of Nazareth / 5 With no reflection on teenage gangs or the aged, the pollsters are honestly judging the inability of these groups to evaluate the situations validly. According to this principle of Jesus a person must know God in more than an intellectual manner. He must know God and not only know about God. To put it in thi~ eloquent phraseology of the Carmelite hermit, William McNamara, "He must know the God of theology, not just the theology of God." You pour over the scriptures, thinking to find eternal life in them (indeed it is of these I speak as bearing witness to me) but you will not come to me to find life (5:39). SECOND PRINCIPLE Men fail to trust one as coming from God when they interpret scripture in a static way. Or when they subject gcripture to their own mind's inter-pretation. Commentary This is the problem of fundamentalism. Fundamentalism had tripped up many in the time of Jesus: "'The pharisees and scribes approached Jesus with the question: why do your disciples act contrary to the tradition of our ancestors?" Fundamentalism is the problem that has subdivided Chris-tianity. It is a problem we in the Catholic-Christian tradition, flatter our-selves in having overcome. We have become erudite in scriptural exegesis and are long removed, from the narrowness of the Inquisition. But who among'us can say that we look at reality without our limited personal perspective? Who among us is so egoless as to welcome in an unbiased manner God's messengers? I do not mean that I look for honor from men, but that I can see you have no love of God in your, hearts (5:41). THIRD PRINCIPLE Men fail to trust one as coming from God when they have no genuine love of God in their hearts. Commentary Just as "loving" our offspring by insisting that they become doctors may be a subtle form of self-glorification, so a .person's sincere love for the organization or institution can be a real bloc to God's plan of salvation. If the "temples" of our work are to be destroyed by a genuine loving response to a messenger of God, then we must have faith that better structures will be raised up in "three days." The demons that darken our vision in this area are the ones that Jesus suggests can be expelled only by copious prayer and fasting. 6 / Review for Religious, Volume 37, 1978/1 I have come in my Father's name and you give me no welcome, although you will welcome some other if he comes in his own name (5:43). FOURTH PRINCIPLE We welcome men with credentials from other men and fail to recognize a man who comes from God. Commentary When Saint Peter of Alcantra went to the bishop of Avila to seek his approve! for Theresa of Jesus to open a convent with no "fiked income" he. was rebuked and turned away because he was speaking poor economics. Francis of Assisi needed an introductory letter from ,Bishop Guido to see the pope and the intercession of a cardinal to keep him from being dismissed summarily. We are all beginning to realize that an academic degree does not tell us the degree of real knowledge, wisdom, a person has. The amount of technical information to which an individual has been exposed is indicated by a degree. True knowledge cannot be earned or discerned by degrees. How should you learn to believe, you who are content to receive honors from one another, and are not ambitious for the honor which comes from him, who alone is God (5:44). FIFTH PRINCIPLE Men fail to recognize a man from God when they look for honor from men only instead of being anxious for God's honor alone. Commentary This needs little comment. We are all wounded deeply in this area. Human respect is a serious problem. We all relate with the sentiment of Cardinal Wolsey: "IfI had but served my God as faithfully as I have my king, I now would not be naked to my enemies." Principles to Discern the Man from God As the Father has within him the gift of life, so he has granted to the Son that he too should have with him the gift of life (5:26). FIRST PRINCIPLE The man of God gives life like God gives life. Commentary The holy men of the East state it in this way: A flower filled with honey need not wear a sign to attract bees. The type of life referred to here is the kind Principles for Discernment According to Jesus of Nazareth / 7 we have the privilege of witnessing in the life and work of Mother Theresa of Calcutta. We stand in awe of the miracle of her activity but we are believers like Thomas. We have seen so much evidence of God's work in her life. Blessed are they who first commissioned her to respond to her "call within a call" and go live as the poorest of the poor. Many of us might have looked upon her proposal as a bit too idealistic. I cannot do anything on my own authority. I decide as I am bidden to decide and my decision is never unjust because I am consulting the will of him who sent me not my own will (5:30). SECOND PRINCIPLE A man from God does nothing on his own authority, only on God's, thus he is never unjust. Commentary The men and women who refused to cooperate with the "justice" of the Third Reich because of higher laws are the kinds of individuals seen operating under this principle. Acts done as an obedience to God, by interior realization or e.xternai vision, may contradict man's law but not the Law of God. Although Theresa of Avila seemed disobedient to her local superiors the day she opened her first convent of the then incipient Carmelite Reform, she had acquired permission from the pope and local ordinary. Theresa, also, had the support of her ardent admirer, the General of the Order, Fr. Rossi.3 The father., has also granted him the power to execute judgment (5:27). THIRD PRINCIPLE A man from God judges wisely. C6mmentary Wisdom is a gift that transcends technical thinking. Solomon's wisdom befuddled the two women seeking the custody of the child but the intuitive conclusion to which Solomon came did lead to justice. The words of the wise will often confuse those of us lost in our heads. All of life is mystery yet we want to "understand it." The wise person does understand by transcendir~g his thinking, limited and ego-filled, and begins to see reality through the eyes of God. 3The history of the Carmelite Reform of St. Theresa is immensely complex. For further reading see: Journey to Carith, Peter-Thomas Rohrbach, O. C. D. (Garden City, New York: Dou-bleday and Company, Inc., 1966), Chapter V., and The Carmelites, Joachim Smet, O. Carm. (Darien, Illinois: Carmelite Spiritual Center, 1976), Vol. II., Chapter If. I~ / Review for Religious, Volume 37, 1978/1 lfl t'estify on my own behalf, that testimony of mine is worth nothing; there is another.who testifies to me, and I know well that the testi-mony he bears me is worthy of trust. You yourselves sent a message to John, and he testified to the truth (not that I depend on any human testimony; it is for your own welfare that I say this) (5:31). FOURTH PRINCIPLE A man from God gets testimony from holy men and from God, not from any human testimony. Commentary When it comes to discerning a spiritual person the otherwise hackneyed expression takes on a certain profundity, "it takes one to know one." The example of Peter of Alcantra's witness to the worthiness of Theresa of Avila as described under the commentary of section four of the first, set of principles is applic~.ble here. But the testimony ! have is greater than John's; the actions which my Father has enabled me to achieve, those very actions which I per-form bear me witness that it is the Father who has sent me (5:36). F~F'rn PRINCIPLE A man from God performs actions that are greater than a man can do on his own. Commentary Use Mother Theresa of Calcutta as a present day example of this principle in operation. The growth of her community is precisely the phenomenon that it is because it occurs in an age of vocational depression. Her efforts to sustain the efforts of thousands of Missionaries of Charity from alms alone, refusing any fixed 'income, is an economic miracle. Of simple peasant stock, Mother Theresa has been received as royalty by pontiff, prelates and presidents. Her resources she claims come to her on her knees. Rejecting the benefices of men who wish to tangle her work in red tape, Mother Theresa clings with childlike confidence to the only Benefactor she really trusts. The crowds were divided over the issue of Jesus. Some maintained "he is a good man" and others felt he was misleading the people: They were unable to comprehend how his knowledge surpassed his slight formal religious education. Some went so far as to voice the question: "When the Messiah does come, can he be expected to perform any greater signs than this man?" (Jn 7:31). We believe Jesus did come from God but many of his, and our, contemporarie's did or do not. It is grace that makes us free enough of our own perception of reality to believe that God, who is infinite, Principles for Discernment According to Jesus of Nazareth / 9 manifested himself in toto, in the finite son of Mary. Many of life's givens have been challenged, some taken away. Less of us are certain that those who cry, "the end is near" are mad. Living in a time of technological chaos and intense spiritual confusion, with salvation being offered us in monasteries and marketplace, how do we know who spi~aks with God's authentic voice? A sincere use of the principles given us by the Master will assure u~ of knowing whom he has chosen to represent him and to whom he has entrusted the words of etei'nal life. "Give beauty Retreat's End back., back to God" (G. M. Hopkins) I give you back this pure, full mountain morning, all leaping, blue as robins' eggsr here at Isaac Jogues where giving feeds, feeds the air. I give you back but keep the love, this gentlest affirmation of my need. Each moment as a specially-cared- for now, a nest of robins' eggs that could be eagles-- each one I give you back, but heart-wise I go down this mountain slowly, though light with love, renewed fidelities. I do not look back; the heart has eyes that memorize such mornings. Mary Enda Hughes, S.S.N.D. College of Saint Joseph the Provider Clement Road Rutland, Vermont 05701 Cultivating the Centering Prayer Thomas Keating, O.C.S.O. Abbot Keating's article is based on talks given at "Advanced Centering Prayer Workshops" given at his abbey, St. Joseph's, Spencer, MA 01562. A practical method of contemplative prayer based on the Cloud of Un-knowing, developed by Father William Meninger and called "Centering Prayer," has been made available by means of tapes, workshops sponsored by the Religious Life Committee of the Conference of Major Superiors of Men, and the increasing number of retreats in different parts of the country designed to communicate this method. An introduction to the Centering Prayer by Father Basil Pennington appeared in the REVIEW FOR RELIGIOUS in September, 1976. His book on the same subject, Daily We Touch Him, was published by Doubleday in March, 1977. In any form of prayer, listening, waiting, attending to God have an important place. This article deals with the kinds of thoughts that occur in the silence of listening and gives some indication of how to deal with them. How we cope with unwanted thoughts is of crucial importance since it affects the quality of prayer, its refreshment, and the presence or absence of tension. Considerations proposed in this article in reference to the prac-tice of Centering Prayer, therefore, may be applied, in a manner adapted to it, to one's own preferred form of prayer. Centering Prayer Centering Prayer is a renewal of the traditional prayer of the Church leading to contemplation. It is an attempt to present it in an up-to-date format and to put a certain order and method into it. This prayer is not meant to replace all other kinds of prayer. But it puts all the other kinds into 10 Cultivating the Centering Prayer / 11 a new perspective. It centers one's attention on God's presence within and moves on to discover his presence everywhere else. Thus it is not an end in itself, but a beginning. It is not to be done for the sake of an experience, but for the sake of its fruits in one's life. Here is a parable that points to what is happening in this prayer. There was a little fish who swam up to his mother one day'and said: "Mummy, what is this ocean I hear so much about?" She said to him, "You stupid little fis!! It's all around you and in you. Just swim up onto the be~ch and lie there for a while and you'll find out." Another time, there was a little bear who walked up to his mother one day and said: "Mummy, what is this air I hear so much about?" She said to him, "You stupid, little bear! It's all around you and in you. Just stick your head in a pail of water for a while, and you'll find out." Finally, there was a certfiin beginner in the spiritual life who was having a hard time. One day he went up to his spiritual director and said: "What is this God I hear so much about?" , The spiritual director should not, of course, say to him, "You stupid little novice! He's all around you and in you." But he is supposed to be able to tell him what to do to discover and experience this reality. Centering prayer is one way of doing this. By turning off the ordinary flow of thoughts, which reinforces one's habitual, way of looking at the world, one'.s world begins to change. It is like turning a radio from long wave to short wave. You may be used to a long wave set and the stations it picks up, but if you want to hear stations from far away, you have to turn to the other wave length.' In similar fashion, if you turn off your ordinary thought patterns, you enter into a new world of reality. To do this systematically, take up a position that will enable you to sit still Close your eyes. Half of the world disappears, because we think most of what we see. Then slow down the normal flow of thoughts by thinking just one thought. Choose a sacred word of one or two syllables with which you feel comfortable. It will be the sign of your intention to open yourself interiorly, to the mystery of God's enveloping presence. Keep thinking this sacred word. When you become aware that you are off on some other thought, gently return to this word. As you go to a deeper level of reality, you begin to pick up vibrations that were there all the time but not per-ceived. This broadened perspective gives you a chance to know both your-self and God in a new way. ' Method Our ordinary thoughts are like boats sitting on a river, so closely packed together that we cannot see the river that is holding them up. We are normally aware of one object after another passing across the inner screen 12 / Review for Religious, Volume 37, 1978/1 of consciousness: thoughts, m~mories, feelings, external objects.¯ By slow-ing down that flow for a little while, space begins to appear between the boats. Up comes the reality on which they are floating. The prayer of Centering is a method of directing our attention from the boats to the river on which they are resting, from the particular to the general, from the concrete to the formless. At first you are preoccupied by the boats that are going by. You become interested to see what is on them. You must train yourself to let them all go by. If you catch yourself becoming interested in them, return to the sacred ¯ word you have chosen, which expresses the movement of your whole being toward God who is present within y.ou. A familiar gesture of devotion consists in placing the palms of the hands together with fingers pointing upward. It is meant to express the movement of our body and soul toward God. All our faculties are gathered together and pointed toward God by this gesture. That is what the sacred word is trying to say. It is a pointer. The wofd itself can become vague or disappear. It can be only an impulse of the will. But it points one's whole being to God. Quieting the Mind Various kinds of thoughts may come down the stream of consciousness when one starts to quiet one's mind. The appropriate response is a little different for each. The most obvious are the superficial thoughts that the imagination grinds out because of its natural propensity for perpetual mo-tion. These should be treated like the weather which you just have to accept. The important thing is not to pay any attention to them. They are like the noise in the street which floats through the window of an apartment where two people are carrying on a conversation. Their attention is firmly directed to each other, but they cannot avoid hearing the noise. Sometimes they reach a point where they don't notice it at all. At other times the honking of horns may distract them momentarily. It would be useless to get in the elevator and g6 downstairs and tell the people on the street to shut up. You would have to discontinue the conversation, and you might not be able to take it up again where you left off. The only reasonable attitude is to put up with the noise and pay as little attention to it as possible. In this way you give as much of your undivided attention as circumstances allow to the person with whom you are conversing. The second kind of thought occurs when you get interested in something that is happening in the street. A brawl breaks out and attracts your curiosity. This i~ the kind of thought that calls for some reaction. Here is where returning gently to the sacred word is a means of getting back to the general loving attention you are offering to God. It is important not to be annoyed with yourself if you get involved with these interesting thoughts. That would be a great mistake, because any annoyance or any curiosity that you give in to is another thought, and that takes you farther away from the Cultivating the Centering Prayer interior silence which is the proximate goal of this prayer. Interior silence is always going to be relative. It is important not to reflect on what is happening while doing Centering Prayer. You can do that later. While in this prayer, dedicate the time to interior silence. Silence As we sink into deep peace and then silence, a third kind of thought may arise. Something in our nature--or maybe it is the devil--starts fishing. Brilliant intellectual or theological insights or what seem to be marvelous psychological breakthroughs, like tasty bait, are dangled in front of our minds and we think, "If only I can remember this fantastic insight!" But acquiescence to some beautiful or illuminating thought long enough to remember it afterwards will bring you out of the deep waters of silence. Any thought will bring you out. A very delicate but intimate kind of self-denial is necessary in this prayer. It is not just an experience of rest and refreshment--a sort of spiritual cocktail hour. It involves the denial of what we are most attached to, namely, our own thoughts and feelings---our very selves. This kind of asceticism goes to the very roots of our attachment to our superficial egocentric selves and teaches us to let go. It is the most thorough kind of self-denial, but also a delightful kind. Self-denial does not have to be afflictive to be effective. It is a question of choosing the best kind of self-denial and working at it. This is not the time to think about praying for yourself or somebody else. You can do that at another time. The basic principle for handling thoughts in this prayer is this: whatever thought, feeling or experience attracts your attention, always return to the sacred word. A thought can be anything you notice--inwardly or out-wardly. Even if you should have an overwhelming experience of God, this is not the time to think about it. As you quiet down and go deeper, you may come to a place that is outside time. Time is the measure of motion. With few or no successive thoughts, you may experience the time of prayer passing like the snap of your fingers. "It certainly did not seem like half an hour." As you settle down to deep peace and inner freedom from all thoughts, a great desire to reflect on what is happening may arise. You may think, "At last I am getting some place?' Or, "This feeling of peace is just great." Or, "If only I could make a mental note of how I got here so that I can get back to it whenever I want!" These are good examples of the fourth kind of thought. In deep tranquillity you are offered a choice between reflecting on what 14 / Review for Religious, Volume 37, 1978/1 is going on or letting go in faith. If you let go, you go to deeper silence. If you reflect, you come out and have to start over. There will be a lot of starting over. The presence of God is like the atmosphere we breathe. You can have all you want of it as long as you do not try to take possession of it and hang on to it. Nothing is more delightful than the divine presence. For that very reason we want to carve out a piece of it and hide it in the closet for safe-kee. ping. But that is like trying to grasp a handful of air. As soon as your fingers close over it, it is gone. The presence of God does not respond to greed. It has a different dynamism. It is totally available, but on condition that we freely accept it and do not try to possess it. This prayer is communion with the Spirit of God who is charity, pure gift. The possessive instinct in us wants to hang on to what is good for dear life and the tranquillity is so good and brings such a deep sense of security that the temptation to hang on is very great. But let it go. Accept each period of Centering Prayer as it comes, without asking for anything, having no expectations. In that way its fruits will grow faster. We always want to possess. That is why it is so hard to let go, why we want to reflect on moments of deep peace or union in order to remember how we got there and thus how to get back. But charity is non-possessive. It gives all back to God as fast as it comes. It keeps nothing for itself. The tendency to reflect is one of the hardest things to handle in deep prayer. We want to savor the moment of pure joy, pure experience, pure awareness. But if you can gradually train yourself to let the temptation to reflect go by,just like any thought, you will pass to a new level of freedom, a more refined joy. We are accustomed to think we do not experience something until we express it in a thought. It is difficult to be childlike, to enjoy what is happening and.forget it when it has passed--to savor the immediacy of reality. Reflection is one step back from experience. It is a photograph of reality. As soon as you start to reflect, the experience is over. Reflection on joy is an attempt to possess it. Then it is lost. This method of prayer is a t~-aining in self-surrender. It teaches us by our own experience and mistakes not to be possessive, but to let go. If in this prayer you can get over the inveterate habit of reflecting on what is going onnhave peace and not think about having peace--then you will have learned how to do it. Interior Purification There is a fifth kind of thought which arises in Centering Prayer. Any form of meditation or prayer that transcends thinking sets off the dynamic of interior purification. This dynamic is a kind of divine psycho-therapy. The experience facilitates the coming to consciousness of one's motivation Cultivating the Centering Prayer and evil tendencies, and sometimes enables the organism to release deep rooted tension in the form of thoughts. Generally, thoughts Which are the result of this process arise in the mind when one is most at peace, without one's knowing where they come from or why. They may introduce them-selves wih a certain force or even with an emotional charge. Once again, the best way to handle them is to return to the sacred word. If you can once grasp the fact that thoughts are not only inevitable, but necessary as part of a process of healing and growth initiated by.divine grace, you will be able to take a positive view of them. Instead of looking upon them with negative feelings as distractions, you see them in a broader perspective that includes both silence and thoughts--thoughts that you do not want or accept, but which, for the purpose of inward purification, are just as valuable as moments of profound tranquillity. Conclusion Take everything that happens during the periods of Centering Prayer peacefully and gratefully, without putting a judgment on anything, and just let the thoughts go by. It does not matter where they come from, as long as you let them go by. Don't worry about them. Don't fret about them. Don't judge the prayer on the basis of how many thoughts come. Simply follow the fundamental directive. When you are interested in a thought, either positively or negatively, return to the sacred word--and keep returning to it. This is fulfilling the Gospel precept to watch and pray. It is a waiting game to the nth degree. All through the Prayer of Centering your mind will be in and out of deep silencemlike a balloon floating in the air on a calm day. Just when it seems to be sinking and about to touch the earth, along comes a little zephyr from nowhere and up goes' the balloon. So it is with our consciousness. You should pick up the sacred word at whatever level you find it--a simple impulse of your will may be sufficient. Then you can go back into silence without delay. If you get angry--"O, I wish my mind would keep still!"--then you get thrown out farther. You must be non-judgmental about particular experiences of this prayer. The only way to judge it is by its long-range fruits: whether in daily life you enjoy greater awareness of the presence of God, greater peace, humility, and charity. Having come to deep silence, you see more clearly your capacity to relate to others at the deepest level, to pass beyond superficial appearances like social status, race, nationality, and personal characteristics. To know God in this way is to perceive a new dimension to all reality. The ripe fruit of this prayer !s to bring back into the humdrum routine of ordinary life, not just the thought of God, but the constant awareness of his presence beyond any concept. He Who is--the infinite, incomprehensible, ineffable Onemis the God of faith. In this prayer we are asking, "Who are you?"--and waiting for the answer. We Are No Longer Strangers. Ecumenism, the call of all Christians, is especially the apostolate of the Atonement Fathers who annually prepare special materials for the Week of Prayer for Christian Unity. along with their many other works. We present here two of the articles thus prepared which we deem of. special interest to religious. Contact: Rev. James J. Gardiner. S.A.; Graymoor Commu-nications: Graymoor/Garrison, NY 10524. Ecumenism- Source of Confusion or Renewal? Kenneth G. Stofft, S.A.* In 1889 a Southern Baptist pastor and editor proposed that "'representative men and competent scholars" from the churches come together to "con-sider the: differences of belief from the Bible standpoint." Thomas Tread-well Eaton was convinced that, even though scholars could not agree on all points, they could at least establish some agreement and clear the field of "much useless and cumbersome rubbish" impeding Christian reunion. This piea was taken up the following year by the Southern Baptist Convi~ntion in Fort Worth, Texas. Approvingly, the convention suggested that othe~ denominations appoint representatives to study together the biblical teaching on those points of doctrine and ecclesial government over which the churches were divided. At least, said the convention delegates, this concerted study could help achieve "a better understanding of the issues involved." In addition to the joint study, it was proposed that the *Father Stofft is Staff Officer in'ihe Office for Ecumenical and Interreligious Affairs of the Roman Catholic Archdiocese of Oklahoma City, Oklahoma. 16 We Are No Longer Strangers results of such deliberations "'be Widely published in all denominational papers, so that the Christian public may be thoroughly informed" and that "progress may be made toward true Christian union" (see Proceedings of the SBC, 1890, Atlanta, GA: Franklin Printing House, 1890, page 22). Even though the pleas of Eaton and the Southern Baptist Convention of 1890 were generally ignored by the churches and communities, the prin-ciples espoused were continually taken up by lone voices who attempted to keep the evangelical call for Christian unity before the ecclesiastical public--no matter how small that public became. The cali for '~a better understanding of the issues involved" in Christian divisions was reiterated by a small group of missionaries who ushered in the ecumenical movement at the turn of the century. The suggestion by Eaton that "competent scholars, . . consider the differences of belief from the Bible standpoint" Was recognized and officially affirmed by the Roman Catholic Church dur-ing the early part of the Second Vatican Council in 1963. The need to keep the Christian public "thoroughly informed., that progress may be made toward true Christian union" has been one of the major aims of the annual Week of Prayer for Christian Unity (January 18-25), as well as of the national and international dialogues between the churches and Christian communions. Because of the pioneering vision of men and women like Thomas Treadwell Eaton and the Southern Baptist Convention of 1890, the biblical call for "conversion" through Christian unity is gradually being realized before our eyes in the present decade of human and ecclesial history. But has this perennial call become the source of unwarranted confusion among the churches or a true renewal of mind and heart for the sake of mission? As each Church tradition has reluctantly or enthusiastically entered various stages of renewal (liturgical, scriptural, ministerial), Christians have also entered a period when confusion, rath+r than a clean perception of renewed life and ministry in .the Spirit, seems to have grasped them. It is sometimes difficult to distinguish between what is an historical accident or custom of Church life, and what is primary and essential to Christian belief and life. The ecumenical movement began with a di~dication to the scriptural mandate to witness to all nations concerning the saving work of God in Jesus Christ. However, the movement has grown in strength and credibility because, of its critical, historical eye toward the past and present, having firmly placed its precarious future within the will of the Father through prayer, patient study and continued shared ministry for the sake of the Gospel. The 1978 Week of Prayer for. Christian Unity (January 18-25) has for its theme: "We are strangers no longer" (Ep 2:12-22). In this passage from St. Paul's Letter to the Church at Ephesus, the apostle from Tarsus stresses the need for the Church to ground its faith in Christ Jesus, its foundation. Review,for Religious, Volume 37, 1978/1 Within the Church we are no longer strangers, because we form together the household of God, are saintly citizens, and rise up as the building whose foundation is the Risen One. Since we are no longer strangers to one another, nor to the Lord, we are presumably fellow saints who understand the issues having to do with our household. If this simple fact is not reflective of reality, or even close to our daily lives, then perhaps we are treading on dangerous ground and following the way leading to confusion, rather than renewal. Scholars of our various traditions and communities have attempted to examine both the truths we hold in common as followers of the Lord and the numerous differences in understanding these truths which characterize us as distinct "churches." These same scholars have passed on their research and findings to church officials for examination and dissemination to the wider community of the Church. We are requested to examine the results of these national and international dialogues and ask ourselves: Do these agreed statements re-flect our living faith? The first step toward Christian familiarity has been taken: to consider our differences in light of Scripture. The second step has been attempted: to publicize the progress of these dialogues through denominational media. The third step along the path to an intelligent process of education and renewal has not adequately been taken: to ask, is this our faith? The third step, however, presumes a great deal about church people and churches. It presumes we are familiar with the unique heritage we possess as part of the Church universal, with the inherited gifts we have as churches. Each church or Christian community has its own history but it also shares a common, history with others. Are we familiar-with the development of the Church and churches? Do we appreciate our differences as factors of his-tori~ al development? What binds the Southern Baptist churches to the Roman Catholic Church, for example? What has been the history of our development under the guidance of the Spirit and the pressures of world society? What separates and unites us as part of the household of God, fellow citizens of the saints? An examinatirn of such questions may help to reduce prejudice and confusion and may well achieve in the power of God a renewal, conversion of mind and heart for the sake of mission. A thorough renewal in the light of Scripture and history may aid the people of God in becoming more visibly the Church, in attaining "true Christian union" in close relationship with our. Savior and Lord, who is also our brother and the Son of Man. The historical period we are entering today is critical because it chal-lenges all of us to identify ourselves as "church" in relationship to one another and the Lord. Without educated lay people, religious educators and pastors, the challenge will be a major source of chaos. We must be familiar with our ecclesial history as both the source of our divisions and the oc-casion for our "reunion" in the Spirit for the sake of the Church's identity We Are No Longer Strangers I 19 and mission in the world. Who are we? Why are we who we are? Ecu-menically, we may be able to clear the field of "much useless and cum-bersome rubbish" impeding our "access to the Father" as "fellow citizens of the saints, and members of the household of God." Oo Ecumenical Worship: What Do We Say to the Father? Charles Faul, S.A.* ~n those first "spring-time" days of ecumenical dialogue that followed soon after the Second Vatican Council, I became involved with an interfaith discussion group in my hometown. We knew little about each other and the tone of our discussions, while friendly, was also a good deal defensive. Most of us, in the beginning, felt the need to defend the rituals and doctrines of our particular segment of Christianity. This was natural enough, since we had been raised to believe that our way came closest to what Christ had ordered for his Church. Due no doubt to the breath of God's Spirit;-we gradually came to understand each other better and moved toward the vision of the faith we held in common. Certainly,. some favored a Church centered on sacra-mental life and hierarchical order~ while others favored the primacy of Word and less structure,, but we also learned that words like "Father," "Lord," "Spirit," "Baptism" and "Gospel" had much the same meaning for all of us. Most important, we came to this understanding as we learned to pray with one another. When our lips spoke the words of faith that sprang from our hearts, the commonality of our beliefs became apparent to us all. Ten years or so have passed since that time, and the historians, liturgists and theologians of Western Christianity have Confirmed in their speeches and writings what we discovered in our grass-roots dialogue ~uring the 1960's: the faith that we share as Christians, whatever our denomination, *Brother Faul is a theological student atAtonement Seminary, Washington, DC. 20 / Review for Religious, Volume 37, 1978/1 is monumental. ,Our common bonds reach back to the faith of the Fathers of the early Church and to the New Testament. Our traditions vary, of course, but our willingness to rethink our positions has led to some remarkable convergences. The Roman Catholic Church, forexample, has centered much 6f its renewal on the need to rediscover the importance of the Word for liturgical and doctrinal formulations, while, at the same time, the more evangelical churches have developed an ever-increasing awareness of the importance of sacramental life and, in particular, the centrality of the Lord's Supper in the expression of Christian life and witness. Dialogue between the theo-logians of major church bodies has produced statements affirming one another's ministry and express.ing a common view of eucharist and church order. Truly it has been a remarkable decade, but what does all of this mean for the personal and congregational level? We live', work and celebrate not with theologians or liturgists, but with each other. Each of us is that most enigmatic of figures, "the average Christian." The average Christian, how-ever, is the Church of Christ in miniature. The summation of our faith is the faith of the Church, and our worship, its prayer. How then in our joint worship can we express this valuable new insight? The theme selected for this year's Week of Prayer for Christian Unity is~'No Longer Strangers" (Ep 2: 19). It describes the feeling, mentioned at the beginning, that is experienced by those who have come to know that Christians outside one's own tradition are not competitors, but rather brothers and sisters in the journey of God's Pilgrim People. The question, then, is how might our prayer reflect this point of view? First of all, we must understand that all Christian prayer is ecumenical, since we pray to the one Father, in the name of the Lord Jesus, through his Spirit. This is the basis of prayer for all Christians. Thus, whether we pray privately or in a body, with our own congregation or in an ecumenical - setting, we are praying with and for the Church of Christ. We, in fact. come to a deeper sense of the universality of Christ's Church. Second, at those times when we engage in specifically ecumenical wor-ship, that is, when Christians of various traditions come together to pray, we need to recognize the bonds which join us together. We all suffer fiom brokenness and division, not only as a Church, but also as individuals and communities. However, our hope is found in the redemption won for us by Christ, won for all of us, and in the grace of his Spirit poured out freely on each of us. This is the source of any healing that might stem from our common worship. We share the belief that the dying and rising of the Lord is the model of Christian life for each of us. We must die each day to sin, in order to rise, though the grace of God, to a new life. Realizing we need each other's prayer and support in order that God's action in our lives might be fruitful, we come to a deeper sense of the unity of Christ's Church. Ecumenical Worship: What Do We Say to the Father? Finally, when we examine the liturgical heritage of the Christian faith, we can find the practical elements of ecumenical worship. Christians can pray together, not only for eight days in January, but on any and every.day, using the sources common to Christian believers in every age, namely: I) the words of Scripture and the early church writers; 2) prayers of praise, thanksgiving and intercession; 3) the church creeds, especially those com-monly known as Apostle's and Nicene; and finally and most important, 4) The Lord's Prayer which is the model for all Christian prayer. None of these elements is the possession of any one denomination. They are the liturgical inheritance of all Christians. In their usage we come to a deeper Sense of the holiness and apostolic foundations of Christ's Church. In coming together to pray for Christian unity, one group might want to follow the formats suggested for Morning Prayer (Lauds) or Evening Prayer (Vespers) in the revised Roman, Anglican or Lutheran Prayer Books. Another group might wish to use a more flexible structure, such as has developed in the many prayer communities which have sprung up recently. It is not the format that matters, but rather the act of Christians praying together. We must remember that Christ did not organize a discussion group. Heprayed "that all may be one" (Jn 17:21). Mutual dialogue is vital to the future of ecumenism. We must discern, however, that the most important, fruitful dialogue is the exchange between God and the com-munity of believers in Christ Jesus. If we are able to worship together in "Spirit and in Truth" (Jn 4:24), we will have advanced the cause of Chris-tian unity, for we will have come not to lament our divisions, but rather to realize our need for one another as sisters and brothers, "no longer strangers." Integration and the Sacrament of Reconciliation Robert F. Morneau Father Morneau is a frequent contributor to these pages. He resides and teaches at Silver Lake College of the Holy Family; Manitowoc, WI 54220~ Integration is concerned with "putting it all together." This admirable quality is sometimes ascribed to actresses who excel in their art, to pro-fessional athletes who have reached the peak of performance, to persons who live healthy, balanced lives. How common or rare these people are is a matter of dispute. Perhaps most of us could identify, not so much with the integrated universal man of the Renaissance, but rather with the plight of poor Humpty-Dumpty. Like him, all the king's horses and all the king's men cannot quite get us put back together again. The fragmented life of Humpty-Dumpty is a universal image in that all people of every age have had to contend with the realities of division, alienation and anomie. These forces are strangers to no one, though the intensity and longevity of each varies from person to person. Lest we despair in the face of this disinte-grative factor of reality, we must also come to recognize that the process of healing is a significant power in life. The healing process mends and restores persons, relationships and the world. A realistic view of life de-mands that the dialectical nature of division and healing, sin and grace, sickness and health all be fully appreciated for what they are. Despite the fact of disintegration, the Christian vocation has as its goal both individual and communal wholeness: integration in love is God's call to mankind. Our trust and hope is grounded in the Spirit of love who unifies and heals all of life. This love, God's gift of himself to his people, draws us into an intimacy with him that is the core of Christian living. Like a fish in Integration and the Sacrament.of Reconciliation / 2~i water or like a bird in the air, the very existence of the Christian demands the presence of God's love. St. Paul's message to the Ephesians summa-rizes this so well: "To live through love in his Presence." God's love is the source of all integration; living outside that love results in the darkness and estrangement flowing from separation from the source of light and peace. Those who have traveled before us have expressed well the central role of God in human life: the psalmist prayed, "You are my God. My happiness lies in you alone" (Ps 16). Augustine also summarized the nature of true peace: "For thou hast made us for thyself and our hearts are restless till they rest in thee." The succinct call to integration comes from scripture: This is what Yahweh asks of you: only this, to act justly, to love tenderly and to walk humbly with your God (Mi 6:8). Though we smile at the slight understatement ("only this"), the prophet presents a vision of life that is radically simple. The complexity of intricate theologies, the score of duties and obligations, the multiplicity of laws all seem less threatening when we can summarize God's will in terms of being and becoming a just, loving and faithful person and people. These qualities reveal the interiority of integration. Justice leads to peace and oneness, whereas injustice, by withholding from others their proper due, causes division. Love unifies through affirmation and support, thus providing hope to the weary and discouraged, whereas apathy and indifference isolate and separate person from person. Faith, the intimacy of a personal relationship with Christ, is an integrative power shedding light and warmth on the spirit of man, while faithlessness terminates in the despair of meaninglessness. Justice, love and faith are seen as the ingredients of an integrated existence. . The sacrament of reconciliation aims at fostering the vocation common to all of us: to-be-one with God, with others, with the world and with ourselves. As with all the other sacraments, the sacrament of reconciliation makes present God's love and forgiveness in a special way. Through the encounter with Christ, the penitent is offered the grace of healing which helps to put back together again all the spiritual.humpty-dumpties of his-tory, and we are in that number. God's gracious love hurries to friend the deep split within the person which Paul Tillich describes so well: It is important to remember that we are not merely separated from each other. For we are also separated from ourselves. Man Against Himself is not merely the title of a book, but rather also indicates the rediscovery of an age-old insight. Man is split within himself. But the depth of our s.eparation lies in just the fact that we are not capable of a great and merciful divine love towards ourselves.1 1Paul Tillich, The Shaking of the Foundations (New York: Charles Scdbner's Sons, 1948), p. 158. ~4 / Review for Religious, Volume 37, 1978/1 It is in Jesus that this divine and merciful love touches our lives to mak~ us whole once again. Integration: Personal and Communal--The HHH Principle The historical pendulum swings violently fl'om one extreme to the other. One period will stress the uniqueness of the individual withoutgiving prop-er attention to the social nature of the person. The rugged individualism of American history is a case in point. Then the pendulum, having reached its one extreme, swings its reactionary way to the other pole. Collectivism and totalitarian ideologies arise to stress the social whole to, the exclusion of individual rights. The twentieth century's political and social theories of fascism and communism are examples of this one-sided mentality. The truth of the maiter lies in the middle: both the individual and the social facets of human existence must be recognized, protected and fostered. Their interdependence and interrelatedness are principles of in-tegral living. Oneness involves both the individual person and the com-munity. The new rites for celebrating the sacrament of reconciliation carefully protect both dimensions. This fact must be kept in mind through-out the following description of.integration. The themes and principles of ¯ integration applicable to the individual are also, by way of analogy, nec-essary for an understanding of communal integration. On the personal level, there are three major elements seeking integra-tion. Anatomically, each of us has a head, a heart, and hands (HHH). Symbolically, these parts of the human body represent the capacity to ¯ know, to feel and to act. In the field of education, the concern for growth of the whole person is spoken of in terms of developing the cognitive, affective and behavioral domains. On a community level, these elements might be described as common beliefs, common sentiments and a common life-style. In~ofar as there i~ harmony (congruence) among these various . components, there is a sense of integration and peace; when these elements contradict each other or are unrelated, the result will be one of varying degrees of conflict and tension. Looking more ~losely at the personal level, we can discover the inter-relationships among the various elements seeking integration. Through cognitive powers we search out the truth, often at a high cost: ¯. who has given up much that he loved and prized and could have retained, but that he loved honesty better than name, and Truth better than dear friends,2 The consequence of living in the truth, as St. John's gospel points out, is that it leads to freedom: the truth makes us free while ignorance en,slaves and issues in fears. We were born to see reality in its deepest dimensions 2John Henry Cardinal Newman, Apologia Pro Vita Sua (Boston: Houghton Mifflin Company, 1956), p. 1 I. Integration and the Sacrament of Reconciliation / 25 and to act on the knowledge discovered there. Carl Jung in his autobiog-raphy shares a universal principle that deals with the relationship between knowledge and action: It is equally a grave mistake to think that it is enough to gain the understanding of the images and that kn.owledge can here mak.e a halt. Insight into them must be converted ifito an ethical obligation.3 It is through the cognit.ive capacities of reason and intuition that insights emerge, concepts and principles are formulated, conclusions are drawn and life is lived. Our creeds, constitutions, journals and discoi~rses attempt to i-ecord our mental travels. Though our perceptions are always limited and our articulations fail to capture the fullness of the reality, yet the extent of our knowledge is amazingly vast. The affective domain, symbolized by the heart, takes us into a rich though complex area of life. Feelings, emotions,, urges, tendencies, and drives are terms attempting to describe some of the powrrful and ambig-uous movements of our affectivity. Here it is that joy and sorrow, panic and calm, anxiety and peace .are experienced in degrees which only our unique person can narrate. Because literature claims for her own the mat-ters of the heart, it has universal appeal. So often the literary genius speaks of the affective level: When your own heart's been broken it will be time for you to think of talking.4 "1 do not know at all," said Martin. "'i should have to be in your heart to know.''3 The relationship between the cognitive and affective domain is complex. During certain periods of life a dichotomy exists between the two. (One calculation measured the distance from head to heart to be two light years!) How many Christians. know intellectually that God loves them and is al-ways present to them and yet do not experience this truth in their hearts? Possession of an accurate and sound theology does not guarantee an ex-perience of the heart. With integration between intellectual Conviction and personal affectivity, the distance seems to vanish and there is a mutual support and affirmation. Emerson's insight is profound:. "Our intellectual ¯ and active powers increase with our affection.''~ Truth experienced af-fectively and affections experienced in truth enrich life.7 ~C. G. Jung, Memories, Dreams, Reflections. Recorded and edited by Aniela Jaffe. Translated from the German by Richard and Clara Winston (New York: Vintage Book, 1963), pp. 192-193. 4C. S. Lewis, The Great Divorce (New York: Macmillan Publishing Co., Inc., 1946), p. 97. 5The Best Known Works of Voltaire (New York: The Book Leagu~e, 1940), p. 142. 6"Friendship," Essays of Ralph Waldo Emerson (New York: The Book League of America, 1941), p. 65. 7Two comments might be made at this point. Newman's well-known distinction between real and notional knowledge explains the dichotomy in more academic terms. Secondly, in light of the importance of affectivity in human and spiritual living~ our educational institutions must more systematically attempt to educate the affective area of life as well as the intellectual. 26 / Review for Religious, Volume 37, 1978/1 The old line, "Do as I say, not as I do!" draws attention to the third ingredient in personal and communal life, behavior. The question arises: do the words that I speak and the actions I perform truly express what is in my mind and heart? Do I live out my beliefs and values? Disintegration is experienced when a discrepancy exists between what I know to be true intellectually and a life-style that contradicts this truth, or when a dis-crepancy arises between that life-style and what I am feeling at the gut level. Every day life provides examples of such discrepancies: to know that a certain substance (alcohol) is dangerous in certain quantities and yet con-tinue to drink; to prize physical fitness as an important value and yet never take tim~ to exercise; to yearn for intimacyowith a loving God and never take time for prayer. Integration is realized when we channel into behavior our limited time and energy in such a way that this behavior parallels our thinking and feeling. A single stream is formed, a stream that contains truth, beauty and goodness. Integration and the Sacrament of Reconciliation The new rite of the sacrament of reconciliation delineates four basic and essential components: contrition, confession, satisfaction and absolution. These four elements directly foster both personal and communal integra-tion. The sacrament is the means by which the Lord Jesus makes us whole, healing the division within each person and the communal fragmentation resulting from injustice and apathy. The new rite speaks to the head, the heart and the hands, to the whole person. ~ In the new ritual, contrition is described as "a profound change of the whole person by which one begins to consider, judge and arrange his life according to the holiness and love of God" (Ritual, ~6). This is a call to integration, to put our lives together with God's help and to continue to grow in his gracious love. This process of growth implies an openness to God's word which transforms and molds us. It means that, as a pilgrim people, our lives are always in process and stand in need of conversion. Minimal self-knowledge exposes the dark areas of our life where selfishness flourishes and superficial change predominates. The new rite speaks of contrition as something that goes down to the very depth of our person, radically touching our ideas, attitudes and conduct. Integration is only possible at this level. Though conversion is a gradual process involving grace, time and en-ergy, it is not meant to be piecemeal. God calls the whole, person, not just one aspect of life. This realization helps to protect the unity of the person and implies that what affects one area of life will affect, if not immediately at least eventually, every other area. The ritual spells out the process of conversion as it touches upon three components of integration explained earlier: 1) Consideration. We are challenged to use our cognitive abilities to consider how our personal and communal lives measure up to the holiness Integration and the Sacrament of Reconciliation / 27 and love of God. 2) Judgment. After deliberation, we draw conclusions about how to improve our response to God and his will, employing the richness of our affectivity to sustain and give dynamism to that response. 3) Arranging life. Authentic contrition means that our life-style, what we say~and how we say it, the kinds and quality of our relationships, the reaching out to others, must at certain points be adjusted and modified. This broad, panoramic view of contrition challenges both the inner and outer man. The sacrament of reconciliation calls the whole person to turn to the living and true God in hope and fidelity. Confession, the second main component in the new rite, "comes from true knowledge of self before God and from contrition for those sins" (Ritual, ~6). Our sacramental system, concerned as it is with the covenant relationship between God and man, is obviously person-centered. It in-volves our worship of the person of our gracious Father, a deep partic-ipation in the paschal mystery of our Lord Jesus, the giftedness of peace and joy flowing from the Spirit. The trinitarian God is the core of all the sacraments. The challenge is to come to an even deeper knowledge of the living God, and from this perspective, to achieve our true identity. The crucial role of the scriptures becomes obvious in this framework. In God's word we find the revelation of his love and forgiveness; we enter into the rich world of faith. Cognitively we discover the reality of God's love which is the truth that creates freedom. Experiential knowledge of this most central fact necessarily touches the deepest affections of the heart. We are stirred interiorly to respond with our whole lives to this gaze of love. The canticle of Mary is a confession of being loved: My soul proclaims the greatness of the Lord, my spirit rejoices in God my savior for he has looked with favor on his lowly servant,a True affective knowledge works its way into the behavioral domain. Our life becomes different; our words and deeds originate from the wellspring of God's mercy and goodness. The confessing of sins will thus involve the whole person: what we know, what we feel, what we have done and will do. Confessing both expresses and promotes integration. Satisfaction or the act of penance is the third important element in the new rite. In a special way satisfaction reaches beyond the notion of per-sonal integration to embrace the larger community. In doing the truth, in correcting injustices, in serving more deepiy, we implicitly call others to witness and experience the newly gained integration of our own lives. The Roman Ritual states: "true conversion is completed by acts of penance or satisfaction for the sins committed, by amendment of conduct, by repara-tion of injury., to restore order"'(Ritual, #6c). Integration implies and aLuke 1:46. 21~ / Review for Religious, Volume 37, 1978/1 necessitates order. Wholeness exists when things are in place just as frag-mentation is experienced in chaos. In a sense, sin is being "out of place." In Gibson's play The Miracle Worker, Annie Sullivan, the teacher of Helen Keller, speaks to herself in a mirror: '~Don't worry. They'll find you, you're not lost. Only out of place." The "hound of heaven" pursues us when we lose our way in the darkness of sin; in being captured by mercy and love, the Lord relocates us in the plan of the Father. For true satisfaction we must be aware and understand that the proper order of things has been broken (cognitive element); we must interiorly feel and be concerned about the anguish and restlessness caused by sin in our lives and the lives of those we touch (affective element); with God's. grace we must reconstruct the harmony shattered by our infidelity (behavorial element). This whole process of reconciliation is no abstract, nebulous role playing; it touches the core of our lives. It is based on fact and experience. Though somewhat overstated, Carl Jung's reflection that "in religious mat-ters only experience counted" does express the seriousness surrounding the sacrament of reconciliation. Satisfaction, the acting out of heartfelt sorrow in°experience, is a vital integrative force restoring that order that leads to justice and peace. Absolution is the fourth main element in the celebration of God's mercy. The new formula of absolution contains a wealth of theology, deserving in its own right a detailed explication. The minister, representing the Risen Lord and the Church, prays: God, the Father of mercies. through the death and resurrection of his Son,. has reconciled the world to himself and sent the Holy Spirit among us for the forgiveness of sins; through the ministry of the Church may God give you pardon and peace. And ! absolve you from your sins in the name of the Father, and of the Son, and of the Holy Spirit. Amen. The wholb person is drawn to respond to this majestic oration. The mind is nourished with the experience of a merciful God, with the marvel of the paschal mystery, with the fact of the instrumentality of the Church, with the knowledge that pardon and peace are gifts from God, with the under-standing that all three persons of the Trinity heal the sickness of the person. These insights liberate us from false fears and narrow slaveries, enlighten the darkness of our minds and enrich our faith, foster wisdom, allowing us to see what is truly essential and worthwhile. Our affectivity is also nour-ished by this prayer of absolution. Our heart is touched by the revelation of God's love and graciousness, by the joy of reconciliation, by the dis-pelling of anxiety and guilt, by the calmness of peace and pardon. The sacrament intends to soften the hardness of heart and to foster the gen-tleness that alone brings life. Full, active and conscious participation in Integration and the Sacrament of Reconciliation / 29 this encounter with the Risen Lord abets a richer, affective life. Integration proves itself in action and the prayer of absolution necessarily includes Christian living; it touches the transformation of our truths and feelings into words and deeds. The absolution formula provides an example of what forgiveness is, thus challenging us to forgive each other as God forgives us. We are called to participate in the death-resurrection of Christ in our daily lives, dying to our selfishness in being for others. Through the gift of the Spirit, we are empowered to enrich the world by sharing the Spirit's love, joy and peace. Our lives are different when we recognize experientially the price of our sins: the cross. The shadow of the cross calls us to repent and to believe. The prayer of absolution is a prayer leading us to authenticity. It provides the vision that harmonizes our visible life of daily conduct with the new mind and heart we have put on in Christ. Integration and the Holy Spirit The possibility of Christian integration is based on the gift of Spirit. The Risen Lord in union with the Father sends their Spirit into the world to complete the work of redemption. Through the sacrament of reconciliation this work of restoration takes on visibility and becomes efficacious in the lives of those who believe. The Spirit directs us in .our struggle toward oneness within ourselves and among all people. Within the framework of the HHH Principle, we can examine the role of the Spirit in the process of integration. The tradition of the Church points out that there are four gifts of the Spirit that aid the intellectual and faith growth of God's people: wisdom, knowledge, counsel and understanding. Through these "cognitive" gifts we contend with the ever-present forces of folly, ignorance, rashness and dullness of mind. God, coming to the aid of our finite minds, supplements our ability to grasp truth through the personal Light of his presence. The heart, often bruised and broken, also stands in need of special gifts. Through the Pentecost event, fortitude, piety and fear of the Lord are offered as powerfui nutrients enriching our affectivity. Thus we are enabled to stand firm in the face of fear, to struggle valiantly against hardness of heart and acedia, to deal honestly with the arrogance of pride seeking to remove God from the center of life. In the sacrament of reconciliation, these gifts are available with the coming of the Spirit. But discernment is a difficult task ih life. How do we know whether or not we are growing in the Lord? Are we really allowing the mind and heart of Christ to influence our lives? What are the signs of health and illness in our Christian lives? Through the writings of St. Paul, God has given us an evaluation system to aid us in testing the quality of Christian growth. In his letter to the Galatians, Paul spells out the evidence indicating the spirit of evil and the Spirit of God. If the signs of God's Spirit are present, we have some assurance that we are doing the will of the Father and that the gifts 30 / Review for Religious, Volume 37, 1978/1 of the Spirit are truly effective in our words and deeds. If the opposite signs are present, we are provided with some hard evidence that we are failing in our Christian responsibilities. Paul writes: But when you follow your own wrong inclinations your lives will produce these evil results: impure thoughts, eagerness for lustful pleasure, idolatry, hatred and fighting, jealousy and anger, constant effort to get the best for yourself, complaints and crit-icisms, the feeling that everyone else is wrong except those in your own little group~ and there will be wrong doctrine, envy, murder, drunkenness, wild parties, and all that sort of thing . But when the Holy Spirit controls our lives he will produce this kind of fruit in us: love, joy, peace, patience, kindness, goodness, faithfulness, gen-tleness and self-control? Conclusion The revision of the sacrament of reconciliation provides the contem-porary Church with a process and vision to bring about the oneness we all desire. Unity is something intrinsic to our lives. William Lynch beautifully expresses this need in every.person: What I want first to propose, as a sort of working point of discussion, is that the very deepest need the pe6ple have is the need for closenenss to, union with, things and persons and God. This principle underlies every need of man. It is not a luxury or a gimmick. It is fundamental, primitive; eternal and universal . Everybody knows, when it is put in his language, that real solitude is hell and that unity is peace)° The sacrament of reconciliation deals directly with that aspect of our life which obstructs and prohibits unity: the reality of sin. The great marvel is that God's love and mercy have conquered sin and death and through the sacrament of reconciliation bring us in touch with this victory of God. A schematic summary of this article might appear as follows: A. God's initiative: the call to justice love (lived out fully in the person of Jesus) faith B. Mankind's response: so much injustice / apathy / faithlessness (mystery of sin) C. Jesus came to reconcile all creation to the Father---continues to come in their Spirit to heal the whole person--to bring about integration Truth overcomes falsity Beauty overcomes ugliness Goodness overcomes evil Head Heart Hand Gifts of wisdom, knowledge, counsel understanding Gifts of piety, fortitude, fear of the Lord Signs: love, joy, peace, patience, kind-ness, goodness, faithfulness, gentleness, self-control. D. Result: Oneness with the Father through Christ in the Spirit. Wholeness, union, sanctity,' integration. gGalatians 5:19-23. ~°William F. Lynch, S.J. The Integrating Mind (New York: Sheed and Ward, 1962), pp. 134-135. Integration and the Sacrament of Reconciliation / 31 A growing appreciation of the depth and breadth of the sacrament of reconciliation is important if we are to fully enter into this great gift. The revised rite provides us with many advantages: the stress and variety of scripture, the personal touch with the face-to-face option, the emphasis on the communal nature of sin, the demand for authentic conversion, the joyful tone of celebrating God's mercy and love and not getting caught up in oneself. Our challenge is to understand as fully as possible the meaning of the sacrament and to experience its tremendous force in our personal and communal lives. .0 Now Available As A Reprint The "Active-Contemplative" Problem in Religious Life by David M. Knight Price: $.75 per copy, plus postage. Address: Review for Religious 612 Humboldt Building 539 North Grand St. Louis, Missouri 63103 To Make Good Again: A Selected Bibliography on Reconciliation Mary Colurnba Offerman, P,B.V.M. Sister Mary Columba, a librarian, has contributed other bibliographies to these pages. She resides at 2360 Carter Rd.: Dubuque, IA 52001. The word reconciliation evokes many meanings. Its primary meaning is "to make good again" or "to restore." The need of reconciliation pre-supposes that some harmony has been violated or disrupted. Many times man has broken his bond with G~d. Man must choose to be reconciled completely. God's plan for the return to complete harmony involves God himself, man, his neighbor and his community. When God created the universe everything was good. The psalmist tells us that every-thing existed in harmony, peace. Man misused his power to be steward over God's creation. The way to restore peace and unity with God, our neighbor and our world is through repentance, conversion and reconciliation. There are various levels of reconciliation. There is a reconciliation with God and a reconciliation with one's fellowman. Reconciliation for the Catholic Church entails the relationships of the Church with other churches. Reconciliation Within society is required when we have differ-ences due to race, nation, class, degrees of economic and social devel-opment. Every person's life is filled with numerous calls to reconciliation. Oppor-tunities arise daily when we can reconcile with .brothers, neighbors and those around us. Reconciliation begins at home. By turning towards God, our Father, we can become aware of how little we are without him, we can 32 To Make Good Aga. in: A Selected Bibliography on Reconciliation realize the worth of each individual and our own personal worth in his eyes and create situations that promote cooperation and sharing. We can ob-serve God's goodness in all the events of life. The recent Holy Year of 1975 offers opportunities for reflection on those things and happenings that direct us toward Christ and the eternal reward of heaven. We had many occasions to be more concerned with our interior or spiritual life, rather than with the exterior and materialistic things of life. That year of reconciliation called us to promote works of charity, to do penance and to perform works of piety. The Holy Year theme of renewa[ and reconciliation has been an in-vitation to respond to interior renewal in order to become better instru-ments of reconciliation with God, neighbor and the world. By developing a true spirit of joy, compassion and kindness and by using our creative instincts, our love for life and for our fellowmen will contribute to holier years to come. The Church expects much of the religious man and woman. Religious have been urged to reflect on their way of life as this was asked of them by Vatican Council II. We are reminded to persevere in faithfulness to prayer, becoming more perfect followers of Christ and a radiation of joy in carrying the crosses that cannot be separated from our state in life. On each religious community rests its future destiny. The living out of the vows from day to day frees us to be a sign of reconciliation. The ministries of the religious woman have taken many forms. Some are in education, others turn to .nursing and still others perform one of the ministries of service which has emerged recently. The ministry which is chosen will become a healing ministry if the religious is a person of rec-onciliation, deeply rooted in Christ and proclaims him as her Lord and Master. How do we make our ministry h service of reconciliation? By being a peacemaker among the students, parents' and those with whom we work, by being more prayerful, reflecting on the gospels and on spiritual' reading, by showing enthusiasm, uniting our sufferings to those of Christ, by consoling, developing ,a spirit of forgiveness, "to come away from each new grief without bitterness in continuing service, to see no one as an enemy and everyone as worthy of my service. Such are the realities of reconciliation. And they are reflected in thequiet dignity ofa fai.th-filled valiant woman.''1 In an article on teaching children about reconciliation, Rod Brownfield says, "If they come to appreciate more their own worth as friends of God, loved individually for their own lovable selves, if they come to see all the material world as gifts for their use and for their sharing, if they come to appreciate other human beings, as images of God loved by God; if they learn the spirit of awe and reverence for a generous Father; if they come to qennings, Sister Vivien, O.P., The Valiant Woman (New York: Alba House. 1974), p. 33. 34 / Review for Religious, Volume 37, 1978/1 want to mend what is broken and right what is wrong; if they can pray as they experience the good gifts about them; if they promote peace among themselves, their religion is a reality, reconciliation is going on and the kingdom of God is nearer.''z This could be our goal and we wou~d be striving to "make good again." Our relationship with God would be renewed or strengthened and all would be right with the world and our conscience. The following selected bibliography has been compiled to provide spiritual reading on the topic of "reconciliation." Methods, ideas, exhor-tations, reflections and worthwhile knowledge on "reconciliation" can be acquired from reading these books and periodicals. Thus Pope Paul's ad-monition "to make good again," to reconcile, to renew, will keep the religious woman in touch with her God, in touch with her Church, in touch with her world, her feliowmen and in touch with herself. BIBLIOGRAPHY Books Abbott, Walter, S.J., ed., The Documents of Vatican 11. New York: Herder and Herder, 1966. Bailey. J. Martin, From Wrecks to Reconciliation. New York: Friendship Press, 1969. Paper. Banks, Robert, ed,, Reconciliation and Hope. Grand Rapids: Eerdmans, 1974. Barry, David W., Ministry of Reconciliation. New York: Alba House, 1975, Paper. Basset, Bernard, S.J., Guilty. 0 Lord, Yes. 1 Still Go to Confession. Garden City, New York: Doubleday, 1975. Burghardt, Walter, J., S.J., Towards Reconci6ation. Washington, D.C.: United States Bishops Conference. 1974. Paper. Elliott, Ralph H., Reconciliation and the New Age. Valley Forge: Judson Press, 1973. Paper. Farrell, Edward, The Father Is Veo' Fond of Me. Denville, New Jersey: Dimension Books, 1975. Chapter 3. Surprised In the Spirit. Denville, New Jersey: Dimension Books, 1973. Chapter 2. Foley, Leonard, O.F.M., Your Confession: Using the New Rite. Cincinnati: St. Anthony Press, 1975. Paper. Guzie, Tad, What the Modern Catholic Believes About Confession. Chicago: The Thomas More Press, 1974. Paper. Hanson, Michael. O.M.I., and John Maronic'. O.M.I., The Pilgrim's Prayerbook (Holy Year Edition). Belleville, Illinois: Shrine of Our Lady of the Snows, 1974. Pages 25-32; 211-217; 237-287. Haring, Bernard, C.S.S.R., Prayer: The Integration of Faith and Life. Notre Dame, Indiana: Fides Publishers, 1975. Chapter 14. Harkness, Georgia, The Ministry of Reconciliation. New York: Abingdon Press, 1971. Paper. ZBrownfield, Rod. "'The Holy Year That Wasn't,'" The Catechist. IX, No. 3 (November, 1975). 9. To Make Good Again." A Selected Bibliography on Reconciliation / 35 Hellwig, Monika, The Meaning of the Sacraments. Dayton: Pflaum-Standard, 1972. Paper. Hessel, Dieter T., Reconciliation and Conflict: Church Controversy Over Social Involvement. Philadelphia: Westminster, 1969. Paper. Hinnebusch, Paul, O.P,.Friendship In the Lord. Notre Dame, Indiana: Ave Maria Press, 1974. Chapter 6. Praise God! Denville, New Jersey: Dimension Books, Inc., 1972. Chapter 6; Chapter 23. Hunter, Gordon. When the Walls Come Tumblin' Down. Waco, Texas: Word Books, 1974. Jennings, Sister Vivien, O.P., The Valiant Woman. New York: Alba House, 1974. Chapter I; Chapter 4; Chapter 7. Nelson, John, Dare to Reconcile: Seven Settings For Creating Community. New York: Friendship Press, 1969. Paper. Nouwen. Henri, With Open Hands. Notre Dame, Indiana: Ave Maria Press, 1972. O'Reilly, James, Reconciliation and Renewal. Chicago: Franciscan Herald Press, 1974. Powell, John, S.J. He Touched Me. Chicago: Argus Communications, 1974. Paper. Rabalais, Sister Maria, Come Be Reconciled; Youth Penance Resources. Paramus, New Jersey: Paulist Press, 1975. Schillebeeckx, Rev. Edward. O.P. Sacramental Reconciliation. (Concilium Series, Volume 6), New York: Seabury Press, 1971. Sisters of the Presentation, Witness to Love. Dubuque, iowa: Mount Loretto. 1977. Page 24. Stuhlmueller, Rev. Carroll, C.P., Reconciliation: A Biblical Call. Chicago: Franciscan Herald Press, 1975. Paper. Tibbetts, Orlando L., Reconciling Community. Valley Forge: Judson Press, 1969. Torrance, T., Theology In Reconciliation. Westminster, Maryland: Christian Classics, 1975. Van Kaam, Adrian, C.S.Sp., Spirituality and the Gentle Life. Denville, New Jersey: Di-mension Books, 1973. Periodicals Abeyasingha, N., "'Penance and the Holy Spirit." REVIEW FOR RELIGIOUS, May, 1974, 565-573. America, "'1975: Holy Year of Reconciliation," America, January 11, 1975, 2-6. Baumer, Fred, "'An Hour of Reconciliation," Liturgy. August/September, 1975, 227-231. Bernas, Rev. Casmir, O.C.S.O., "' Reconciliation In Paul,'" The Bible Today. December, 1973, 1395-1400. Brungs, Robert A., S.J., "'Reconciliation: Man-the-Maker and Man-the-Made," Theology Digest. Winter, 1974. 324-333. Bryce, Sister Mary Charles, O.S.B., "'Reconciliation Means Change," Modern Liturgy, February, 1977.8-10. Callahan, William R., "'Reconciliation," National Catholic Reporter, May 16, 1975. 7-8. Cranny, Rev. Titus, "'Renewal, Reconciliation and Christian Unity," Onr Sunday Visitor. January 12, 1975. I. Deutsch, Sister B., "Operation Fervor," Today's Catholic Teacher. February, 1975. 40. Du Charme, Jerome and Gall, "Introducing Young Children to the Experience of Recon-ciliation." Modern Liturgy. February, 1977, 12-13. Every, Robert L., O.P., "'Theology of Reconciliation." Emmanuel. October. 1974, 404-41 I. Fitzgerald, Frances, "'Vietnam Reconciliation," The Atlantic.June. 1974, 14-28. Galluzzi, Alessandro. "Reconciliation Is Main Motive For Holy Year," L'Osservatore Romano, June 28, 1973, 2. Hatton, Sister Vianny, "'The Communal Rite of Reconciliation," Folk Mass and Modern Liturgy, January, 1975, 12-14. Jolliffe. P,, "'Prayer and Christ's Reconciliation," The Way, January, 1975, 66-76. Review for Religious, Volume 37, 1978/1 Joyce, Sister F., "'Reconciliation and the Teacher," Today's Catholic Teacher. February, 1977, 14, Krol, J. Cardinal, "'Human Rights and Reconciliation," Dimension. Winter, 1974, 148-151. Lynch, J. A. "'Meditation On Reconciliation," Sisters Today, January, 1975, 273-280. Maly, Rev. Eugene H., "'Haggadah,'" The Bible Today. October, 1975, 484-489. Miffletori, Rev. Jack, "'Rites and Lefts of Reconciliation," Folk Mass and Modern Liturgy. January, ~975, 23-26. Mossi, Rev. John P. S.J. "'A Reconciliation Service," Folk Mass and Modern Liturgy, January, 1975, 28-29. "Reconciliation Sevices For Children," Folk Mass and Modern Liturgy. August?September, 1975.25-26, North, Robert, S.J., "Yore Kippur and the Jubilee Year of Reconciliation," Theology Digest, Winter, 1974, 346-59. Notebaart, Rev. James, "'Symbols of Reconciliation." Folk Mass and Modern Liturgy, Janu-ary, 1975, 6-8. Paul VI, "'The Duty of Reconciliation," L'Osservatore Romano. April 18, 1974, I I. __, "Essential Characters of the Holy Year, Central Theme Is Reconciliation." L'Os-servatore Romano. May 17, 1973, 3. __. "'Human Rights and Reconciliation: Statement of Pope Paul VI and the Fathers of the 1974 Synod of Bishops," The Pope Speaks. Winter, 1974, 216-220. __, "'Peace Depends On You, Too," The Pope Speaks. Winter, 1974, 352-354. __, "'Reconciliation With God," L'Osservatore Romano. November 8, 1973, I. __. "'Renewal and Reconciliation," L'Osservatore Romano. June 14, 1973, I. Purdy. William, "'Holy Year and Reconciliation." L'Osservatore Romano. July 26, 1973, 10. Russell, John F., O.Carm., "'Reconciliation a Reflective Expression," Spiritual Lift,. Summer, 1977, 67-72. Saulnier, Rev. William P., "'Reconciliation: Let It Begin With Me," Modern Litargy. February. 1977, 8-10. Schaeffler, Sister Janet, "'Reconciliation Is Growth." The Catechist. November, 1975, 10-11. Schall, James, V., S.J., "'On the Mosl Dangerous Virtue." REVIEW FOR REI,I~OUS, November, 1974, 1301-1308. Seelaus, Vilma, "'Contemplation/Reconciliation/Inner Freedom," Spiritual Life, Summer, 1974.99-105. Senior, Donald, C.P., "'Resurrection and Reconciliation," The Catechist. Winter, 1974, 346-360. Seromik, Gary, "'The Holy Year: Renewal and Reconciliation." The New Covenant, January, 1975, 6-7. Stuhlmueller, Rev. Carroll, C.P., "'Reconciliation With the Old Testament," The Bible Today, October, 1975, 473-484. Wenz, Jack. O.F.M., "'The Cost of Reconciliation: An Interview With Anthony Padovano," St. Anthony Messenger, December, 1974, 14-19. Winiarski, M. "'Reconciliation Assailed, Upheld," National Catholic Reporter, May 13, 1977, 12. Bird With a Broken Wing: Christian Mysticism and Ministry Mar~ Ellen Dougherty, S.S.N.D. Sister Mary Ellen is director of novices for the eastern province of her community, in an interprovincial novitiate in Hinsdale. For this purpose, she is on temporary leave of absence from Notre Dame College in Baltimore where she is associate professor of English. Her present address: 427 S. Clay St.; Hinsdale, IL 60521. In his book A Third Testament, Malcolm Muggeridge says of the con-troversial personality William Blake that he was "sane to the point of sublimity." Blake, considered by some of his contemporaries to be mad and by others to be a mystic, was an early Romhntic English poet and visual artist who reported ea~;y dialogues with the spirits of Socrates, Milton, and Voltaire. At the same time he had the simplicity to urge his readers: To see the Word in a Grain of Sand ¯ And Heaven in a Wild Flower Hold Infinity in the palm of your hand And Etei:nity in an hour. Indicating Blake's creativity and originality, Muggeridge narrates the following incident: On another occasion, he told a visitor he had a great rarity to show him. This turned out to be "a naked figure with a strong body and a short neck--with burning eyes which long for moisture, and a face worthy of a murderer, holding a bloody cup in its clawed, hands, out of which it ~seems ea~ger to drink." "But what is it?" his visitor asked. "It is a ghost, sir," Blake replied. "The ghost of a flea~a spiritualization the thing!" Whether Blake was mystical or mad (o.r both), debates about him do suggest some of the standard tensions about mysticism. In current society, 37 31~ / Review for Religious, Volume 37, 1978/1 sanity is one thing, sublimity another. Fleas do not have ghosts. As a result of lived history and the statements of Vatican II to religious, monastic traditions in most apostolic orders have diminished. There has been, concommitantly, an increasing emphasis on service. Many religious orders, at one time known for a single apostolic commitment, now embrace multiple commitments. Dress, daily orders, life-styles are frequently and often wisely subordinated to apostolates. There is a fresh and creative view of the needs of the Church. Ministry is a command. Any simple analysis of apostolic theology would indeed be simplistic. The practical effects are complex, and their reverberations are not totally without irony. For example, while contemplatives sometimes struggle to justify their existence to themselves, members of apostolic orders con-sistently apply for transfer to the cloister. Contemplative groups experi-ment with appropriate ways to expand a ministerial dimension, while apos-tolic religious seek credible ways to circumscribe activity with prayer. In this, there is more than just an intimation of the traditional contempla-tion- action dilemma. There are implicit questions about the authenticity of mysticism in this apostolic age. We return again to fleas and ghosts. Recently in the Chicago Tribune a cartoon entitled "The Now Society" featured a young man and woman seated casually at a cafe table. She is saying to him, "Oh sure, I've felt funny a couple of times, but I can't honestly say I've had a mystical experience." In popular concept, mysti-cism is often characterized by a withdrawal from reality. It is connected with everything from marijuana to sunsets. Even among serious thinkers, it is somewhat suspect as a way of prayer for a Christian, especially for apostolic religious. I have met more than one competent spiritual director who will not encourage directees of apostolic orders to contemplative prayer, even when they are so inclined, on the grounds that it is generally incompatible with their responsibilities. This, it seems to me, is a mis-understanding of contemplative prayer. In his book The Still Point William Johnston, S.J., speaks of Christian mysticism. He says: ¯ . . in the long process which precedes the canonization of a Christian saint, the Church never asks about the profundity of his enlightenment or the depths of his mysticism, but only about his practice of heroic charity; traditionally, mysticism is valued only as a means to something more imporlant--namely, the charity which is the center of the gospel message. When this charity expresses itself in mystical experience (that is, when the love of God becomes so violent that it drives the soul down into its very center in mystical darkness and existential abandonment of thought), then it is inestimably precious. On the other hand, he says, "Granted this . everyone must recognize that deep contemplative prayer is indeed a way (and perhaps the best way) to Christian charity . " The purpose of this article is not to describe the contemplative ex-perience that Father Johnston speaks of. There are numerous experts, Bird With a Broken Wing including Father Johnston, who do this well, namely Thomas Merton, and Evelyn Underhill, as well as more traditional writers like Tanqueray and Poulain, and, of course, saints like Theresa of Avila and John of the Cross. The purpose here is to suggest some of the practical effects of Christian mystical prayer, whether it is occurring in the life of a contemplative or an apostolic religious, to show that it is a way to the active "charity which is the center of the gospel message," to indicate that sanity and sublimity can coexist. Here, then, references to mysticism are meant to apply to the Christian tradition, not to other forms of mystical prayer. Mystical prayer as a way to ministry is verified if we look at the lives of those whose mysticism is judged by history and the Church to be authentic. If we focus not so much on their experiences in prayer as on the fruits of their experiences (their practices of heroic charity), we will see that they are concerned not with looking or sounding like mystics, or even with being mystics, but with acting out of their experiences, in accord with some call to service. St. Theresa of Avila, for example, steadily confirms this. As she grew in mystical graces, she grew in active service to the Church, and to her Order. One has only to read the works of St. Theresa to see that she is an assertive, energetic woman. Throughout her writings she integrates steadily emotional response with idea and daily experience. Unlike her companion mystic, St~ John of the Cross, whose prose is as austere as his message, and whose poetry is charged quietly with passion (and who, in his own life, apparently integrated the two), Theresa is never a writer of academic prose, or a poet. She is a narrator of the spiritual life whose warmth and intelli-gence fuse into an explication of mystical experience that is as loosely personal as it is loosely objective. She says in her autobiography ". sometimes love makes me foolish." In her prose we read of the pain, the joy, the humor of this foolish lover. We read, too, the history of mystical prayer as Theresa knew it, as well as the history of an active woman who believes firmly, as she tells us in the Interior Castle, that "what the Lord desires is works." Theresa's mission was to reform. And so she did. Theresa took the Carmelite habit at the Convent of the Incarnation in Avila at the age of twenty-one. It was approximately twenty years later that she experienced her first visions and locutions (after, as she tells us, going for the first fourteen years as a religious unable to pray without a book). In her early forties, then, she experiences mystical graces with some regu-larity. It is interesting to note that it is at this same time that she first engages in discussion about the reform of her order. It is at the age of forty-seven that she establishes the daring (and some might say devious) foundation of the convent of St. Joseph in Avila, a beginning that was to launch significant reform in religious life in the Church. At the age of fifty she completes the final version of her autobiography (written, as most of her works were, under obedience), and she begins The Way of Perfection. Both of these 40 / Review for Religious, Volume 37, 1978/1 works, especially the second, reflect a woman of deep contemplative prayer, and the recipient of significant, mystical graces. 'They lack, how-ever, the clarity and totality about the mystical life that is evidenced in The Interior Castle. It would seem fair to assume that between the composition of The Way of'Perfection and The Interior Castle Theresa's own experi-ences in prayer matured and expanded, so that clarity and totality were possible. The latter work is a portrait of a mystic Who has experiential knowledge ofeverything from the prayer of quiet to. the spiritual marriage, and who is thus able to order her observations in readable fashion. It is in this~work that she tells us, quite practically, that."perfection consists not in consolations but in the increase of love," and that "love exists not in the extent~of our .happiness but in the firmness of our determination to try to please God." It is here thb.t she. reminds us that "God's will is that no bounds should be set to his works." Theresa, herself, during these years, set no bounds. It was at this time, the interim betwee.n, these written works, that the bulk Of her endeavors for. reform occurs. In The Interior Castle Theresa says, '.'When I think of myself, ! feel like a bird with a broken wing . " Nevertheless, before her death at the age of sixty seven, this bird with the broken wing was responsible for the foundation of more than a dozen Reform convents; she served several terms .as prioress; she acted unofficially as spiritual director for many priests and sisters (for women in those days the role had to be unofficial); she was the author of several solid volumes on the spiritual life. And she was a mystic. One could do a similar, profile of St. John of the Cross, to the same effect. He died at the age of forty-nine, after a full life as a 6ontemplative. A prolific and profound writer, he is better known as mystic than he is as theologian, reformer, spiritual director and confessor, administrator. And yet it was these tasks that consumed his energies, that accounted for his imprisonment, poor health, and untimely death. An"accomplished poet ,whose lyrics reveal the mysterious rhythm of his spirit, he was also a writer 6f practical pros~e. He was capable of mystical poetry that was ap-propriately elusive and at the same time concrete: When the breeze blew from the turret Parting his hair He wounded my neck, With his gentle hand . He was also the author of stark precepts: "Endeavor to be inclined always not to the easiest, but to the most difficult; not to the most .delightful, but to the harshest; not to the most gratifying, but to the less pleasan,t; . desire to enter into complete nudity, emptiness, and poverty" . .I.n poetry and precept, he, too, knew that what the Lord desires is works. ¯ St. Ignatius of Loyola, another man of action~ demonstrated, too, the compatibility between mysticism and ministry. Unlike the Carmelites Bird With a Broken Wing / 111 Theresa and John whose actions seemed to flow from their mysticism, Ignatius' mystical experience, it seems to me, emerged from his action. In all three of these saints, there was, nevertheless, a mutuality between prayer and service. On a more contemporary scene we have Thomas Mer-ton who~e last years, and last books, suggest, too, a proportionate growth between contemplation and outward reach. The point seems evident. An authentic mystical experience does not begin and end in itself, nor does it begin and end in self and God. While a genuine encounter of this sort will, as St. Theresa tells us in the sixth mansion of The Interior Castle, create an ambivalence (on the one hand, the soul seeks much solitude; on the other "it would like to plunge right into the heart of the world . ") the final option is usually for service. In the seventh mansion, the ultimate of the mystical life, St. Theresa says of mystics, '~They have now ari unusually strong desire to serve Him . So what they desire.now is not merely not to die [the "delectable pain" of the sixth mansion was accompanied by a desire for death, and thus union] but to live for a great many years and to suffer the severest trials, if by so doing they can become the means whereby the Lord is praised." To "become the means" is perhaps what Christian mysticism is all about. Itis what prayer is all about. Whatever methods God chooses to use in cultivating us as his ~means is not the issue. Whether our prayer is like the songs of Blake on his deathbed ("They're not mine, you know. They're not-mine,''~ he said, implying, again, a current of mystical grace), or whether our prayer is the solid, structured meditation of prelude and point does not matter. Whether we are contemplatives seeking to clarify our service, or apostolic religious trying t.o deepen our action by prayer, perhaps does ri'ot matter either. It seems as erroneoog to say that all mysticism is an evasion of reality as.it is to say that we are all c~alled to be. mystics. Service is no more a contradiction in the life of a Christian mystic than mysticism is in ¯ the life Of an apo.stolic religious. History defies such.myths. It seems clear that while Christian mysticism ~s alw_ays characterized by service, Christian service need not be rooted in mysticism. It seems, clear, too, then, that the most practical of us in. the Church today have nothing to fear from an increase of Christian mysticism. That would mean, in effect, a fear of an ¯ increase of charity. In the contemporary drama "The Belle 6f Amherst," Julie Harris re-cords sensitively the insight of another poet, Emily Dickinson (no less eccentric than Blake)as she listens intently to a.warbler on a bush. Emily asks, "Why are y~ou singing, when there is no one here to listen?" The. warbler replies, "I was born to sing." With this, Ern, ily is affirmed as a poet. Watching the bird in flight, she says, "I, too, was born to sing.'" And so it is with each of us, whether we sing (or pray) as warbler or poet. Ministry in the Church and a Structural Concern for Justice Francis X. Meehan Father Meehan is Associate Professor of Moral Theology at St. Charles Borromeo Seminary; Overbrook; Philadelphia, PA 19151. Much has been written recently about theologies of social concern. This article is not an effort to review those theologies. Rather it aims simply to point out some very mainstream considerations on social justice as it per-tains to the Church. Its original context was an ecumenical gathering of Church leaders, and this revision attempts to keep a focus on those social insights that are by now practically consensus teaching. In any consideration of the Church and social justice one must start by citing both the clear problem and the challenge. The problem surely is that we have not been as outstanding as we should have been. Barbara Ward in a booklet written for the Vatican Commission Justice and Peace speaks of guests who are invited to the banquet but have other things to do. She then touches upon the key problem for Christians in developed societies; namely, the problem of not being exposed in any concrete way to massive poverty and of therefore not developing a prophetic voice. She says: In this general climate of indifference, the Christian does not yet stand out as prophet or catalyst. All too many of us aresimply relatively fortunate citizens who., are not exposed to the massive, growing miseries at the base of the world society. We are proving, if proof were needed, that it is very difficult for wealthy societies, like families or individuals, to get through the eye of the needle (The Angry Seventies, p. 61). 42 Ministry in the Church and a Structural Concern for Justice The Challenge Barbara Ward as an economist devoted to human life has given an example of single-mindedness. Throughout her wril~ing she remains hope-ful. She knows well the challenge yet she sees no reason why the Christian community cannot be a worldwide "catalyst of energy, devotion and re-form." She articulates the challenge in a way that sets the focus of this paper: ¯ . . if, then, with courage and persistence and the energy of true hope, Christian citizens are ready in season and out of season, to lobby legislators, rally voters, instruct fellow citizens, worry the indifferent, encourage the active and create a new kind of justice and world responsibility in the Church and in the nations, the world may be saved from the evident wrath to come (pp. 62-63). Notice she asks for a new kind of justice and world responsibility in the Church. Thus she speaks not merely of giving food to a hungry man, but of "lobbying legislators" and "rallying voters." If we take a look at official Church teachings over a long range, we can see in this past one hundred .years one broad and obvious evolution. It is a movement that is very well summarized in that key article of the Pastoral Constitution: The Church in the Modern World, that underscored social concern: Profound and rapid changes make it l~articularly urgent that no one, ignoring the trend of events or drugged by laziness, content himself with a merely individualistic mo-rality. It grows increasingly true that the obligations of justice and love are fulfilled only if each person . . . promotes and assists the public and private institutions dedicated to bettering the conditions of human life (n. 30). It is fitting that such words should be in a document concerned with the Church's relation with the world. For here, too, there is an evolution of awareness. The Church's moral concern gradually becomes, in the social documents of the last century, not only a concern over individual salvation, but also over the collec.tive future. She recognizes that certain structures of history are man-made and that Christians therefore must have a respon-sibility not only for individual men, but also for structures of history. The Church must not be worldly, but she is in the world and has a responsibility for the world. Perhaps such an evolution could be understood by pointing to one man's autobiography as a metaphor. I think the life of Thomas Merton capsulizes a whole movement of the Church. This journey of the Church is symbolized so very aptly by Merton's monastic journey. It has often struck me that his own evolution as a monk said something to us about a model of holiness in the Church of our day. A recent thesis by Sister Elena Maltis makes this point more systematically.~ She cites Merton writing, in his early work, Waters of Siloe: ~"Thomas Merton: Symbol and Synthesis of Contemporary Catholicism." Critic, Spring, 1977, pp. 26 ff. 44 / Review for Religious, Volume 37, 1978/1 It [monastic life] takes a man above the terrors and sorrows of modern life as well as above its passing satisfactions. It elevates life to a superhuman level to the peace of the spiritual stratosphere where the storms of human existence become a distant echo and do not disturb the center of the soul--no matter how much they may rage in the senses and the feelings (p. 28). Then she cites the later MertOn who, in his workFaith and Violence, writes with different images of the monastic life: My :own peculiar task in my Church and in my world has been that of the solitary explorer who [instead of jumping on all the latest bandwagons.at once] is bound to search the existential depths of faith in its silences, its ambiguities, and in those certainties which lie deeper than the bottom of anxiety. It is a. kind of submarine life in which faith sometimes mysteriously takes on the aspect of doubt.when, in fact, one has to doubt and reject conventional and superstitious surrogates that have taken the place of faith. (p. 30). Notice holy Mertonno longer conceives of himself as above and beyond the world. He is not in a stratosphere above the terrors and sorrows of modern life, but now, at the bottom of things where the phrase "submarine life" becomes a dominant image. His very spirituality of the 1940's does not cease, but in the 1960's it is a spirituality that takes integrally within itself the role of social criticism. He sums up who we are in the Church today when he says~: That I should have been born in 1915, that I should be the contemporary of Auschwitz; Hiroshima, Viet Nam and the Watts riots, are things about which 1 was not first consulted. Yet they are also events in which, whether I like it or not; I am deeply and personally involved (Contemplation in the World of Action, p. 145). What is central here is not only that a man's spiritual journey should lead him to the welfare of our fellow humans. Indeed this is true of all the saints. But what is central is that now such a spiritual journey leads also to a structural concern for others. Merton is implicated in the world's move-ment. He is, and we are, and the Church is, not only helping others socially in the world as a static theatre, but taking responsibility for the very move-ment of the world itself, for the very milieu of humankind. And the point of this article is that such an hwareness is now flowering in the Church and we ought not to miss it or take it for granted. Perhaps a concrete example will help us see more clearly. In 1830 a French pastor of good will may have courageously preached to factory owners that they must give their wo~kers a living wage. But what he could little understand was what Peter Berger and Thomas Luckman called the "social construc-tion of reality." In other wqrds, reali.ty had been constructed by humans themselves in such a way that ifa converted factory owner did pay a living wage, he would go out of business because of the competition. What was needed was--as we know today--a new construction of reality, namely some empowerment of the workingman through unionization. NotKze that such a new reality had to be created not only to allow workers to achieve . Ministry in the Church and a Structural Concern for Justice / 45 just wages, but also to allow an employer to pay a just wage while remaining competitive. Such an element of structural justice was recognized by Leo XIII when he said in Rerum Novarum that even though someone made an agreement, such an agreement (contract) could be invalid because of the unequal bar-gaining positions. In Leo's teaching we see the beginnings of an awareness in the Church of the meaning of a structural reality in morality. Justice is denied not only by the individually greedy man, but through the inheritance of circumstances embedded in social systems. Application to Ministry In the last eighty years such an insight has developed richly in Church teaching. John XXIII in Mater et Magistra and Paul VI in Populorum Progressio applied the teachings to inequalities inherent in relations with the Third World. There have even been some high points of pastoral ap-plication in the Church. For example it remains the glory of the American Church that she (unlike some of her European sister-Churches) did by and large keep faith with the immigrant workers in her midst. Yet while the insight is old enough to trace to even before Leo, it nevertheless remains a new insight in need of fresh application in many areas of social concern. Most of all it calls for fresh application in the Church's ministry. Ministry must concern itself not only over individual conversion, not only over healing hearts, but also over healing structures. Otherwise the healed heart will be unable to inscribe its fruit of justice on the world itself. In Reinhold Niebuhr's classic terms, "moral man" ~will remain powerless and ineffectual in an "immoral society." The word structure is not always an easy term to understand, It has many meanings in many contexts. A helpful articulation of a meaning sufficient for our purposes here is one given in the statement of the Appa-lachian Bishops. They speak of how the forces of corporate giants become perverted, and destructive growth patterns develop.The principle of ~'max-imization of profit" becomes an idolatrous power. Then they give a clear understanding of what an evil structure does: This power overwhelms the good intentions of noble people, it forces them to com-pete brutally with one another. It pushes people into "conspicuous consumption" and planned obsolescence. It delivers up control to a tiny minority whose values then shape our social structures. Then they point out how difficult it is for good individuals to change things when structures militate against change. We know that there are many sincere business people, zealous reporters, truthful teachers, honest law enforcement officers, dedicated public officials, hard working lawyers and legislators, who try to do a good job. But we know too that, the Way things are set up, it's hard for good people to do a good job. Review for Religious, Volume 37, 1978/1 Such an insight by the bishops into structural evil corresponds to con-temporary insights into scriptural understandings of the powers of evil. The simple phrase, ~'. the way things are set up, it's hard for good people to do a good job," is a perfect way to describe what theologians today mean by "'the situation of sin." So the power of evil becomes autonomous and embeds itself into structures. These structures entrap us. They tend not to draw good from us but to draw out our worst--sometimes despite good will to the contrary. We have what some see here as one perspective on the original-sin tradition in the Church. Obviously, then, the work of redemp-tion, in which Jesus has given his Body the Church a certain share, must include a healing of this history of sin. Thus the very baptismal function of induction into a saving community implies a ministerial work to heal struc-tures. The Domain of Gospel Ministry and Arthur Simon's Parable The foregoing ushers into focus a problem, namely, how can work for structures remain a gospel work and not merely become a social-secular work. Arthur Simon, the founder and leader of Bread for the World, a Christian Citizens Movement for world food resources, tells a parable that helps us understand this problem of placing work for structures into min-istry. The parable is basically this: Once there was a farming town that could be reached by a narrow road with a bad curve in it. There were frequent accidents on the road especially at the curve, and the preacher would preach to the people of the town to make sure they were Good Samaritans. And so they were, as they would pick the people up on the road, for this was a religious work. One day someone, suggested they buy an ambulance to get the accident victims to the town hospital more quickly. The preacher preached and the people gave, for this was a religious work. Then one day a councilman suggested that the town authorize building a wider road and taking out the dangerous curve. Now it happened that the mayor had a farm market right at the curve on the ~oad and he was quite against taking out the curve. Someone asked the preacher to say a word to the mayor and the congregation next Sunday about it. But the preacher and most of the people figured they had better stay out of politics; so next Sunday the preacher preached on the Good Samaritan Gospel and en-couraged the people to continue their fine work of picking up the accident victims. The parable illustrates what Paul Ricoeur says about man's new aware-ness, namely an awareness of being in relationship with others in structured ways, i.e. not merely as "neighbor" but as socius. Father Chenu, the French Dominican, calls it the.new way of charity. He says that man has always been social, but he adds: Today, not accidentally but structurally the collective event lends scope and intensity to the social dimension--human love treads these lasting paths, these organizations Ministry in the Church and a Structural Concern for Justice / 47 of distributive justice, and these administrative systems (in G. Cottier et al., eds., Eglise et pauvret~, 1965, p. 174). The problem then is very real. When is ministry for life religious and gospel, and when does it become secular? What work for life is natural and what is supernatural? What is gospel and what is humanism? The questions are age-old. And without presuming that the Church today has completely solved the problem, I do think a good part of the answer is already within the Church's official grasp and official teaching. In official meetings and synods, papal and episcopal teachings have addressed the problem and have given us enough of a theological answer to go on. Let us just cite chosen, illustrative texts from the Catholic context. First, the Constitution on the Church in the Modern World has many comments on the subject. But one celebrated sentence is as follows: While we are warned that it profits a man nothing if he gain the whole world and lose himself, the expectation of a new ean.h must not weaken but rather stimulate our concern for cultivating this one . Earthly progress must be carefully distinguished from the growth of Christ's kingdom. Nevertheless, to the extent that the former can contribute to the better ordering of human society, it is of vital concern to the kingdom of God (n. 39). The World Synod of Bishops of 1971 and 1974 both dealt with the problem. The famous statement of 1971 said this: Action on behalf of justice and participation in the transformation of the world fully appear to us as a constitutive dimension of the preaching of the gospel, or, in other words, of the Church's mission for the redemption of the human race and its liberation from every oppressive situation. And in 1974 Pope Paul after citing the danger of losing the religious di-mension of our mission says this: There is no opposition or separation, therefore, but a complementary relationship between evangelization and human progress. While distinct and subordinate one to the other, each calls for the other by reason of their convergence towards the same end: the salvation of man. The continuity of the two Synods is sharply manifested in the Human Rights document of the '74 Synod. There the Bishops used a theology of the Divine Image and taught that the "integral development of persons" makes clearer in man the divine image. Then they say: Hence, she [the Church] believes firmly that the promotion of human rights is required by the gospel and is central to her ministry. Summarizing this brief set of quotes we can say that healing structures of irreverence for life and of injustice is part of the ministry of the Church because such healing is "of vital concern to the kingdom of God" (Gaudium et Spas), "a constitutive dimension of preaching the Gospel" (Synod '71), "required by the gospel arid central to the Church's ministry" (Synod '74). 41~ / Re~iew for Religious, Volume 37, 1978/1 Why take time to cite these examples of official documentation? First, awareness that such insights are now mainstream official teachings will keep us from being intimidated by those who would accuse us of humanism or of becoming social agencies. ' But more than that: it is to underscore that the concern for structural justice and the concern to place the struggle for structural justice within the mission of the Church is not merely a concern of a Daniel Berrigan, of a Helder Camara, or of a Latin American theologi~an, but rather it is official and central teaching within the Church. Most of all it is a matter of rejoicing that such an insight is found not only in official teaching, but is making its way into the popular religious psyche of our.people. At the Eucharistic Congress, when people struggled to touch Mother Theresa, they were struggling to touch, in this case, not someone known for mystic gifts such as Padre Pio, but someone known for simply picking men up offthe sti'eets of Calcutta. But more than that, the people also welcomed Dom Helder Camara. And those who knew his history, knew that his life has been a different struggle from that of Mother Theresa. Dom Helder symbolizes .not just an enormous interpersonal love for the weak, but also the struggle for justice against systems of dependence and exploitation. Dom Helder in the midst of his talk at the Philadelphia Civic Center walked over, picked up and embraced Mother Theresa. I like to think this embrace was more than a kinship of courageous people. Rather I see a symbol of two forms of ministries-in-the-Church meeting and embracing. And in a way, Dom Hel~ler's emphasis is a struggle that poses the most important challenge to Church leaders. His work is less clear, more risky, more apt to provoke misunderstanding even among one's own people, and yet all the more urgent today. The Problem of .Ambiguiiy Yet this ministry .that attempts to heal structures has a special problem connected with it. I would term it the problem of ambiguity. Many Church leaders can agree that gospel includes work for human life and human rights--even structural work. But they rightly fear choosing certain con-crete options that commit the Church to one economic or political view that may riot be the only valid Christian view. The point of Paul Ramsey'.s work Who Speaks for the Church? was to purify us of easy assumptions that the charism of leadership will lead us to right decisions in the complex area of socio-economic and political affairs. So there is a special need for a humility and tentativeness that, in the words of Paul VI, "will rid action of all inflexibility and sectarianism" (Coming Eightidth n. 48). We do not wish to preach our own ideology, but Christ crucified. So we seek to avoid easy partnership. This is a common caution perhaps needed today. But I would like to accent another side to the issue that sometimes Ministry in the Church and a Structural Concern for Justice goes unaccented. Namely, that not always what appears to be neutral ground is really neutral. And sometimes when the Church refi'ains from taking sides in an issue, for fear of partisanship, she sometimes, willy-nilly, by not taking a side has taken a side. Another way of saying it is simply that sometimes our silence speaks loudly. This may not be an everyday occa-sion, but it does happen that situations become radicalized to the point where there just is not ample neutral ground in which a large institution can find room. Historical examples may be easiest here. In the Germany of th~ 1930's was there a political neutral ground? Can we not at least in hindsight recognize that what looked like neutral ground was not so neutral? There was a personal heroism of many priests, ministers and bishops, yet in the episcopal statements of the German hierarchy (in the words of Gordon Zahn) there was "not even a hint of any question, of whether or not the Hitler war effort met the conditions set for a 'just war' " (cited in Paul Hanley Furfey, The Morality Gap, p. 13). Another example. In the bombings of Hamburg of July-August, 1943, the dead numbered 30,000. The raids on Dresden of February, 1945 killed some 135,000. On March 9 and 10 the raids over a four mile residential district of Tokyo are estimated to have killed 84,000. On August 6 and 9 the bombings of Hiroshima and Nagasaki killed an estimated 68,000 and 38,000 respectively. My point here is that the killing of noncombatants was even at that time, clearly recognized as evil. Yet one can find no significant corporate criticism of these actions. Moreover, despite Pius XlI's pleas to statesmen for a negotiated peace, no official Catholic spokesmen gave sustained'protest against the allied policy of unconditional surrender--an omission John Courtney Murray called a "classic example" of a failure to apply moral principles. ¯ A third example concerns racism and segregation in this country. It could be summed up in a symbol. The symbol is contained in the words of Leander Perez, political boss of Plaquemines Parish in New Orleans. He was, you may remember, the man excommunicated for his opposition to the integration of the parochial schools (a courageous act .ot~ Archbishop Rum-mel). But Perez' comment was "How come we could have slaves, separate schools and churches for these Negroes for ages and ages and now all of a sudden it's a sin?" (see Paul Hanley Furfey, The Morality Gap). The point in all of these questions is not historical Monday morning quarterbacking. Indeed even at the time of these incidents there were clear teachings already in the mainstream of Catholic thought--teachings that were not applied. The point is that the Church took stances that at the time m. ay have seemed to be stances of moderation or may have seemed to be prudent neutral ground. But now we know they were not, Rather they appear to have been examples of an immigrant Church so anxious to be " established that it became absorbed in the zeitgeist of the times, and so lost its prophetic voice. 50 / Review for Religious, Volume 37, 1978/1 The main point is this: we may be right in our anxiety that the Church not be pulled into partisan blocs, in our anxiety not to provoke undue division in the Church by too quickly identifying one social option as the gospel option. But we must be careful not to allow this anxiety to bring us to a silence that really is an unwitting speaking in behalf of the status quo. There is a corollary to this problem. It concerns the matter of com-petefice. Often times it is stated that the Church or a churchman cannot speak on an issue because it is so complex and specialized. Surely we must be careful of easy and abrupt position-taking in the complex areas of so-ciooeconomics and international politics. But the deeper question must always be asked. Namely why is it that at times we choose certain areas in which to be competent, to research care-fully and to locate manpower and resources and other areas in which we do not? We must always ask ourselves what might be our cultural and theo-logical biases that predispose us to give certain questions a priority. Too many good Germans said they could not protest because, after all, they really did not know enough. Dualisms That Lead to Neglect Sometimes a certain idea about ministry can lead a man of good will to neglect a certain gospel reverence for life. For example, I am sure that the chaplains of institutions in which recent press releases have exposed cruel treatment would be men of good will. But if they observed some of the same things newspaper reporters saw, and if they did not complain in any effec-tive way, we must ask how did they conceive their ministry? What kind of dualisms between soul and body, between spiritual and physical, between creation and redemption must have been going on in their understanding of ministry? Has speaking in behalf of ill-treated mental patients, ill-treated children, ill-treated elderly in profit:making nursing homes, ill-treated pris-oners, ill-treated h