Issue 11.5 of the Review for Religious, 1952. ; A. M. D.G. ' ' Review for Religious SEPTEMBER i5, 1952 Congress of Religious . The Editors Towards Continual Prayer . Pa.I DeJaegher Cases o~ Illegitimacy . Joseph F. Gallen ' "~ . Pius XII and Our Lady . JohnA. Hardon "Meaning" of A.M.D.G . Walter ~J. Ong Q, uesfions and Answers Book No÷ices VOLUME XI NUMBER 5 REVIEW FOR. RELIGIOUS VOLUME XI SEPTEMBER, 1952 NUMBER 5 CONTENTS CONGRESS OF RELIGIOUS~The Editors . 225 TOWARDS CONTINUAL PRAYER--Paul De Jaegher, S.J . 231 OUR CONTRIBUTORS . ¯ . 241 PRACTICAL AND PASTORAL C/(SES ON ILLEGITIMACY~ Joseph F. Gallen, S.J . " . 242 COMMUNION CARD FOR HOSPITALS . 248 COMPLETE TEXT OF SPONSA CHRIST1 IN ENGLISH . 248 LEGISLATION OF SPON,$A CHRI,~TI . 248 POPE PIUS XII AND OUR LADY---3ohn A. Hardon. S.J . 249 "A.M.D.G.": DEDICATION OR DIRECTIVE~Waher J. Ong, S.J. 257 TEN-YEAR INDEX--LIMITED SUPPLY . 264 QUESTIONS AND ANSWERSm 21. Moral Obligation of Voting . 265 22. Boundary of Novitiate . 269 23. On Reading Rodriguez . 269 24. Change in the Habit . 270. 25. Applying Indulgences to Souls in Purgatory . 270 26. Honoring'Bequests for Masses . . . '. . 270 27. Unrealizable Desires for Sanctification . 271 BOOK ANNOUNCEMENTS . 272 BOOK NOTICES . 274 REVIEW FOR RELIGIOUS, September, 1952. Vol. XL No. 4. Published bi-monthly: January, March, May, July, September, and November at the Colleg.e Press, 606 Harrison Street, Topeka, Kansas, by Sty Mary's College, St. Marys, Kansas, with ecclesiastical approbation. Entered as second class matteb ,January 15, 1942, at the Post Office, Topeka, Kansas, under the a~t of March 3, 1879. Editorial Board: Jerome Breunig, S.J.; Augustine G. Ellard, S.J.; Adam C. Ellis, S.J.; Gerald Kelly, S.3.; Francis N. Korth, S.3. Copyright, 1952, by Adam C. Ellis, S.J. Permission is hereby granted for quota- ~ions of reasonable le.ngth; provided due credit be given this review and the author. Subscription price: 3 dollars a year; 50 cents a copy. Printed in U. S. A. Before writing to us, please consult notice on inside back cover. Congress ot: Religious The Editors ~"HE first National Congress of Religious of'the United States w.as .| held at "th~ University of Notre Dame, August 9 to 12, 1952. Three members of our editorial staff attended as delegates. At the various sessions we tried to note points that would be bf special interest to our readers: and, since it was impossible for us tobe per-sonally present at ail the different sectional, meetings, we asked many friends t~ make similar n6tes. ,The present report is made up from these notes "jottings" might be a better word. .Regarding our report, let us make two observations. First, it is not intended to be a complete a&ount of the Congress. Official Proceedings of the Congress will be published soon and will give this complete accountl ' Secondly, even as an incomplete account, our re-port is not adequate; it represents merely what a comparatively tiny number of de'legates considered point.s of spedal interest. It would .help us greatly if other delegates who read this rePort would Suppl~- ¯ ment (or~ correct, if need be) this material by sending us communi-cations containing their own impressions: And it would also ,help if any r.eaders, whether delegates or not, w, ould send their observations on the points recorded her~. This "request for commtinications r~eeds emp,hasis. The Congress opened up for discussion many vital points concerning our religious life; but because of lack of time it could do,no more than start the discussion. Readers' of this Review would do a great service to the ~ellgious life in this country if they would continue this discussion. by the frank and constructive expression of theii own observations-on these ~;ital points. Purposes of Congress " The Congress was summonedby the Sacred Congre~gfition of Religious, as a mean~ of intensifying and. strengthe.ning the religious life in the United States, of givii~g religious of all institutes an op-portunity to exchange ideas and particularly to discuss the problems ~ertaining to the adjustment of the religious life to ~onditions, pie- ¯ vailing in our land without compromising the principles on which the religious life is based. We believe that the. first purpose of.the Cbngress the intensi- ' ,225 THE EDITOP~ Review f6r, Retigious lying ~nd strengtt~ening of. our own. r~eligious life--~as. easily .the central point of the meetings andthat' ~ good start was m~de towards its accomplishment.~ C~rtainly all of us were~ inspire~d with-the de'sire of becoming better religious arid of making our" institutes more.effec-tive means in the great work of the Church. As c~n'e Sisterwho helped us p~epare?these notes put it:. "Probabl~ among the fi, nest outcomes of the First National .Congress of Religio,us of the Ufiited States will be a'faller.realization'on the.part ofeach community, whether large or ~all, of iis.actual, p~iticipation and impqrtance.in i~he Mystical -Body. of ~hrist; a deeper feeling of p~rspnal love for our Holy Father' and an appreciation Of his interest in our spiritual and temporal well- .,being; an~under.standila~g of the ,eagerness,. of the members 6f the Sacred Congregation of Religiou~ to serve our need~s and tO assist us to b~come holy, saintly' religious; and finally, a cloker bond among th( religious communities'of the United States, with e~ich ~roup cor~: scious of its imp6rtance to the good of the whole 'and, ready to assist in furthering the 'apostolic endeavors of every, other institute:" ¯ The other purposeF-~-the ekchange of ideas and the consideration of nece~sary adjustment~--also received their due attention" at both the scheduled sessiofis and the informal meetings of smaller groupL The on.e flaw in the plaorfing of the Congress, if there was 0ily fl~w,. was that there were so many.papers that the.re was not sufficient time for discussion°fr0m the floi3r. Nevertheless, a fine beginning was made, and w,e hope that what was begun at Notre Dame can be car- ¯ tied on much further in' the discussi6ns in this R~view and in smaller meetings that can be arranged from time ~o time. . Organization .The Sacred Congregation of." Rhligioussent. f~ur representatives to theCongress: .The Most Reverend Atcadio LarraonL C.MIF., Secretary of the Congregation: the Very Reverend Giuseppe\Gi.am- ~pietro, S.J., the assistant to Father Larraona i~ the organization of regional "meetings of religious; the .Very Reverend Elio Gambari, S.M.M'., .whose specihl duty is-to handlethe affairs of refigious :in the United States; and the ~i~y Re;gerend Edward 'L. Heston, C.S.C:, the Secretary G~ner~l for, the Congress in the United States. ¯ The Congress was divided into two sections, for religious n~dn and religious women respective.ly. The Very-P(everend John ~J. Cavanaugh, C.S.C., who was President of the University of Notre .Dame atthe time the C6ngress was.plhnned, wasHonora.ry~Chair- 226 ~September, 1952 , (~ONGRESS OF RELI,.GIOUS manfor both groups. Executiye Chairman for Religious Men was. the "Very Reverend FranCis J.Connell, C.SS.R.; and for Religious W~men, the_Reverend Mother Mary. Gerald Barry,. O.P., the Supe-rior, General 6f the.Domlnican Sisters of Adrian; Michigan. Co- - ordinato.r of the. Congress'was the Re~'e~end Alfred F: .Mendez. C.S.C. The work done by Fathers Connell and Mendez and Mother " Mary Geriild in preparing for th~ Congress "was little shdrt of miraculous. They had only al~out three months tb make their pre-parati6ns, yet every detail, both Of the preparations and Of the'actual carrying out of the"Congre.ss,: was S~l~erbfy:planned and executed. As one small sample.migh~ l~e instanced the plans for daily Masses: there, were seven hur~dred Masses.each day; yet there was not the 'slightest -c~nfusion or difficulty in getting, iri ~he Masses. ~ ¯ Other members of the Committee for the sectlon of Rehgmus ¯Men were: theVery Rev~:end Godf.rey Diekmann, O.S.B.; the Very Reverend Philip F. Mulhern, O.P.: the,.Very Reverend'Thomas .~. Plas'smann, O.F.M.: the Ve~y Reverend Adam C. Ellis, "S.J.: the Very Reverend Basil Frison, C.M.F.; Venerable Brother Alexis Vic-.- tor, F.S~C.; Venerable Brother Ephrern O'Dwyer, C.S.C.; Vener-able Brother William, ~.F.X. O~her members of the committee .for Religious Women were: the Re~,erend .Mother M. Catherine Sullivan, D.C.: the Reverend'. Mother-M. Rose Elizabeth, C.S.C." the Reverend Mother M. li~n, C.S.J.; the Reverend 'Mother M. Joan 0t: Arc Cronin, O.S.U. the Reverend. Mot'her Mari~Helene,. S.P.: and Sister M. Madeleva.;" Spiritual Ideals In one wa.y'or anothe'r many. of the discussions at the C~ngr~ss centered on the clarification of the spiritual ideals common to reli-gious. ins~itfltes and on the .means. of¯ attaining these ideals., Particu-larly stressed was.~he fact that religious.need a deep pers'orial devo~ tion to Christ. Basic to such a devotion is the knowledge of.Christ; iand the young r~llg~ous must be.helped ~o get th~s knowledge, partly through Well-planned reading, and~mostly through prayer--for it is ~i knowledge.of the heart, and it is given by the Holy Ghost to ~hose " who humbly and perse~'erifigly seek it. ¯The fervent-reception of. Holy Communion-is a great help to.the atta!ning of this interior -knowledge and devotion. Incidentally, in. the men:s discussion 6f this tiepin, it was poin~e~, out that here, as i~ Other aspec~so,of their religious training, youri~ religious are inspired.by the goqd example ¯ 227 THE EDITOR,S " Review/:or Religigus of thei~ elders-and are proportib.nate!y harmed by thelack of such example. Several discussions also emphasized the need of a sense of per, sor~al responsibility. For. instance, one danger oK the religious life, with its many exercises in common, is .what migl~t be called "~herd-spirituality": one goes to the exercise automatically and takes.part with a sort, of detached numbness, ,as though ¯partially anesthetized. The chief wa~ to counteract this is the constant striving on the part of the individual to make the exercls~ personal. Also, some religious who lead an active aposl~olate, especially in small houses, .are fre-quently unable to have common exercises. They can lose the rell-gious spirit completely Unless through their own personal efforts they try to form a plan for making their various spiritual exercises in private. " The same idea of personal responsibility, under the formality of per_sonal initiative, was prominent in the men's discussion of religious obedience. It was pointed out,that apostolic initiative is n6t stifled by obedience, though it must often be controlled for the common good, as well as for the good of the individual. The rel, igious who always waits to be told what to do. is by no. means the model of perfect obedience, and the superior who requires this of his subjects is by no,means the perf.ect superior. , In a paper t, bat all will read With interest and profit, the Very Reverend Giles Staab, O.F.M.C~'p., reduced the moral qualifications of candida.tes to the religious life to the)four virtues of generosity, docility, prudence,~and loyalty. The generous candidate will¯have the r~quisite piety, the fight intention,' the chastity, and the zeal. The docile candidate will be obedient and thus further the Work of the i.nstitute. The prudent candidate will have good jiadgment and emotional control. And ~he candidat~ imbued with a spirit Of loya[t~t.will, be ready to subordinate his own interests to thqse of the community and will, as a natural consequence, b~e a, gobd communi@ man: a religious withsocial 'balanch, cgurtesy, and considerateness." Conte~ptative Life The .Right Reverend Abbot M. James Fox, O.C.S.O., gave' an interesting and informative talk about the contemplative life in gen-eral and the Trappists' life inparticular. He said that there is.a great hunger for thec0ntemplative life in modern America, . and he illustrated this statement.by quotin~ excerpts from man'y letters'that h'e has received from applicants to the' Trappi~ts. The Trappists,., 228 " ' v Sep~ei'hber~ 1952.- " CONGRESS OF RELIGIOUS he said, have about ~700' novices in their varigus" houses ~throu.ghmit the world';" ,approximately half:of these novices ,are, in the' United State~.'In less than ten years the" Trappist monasteries in 'this country have increased from three' to ten.," °, "'- .~, Why the attraction to "contemplative orders?.+. At one of Sisters' sessions it was suggested that yout.h are attracted to the co.n= templative life because they,feel that in this life they can
Issue 11.3 of the Review for Religious, 1952. ; A.M.D.G. Reviewfor Religious MAY 15, 1952 Newman: Defender of Mar~y . John A. Hardo~ Custody of-,the Senses " Evereff J. Mibach" The S°acred Heart . ~. ~4;chaoIJ. Lap;e,re ¯ Quinquennial Directive, III . Joseph F. Gallen Questions and Answers Summer SesSions~ Book Reviews VOLUM~ XI NUMBER 3 RI::VI W FOR RI::LIGIOUS VOLUME XI MAY, 1952 NUMBER 3 CONTENTS CARDINAL NEWMAN, APOLOGIST OF OUR LADY-~ J~h~ A. Hardon, S.J . 113 SUMMER SESSIONS . 1 IGNATIANSPIRITUALITY Augustine G. Ellard, S.J . 125 CUSTODY OF THE SENSES--Everett J. Mibach, S.J . 1'~3 THE SACRED HEART: A THOUGHT FOR RELIGIOUS-- Michaei J. Lapierre, S.J . OUR CONTRIBUTORS . 150 THE QUINQUENNIAL REPORT: OBLIGATIONS AND DIREC-TIVES, III Joseph F. Gallen, S.J. 151 TEN YEAR INDEX--NOW AVAILABLE . 158 UNIQUE SCHOLARSHIP . 158 PIUS XII ON THE RELIGIOUS LIFE . 158 QUESTIONS AND ANSWERS-- 13. Restoration of Solemn Vows . ". . . 159 14. Dispensation from Eucharistic Fast . 160 15. Revenue from Ceded Property . 160 16. Is Ranching Permitted? . 161 17. Prescriptions for Privacy . 161 18. Obligation to Confess Doubtful Sins . 162 VOCATION PAMPHLETS . 162 BOOK REVIEWS-- The Mystical Evolution in the Development and Vitality of the Church; The Breviary Explained . 163 BOOK NOTICES . 165 BOOK ANNOUNCEMENTS . 167 REVIEW FOR RELIGIOUS, May, 1952. Vol. XI, No. 3. Published bi-monthly: January, March, May, July, September, and November at the College Press, 606 Harrison Street, Topeka, Kansas, by St. Mary's College, St. Marys, Kansas, with ecclesiastical approbation. Entered as second class matter January 15, 1942, at the Post Office, Topeka, Kansas, under the act of March 3, 1879. Editorial Board: Jerome Breunig, S.J.; Augustine G. Ellard, S.J.; Adam C. Ellis, S.J. ; Gerald Kelly, S.J. Copyright, 1952, by Adam C. Ellis, S.J. Permission is hereby granted for quota-tions of reasonable length, provided due credit be given this review and the author. Subscription price: 3 dollars a year; 50 cents a copy. Printed in U.' S. A. Before writlncj to us, pleas~ consult notice on Inside back cover. ' Cardinal Newman, :Apologist Our,La y, . Joh'n A. Hardon, S.J. IN THEIR formal prote~t in 1950 against the definition of Our Lady's As, sumpt!on, the~Anglic~n bishops Of England declared,. "We profoundly-regret that the Roman ~Catholic Chm:ih has chssen .b~; this act to increase dogmatic differences in Christendom a'nd has thereby gravely injured the .growth of understand!ng be-tween Christians based on a common possession, of the fundamental . truths of the Gospel." ¯ (London Times,. August 18, 19 51J.). We may assume that the'Bis.hops of Y, otk and Can[erbur'y were sincere in m~aking-this decli~ration, but how should we estimate and deal with their attit&de of mind, which is so common among ,Chris-tians out'side the true Church? Why should, faith in Mgr}', as one~ Prote.stant theologian phts'.it, be the "swordof separation", between .Catholic and non-Catholic Christianity? Fortu_nately we havean excellent guide ifi this matter in "Cardinal Newman, ~ho himself ~p~ssed through all the stages of-p)¢judi~e'ag'ainst Catholic devotion to.the Blessed Virgin !VI, ary, and finally became an outstan.ding de-fender. of her dignity against the attacks 6f.her enemies. " Newm, an'~ Anglican Deuotion to Ma~rtt ' Newman became a Catholic in 1845, afte~ forty-fou~ years in the established Church of England. L.oqg before his conversion,' however, 1~ was already devbted to the Blessed,Virgin Mary. Among the ~arly, influences in his life at Oxford .was Hurrel[ Froude who "taught me to look with admiration towards the Church of Rome. He fixed deep' in me the idea of devotion to the Blessed.Virgin." Froude had "a high. seyerefidea of the intrinsic excellence of Virgin-ity: ¯ and be considered the Blessed. Virgin 'its great Pattern.~' (A., 22, 23.) ~ - Througl~olat his Anglican. days, Newman often preached on the digni~y of.Christ's Mother, stressing esl~ecially her transcendent. purity and nearness t6 God. "He never.tired of repeating that Christ was born of a'Virgin "pure and.spotless.'" To his mi,nd, it Was in-lThe key [t~ the references is: A. Apologia (1~47) : P. Pdrochial and Pia~n Serf mons, II (1~18); L.'P. "Letter to,Pusey" in Di~culties o~-Anglicans (1907). 3OHN'A. HARDON Review [or Religious conkeivable that the only.-beg~tten Son of God should have come. into the World' as other men. "The thought may not be suffered that He,should have been the son of shame and guilt: He came by a new ~nd living way: He selected and purified a tabernacle for Himself. becomlng the immaculate seed of the woman, forming His body miraculously from the substance of the.Virgin Mary" (P., 31). On the Feast of the Annunciation in 1832. he preached a sermon on Mary's sanctity in which he was accused of teaching ~he Immacu-late Conception."That whicti % born of the flesh," he said, "is flesh." So that no one can bring what is clean from what is un-clean. In view of her prospective digr~ity-as the Mother of Christ, Mary was endowed Withgifts of holiness that are be~.ond descrip-tion. "What must have been the transcendent purity of h'erwhom the Creator Spirit. condescended to overshadow with His miraculous presence . This contemplation runs to a higher subje~t, did we dare follow it: for what, think you, was the sanctified humanstate of that human nature of which God.formed His sinless Son?" (P., 132.) Newman would not draw the illation, but his audience did. Later in life he referred tot this sermon as a witness to his abiding affection f~r the Blessed Virgin"Mary. "I hid a true devotion to the gl~ssed ViFgin.". he says, speaking of his Oxford. days, "in whose college I lived, whose Altar I served, and whose Immaculate Purity I had in one of my earliest printed sermons made much of"-(A. 149). Early Prejudices against "'Mariotatr{ ': Against this inspiring background, we are surprised to find cer~ tain blindspotsand inconsistencies in Newman's Anglican devotion to the Virgin Mother. Until a few years before his conversion, he hesitated to call Mary the Mother of God. Convinced, it seems, of the fact of her divine maternity, he could not bring.himself to give her this exalted title. The Son of God. he preached, "came into this World, not in the clouds but born of a woman; He the Son of Mary, and she (if it may be said)"the Mother of God" (P., 32). gome of Newman's critics have remarked on the length of time he spent in coming to a d~cision about entering the Roman Church. Ten, fifteen years before his conversi6n he' spoke of "the high gifts and strong claims of the ChUrch of.Romd on. our admiration, rever-ence, love and gratitude." He wbuld ask himself how a non-Catholic "can withstand her attractiveness, how he can "refrain from being melted into tendernessand rushing into commun'ion" with her, on Ma~ , 1.957. " OUR LADY, S DEFENDER beholding the Church's bea~;.,of doctrine and vindication of he~ Newman answers for himself. On the one hand he. found the Roman Church most attractive in her doctrine an'd ritual; on the o~ber hand be resisted her advances. "My feeling," he .confessed, "was something like that of a man who is obliged in a court of jus-tice'to bear Witness against a f~iend" (A., 50). There was a con-flict between "reason and affection," between what be thought hi~ reason told him against the errors of Rome, and what his si3ontane-ous Christian affections loved inRoman Catholicism. Now the strange fact i~i~hal~ Newman. reduced all his Anglican objections ~o the Chtlrch of Rbme'tb o,rie b~t~ic element in her system, namely, her devotion to" the saints and partictilarly to the Mother of God. "Writing as.a Catholic, he.says, "I thought¯ the essence of her (the Roman Church's) offence to consist in the h0nours which she paid to the Blessed Virgin and the saints, ,and the more I grew in devotion, both to the saints and to our L~dy, the more impatient I was at the Roman.pr~tctices, as if those glorified creations Of God ~nust be severely shocked, if pain could be theirs, at the undue ven-eration of which they were the objects". (A., 48). One¯day, as an Anglican. he summarized the pros and cons for becoming a Catholic. Point six ~n a series of nine is clear: "I could not go to Rome. while she suffered honours to be paid to.~he Bl~ssed Virgin and the Saints which I thought in my ¯conscience to be incom-i~ atible with the Supreme, Incommunicable Glory of the One In-finite and Ete'rnal" which belong solely to God-(A:, 134). Four years before his conve?sion, in 1841, he received an appeal from a zealous Catholic layman urging him not to hesitate any longer about submittingto Rome, when so little doctrinal difference separated the Anglicans from the true Church. Newman replied in a long letter, in which he said. "I fear I am .going to pain you by telling you, that you consider the approaches in 'doctrine on our part towards you closer than they really are: I cannot help repeating what I have many tim~s said in print that your ~ervices and ,devo-tions to St. Mary in matter of fact do rfiost deeply pain me. I am or~ly stat~rig it as a fact." (A. 173.) A year later. Newman wrote to Dr. Russ~ll to thank him for an English translation of St.,.Alphonsus L. iguori's sermons. Dr. Rus-sell. who was president of Mayno.oth in Dublin. had. says Newman, "perhaps more todo with my conversion than anyone else." In ,the 115 ,. JOHN A. I~ARDON Ret~idW f6"r l~tter, NeWman asked his friend whether anything had been left out in the transla'tion of Liguori'~ sermons, and was, tg.ld that there had been omissions in One sermon about'the Blessed Virgin. This small detail appears to have been,the turning,point in Newmail's apl~roach, to the .Church. D'escribing ivin the Apologia he says, "It must be "observed. ihat the writings of St. Alfonio,~is I knew-them by the extracts commonly mad~ fror~ them. prejudiced me as much agaifi~t~ 'the Roman Church a~ anything, el;e, on accou, nt of what was called tl~eig .'Mariol.atry.'.'' But, and this i~ significant, ~'there is nothing of the kind in this book" which Russell had sent hirn2 "This omis-sion in.the.case of a book intended for Catholics. at le~t showed that such passages as are fdund in the works of Italian authois were not acceptable to every part of ,the Catholic world. S~ch de~r~tid~al. ~ manifestations in honour of our L~dyhad be~n .my great crux as re- "~ ~ards ~atholicism." (A.,.176.) Once he became cdnvinced that the, Roman Church was willing to d~mngu)sh between faith arid external piety in devotion to Mary,. and to recog,nize that piety,-unlike fa'ith, canbe different for dlfferent people, his entrance, into the Church was only a matter of time. e 'letter-to Dr. Russell was sent iri November. 1842, and in February of the following year. Newman made a formal public retraction "of all the hard things which I had said.against the Church of Rome" (A., .1,81). - - _. In Defehse of Mar~'s Honor . ¯ A~ter his cdnversion. Newman drew fre~luent!y on his own ex: ¯ perience tohelp remove ~he obstacles which 6thers had to face in their" journe~y to" Rom~---notably the (ommon prejudice against so-called Catholic excesses in devotion to the Blessed Virgin. However, for the most part this was 0nly private and persbnal, assistance to pros-pec~ ive converts or in answer ,to specific"charges made by ir~dividual Protestant~,. Not until 1865~ did he have.an opportunity to defe'nd :l~Iary's honor and .to vindicate~the Roman piety.in her.regard in a way.that was to win for.him the gratitude 6f generations 6f Ehglish-speaking Catholics. In 1865 his old f'riend Edward Pus£y published.~he Eireni~on, im which he promised a peaceful settlement of the differences between Canterbury ~ind Rome, if only Rome Would meet certain conditions' .which'he recommended. One of the major obstacles which had 'td ¯ be removed in .~he. interest of re-ufiion was the Roman Church's cultus~f th~ Mother of God. "I believeY he said, "the system jn 116 May, 195'2" . Ouk LADY'S DEFENDER regard to the Blessed Virgin iLthe.chief hindiance~to ~e-union." Of all the objecti, ons which the.average ]~gli~hmanhas against Rome. "the vast system as to the:Blessed:Virgin ¯ . to all of us has been the, special, ciuxof the Roma~a system." (Eirenicon, 101.) Pus'ey' opposed the ~urrent.Catholic devotion to the Blessed Vir-gin on two scores: he claimed it was simply excessive, and it lacked a solid'foundation.in Cfiristian tradition. He singled out fo.5~special censure the dogma°.of the Immaculate Conception Which had just" been definedeleven'years,before. This was the quintessence of papal presumption~ in.defining as revealed doctrine what only a handfu'l of zealots had originally believed to be true. Puse)~'s main diffictilty, however was similar to what Newman's hhd been, that Catholic piety towards Mary was derogating.from -the h0northat was rightly du~ to her Son. St~itements like "God does not will to give anything except through the Blessed Viigin," and "He has pl~aced her between Christ and the Church" were unin-telligible, he thought, if Christ is. the sol~ Mediator between God.and man. -Granted that."the'devotion of the peo'ple to the Blessed Vir-gin outruns the judgment of the priestL" but what "if the whole weight of Papal authority is added to the popular doctrines, and the people a.re bidden . . . to bestill more devoted to the Ble'~sed Virgin ¯ . . one sees not ~here there shall,be any pause or bound short 6f thal~ bold conceptioln that 'every prayer, both of individuals and of th~ Church. should b~ addressed to St. Mary.~ ""(Eir~ni~o.n, i86~, 187.) Newman's answer to Pusey, while called a Letter, extends tO 170 pages~in Longmans' edition. Thebody of the letter.fails into .three parts, each dealing with a separate charge made by Pusey. has been justly called a "inaste.rpiece of Marian literature," which-deserves to be better known not on~ly as a revelation of Newman's 6wn love for Our~Lady, but.as a source book. of apologetics to.de-fend our Catholic devotion to the Mother of God. " Marian Doctri;~e not Marian Devotion "I begin," .say~s Newman, "l~y making a distinction--the dis-tinction between faith and. devotiom" By faith.in the Blessed Vir-g~ n he means all that Catholics~believe has be~n revealed to us about the Mother of God. By. devotion he .mean~ such'religious honors and expiessions of affection as follow f~m the faith.' "Faith and ' dev6tion are as distinct in fact as they are in idea. We cannot. in-deed. be de~out without faith, but we may believe with6ut feeling 117 JOHN A. HARDON Reaiew for Religious devotion." .-Against the Protestant Objection that Catholic doctrine about Mary has grown by adcretion over the centuries, Newman an.2 ¯ swers that what has grow.n is subjective de;cotion, that is, r~aliza, tion and expression of faith, but not ttJe faith itself. And again, in detrain countries Catholics are accused of makin'g almost a goddess of the Madonna, while elsewhere their piety is mo~e restrained. The same distinction applies: without defer~ding genuine¯ excesses, it is still true t.hat some Catholics are more affectionate and expressive in their devotions than others, but the doctrine about Mary'is always the same. ~ "This distinction," for Newman, "is forcibly brought home to a convert as a peculiarity Of the Catholic religion, on his first intro-duction to its worship. The fiii.th is e~erywhere the same, bul~ a large liberty is "accorded to private judgment and inclination, as regards matters of devotion . No one interferes with his neighbor: agree-ing, as it. were, to differ, they pursue independently a common end, ,~lnd by paths, distinct but converging, present themselves before God." (L. P., 28'). Starting from this distinction, Newman pr6ceeds to explai'n. some of the fundamental doctrines which" Catholics ~hold regarding the Blessed Virgin. Her Immaculate Conception, for ,example, is a stumbling block to non-Catholics because they do not knob¢ what we mean by original ~in. "Odr doctrine of original sin is not the same as the Protestant. We with the Fathers think of it as some-thing negative, Protestants a~ something posit!ve."' . They.hold that '~'it is a disease, a radical.change of nature, an.active poison internally ¯ corrupting the soul, infecting its primary elements, and disorganizing it; and they fanc'y we ascribe a different nature, from ours to the Blessed Virgin, different from that of her parents, and from that of fallen Adam~" .We hold nothing of the kind. "We consider that. in Adam she died as others; that she was included, together with the whoIe race, in Adam's sentence, . .but we. deny that she had original sin; for by original si'n we mean something negative, the deprivation of tfiat supernatural unmerited grace .which Adam and Eve had on their first formation." Catholic belief .ir~ the'Immacula'te C~nception is only a natural ~orollary to the more fundamental truth' of the Divine Maternity. Newman is a specialist here, tracing the clear lines of tradition from the earliest Fathers of the Church. "To the Greeks she was Theoto-kos, to the Lati~as Deipara, to us the Mother of God. Intoone para-graph he crowds the testimony of the. ages on the elemental dignity 118 JOHN. A. HARDON - - Reuieu~ fo~" Religiou* of the Virgin Mary.°. "our:Go~' Was carried in the womb of Mary," says Ignatius who was martyred A.D:-106. "The Maker of all," says Amphylochius, "is born of a.Virgin.'.' "God dwelt in a womb," says Proclus. Cassian says, "Mary bore her Author." "~The E;~'er-lasting," says Ambrose, "came into the. Virgin.' . He" is' made in thee," }ays St. Augustine. "Wh6 made thee~" (L. P., 47,~ 65.) On the practical side, !Newman deals With the question of Mary's intercessory power which, he explains, follows "from two basic truths: first that it is good a~ad useful to invoke the saints, and sec-ondly that the Blessed Virgin is singu, larly dear to her Son. The first may be assumed among believing Christians, but the second notso obviods. ¯ Granting tfiat prayer of intercession is "a first prin- .ciple of the Church's life. it is certain again that the vital fofce' of .that intercession~, as an availing l~ower, is sanctity.The words of the man born blind speak the common-sense of nature: 'If any man be a-worshiPper.of God, him He heareth.' " What thin must be the position Of the Blessed Virgin before the throne of God? . If the Lord was willing t$ spare Sodom and Gomorrha in answer to Abra-ham's piayer, if the prayer of Job for his friends saved them from the anger of God, if Elias b~.his prayer Shut and opened the hea-v~n~, if Jeremias, Moses, and Samuel were great mediators between God and His people, ."what offence is it to affirm the like of her.who was not merely," as Abraham,. Moses, and Elias, "the friend, but was the very Mother of God." (L. P., 71,'72.) Doctrine about Mary °Alfect~ed by Devotion Having laid the doctrinal foundhtion for Mariah piety, Newman examines the charges made by Pusey that Catbollc devotion tO the Blessed.Vi~gin i~ exc~siy~ and out of proportion.to its dogmatic basis. This accusation would be. justified only if man were all intel-lect and his religi6n were only intellectual. But "religion acts on the affections." And "who is to hinder these, when once roused, from. gathering in their strength and running wild? Of all passions; love is themost unmanageable; nay more,, I would not give:much for that ¯ -love which is never extravagant, which always .observes theproprie-ties, and can move about in perfect good taste, under all circum-stances. What motbeg, what husband or wife, what youth or maiden in love, but says a thousand foolish tbifigs, in the way of endear-ment, which the. s~eaker wouldI be sorry for strangers to hear, ye~ they ~re not on that account unWelcome'to .the parties to whom they are addressed " (L. P., 79, 80.)! \ i 119 JOHN A. HARDON Ret~ieto for Religious "Let me _apply' what ~ have been saying to the teaching of., the Church on the" subject of the Blessed Virgin . When once we haste mastered the idea that Marry bore. suckled, and handled the Eternal in th, e fo~m of a child, wh~t limit is conceivable to the rush and flood ,of thoughts wfiich0such a doctrine involves?¯ What.awe and ~urprise :must attend upqn th~.knoWledge tha't a creature has. been brought :so'dose to the Divine Essence? "It was the creation of a new idea and of. a new sympathy, ofa new faith and worship, when the holy Apostles announced that God had become inc~irnate; then a supreme love and devotion ~ to Him became possible, which see~ed hopeless before¯ that revelation. ,.This was the first consequence of their teaching. But besides this,'a second range of though}s ~vas opened on mankind, unknown before, and unlike any other, as soori as it was understood }hat that Incarnate God had a mother." (L. P., 83.) Mariolatry is a familiar "reproach on the lips of Protestantsand of Newman himself before his conversion¯ But it is based on a libel.¯ The two ideals of Christ as Mediator and of Mary as mediatrix are perfectly distinct in the minds of Catholics, and there i~" no inter-ference,. between them,. -"He is God m~de low, she is woman inade high.-.When~he became man, He brought home td us His incom-mun'icable attributes with a distinctness which pr~cl~des th~ possi-bilit~ r of lowering Him me'rely by~ Our exalting a creature. He alone has an entrance-into our sou/, reads our secret th.oughts, ~pe~aks to our" heart, applies~ to us ~piritual pardon and strength . Mary is only our, Mother by" divine appointment, given us from the Cro~s: her presence is abgve,,not on earth; her office is external, not within us. Her power is indirect. It is her prayers that av, ail, and her pray-e'rs a~:~ effectual by the tiat of Him Who i~ our all in all." .It is ~rue that Mary occupi~s.a center in Catholic devotion and" worship, but that center is infi.nitely removed from divinity. "~f we placed our Lad~; inthat centre,~ we should only be, dragging Him from His throne, and making Him an Arian kind of God, that is. no God at all." q-?ben followsa ~errible¯ indictment .~gainst his°own contemporaries and those modern Protestants--who accuse Catholics of adoring the Virgin Mother. "He who charges uL" says Newman ~ "'with making Mary a divinity, is thereby denying the divinity of desus. S~ch a man does not know what divinity is." ,(L. P. 83- 85.) Catholic Excesses In thee final part of his lettek. Newman han"dles the accusation 120 ,May, 1952 . OUR LADY'S DEFENDER that devotion to,Mary obscures the dev6tion to Christ. Pro, testants . say that "our 'devotions to-our Lady must" necessarily throw our Lord,into the shade: and there, by relieve themselves of a great deal of trouble. Tl~en they catch at. anystray fact which countenances or. .seems to countenanee,their prejt~°dices. Now I say. plainly, I Tillnever defend or screen any one from' you jus~ r~buke who, through false devotion to Mary, forgets~l~us. ~But I should like the fact to be ,. proved first, I cannot .h~sti.l.y. ~dmit it. ° There is this b~oad fact the o, ther way: --that if we lo0k.~hrough Europe, we shall find, on ~l~e. ¯ whole, that just those nations and countries have lost their faith in the divinity of ChriSt. 9¢hb 15~ve given up devotioia to His Mother, .and that those on t~e other .hand. who had been foremost .in her honour, hav~ re'tained their brtl~odoxy. Contrast, for instance, the Calvinist~ With ~l~e Greeks, orFrance w~th the North~ of,Germany, or the Protestant ~nd Cath~li6'commumons in-Ireland. .In' the- Catholic Church M~ry has shown herself, not the rival, but the min-ister 6f her Son: she has prbtect~d Him. as in His infancyl,soino the whole h~story of theRehg~on. (L. P., 92, 93.) , " ¯ Non-Catholics make much of the fact that Catholic .churches are filled with statues and p~ctures of the Blessed Virgin, that there are so many prayer~ in her honor, that she is given so import_ant a place in-the liturgy. .Newman answers with t.w_o distinctions: first Jris not .true that Mary enjoys rile center of" devotion in.th~ liturgy, and secqndly~ Protestants judge Catholics by themselves when they as-sume that v~hat, should 15e idolatrous ~ or dishonorable, to Christ among the~nselves is also th~ ~ame among Catholics. Thus "when stranger's ar~ so unfa~cora.bly impr(ssed with us, because they see'Im-ages of our Lady in our,,. Churches and crowds floc.king aboht her, . they forget that there "is a Pres~nce within the sacred walls infini'te-ly more awft~l, which claims_ ahd obtains~from us a worsh!p tran-scendently different from any devotion.~'we pay toher. That devotion. might, indeed, tend to'idoiatry, if it were encouraged in Protestant churches, where ~here is nothing higher than it to attract the wor-shipper; but. all the images that a Catholic church ever contained, all' the Crucifixes at its Altars brought together, do not so affect its fie.- quenters,, as the lamp which betokens the p.resence or absence there ol ~the Blessed Sacramer~t." "'The Mass againconveys .tous the same lesson of the sovereignty of the Incarnate Son: it is a return to Calvary, and Mary is scarcely named in it.'" In the same way, Hoiy Commianion, "which is, give~ in the 121 JOHN A, HARDON Review for Religious mor_ning, is a solemn unequivocal act of faith in the Incarnate God, if any be such; arid the most grakious admonitions, did we need one. of Hissovereign and sole right to-possess us. I knew a lady, who on her. deathbed was Visited by an excellent Prote}tant. frieni:l. The latter, with grea~ tenderness for her soul's welfare, asked her Whether herprayers to the Blessed Virgin did not at that awful hour, lead tb forgetfulness of her Sa¢iour. 'Forget Him?' she replied, 'Why. He was just now here.' She had been keceiv!ng Him in communion." (L. P., 95, 96.) Newman had one last and the most difficult rebuttal to make. Pusey had drawn up a list of quotations from various Catholic writers who speak of the Blessed Virgin in terms of extravagant ~a~ection. But this is an unfaircriticism. "Some of your authors." Newman admits. "are Saints: all. I supp6se, are spiiitual writers and holy men: but the majority are of no great celebrity,: even if they bare any kind of ~¢eight. Suarez has no-business among them at all, for, when he says that no one is saved without the Blessed Virgin, he is speaking not of devotion to her. but of. her intercession. 'The greatest nam~ is St. Alfonso Liguori: but it never surprises me to read anything extraordinary in the devotions of a saint." Howeyer. when faced directly with Pusey's quotations.Newman confesses, "I will frankly say that when I read them in your volume, they affected me with grief and almost with angei: for they seemed to ascrib~ to the Blessed Virgin-a power of searching the re'ins and hearts, which is the attribute of God alone: and I said to myself. how can we any longer prove our Lord's divinity from Scripture, if those cardinal passages which invest Him wiih divine prerogatives; after all invest Him with.nothing beyond what His Mother shares with Him? -And how again, is there anything of incommunicable greatness in His death and passion, if He who was alone in the gar-den, alone upon the cross, alone in .the resurrection, after all is not alone, but shared His ~olitary work with His Blessed Mother. And then again, if I hate those perverse sayings so much, how much more must she. in proportion to, her love of Him? and how do we show our love for bet, by wounding her in the very apple of her e.ye? This I felt and feel: but then on the other band I have to observe that these strange words after all are but few in number: that most of them exemplify the difficulty of determining the exact point where tri~th passes into. error, and that they are allowable in orie sense or connec-tion, though false in another. .Thus to say that .pgayeg (~nd. the 122 Mag, ,1952 OUK LADY'S'D~FENDER ¯ Blessed ~ Virgin's prayer) is omnipotent, .is a harsh expression, in every-day prose; but, if it i~ explained':to mean that there is nothing whi_ch~prayer may not 0bta~in from God, it is nothing else than th'e very promise made us in Scrlpture. '. (L-. P., 103, 104.) Pusey's worst accusatlqn was that according to c~rtain Catholic writers devotion to the Blessed Virgin' is necessary for salvation. Newman challenges this statement, "by Whom is it saidthat to pray to our Lady and the SaintsI is necessary to salvation? The proposi-tion of St. Alfonso ig, th~at 'God gives no grace except through Mary, that is through her intercession. But-intercession is one (hing, devotion another." If devotion to the Blessed Virgin were nece~sa[y, then "'no Protestant could l~e saved: if it wereso, there would be -grave; reason for doubting of the salvation of St. Chrykostom or St. Athanasius, or of the ~rimitive Martyrs; nay, I should like to know whether St. Augustine, in all his voluminous writings, in-vokes her once. Our Lord ~tied for those he~ith~n Who did not know Him; and His Mother intercedes for those Christians who do not know bet: andshe intercedeshccording to His will, and, when He wills to sav~ a particular sloul, she at once prays for it. I say, He wills indeed ~ccording to heI, r. prayer, but then she prays according to Hisw ~i"ll .". (L. "P., 105, 106.) " .Newman s Apologetic Method It no exaggeration to say that Newman's Letter to Pusey is'the outstanding work of' Marla, n apologetics written m Enghsh. ~n the ¯ past century. Its stholarship and transparent honesty made it wel-come to those outside the Church. even to Pusey, as he admitted in a letter to Newman. But morI-e important, it gave to Catholics a pro-found analysis of the prinCiples on which their devotion to the Mother of God should be l~as~d. It alsg"gave them an object lesson in the method they should follow in dealing with non-Catholic Christians, with a ~iew to conver. nng them to'the true faith. The method must be a consummate respect for the non-Catholic's sin-cerity, and should recognize that ¯after all ,is s~id and done, faith is a free gift of God to be obtained in answer to humble prayer. Thus in the beginning I ¯ ¯ of his letter, Newman makes ~t clear that he considers the opposition, to. be m good faith. I know, he says, "the joy ~it would give ~hosle conscientious men [Pusey .and/his lol-iow~ rs] to be one with ourlselves. I know how.their hearts spring up with a spontaneous tran what yearning .is I~heirs aft~ ;port at the very thought of union;~ and r that great privilege, which they have 123 SUMMER SESSIONS - not, .communio.n with th~ see of Peter, and.its present, pa.st ~nd fu-ture,."' (L. P., 3.) But~ after all the clafms of ~onscience are settled by reason and argumentati6n, the most important thing is still n~eded. And so in tfi~' last paragraph of his letter Newman c6dclud~s'with a prayer. He asks Go~l to."firing us'all togethkr in unity . to destroy all bitterness on your side and ours.to quench all jealous, sour. proud, fierce an-tago, nism on'our side: and-to dissipate all captious, carping, fastidious ¯ refinements of reasoning on ~'ours.". And finally, "May that bright and gentle L~idy, the Blessed Virgin Mary, overcome you with her ¯ sw, eetness, and revenge herself on.her foes by interceding effectually fo~ their conversion." (L. P.,. 118.) ,.,S ummer Sessions The Department of Religious Education, ,Fordham University, New york, offers gradu.ate courses in the following, branches of"the-ol6gy during the 1952 Summer SeSsion: Sanctifying Grace-by Rev. Elmer O'Brien, S.~3. (Toronto) : the sacraments 6f Penance and Extreme" Unction by Rev. Paul Palmer S.d. (Toronto); Com-m~ andmefits I-IV by R~v. doseph Duhamel. S."3. (Woodstock Col-lege) : Church History by Dr. Donnelly (Fordham) : and Methods of Teaching Religion in High School l~y, Rev. ,l~hn F. Dwyer, S.,I. (Fordham). Each course carries two points of c~edit. Concurrently with the Sfimmer Session. the Graduate School and the School of Education will jointly conduct a FRENCH INSTITUTE FOR SISTERS exclu~iyely. 06 duly 21 and 22, the Division of. Educational Psy-chology, Meagur~ments and Guidance will sponsor its second annual two-davy INSTITUTE ON RELIGIOUS AND SACERDOTAL VOCATIONS. This Institute. will be .held-for the diocesan: a.nd regular clergy, for ¯ ~eligious brbthers and sisters. Its purpose will be to discuss the prol~lems involved in recognizing, encouraging ~ind fostering voca-. tions to the diocesan priesthood and to the religious. "The Summer Session extend~ from duly 7th to August 14th. , For further infor-mation, address the executive .secretary of the Sfimmei Session, F6rdham University, New York, 58, New York. [Additibnal announcemen~s dr'summer sessions are given in~ the March number. pages 95-96. A note for deans of summer schools is given in the ,January -num-ber, page 56. ] '124 Ignat:ian Spirit:u, li y Augustine G. Ellard. | ~NATIAN spirituality is c~iae of.the modern" schools. It acknowl- ~ ]edges itk junior status,¯ u ir~heritance that the oldeafn, ds~.~dlhadolo'lys aonfd' ,C gartahtoefliucl lsyp aircict.euia~lt s',t rtahdei rtiiodnh have put at its disposal Father Eludon, in his St. Iqi~atius. of Loyola, devote~ the whole of ch~ipte, r twelve to showing thal~ just .w.hen he was wo_rk[ng out his own ideas and ideal~ St; Ign.atius °was u'nd.er't.he i~nfluenc~ of a rattier large number of different currents'of spirituality. The two principal instruments of his conversion were the Life of Cbri'st by Ludolph-~of Saxony and the Liues of the Saints by Jac0p? de V'oragine. The' former wa~a Carthusian, and the latter a'Do-mini~ an. Ignatius of(eia thought: "St. Dominic did this., St. FranciSo. that: shc~uld not I also do as they?" fiis a matter of fact, for a time, he thought of becominga Carthusian. His favorite book through-out life was Thomas ~l Kempis: thus he put himself in debt to the Devotlo M~derna" that the B'roth~ers of' the Common Life arid the monks of Wi'ndesheim were. propagating. Th~se three w~rks were majbr forces in.his formation. In addition to these he came under the personal'influence of the Ber~e,dictines at Montserrat, of the Do-minicans with whom he.lived at Manresa, of'th~ Franci~cans, of the Hieronymites, of the C, ister~cians, and probably of others ~llso. "It is the,opinion of at least one man who has made a very Speciai study"bf Igna'tian spirituality, "namely Boeminghaus. that Ignatius 'fused two streams of spirituality'which before him had come down in more or less p~irallel lines .(B,oeminghaus, Die Aszese der "lgnatia~- ischen EScercitien. 10-34). These traditions were those typified by Thomas ~ Kempis and St. Fraficis of Assisi. ]During tl~e later years of ~tbe Middle Ages the~scbool of spirituality ~hat was most fresh and vigqrous was that of the Cbristi~in Renaissance, just referred to under ¯ the Latin name:.tbat it u~ually goes by, n~mel]z, "Dev,0tio Moderna " It m~i~ked a reaction ¯against "excessive speculation--in piety and stressed the supreme importance of beihg 2or.dctical in one's religious life. " In particular, it tended to put more method into the spiritual" life arid especia.lly into the mental pray~r that should animate and vivify it." In a word, one may ~ay that its asceticism was that which we are' all familiar with from the Imitation of Christ. The second stream was the Franciscan. 'It t.aught ~i0uh. souls to . 125 t AUGUSTINE G. ELLARD Review for .Reliyious take the~Gospel literally, to seek evangelical simplicity and poverty, to look to qesus in His ,human nature as He really existed in time and place, to respond to Him as a person" with love and dev6tion, to keep unitedowith Him as intimately as possible, and finally¯ to live and Work with Him. Hence vitality, enthusiasm, and personal response characterize it, 'as practical method¯ add earnestness marked the other. Boeminghaus sums u'p his idea in suggesting that, to a gr~it extent, St. Ignatius took his method from the Christian Renaissance group and the content of his system from the Eranciscan tradition, and then united them in his own original way. I.n these pages Ignatian spirituality is taken to include not only the teachin~ of St. Ignatius himself, but also that ofhis order. For the saint's o(vn doctrine the priinary written sources are, besides.his Spiritual Exercises and the Constitutions o~ the.Societal of Jesus, his Spiritu'al JoUrnal and some of his letters. Certain letters are very important and do not always get the attention they deserve by. those who profess to :present his doctrine, especially on mental prayer. Some of the letters, too, are equivalent to liitle didactic tre;itis~s; examples ~ire the.celebrated Epistle on Obedience and the letter on perfection, to the students of the Society at Coimbra (May 7, 1547). The spiritual teaching of the Jesuits is to be found partly in certain official documents, for instance,, letters of the Fathers General, and principally in the numerous published works of Jesuit ascetical and mystical authors. Moreover, Ignatian spirituality is Understood to comprise both that according to which Jeguits themselves try to live, including a certain conception of the ~eligious life, of the ~'ows, and .especially of obedience, and also that which tb?y propose for others who accept their instruction. Of course, it ~s not implied in presenting Jesuit ideals that all Jesuits fully realize them. I, BASIC IDEAS The fundfimental element in any school of spirituality is the theory or set of ideas underlying it and giving it life" and direction. There must be some definite conception, for example, of God, of Christ, of human nature, and of the world. Different initial views on these fundamental realities or their relations necessarily give rise to different attitudes of will and divergent practical principles¯ St. Ignatius's mentality was not at all theoretical. .Hence the genera.1 intellectual outlook in his system is simple and concrete¯ It is 126 May, 1952 IGNATIAN SPIRITUALITY ¯ decidedly, akin to that of the Synoptic Gospels rather than to St. John or St. Paul. It is no~ learned o~-theological, like, for instance, that of the Dominican Fathers or of the French Oratory. God is conceived, mostly as'a great and good king, as a grand monarch on the divine scale. It is emphasized esp.ecia]]y that He is the creator and hence the so~'ereign lord of all. St. Ignatius liked to refer to God as "His Divine Majesty," or "~he Suprem~ Goodness." Among the divine attributes libe.rality is often, singled out for men-tion. God is not thought of as "All in ~all". or as "Prime Mover" or as "the Divine Spouse." Christ, the God-man, is so rich in various aspects that no ,one ~p~erson or group of Hi~ disciples could exhausl them all. Hence different schools of spirituality "emphasize different phases Of the great reality that He i~. One. c6uld consider Him as an adorable divine king sitting at.tl~e righ~t hand of the Fathe.r, surrounded by a heavenly court of angels arid saints, and receiving the homage of prayer and work from devout,men 'on earth. Another could con-centrate attention and affectibn above all on the scenes of the crib and the cross. A third, utilizing the concepts of theology, could make mt~ch of the Word.Incarnate. St. Ignatius sees Christ mostly as the. son of the divine King,*and a king Himself, but with a king-- dom still to be conquered. He is a crusading king, at the head of his army, announcing, his intentions, and inviting men to qolur~teer for service. T.he pecu, liar temper of a school may depend much on how it conceives human nature. To cite"an historical' example.: ancient Alexandrine spirituality took intelligence rather than any other fac-ulty to be the great thing about man and acco{dingly it stressed the place of contemplation in the perfect life. The modernFrench School (Cardinal de B~rulle) is noted for its pessimistic" (onception of human nature and the effects upon it of original sin. St. Ignatius is characterized in this mat.te~ by a certain optimism and voluntarism. Human natuie is indeed sor~ethirig that needs chastening and. training, but basically it is good and to be dev~loped and put to work ¯ in the cause of Christ. If all creatures have their value, a Fortiori humannature has; in fact man is the end and purpose of all other things. Bodily 'strength is not to be diminished by indiscreet aus-terities, but ~o be brought under control and made effective for the service of God. The voluntarism of St. Ignatius .is abundantly illustrated throughout the Exercises; he never ceases to refer'to "what I wish." 127 AUGUSTINE G. ELLARD Rebiew [or R~ligious ¯ The Ignatian view of the world, too, is°rather distinctive. Un-like many ascetics of old he did not look upon it °as something' evil to be fled from and shhnned.as much as possible. Nor like St. Ber-nard" did he consider it better to avoid creatures than~ to use them. He did not share St. Francis's tender sentiment toward lowly¯ crea-tures as brothe~s¯ and sisters. St. Bonaventure'~ and many holy t - men of the Mi~tdle Ages stressed the fact that all things are likenessesof~ God'and should be looked upon as enlightening us about Him and attracting us to Him. St. Ignatius is more utilitarian and practical. For him everything in creation is a means tO help men to work out .their d~stiny; everything is to' be rega.,rded and treated solely with'. ~" reference to that purpose. , . . .- ~,~ Co[responding to the ideas that one conceives of God and of.m~ will be ond's ideal of pedec[ion, tha't is, what one takes tobe the . completely right relation between God and man. ,Of course, the 'ggod disciple.of St. Ignatius ~uld be entirely submissiv~ to his Cre-ator and Supreme Lord. He would make God's ends-'his own and seek to,achieve them by the means that God prefers. .To the divine libe?ality he also .rdsponds with magnanimous liberality. Enrolled in the apostolic campaigh ~ith Christ, he endeavors to agsociate him-self as closely as possible with hik great leader, to work with Him as effedtiv~ly as~ossible, and to imitate Him in all respects, but espe- "cially in b~aring pdverty and~humifiation nobly. Thus in_ every-thing he strik, es to love and serve the Divine Majesty. He conforms his will altogether to that of God. "What I wish", becomes pre-cisely whatGod wishes. ~ II. LEADING PRINCIPLES " Logically and fiaturally the basic ideas of a system of spirituality, . "in themselves more or less theoretical, give rise to practical principles indicating the appropriate action that should follow. I. The Divine Purpose,~ arid Plan The first and supremeprinciple of Ignatian asceticism, is oto seek the e~d. for which God created one. "Man is created to praise, rever-ence, and serve God our Lord, and by thi~ means'to'sa+e his soul": ~the "First Principle' and Foundation" in the Spiritual. Exercises (23) .1 ' ~Quotations from" the .Exercises ~re from Loui~ ~J. Puhl's'translation; the figure~ re-fer to' the paragraph enumeration introduced by the editors of the critical edition, Madrid, 1 ~ 19. ~ 28 IGNATIAN SPIRITUALITY As God begins,' ~nd we may also add, ends, wi~h a certain definite purpose, so does St. Ignatius, and so too will hi~ disciple. In fact, man is invited to intend just what:"God intends. Between God and man there are to be no cross-purposes. .Moreover and especi,ally, one. should seek, not a .part of what God intends, but all df it, and to work it out always by using, precisely the means and method pre-ferred t~y God: what is'this but to have just the same iglan as God? Praising and referencing God is substantially, the same as.glori-fying Him. -Striving for the greater glory of God, ."Ad majorem Dei. gloriarff," is very .probably. ~vhht th~ name of Ignatius. is most a'pt ~o .suggest to most people who .have some knowledge of him. It is,well known that whenever SI~. Ignatius wrote or dictated he was cofistantly referring to the glory of God[. In the little book of the Exercises the glory or praise of God is p_roposed as.the end no less than thirty-three times.In the C~nstituffons of ttie Society the ref-efence 6ccurs about-135 times in ~2i47 .pages (the" edition of 1937: so Lawlor, "Doctrine of Grace in the Spiritual Exercises'" THEO-LOGICAL STUDIES, 1942, 524). Nor Was the expression always on his lip.s only. Seeking to make God be'tter known and loved" was ever in his thoughts .and aspirations and supremely strong and do}ni-nant among them.- Hence explicit and uninterruptedaiming at. thh' greater glory of God is a conspicuous mark°6t: Jesuit spirituality. A similar and more, or less equivalent idea that .was a great ~avorite with St. Ignatius and Occurs still more frequently is "serv~ ice)' "Locutions such as 'to the greater s~rvice of God," 'to the greate~r service of God and the help of soul~.' andtheir-like, are re-peated 157 times in the Constitutions" (lb'id.). Servin~ God is bf course the same'as Working out His purpos.es or .extending His glory, and it may be said to be central in Ignatius's whole conception of what-man's relations and activities tbward God should be. Some religious leaders wduld'no doubt put prayer or e~en mortification in the, central pl~ace; for Ignatius, everything, "prayer. recollection, self-a. bnega~ion, and so on, mu~t be subordinated to the glory and seroice of God~ Int(hding what God intends, seeking His glory, serv.mg Him~-all this implies the need and use of means. St. Ignatius is broad enough f0 regard all created things as these~mean~. "He is insistent too that they are to be used neither more nor less than in the measure of their ~utility with respe& to,the final end. " In no way or degree are they to .be sought for their.own sake as goals.if, they be pleasant.and attrac- °" " ~ : 129 AUGUSTINE G'. F~LLARD Ret~ieu) for Religious rive, and no repugnance to a useful but disagreeaigle mean~ "is to be allowed to interfere v~ith Using it. To the noblest end the best means is alwa,ys, to be chosen. Hence, another celebrated term and idea 6f Jesuit spirituality: namely, indifference. 2. AssOciation with Christ. A second leading principle in St. Ignatius's system is "'Associate gourself with Christ as closely as possible." or '.'Know, love, and imitate Christ as far as possible." Tb~ divine purpose and plan become more specificaIly the progra.m 6f Christ. All Christiahs of course strive to associate themselves with Christ, or to" know and' love and imitate Him, but not all in precisely the Ignatian.way, that is. in the spirit of "The Kingdom" and tl~e~ "Tw, o Standards." As we have seen. St. Ignatius likes to consider Christ as ;'Our Lord, the .E~ernal K~ing,'" a prince who is"organizing a military ex- ¯ pedition or crusade, to conquer the whole worId and bring it back to loyal" submigsion to itsdivine sovereign. He summons all good men to become recruits in his army, to share his warfare, and then. to rejoice with him in the fruits of victory. Both the royal commander and his soldiers are to live and fight-under the same conditions of toil.-combat. and suffering, that subsequentl~r they. may enjoy the ~same glories of victory together. The motives for enlisting are con-sidered so attractive that nobody with good sense could decline: one v~ould.at least join the expedition as a.common soldier. But with. this degree St, Ignatius is not at all satisfied. In view of the.singularly magnetic qualities.of the Leader and the excellence of His cause, anybody with a spafk of spirit about him will volunter for distinguished service. He will be glad to show. his love and affection by offering himself for deeds of greater value b~yond the call and strict requirement of duty. He will not wait to be attacked, but Will himself take the offensive and carry tb~ war into the enemy's te(ritory .("acting against"), in particular be will first make a perfect conquest of his own interior foes, and a~gres'- sively overcome his own "sensuality and carnal and w0rJdly love." He Will prof.ess himself ready to imitate his great king in bearing humiliations and poverty. It is thergfore, a cardinal principle of Ignatian spirituality that to the summons of Christ the.King,one should respond with all the magnanimity ~n'd generosity that one can muster. ' The eager new recruit soon gets lessons ir~ the basic principles df strategy of his own leader and also ~f the enemy 'chief. These are 130 May, 1952 IGNA'I~IAN SPIRITUALITY presented in the colorful exercise called "A Meditation oh "Two Standards." They are further deve!oped affd enforced in rules for, the discernment of spirits. Lucifer's'tacticsare to be {~nderstood well, and since they are insidious one is ever to be on guard against his deceits. His general ruse is first to seduce men into an inordinate quest for riches and honor, these being indifferent, and then into pride and finally into all vices. The intention of Christ is just the" contrary,~that is, by example and precept He induces men to cultivate" the spirit of poverty, or even actual poverty itself, to conceive "a desire for insults andcontempt," to acquire the. virtue of humility, and thus then to attain all the different virtues. It will be noticed that St." Ignatius 'makes gre, at eff0rys to have his discipline look espe-cially to. t~o aspects of Christ's moral cha~acte), namely, His poverty and His humility. In the Constitutions of his order and in certain of his letters he adds a third great virtue, tha't is, obedience. At least for the mem-bers of'the Societ~ this gets so much emphatic commendation and i,nsistence that it,is in a sense the point in which Jesuits are supposed to specialize. 3. The Third Mode of Humilitv ~The "'third mode of humititg" is so highly characteristic of St. , Ignatius's whole¯ doctrine and so important in itself that it should, it seems,.be proposed ~a third leading principle. It is pre-sented in ~he Exercises as 'the last disposition to be sought in the ideal prepakation of soul to discern and choose the will of God in o.rdering one's.life. It" is also the highest point that one.could re~cb in conquering self, in achieving the victory over one's .disorderly and rebellious impulses, and in-bringing them into that order.which the divine plan and the program of Christ¯req'u!re. In the first mode of humilisy man submits to God in everything that is' of serious, obligation. The second degree disposes one so to submit as to avoid not only venial sin but also every defect of in-difference and hence all positive imperfections (failure to "carry out counsels). In the third. kind" '.'whenever the prfiise and glory of God would be equally served, I desire, and choose poverty with Christ poor, rather than riches, ir~ order toimitate and be in reality more like Christ our Lord,; Icho~se insults with Christ loaded with them, rather than honors; I desire to be accounted as worthless and ¯ a fool for Christ, rather than to be este,emed as w)se and prudent in 131 AUGUSTINE G. ELL~ARD ' Reuieu~ [or Religious thi~:.world. So Chr.ist wastrea~ed before me" (Exqrcise~, 167). In a_ word,, the p~fect associate of Jesus makes himself like,Him~as far - as possible, iriall virttles, but especially, other consideration} being equal, in pove, rty and humility.° l~vidently reverence and love'and dexiotion to Him rango no farther. Practically one'piefers just what, Christ prefers. " " 4. To Love God . - A fourth leading principle in Ignatian spiritual training'is "'in all things to live and serde the Divine Majesty" (Exercises, 233). Eveiy schodl of spirituality, merel~r to be Christian, must keep in the ¯ forefront the primacy of.love: , Some people have b'een, dishppointed that in expr.essing the end for which God created man St. Ignatius did not mention love. True, it is not named ~here: but as surely and as fully as it enters into the divi~e plan and intention, it is ther'e implication. " The constaht desire,.'too, to choose only thatwbich is most conducive tO the end would invol-ie much love" for God. Even. inmeditating upon. hell it is St. "Ignatius's.mind that love should have a certain priority~' one prays :'that if. through my fault~ I fc~rget the love of the eternal Lord, at ieast the fear of.thes~ punishments ~vill keep me.' fr6m falling into sin''~ (Exercises, 65,). Throughotit. the second, third, and fourth weeks of the Exercises the preva.iling general objective is to 'achieve. with an intimate l~nowl~dge and exact imitation, an ardent love for ~he God,man. The. climax is reached in the celebrated "Contemplation to, a[tain the Love°of 'God" (Exercises,- 2 3 O- 2 3 7). , Love shows that it is genuine by '~de~ds rather than. wqrds." It consists especially "in a mutual sharing of goods." 0n-His part God presents us with the whole gamut of creation, the to~ality of Hi~ ~xternhl goods, :and then in addition ':the same Lord desires to give H'imself to~' His beloved "according to His divine decrees."" In graieful and. generous respqnse one breaks Out into the,"Suscipe,'" relinquishing to the great Infinite Lover the complete possession an'd disposal ofoneself. Every word.in this rnagn!ficen~ exercise prepares one to love the ingffable Divine Goodness literally." with all the ener-gies. of one's soul and bod~r and to demonstrate the truth ofonUs affection by.' reall~dciing everything that,¯pleases God and nothing that could.displease Him. Before worl~ing out the ConstituiiOns for his Society~St. Ignatius laid:it dowri as the first principle that it was not any ~xterior regu-lations that were to g~uide the order, but rather the interior law of 132 Mag,1952 IGNATIAN SPIRITUALITY love and charity.tl~tt the~ Holy Spirit inscribes in the human.heart. One of the Society's first rules is tl~at its members shouldstrive in all their acts to serve and plea~e.the,infiniteiy ~oi~d God for His~ own sake and with. a view to repaying His 10ve and His immense li~eralit~ to them. Hope 'for rewar, ds or fear.of.pu6ishment are to,have only as~cbndary~ role. God is to be .loved in all His creatures, and con-versely too they all in Him. ÷ A distinction has been drawn between two philos0phies.of love: 6he. called pb~tsical, emphasizes the tendency of love to base itself'on unity and~to proceed, to ever greater unior~: it is seen for exa~nple, in ¯ the desire to be with one's parents or relatives. The other; termed ecstatic, emphasizes duality or. diviSion and the iffclination in certain cases for a love} to go outside of himself, as it were,.or t6 give him-self up for the sake,of the beloved: it is exemplified in the self-sacrifice. of mothers for their children or of soldiers for their country-men.-. ,Likewise attention has been.called to .two theological concep-, tions of charity: one, that of personal desire, we might, say, considers the act whereby one wills the Infinite Good to oneself to be charity; so, for'instance, St. Bonaventure. The-other, that of pure benevo-lence, regards this act ds belonging to hope and excludes sucb s~If-reference from charity: so"Sdarez; it would love God. Simply and ab~olutely_.for His infihite goodness 6~ ~or Himself. - C6rresponding to these two philosophical and t'.he01ogical views one may digcern two general, ty, pe~ of spirituality;: the .first centers around the direction of seeking greater:union with'God, It would firid Gospel .warrant in the text: "That they ~ill may,be one: that, as Thou, Father. art in M~, and. I am in Thee. they als0 may be one in us" (John 17:21,, Spencer version)¯ It, wbhld lik~ to save its life.' °A mystery of predil.ection for it is the .Ihcarnation. the supreme~ union of God and ma.n. It is illustrated in the li~ds and doctrines of Saints Augustine. Thomas, Teresa John bf the Cross, John Eudes, and many otber~. It makes for contemplation, and would 'likb to "'taste" or "'enjoy': God. The second type of spirituhlity takes rather the direction of self-giving. It gets inspiration from tbe text: "Greater love has no. .one'than this that one should lay down one's life for one's friends" (J~hn 15:13). ILisglad to lose its life ' (Mark 8!35). Naturally the passionand death of Christ are favorite mysteries. M]~,rtyrdom would be its ' great consummation. Repres_entatives of this type are . St.° Fr~in~is of Assisi, Thorhas ~l Kempis, Francis de Sales apparently, AUGUSTI~qE G.F.LLARD " Reoiem (or Religious arid "~ertainly Margaret Mary Alacoque. St. ,Th~r~se/s idea of love Was "to give all, na~, to give oneself!" .Clearly with these latter, exemplifying the ecstatic tendency of love, and the pure-benevolence conception of c~harity, and the self-sacrificihg type of spmtuahty, St. Ignatius and his school are to be ranged'., The whol~ tenor of his spirit, with its climax in the third mode of l~umility, or in serving the Divine Majesty in everything, is not toward union, but service; not toward enjoyment, but sacrifice; not to~vard rest in God, but work for Him (See De Guibert, ~tudes de Th~ologi~ Mystique, 239-281). 5. Union and Familia(it~ u;ith God Finally, a fifth major principle in St. Ignatius's generaI method .concerns umon and [amiliarit~ toith God. He'was wont to formu-late it in some such terms as these: "to seek God in all things"; "to fifid God in all things": to be a-pliable "instrument" in "the divine hand." Ih the Constitutions, IX, 2, St. Ignatius givds a rather long and particularized account of what the ideal general of the Society should be. Naturally this picture is at~tbe same time a characterization.of the Saint himself. Among the qualifications required in a future gen-eral the first is as ~ollows: "that he should be most fully united with God our Lord and familihr with Him. as well in prayer as in all his actions." Similar prescriptions are made for other~ who are to, be appointed to lesser offices (Epitome Instituti,No. 740). Thus the Founder showed his supreme concern that above all else members of the Society Should cultivate the closest and most intimate union withGod. The iarge.place which work holds.in the Jesuit ideal and the re-lations between prayer and work in it are highly characteristic. In no other school, as far as I know. is there so great a tendency, to favor work at th~ expense of prayer. A deep' foundation ofmortifi-cation and solid virtue being presuppos'e.d, from, say, the novitiate, or some similar training and including a thirty-day retreat, praye~r is to be cultivated until one has the proper disposition, that is, the will to love God with all one's heart and to carryout the whole of the divine design for one. Butthen, in view of the grave nedessitles.of souls and the needs of the Church, one should leave prayer and give all one's energies to doing God's work, saving-and.sanctifying men, long ago pronounced to be, of all divin~ things, the divinest. When a man goes about his work precisely as God's, doing just what He 134 Marl, 19 ~ 2 IGNATIAN Si~IRITUALITY indicates, because He Wills it, a'nd in tb~ manner that He wisbes, it is relativel~r easy and natural to pass back and forth between pra~rer and work, Striving to'do God'~ work according to the mind and in the spirit ,of God may be said to be itself not the least f~rm of prayer. Faithful disciples of St. Ignatius are "contemplatives ~in action." To illustrate the union that shoulci exist between one who works for God and God Himself, a favorite comparison of St. Ignatius was that of instrumental adaptation. "l=he .human worker should bea completely pliant instrument in the divine hand. A perfect personal instrument would be fully sensitive and responsive to all the motions of that hand. To give one such instrumental flexibility is, according to St. Thomas, the tendency of the gifts of theHoly Spirit (I, IL 68, 3). The most exquisite docility to the Holy Spirit is a capital aim" in the doctrine of one of the Society's most distinguished spir-itual masters, Ft. Louis Lall~mant. III. DISTINCTIVE PRACTICES Certain practices are characteristic of Jesuit asceticism. Nowadays some of these are more or less universal in the Church. But in origin, or at Ieast in their wide difft~sion, they are due largely tothe influence of Ignatius. I. Spiritual Exerciseg, Retreats perhaps the practice that is most obviously distinctive of those who follow the Jesuit ~chool is that they make retreat~ and attacl~. great lmpor.tange to them. And more pafticulhrly, they do'it accord- . ing to the scheme and sequence of exercises sketched out long ago by the knight-conver~ .at Manresa. The Exercises were'originally cab culated to last for a solid month, and in this in~egral, form they are made by all Jesuit novices and again by young Jesuit priests, toward the end of their training. Other Jesuits regularly repeat them in a condensed form for eight days every year. $6 als.o, for varying peri-ods, .do many who do not belong to the Society and still make use Of ,its.spiritual a.,ids.The numerous students in Jesuit high schools .and, colleges throughout the world.make annual three-day retrea,ts. More-over m.a~y dev0u~ lay men and women make Jes.uit retreats annuall,y. .,.:~.S~.~.Ign.atiu.s himse.l.f did not advocate regular retreats. The cus-tom gradu,~,.lJ;¥.-gre.w in tb, e. Sgciety and w~s made. a-matter of rule only in 1609. ' It is very.!argely due tO Ignatius's influence, directly o~r ~nd~rectly,. that now the practice of making annual or regular re- 135 AUGUSTINE G. ELLARD °, Reoie~o [.or 'Retigiotis 'treats is f, oi religious and clerics a point of. canon lavi, and a received~ ascetical usage in the C~hu~ch. . ¯ o , : . .'~ :2. The Particular Examen Another" practice that was originally most characteristic of l~fie Ign~tian approach, is ,the particular examination 9[ conscience. Essen-tially it is :nothing el~e than using in the. war with one's'.faults ~bat ancient priii~iple ot: strategy: "Divide and con'quer!" In'more mod-ern and universal terms one might say that it exemplifies the rule,: "Specialize! 'Concentrate on a .l!m!ted field!" The,particular examen was always a great.favorite with St.-Ignatius. It is now one of tlqe common techniques of Catholic asceticism. Sometimes,. it iS censured by men who concentrate all if/dr strutiny of it upon some minor, de-tail or other .in the method and overlook What is substantiaia~out 'it. On tlqe other harrd, even some ~f the minor features of it have of late been getti,ng ~ommendation from scientific psyc.hologists. . 3. Directi6n A~ third practice.that is distinctive in its way of I~natian spir-ituality is its idea of direction. S't. Ignatius considered it especially useful,, if-nbt, necessary, to prevent one from ~alling victim to the illusions that may come either from one's own imagination and ~mo-tions 0~ from the deceits and snares of the evil spirit. As compared with (h~ older school~, Stl Igna'tiu~ advocates., if I mistake not, a more thorough-going and a more.methodicM'u~e of it. On the .other hand. he did not employ it like St. Francis de Sales or others in seventeenth-century France. The Exercises were originally designed ¯ to be made individually with a private and.experienced director and the exercitant was'urged to be very frank and open with him. In the Societyit is expe'ct~d that subjects should make themselves, even their innermost co~nsc.iences, all their good and bad points; culpable or in-culpable, fully known to their superi6rs orconfessors and in return . receive individual~pat~nal guidance. Any eager adherent of 3esuit asceticism will, if possible, seek constant expery direction from an-other in the problems of his in(erio~ life. Complete candor of soul and docility toward a director or supe,rtor fit in very' well with cer-tain qualities of character that wer.eparticularly dearto St. Ignat!us: namely.his preferences for mortifitation that is interior, of judgment and will; for prudence, humility, discipline, and obedience. 4. Mental Pra~er " " An~ outs.tanding, mark of any system of asceticism is its doctrine 136 May, 19~ 2 [GNATIAN SPIRITUALI~'~ on prayer. If one compares the' modern theory and practi~e of.p~aye.r with the.ancient or the medieval,' One will n~tice great differences in the relative positions of vocal ~nd m~ntal prayer. T.he cha~g~s had been coming of. necessity inthe historical evolution of the spir~itual and the religious life. In determining the. actual extension.anti fO~m" that they have taken since" the sixteenth centu.ry th~ ,influence of St. Ignatiu~s, direct or indirect, was a major factor. In making the Exercises and then later irl striving "to arrive ~at perfecti6n in whatever state or way of life God our Lord .may gra.nt. us to 'choose';- (135), it is ~onkidered most {¢ital that one's koUl' should be illled with "the iiatimate understaqdjng and rql~sh'of the" ¯ great Christ~ian truths (2). Often. eno~ugh pegple refe~ to the first ineth~d of mental, prayer ifi th~ Exercises:, ~h~ on~ ~here named from '~tiSe thr~e powers .of the soul," fi's "'the.Ign'atian method." As a matter of fact, in that little-booklet the Saint proposes at least six methbds, and thi~ c~ne,0used for the consideration of abstract truths, is almost immeasurably out-numbered by the ~'qontefiaplations," according ~o persons, words, ~nd actions, that deal especial,l~ with the life and pa~ssion of Christi o Except.~when misconceived by ill-informed critics or misu'sed by ignorant persons, Ignatian methods of prayer do not hinder liberw of spiri~ or stand in the~ w~y bf ~he Hgly Ghost:s irispiration~s. It is the most rudimentary¯ principle of ,Jesuit spirituality to keep the ~na clearly, in: mind, to preserve lib.erty with respect to the mearts, and, to select and use the most apt .of the means. Even in the Exercises/writ-ten qspecially for beg)nners.to aid them in the. specific and passing task of rightly d~t~rmining their vo.cat.ion, the admonition is given: .It "should be noted:. I will remain quietlymeditating upon the point in.which I have found what I desire, without e?gerness~ to go on till I. have finished"-(76). And again later on: "If in contempl~- ~tion, say., on the Our Father,he finds in,one or two words abundant -matter forethought and much relish and consolation, he should not b~.anxious to go on,~though the whole hour be taken t~p with what he has found" (254)., Incidyntally; one.may notice that thus from the start St.~Ignatius promotes the tendency to pause in contempla-tion rather ~h:in to busy onesel, f with discursive or analytic reflections: Outside of retreat time ,Jesuits and their followers may and should cultivate those'$orms of mental pra~er, including'the?highest "degrees of cqnteml~la~tion, that will: most effectively advanc~ them in loving God'and in.execating His d.~signs. Naturally,. off course, .th~ . / AUGI.JSTINE G. ELLARD Reoiew for Reliqious prayer of aposto!ic workers will differ from that of cloistered Carme-lite nuns. Similarly 'the'inspirationsof the Holy spirit will be in harmony with one's divine ~;oc~tion, nbt coiatrary to it. St. Ignatius was a great mystic himself, as his Spiritual dournal amply attests. In others asa rule he looked to solid virtue 'and mor-tification rather" than exalted'st'ates of prayer. If we may generalize" , from a letter to Francis Borgia while the latter was still the Duke of Gan~ia, that form of prfiyer is to be considered-best in which divine ¯ favbrs are received most liberally: "The .best thing for each particu-lar person is that in which God our Lbrd communicates Himself most freely, bestowing His most holy gifts and "s'piritual graces, be- ;cause 'He sees and knows what is most suitable fo~ him, and, asguring of His gifts. F6r."strengtb is madeperfect in weaknesk." "He scattered the proud in the co'nceit of their hearts.", and "the rich He sent a~ay empty." ." If'we reflect:but a .little we.soon learn that convent eficl0sures are not necessarily a barrier to Gdd;s d~signs. While'furnace walls con-taih ~he raging fire~ within them. they_do not prevent the heat from going out to the objects roond about. While'they contain, they also protect; and by pr0tecting,~they enable the heat to b~ intensifie~l., Cloist~r has a purpose m ways the sam~. Within its shelter religiofis can protect and intensify their ,knbwlei:Ige and their love of God. ~Should this love become lively enPugh, its influence will flow out beyond the convent walls ifito the minds of other men. Jhst as'in the natural organism"the hidden organ's make thei~ inflhence' felt in different ways throughout the whole boffy so i'n .the organism which is the.Mystical Body of Christ._ the hidden organs to which, among others,, we. may liken the lives and work'of religious, advance and consolidate .the "b~ilding .upof the Body :of Christ, until we all at-tain to the unity of the Faith and of the deep Kr~6wledge of the Son of ~od, to.perfect manhood, to the mature measure of the. fullness of Christ". (Eph. 4: 12). And, in truth, if each religious in every mon-', aste?y throughout the world, burned according to the measur~ 0f.his grace," with an intense love of the Sacred Heart and with a desire" to repair the outrages heaped against that love, he could surely hope to ¯ find ~n" the world about h~m. instead of doubt greater, faith m God's 149 MI~HA'EL 3. LAPlERRE \ truth, instead of degpai,r greater hope in God's promises, instead of hatred greater love for the Person of the Word Incarnate. If the Sacred.Heart, by the choice of a contemplative, as the mis-sioner of this d~votion, intended to point out to religious," that ' He expected to find~ in them devotees of His Truth and dyrlamos bf His Love, He certainly, wl~ile giv.ing us cause for joy in such a. compli-ment, made it clear to all, that He felt greatly disappointed in His expectations. For in His fourth appearance to St. Margare~ Mary, He made this complaint to her, "Behgld this Heart which has so loved men that it has spared nol~hing but has been poured out .totally and has been consumed as a pro.of of its love; and for gratitude, I receive from the greater part of men only ingratitude by their acts of irreverence and by the coldness, and the conte.mpt they ha~'e for Me in this sacrament of Love. But what touches roe closest is that the very hearts which are consecrated to roe act thus." It is a smarting, rebuke; it stings to the quick .the'person conse-crated to Jesus Christ. And each of us, if I' may dare to spdak for each; may strike his breast humbly confessing With th'e publican, "'Lord be merciful to me'a sinner." Yet this is not a reason for dis- .couragement. While we are aware that the Sacred Heart,expects to find in His chosen soflls a cradle for the growth and a beacon for the shining of'His love, we, mindful of our emptiness, may take to heart th~ese other words to St. Margaret Mary, "And for the accomplish-ment of this ~reat design, I have chosen you as an abyss of u~awortbi-nes~ and ignorance, in order that all should be wrought by Me." If. we can do nothing else,, we can,with divine grace, try to see ourselves as we are and gladly permit the Sacred Heart to inflame our souls. with His divine Love and to radiate through them into the minds and hearts of men too easily forgetful, amid their works and worries, of His Divine Presence. If we open our hearts to Him, the Sacred Heart will do the Jest; if we do this little, we shall do much. "Amen I say to you this poor widow has put in more than all those who bav~ been putting money into the treasury.For they all have put in out of their abundance; but she ,out of her want' has put in all that she badd' (.Mark 12:43.) OUR CONTRIBUTORS MICHAEL J. LAPIERRE. a new contributor, writes from the ,Jesuit Seminary, Toronto, Ontario. AUGUSTINE (3. ELLARD, professor of ascetical and mystical the, ology, and EVERETT 3. MIBACH, a, former missionary from China, are at St., Mary's College, St. Marys, Kansas. dOHN A. HARDON teaches ,fundamentai theology at West Baden College, West Baden Springs, Indiana. dOSEPH F. GAL-LEN, who teaches Canon Law at Woodstock College, Woodstock, Maryland, con-. dudes his series on the Quinquennial Report in this issue. 150 The, Qu!nquennial .Report: Obligatiohs and Directives !11. Joseph F. Gallen, S.J. ¯ " IX. A~breuiating and Prolonging the l~ostutanc~ . t!~iVi~.AS th6 time assigned by. the common law (c. 539) or by W' the Constitutions for the postulantship abbreviated or prolbnged: if so. for bow long a time and by what authority?" Pontifical. 147: Diocesan, 134: Independent Monas-teries. 74. " The law of the Code demands the postulancy only for li.~eity and not for the validity of either the noviceship or the professions. By the common law of the Church the postulancy is demanded only. in ins{~tutes of perpetual vows. in which all religious women but in institutes of men only-the lay brothers are obliged to make a postu-lancy of six months. The particular constitutions may and fre-quently do prescribe postulancy in institutes of perpetual vows for the classes of religious not obliged to the postulancy of the Code. for example, teaching brothers. The constitutions may also prdscribe a postulancy longer than six months. This is rare.ly done. Thus one congregation, whose constitutions were approved by" the Holy See in 1937, has a postulancy of a yea.r. This postulancy can be prolonged for six months. The noviceship in t, his institute- is two years in duration. Another institute has a postulancy of nine months, but it can be pro.10nged for only three months. The duration of the postulancy prescribed by canon law is com-puted in the same way as the.canon'ical year of noviceship. Therefore, a pgstulanc.y of six months that begins on 3anuary 1 ends and the noviceship may be begun on July 2. Any considerable abbreviation of the postulancy is .forbidden. However. rgligious superiors may for a jUSt reason abbreviate the postulancy, for a few days. The usual reason will be that all the postulants of a group may receive the l~abit and be~in the noviceship on the same day. It is d.ifficult t6 see how th~s abbreviation permitted to religious superiors can be longer tl4an two weeks. For a more extended abbreviation recourse is to be made to the. APOstolic Delegate. Higbe( superiors also have the right ofprolonging the postulancy but not be~rond six months. Here ai~o an extension.of a ~ew d. ays 151 JOSEPH F. GAL~LEN Reviet~'for°Religi~u~ m'ay be-made that all the p0s~ul~nt~ 0f a gro, up may b~egin' the novice-. ship ~n the.same day. Outside of this case I believe that the reasons for a prolongation, of the postulancy-must be peculiar to an indi- ~'i~tua!, and the reason will ~ractically alwaysbe a doubt of the suit-. ability of the postulant for admission to the noviceship. ~ greater .- liberty is permitted to the higher'superiors .it the constitutions pre-scribe a duration of, "at least six months." However, When the con-stitutions enact precisely that. "the prescribed time of the postu-fancy is six months," I believe ii is illicit to exte'hd l~he posttilancy annually and.for all postulants ~o nine months or more, for ~xample, that all may. complete a scholastic year ,of studies during the postu-° lancy. A law whose observance is cominonly and.habitually not en-forced is an anomaly. A human law admits an excuse and dispensa- . tions in parti~ula, r cases, but piesumably a law tends to l~he Common good and is therefore to be at least commonly observed. The H01y See in approving constitutions, is now wont to insist that the dura-tion be stated as-six months and riot for at least six ~nonths. This is an md~cat~on that the Holy See does not, wish the-duration of the postulancy to be ,cornpietely under (he" contiol of higher.super!ors. Another indication of the mind Of the Holy See is that.the Norma~ of 19~1 permitted a prolongation only in' particula, r cases)s Fur-thermore, the prolongation of a determined postulancy, even in an individual case, for thesake of siudids seems to me to b6 beyo~nd th~ power.0f prolongation granted bythe Code to higher supe[iors. believe it is~the implicit intention of the Code that the reason for the pr01'ongation should be a doubt as to the postulant's suitability for admission to the novic~ship: It is not to be forgotten that a postu-' lant who has satisfac~torily completed the time of a determined postulancy has ~ulfilled all the donditions demanded from.him by law for admission to the noviceship. Is it like'ly, that highel superiors are acting legitimately in postponing that admission? An extension of the postulancy 'for studies in'the case ofeither an individual or a group demands a dispensation from,the competent authority. If the higher superiors of an institute inten,d to make such. an extension a .Pe[mandnt practice, they should give" thought to ~'change. in this article of the cbnstitutionsl We then have the anomaly of a law that no one obsdrves .or dntexids to observe. Not all canonists will agree with these interi~retations. Thd Apostolic Ddlegate,has the faculty of abbreviating or prolo.n'ging,thi postulancy prescribed by the Cod~. ~SNormae Secundum Quas S. Congr. Episcoporum et Regularium Procedere Solet in Approbandis novis Institutis Votorum Siraplicium, 28 iun. 1901, n. 65. 152 . May'~ 1952 "QUINQUENNIAL REPORT It is certainly; illici~ to -prolong the noviceship o for ,the" sake ,of studiets. Canoii 571, § 2 explicitly demands a doubt of the suitabil-ity of the novice "for" profession as the reason fora prolongation, of the novlceship. It is equally illicit, without an induh from the Holy See, to transfer the canonical.year to the second year.of no~riceship for th~ sake of studies. '" The, adtual cases discussed above are indications of a ~ider and more serious problem that should be faced by many cong~egatio.ns.of brothers and sisters, that is, are'they unv~isely lessening the period of,' spiritual form~ation for the sake.bf~ a more rapid,intellectual training? Cahon lair does not forbid a'fo~mal and intensive course of ~tfidies during the postulancy and the ~econd y~ar of noviceship, but it.would b~ very imprudent.to assume that every~hihg not forbi.dden by posi-tive law is by t, hat. v, ery fact praiseworthy. The Code-also does not, command nor recommend ~uch a course and it implicitly forbids a -course that destro~rs or seriously impedesthe p.rimary purpose Of the pqstula~y and, especially.of the second year. of noviceship. It can be doubted that a~full college ,course is compatible with the intensive dedication to sp, irit-uaYthings that i~ ~the primary purpose also of the second year of noviceship. It see~as strange that this.year of novice-ship: which has been introduced by some institutes to)give a deeper spiritual formation, should l~e so ~ompletely de;coted to s, tudies. Con-gregations of brothers and sisters should sincerely face a. very impor-tan. t question: has the, factual system of only one yea'r Of inten~iv~ spiritual formation' produced satisfadtory resufts? . X, Poverty '-'Is a perfect-.common life acc6rding to c. 594-. the RUI~ and the C0nstltut~ons, observed everywhere, but ~specialIy .in novitiates and house~ of studies ~(cc. 554 § 3:587 § 2)? "W.hat has beeh done' and-is being donne positively. to'safeguard andpromote .,th~ vibtue ~and sp)rit 9f poverty ? "Do Superiors and officials, out of, religious charity and in order to ward off. for. the religious o.cc'asions, of .sinning against pgverty, provide within the limits of poverty, "wha~ is necessary and appro-priate, in the'way df food, clothes and~othe~ things? " "Do they allow the religious to ask for or receive these. ihings from externs ? "Are there complaints about these things; are these complaints seriously considered, and are a~uses on the part of Superiors and sub-° jects alike'corrected with, equa! severity?''~. Pontifical, 206-210: Di- 153 JOSEPH F: GALLEN " Reoieu; f,o'r Rdigioua" ocesan, 189-193: Independent Monasteri_ed, 117-120. . Poverty in all its aspects of the vow. of law, especially of com-mon life, and ot~ Spirit has been repeatedly emphasizedand explained in the REVIEW FOR RELIGIOUS. This policy is, only. an imitation of ,that of the .Church and is sanctioned by the experience and wisdom of the ages, which have always seen the deterioration of religious in-stitutes forewarned by the symptom of 'a weakene.d poveriy. It is most interesting to note that only 6ne'of the que.s.tions listed ¯ above, and that only partially, the third question, directly touches the vow of p.overty One is on the spiri~ of poverty, tiredall the other four are on the laws of common life. The great.source, of abuses in poverty is in the neglect of the laws on common life. Since so much has been written on poverty in this REVIEW, it will suffice to underline again the matter of the fourth question, "Do they allow the re.ligious to ask for or receive these,things from externs?" ¯ The law on common life on this point prescribes ,that religious should at least habitdall~ and ordinarily procure their, material neces-sities from their own institute. This law does not forbid a religious from receiving an occasional and exceptional free gift of such a neces-sity, provided this is done with permission, .the proprietorship apper~ tains to the institute, and the quantity¯and quality do not exceed what would have been given by the institute. The reasonableness of this law is evident. No spiritually sanereligious will.hold that the "degrees'of pove.rty are proportioned to the wealth of our families and friends.¯ ¯However, it is not unthinkable that some superiors have given permission for such things as vacations, vacanons at home, -trips, and courses of studies, "'provided ~l?u get the. money.'" An ancient law of the Church commanded that a monk who was found at death in possession of a notable¯ amount of money should be buried outside ihe .monastery, in a dunghill as a sign~ of perdition, and that his money should be buried with him. We can be assured that this law has been abrogated: it belongs to the ages~of mote masctiline and prlm~tlve penance¯ We can, however, neglect the ~sperity but lmltat.e the vigor of this law by burying in oblivion that ill-sounding per- .mission: "You may do it, provided~dou get the"roone~j." XI9 Vacations at Home andoutside the Institute "Is it allowed by reason or under color, of a vacation, that time b~ spent with one's parent,s or outside a house.of the Institute?" Pontifical, 2~4; Diocesan, 244. ¯ The implication of this question is not to deny a vacation to reli- Mag, 195Z QUINQUENNIAI~ ]:~EPORT gious. It can even be doubted that the summer program, of many religigus permits, the vacation they should have and need. Canon 606 § 2 forbids religious superigrs to permit rtheir subjects to live outside a house of-'their own'institute except for a serious reason and for as brief a period of time as possible. The pro, per place, therefore[ for.the rest- that religious, need is a vacation house of the institute it-self. Prudence more than commends the principle that r~ligioils should work for seculars but.relax wi~h their own. We can detect in the question quoted abovea fr6wn and perhaps the beginning of ascowl at vacations at home and outside the insti-tute. The same lack of merriment had been noticeable in the writings of canoni~ts. Father Creusen, S.J., had written: "The constitutions which permit' the. spending of vacations With one's fdinily are not. ocleaHyabrogated by this canon (can. 606, § 2)."19 The most ben!gn interpretation .could not construe these words as laudatory. The same author had also stated: "Although a certain amount ofstrictness in. forbidding visits to one's, family may at first stir up. ~ome resistance on the part of.relatives, it is usually a source of great edification, pre- .,serves religi6us from numerot~s, imperfections and faults, and draws to the institute souls desirous of a truly interior life.''20 In this strict-ness he was s.upported by Bastien.21 ¯ Three most repiatable canonistsl Vermeersch,'22 Coronata?3 and De Mees~er24 hre even stricter. They hold that vacations at home are in themselves~'foreign to the religious state but the difficulty of abolishing the practice is a just reason for tolerating a very brief.absence of this kind. This question of the. Holy See can lead us to a more sincere and prayerful study of the text: "If any man come to me, and hate not his father, and mother . he cannot be my disciple." All religious know that these wdrd~ dan be interpreted too harshly; not all are equally aware, that they can be interpreted too s6ffly. Vacati6ns at home and outside the in-stitute ase forbidden by the law of common life if they ar~ given only to those who can secure the money, from their families or friends. XII. Work and t.be Spiritual Life . "DoSuperiors carefully see to it that. {he work of teaching be pr6perly harmonized with religioudsls "ciphne? Pontifical, 303 ; Diocesan, ~283. ~gCreusen-Ellis, R61igious Men and Women in the Code, n. 292, 3. 20Creusen-Ellis, ibid., n. 29f, 2. "- 2~Bastien, Directoire Canonique, n. 592, 4. 22Vermeer¢ch-Creusen, Epitome Iuris Canonici, I, n. 763,~ 1. 23Coronata, Institutiones Iuris C~nonici, I, n. 612. ?4Br~s, Juris Canonici Compendium, I, n. 661. 155 ',JoSePH F. GALLEN. ¯ " :Re~vie~w for Religtous. 'The aspect, of work that causes the most exte'nsiye, practical ob- , stacle to religious disc.ipline-is 6verwork~. The dail¢, teaching sched~- ule of brothem and sisters in "parochial ,and high., sc~hgols is sufficient labor in itself. ~,Vhen extracurrici~lar and parish activities andworks, ¯ extension and' summer cburses, vacation schools, and domestic duties in the ~eligious house are added, the burden .is more tl~an intolerable and will leave.°very little energy and even time for the spiritu~l life. Som~ Bishops in their didcesan statutes touch this. very pr~a~ical matterof work'incompatibie with the life and duties of sisters. ,The statutes of C~66kston0 enunciate the basic prificiple-very clearly: :'Neither ~ill SiSters. be permitted to do any church or parish work ~- without the permission of, the Bishop. Let i~ be borne in mind that their fieed all time possible to perfect themselves in their sa~red pro.'- fession of teaching, nursing, and caring for orphans, apart' from thei~ ~eligio~s exercises and necessary relaxation.''2s~ Th~ .wording of this law would exclude all housework, all duties of clerks and stenogra-phers in the .rect~ory, and also the. position of sacristan ifi parish ~hurches. Thediocese of Richm6fid affirms more briefly the sa~e principle as that contained in,.the. Crook;ton legis.lation.26 The' . Pitts.burgh statutes" forbid a sister, wi.thout the, perm.issibn of the. Bishop, to be a sacristan, jan.itress, or to do any servile work in s~ic~ risties, sanctuaries, orchurches.2~ The statutes of Cincinnati also forbid sisters' to be sa~'ristans in parish chfirches.28 A very conspicuous source of work that interferes with the reli-gious life and with teaching in institutes.of religious women is the addicti6n to domestic duties. The lustre of. flobr and furnitu?e ~ shou.ld not,be ranked as the primar.y purpose of a convent. It is hardly reasonabl~ to dust the dustless or to polish" the lustrgus. The r~ligious teacher in her free., moments shotild naturalist gravitate to prayer, study, and readi~ag, but it.is not an exaggeration to state that ~n s0me.institutes of religious women .domestic duties are very apt to exclude free moments and toconsume free moments. .The time as-si~ g~{ed to prep'aration for class endangers good teaching and excludes progress in knowledge. The excessive occupation in manual work can be rooted blindly ~in°the traditions and training of the particular institute. It. begiiis in the post,ulancy and novicesh, ip. Many a young ¯ girl enters religion thirsting for sanctity but she soon acquires a spir- 2SCrookstdn, p'. 26. 26Richmond, ~n. 188. 2vPit.tsburgh, n. 64. 28Cincinnati. p, 82. 156 May, 1952"J ', QUINQUENNIAL REPORT itual throat that is forever parched b~" a. riovi~eship spent i_na.laundry, Safictit9 is not encouraged¯ when (l~e greatest emphasis and praise is given, to th~ accomplishme.nt of the dustless floor,' the gleaming chair, and to skill in 6perating a dishwashir~g machine. An institute of religious women can not only ~blind but als0 cheat itself. It can be, conten~ with a mere legalistic observance of the laws on the (anonical year. The ¯postulants and isecohd~year novices are v~ithout scrfi°ple .completely occupied in studies. ,The canonical novices are kept With-. in the novitiate, but ~lSe.y are employed for half¯ the week in ~a l~iundry or in similar dombstic duties andothey receive very litt'le instruction. The net result is a savin~ df expense andl the p.roduction of pc~orly trained religious. The'Cash balance is "in the bl~ick," but the human balance is-"in the. red." , Materi.al debts ar~ a heavy bhrden to r~li- ~ious institutes but they are ultimateIy paid. " A great, practical truth that ~eligi~us institutes should never, forget, is that human liabilities are on our books until their death. Higher superiors should sincerely arid ¯conscientiously reflect on the. constant principle of ~he Holy See in appro~ving constitutions that novices may not be employed in do- " mestic duties toan extent that interferes with. the prescribed' exercises' of the novic~eship. A primary obligatibn-of every'higher superior is the proper training of' the .postulants and novices. XIII. Communication o~ the Pro~essed with ihe Novices . ¯ ~'Are the novices, according to law.and the Constitutions. kept separate from the professed, and is any undue communication be-tween them tolerated (c. 564. §§~1, 2)?'-' Pontifical. 1-66; Diocesan. 153; Ind.ependentMon~s.teries, 87. Ihdependent monasteries and, religious °houses are l~ractically;con- .fined to orders of nuns. So~me of the questions proposed to the'se in-stitutes.' such as the difficultie~ experienced in the observahce of cloi-ster and the ability of the monastery to ha~ecompetent officials for the various posts of government, religious formation, and ~vcork are of general interest. H6wever. these matters now appertain more to a study of the apostoli~ Constitution "Spobsa Christi. Canon law forbids communication between the professed and the novices in all institutes, and one of'the ques, tion.s, proposed.also to independent monasteries, asks whether this law has been observed. A, professed in the sense of the Code is one who has made at least the first_religious,profession.' The professed .of ~,tern~.porary vows, eyen' , though they may be called .novices" in some instituters, 0canonically a~e not nowces but professed rehgmus. They are therefore ~forbidden to 157 JOSEPH F. GALLEN RevieW'for Religio~s. have communication with the novices. It will be interesting to see what the Sacred Congregation will do about ~he usage that is found, e~pecially in independent mon0steries, of treating th~ professed of temporary v:ows as novices and of keeping them with the novices for the entire period of temporary profession. TEN'YEAR INDEX--NOW AVAILABLE ' The Teri-Year Index of the REVIEW FOR RELIGIOUS (1942~ 1951) is now,available. It is a green-covered booklet of sixty-four pages including a general index with a.n integrated listing of all ar-ti'cles, authqrs, editorial comments, questions, and answers, communi.- cations, decisions of the Holy See and other items of interest to reli-gious, and a separate index of all books reviewed and noticed. The engries in the content index have been grouped according to subject matter, for instance, admission to religious life, beatifications', con-fession, indulgences, mariology, novitiate, . poverty, vocations, vows, and the like. All the articles of an autho'r are listed beneath his name. We appreciate the ~nerous response we have already received and. the encouraging ~omments. Kindly do not ask us to bill you. The, cost is one dollar per copy. Pleas4 send the money with the order to REVIEW F~)R RELIGIOUS, St. Mary's College, St. Mar, ys, Kansas. UNIOUE SCHOLARSHIP The "Walter Springs Memorial S~holarsl~ip," "at-Regis College, Denver, seems to be something truly unique. Walter Springs, a Negro student .of the early 1940's[ died a victim of race prejudice while in the armed forces in thi~ country. While at Regi~ he was a good student, a splendid athlete, very popular with the st_u'dent body. He was a convert, baptized in the Regis chapel. Some of his classmates .recently decided to perpetuate his memory with a s~holarship--~ *dual scholarship which each year will take care of one Negro student and on4 white student, "s~pplying each with books, tuition, board and room, and whatever other expenses are neces- PLUS Xll ON THE RELIGIOUS LIFE An English translation'of the address of the H'oly Father.to the First Congress of Religious at Rome, December 8, 1950; which was summarized by Father De Letter, .S.3.; in his article, "Contemporary Depreciation of the Religious Lif~" .(R.EVIEW FOR RELIGIOUS, 3anuary; 1952), is given in the April, 1952,-number of Life of the Spirit. This magazine can be obtained from Blackfriars. Publications,~ 34 Bloomsbury Str~'et, London, W. C. 1,.England. . ¯ .158 .Ques!:ions andAnswers Our chapter has voted ÷hat we should now fake solemn vows accord-' ing'÷o ÷he prescriptions of "Spo~sa Christi." Are ~he minority wh~ did not wish ÷o assume ÷his privilege bouffd to fake solemn vows with ~'he rest? ¯ Similarly, are ÷he lay Sis÷ers wffh perpetual vows, ~s well as ÷hecholr Sis-ter~ wi÷h ÷empor~ry vows who h~d no p~r÷ in the election, bound .~'o ~÷~ke solemn vows, or m~y provisions be mede for those who prefer if, to con-tinue ~ith dmple vows? Fi"rst. it may b.e~ well to call a'ttention to the text o~ the general statutes of the Apostolic Constitution. "Sponsa Christi." Article 3. § 2: "All.[monasteries in which 0nly simple.vows are taken can ob-tain a r~storation o~ solemn vows. Ifideed, unless trul~ grave reasons prevent it, tl~e~ will be solicitous about tal~ing, them again." These words do not contain a permission to take solemn vows without more ado, but theF extend an ~nwtanon to such communities to re-quest the ~avor ~rom'the ~oly See through the' Sacred Congregation o£ Religious. Naturally, tb~ first step will be to ~nd out the ff~ind o~ the communitF by a vote o~ the chapter, I~ that proves ~avorable. then a petition should be sent to the Hol~ See through.the local'or-dina~ y of the monastery, requesting permission to take solemn vows. The permission is granted under the ~ollowing conditions, taken ~rom a recent decree to that effect: 1. "In the a~oresaid monasterF, the nuns, °having first made temporar~ vows according to the norm 8~ canon 574. may take s~olemn, vows. 2. "The papal, cloister, as prescribed by the Code o~ Canon Law and by the Apostolic Constitution 'Sponsa Christi' and the In-struction of the Sacred Congreganon o~ Religious 'Inter. Praeclara' (ofNovember 23; 1950), should be observed. 3. "When all these circtlmstances have been provided for, the local ordinary, either personall~ or through a delegate, can in the name o~ the HolySee receive the solemn vows o~ the superior o~ the m0naster~; she, in turn,.can recmve the solemn pro~ession o~ the otbe~ nuns, provided they have.been professed for at least three,years.' 4. "If any of the present membdrs of the community wish not [to oblige themselves by sdlemn yowls.,, they are free to 'remain v~ith simple vows, but they must realize that they are nevertheless bound 159 QUE.STIONS AND AI~SWERS . . Reuieu.; [or Religio/us to a strict observance of all the lhws of papal cloister. 5. "Extern Sisters, having completed their period of ter~porary vows, are tc~ be admit'ted 6nly to simple perpetual vows. 6. "Finally, it is committed to N.N. (the local ordinary) to p~blish, this decree in the monastery of N.N. once he is certain that the required conditions have beew fulfilled. A document attesting -to the publication "a~nd execution of this decree is to be_preserved in . the archives of' the monastery, and a copy of that document is tO be sent to this Sacred Congregation." No comment is needed since the document Sl~eaks for itself, We maynote, however, that the opening~words of n. 4: "if any of the present, members of. the community." seem to imply~ tha~ all futu're members will be obliged to take solemn vows. " A religic~us who is suffering f~om. gastric, ulcers must ~'ake medicine during the nlght~ How can he oBtaln'a dlsp~ehsafio~ from the ,eucharistic fast so that he mayreceive H
, ji IF i b II HELP THOSE WHO HELP US. \/i The Intercollegiate Bureau or Academic Costume. Cotrell & Leonard, ALBANY, N. Y. Makers of Caps and Gowns To Gettysburg College, Lafayette, Lehigh, Dickinson, State College, Univ. of Pennsylvania, Harvard, Yale, Princeton, Wellesley, Bryn Mawr and the others. Class Contracts a Specialty. Correct Hoods for Degrees. WHY NOT GET A POSITION NOW1. The sooner the young graduate finds the right opportunity the bet-ter his chances for success. We offer the best means of bringing your ability to the attention of employers in all parts of the country. Are you familiar with our successful methods'? We will gladly give you without charge full information concerning desirable posi-tions that will be open in the early summer and fall for capable College, University and Technical School graduates. Better not delay about writing us for we are al-ready placing many 1M6 men. HilPG-OODS, The tiggSt&Sg*"*"of I'eaa.aa.syl-vaaa.ia. Bld.gr-, ^3a.ilad.elplj.ia,, DPa. t)mces 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. A. Bloehep, Jeuuelep, Centre Square, He can serve you in anything you may want in REPAIRING or JEWELRY. !it WE RECOMMEND THESE FIRMS. Established 1867 by Allen Walton Allen K. Walton, Pres. and Treas. Root. J. Walton, Superintendent. Hummelstown Brown Stone Compaq and Manufacturers of BUILDING STONE, SAWED FLAGGING, and TILE, fALTONVILLE. D™, PENNA. Contractors for all kinds of cut stone work. Telegraph and Express Address, BROWNSTONE, PA. Parties visiting quarries will leave cars at Hrownstone Station, on the P. & R. R. R. For Artistic Photographs Go To TIPTON, The Leader in Photo Fashions. Frames and Passapartouts Made to Order. C. E. Barbehenn THE EACLE HOTEL Corner Main and Washington Sts. The Most Popular College Songs A welcome gift in any home. The Most Popular College Songs 50 New College Songs Songs of ALL the Colleges - • Songs of the WESTERN Colleges Songs of the EASTERN Colleges SCHOOL Songs with COLLEGE Flavor Songs of the Flag and Nation - - 100 New Kindergarten Songs New Songs for College Glee Clubs New Songs for Male Quartets - - Songs of the University of Pennsylvania Songs of the University of Michigan - Songs of Washington and Jefferson College Songs of Haverford College - - - New Songs and Anthems for Church Quartets, (Eleven Numbers) each .10 to .30 $ .60 .50 1.50 1.85 1.25 .50 .50 1.00 .50 .50 1.50 1.25 1.25 1.25 HINDS, NOBLE & ELDREDGE, Publishers 31-33-35 West ISth St. New York City rr PATRONIZE OUR ADVERTISERS. fJIIIIIIIII!lllll!IIMIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII!IMIIIIlllllllllllllllllllllllll| j Seligman | I & Br em j } I Are Gettysburg's Most | 1 -■ Reliable TAILORS And sbow their appreciation of your patronage by giving you full value for your money, and closest attention to the wants of every customer. I Give Them I i | | Your Patronage J ^IIIIIIMIIIUIIIIIIIMIIIIIIIIIIIIIIIIIIIIIIIIMIIIIIlllllllllllllllllllllllllllllllllllllllllllllHlllllllllir? IM PATRONIZE OUR ADVERTISERS. 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. Easy Terms. Old Instruments Exchanged. WEAVER ORGAN AND PIANO CO., MANUFACTURERS, \l YORK. PA., U. S. A. J Students' Headquarters . —FOR-HATS, SHOES AND GENT'S FURNISHING Sole Agent for WALK-OVER SHOE Eckert's Store. Prices always right The Lutheran publication^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 fllcreary. The Literary Journal of Gettysburg College. VOL. XIV. GETTYSBURG, PA., JUNE 1906. No. 4 CONTENTS "■COLLEGE JOURNALISM"—Oration. '■. . 92 N. R. WHITNEY, '06. "JUNE NIGHT "—Sonnet 95 W. WISSLER HACKMAN, '08. "SALUTATORY"—Oration 96 H. CLYDE BRILLHART, '06. "TENNIS AS AN EXERCISE"—Essay 100 L. W. T., '09. "HIS APOLOGY"—Poem. . . . . . . .101 F. W. MOSER, '07. " OUR ENTRANCE INTO CITIZENSHIP " With Valedictory. —Oration 103 H. BRUA CAMPBELL, '06. "THE OLD DORM IN THE MOONLIGHT "—Poem. . . 109 ROE EMMERT, '06. "THE SCENERY ABOUT MILLERSBURG, PA."—Essay. . no G. L. KlEFFER, '09. "HOME SWEET HOME "—Essay 112 J. EDWARD LOWE, '06. " SAVED BY GRACE "—Story . 114 EDITORIALS, . • 118 EXCHANGES, . . . 120 92 THE MERCURY. COLLEGE JOURNALISM. N. R. WHITNEY, '06. FROM the day when Daniel Webster, as a student, started the first college newspaper at Dartmouth College to the present time, college journalism has had a steady growth in extent and influence. Just as our great newspapers have grown and the number of these publications has increased un-til now every town of at least five thousand inhabitants has its daily, and as we have come to consider these papers the chief factor in the struggle for civic righteousness, so college journ-alism has developed until it occupies a wholly unique position in the college world, and now no institution that claims to be progressive is without its journal. The history and evolution of the college newspaper would provide material for a long and interesting discussion, but that would be chiefly of historic value. Today, let us seek rather to obtain something of immediate and more practical value. Let us strive to set up an ideal towards which college journ-alism shall strive. Commencement is a peculiarly fitting time to look forward rather than backward, and, therefore, we will consider, instead of what has been done, what ought to be done. To do this it will first be necessary to get the status of the college journal, and in this search we shall consider the college newspaper as the only periodical which exerts any considerable influence in the college world. The newspaper is the connect-ing link between the alumni and the college. It serves to keep those who have gone out informed as to the events which tran-spire and the condition of affairs at the college, and thus keeps alive their interest in their Alma Mater, while it contains news in regard to the alumni which keeps the student body informed as to the success with which former college men are meeting, and thus it fulfills the function of a medium of exchange be-tween the alumni and the students. Of course, being pub-lished by the students it is largely devoted to college news and reflects student sentiment. Hence, he who wishes to learn how certain measures are regarded and what schemes are en- \ THE MERCURY. 93 tertained by the students for the improvement of the institution needs but to read the college paper. Keeping this idea in view, that the alumni determine very largely the condition of affairs at the school from its journal, those in charge of its publication should be careful of its char-acter. Its tone should be high. Of course, it goes without saying, that being the work of those who are presumably well-educated, and intended to circulate among intelligent and well educated men, it must be correct in English; and this in-volves a careful and exact use of words as well as obedience to those rules of grammer which have become crystallized by usage in our best literature. This lofty tone which is desirable precludes the use of slang, for such expressions are ephemeral. They seize upon the fan-cy of one generation and in the next are forgotten. A college paper wants permanence in style and maintenance of dignity. To be lofty is to be dignified. Slang is a product of street gamins whose vocabulary is limited, and hence possesses no dignity and should not be found in a college periodical. The tone of the best college paper will not only be pure and lofty, but it will be hopeful, not pessimistic. It will seek to find some ground for hope in the poorest athletic team ; it will find cause for congratulation in some feature of the most poor-ly rendered concert by a musical club. In other words, the ideal college journal is not a fault-finder. It is easy to criticise and tear down; the difficulty lies in building up. Of course there is such a thing as being too optimistic and such an edi-tor imagines his college and everything connected with it as being without flaw. However, we are contending for that vis-ion which, while seeing the faults around it, will invariably re-gard them as less obtrusive than the virtues. Each institu-tion has rules and practices which some of us would change if we were able to do so, but should one give expression to the opinion that, because such practices exist therefore the college is behind the times or is a partial failure ? Is it in the province of the college newspaper to place the school in an unfavorable light before the world ? These queries lead necessarily to the statement that the 94 THE MERCURY. periodical should be large and liberal in its judgements. Since it has this power, to a very great extent, of giving good or ill-fame to an institution, the journal must exercise the judicial function with great caution. We are living in an iconoclastic age and nothing gives us quite so much pleasure as to shy a brick metaphorically at those in authority. Their personalities and their deeds stand out so clearly that we cannot resist the temptation to criticise them. If the paper seeks popularity among a certain large group of students it needs only to find fault with the administration of affairs pertaining to the college. Hence the journal requires at its head a man who is able to detach himself, as it were, from the student body and its pre-judices and rise to a height where he can more clearly discern the interests of the college. It is not always an easy task to rise above prejudice and it sometimes demands the exercise of .more courage than one would imagine. Thus, when the whole body of students commits a deed or assumes a position which a dispassionate judical consideration compells an editor to dis-approve of, he will need all the moral courage he can command to do his duty in the face of the hostile criticism of his class and college mates. We have said that the paper represents the student body. This statement ought to be amended by saying " the whole student body." A judgment which is large and liberal will not per-mit of favoritism towards any one class. Such a policy would be disastrous to the usefulness of the paper. Of course some publications disregard even this danger signal, but when it is remembered that the editor is almost always closely identified with a certain class and its interests, it is surprising that the number of papers which fail in this respect is as small as it is. Nor can a successful journal be unfair in its attitude towards its contemporaries. Great care must be used in passing judg-ment upon the acts or statements made by a rival institution. Too easily are we led by our sympathy and prejudice to put the wrong construction upon our neighbors' actions. And now we come to the aim of the college journal. Is its highest purpose realized and its fullest duty performed when it simply gives the news of the college world ? No, its des- r THE MERCURY. 95 tiny is grander than that of being merely a purveyor of news. Its work is more inspiring. It seeks to benefit the college. Advancement and success for the institution are the goals. Many advantages will accrue to the school just because the paper itself is a good one and meets the requirements which we have laid down. But this is not sufficient. There must be conscious and uninterrupted effort to make known the good qualities of the college and to secure more students and more money for it by arousing and keeping alive the enthus-iasm and support of its friends. To accomplish this purpose it is imperative that the end be kept always in view. Since a college journal is published by the students it might seem that student interest ought to be given the first consideration. Occasionally there may be such a conflict of interests, but, at such times, the editor must keep clearly in view the fact that the college journal is a power only when it is a power for good for its college, and is fulfilling its high destiny only when it is using every means to keep glow-ing the love and interest of the students and alumni for their Alma Mater. JUNE NIGHT. W. WlSSLER HACKMAN, 'OS. • TJNDOWN and crescent noon ; The passing truths of a glaring day Now fade and soften into gloom Until they vanish quite away. The dreaming trees soft-breathing sigh, And whispering quiver as they stand ; Like drowsing giants o'er the land They nod beneath a faint-starred sky. Afar the marsh-frogs rasp their strings The livelong night, nor pause, nor rest ; A night bird stirring in her nest Sings with a rapture of fluttering wings, While fairies bear their lamps about Though brooding shadows in and out. 96 THE MERCURY. ENGLISH SALUTATORY—TRANSITION PERIODS. H. CLYDE BRILLHART, '06. LADIES AND GENTLEMEN : The class of 1906 extends to you all a hearty welcome. As-we are about to celebrate one of the most important events in the lives of each one of us, we are glad for the presence of so-large a number of our friends. These four years of care-free iun and earnest study are about to close. This day to which we have long been looking forward with commingled feelings of joy and sadness has at length arrived. To this, the goal of our four long, yet seemingly short, years of training and uncon-cern and the commencement of the more serious responsibili-ties of life, each of the thirty-four members of our class bids you an earnest welcome. To you, alumni and friends, who out of loyalty to our Alma Mater have been wont to see other classes from time to time pass from this stage out onto the larger stage of life; to you, the members of the board of trustees from among whose number one is absent today who for many years has helped to shape the destinies of our Alma Mater, whose wisdom was a tower of strength to her, whose learning was her glory, whose life was an inspiration and an example to her sons and daughters; to you, the members of the faculty, who-have so patiently led us in the ways of knowledge; to you, the relatives and friends of the individual members of the class; to you, undergraduates, who are not yet called upon to sever these bonds of association, but who will in time come to stand where we now stand—to all in the name of the class of 1906,1 extend most cordial greetings. We stand today on a dividing line with fond memories of the Past and hope for the Future. The time is at hand when it is necessary for us, as a class, to part; but we can dety those circumstances to arise which can /weaken these ties of friendship so dearly formed by us during these four years just passed, or to counter-act their influence upon our Future. Today we leave as undergradu-ates, to return in future years as alumni, in an attempt to review in a few short days those never-to-be-forgotten lessons learned within these sacred walls. The time of preparation has passed ; the time for achieve- THE MERCURY. 97 f ment is at hand. In the evolution of life we have reached the end of one of those periods which because of their peculiar position and character are of the utmost importance. They form the connecting links between the larger epochs of life. They are periods in which certain tendencies and movements are gaining momentum and slowly but surely changing the character of the life of the nation or the individual. The vital forces of one age and one set of circumstances are recast and readjusted to meet the demands of a new age and a new set of circumstances. It is true that in the great scheme of development every period is a transition period, but it is also true that some per-iods by the suddenness of the changes and the rapidity of the readjustments which take place in them, are in a special sense transition periods. In reading the record of the formation of the earth, the geologist often comes upon a place where the continuity of his record is broken. When he again finds it continued the character of the life forms is so widely different that he con-cludes that a great length of time must have elapsed between the formation of the records, but when he has made a more care-ful investigation and found the missing pages of his record and has properly interpreted them he finds that the period was a com-paratively short one; but One in which h'fe forms were un-dergoing very rapid changes, Such a period he calls a transi-tion period. The wise student of history realizing the great significance of such periods in the evolution of human progress makes them his special care. He knows that only by the mastery of rhe forcesand tendencies at work in them do the events of the subse-quent periods become clear. This is nowhere better illus-trated than in the Renaissance-Reformation period. It forms the connecting link between the Middle Ages and the Modern Times. No other period in the history of the world has set in motion so many forces which were world wide in their results. The Middle Age was ruled by asceticism. The monk's view of life was the ideal of the age. The authority of the Roman See was unquestioned and its power unlimited. But all this, 98 THE MERCURY. is now changed. The ascetic view of life is broken ; the unity of the Middle Ages destroyed; the world view transformed. The new age with its revelations and achievements discovered to man the truth about himself and the truth made him free. It led him out of the dungeon of Monasticism into the light of Christian freedom. It broke the shackles which the petty fendal lord had forged upon him and started him on the high-way to political freedom. It transformed Ecclesiastical abso-lutism into indivi dual nationality. In the intellectual realm the transformation was truly mar-velous. For a small earth-centered universe, the Copernican system of astronomy gave to man a limitless sun-centered uni-verse. Instead of a common compulsory church it gave him a free church. In place of the useless and subtle quibbling of the schoolmen there appears the beginning of real philosophy. Alchemy is supplanted by Chemistry, Astrology by Astronomy. In no department of human knowledge has the transformation been more marvelous or longer delayed than in the study of history. The impulse was given in the 16th century. It struggled hopelessly for recognition but was soon lost in the rapid march of events. It was not until the 19th century that history again commanded attention, when the events of a single decade, from 1820 to 1830, called forth more volumes of history than were called forth by the events of a thousand years before. History is no longer a narration of memorable events com-memorating the deeds of a hero, a family or a nation. Our historians no longer write to strike the imagination or arouse the feelings with poetical images of vanished realities. Their aim is not to please, nor to give practical maxims of conduct, but knowledge pure and simple. In order to make its facts useful they must be criticized and organized and in this way the rules of its interpretation and the formulae of its exposition have become as severe as those of the so-called " exact science " and the genetic method has been applied to all the sciences. While these periods are of great importance in science they are of even greater importance in our own lives. Of these none is more worthy of thoughtful consideration than the col-lege period which marks the transition from youth to manhood, THE MERCURY. 99 from care-free preparation to responsibility and achievement. The habits and tendencies of youth are swept away, or trans-formed into fixed habits of character and manhood. Psychologists tell us that about the 19th year in one's life there comes a period which is marked by a cessation of growth for a time, sometimes to be resumed later. This seems to suggest that nature after having cast up the youth by a flood-tide on the shores of manhood, is a little exhausted and wants time for rest and readjustment. The advantages of size and strength begin to give way to those of the higher mentality, and the main current of evolution is turned thoughtward. The newly awakened feelings, impulses and ideals are being knit into individual character and personality. The dogmatic opin-ion and prejudices of youth are breaking down before the keener analysis and wider horizon of manhood. In this wider horizon the youthful complexity of nature vanishes and we catch glimpses of the great harmony'of the universe and come face to face with the mysteries of life. The importance of the transitional character of this period has not always been recognized. Too often it has been thought of as a period of seclusion and aloofness from the busy world of affairs. The indiscretions and misdemeanors of the College man been have excused and apologized for, too frequently, on this ground alone. We are beginning to see our mistake and perhaps the best evidence of our change of heart is the almost universal condemnation of hazing and horse-play engaged in by college men, and the action taken by some of our institu-tions of learning, particilarly by the United States government in the schools under its care. It is a step in the right direc-tion, but it is not enough. May we not hope that the time will soon come when we shall not only hold the college man strictly accountable for his acts, but shall treat him as a citizen and not as an irresponsible hermit, when we shall give him complete and rational systems of self-government in the class room and in the dormitory. For it is only by rational self-government that the cardinal virtues of self-control and self-direction are developed, and if they are not cultivated during this period of transition they may never be acquired. IOO THE MERCURY. TENNIS AS AN EXERCISE. L. W. T. '09. AS an exercise both of muscle and brain, the game of ten-nis is hardly excelled. It is in this form of sport and recreation that all the faculties are trained and developed more or less. There are chiefly three beneficial results besides many minor advantages derived from indulging in this- pleasure, namely.—quickness of thought, muscular control and muscular strength. Chief of these is rapidity of thought, that great quality so essential in the battle of life. To play tennis successfully, or rather, to play it at all, one must be ever on the alert, wide awake, and ready to seize any opportunity to score a point. And when the chance presents itself in the form of a lightning-like ball, he must decide on the instant how to act. In the twinkling of an eye he must conclude on the best and most advantageous way of returning the ball whether it shall be high, low, swift, slow, to the middle, the left or the right, curved or straight. All the conditions of the situation—the position of the players, the distance from the net, the force of the wind, perhaps, and many other details must be caught up, balanced and used to advantage in one sweeping glance of the eyes. The decision as to the best disposal of the ball having been made, then muscular control is the necessary quality for the carrying out of the plan. A novice at the game, in trying to return the ball, is pretty sure to knock it at random far out of bounds, no matter how carefully he endeavors to control him-self. This is due to the fact that his muscles have not been trained to the way in which he should handle his strength. He is unaccustomed to the slight twist of the shoulder, to the presenting of the surface of the racket at just the right angle, to the slight almost imperceptible swerve of the whole body, to the graceful side-step, and to the many other requisite move-ments, so minute, so delicate, as to be almost indefinable but which, nevertheless, every experienced player has felt himself un-con sciously perform, and which are, taken altogether, so impor- THE MERCURY. 101 tant. But now observe our former novice at some later time. See how he holds himself, how perfectly every muscle and every tendon is under the influence of his will. Deftly he strikes, now "cutting " the ball sending a most exasperating and tan-talizing slow curve up into the air, now driving it swift and hard at any desired angle, and again to all appearances, throw-ing all his strength into a vicious swing, only to drop the ball close to the net far out of his opponent's reach. All these tactics and many others he performs with such easy and grace-ful movements as to win the admiration of all spectators. And together with these other qualities, a certain very desir-able tenacity and litheness of muscle is acquired. It is true that huge bunches and knots of muscle and brawn are not de-veloped, but nevertheless, that more sought-for strength, the strength which draws the distinction between the racer and the cart-horse, the athlete and the laborer, the reserve strength which is denoted by an erect and graceful bearing is attained. In tennis the utmost activity of body is required. One must continually run forward and backward, bend and twist this way and that, and go through many other maneuvers which could never be give by gymnasium apparatus. Thus, is constantly being knitted a symmetrical and elastic set of muscles. We may say then in conclusion, that tennis is a most de-lightful and beneficial form of recreation, producing a clear head, a beautiful body, and a flow of clear, red blood, not to mention a deep sense of wholesome pleasure which it imbues. HIS APOLOGY. F. W. MOSER, '07. PAIR of eyes so soft and blue, With lashes of the raven's hue, And lips that matched in sweet repose The crimson of the blushing rose. A pair of overshoes, size three, Which none could wear but such as she, And now beneath the cushioned seat Reposed in safety at her feet. 102 THE MERCURY. Another maid beside the first Who seemed in pleasant thought immersed ; Hair black as night and midnight e3'es, A mirror for Venetian skies. A man of stalwart limb and frame, Whose deeds were not unknown to fame; But now in dreams his fancy ran To build a world within a span. And with a swish in top-notch style Maid number two rushed down the aisle, He roused and saw with read}' mind That she had left her shoes behind ; And, stooping with an eager face, He pulled the rubbers from their place, And rushing to the open door He flung them from the moving car. But hardly was the action done When up the aisle rushed number one, And in a chilling tone cried she " Those overshoes belonged to me." " Oh ! now ! I say ! can this be true ! '' Those overshoes belonged to you ? " What can I say ? Oh, don't you see ! "Oh, can you ever pardon me. The train dashed on, the moments sped, Until beneath the next dark shed The engine shot with direful shriek That brought a pallor to her cheek. But in a moment as before The crimson blood returned once more, And. that was all there was to see Of that most sweet apology. THE MERCURY. 103 •'OUR ENTRANCE INTO CITIZENSHIP," WITH VALEDICTORY. H. BRUA CAMPBELL, '06. NEVER at any time has the question as to what is the re-lation of the young man to his country and its institutions or in other words what are the duties and responsibilities which citizenship imposes upon the young manhood of our land, pressed upon us more insistently than at the present time. The age in which we are living is one characterized by great movements and vital problems, upon the successful solution of which our most complete growth and advancement is depen-dent. It would be difficult indeed to find an American today in whom there dwels not one vestige of pride in his country's institutions and whose heart does not expand at one time or another in the thought of his country's glorious achievements and still more splendid possibilties. But there is less likeli-hood that any American could be found with mind so narrow that he would refuse to admit that certain insidious and de-structive tendencies totally hostile to the best interests of true democracy, had crept into our government. Due to the " in-ertness and apathy " of a large number of citizens who are best fitted for the task of carrying on successfully affairs of gov-ernment, methods contradictory and subversive of democracy have been allowed to enter into our political system and abide there unmolested. The exposures of moral rottenness in pub-lic affairs and of political turpitude in city, state and nation have clearly revealed how true is the charge that machine politics and bossism have usurped and are continuing to usurp the field that of right ought to be controlled by forces of less selfish and more moral character and that the highest interests of the many are being sacrificed daily to the cupidity and lust for power of the few. Throughout this present period of startling revelations of the betrayal of public trust which have brought to light conditions that are of the gravest menace to our prosperity the inquiry has been advanced as to what is the remedy that will serve to ef-fectively heal the deep wound which civic corruption has caused in the body politic. And with startling unanimity 104 THE MERCURY. Comes the answer—Rouse the citizens from their political somnolency and the Republic is secure. The cure, therefore, lies in the interest which each man ought to manifest in the politics of his country, state and union by reason of the privi-leges he enjoys under the law and order which our political institutions vouchsafe to him. The responsibilities of citizenship strike with peculiar force the young men of today. The coming generation, clothed as it will be with " unprecedented privileges," is confronted with the obligation to cure some of the excesses of liberty which •mar our civilization. It has been well said that the first lesson a young man should learn in the principles of government is that national problems and public questions are his own per-sonal concern and responsibility and that he will have to answer for his conduct toward them as exactly as for his in-dividual moral behavior. He should appreciate thoroughly in the very beginning that the privileges of citizenship which he possesses have been secured not without terrific struggles against autocracy entrenched behind the fortified strength of centuries of existence and that they should be cherished and enjoyed as a priceless heritage—not spurned and disregarded for the sheltered cloisters of cultured ease. Our nation's hope, lies in the young men upon whom the burdenr. and responsi-bility of directing its affairs must at length rest and the young men should show their appreciation of this tremendous obliga-tion by a keen and intelligent interest in all matters politic. The earlier this interest is manifested, the more deeply will it become implanted, and at length, as Bishop Brent eloquently says, it will " fairly burn itself into flesh and blood, nerves and muscles, until the flame of patriotism is kindled in the soul and a citizen worthy of the name moves out into the nations need, equipped to wrestle with the problems and overthrow its enemies." Ah, when we come to think of what it actually means to be an American citizen, when we fully realize the na-tion's power and influence and the political freedom delegated to those under its flag we ought to firmly resolve ever to re-main true to the principles in which our country was founded, and whenever its principles and institutions are endangered to V' THE MERCURY. I05 battle for civic righteousness and put to flight those who seek to pervert its true destiny. The young men have it in their power to prevent those who seek to control politics for selfish ends from attaining their de-sire and it also lies with them whether the government be managed with regard only to the best interest of a majority of its citizens or whether it be run to benefit the privileged few alone. We thus see that a deep responsibility rests upon the citi-zens of this land—an obligation to manifest a vital interest in affairs of state, a responsibility which applies particularly to the young men of our country. But among these there exists a particular class—the college men—to whom goes out with especial force the clarion call to duty-—to meet the civic obli-gations and to assist in directing the management of political government be it in a lofty or lowly sphere. The college man is particulary fitted for an active participa-tion in civic affairs by reason of his collegiate training, and after graduation he should at once indentify himself with the work of promoting good government. Upon departing from college he is entering more largely into the active work of life. The •college man during his years of study has pursued in a some-what isolated way his course of intellectual training and now enters into the wider sphere of professional or business activity. His brain has not increased one ounce by his persistent search for knowledge but it has been so thoroughly disciplined that he can grasp more quickly and more comprehensively problems which would as a rule, defy the intellects of those not possessing the advantages of collegiate training. The scope of his perception has been vastly widened. It must be admitted that the college man, endowed as he is, ought to be a potent factor in the politics of a nation. And so he is, to a certain extent, but the opportunities still continue to beckon him, for all to often is he heedless of his duty and responsibility in this direction. He owes an especial debt to his country by reason of his superior endowment and yet how often does he repudiate the obligation and as a result, Justice, spurned by those who ought to defend her rule, must bow to the forces of Self-interest. io6 THE MERCURY. There is nothing from which the public suffers more today than the silence of its educated classes, that is, the small amount of criticism which comes from its disinterested sources. Educated men say very little about the question of the day but devote their time to science, literature and art or in the practice of their profession or conduct of business. The edu-cated man should, however, speak out upon matters of public interest if for no other reason than that he is peculiarly able to comprehend the right and wrong involved therein. As a writer puts it no educated man can talk intimately upon any subject without contributing something however small to the unseen forces which carry us on to our final destiny. College men are too oft drawn from the proper performance of their civic duties by the desire to follow peacefully and within the narrow confines perchance of their libraries a life of purely intellectual activity which withdraws them from their proper civic interests and lessens greatly their concern for the conduct of the affairs of their government. And it is to be deplored also that Corinthianism or in other words " the moral enervation and decadence that is born of the soft uses of prosperity " pre-sents a grave danger to our institutions. Adversity indeed has its uses; prosperity its perils. And it behooves the college man to beware of the luring voice which urges him so impell-ingly to forsake the true course of energetic devotion to duty and to endanger the frail craft of his life upon the Scylla of intellectual enervation or the Charybdis of moral decadence. It is inevitable that if the citizens of a nation are blind to all else but self, then the end will be corruption and death. The service which the college man renders his country of right ought to be unselfish. He ought to be thoroughly cog-nizant of the fact that there are things of far more importance than his own material advancement. It is this unselfishness which is so essential to true growth and if its spirit be im-planted in the breasts of the young men of today the strength of the nation will know no deterioration. And with regard to the attitude of the college man toward public affairs there is one quality which must be present and that is honesty—honesty of thought, word and deed. The world requires that only those THE MERCURY. I07 can serve her faithfully who are of integrity and firm moral purpose. There need be no complaint from the college man who feels his responsibility that there are no present opportunities for service to his nation—the opportunities exist in every place and sphere. " The time worn humdrum tasks of the older civili-zation with its painful and seemingly insoluble problems beckon," the undeveloped and partly developed land is calling to the able youth for aid, evils, social, political and moral re-quire those with the courage to stamp them out. Everywhere are opportunities ; where are the opportunists ? These are some of the responsibilities of citizenship which confront every college man of today. It lies with him whether he shall meet them courageously as befits a citizen not alone in name but in reality or whether he shall reject those privileges of free government . which alone make our nation a true republic. These are the civic responsibilities which confront the class of 1906 as it leaves behind it the college walls and enters other spheres of activity and let us hope that the class departs fully awakened to its obligations and fully determined to meet them intelligently and courageously. GENTLEMEN OF THE FACULTY : You may feel assured that the class of 1906 is fully aware of its obligations to you, an obligation so great that it can never be fully repaid. It appreciates to the fullest extent the sacrifices you have made upon the altar of scholarship and likewise your untiring energy and unremitting devotion to the task of so moulding the intellect ^ind character of its members that they may now go out into life fitted for careers of honor and usefulness. Your labor has been singularly unselfish, your concern alone having been to advance the best interests of each and every one under your instruction. And we are not insensible of the fact that the very pleasant relationship which has invariably existed between you, gentlemen, and the class of 1906 can be justly ascribed to your continued regard for its welfare and your unfailing courtesy to its members. Time cannot efface the impression which you have wrought upon us and years will not lessen our respect for the teachers of our college days. And so it is with deep regret that we arrive at ■M 108 THE MEKCURV. the parting of our ways and must reluctantly bid you farewell. FELLOW CLASSMATES : We are come where the paths of our lives diverge, and our thoughts at this moment are of a two-fold character. Our glance is turned retrospectively to the past four years, during which time we have walked together through the harvest-fields of intellectual effort, gathering in the products of our toil and stooping now and then to pluck the fragrant flower of whole-some pleasure. Ah ! they were indeed delightful years, full of brightest sunshine. And we recall with keenest pleasure how each passing year seemed to bring us more firmly together in a bond of loyal friendship, a bond which years of separation will vainly strive to sever. And the depth of our sorrow and regret in this hour of parting is tempered only by our gaze ahead where Hope clothed in glorious splendor stands with a smile of warmth upon her countenance beside the curtains which close from our sight the mysteries of the future. En-couraged by this inspiring vision we feel an eager longing to meet what lies before us, confident in our strength and as-sured that in the conflict we will conduct ourselves as befits noble men and women. It is eminently fitting that we should at this point in our journey look back upon the path traversed and then forward to where the attennated road fades from sight upon the plain or loses itself among "the purple peaks re-mote." Inspiration may be gained from either glance. But no matter with what eagerness we look ahead the porgnant grief of parting continues to be felt. We realize that no more will we meet as fellow-studeryts in the various class rooms or beneath the lofty trees which stand guard upon the campus with arms outspread above its green and beautiful expanse. We know that this hour marks the final time when we as a class shall stand together, and the fact that we throughout these years have moved on in continued good fellowship, ever with regard and affection toward one another seems to make the parting even more painful. But we cannot dwell to long, my classmates, upon words of farewell. And so full of confi-dence in your ability to successfully cope with life's responsi-bilities and implicit faith in your ultimate success, I bid you God-speed. ■ 1- THE MERCURY. THE OLD DORM IN THE MOONLIGHT. ROE EMMERT, '06. 109 H v : AVE you seen the Old Dorm shining in the moonlight; And the silver softly sifting through the trees ? Have you heard the fellows singing on the Dorm steps ; And the mandolins a'tinkle in the breeze ? Ah, fellows, on the campus in the moonlight You can hear the sweetest music ever sung, And see beauties that surpass the Grecian sculpture, Whose praises in our ears have ever rung. And fellows, do you ever stop to listen, When they play the mandolins upon the steps? Does your better nature swell and sway within you ; Do the songs of this old College stir its depths? Do you ever watch the Old Dorm in the evening, When the lights begin to flash out one by one Like the eastern stars burn out upon the heavens, Upon the glorious setting of the sun ? And when the lights have dropped away at midnight, And the moonlight sheds its brightness over all ; Do you ever stand and gaze in silent rapture At the grandeur of this old and noble hall ? Ah, fellows, how we love this old white building With its mighty columns, beautiful and strong, With its memories, haunting every nook and corner ; It has been our second home place for so long. Too soon we'll leave this grand and noble College, And leave behind this long familiar hall, But the picture that we'll always carry with us Is the Old Dorm and the moonlight over all. no THE MERCURY. THE SCENERY ABOUT MILLERSBURG, PA. G. L. KlEFFER, '09. 4 while he gazed off to the town on the hill in a manner which bespoke satisfaction and contentment. Overhanging all I be-held the crimson sun sinking as a fiery ball behind the moun-tains, a little to the north of the vertex of the angle, pointing out the very trees upon its summit as sentinels of this majestic scenery. And overhanging all was the white and crimson sky as a halo. Satisfied with the employment of my leisure time I wended my way to the station and pursued my journey as in a dream. -A.: 112 THE MERCURY. HOME SWEET HOME. J. EDWARD LOWE, '06. MR. J. HOWARD PAYNE whom we admire and rev-erence so much was homeless. In his weary and soli-tary walk on the farm of Mr. Talbot, his friend, he stopped to rest under a large chestnut tree near the brink of the Po-tomac, a mile south of Washington. While sitting there he became unconscious of his environments, the verdure of the beautiful terrace sloping down towards the Potomac river, was lovely to behold, but he saw it not. He was deeply involved in spiritual themes. While in his concentrated, emotional and imaginative state of mind, he wrote those beautiful and mem-orable words, that will vibrate in human minds throughout eternity. " 'Mid pleasures and palaces though we may roam, Be it ever so humble, there's no place like home ; A charm from the skies seems to hallow us there, Which, seek thro' the world, is ne'er met with elsewhere." " Home, home, sweet, sweet, home, There's no place like home, Oh, there's no place like hcme." There is something in the word home, that wakes the kind-liest feelings of the heart. It is not merely kindred and friends who render this place so dear; but the very hills, rocks and rivulets throw a charm around the place of one's nativity. It is no wonder that the loftiest harps have been turned to sing of " Home Sweet Home!' The rose that bloomed in the garden, where one has wondered in early years, a thoughtless and innocent child, careless of what its future may be, is lovely in its bloom, and lovelier in its decay. No songs are sweet like those we heard among the boughs, that shade our parent's dwelling, when the morning or the evening hour found us as gay as the birds that warbled over us. No waters are so bright and clear as the silver streams that wind among the flower decked knolls, where in adventur-ous childhood we so often strayed to pluck the violet or lily, or to twine a garland for some loved school-mate. Your dreams of reputation, your swift determination, your ^". piai >i> mr-.iMi THE MERCURY. 113 impulsive pride, your deep uttered vows to win a name, will all sober into affection ; will all blend into that glow of feeling, which finds its center, hope, and joy in home. From my soul, I pity him whose heart does not leap at the mere sound of the name. A home ! It is the bright, blessed, adorable phantom, which sits highest on the sunny horizon that guideth life. It is not the house, though that may have its charms ; nor the fields carefully tilled, and streaked with your own foot-prints ; nor the trees though their shadows be to you, like that of a great rock in a weary-land ; nor yet is it the fire-side with its sweet blaze play; nor the pictures which tell of loved ones; nor the cherished book ; but far more than all these, it is the presence. The altar of your confidence is there; the end of your worldly faith is there. Adorning all these, and sending your blood in passionate-flow, is the ecstasy or con-viction, that there at least, you are beloved; there you are un-derstood ; there your errors are all met with gentlest forgiv-ness ; there your troubles will be smiled away ; there you may unburden your soul, fearless of harsh unsympathizing ears and that there you may be entirely and joyfully yourself. We may wander away, and mingle in the world's fierce strife, and find new associations, and friendships; and fancy we have almost forgotten the land of our birth ; but at some evening hour, as we listen to the autumn winds, the remem-brances of other days come over our souls, and fancy bears us back to childhood's scenes. We roam again the old fami-liar haunts, and press the hands of companions, long since cold in the grave; and listen to voices we shall never hear on earth any more. The American-trooper who is borne away to the green isles of the Pacific, weeps when he thinks of home, and sighs and pines for the vine-covered cottage beyond the sea ; though the hand of time may have faded his ebon locks, and care plowed deep furrows on his brow, and his heart has been chilled by the fierce winds of the typhoon, till the fountains of his love have almost ceased ; yet upon some summer's evening as he looks upon the sun sinking behind the western hill, he will ! 114 THE MERCURY. think of home, his heart will yearn for the loved of other days, and his tears will flow like the summer's rain. After long years of absence the heart of the wanderer beats, and his eyes fill, as he catches a glimpse of the hills of his nativity. When he has pressed the lips of a brother or sister, how soon does he hasten to see if the garden, the orchard and the stream look as in the days gone by ? We may find climes as beautiful, skies as bright, and friends as devoted ; but all these will not take the place of home, the dearest spot on earth. o SAVED BY GRACE. '08. N a hillside, about one mile west of Gettysburg, a vine-yard was conducted by a man who was very well-known to the present and many of the past generations of students. From the product of this vineyard, the owner packed and shipped to various markets the greater portion of the grapes, while he manufactured wine from the poorer quality and sold it in the unfermented form to many of the students and towns-people. The plot of ground on which the vineyard and the home of the farmer were located, consisted of about six acres. The west and north sides were bounded by woodland, while the southern and eastern limits were marked by two country roads. At the junction of these roads, in the southern corner of the farm, a cottage stood, and directly back of this was a small barn. There were also numerous other buildings necessary to complete the fixtures of a small farm. In the family there were only three people, the father, mother and a daughter, who at that time was in her eighteenth year. The father was an eldery looking man of fifty-five, his form showing the results of many years of hard work ; his wife, a woman of small build and plump form ; the daughter, a tall graceful girl, with black shining hair, brown eyes and a fair skin. She was beautiful to look at and of a kind and - "^_^.^.^.-.-M- rflWWi^iHWW "■■! »M| 'I THE MERCURY. us pleasing disposition, proving decidedly the watchfulness under which she was reared by her fond parents. As has been stated in the beginning of our story, the scene is laid near the historic town of Gettysburg, which is almost surrounded by the hills and mountains where was fought the decisive battle of our great Civil War. In the village is located Pennsylvania College, a Lutheran Institution founded early in the nineteenth century. Many men have been graduated from this college, who have made for themselves places of promin-ence in all avenues of life. Among all the students who at-tended this institution during the time in which the vineyard flourished, few indeed there were who did not visit the grape farm, and who were not well acquainted with the farmer and his family. Undoubtedly many of the students were honest enough to purchase what they wished, either of grapes or wine, but it also stands that many of the students made unlawful visits to the vineyard. It was the result of such a visit that brings us to the. interesting part of our story. On an early autumn evening, several young men, students in the college, were gathered in a room, all overflowing with mischevous ideas. Not a few suggestions were made as to what they should do, but all seemed undecided as to which idea would be best to follow, until a visit to the vineyard was proposed. The vote was unanimous that three of the " Boys" should leave promptly at eleven o'clock for the farm, and that without fail a plenteous supply of the fruit should be brought in. At the appointed time, Bob Stewart, Jack Wills, and Tom Bonner met on the campus, and in a short time were on their way. After walking for about a half hour, during which period they had almost encircled the small farm, the trio made ready to enter the vineyard from the west side. One of the number, Tom Bonner, was sent to a spot, within a hundred yards of the house to stand guard while Bob and Jack filled the bags with grapes. Everything ran smoothly until all were ready [or the departure, when all of a sudden, Tom was seized by a strong pair of hands and was commanded to make an ex- u6 THE MERCURY. planation of his presence in such a place at that hour of the night. Tom was completely unnerved, and during the time he was recuperating from the shock, Bob. and Jack made their escape, leaving their plunder behind. After a short while, Tom gathered enough courage to tell, in broken sentences, a falsehood, which he thought would set him free. The result, however, was to the contrary, for his captor, who was no other than the farmer, compelled him to accom-pany him to the house. Here he was held until morning, as it was the full intention of the owner of the vineyard to turn him over to the proper authorities. Tom passed a very rest-less night; but how could one do otherwise, especially one whose imagnative power had already landed him in prison. Early the next morning, the farmer with his family called Tom. before them. He was told in plain words what was to be done. The farmer accused him of being the person who had been robbing him for sometime. This made things all the more serious, and under the strain of a restless night, together with the relization of what he had imagined during the hours he spent in captivity, Tom broke down completely. He sobbed and cried bitterly, thinking of the foolhardy expedi-tions young fellows often take, and of the disgrace which would surely befall his name and family. The farmer and his wife had gone about their early morning duties and Tom was still hoping and praying against what seemed almost inevitable, when the daughter, Grace, walked into the room, and without the slightest hesitation tried in her girlish way to console him. Her efforts worked admirably, for in a short time our hero was instilled with new hope. He confessed all to Miss Grace, and it was with no little sincerity that she promised to save him, if possible, from-the dishonor which he felt sure would come. It was only a few minutes after Grace had left Tom that the farmer entered the room and commanded him to make the necessary preparation for the trip to town. In the meantime Grace had convinced her mother that Tom was, as all boys are apt to be, mischevious, and that he should not be punished for this, which she felt sure was his first offense. THE MERCURY. 117 All was in readiness for the start; the team was standing by the gate, and the farmer with his captive had just left the house and was walking toward the conveyance, when Grace called to her father. He stopped, but little did he suspect what her in-tention was, and before he had time to think, Grace begged and plead in her own effective way, for her father to change his plan. She confronted him with one argument after another, the principal ones being these: That undoubtedly it was Tom's first offense of such a serious nature; furthermore she asked her father what he should hope for, were a child of his ever to be found in a like predicament. Grace's father saw things in a different light and instead of bringing Tom to town and placing him in the hands of the law, he was driven up to the entrance of Old Pennsylvania Hall. The farmer gave Tom all the grapes his companions had gathered the night before and the privilege of the vine-yard whenever he wished. He was also asked in a very urgent way, to visit the family. It is needless to say, after Tom's most pleasant experience with Miss Grace, that he took advantange of the invitation. His visits were made often, and it seemed as though the more frequent they became, the still more frequent Tom wished them to be. The two young people grew to be the best of friends, and it was only a short time after his graduation from Penn-sylvania College, that the expedition on which he had started one autumnal eve, was brought to a close by his marriage to Grace. Often now as Tom and Grace sit in their cozy home, with children romping about them, do they speak of Tom's trip to the vineyard and its happy ending. THE MERCURY Entered at the Postoffice at Gettysburg as second-class Matter Voi,. XIV GETTYSBURG, PA., JUNE, 1906 No. 4 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. Editor-in-ch ief 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, '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. SENIOR FAREWELL. The time has again arrived L=JUf3f===4 '-—I f°r tne graduation of another class from our college. The MERCURY staff deplore the fact that we must bid farewell to the Seniors—you who have aided us so much by your advice and kindly criticism ; but most of all by your literary contributions. We will feel your loss keenly,^but sincerely hope that as you depart from our Alma Mater your interest in the Literary aawww.iili 11 in iwip'mi' «ni|n / THE MERCURY. 119 Journal, whose standard you have done so much to maintain, will not cease, and that you will continue to give us your aid. An article or two from our alumni in each edition adds dignity to the paper, and insures the student body and the alumni that you are still interested in the welfare of your College Journal. Not only do the students enjoy reading the articles of our alumni, but they become more desirous of producing a writing worthy of publication in the same paper. Since we know your time for departure has come, and that you have reached the coveted goal, and are now ready to en gage in the real battle ot life, we bid you God-speed, and hope each member of the class of 1906 has chosen a vocation that will be a source of continual pleasure to him. Sincerely, " THE STAFF." REVIEW. We now stand at the close of another college year ; a year has past that will never return; we have passed through a stage of our college course which we shall not ex-perience again, however much we may wish to do so at a future time. We hope that they are not among us, who can not say that this was the best year of their lite. If there should be those who can not say this, surely their environment this year has not affected them ; either the individual did not have the capacity, or the spirit too weak, for doubtless it was present, as a slight glance backward will readily show, from the very beginning until this the end. In truth this has been the condition all over our fair land, but especially we can say this of our own dear Alma Mater. This year she has enrolled more students than ever before—men who promise to support high purposes and to make real men. Also she has played no little part in the intellectual realm. Her students have main tained a high standard of scholarship; they have shown an unusual interest in matters of inter collegiate as well as collegi-ate concern; in almost every literary pursuit a new standard has been set up. Not only along intellectual lines has she been so successful but physically as well. Her athletic teams 120 THE MERCURY. deserve the highest praise; they have not only borne the flower 'bt victory from the accustomed places, but have cap-tured new" trbphies with which they adorn the fond days of old. 'So Without hesitation we can say that this year has been a' grand success, but our ideal has "not yet been realized, there-fore, let each one come back next year with a stout determi-nation to reach higher. The very fact that we have your subscription To THE ALUMNI. , , . • , . * , i shows that you are interested in us, but we would more than appreciate an article from your, or a word of criticism. It is our constant aim to improve our paper and we' believe that you can . help us. We sincerely hope that you Will not forget this, arid that' when we g'o to make up the •October issue we will find some alumni contributions. ■:■ EXCHANGES. . ■ . Our exchanges all put in their appearance'in due time this mon'th, some in bright new spring attire and the others in their regular dignified garb. All are full of the spirit of springtime and commencement. The Havetfordian still maintains its high standard from month to "month. The newly installed Board of Editors in forming its policy has considered the advisability of publishing a monthly literary journal and a bi-weekly newspaper instead of the present combined monthly, and has decided that such a change cannot be made at present. However after the June issue there will be no Exchange Department, that space being devoted to the Alumni and College Departments. The Owl published by the students of Temple College, Phila-delphia, is now one of our exchanges. The May number is the second issue and does entire credit to its Board. We par tjcularly admire the drawings in the different departments. As we close our Exchange Column for the year, we wish to thank pur contemporaries for their kind commendation and criticism of our work, and we wish to assure them that we have enjoyed and profited by the results of their labors. We wish you all a happy and successful vacation. PATRONIZE OUR ADVERTISERS FURNITURE Mattresses, Bed Springs, Iron Beds, Picture Frames. Repair Work done promptly. Under-taking a specialty. * Telephone No. 97. EE. IB. Bender 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. LargeJt Manufacturers in the World of Official Athletic Supplies Base Ball Lawn Ten is Foot Ball Archery Roque Quoits Cricket ! Lacrosse Golf Implements for al 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. 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 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. Spalding's Trade Mark. on our Athletic Implement gives you an advantage over the other player as you have ^better article, lasts longer, gives more satisfaction. Every Base Ball Manager should send at oncefor a copy of Spalding's Spring and Sum-mer Catalogue—FREE. A. G. SPALDING The Peoples Drug Store-invites you to visit them and select your needs from a fresh, new, and up-to-date stock. C. WM. BEALES, Ph.Gr., Prop. D. J. Swartz Dealer in Country Produce Groceries Ciprs ani Tobacco GE TTYSBURG. Shoes Repaired —BV— J. H- BA^ES, 115 Baltimore St., near Court House. Good Work Guaranteed. WEBSTER'S JNNTTEERTM? DICTIONARY RECENTLY ADDED, 25,000 NEW WORDS and PHRASES| New GazetteeroftheWorld. New Biographical Dictionary. 2380 QUARTO PAGES. DOOO ILLUSTRATIONS. Editor in Chief, W. T. HARRIS, L.L.D., U.S. Com.ofEdu. GRAND PRIZE, WORLD'S FAIR ST. LOUIS FREE,"Dictionary "Wrinkles." Also pamphlet. G. & C. Merriam Co., Springfield, Mass. GET THE BEST WEBSTER'S INTERNATIONAL! DICTIONARY .J OTHWaaOTOP** -•**">""" ""->' PATRONIZE OUR ADVERTISERS. fc. r EMIL ZOTHE COLLEGE EMBLEMS Engraver, Designer and Manufacturing Jeweler, 716 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. Picture Frames of All Sorts. Repair work done promptly. $3?I will also buy or exchange any second-hand furniture 4 0hambersburgSt., GETTYSBURG, FA. Sunday School Lesson Helps and Supplies. P. ANSTADT & SONS PUBLISHERS BOOK AND JOB PRINTING OF ALL KINDS Write for Prices. YORK, PA. Our Microscopes, Microtomes, Laboratory Glass-ware, Chemical Apparatus, Chemicals, Photo I Leases and Shutters, Field Glasses, Projection I Apparatus, Photo-Micro Cameras are used by I the leading Lab-«^B^HMKI oratories and I Gover'nt Dep'ts fffe 53 Round the World | SCOPES Catalogs teg Iff Pree Bausch & Lomb Opt. Co. I ROCHESTER, N. Y. LNewYork Chicago Boston Frankfurt. G'yJ PATRONIZE OUR ADVERTISERS. I HOTEL GETTYSBURG HEADQUARTERS FOR BANQUETS. Electric Lights, Steam Heat, All Conveniences. Free Bus to and from station. Convenient for Commencement Visitors. RATES ®S3.00 PER DAY. X+±-v
La tesis "El Derecho del Trabajo democrático en la República de Weimar" es, de una parte, una introducción contextualizadora a la historia político-social, sindical, del Derecho del Trabajo y de la obra de significados juristas demócratas comprometidos con el nacimiento de la nueva disciplina jurídica (y en parte responsables de su constitucionalización) y con su desarrollo en la República de Weimar, así como una consideración transversal y comparativa de varias instituciones fundamentales propias de este nuevo campo jurídico, constitucionalizado en la carta magna alemana de 1919: la constitución económica y del trabajo, la socialización de los medios privados de producción y el consejismo obrero, consideradas en su contexto histórico y desde diversas ópticas de la izquierda socialdemócrata y comunista . Contenido de la investigación: 1. El contexto histórico El inicio de la República weimariana coincide con una profunda crisis de un modelo socio-político alemán - imperial, liberal y burgués, a su vez con contradicciones inherentes a una modernización acelerada de la economía y de la sociedad conviviendo con estructuras cuasi feudales - que concluye abruptamente con el derrumbe del imperio y, en expresión personalizada y gráfica del mismo, con la huida del Káiser y la necesidad de asumir un poder que se halla abandonado en la calle para quien quiera, o pueda, hacerlo suyo. Dada la profunda bancarrota de quienes llevaron a Alemania al desastre - el establishment sobre todo prusiano de militares, terratenientes e industriales, aglutinado políticamente en partidos conservadores -, la posibilidad fáctica de asumir un nuevo liderazgo tan sólo la tienen los socialdemócratas (tanto los mayoritarios como el USPD, ala izquierda escindida por oposición a la aprobación por parte del SPD de los créditos que hicieron posible financiar la Primera Guerra Mundial, quizá por razones tácticas relativas a su inclusión definitiva en el sistema, quizá por genuino patriotismo, temiendo una invasión zarista), o los consejistas radicales que se han levantado y, en cierta medida, contribuido a dar fin a la guerra, negándose los marinos de Kiel, organizados en soviets rebeldes, a inmolarse en el Mar del Norte. Ambos - socialdemócratas mayoritarios y minoritarios, y movimiento de los consejos a su izquierda - proclaman repúblicas al mismo tiempo. El poder tradicional - el ejército, la gran industria - apoya secretamente a los socialdemócratas, ante el pavor de que se repita en Alemania lo que dos años antes ha acaecido en Rusia, devenida república popular soviética. La gran patronal reconoce a los sindicatos y pacta con sus líderes un nuevo statu quo de condiciones laborales y negociación colectiva (el Acuerdo Stinnes-Legien), sentando las bases de una comunidad del trabajo de la que también el futuro fascismo habrá de hacer uso. Las proclamaciones contradictorias de soberanía política se resuelven en una sangrienta y breve guerra civil, en la que los Freikorps siguen las órdenes del socialdemócrata Noske. Rosa Luxemburgo, Karl Liebknecht y miles de personas más son asesinados. Los líderes del movimiento consejista aceptan - no sin tensiones - ceder la soberanía que estiman ostentar a favor de un proceso democrático constituyente, al entender existente un compromiso de que la institución de los consejos será debidamente incluida en la nueva constitución. Cuando Hugo Preuss intente negarse a hacerlo, importantes manifestaciones y tensiones sociales le obligarán a reconsiderar su posición; y cuando la Ley de Consejos de Empresa de 1920 se vote, decenas de personas morirán acribilladas en las escaleras del Reichstag en expresión de la profunda discrepancia de los ya rescoldos del Rätebewegung respecto de su tímida positivización legal. Los diputados elegidos para llevar a cabo el proceso constituyente se refugian en la más segura y defendible ciudad de Weimar, quizá también buscando los ecos de la Alemania culturalmente gloriosa de Goethe y Schiller y, en pocos meses, culminan la reconstrucción política de lo que aún se llamará Reich a través de una nueva constitución. Los aspectos sociales y, muy especialmente, las cuestiones referentes a la socialización, a la participación de los trabajadores en la gestión de la economía y de la empresa, y al derecho de estos a la libertad sindical (y al de los sindicatos a existir y a cumplir con sus funciones socio-económicas) encuentran reflejo normativo en el texto constitucional. Hugo Sinzheimer formará parte como diputado de la comisión constitucional y de su pluma, al decir de todos, surgen, en esencia, los importantes y afamados artículos 159 - libertad de coalición - y 165 - constitución económica y constitución del trabajo, participación de los trabajadores en el gobierno económico y de la empresa - de la Constitución de 1919. Las tensiones de la época, resueltas en cada vez más frecuentes revoluciones comunistas, las propias circunstancias históricas de una Alemania en bancarrota social, política y económica e inmersa en una micro guerra civil - todo proceso constituyente es efecto de tensiones contradictorias, de equilibrios entre lo estructural y lo contingente - sin duda influyeron en un texto constitucional que aspiraba - temerariamente, según se ha escrito - a constitucionalizar y canalizar jurídica y civilizadamente la lucha de clases. 2. Sindicalismo y Derecho del Trabajo en la República de Weimar La temprana condición de clásico alcanzada por el Derecho del Trabajo de la República de Weimar, sin perjuicio de su carácter fundacional de la disciplina académica en las instituciones universitarias, es deudora, como apenas podría ser de otra manera, de una previa (¿pre?) historia sindical y jurídica. El sindicalismo autónomo, apoyado por el partido socialdemócrata, se había desarrollado notablemente en la Alemania de la segunda mitad del siglo XIX, con movimientos huelguísticos de gran influencia. Bismarck reaccionó ante la cuestión social prohibiendo los movimientos socialistas (Partido Socialdemócrata y sindicatos afines) y creando el primer sistema de Seguridad Social, con una intención de amortiguar los conflictos socioeconómicos que amenazaban la estabilidad del statu quo Reich. También la doctrina académica fue desarrollando una importante teorización sobre el Derecho del Trabajo, aún inexistente como disciplina autónoma. Juristas nacidos en la primera mitad del siglo XIX y conocidos como socialistas de cátedra fueron los pioneros: Schmoller, Brentano, Wagner, von Schönberg, Loening, Herkner, Schäffle… Otros juristas, estudiosos del Derecho Civil y del Derecho Romano, también contribuyeron a esta construcción dogmática: Gierke, Grünberg, Menger, Flesch, Lotmar. El más joven de todos ellos, y luego maestro y decano del Derecho del Trabajo weimariano, será Sinzheimer. Al inicio de la Primera Guerra Mundial, y a pesar de la fuerte resistencia del II Reich - hostil a cualquier desarrollo del derecho colectivo del trabajo y tan sólo dispuesto a conceder un mínimo de derechos laborales a título individual -, el movimiento sindical había conseguido consolidarse con más de dos millones de afiliados. La fuerza de los convenios colectivos reposaba en la capacidad de los contratantes para mantenerla. Y la mayoría de los líderes del propio movimiento sindical sostenían que esta radical autonomía, sostenida con su propia fuerza y al margen del Estado, era la mejor garantía de su eficacia. Tal concepción cambió tras la Revolución de Noviembre de 1918. El movimiento sindical evolucionó hacia una mayor confianza en el Estado, máxime tras la constitucionalización de la libertad de coalición y de los principios de participación de los trabajadores en el ámbito económico (incluido el centro de trabajo) y social. La relación entre los sindicatos y el Estado será cuestión compleja y no exenta de debate en el seno de la doctrina iuslaboralista. Como ejemplo relevante, la confianza de Sinzheimer en el Estado, tan propia de la tradición filosófica y jurídica alemana (expresándose en Hegel de forma tan conocida como notoria), quizá le impidiera considerar con la suficiente anticipación y clarividencia los riesgos de un corporativismo que sus discípulos - muy notablemente Kahn-Freund - sí supieron apreciar. El pecado de corporativismo - en contra de la hipótesis pluralista que quiso regularse en la Constitución de 1919 - se pagó en Weimar a muy alto precio, debilitando a los sindicatos - su poder declinó progresivamente desde que, en 1920, consiguieron impedir el éxito del Kapp Putsch -, impidiéndoles reaccionar con eficacia frente a la deriva antisindical y fascista de la República y abocándoles, finalmente, a su desaparición. Quizá sea una de las más importantes lecciones de la época. El Derecho del Trabajo, en todo caso, disfrutó de un importante desarrollo en los años weimarianos, hasta el punto de que Sinzheimer pudo llegar a afirmar que era una gran satisfacción haber vivido para verlo. El derecho colectivo del trabajo nació y fue jurídicamente regulado como tal, reconociéndose el derecho de coalición con sus libertades y garantías conexas, y primando el fruto de la negociación colectiva sobre el contrato individual. Se sustituyó el principio absolutista - Herr im Haus - por otro constitucional en la empresa, reconociéndose a los trabajadores el derecho a participar, a través de la institución de los consejos, en ciertas cuestiones económicas y sociales pertinentes a su centro de trabajo. Se reconoció e institucionalizó, asimismo, la función del Estado en la determinación de la forma y contenido de la relación laboral, de forma relevante en la imposición de arbitrajes obligatorios relativos a conflictos sociales, o en la posibilidad de extensión también obligatoria de convenios colectivos. Se regularon mediante estatutos relevantes derechos y obligaciones de los trabajadores, como la jornada laboral, los convenios colectivos, o prestaciones públicas de Seguridad Social, muy notablemente la pionera de seguro de desempleo. Alemania se unió, asimismo, a la OIT, y en 1927 ya habían sido ratificados cuatro tratados. Además, se creó una jurisdicción laboral y una ley procesal específica. Los graves problemas económicos de la República - y muy especialmente el Crack de 1929 - destruyeron muchas de las conquistas sindicales y de la fuerza del movimiento obrero. La afiliación se desmoronó y también la negociación colectiva. Hasta el Parlamento dejó de reunirse, cayendo la última coalición de gobierno weimariana por la negativa del SPD a desmantelar el sistema público de protección por desempleo. Pronto las relaciones laborales se vieron reguladas por decreto y a la baja. El desempleo creció exponencialmente. La República de Weimar nació con el movimiento consejista, estrechamente vinculada a cuestiones sociales y a su regulación jurídica. También naufragó junto con sus sindicatos y con su derecho social. El Derecho del Trabajo se hallaba en el corazón de la democracia weimariana, era su emblema, "el vínculo que conectaba a la República con la clase trabajadora", la herramienta mediante la que la Constitución de Weimar intentó organizar jurídicamente la lucha de clases y hacer de ella un elemento esencial de la evolución del derecho positivo. Promover y defender el Derecho Laboral era fundamental; atacarlo era atacar a la democracia y a la República. Como diría Kahn-Freund más de 40 años después, la "tragedia menor del Derecho del Trabajo reflejó la mayor tragedia de Alemania entre 1930 y 1933, y su colapso moral sin precedentes de los años siguientes". 3. Los juristas demócratas del trabajo Los juristas del Derecho del Trabajo democrático weimariano son manifestación de clasicismo y brillantez renovadora de una tradición nacida en el último tercio del siglo XIX - la de los Kathedersozialisten estudiosos de la relación entre economía y sociedad con una fuerte impronta marxista - y de otros juristas como Ihering, von Gierke - a su vez inspirado por la tradición jurídica de la Germania medieval objeto de sus estudios -, Ehrlich y Renner y, como antecedente inmediato, Philipp Lotmar. La cuestión social teorizada y expresada ya en un conflicto organizado durante la Alemania Guillermina, con importante participación de un movimiento obrero primero reprimido y luego apenas tolerado por el Reich alcanza, quizá prematuramente, un momento definitorio tras el terrible trauma de la Primera Guerra Mundial. Hugo Sinzheimer, quien había ya publicado - en la estela de Lotmar - importantes trabajos sobre la construcción jurídica del convenio colectivo y sobre el contrato de trabajo, tiene las condiciones adecuadas para ejercer una influencia decisiva en la creación de un (re) fundado, constitucionalizado y conceptualmente unificado Derecho del Trabajo alemán, que habría de tener una importante influencia en diversos sistemas jurídico-laborales más allá del ámbito germánico. Jurista del trabajo, sociólogo y antropólogo del derecho, político y experto en políticas legislativas, abogado e historiador, Hugo Sinzheimer sostiene una concepción humanista del derecho - el hombre y su emancipación como fin del derecho - que condiciona su concepción iuslaboralista, al rechazar (por falso, conforme a su concepción sociológica) cualquier formalismo negador la verdadera situación de desigualdad y dependencia propia de la relación laboral, tal como la venía conceptualizando la tradición romanista-liberal del libre contrato de trabajo, al que quiere desenmascarar. Ya no habrá de ser una relación entre "personas jurídicas", sino entre empleador y ser humano dependiente. El trabajo por cuenta ajena se desarrolla, además, en un entorno colectivo - la comunidad de trabajo, concepto a cuya problematicidad ya nos hemos referido - que requiere una también colectiva participación de todos sus integrantes. Los trabajadores han de participar, a través de órganos democráticos de representación colectiva, en la codecisión de un re-politizado ámbito de la empresa empresarial, con capacidad autonormativa. La política legislativa habría de ser el objetivo último de la teoría jurídica del Derecho del Trabajo, que no podría limitarse al análisis formal de la ley. Así lo practicó siempre Sinzheimer, generando nuevas propuestas regulatorias del ámbito iuslaboral, tanto sustantivas como procesales, influyendo en la creación de la jurisdicción social (y de su norma rituaria) en Alemania. En su evolución conceptual es resaltable el nuevo énfasis que, desde finales de los años 20, recupera la exigencia de democracia económica - y no solo política - como medio necesario para obtener una verdadera emancipación de los trabajadores. Ernst Fraenkel, Franz Neumann y Otto Kahn-Freund fueron todos ellos discípulos de Sinzheimer. De ellos, tan sólo Kahn-Freund fue jurista del trabajo a lo largo de toda su vida profesional y académica, con una importante influencia no sólo en el Derecho Laboral de la República weimariana sino también en el británico. Tanto Fraenkel como Neumann produjeron brillantes obras iuslaboralistas hasta su expulsión de Alemania por los nazis, deviniendo relevantes teóricos de la política desde entonces. Ernst Fraenkel sostuvo, con fundamento en el texto constitucional weimariano, el valor de una democracia colectiva en la que la pluralidad de los grupos sociales - incluidos los trabajadores organizados - habrían de participar de forma relevante, continua y con un alto grado de autonomía. Los trabajadores en cuanto tales - y los ciudadanos no investidos formalmente del poder público, no funcionarios - habrían de contribuir a conformar el orden económico y social, de una constitución no sólo política sino también económica. Durante toda su vida, Frankel fue un estudioso y defensor del pluralismo social como forma de organización política. La tutela de fuerza del trabajo era un elemento esencial de la constitución weimariana, y el Derecho del Trabajo (y muy especialmente el convenio colectivo) una manifestación esencial del mismo, como garante de una admisible distribución del producto social y de un reequilibrio del poder en la comunidad política, en la que se debe incluir el ámbito privado (o público) empleador; como depositario de las fuerzas de vanguardia progresista antes de transformarse en nuevas formas jurídicas. El Derecho del Trabajo tiene un especial significado político. Fraenkel criticó, como también lo harían Neumann y Kahn-Freund, la parcialidad interpretativa de la gran mayoría de unos jueces que durante la República se autoexcluyeron de su vinculación a la constitución y a las leyes en defensa subjetiva y parcial de una concepción social ajena a la autonomía de los agentes sociales que desembocaría en el totalitarismo fascista. Tras su emigración a EE.UU. publicó su obra clásica El Estado Dual, análisis y crítica del totalitarismo en la que expone la convivencia en Alemania de un parcial Estado normativo (ya que no de Derecho) no aplicable a quienes el régimen consideraba enemigos. Franz Neumann fue, en su faceta de académico del trabajo, un estudioso de los aspectos sociales de la Constitución de 1919 que, en su interpretación, intentó crear una democracia social basada en derechos tanto liberales y capitalistas, como socialistas: un compromiso entre ambos. Una interpretación sistemática del texto constitucional weimariano le hará concluir que el reconocimiento de los derechos de propiedad privada y de libertad contractual y de empresa están en última instancia sujetos al interés común, como efecto otros principios también constitucionales ( justicia - derecho a una existencia digna -, socialización, derecho de coalición, constitución/democratización del trabajo y de la economía). La libertad de asociación con propósito económico (la libertad de coalición) y la participación de los trabajadores en la codeterminación del ámbito productivo (la constitución del trabajo / constitución económica) y la protección por el Estado del interés de los trabajadores formarían parte esencial de los fundamentos sociales del nuevo orden constitucional. Su hipótesis, al igual que en Fraenkel, se basaba en la hipótesis pluralista, reconciliando al Estado con el movimiento obrero. Sin embargo, en la doctrina de Neumann tal pluralismo era inestable y destinado a quebrar por neutralización recíproca o hegemonía de alguno de los actores sociales. En su obra clásica Behemoth estudió la destrucción del pluralismo weimariano. Neumann estudió con rigor la libertad de coalición en la Constitución weimariana, deduciendo principios necesarios y conexos con la misma tras un análisis sistemático y finalista que ha devenido canónico. Fundamentó jurídicamente la condición de fundamentales de las libertades de asociación y coalición, no limitables por la exorbitante capacidad otorgada al poder ejecutivo por el artículo 48 de la carta magna, tras la conceptualización formal de los sindicatos como asociaciones con fin económico inmediato - que son las protegidas por el artículo 159 -, por más que en última instancia su fin sea también político. Las libertades de conflicto, de expresión, de prensa y de asociación entre ellas son derechos conexos de los sindicatos, que han de ser necesariamente reconocidos como efecto del propio derecho de coalición, así como el derecho de las coaliciones económicas (de los sindicatos) a suscribir acuerdos colectivos con eficacia normativa inderogable. Neumann fue muy crítico con la jurisprudencia social weimariana, criticando su alejamiento de la ley democrática y su parcialidad, fundamentando con detalle su opinión, y sosteniendo la necesidad en derecho de una interpretación jurisprudencial emancipatoria de los trabajadores, con base en la Constitución de la República. Kahn-Freund, abogado como Fraenkel y Neumann, juez en Berlín y, sobre todo, académico del trabajo, fue un decidido defensor de la necesaria independencia de sindicatos (y patronales) respecto del Estado, esencia de un colectivismo constitucionalmente garantizado en la República de Weimar y contrario al superado contractualismo individualista de origen romano. El sistema colectivista legaliza la lucha de clases y la convierte en un componente integral del desarrollo del sistema legal, en una tensión socialmente creativa. El alto tribunal social weimariano (el RAG) habría distorsionado ese pluralismo colectivista, convirtiéndolo en corporativismo fascista (defensa de la necesidad de la colaboración sindical en el superior interés de la empresa). Para Kahn-Freund, la función del Derecho del Trabajo weimariano habría evolucionado desde sus orígenes en 1919 y hasta la anulación de la autonomía colectiva mediante los decretos del final de la República. El colectivismo autónomo, capaz de autogeneración normativa - conforme a la intención del texto constitucional -, con respeto por parte del Estado a una lucha (no ilimitada) de clases, participando en la generación de normas legales para permitir una eficacia social y reequilibradora del conflicto social, fue quebrando progresivamente en Weimar, mediante una cada vez mayor intervención estatal en la regulación del conflicto social, una intervención sesgada y contraria al conflicto (e incluso a la tensión) social por parte de una judicatura conservadora e imbuida de una ideología de comunidad social estática y con intereses no contradictorios (las organizaciones de trabajadores y empresarios serían percibidos como una especie de órganos públicos al servicio del interés estatal) y una pérdida de autonomía sindical, acabando con la libertad de los sindicatos. El resultado final es de todos conocido. Karl Korsch fue un jurista del trabajo que evolucionó desde el fabianismo de su etapa formativa en Inglaterra hasta el comunismo ortodoxo y su ulterior expulsión del Partido por "ultraizquierdista", tras haber pasado también por la socialdemocracia, la mayoritaria y la escindida del USPD. Su biografía es una odisea en parte extraña, pero también sintomática de la izquierda de la época. Aunque Korsch nunca dejó de ser un outsider comprometido con el destino de la clase obrera desde una radical independencia personal, solo sujeta a su personal conciencia intelectual y política. A su tránsito por el arco ideológico de entreguerras une su condición de académico de Derecho del Trabajo, en cuya condición produjo una obra, bien conocida en castellano, de enorme fuerza e interés jurídico. En Korsch el marxismo no es mera influencia sino característica esencial de su obra (no en vano su Karl Marx sigue siendo un texto de referencia). El compromiso de Korsch con la democratización de las relaciones laborales y con la socialización fue inequívoco y radical a lo largo de su vida y obra. Su exposición y defensa de la constitución del trabajo es de notable capacidad analítica y fuerza expresiva. Su concepción del Derecho del Trabajo es la de un orden jurídico radicalmente opuesto al liberal burgués, en la misma y revolucionaria medida en que éste se opuso al ancien régime. Su naturaleza es, por ende, esencialmente conflictiva y revolucionaria. En consecuencia con tal concepción tal medida apoyó al movimiento consejista de 1918-19, participando activamente en el mismo (fue, al igual que Neumann, miembro de un consejo de obreros y soldados), y consideró - fundamentándolo en su obra - que la transposición legal de la institución de los consejos mediante en 1920 fue un fiasco contrario tanto al texto constitucional como a un movimiento revolucionario que estimaba de derecho irrenunciable. Su oposición al reformismo socialdemócrata - a su entender contradictorio con los principios socialistas y tendente a la corporativización de la clase obrera, y a la represión estatal - se manifestó en duros términos, muy críticos con Sinzheimer y con su escuela, a pesar de ser notoria la influencia de la obra de aquel en los fundamentos de su propia concepción de la constitución del trabajo, compartiendo una crítica común al sistema capitalista del relaciones de trabajo, pero no una alternativa común al mismo, o al menos no a corto plazo. Por ello también se enfrentó al sindicalismo socialdemócrata de la ADGB, apoyando al sindicalismo revolucionario de clase. Al margen de las diferencias entre unos y otros, todos los juristas estudiados mantuvieron una lucha conceptual contra el totalitarismo y a favor de la profundización democrática a lo largo de sus vidas y obras. 4. Constitución económica y constitución del trabajo Las nociones de constitución económica y constitución del trabajo son claves esenciales de la concepción jurídica de los juristas del trabajo de la izquierda demócrata weimariana, efecto de una creatividad basada en la fertilidad del método sociológico y marxista que critica los límites del liberalismo. Se hallan en el común nacimiento de un nuevo ámbito jurídico que supone la intersección entre la construcción democrática y el ámbito privado de las relaciones laborales, y se manifestarán singular y constitucionalmente en el artículo 165 de la carta magna de la República, por el que los trabajadores junto con sus organizaciones fueron llamados a regular en igualdad y de forma conjunta con los empresarios sus salarios y condiciones laborales, así como a cooperar conjuntamente en el desarrollo económico de las fuerzas productivas, con la finalidad del bien común. En las concepciones de constitución económica y del trabajo - conceptos asimilables - se manifiesta un característico alejamiento del formalismo jurídico contrario a una dogmática liberal opuesta con desdén a todo sociologismo. Se introduce - con efectos regulatorios e interpretativos - un elemento central en la contemplación del sistema normativo, a saber, la consideración de la asimetría de poder - basada en última instancia en la propiedad privada de los medios de producción - entre empleador y empleado, asimetría que se expresaría en una relación material de sometimiento y explotación, verdaderamente desigual a pesar de la máscara contractual, de la apariencia de suscripción de un acuerdo entre seres en abstracto y formalmente - conforme al derecho civil liberal - iguales y libres. Los iuslaboralistas demócratas weimarianos pretenden desenmascarar, subvertir, reequilibrar y democratizar con herramientas jurídicas una relación cuya inclusión en la forma del libre contrato de trabajo consideraban falsaria, abusiva y contraria a la dignidad humana. Frente a la constitución política, reino de la igualdad, se contrapondría la realidad de las relaciones laborales propias del derecho liberal, espacio de sumisión y desigualdad a pesar de una terminología engañosa. La constitución económica / constitución del trabajo habrían de reformar, compensar y liberar ese esencial espacio de la vida humana, repolitizando y democratizando el ámbito económico privado de producción, cómo ya lo había sido el Estado. Política y economía se han de recomponer en términos de poder. Los trabajadores dejan de ser objetos económicos - recursos humanos - y devienen sujetos corresponsables de la economía, ciudadanos y ya no súbditos; el derecho derivado de la propiedad privada abandona su condición de señor de la casa. La constitución del trabajo es el derecho que regula la comunidad entre capital y trabajo, con la tarea de asegurar la creación de una voluntad unitaria en su seno con la participación paritaria de las partes en conflicto. Este elemento conceptual esencial de la concepción democrática (no autoritaria, ni corporativa) del Derecho del Trabajo en la época estudiada es común a todo el ámbito de la izquierda de matriz socialista - desde Sinzheimer hasta Korsch - que, si bien mantuvo notorias diferencias respecto de sus propuestas alternativas al orden pre-weimariano regulador de las relaciones de producción - por lo menos (y aunque no exclusivamente) en cuanto a su implementación temporal -, sostuvo una crítica común y rotunda al concepto liberal de (falso) libre contrato de trabajo. 5. Socialización La reivindicación fundamental del pensamiento de matriz socialista en la época de la República de Weimar fue la transformación en jurídico-público del orden jurídico privado del trabajo y de la propiedad. La exigencia de socialización - contenida en la constitución weimariana, e incumplida en la práctica - fue su más claro componente de ruptura anti-liberal (aunque no soviética/estatalista) y ánimo colectivista, tras la profunda crisis de legitimidad de los valores económicos (capitalismo), jurídico-políticos (liberalismo) y socio-culturales (burgueses) hasta entonces imperantes. El nuevo basamento institucional había de ser plenamente democrático, colectivo, incluyendo el sistema económico- social en el que se integran las empresas. La socialización como proyecto era inescindible de su propia denominación. Conforme a esta posición - común a socialdemócratas y comunistas -, sólo considerando el orden del trabajo y de la economía como un interés público podría limitarse la arbitrariedad patronal, lo que cabría alcanzar mediante la intervención coactiva del Estado y por efecto de la acción colectiva. Las diferencias entre las izquierdas se manifestaron más entre los procesos - reforma o ruptura - que respecto de su fin colectivista último, si bien el proceso reformista respetuoso con la democracia liberal podía, por su propia naturaleza, condicionar el fin socializador pretendido. La propia constitución económica preveía - en su artículo 165 - un tránsito hacia la socialización de los medios privados de producción que muy pronto, tras los pobres resultados de la Comisión de Socialización (en la que participó Karl Korsch) y los diversos avatares sociopolíticos y económicos de la República, resultó abandonado. Ninguna industria ni empresa se socializó en Weimar. Los socialdemócratas - nunca Korsch - abandonaron su inicial énfasis en la necesidad socializadora hasta finales de los años veinte, cuando fue recuperado en el Congreso de Hamburgo de la ADGB de 1928, generando un proyecto de democracia económica hoy considerado como uno de los antecedentes más importantes del actual sistema de cogestión. En él participó Sinzheimer, cuya obra toda está enhebrada con un reflexión sobre la necesidad socializadora como efecto del nuevo Derecho del Trabajo, que exige un nuevo sentido económico. Karl Korsch, por su parte, sostuvo y expuso con gran énfasis la inmediata necesidad socializadora (que no estatalizadora) de los medios de producción a lo largo de su obra (sobre todo en los años 20), en sus dos fases de planificación y distribución de la producción, y de implantación de una democracia industrial garante de la ciudadanía obrera. La relación entre socialización y democracia económica es de gran problematicidad y ocupó a los iuslaboralistas demócratas estudiados, críticos con una propiedad privada de los medios de producción en la medida en que pudiera ser incompatible con la democratización de la empresa, con la constitución del trabajo. Parafraseando a Romagnoli, el Derecho Social - en la concepción de los juristas demócratas del trabajo - y la economía fueron dos hermanastras mal avenidas en la República alemana de entreguerras. 6. Consejismo El ideal socializador común a socialdemócratas y comunistas se pretendió materializar en la República de Weimar mediante la institución consejista regulada por el artículo 165 de la Constitución y, más adelante, por la Ley de Consejos de 1920. La positivización normativa de la representación de los trabajadores en los lugares de producción con ánimo de codeterminación (democratización) del poder en aquellos - tercera fase de superación del autoritarismo unilateral del propietario de los medios de producción, tras la intervención estatal y la negociación colectiva entre sindicatos y empresarios - careció del aliento revolucionario del movimiento consejista de finales de 1918 e inicios de 1919, y ni siquiera sus limitadas posibilidades formales de eficaz acción social en el ámbito empresarial pudieron materializarse ante una interpretación del alto tribunal laboral del Reich que le impuso a los consejos la necesidad de colaborar con el interés empresarial (visión organicista o fiduciaria), que en la práctica supuso la coincidencia sistemática de tal interés como el del empresario, colaboración que fue ajena a proyecto socializador alguno. Las diferencias respecto de la positivización del impulso consejista entre socialdemócratas y comunistas fueron notorias. La socialdemocracia se opuso a un posible dictadura consejista, mientras que el comunismo alemán de la época apoyó una alternativa consejista al parlamentarismo tradicional del liberalismo político. En el caso de Karl Korsch, su defensa del consejismo radical generó su expulsión de un partido comunista por desviacionismo ultraizquierdista. En todo caso, la crítica a la limitadora interpretación el RAG fue común a los juristas demócratas de uno y otro signo. Aunque en la práctica la experiencia concreta del consejismo weimariano fue ciertamente insuficiente respecto de las ambiciones del nuevo Derecho del Trabajo (aunque solo nos refiriéramos al positivizado), es indudable que sentó las bases de un mecanismo de participación vigente aún hasta hoy en una importante cantidad de sistemas productivos y de relaciones laborales. Al estudioso contemporáneo le sorprende el alto grado de similitud entre la regulación alemana de 1920 y nuestras actuales leyes reguladoras de la representación de los trabajadores en la empresa. 7. Relevancia del Derecho del Trabajo weimariano hoy Sin duda sigue siendo un extraordinario laboratorio seminal tanto teórico como de experimentación institucional en circunstancias difíciles, una novedosa (y difícil, fallida y exitosa en diversas medidas) concreción de nacientes instituciones en un vanguardista modelo (pobremente concretado) de constitucionalismo social y, en todo caso, la obra de juristas de una extraordinaria competencia (herederos de una importante tradición jurídica) y creatividad, de "incomparables maestros artesanos", en la feliz expresión de Umberto Romagnoli. Sigue siendo de interés teórico aún su crítica de la concepción del contrato libre de trabajo y, en general, de una concepción estrictamente liberal - basada en una consideración de la suficiencia de la igualdad formal entre personas físicas o jurídicas - de las relaciones laborales. El concepto de constitución del trabajo en Weimar es aún objeto de consideración por la academia, contraponiéndose a una influyente tendencia en los actuales trabajos académicos sobre el Derecho del Trabajo, más enfocados al mercado de trabajo como objeto principal de su estudio y que contribuyen a generar una aceptación de la lógica del mercado como principio organizador de este ámbito jurídico, en el que el mundo es asimilado a un mercado global y los Estados a actores unitarios de un mercado en el que buscan la maximización de la riqueza económica y de su competitividad, dejando poco margen a la argumentación a favor de los derechos sociales y laborales como bienes en sí mismos, vinculados a la igualdad, democracia y estabilidad en la vida de los trabajadores. En ese mismo sentido, se ha recordado que el proceso histórico inaugurado por el constitucionalismo social de la constitución weimariana ha inspirado y siguen inspirando diversos procesos de constitucionalización o re-constitucionalización a lo largo del s. XX, contribuyendo a la construcción del Derecho delTtrabajo como rama autónoma dotada de doctrina e instituciones propias, que interviniendo en el dominio contractual, desmercantiliza en mayor o menor grado las condiciones de compra y venta de la fuerza de trabajo. El debate se halla lejos de haber concluido y, en su esencia, incluye una discrepancia sobre los ámbitos de politización y, en entornos democráticos, de democratización; en concreto, de la politización y democratización del ámbito privado de producción, de la empresa privada (o pública, en la medida en que actúe como empleador privado). La idea de ciudadanía más allá de los muros de ladrillo de la fábrica, o de cristal de la oficina contemporánea sigue formando parte de un debate inacabado. En la práctica, elementos hoy relativamente corrientes en el iuslaboralismo democrático europeo son producto del laboratorio weimariano, habiendo sido transformados en instituciones positivas de diversas legislaciones, como la codeterminación en Alemania, los efectos normativos del convenio colectivo en países como España, la institución de los comités de empresa comités de empresa, o la existencia de jurisdicciones y procesos específicamente sociales. La bibliografía de este trabajo doctoral se basa fundamentalmente en diversos textos de la época (legales y doctrinales, incluyendo copiosa obra de los autores estudiados) y en posteriores estudios de diversa índole.
La memoria histórica se ha convertido en pocos años, realmente en el tiempo que llevamos recorrido del siglo XXI y del tercer milenio, en un concepto que ha trascendido de un uso privativo de los especialistas en la investigación histórica a una utilización generalizada por parte de la sociedad en general con un fuerte contenido simbólico y reivindicativo. Sin embargo, para el mundo académico este concepto no es tan nuevo, aunque se trate de una categoría histórica polémica en si misma que no ha tenido una notable expansión hasta los años 80 del pasado siglo XX. Historia y memoria son cosas bien distintas, pero con una relación dinámica creciente y la reflexión contemporánea sobre la memoria histórica es tan rica y compleja que se convierte en una de las discusiones más apasionantes de nuestros días, ya que trasciende del ámbito académico para ser objeto de un no menos intenso debate social al tratarse de uno de los fenómenos más relevantes de la democracia española. Aunque las definiciones que los principales expertos otorgan a la memoria histórica son múltiples y variadas, da la impresión de que el público en general, pese a su incorporación posterior al debate, ha sido más capaz de ponerse de acuerdo en torno al significado de este término compuesto de dos palabras yendo justamente al fondo de la cuestión: el intento de reivindicar a los vencidos en la guerra civil española, de recuperar su memoria reprimida y su honorabilidad, de reequilibrar un relato histórico tergiversado durante demasiado tiempo de dictadura, de búsqueda de una verdad difícil de recomponer y de hacer justicia con las víctimas, que no son sólo aquellos que murieron en los paredones, sino también los que sobrevivieron y sus descendientes, a quienes se ha transmitido un trauma generacional. Para ellos, las heridas siguen abiertas y supuran una memoria doliente, por lo que tienen derecho -y así se lo reconoce el derecho internacional de los derechos humanos- a ser escuchados para que tras la cura y la sutura de sus llagas pueda superarse una situación anacrónica que corre el peligro de cronificarse. Así pues, y pese a la manida argumentación heredada de la falsa mitología franquista que sigue anidando en buena parte del subconsciente colectivo, la memoria histórica no trata de abrir heridas, sino de curarlas y cerrarlas para pasar de una vez por todas la página más trágica y convulsa de la historia de España del siglo XX. Y, por supuesto, para tomar lecciones que eviten su repetición en el futuro. El presente trabajo se centra en la historia de un fenómeno más social que político, el de la recuperación de la memoria histórica, que ha generado un amplio debate en España, pese a que no es exclusivo de aquí. Un debate que se abrió 25 años después de la muerte en la cama del dictador Franco, coincidiendo con que la democracia española se encontraba plenamente asentada y con que una generación heredera del trauma original de la contienda civil, los nietos, decidió rebelarse reivindicando la memoria de sus abuelos. Se trata de un fenómeno reciente y creciente que, aunque con tímidos antecedentes en la transición, ha tenido importantes consecuencias políticas e institucionales y que sigue abierto en la actualidad, incluso con más fuerza y más proyección internacional. Pues bien, todo este proceso ha sido descrito y analizado para esta tesis fundamentalmente a través de la experiencia única en España del programa especializado de la radio pública andaluza titulado 'La Memoria' que surgió en 2006 y que ha concluido en 2015 su novena temporada en antena. Inevitablemente, al tratarse de un espacio que continúa emitiéndose, había que acotar el tiempo de estudio y análisis y se estableció para ello el periodo 2006-2009, coincidiendo con la integridad de las tres primeras temporadas de emisiones. El objetivo de esta investigación, por lo tanto, es aportar la radiografía temporal de tres años de un proceso socio-político vivo que se proyecta sobre nuestros días, tratando de mostrar los motivos por los que surge un movimiento generacional en un determinado momento del año 2000 y por los que, conforme crece y las condiciones políticas institucionales se hacen más permeables a sus planteamientos (en Andalucía más que en España), determina la adopción de políticas memorialistas, que alcanzan su punto crucial en ese periodo. Para ello se ofrece una visión retrospectiva de los antecedentes, se describe la realidad vivida en un importante momento procesal con sus claves y se actualiza el desarrollo evolutivo del proceso general de la memoria histórica en un intento de facilitar un mejor entendimiento de su proyección sobre el presente, entendido como 2015, año de entrega de la tesis. Hablamos de un periodo analizado primordial en el que se adoptaron políticas de memoria en España y en Andalucía que impulsaron de manera notable actuaciones en pos de la investigación histórica y del reconocimiento a las víctimas del franquismo que no se habían producido nunca antes ni en nuestro país ni en nuestra comunidad autónoma. Además, las tres temporadas de emisiones del programa se sitúan en el centro y en el eje temporal entre el inicio del proceso de recuperación de la memoria histórica -convencionalmente situado en otoño de 2000, con la primera exhumación de víctimas con criterios homologados a nivel internacional incluyendo la identificación de restos con ADN- y el momento actual de presentación de este trabajo también en otoño pero de 2015, cuando la realidad de este movimiento social reivindicativo adquiere una relevante proyección a nivel internacional con el espaldarazo tanto de las Naciones Unidas como de la jurisdicción universal, impulsada desde Argentina en la única causa abierta en el mundo para investigar los crímenes de lesa humanidad cometidos durante la guerra civil y la dictadura franquista. El periodo 2006-2009 ha sido el más fructífero y productivo desde la perspectiva memorialista con la aprobación de la Ley de Memoria Histórica, con el primer y único intento -finalmente fallido- de la justicia por investigar al franquismo, con el desarrollo normativo de la ley marco forzado por la irrupción del juez Garzón, con una fuerte influencia de las asociaciones de la memoria histórica y con las subvenciones oficiales anuales estatales para proyectos diferenciados incluyendo las exhumaciones. Lógicamente, en consonancia con el título de esta tesis 'Memoria histórica, una experiencia desde Andalucía' ha sido nuestra comunidad autónoma la que en mayor medida ha sido objeto de análisis, tanto por lo ocurrido en su territorio antes y ahora, como por la procedencia de los testigos que dieron testimonio oral y/o escrito y por el origen de los expertos -principalmente historiadores- que expusieron sus investigaciones, casi siempre centradas en Andalucía. Además, no hay que perder de vista que Andalucía ha sido pionera en políticas de memoria y es de las pocas autonomías que sigue manteniéndolas pese a la crisis, con estructuras administrativas para su gestión ad hoc , antes el comisariado y actualmente una dirección general. Y que cuenta con un movimiento asociativo especialmente pujante. Dada la naturaleza mediática de la experiencia sobre la memoria histórica que se analiza en este trabajo, el propio programa radiofónico que es objeto de estudio para examinar el proceso memorialista se convierte también en fuente, ya que de lo tratado en él proviene la mayor parte de los contenidos que posteriormente se han ordenado, contextualizado, relacionado, agrupado, comparado e interpretado. Las diferentes temáticas abordadas en el programa han estado precedidas de un trabajo de documentación previo para elaborar los guiones con conocimiento de causa, lo que determinó la lectura de numerosas publicaciones que constituyen la mayor parte del material bibliográfico reseñado en el apartado correspondiente de la tesis. Pero además se ha recurrido a otros libros, a tesis doctorales y a publicaciones científicas online para reforzar el sustento argumental del trabajo, especialmente en lo referente al marco teórico sobre historia y memoria y al proceso evolutivo del proceso memorialista en España. [El acceso a la documentación bibliográfica actualizada se ve facilitado por la activa colaboración de autores y editoriales que, comprobando la creciente aceptación e influencia del programa, remiten sus novedades para que sean abordadas en las emisiones de diferentes formas: entrevistas, coloquios, reseñas, recomendaciones, etc.]. Los testimonios orales de los testigos de la época y de sus descendientes también han sido una fuente de memoria fundamental, especialmente de los primeros, para enriquecer el relato humanizándolo con la aportación que suponen para una más completa comprensión de la historia de la guerra civil y el franquismo y del proceso de recuperación de la memoria histórica. En el Apéndice Documental se enuncia la estadística completa, con breve ficha técnica, de los 211 entrevistados -sin contar la sección semanal del Noticiero- a lo largo de las tres primeras temporadas de emisiones: 51 testigos veteranos, 23 familiares, 17 dirigentes de asociaciones de la memoria, 55 historiadores, 16 políticos, 11 periodistas, 9 arqueólogos, 7 juristas, 5 religiosos y otras 17 profesiones en diversas materias. [Las entrevistas a los testigos de la época fueron, de hecho, un aspecto especialmente valorado por destacados historiadores cuando se produjo una movilización memorialista por Internet contra la posible desaparición del programa, del que se dijo que constituía una fuente de memoria oral para la investigación]. En las notas a pie de página pueden observarse también referencias a consultas obligadas de artículos, informaciones y reportajes de solventes medios de comunicación -especialmente prensa-, así como a programas de televisión y documentales, sin olvidar informes oficiales, debates parlamentarios, leyes, decretos y declaraciones institucionales, ya que la respuesta política a la demanda social memorialista es ampliamente tratada en el trabajo. [En el Apéndice Documental pueden observarse cuadros ilustrativos e información detallada y recopilada especialmente para este trabajo sobre iniciativas institucionales, balances de subvenciones y de medidas normativas, distribución de las ayudas oficiales, etc.]. En cuanto al esquema para desarrollar la tesis, hemos creído conveniente dividirla en dos grandes partes. La primera se refiere a la memoria histórica, analizando su marco teórico y el debate actual de los especialistas, la evolución del fenómeno socio-político en España y Andalucía, y su creciente tratamiento mediático hasta desembocar en el ejemplo de periodismo especializado del programa 'La Memoria'. Y la segunda se centra en exponer y estudiar la gran diversidad temática del programa seleccionando grandes apartados sectoriales de entre las 107 emisiones semanales (alrededor de 90 horas de contenido). Tras el marco introductorio obligado sobre las diferencias entre historia y Memoria para contextualizar las reflexiones teóricas de los especialistas españoles y extranjeros, y la fusión de ambos conceptos con referencia añadida a algunos debates de intelectuales sobre la memoria histórica en España, como el que sostuvieron en la revista Hispania Nova Santos Juliá y Francisco Espinosa, entramos de lleno en el proceso de recuperación de la memoria histórica, analizándolo como fenómeno social encuadrado plenamente en el siglo XXI e impulsado por una generación de los nietos de las víctimas tan crítica con el espíritu de la transición que bien podría decirse que, de alguna manera y mutatis mutandis , es precursora de la rebelión regeneracionista que se desató una década después con el 15M del año 2011. En ese sentido y después de rescatar algunos antecedentes internacionales de movimientos memorialistas similares y los precedentes ya en la naciente democracia española postfranquista de tímidas y esporádicas actuaciones de homenaje a las víctimas del franquismo y de exhumaciones de fosas comunes, nos adentramos en la trascendencia del hito histórico de la primera exhumación de restos mortales de fusilados en la fosa de Priaranza del Bierzo (León) en octubre de 2000 y la consiguiente constitución de las asociaciones para la recuperación de la memoria histórica, que suponen el tejido social proactivo de este movimiento social. Una de las aportaciones de este trabajo es el enunciado y la descripción de estas entidades, desglosado a nivel estatal y andaluz, desde que surgen y el modo con que se desarrollan con un inequívoco compromiso en torno a sus objetivos de reivindicación de la memoria y dignificación de las víctimas, que está por encima de sus diferencias tácticas y de su variada inspiración ideológica. Asimismo, hemos profundizado en la evolución de las políticas de memoria, anteriormente referidas, adoptadas en buena medida por la creciente presión social de este movimiento asociativo, a la que la Administración autonómica andaluza ha sido especialmente permeable y receptiva desde el principio. Dada la importancia del nuevo fenómeno socio-político memorialista, hemos considerado fundamental analizar la creciente cobertura que los diferentes medios de comunicación han dado al tema. Prensa, radio y televisión fueron llenando progresivamente sus páginas, sus informativos y sus telediarios de noticias, reportajes y entrevistas con actos de homenajes, investigaciones, testimonios orales, etc., dedicando una especial atención a las exhumaciones de fosas comunes. Y como consecuencia lógica de este creciente interés informativo para dar respuesta a una clara demanda social, surgió un periodismo especializado, uno de cuyos principales exponentes ha sido y es el programa de radio 'La Memoria' que en su primera emisión, a modo de declaración de intenciones que sigue plenamente vigente en la actualidad, proclamó que nacía "para facilitar que fluyan las informaciones y las opiniones, para ayudar a una mejor comprensión de nuestro pasado en torno a la guerra civil y el franquismo", con la conciencia de que se trataba de "una temática histórica polémica, con sensibilidades a flor de piel pese al largo tiempo transcurrido". [En el periodo 2006-2009, este programa fue reconocido con tres importantes galardones periodísticos: el Premio El Defensor de Granada al mejor trabajo periodístico en 2007 concedido por la Asociación de la Prensa de Granada, el Premio Andalucía de Periodismo 2008 en la modalidad de Radio otorgado por la Presidencia de la Junta de Andalucía y el Premio 28 de Febrero en 2009 concedido por el Consejo Asesor de RTVE dependiente del Parlamento de Andalucía por la serie de emisiones titulada 'Andaluces en los campos nazis']. La segunda parte de la tesis pasa revista a la diferente temática tratada en el contenido del centenar largo de programas en las primeras tres temporadas, dejando constancia del escaso grado de conocimiento social de sus variados aspectos, ya que la recuperación de la memoria histórica es un proceso en continua evolución sometido a estudios que hacen aflorar datos desconocidos conforme progresan las investigaciones. Así pues, esa parte del trabajo entra así de lleno en los contenidos del programa agrupados en capítulos temáticos de manera que su amplia diversidad expuesta y analizada ofrece un análisis multidisciplinar y una visión poliédrica de una realidad relativamente novedosa en España como la memoria histórica en un periodo previamente acotado. Probablemente sea la primera vez que se abordan y se analizan en la coctelera de un trabajo académico los diferentes elementos segmentados que confluyen en torno a una problemática tan actual como la memoria a fin de extraer una serie de conclusiones. Sin lugar a dudas, todo ello supone una oportunidad de recapitular sobre la evolución de un proceso social y político de nuestro tiempo presente. Hemos querido dar una importancia especial en el primer apartado del cuarto capítulo (4.1.) dedicado a la guerra civil y la postguerra en Andalucía -el más extenso- al detectar que la bibliografía preexistente sobre este tema desde una perspectiva global era realmente escasa. Sin pretender llenar ese hueco ni mucho menos, ya que no era ese nuestro objetivo, sí que hemos intentado, tras agrupar las aportaciones provinciales del contenido de las emisiones y de los libros consultados, ofrecer una aproximación general andaluza para una mejor comprensión de conjunto referida a la actual comunidad autónoma -antes región- ofreciendo balances provinciales y seleccionando hechos especialmente destacados de la historia de la guerra en cada provincia, pero interconectando datos, porcentajes y problemáticas diversas, y estableciendo comparaciones para facilitar un entendimiento más global de la contienda civil y la represión, algo que se echa de menos en las publicaciones existentes. Pese a que probablemente nunca conoceremos el balance exacto de la represión franquista en Andalucía -algo que lamentan y a lo que se resignan los historiadores-, hemos tratado de ofrecer una modesta visión aproximada de lo sucedido en guerra y postguerra sobre la base de dos experiencias radicalmente distintas: la durísima represión de los rebeldes en más de la mitad occidental del territorio que además fue instigada desde la cúpula de mando institucional y la menor violencia desatada de forma incontrolada en la retaguardia republicana en la zona oriental, con unas represalias franquistas tras la victoria importantes, pero sin llegar al extremo castigo occidental. Sirva como botón de muestra de la desproporción entre víctimas los datos de Huelva, donde los sublevados mataron a más de 6.019 republicanos por 101 asesinados de derechas por los izquierdistas (una relación de 60 a 1), con respecto a lo sucedido en Almería, única provincia andaluza cuyo territorio permaneció íntegramente bajo el poder republicano, la que menos muertos registró y la única donde la represión republicana superó ligeramente a la franquista: 471 y 375, respectivamente (algo más de 1 a 1). La mayoría de los trabajos de investigación sobre la guerra civil en Andalucía se circunscriben al ámbito provincial, pero se echa de menos una perspectiva global que establezca análisis de evolución general y cruces de datos y de situaciones que contribuyan a una mejor comprensión del tema. En cuanto a la política hay tres capítulos seguidos que profundizan no sólo en las claves que llevan a la aprobación de la Ley de Memoria Histórica, expuestas en corto por los portavoces de las tres principales fuerzas estatales, sino también desde la perspectiva de su aplicación, asimismo verbalizada por los alcaldes que entonces eran de las tres principales capitales andaluzas, casualmente diversificados en esas tres formaciones: PSOE, PP e IU. Y curiosamente llama la atención cómo pese a sus diferencias ideológicas los primeros ediles de Sevilla, Málaga y Córdoba (Alfredo Sánchez Monteseirín, Francisco de la Torre y Rosa Aguilar) coincidían sobre la simbología franquista en espacios públicos, primero, en negar la mayor sobre la existencia de problemas en su ciudad al respecto y, segundo, en afrontar el reto de su localización y retirada con timidez y una extremada delicadeza sin querer molestar a nadie. El resultado de tanta prudencia general es que, aunque es verdad que ya no quedan calles, plazas ni monumentos honrando a los principales gerifaltes del franquismo, sí que permanecen escudos preconstitucionales y espacios dedicados a personajes de segunda fila del franquismo, algo impensable en Alemania o Italia en relación con nazis o fascistas. También es preciso advertir que pese al reconocimiento de las políticas vanguardistas de la Administración andaluza, no hemos querido ser complacientes, sino que hemos analizado la gestión política memorialista con un espíritu crítico que pone de manifiesto las disfunciones detectadas, como el descontrol en las subvenciones y las ocurrencias sobre proyectos imposibles de algunos responsables, en la clásica línea del recurrente dicho suarista de "puedo prometer y prometo". Aunque, sin duda, esas son anécdotas si se comparan con el peor revés institucional que ha sufrido el movimiento memorialista, que no ha sido otro que el rechazo, el desprecio y la desactivación total de la ley marco de memoria por parte del Partido Popular, cuyo presidente la dejó sin dotación presupuestaria cuando llegó al Gobierno central, como había prometido años antes y como se barruntaba con el voto en contra del PP a la aprobación de la norma a finales de 2007. A caballo entre la política y la justicia, no podíamos obviar el histórico intento de la justicia española por enjuiciar los crímenes del franquismo sobre la base del derecho internacional que fue finalmente cortado en seco por el Tribunal Supremo argumentando la prevalencia de la Ley de Amnistía de 1977. Y decimos que entre la justicia y la política porque la irrupción en la escena memorialista del magistrado de la Audiencia Nacional Baltasar Garzón dejó en evidencia las carencias de la Ley de Memoria Histórica y obligó al Gobierno socialista a despertar de su letargo y adoptar las medidas de desarrollo normativo que guardaba en el cajón ante la impaciencia de los familiares y las asociaciones de víctimas. Las fosas comunes han sido otro tema destacado sobre el que se ha recogido con profusión la opinión y el criterio de destacados especialistas y dirigentes del movimiento asociativo memorialista. No en vano, su distribución geográfica recogida en los mapas de fosas realizados por toda España constituye la cartografía de represión y su existencia torpedea el relato imperante de transición en toda su línea de flotación. Muchos y variados son los argumentos expuestos y, sin duda, en el correspondiente apartado ad hoc hay respuestas a la pregunta sobre por qué Andalucía -sin duda la comunidad más masacrada por el franquismo con sus más de 50.000 víctimas mortales repartidas en más de 600 enterramientos colectivos en cunetas, campos y cementerios- no se ha distinguido por haber efectuado tantas excavaciones como otras CCAA y, sin embargo, ha protagonizado la mayor intervención en un conjunto de fosas como la espectacular realizada en el viejo cementerio de Málaga (2.480 esqueletos exhumados) y el mayor fiasco con la fosa imposible de Federico García Lorca. Como hemos visto en el índice, hay hasta 20 apartados distintos incluidos en el capítulo cuarto, que se constituye en el núcleo temático de la tesis, analizando en mayor o menor medida con espíritu científico y divulgativo y con un objetivo recopilatorio aspectos diferenciados que se ramifican desde el tronco común de la memoria histórica: los maestros republicanos y la escuela franquista, la mujer oprimida y reprimida, la homosexualidad perseguida, los maquis, los deportados en los campos nazis, el testimonio oral rehuyendo la autocrítica de Santiago Carrillo, la memoria selectiva de la Iglesia, la rebelión de los nietos, los niños robados, la 'ley de los nietos', la perspectiva exterior (Marruecos y Argentina) y la memoria musical, porque el arte y la cultura no estuvieron exentos de la instrumentalización y de la represión franquista. [Cierto es que faltan elementos que no fueron abordados en los años 2006-2009, pero que serían tratados en el programa en años posteriores, como el exilio, el estado de excepción de 1969 y el tardofranquismo, la masonería, la sexualidad reprimida, la justicia universal, el papel de la ONU, etc.]. En el apartado de conclusiones generales y parciales relacionadas con el análisis de la tesis, hemos considerado oportuno actualizar la proyección de los acontecimientos con posterioridad al año 2009, ya que desde entonces se han producido novedades en los ámbitos políticos, judiciales, de la investigación y de la evolución del movimiento memorialista que merecían ser considerados. Y de igual modo, hemos valorado el interés adicional en ofrecer una prospección de futuro sobre el tema. El Apéndice Documental, por su parte, no se limita a aportar la documentación adicional en la que se basa el trabajo a los efectos probatorio de la solvencia de la investigación, sino que también añade información especialmente recopilada para la tesis como la referida a quienes que han intervenido en el programa 'La Memoria' comentando su cualificación personal y profesional, así como los datos estadísticos sobre su audiencia en cuando a número de oyentes, las descargas de las emisiones por Internet y las visitas al blog, incluyendo su procedencia nacional e internacional y acerca de los contenidos más visitados. Todo ello, comentado y expuesto con cuadros y gráficos evolutivos para facilitar su comprensión. Finalmente, el apartado de fuentes y bibliografía completa el soporte de consultas realizadas para la elaboración de este trabajo de investigación académica, aunque también relaciona y cataloga gran parte de las publicaciones editoriales que se han producido en España durante los últimos años en torno a esta temática, que en gran medida se han realizado fuera del ámbito académico. En la bibliografía se citan dos libros publicados recientemente por el autor de la tesis. El primero es 'Testigos de la memoria' (Aconcagua, 2013), editado con el apoyo de la Dirección General de Memoria Democrática de la Junta de Andalucía con las transcripción de entrevistas efectuadas en el programa con interesantes testimonios orales de protagonistas de la guerra civil y del franquismo, y con reflexiones de veteranos historiadores. Y el segundo, titulado 'La Memoria de todos. Las heridas del pasado se curan con más verdad' (Fundación Alfonso Perales, 2014), en el que el autor firma con el catedrático de Historia Contemporánea de la Universidad de Jaén Salvador Cruz Artacho el capítulo 'Políticas de la Memoria y desarrollo normativo en España'. La publicación de esta segunda obra, escrita en su mayor parte por destacados historiadores de las universidades andaluzas y promovida desde una fundación de estudios ligada al PSOE de Andalucía, en la que se apuesta decididamente por la creación de una Comisión de la Verdad, viene a demostrar la mayor sensibilidad que existe en Andalucía entre los socialistas hacia la memoria histórica. Pero antes de poner fin a esta introducción, consideramos interesante detenernos a reflexionar en un aspecto fundamental del contenido de la tesis -parte del cual que se detalla en el capítulo referido a la falta de pruebas documentales-, porque contribuye a entender las dificultades con que tanto familiares como historiadores se enfrentan a la hora de investigar. En efecto, los registros civiles, los archivos y la censura judicial son tres aspectos de una misma estrategia que cierra el paso al conocimiento de la verdad sobre la represión franquista. Esta situación es una especie de círculo vicioso o viciado que muestra a España como un país seriamente hipotecado por su pasado dictatorial, sobre el que se proyecta la larga sombra del franquismo con la existencia de miles de desaparecidos física y documentalmente. Miles de víctimas no existen en los registros oficiales porque sus asesinos impidieron su inscripción. Muchos archivos de la represión han sido destruidos y muchos de los que quedan son de difícil acceso. Y si tras superar los obstáculos, se logra reconstruir una historia solvente sobre testimonios orales y pruebas documentales parciales, se corre el riesgo de una condena judicial ruinosa. Siendo ese un círculo suficientemente vicioso, no deja de ser parte de otro más grande que lo abarca y que comienza en la proyección sobre el presente de la educación de la escuela y de la enseñanza media de la dictadura que formó a la población española con más de 50 años de edad en la actualidad. Aquellos niños crecieron crecimosadoctrinados por el dogma de "Franco, caudillo de España por la gracia de Dios", una leyenda que corría de mano en mano en todas las monedas de curso legal, sacralizando al dictador con técnicas goebblelianas repetitivas hasta la saciedad y con la bendición de una Iglesia agradecida por sus privilegios. Los vencedores glorificados por todas partes y los vencidos eran unos rojos desalmados con cuernos y rabo, señalados o muertos. Nadie lo podía cuestionar. Posteriormente, los niños de la democracia han sido educados acerca de la guerra civil con arreglo a una interpretación basada en la equidistancia: en el reparto de responsabilidad entre los bandos, en que fue una guerra fratricida, en que todos hicieron barbaridades, etc. La equidistancia se convirtió en un parapeto, una especie de cortafuegos para evitar el avance de las investigaciones. En una especie de empate pactado a la defensiva, mientras el revisionismo pseudohistórico neofranquista vendía libros como rosquillas en los kioscos. Los libros de texto -por no hablar del reciente Diccionario Biográfico de la Real Academia de la Historia que dulcifica sin pudor la figura del dictador- no han incluido, ni antes ni ahora, los avances en la investigación histórica que desenmascaran el verdadero rostro criminal del franquismo y, para colmo, es bastante habitual que los profesores de Historia pasen de puntillas sobre guerra y dictadura o, sencillamente, finalicen el temario contemporáneo sin llegar a tocar el tema. Excepcionales son los casos de profesores comprometidos con la historia y la memoria que valoran como fundamental el conocimiento activo del pasado reciente y que organizan ciclos para sus alumnos con la presencia de testigos de la memoria, octogenarios o nonagenarios que a modo de donantes de memoria, aportan su relato vital en auténticas clases magistrales. La experiencia derivada de realizar el programa 'La Memoria', semana tras semana, nos ha llevado en este sentido a comprobar el gran desconocimiento general sobre nuestro pasado, incluso en sectores ilustrados de la población, lo que pone de manifiesto las enormes lagunas que subsisten en la enseñanza media española. Así pues, las generaciones que han llegado y que llegan a su etapa adulta carecen de una formación con una mínima solvencia sobre la guerra civil y el franquismo. Y si hablamos del ámbito universitario, sería hipócrita no reconocer que también ha vivido en democracia de espaldas a la memoria histórica. El número de tesis doctorales sobre esta temática en los diferentes departamentos teóricamente afectados ha sido bajísimo, aunque se ha notado un aumento conforme ha crecido la influencia del movimiento memorialista y tras la Ley de Memoria Histórica. De hecho, la mayoría de los estudios y de las publicaciones sobre la memoria histórica han sido realizados por investigadores –muchos de ellos profesores de instituto-, ajenos al ámbito académico, sin que por ello sus trabajos carezcan de rigor y de solvencia. Es más, con su tradicional desinterés -ahora felizmente superado-, las universidades han dejado el terreno de la investigación a muchos voluntariosos estudiosos locales a quienes justificadamente elogia Paul Preston en su obra magna 'El holocausto español' por haber desplegado un trabajo de campo impresionante para reconstruir el pasado sin que la memoria oral desaparezca y pese a remar a contracorriente en el proceloso mar de caos y desorden de los archivos españoles. Así pues, todo nos lleva a pensar que si alguien se propuso enseñar bien la historia española del siglo XX, ha fracasado estrepitosamente. A menos -y esto es más que probable- que haya habido una estrategia intencionada para evitar profundizar en nuestro pasado, en cuyo caso la ignorancia supina generalizada resultante habría sido un éxito gracias a la escasa y deficiente enseñanza impartida, a la falta de implicación universitaria y a la complejidad con que se han realizado las investigaciones. De este modo se ha configurado una sociedad bastante desconocedora de un pasado que cambió violenta y radicalmente el desarrollo del país, lo que facilita su manipulación mediática y política, con la vigencia de una mitología llena de lugares comunes como "reabrir heridas", "revancha", "rencor", etc. Todo ello genera desinterés e insensibilidad amén de falta de compromiso político, pese a las reiteradas advertencias de los más altos organismos internacionales sobre derechos humanos. En ese contexto, el programa 'La Memoria' ha podido contribuir modestamente desde la parcela mediática a trasladar a la ciudadanía una nueva visión de la realidad, la cara oculta de la verdad oficial. Probablemente se sepa más en España de los episodios bélicos y represivos del nazismo, del fascismo o del estalinismo, sin mencionar a la Segunda Guerra Mundial y a la conquista del Far West americano, que de lo que pasó en España durante la guerra civil y la posguerra. Por los comentarios de los oyentes, no han sido pocos los que a través de la radio pública andaluza se han enterado de episodios terribles y vergonzosos de la contienda como la Desbandá de Málaga, las matanzas en la plaza de toros de Badajoz, el bombardeo de Jaén anterior al de Guernica, los cañonazos de la Armada nazi contra Almería, la cacería de presos en la multitudinaria fuga del penal navarro del monte Ezkaba y un largo etcétera. Lo más habitual es que la gente tenga un ligero y parcial conocimiento de la historia de su provincia, pero no más allá. Pero también esta experiencia mediática ha permitido ofrecer un seguimiento bastante exhaustivo de la recuperación de la memoria histórica con sus avances sociales y políticos. Un proceso que, sin lugar a dudas, ha cambiado la visión "plácida" que se había transmitido sobre el franquismo mostrando su cara largamente ocultada al dar voz a las víctimas silenciadas, con el descubrimiento y la apertura de fosas comunes –inapelable prueba de cargo de la represión- y con el impulso de investigaciones que desmontan una historiografía franquista tan plagada de falsos mitos y leyendas. "La incomprensión del presente nace fatalmente de la ignorancia del pasado", advirtió el historiador francés Marc Bloch. El programa 'La Memoria' constituye una interesante experiencia andaluza sobre la memoria histórica desde la perspectiva de la divulgación mediática para atenuar el olvido y la ignorancia sobre el pasado y, paralelamente, para activar la memoria, el conocimiento de causa contrastado y, sobretodo, la empatía hacia las víctimas. Como acertadamente señalan la historiadora Josefina Cuesta y el psicólogo José María Ruiz-Vargas, sin la necesaria empatía será más difícil que la sociedad española supere su división y tome conciencia de la necesidad de aprobar esta asignatura pendiente con la democracia y los derechos humanos. En resumen y a modo de gran crónica abierta sobre un periodo apasionante, la presente tesis trata de describir, ordenar, contextualizar, comparar e interpretar –con aportaciones de testigos y expertos y con datos a veces inéditos- un proceso de recuperación de la memoria histórica que probablemente desemboque, tarde o temprano, no tanto en justicia para las víctimas dado el largo tiempo transcurrido, como en más verdad y más reparación, aunque sólo sea moral.
2012/2013 ; There is an increasingly widespread acknowledgement among all active actors in the development co-operation sector that the Public Private Partnership (PPP) can be a new important tool, not only to build important infrastructure (public works) but also to provide services to the citizens at central and local level as well as to have a strategic value in the Cross-Border Co-operation (CBC) in the next future. The European Commission defines PPPs in a rather broad and general way without giving a proper legal definition of this partnership. For the EU PPP is a form of cooperation between public authorities and economic operators concerning design, funding, execution, renovation or exploitation (operation and maintenance) of public infrastructure, or the provision of public utility service. However, there is not a uniform, common definition of this form of partnership. Considering the present global economic and financial crisis affecting almost all the regions of the world and bearing in mind that the public resources destined on development cooperation are decreasing more and more, building partnerships and synergies between these two ranges of actors is not only a great possibility but a compelling necessity in order to continue to sustain the development cooperation sector. This is also a good chance for both public and private sector, not only to mutually reinforce each other but also to learn lessons and best practices from one another. The PPPs, in fact, if applied correctly, enable a reduction in total costs, better distribution of risks, a more rapid execution of public services and activities, as well as a better quality of offered services and implemented activities. Not to mention the fact that the overcoming of the rigid distinction between public and private opens the possibility to find solutions and to respond to questions that the public administration itself is not able to answer independently. In international cooperation and in particular in the cross-border cooperation, more and more public administrations in beneficiary and donor countries are acknowledging the subsidiary role of civil society and private sector in the activities of general interest, and therefore, also in the delivery of public functions and services. Considering the extensive work experience in the international development cooperation sector with the Italian Ministry of Foreign Affairs and other International Organizations in different areas in the world, i.e. OSCE, believing on the utility and potentiality of this instrument and directly verified that it could be more utilized in the international cooperation, it was decided to analyse the use of PPPs in this sector with a special focus on IPA CBC Programme. In fact, the scope of the dissertation and of the implementation of its conclusions is steaming from the author interest and working ties. Indeed, the author is living and working in Albania and has a huge experience on it due to the fact that she was the Albania Desk Officer for the Italian Development Cooperation for several years. She is also studying the Albanian language and she is very fascinated from the history of this small country so close, not only geographically speaking, to Italy. The focus on Macedonia as neighbour country is due simply to the fact that to collect information on this IPA CBC Programme was easier than others similar financial instruments. Building on extensive field experience, this dissertation will try to answer the following question: 'Which is the winner strategy to increase the effectiveness of the CBC projects through the use of PPP?'. The thesis overall objective is to identify a set of strategies that can enhance the effectiveness of cross-border cooperation through the use of the PPP instrument, beyond specific cross-border project interventions that until now have mainly been carried out though institutional channels and implemented through European projects and programs. The strategies that the conclusion of the dissertation draws are based on the SWOT analysis of five projects funded by the EU through the IPA CBC Albania – Macedonia during the 2007-2013 programming period and the consequent elaboration of the results. These strategies would hence open up new possibilities for the development of CBC's activities applicable in the ambit of the EU's regional policy 2014-2020, without necessarily relying upon more EU financial means. This is also in line, with the EU auspices for the CBC not to be just another way to access funding but rather to become a model of cross-border cooperation sustainable on its own devise. The dissertation is based on collection and analysis of data available within the existing legal-institutional framework and will make use of the investigative qualitative method with the aim of verifying the hypothesis mentioned above. The thesis envisages a number of working phases chronologically distinct and mutually supportive and it is based on the utilisation of a number of diverse theoretic constructs and methodologies. The dissertation makes use of different sources such as for instance existing literature, statistics, on line documentation available and its content is conducted on the various official documents and projects documentation obtainable. The results are cross referenced and presented based on a SWOT analysis and process of data/results interpretation. As far as the structure of the work is concerned, the first Chapter, after an analysis of the theoretical tools supporting PPP, presents a background and an overview of the PPP in Europe, and the way it is applied in the context of international cooperation and cross-border cooperation; this is to understand how it was established and what its original objectives were, and to explain its evolution up to now. In particular, the chapter after shows that PPP was born in '30s mostly linked to the energetic and mining sectors, it presents that PPPs are growing and are seen as an important instrument of economic and social development also in the international and cross-border cooperation. It is seen that an instrument which opens the way to potential PPPs is the Inter-Municipal Cooperation Instrument (IMC) which permits to bridge the gaps in the municipalities and make them stronger also in applying to donor funds. Through this instrument established by the Council of Europe (CoE) the municipalities can also sub-contract a private company or creating an IMC entity constitutes a viable market attracting private investors. PPP is also encouraged by United Nations (UN) since 1999 through the 'Global Compact' project and different are the example of PPP around the world established by various UN Agencies. It can be affirmed that PPP is considered useful in the public sector also because can contribute in solving difficulties caused from public balance cuts as well as to overcome the bureaucratic and the scarcity of technical and management competencies of the public administration. The PPP is therefore an actual, innovative and complementary instrument to promote development, reforms as well as investments, policies and good practises in different sectors including the development cooperation also at trans-border level. Therefore, thanks to PPP it can be affirmed that the private sector also has become at all its effects a privileged actor of the international development cooperation. The second Chapter of the dissertation analyses the European Policies interconnecting PPP and their related instruments, as well as more in detail how these policies have applied PPPs in the cross-border cooperation as well as how CBC became more explicit in the EU context and in particular in the context of the stabilisation and association processes. In fact, starting from the 1950 Schuman Declaration, the chapter introduces the founding EEC Treaty, examines the Single European Act and analyses the European Cohesion Policy (or Regional Policy). In addition the chapter views the European Enlargement Policy (Pre-accession Policy) analysing the three membership criteria established during the Copenhagen European Council in 1993, the various stages of the membership process and the reasons for further enlargement taking into consideration the historic enlargement of 2004, the different strategic objectives involved in it and its new approach in view of the so-called Arab Spring. In addition, the chapter analyses the European Neighbourhood Policy (Proximity Policy) as well as its related instruments, with regard to both its partner countries and candidate states. Moreover the chapter identifies the possibilities of PPP within the EU's financial instruments that are currently being concluded. Even where those policies do not provide explicitly the adoption of PPP instrument, it is however not excluded. This means that the policies at issue give valuable support to the adoption and use of PPP. The dissertation is interested in to give evidence of the strong points of PPP application, and shows that, when there is a lack of applied PPP framework, as it is the case of the country cases (Albania and Macedonia) under analysed, the CBC component of IPA programme may be due not to give envisaged results to achieve the objectives. After having looked into the European policies intersecting PPPs and CBC, the third Chapter introduces a brief analysis of the concept of border, not only in the physical administrative sense, due to the fact that this concept is a key element to understand the cross-border co-operation processes existing in the EU and in general all over the world. With this aim in mind, after studying the main theoretical approaches on this domain, the analysis focuses on the cross-border co-operation not only in its theoretical dimension but also in its deriving pragmatic aspects. The analysis of the border concept and of the border and peripheral area, as well as the general theory of the system applied to the general theory of boundaries, is essential to anticipate the concept of the cross-border cooperation and its practical application. After this analysis, the chapter describes the legal institutional framework in order to analyse the effectiveness of the various legal instruments that have been put in place to encourage and facilitate forms of cooperative engagement across borders. Starting with the European Outline Convention of Transfrontier Co-operation between territorial communities or authorities (Madrid Convention 1980), a central instrument for the CBC that was born in the frame of CoE, the chapter introduces the three protocols of the Madrid Convention. The additional Protocol essentially gives the possibility to create an organism for cross-border cooperation; the second Protocol (no 2) provides above all a legal framework for the inter-territorial cooperation between the parties; and the third Protocol (no 3) concerns the possibility of forming the ECG by creating the legal status, the institution and the functioning of such Groups. In addition, in view of how cross-border cooperation has acquired more importance through time, the chapter explains the functioning of European Grouping of Territorial Cooperation (EGTC) institution, its modality of action and its fields of applications. The EGTC has come to be a new legal/financial instrument that integrates the Madrid Convention and the relevant Protocols. The chapter also touches upon the various aspects of cross-border co-operation and in particular some milestones from the EU experiences, and presents the European Macro-Regional Strategy and its related legislative framework as an example. In addition the chapter shows the Baltic, the Danube and the Adriatic – Ionian Macro-Region and describes the main differences between EGTs and Macro- Regions. In addition, the chapter considers appropriate to present the steps that have been taken from the EU with regard to the cross-border cooperation which, more particularly, have consisted of making available important financial instruments such as INTERREG that supports from the top to the bottom the Strategy of Macro-Regions. Following the fourth Chapter describes the 2014-2020 EU's Regional Policy as the context of application of the PPP and its change with respect to the 2007-2013 EU's Regional Policy. In particular after introducing the EU programming period 2007-2013 and the changes intervened in the following programming period also having a political/historical nature like the Arab spring and the interests to further develop economic interactions between the EU and the Middle Eastern partners, the chapter analyses the useful instruments for the realization of the cross-border cooperation; especially the European Regional Development Found (ERDF). In addition, this chapter, will identify the possibilities of PPP within the financial instruments that are about to be activated in the new European Programming Cycle. To this regard it is important to mention that, in general, all the EU policies must contribute to the implementation of the Europe 2020 Strategy that in order to fulfil its ambitious objectives identified as key instrument the instrument of partnership, among which that with the private sector. Here it is worth to emphasize that, generally, the overall objectives of the regional policy, both at national and European level, are all of an economic nature, i.e. increasing the national economy by attenuating and eliminating economic disparities between different development levels of the regions. In particular, the European Policies aim to improve the investment climate through public investment in the regions presenting some gaps and to manage the local regional resources in a more efficient way. The dissertation shows how in both cases, PPPs can help in the achievement of these important aims. In addition, the chapter observes that there are changes in various aspects and procedures of the implementation of the new regional policy as well as in the legal frame, and examines the IPA instrument and the ENPI instrument in the two seven-years programming periods because they are closely related to the European Territorial Cooperation (ETC). Between this two latter instruments IPA is a more relevant for this dissertation. For this reason, after on overview of the Albanian context considering some economic, demographic, social and political aspects, including the criteria Albania has to fulfil to receive the candidate status from the EU as well as a brief introduction to the Albanian Law on PPP, the fifth Chapter presents its relations in the region, especially with the Former Yugoslav Republic of Macedonia (FYROM) and stresses the IPA CBC Albania – FYROM related to 2007-2013 and 2014-2020 programming periods. In addition, the chapter presents the main differences between these two programming periods focussing mainly on the Albanian part. With the aim to focus on the Albanian opportunities in the new programming period, it will be stressed what will change in the next future and which are the positive effects on PPP considering also the concept of Social Corporate Responsibility and the UN Global Compact initiative already mentioned in the first Chapter. All this to introduce the last Chapter which, through the analysis of the methodologies used during the various phases of this work, and especially through the explanation of the SWOT analysis, aims to identify a set of winning strategies to increase the effectiveness of the Cross-border cooperation through the use of the PPP instrument. The first part of the dissertation made use of several documentary sources, most notably and especially in the early stage the work will carry out what it is commonly defined as a secondary analysis, in particular this was articulated through: collection and review of existing literature and of the official documentation and statistics available mainly on-line but also with the Albanian Ministries and national institutes, i.e. the Albanian National Institute of Statistics, as well as with the various donors and international organisation in the Country, and especially with the Delegation of the European Commission to Albania. Instead, the second part of the dissertation focuses on the analysis of the IPA CBC program in general, and IPA CBC Albania - Macedonia in particular. To this end it was decided to proceed with the analysis of specific projects activated in the context of this program to highlight the role of actual or potential PPP projects in developing virtuous CBC. Although the PPP is not explicitly defined among the tools used in the implementation of these projects, it was decided to identify the prodromal factors present in some PPP projects with the end purpose of assessing their potentials, especially in view of the next programming period of the EU (2014-2020). The detailed information on the projects carried out or that are in progress are not publicly available as they are under the 'ownership' of the Delegation of the European Commission in Albania and of the Managing Authority of the program. In order to collect the necessary materials to identify the most relevant projects and, subsequently, to proceed to their analysis, it has proved necessary to proceed through in-depth interviews with qualified actors. Given that, interviews have been conducted with interlocutors, mainly from the European Commission in Albania, the Albanian Ministry of Integration and of Austrian Cooperation. Through these interviews, specific information relating to five concluded projects, in which the instrument of the PPP was present at least in embryonic form, has been added to the data relating to the context and to the program. The information gathered has been structured so as to proceed to a qualitative analysis of the data through the development of a SWOT analysis of these five projects funded by the IPA CBC Albania - FYROM - First Call for Project Proposals. Finally, this work presents the results of this analysis through a process of data interpretation. After this presentation, and before starting the SWOT analysis, the chapter presents the Annual Work Programme for Grants 2009 of the DG Enlargement related to the first Call for Proposals and the Guidelines related to the CBC Programme Albania - FYROM which aims is to facilitate the cooperation between the two countries to improve living conditions in the target area. The Programme in fact, already mentioned in the fifth Chapter, it aims to fostering cross-border economic, environmental and social development and includes three different measures and for each measure a list of potential activities for projects. Furthermore, the chapter analyses - through the SWOT analysis above mentioned - five projects funded by the EU within the IPA I CBC Albania – FYROM first call. In particular, in this dissertation, the SWOT analysis is the tool to identify the strengths (S), weakness (W), opportunities (O) and threats (T) that characterize projects which are analysed in relation to PPPs. In other words, it seeks to identify the strengths and internal resources of projects capably to push the development of PPPs (strengths), as well as the internal project limitations and weaknesses that impede PPP development in the relevant area (weaknesses), the external project opportunities that can be developed to overcome identified weaknesses (opportunities) and external factors that may hamper the future development of PPPs (threats). Considering that there is no project where the applicant is a PPP, although an analysis of the guidelines of the Call for Proposals relative to IPA Albania - FYROM CBC Programme found an explicit reference to PPPs, it has been choose to make a screening of projects in which the instrument of the PPP was present at least in embryonic form, in other words having the private sector as a direct or indirect beneficiary. As already mentioned, Macedonia was chosen as an example because of the availability of information related to projects. So, on these terms, 5 projects were selected out of 15 under review. The projects are the following: • Cross-border shared integrated alternative tourism, • Business without borders, • Cross-border Civil Society Forum, • Promoting business women enterprises in the cross-border area, • Borders without boundaries. The dimensions chosen for the analysis are: • related to the internal context to identify strengths and weaknesses: objectives, actors and target, • related to the external context to identify opportunities and threats: actors, target and expected results. After the SWOT analysis, the chapter finally presents the key results of the dissertation proposing some possible actions that could improve the CBC through the use of the PPP emerged from the initiatives analysed. The conclusion reviews the major points of the dissertation showing the main results such as the strategies, which may result from the conclusions, thus potentially establishing an alternative approach aiming at opening up new possibilities for the development of better, more effective and sustainable CBC project/programs/activities, without necessarily relying upon more EU funds. For what above mentioned and to answer to the question 'Which are the winner strategies to increase the effectiveness of the CBC projects through the use of PPP?', it is possible to affirm that to present more successful projects in the future increasing the effectiveness of the CBC projects through the use of PPP, the development strategies are essentially the enhancement strategy and the overcoming strategy. In particular, to reinforce the internal and external positive aspects and factors in the cross border area and to mitigate and/or dissipate internal negatives as well as to attenuate the external ones, the recommended actions referred to the public and private sectors are: • to organize jointly regular meetings in which they can know each-other, exchange information and best practices in either of the neighbouring countries, so that there can be discussions on the potentials of development and the new economic undertakings and new instruments to be employed, such as the PPP. Tourism can serve as a pilot sector in which it can be started with the actualization of gender policies facilitating in some way the inclusion of women in business activities, • jointly organize awareness campaigns on PPPs and training courses, which could serve to overcome the lack of ability to establish efficient PPPs for both public and private sector, • to organize, for the numerous actors present in the territory, specific courses and/or informative events related to the revision processes of normative policies that could facilitate and reinforce both the cooperation between different stakeholders and the capacity of doing business and create PPPs, • to enhance the existing networks and creates new ones through continuous meetings between different stakeholders with the aim of overcoming the threats considering that the improved and expanded relations between the various actors could bring an improvement in raising needed funds. Finally, it is important to mention that there are also some actions recommended only to the public sector. These are: • (especially at local level) institutions such as the municipalities can organize meetings, inviting the traditional and non-traditional private actors, in order to facilitate communication. Through this communication there could be achieved the introduction between various stakeholders interested in the PPP instrument, by at the same time laying the basis for the foundation of a network. This would be useful for increasing the credibility of each other and also to contributing to the overcoming of the lack of cooperation problem. These meetings could be used for an exchange of best practices in the sectors that are present in the certain areas. By employing a participatory methodology, these meetings could also serve to the construction of a sort of roadmap (lines of action during a defined time) that could enable the definition of the obstacles to be overcome in order to effectively and efficiently realize this type of partnership, • the authorities should first change their national optics and then transform their national policies into regional ones, starting from the cross-border policies with neighbouring countries, in which PPP should be promoted as a development instrument. In addition, when necessary, they should review the legal framework in order to facilitate the establishment of PPP. After this, they should organize meetings between the different stakeholders, and more generally between citizens living in the border areas of the neighbouring countries, with the end objective of promoting the necessary knowledge for overcoming the prejudices and for opening way to partnerships and cooperation activities, • to implement policies for purposes of facilitating investments in diversified sectors, taking an advantage of the actors from different sectors and directing them to training courses to gain knowledge in areas of investment that are different from their traditional ones. ; Vi è un riconoscimento sempre più diffuso tra tutti gli attori attivi nel settore della cooperazione allo sviluppo che il partenariato pubblico privato (PPP) può essere un importante nuovo strumento, non solo per costruire grandi infrastrutture (quindi per il settore dei lavori pubblici), ma anche per offrire servizi ai cittadini sia a livello centrale, sia locale e avere, in un prossimo futuro, un valore strategico nella cooperazione transfrontaliera (CBC). E' stato visto come la Commissione Europea definisca il PPP in un modo piuttosto ampio e generico, senza dare una definizione giuridica adeguata di questo partenariato. Infatti, per l'Unione Europea il PPP è una forma di cooperazione tra le autorità pubbliche e gli operatori economici riguardante la progettazione, il finanziamento, la realizzazione, il rinnovamento o lo sfruttamento (funzionamento e manutenzione) delle infrastrutture pubbliche, così come la fornitura di un servizio di pubblica utilità (CIT). Tuttavia, non vi è un'uniforme, comune definizione di questa forma di partenariato. Considerando che l'attuale crisi economica e finanziaria globale ha colpito quasi tutte le regioni del mondo e tenendo presente che le risorse pubbliche stanno diminuendo sempre più, tra cui soprattutto quelle destinate alla cooperazione allo sviluppo, costruire partenariati e sinergie tra il settore pubblico e privato non è solo una grande possibilità ma una necessità che diventa impellente se si vuole continuare a sostenere gli interventi di cooperazione. Inoltre, questo tipo di partenariato è una buona occasione per entrambi i settori in quanto aiuta non solo a rafforzare i rapporti reciproci, ma anche a scambiare le reciproche esperienze e le migliori pratiche. Si è visto come se applicato correttamente, il PPP consenta una riduzione dei costi totali, una migliore distribuzione dei rischi, un'esecuzione più rapida dei servizi e delle attività pubbliche, nonché una migliore qualità dei servizi offerti e delle attività prodotte. Senza contare che il superamento della rigida distinzione tra pubblico e privato apre la possibilità di trovare soluzioni e di rispondere alle domande a cui la pubblica amministrazione non è in grado di rispondere autonomamente. Si sottolinea come nella cooperazione internazionale ed in particolare nella cooperazione transfrontaliera, sempre più spesso le amministrazioni locali dei paesi beneficiari e donatori stiano riconoscendo il ruolo sussidiario della società civile e del settore privato nelle attività d'interesse generale e quindi anche nell'erogazione di servizi e funzioni pubbliche. Considerando la vasta esperienza di lavoro nel settore della cooperazione allo sviluppo con il Ministero degli Affari Esteri italiano in diverse aree del mondo così come con altre organizzazioni internazionali, da ultimo con l'Organizzazione per la Sicurezza e Cooperazione in Europa (OSCE), credendo sull'utilità e le potenzialità dello strumento del PPP e verificato direttamente che potrebbe essere utilizzato maggiormente nella cooperazione internazionale, l'autore ha deciso di analizzare l'uso di tale partenariato in questo settore focalizzandosi in particolare sul programma IPA I CBC Albania - Macedonia. Infatti, lo scopo di questa tesi e della potenziale applicazione delle sue conclusioni deriva dall'interesse personale e dall'attività lavorativa dell'autore. Infatti, vive e lavora in Albania e ha una grande esperienza del paese perché è stato per diversi anni responsabile per la Cooperazione Italiana dei progetti che questa ha realizzato nello stesso. Inoltre, sta anche studiando la lingua albanese ed è molto affascinato dalla storia di questo piccolo paese così vicino all'Italia, non solo geograficamente parlando. L'attenzione per la Macedonia come paese confinante, invece, è dovuta semplicemente al fatto che è stato più facile reperire informazioni sul programma IPA I CBC Albania - Macedonia rispetto agli strumenti finanziari simili. Sulla base di una ricca esperienza sul campo, questa tesi cercherà di rispondere alla seguente domanda: "Quali sono le strategie vincenti per aumentare l'efficacia dei progetti di cooperazione transfrontaliera attraverso l'uso del PPP?". L'obiettivo generale della tesi è di individuare, infatti, le strategie che possono migliorare l'efficacia della cooperazione transfrontaliera attraverso l'uso di tale partenariato, al di là di specifici interventi che fino ad ora sono stati principalmente effettuati attraverso canali istituzionali e attuati attraverso progetti e programmi europei. Le strategie che la conclusione della tesi identifica si basano sull'analisi SWOT di cinque progetti e la conseguente elaborazione dei dati/risultati. Questi cinque progetti sono stati selezionati tra quelli finanziati dall'UE tramite l'IPA I CBC Albania/Macedonia durante il periodo di programmazione 2007 - 2013, in quanto presentanti il PPP almeno in fase embrionale. Tali strategie potrebbero aprire nuove possibilità per lo sviluppo di attività di CBC applicabili nell'ambito della politica regionale 2014 - 2020 dell'Unione Europea, senza necessariamente fare affidamento su ulteriori mezzi finanziari della stessa. Questo è anche in linea con gli auspici dell'UE che crede che la CBC non sia solo un altro modo per accedere ai finanziamenti, ma possa piuttosto diventare un modello di cooperazione sostenibile di per sé. La tesi si basa sulla raccolta e l'analisi dei dati disponibili nell'ambito del quadro giuridico-istituzionale esistente e fa uso del metodo qualitativo di ricerca con l'obiettivo di verificare l'ipotesi di cui sopra. La tesi prevede una serie di fasi di lavoro cronologicamente distinte e reciprocamente sostenibili e si basa sull'utilizzo di diversi costrutti teorici e varie metodologie avvalendosi di diverse fonti come ad esempio la letteratura esistente, le statistiche effettuate e più in generale la documentazione disponibile soprattutto in internet. Il suo contenuto deriva quindi dal reperimento e dall'analisi di varia documentazione ufficiale e di cinque documenti progettuali, così come verrà maggiormente esplicato qui di seguito. Seguendo la struttura della tesi, si può affermare che il primo capitolo presenta il quadro normativo e finanziario dei PPP in Europa, così come il modo in cui questo strumento viene utilizzato nel contesto della cooperazione internazionale e della cooperazione transfrontaliera, al fine di comprendere quando è nato questo tipo di partenariato e quali siano i suoi obiettivi e le evoluzioni che ha avuto fino ad oggi. Nello specifico, il capitolo mostra come il PPP sia nato negli anni '30 soprattutto collegato al settore energetico e minerario e come, pur non avendo ancora una comune definizione a livello europeo, oggi sia in crescita e venga visto come un importante strumento di sviluppo economico e sociale anche nel settore della cooperazione internazionale e transfrontaliera. Il capitolo, inoltre, presenta la cooperazione inter-municipale (IMC) come uno strumento che può aprire buone potenzialità all'applicazione del PPP in quanto permette di colmare le deficienze delle municipalità. Attraverso questo strumento, stabilito in seno al Consiglio d'Europa (CoE), le municipalità possono infatti anche sub-contrattare imprese private o creare un'entità nuova (IMC) per poter attrarre investitori e donatori. Il capitolo inoltre mostra come lo strumento del PPP venga incoraggiato anche dalle Nazioni Unite (UN) fin dal 1999 - anno in cui viene creato il progetto 'Global Compact' - e come vi siano diversi esempi di PPP nel mondo realizzati da Agenzie UN. E' importante sottolineare che il PPP è considerato utile dal settore pubblico anche perché può contribuire a risolvere difficoltà causate dai tagli di bilancio così come dalla burocrazia e dall'insufficiente capacità tecnica e manageriale che spesso caratterizza la pubblica amministrazione. Il PPP è quindi uno strumento attuale, innovativo e anche complementare capace di promuovere sviluppo, riforme ed investimenti oltre a promuovere politiche e buone pratiche in diversi settori tra cui quello della cooperazione allo sviluppo anche a livello transfrontaliero. Grazie al PPP si può quindi affermare che il settore privato è diventato a tutti gli effetti un attore privilegiato della cooperazione allo sviluppo internazionale. Il secondo capitolo della tesi analizza le politiche dell'Unione Europea e i relativi strumenti che presentano una connessione con i PPP. Più nel dettaglio, viene visto come attraverso queste politiche sia stato applicato il partenariato in parola nella cooperazione transfrontaliera e come la stessa sia divenuta più esplicita a livello europeo, soprattutto nel contesto del processo di stabilizzazione ed associazione. Infatti, partendo dalla Dichiarazione di Schumann del 1950, il capitolo introduce il Trattato istitutivo della CEE del 1957, esamina l'Atto Unico Europeo, per poi prendere in considerazione la politica di coesione o regionale. Proseguendo, il capitolo analizza la politica di allargamento o pre-accessione inclusi i tre criteri necessari per l'adesione stabiliti durante il Consiglio Europeo di Copenaghen nel 1993, i vari stadi del processo di adesione e le ragioni per cui l'Unione Europea promuove l'allargamento, considerando le diverse tappe di tale processo tra cui quella storica del 2004 e le sue prossime sfide. Dopo aver inoltre analizzato il quadro delle negoziazioni e gli strumenti previsti in ambito della strategia di pre-adesione, si è finito per affrontare la politica di vicinato o prossimità prendendo in analisi i suoi relativi strumenti, i suoi diversi obiettivi strategici e il suo nuovo approccio in seguito alla primavera araba. Dopo aver identificato come queste politiche presentino un'intersezione con la cooperazione transfrontaliera, è stata analizzata la loro intersezione con il PPP con il risultato di sottolineare che anche laddove tali politiche non prevedono esplicitamente il ricorso a questo tipo di partenariato, non lo escludono. Questo significa quindi che esse forniscono validi supporti all'uso di tale strumento, elemento importante per la tesi che è infatti volta a mettere in evidenza i punti di forza di tali politiche per l'applicazione dei PPP e a mostrare al contempo che vi è una mancanza applicazione degli stessi. Questo verrà evidenziato nel corso della tesi dal caso preso in esame di IPA I CBC Albania - Macedonia. Il terzo capitolo presenta come prima cosa il concetto di confine. E' importante sottolineare come questo concetto viene esplicitato non solo da un punto di vista fisico-amministrativo ma in un senso più ampio, tenendo conto di come il concetto di confine sia un elemento chiave per capire la cooperazione transfrontaliera. Infatti, è solo partendo dall'analisi di questo concetto e da questo a quello di frontiera e area periferica, passando anche alla teoria generale dei sistemi applicata alla teoria generale dei confini, che si può pervenire alla nascita del concetto di cooperazione transfrontaliera e della sua applicazione pratica. Per tale motivo si è ritenuto necessario esplicare i concetti sopra menzionati secondo le definizioni di vari studiosi di varie discipline, per poi presentare i principali strumenti legali che regolano e facilitano la cooperazione transfrontaliera a livello europeo così come i meccanismi ad hoc che la implementano. Si è partiti da quelli nati in seno al CoE e precisamente dalla Convenzione di Madrid del 1980, strumento quadro per il tipo di cooperazione oggetto di questa tesi in quanto introduce per la prima volta la possibilità di cooperare e concludere accordi ad enti di Paesi contigui geograficamente. Vengono poi presentati i suoi 3 Protocolli: il Protocollo aggiuntivo, che dà essenzialmente la possibilità di creare un organismo di cooperazione transfrontaliera ad essa preposto, il secondo Protocollo che fissa soprattutto un quadro giuridico della cooperazione interterritoriale tra le parti e il terzo Protocollo che concerne la possibilità di istituire i Gruppi Europei di Cooperazione (GEC) dotati di personalità giuridica. Inoltre, a dimostrazione di come la cooperazione transfrontaliera nel tempo abbia acquistato sempre più importanza, si è ritenuto opportuno illustrare l'istituzione dei Gruppi Europei di Cooperazione Territoriale (GECT), le loro modalità di azione e i loro ambiti di applicazione. Tali Gruppi, che si rivelano quindi essere un nuovo strumento giuridico/finanziario che integra la Convenzione di Madrid ed i relativi Protocolli, sono stati creati al fine di facilitare la cooperazione transfrontaliera e superare gli ostacoli incontrati fino ad allora. Il capitolo continua focalizzandosi sui passi compiuti dall'UE in relazione a questo tipo di cooperazione che in particolare consistono nella messa a disposizione di importanti strumenti finanziari quali per esempio INTERREG. Il terzo capitolo si conclude quindi affrontando anche la Strategia delle Macroregioni che, pur non avendo una loro definizione ufficiale in ambito europeo, forse anche a causa della loro recente istituzione e pratica, si dimostra essere veramente utile nel contribuire a realizzare la politica di coesione e più nello specifico il suo obiettivo n. 3 (Cooperazione Territoriale Europea). Considerando che all'interno di questa politica vi è una programmazione settennale, nel quarto capitolo vengono presentate sia quella appena terminata 2007-2013, sia la nuova 2014 - 2020 per verificarne i cambiamenti nel contesto di applicazione dei PPP. Viene infatti introdotta la programmazione dell'UE 2007-2013 per comprendere maggiormente cosa sarebbe cambiato nel settennio successivo, anche a causa di avvenimenti storico/politici avvenuti durante gli ultimi anni come la cosiddetta primavera araba e l'interesse a sviluppare maggiormente l'integrazione economica tra l'Unione Europea e i partner orientali. Si prosegue con l'analisi più dettagliata degli strumenti utili per la realizzazione della cooperazione transfrontaliera (CBC) nel nuovo settennato e le possibilità di applicazione del PPP all'interno di questi. A tale riguardo è importante sottolineare come in generale tutte le politiche europee, tra cui quella regionale ha un ruolo centrale, dovrebbero contribuire al raggiungimento degli obiettivi della Strategia Europa 2020. Si sottolinea come questa strategia, che ha portato alla definizione della nuova programmazione 2014-2020, sia molto ambiziosa e abbia individuato come uno degli strumenti chiave per la sua realizzazione quello del partenariato, tra cui anche il partenariato con il settore privato. Qui è importante evidenziare che gli obiettivi generali della politica regionale, sia a livello europeo, sia a livello nazionale, sono principalmente di natura socio-economica per es. orientati ad attenuare le disparità esistenti tra regioni aventi diverso livello di sviluppo. In particolare, le politiche europee hanno l'obiettivo di migliorare l'ambiente/contesto per attrarre investimenti al fine di incrementare investimenti in lavori pubblici nelle regioni che presentano maggiori necessità e migliorare la gestione delle risorse regionali locali in maniera più efficiente ed efficace. La tesi mostra come in entrambi i casi, lo strumento del PPP può essere di aiuto nel raggiungere questi importanti obiettivi. Inoltre, il capitolo in parola, dopo aver osservato che nella nuova programmazione settennale vi sono diversi cambiamenti dovuti al nuovo quadro legislativo e alle nuove modalità di attuazione della nuova politica regionale, esamina i due strumenti collegati alla CTE, IPA ed ENPI, nei due settenni di programmazione sopra menzionati. Il quinto capitolo invece, dopo una presentazione generale del contesto Albanese che prende in considerazione alcuni aspetti economici, demografici, sociali e politici del paese, includendo anche i criteri che questo deve soddisfare per poter ricevere lo status di candidato dall'Unione Europea, presenta brevemente la legge albanese sui PPP. In seguito, descrive le relazioni tra l'Albania e la Macedonia e il relativo Programma IPA CBC in relazione ai due periodi di programmazione suddetti 2007 - 2013 e 2014 - 2020 per presentarne le principali differenze. Concentrandosi sulle opportunità che l'Albania potrà avere nel prossimo futuro, viene sottolineato cosa cambia nel nuovo periodo di programmazione e con quali effetti positivi sul PPP, tenendo in considerazione anche il concetto di Responsabilità Sociale e l'iniziativa 'Global Compact' delle Nazioni Unite già menzionata precedentemente. Tutto questo per introdurre l'ultimo capitolo che, attraverso un'analisi della metodologia usata nelle varie fasi di preparazione della presente tesi, tra cui la SWOT analisi, identifica le strategie considerate vincenti per accrescere e migliorare l'efficacia della cooperazione transfrontaliera attraverso l'uso dello strumento di PPP. Nello specifico, la prima parte della tesi si è avvalsa di diverse fonti documentarie. Specialmente nella sua fase di inizio, il lavoro è stato definito attraverso ciò che è comunemente chiamata 'analisi secondaria'. E' stata effettuata infatti la ricerca e analisi della letteratura esistente e della documentazione ufficiale disponibile on-line e nei Ministeri albanesi così come nell'Istituto Nazionale di Statistica albanese. E' stata inoltre reperita e analizzata la documentazione in possesso di diversi donatori e organismi internazionali presenti nel paese e in particolare della Delegazione della Commissione Europea in Albania. La seconda parte della tesi si è concentrata sull'analisi del programma IPA CBC in generale ed IPA CBC Albania - Macedonia in particolare. A tal fine si è voluto procedere con l'analisi di progetti specifici attivati e conclusi nel contesto di tale programma per evidenziare il ruolo effettivo o potenziale del PPP nello sviluppo virtuoso di progetti di CBC. Sebbene il PPP non venga esplicitamente definito tra gli strumenti utilizzati nell'attuazione di queste iniziative, si è scelto di individuare i fattori prodromici del PPP presenti in alcuni progetti al fine di valutarne le potenzialità soprattutto nell'ottica del prossimo periodo di programmazione europea (2014-2020). Le informazioni dettagliate relative ai progetti realizzati o in fieri non sono pubblicamente disponibili essendo 'proprietà' della Delegazione della Commissione Europea in Albania e dell'Autorità di Gestione del programma. Per raccogliere dunque il materiale necessario ad identificare i progetti più rilevanti e, successivamente, a procedere alla loro analisi si è dimostrato necessario procedere attraverso interviste in profondità con attori qualificati. Sono state così condotte interviste con interlocutori principalmente della Delegazione della Commissione Europea in Albania, del Ministero dell'Integrazione albanese e della Cooperazione Austriaca. Attraverso queste interviste, ai dati relativi al contesto ed al programma si sono quindi aggiunte informazioni specifiche relative a cinque progetti in cui lo strumento del PPP fosse presente almeno in forma embrionale. Le informazioni raccolte sono state strutturate in modo da procedere ad un'analisi qualitativa e ad un incrocio dei dati attraverso lo sviluppo di una SWOT analisi dei suddetti cinque progetti finanziati da IPA I CBC Albania - Macedonia al fine di presentare i risultati di tale analisi attraverso un processo di interpretazione dei dati. Prima di iniziare la SWOT analisi, il capitolo presenta anche il programma annuale per i fondi 2009 della Direzione Generale Allargamento dell'Unione Europea che specifica anche gli obiettivi della CBC tra i due paesi presi in esame che consistono essenzialmente nella promozione dell'economia transfrontaliera e dello sviluppo sociale e ambientale. Il quinto capitolo, così come sopra detto, analizza quindi attraverso una SWOT analisi, cinque progetti finanziati dall'UE all'interno del programma IPA I CBC Albania - Macedonia primo bando. In particolare, in questa tesi, la SWOT analisi, è lo strumento che permette di identificare i punti di forza (S), di debolezza (W), di opportunità (O) e di minacce (T) che caratterizzano i progetti che verranno analizzati in relazione al PPP. In altre parole quali sono i punti forza/risorse interne ai progetti che possono favorire lo sviluppo di tale partenariato e quali le loro limitazioni/punti di debolezza che lo possono ostacolare, così come le opportunità/fattori positivi esterni al progetto che possono, del caso, essere sviluppati per superare i punti di debolezza individuati e quali le minacce/fattori negativi esterni che derivano dal contesto locale e che impediscono lo sviluppo del PPP nell'area di interesse. Basandosi sulle informazioni ottenute non essendoci progetti in cui i candidati sono formati da un PPP, anche se da un'analisi delle linee guida del bando ('Call for Proposal') relative al Programma IPA I CBC Albania - Macedonia primo bando, è stato rilevato che non vi è un riferimento esplicito a questi, è stato scelto di fare uno screening dei progetti verificando quelli che nel loro interno presentavano almeno come beneficiari diretti e/o indiretti il settore privato. Così come sopra illustrato, tra i paesi confinanti l'Albania è stata scelta la Macedonia a titolo esemplificativo. Tra i 15 progetti presi in considerazione, i 5 progetti selezionati sono: 1. 'Cross-border shared integrated alternative tourism' (Turismo transfrontaliero alternativo integrato e condiviso), 2. 'Business without borders' (Impresa senza confini), 3. 'Cross-border Civil Society Forum' (Forum transfrontaliero della società civile), 4. 'Promoting business women enterprises in the cross border area' (Promozione dell'impresa femminile nell'area transfrontaliera), 5. 'Borders without boundaries' (Confini senza limiti). Queste le dimensioni scelte e di volta in volta da verificare per ogni progetto selezionato: • relativamente al contesto interno, al fine di identificare i punti di forza e di debolezza, sono obiettivi, attori e beneficiari, • relativamente al contesto esterno, al fine di identificare le opportunità e le minacce, sono attori, beneficiari e risultati attesi. Dopo la SWOT analisi, il capitolo da ultimo presenta i risultati chiave della tesi proponendo le strategie che potrebbero migliorare la cooperazione transfrontaliera attraverso l'uso del PPP. Le considerazioni conclusive della tesi riprenderanno tali strategie ripercorrendo inoltre i punti principali del lavoro svolto. Per rispondere alla domanda che sottende questa tesi, le strategie identificate come approcci alternativi che si possono applicare al fine di consentire ai programmi/progetti di cooperazione transfrontaliera di essere sviluppati in misura maggiore e in maniera più sostenibile, efficace ed efficiente utilizzando lo strumento del PPP e senza usare necessariamente ulteriori strumenti finanziari europei sono quelle cosiddette del 'rafforzamento' e del 'superamento'. In particolare, per rafforzare gli aspetti e i fattori positivi nell'area transfrontaliera e per mitigare e/o dissipare quelli negativi emersi dall'analisi effettuata, le azioni raccomandate sia al settore pubblico, sia al settore privato, possono essere così riassunte: • organizzare congiuntamente degli incontri regolari nei quali i diversi attori possano conoscersi meglio reciprocamente così come scambiare informazioni e migliori pratiche relativamente ai paesi vicini in modo che la discussione possa vertere man mano sul potenziale sviluppo in particolare dell'economia attraverso l'impiego di nuovi strumenti come il PPP, iniziando magari da un settore pilota quale il turismo, • organizzare congiuntamente campagne di informazione sul PPP e corsi di formazione che potrebbero servire al superamento della comune mancanza di capacità di istituire efficienti PPP, • organizzare per i numerosi attori presenti sul territorio dei corsi o eventi finalizzati ad informare sui processi di revisione normativa utile a facilitare e rafforzare la cooperazione tra i diversi attori, la capacità di fare impresa e creare PPP, • rafforzare congiuntamente le reti esistenti e crearne delle nuove attraverso continui incontri capaci di mettere assieme i diversi attori aventi l'obiettivo di superare gli ostacoli/minacce e consideranti il rafforzamento delle relazioni un valore aggiunto atto a migliorare anche la capacità di reperire i fondi necessari. Le azioni invece che si raccomandano solo al settore pubblico sono: • (specialmente a livello locale) gli attori istituzionali quali le municipalità potrebbero organizzare delle riunioni invitando il settore privato, tradizionale e non, al fine di facilitare la comunicazione tra i partecipanti introducendo al contempo il PPP e facilitando l'istituzione di partenariati, • le autorità istituzionali dovrebbero cambiare la loro ottica trasformando le loro politiche nazionali, a partire da quelle transfrontaliere relative ai paesi confinanti, in modo da promuovere il PPP quale strumento di sviluppo agevolandone l'istituzione attraverso le modifiche del quadro normativo laddove necessarie, • realizzare delle politiche aventi l'obiettivo di facilitare gli investimenti diversificando i settori degli stessi e organizzando al contempo dei corsi di formazione professionale per dare l'opportunità alla popolazione in età attiva di diversificare le loro conoscenze e capacità. ; XXIV Ciclo ; 1970
When looking at the literature surrounding the Iran Hostage Crisis, many scholars focus solely on the events that occurred in Iran leading up to the embassy being taken. This focus tends to paint Iranians as the "bad guys" in all situations. However, there was a large population of Iranian students in the US at the time, and these students had a completely different experience than those often remembered from the nightly news. Few scholars have set out to demonstrate the lives of those Iranian students, but those who have often describe the controversy that surrounded them. Scholars recognize how Iranian students in the US faced discrimination and how the US government was looking to deport them. These scholars tend to look at the lives of students who had it the worst, assuming all Iranian students' lives were atrocious in the US. They do not take into account those who were still welcomed at their universities throughout the crisis, as students disregarded diplomatic tensions and looked at the humans they spent their days with instead. By looking at more universities and more student experiences, a broader picture can be understood about the lives of Iranian students in the US during the crisis. ; Winner of the 2020 Friends of the Kreitzberg Library Award for Outstanding Research in the University Archives category. ; A Diplomatic Fiasco: How Iranian Students in the US were Affected Throughout the Iran Hostage Crisis Faith Privett Professor Boonshoft HI 249 Historical Methods 0800 5 December 2019 3979 Words 2 Not long after Ronald Reagan's inauguration as President of the United States on January 20th, 1981, former President Jimmy Carter was meeting the hostages he tried so desperately to release for 444 days. One of the bleakest moments of United States foreign policy history is the Iranian Hostage Crisis, which lasted from November 4th, 1979 to Reagan's inauguration day. In total, 66 people were taken hostage initially, but 52 were held for the full 444 days. America and the rest of the world watched as the days in captivity kept getting longer and longer, and their hopes conversely dropped. However, those accounts rarely showed the perspectives of the thousands of Iranian students in the US who suffered discrimination, harassment, and questioning throughout the crisis. They were seen as the enemy in a country that is supposed to be the "Land of the Free" and the "Great American Melting Pot." Nevertheless, this was not the case for all students; some were accepted with open arms throughout the crisis, as all so desperately sought world peace. Some students who did not necessarily feel the general American abhorrence were those who attended Norwich University, a private military college in central Vermont. Even though the rest of the country had conflicting views towards Iranian students in the US during the late 1970s, the Iranian Imperial Navy students at Norwich University were welcomed and well respected because of the well-developed program, the shared military experience and respect for authority, and the outward-looking ideals taught by the university, despite the tensions between the US and Iranian governments at the time. When looking at the literature surrounding the Iran Hostage Crisis, many scholars focus solely on the events that occurred in Iran leading up to the embassy being taken. This focus tends to paint Iranians as the "bad guys" in all situations.1 However, there was a large population of Iranian students in the US at the time, and these students had a completely different experience 1 Scott, "Bound for Glory." 3 than those often remembered from the nightly news. Few scholars have set out to demonstrate the lives of those Iranian students, but those who have often describe the controversy that surrounded them.2 Scholars recognize how Iranian students in the US faced discrimination and how the US government was looking to deport them. These scholars tend to look at the lives of students who had it the worst, assuming all Iranian students' lives were atrocious in the US.3 They do not take into account those who were still welcomed at their universities throughout the crisis, as students disregarded diplomatic tensions and looked at the humans they spent their days with instead. By looking at more universities and more student experiences, a broader picture can be understood about the lives of Iranian students in the US during the crisis. The US and Iran have a tumultuous diplomatic relationship that continues to this day, or better put does not continue to this day. The US had an interest in Iran during World War II and later into the start of the Cold War due to the fear of communism spreading and the fact that Iran had copious amounts of oil. In 1953, this came to a head when the leader of Iran, Mohammed Mossadegh, showed some "communist" tendencies that did not support US and British interests. The two countries staged a coup that removed Mossadegh and placed the previous ruler, Muhammed Reza Shah, back into power. This jumpstarted US involvement in Iran through diplomatic means that continued until the overthrow of the Shah in 1979. According to research by Dr. David Patrick Houghton, this involvement consequently may have led to the interest of the revolutionaries to take the hostages in 1979, as they saw the US as a threat to their sovereignty once again.4 2 Shannon, "American-Iranian Alliances." 3 Teague, "Hostages of the Crisis." 4 Houghton, US Foreign Policy and the Iran Hostage Crisis, 58-59. 4 Iranians may also have related the actions of the Shah to US involvement because the US supported him despite his authoritarian tendencies. Dr. Matthew Shannon notes the injustices that took place under the Shah in numerous works. When the Shah came into power, he instilled policies that led to "rapid socioeconomic modernization," but the process in which he did it brings about questions of civil rights and democracy.5 The modernization process that took place in Iran, known as the White Revolution, made the country incredibly western by allowing capitalist practices in land and factory holdings and giving women the right to vote, among other things.6 However, the vote that supposedly put these acts into power was not necessarily ratified by the legislative body of Iran at the time, although the Shah made it look as such.7 By taking away democratic practices such as these, the Shah furthered his cause of becoming an authoritarian ruler without opposition. Along with taking away democratic practices, the Shah also limited expression in Iran, especially for those that may have come out against his reign. Much of this was enforced by SAVAK, or the National Intelligence and Security Organization, who was known for repressing any anti-government sentiments, especially anti-Shah sentiments. Starting in the 1950s, SAVAK was trained in the US by government officials, and their only oversight and command came from the Shah, meaning they did whatever they were told to do by him directly.8 News came out in the 1970s that SAVAK was using torture to suppress anti-government acts within Iran. Military tribunals, which were open to the public for a time, were moved behind closed doors for over a year by the Shah after a defendant showed scars during a tribunal they had obtained from torture by SAVAK.9 These human rights abuses and the fact that 5 Shannon, "American-Iranian Alliances," 662. 6 Shannon, "American-Iranian Alliances," 675. 7 Shannon, Losing Hearts and Minds, 63. 8 Shannon, Losing Hearts and Minds, 25-27. 9 Shannon, "American-Iranian Alliances," 681. 5 SAVAK could be anywhere instilled fear in the hearts of Iranians both at home and abroad, which helped the Shah uphold his authoritarian regime. Besides support for the Shah by the US, Shannon also focuses on how US involvement in Iran from 1953 to 1979 focused highly on education, as many of those who worked in the Iranian government in the early days of the Shah were educated at American universities. The exchange rate of students from Iran to the US to study in college was greater than any other country at the time, with over 50,000 Iranian students enrolled in US universities in the 1979-1980 school year, and in the years following, post-secondary education in Iran was oftentimes structured after American universities.10 The cooperation between the US and Iran regarding education before the Shah's removal helped to modernize the country, which was seen differently by each party involved. Luckily for historians, many of the documents from the era are still preserved in university archives, including those at Norwich University, where upwards of 134 Iranian students were attending in the spring of 1979.11 Numerous student newspaper articles, administrative files, and oral histories tell the stories of Iranian students at Norwich from 1976 to 1980. The President Loring Hart files describe the administrative set up of the program, which was modeled after the program at the Virginia Military Institute (VMI), where Iranian students had been attending for a few years before the program starting at Norwich. Deputy Commander LTC Paul Lafond went down to VMI to review their program in early May 1976, and he detailed a report that helped to eventually flesh out Norwich's Iranian student program. Some of the recommendations Lafond had were that Iranian students should room with American students, not with other Iranian students, because this would help them adapt to American life and learn 10 Hamidreza, "A Follow-Up Study on U.S.-Trained Iranian Faculty Members," 1038-1039. 11 Hart, "The President's Corner," Norwich University Record. 6 English quicker.12 Because of the Corps of Cadets' lifestyle at both VMI and Norwich, other recommendations were made regarding how cadre, or student military leaders, should train the Iranian cadets, as their learning styles were not the same. Lafond recommended that Iranian students respond well to clear orders, but they do not always respond well to negativity or derogatory or vulgar language. They should also be told when something is wrong, as they are oftentimes eager to fix it, but they will not understand if it is not brought to their attention. Lastly, Lafond notes that English proficiency is the biggest issue on campus, and even though the students attended a summer program that focused on English, it was not enough.13 This information was taken into account when designing the Norwich program. The administration designed an eighteen-week summer program that prepared the first fifty Iranian students with classes mainly focused on English, Math, Physical Education, and Naval ROTC, before the start of the school year in August 1976.14 With each year that Iranian students were on campus, more and more were able to attend as they worked out some of the issues with the program, and it became better established. Early on, Iranian students on campus ran across a few issues in their daily lives that highlight some of the changes that Norwich went through from 1976 to 1980 to improve the program. In a Norwich Guidon article published in October 1976, American author Gerard Grimes interviewed "Recruit Mohammad Zerehi from Iran" about what life was like at Norwich and how students could better understand their international counterparts.15 Zerehi noted some of the issues he and his fellow Iranian students were having on campus included English proficiency, adapting to the climate, and the diet. Zerehi asks readers that they do not 12 Lafond to Hart, 7 May 1976. 13 Lafond to Hart, 7 May 1976. 14 "Iranian Students Come to Norwich" Norwich Guidon. 15 Grimes, "Iranian Students at Norwich" Norwich Guidon. 7 discriminate against the Iranian students on the issue of pork, which many chose not to eat, because it is a religious practice.16 Other accounts by Iranian students recognize the issue with pork as well, but that over time, both the students and the school were able to resolve these problems and continue growing.17 Because this was written so early on in the program, it is noticeable that eventually, American and Iranian students got used to each other's practices, which led to their friendship and respect for one another throughout the years. Vital to the descriptions of life at Norwich from 1976-1980 are the oral histories of Iranian cadets Arsalan Namdar and Benjamin Heydary. Both men described what training was like, how they got along with their classmates, struggles they had, and how they eventually had to leave. Namdar described Rook Week as a "Piece of cake" because they had already been through years of more intense training in the Iranian Imperial Navy (IIN).18 Namdar also noted the Iranians "goofed off" at the beginning of training, much to the chagrin of their American classmates. This behavior transitioned once tasks started getting more intense. Another issue they ran into was the fact that their cadre were often younger and more inexperienced than they were, which created difficulties when they would get yelled at and disciplined.19 Heydary described similar feelings towards younger authority figures, but that he often kept his head down and dealt with it due to his humble upbringing.20 Another issue that arose earlier in the Iranian student's time at Norwich was that they often had more money than their American classmates because they were still getting paid their full salaries while attending school. This created a bit of strife between students, as the Iranians were not afraid to spend their money on cars and stereos.21 16 Grimes, "Iranian Students at Norwich" Norwich Guidon. 17 Namdar, interview by Yahm, April 2, 2015, transcript. 18 Namdar, interview by Yahm, April 2, 2015, transcript. 19 Namdar, interview by Yahm, April 2, 2015, transcript. 20 Heydary, interview by Yahm, March 10, 2015, transcript. 21 Namdar, interview by Yahm, April 2, 2015, transcript. 8 Dr. Matthew Shannon also describes the Norwich Iranian Cadets in his book Losing Hearts and Minds. Without saying much, he recognizes that Norwich had one of the largest programs in the US training Iranian Naval officers and that it trained women as well, which was new in the era and especially in the Middle East. He also describes some of the programs at Maine Maritime Academy, The Citadel, the Virginia Military Institute, and the United States Naval Academy. In general, these programs were similar because they were building off of each other's programs; Iranian students studied engineering and business most often while receiving Naval ROTC training and improving their English.22 He finds that Iran sent their naval officers to US military schools because they wanted a standard education, which was difficult when they sent their cadets to numerous other countries to train as Iran did not have an officer training facility at the time. Also, Shannon notes that the US had an interest in training Iranian cadets because of the protection of oil assets in the Middle East.23 The Nixon Doctrine, which was President Nixon's plan to support conflicts in the Pacific through management and materials but not manpower, was also being upheld through the act of training and providing military aid.24 Iranian students throughout the rest of the country were not as lucky as those at Norwich, as protests against them often occurred on college campuses. Will Teague described some of the protests held on college campuses in the South throughout the entire hostage crisis, but mainly in 1979 as the news was fresh in the minds of Americans. Teague documents protests at Lamar University in Beaumont, Texas, the University of Tulsa, the University of North Carolina at Chapel Hill, the University of Arkansas at Fayetteville, and the University of Arkansas at Little Rock. These protests included gatherings of hundreds of students marching against Iranians, 22 Shannon, Losing Hearts and Minds, 105. 23 Shannon, Losing Hearts and Minds, 103. 24 Gannon. "25 July 1969: The Nixon Doctrine." https://www.nixonfoundation.org/2008/07/25-july-1969-the-nixon-doctrine/ [accessed 20 Nov 2019]. 9 burnings of flags and images of Ayatollah Khomeini, and derogatory and threatening signs all directed towards the Iranian students that were on these campuses.25 Newspapers were also an outlet for protest, as correspondence and letters to the editor called Iranian students, "savages, barbarians, bandits, and terrorists."26 However, Teague also notes that Iranian students were writing to newspapers as well, trying to show their side of the issue. Overall, they described their confusion about the event, just as much as American students were confused, but they wanted their fellow students to know the Shah was not whom they thought he was, and because they were not the ones who experienced his reign, they should not be quick to let him into the US.27 Besides the protests against Iranians on college campuses, Iranian students in the US themselves were protesting, for other reasons. The Iranian Student Association in the United States (ISAUS) was a student led-group with chapters around the country that organized protests and lobbied against the Shah's actions. Because they were in the US, they were able to use their freedom of speech rights to express their beliefs, where if they were in Iran, they most likely would not have been able to express their opinions for fear of getting imprisoned. Early on in the history of the ISAUS, their goals were to advocate for more democratic practices in Iran, including freedom of expression. They lobbied the Kennedy administration, specifically Robert Kennedy, to try and influence US foreign policy towards Iran and the Shah's regime.28 After news of SAVAK's torture started coming to the US from new students arriving, the ISAUS switched their tactics and started advocating for bringing to light the crimes against humanity that the Shah and SAVAK were committing. The ISAUS issued "On the Violation of Human Rights in Iran," which outlined the abuses under the Shah and called for the US to stop 25 Teague, "Hostages of the Crisis," 115-116. 26 Teague, "Hostages of the Crisis," 120. 27 Teague, "Hostages of the Crisis," 116-118. 28 Shannon, "American-Iranian Alliances," 672-674. 10 supporting him. They were able to get attention in newspapers around the world, but the US continued to support the Shah due to their prior commitments.29 Protests against the Shah continued throughout the US the entire time he was in power. However, both Namdar and Heydary describe what set Norwich Iranian cadets apart from the rest of the Iranian students in the US at the time. Namdar states, "In later years…Americans and Iranians really became friends based on the values…."30 He goes on to say, "I think Norwich taught me a lot in terms of quality and integrity…experiencing life, and trying hard, and just trying to work with others and be friendly."31 At first, things were difficult for the students because of the language barrier and the fact that the Iranian and American cultures were so different. As Namdar recognizes, through time, both the American and the Iranian cadets learned more about one another and grew to respect the fact that they were different, which improved how they worked together. One can hypothesize that this might have something to do with the military training that all students received at Norwich. The military encourages the fact that soldiers need to work together to produce the best outcome in the field, despite their differences at home, which allowed the Iranian and American cadets to look past their many differences and unite on common ground. President Loring Hart described the impact that the Iranian students had on the American students at Norwich as, "They have brought to all of us broader horizons, and a new awareness…. They have provided a current which has flowed through our campus and our town…, reminding us that our college and our community is indeed a part of the greater scene beyond us."32 This statement describes the worldly perspective that Iranian students brought to the school and how it made Norwich students more aware of others who were not like 29 Shannon, "American-Iranian Alliances," 682-684. 30 Namdar, interview by Yahm, April 2, 2015, transcript. 31 Namdar, interview by Yahm, April 2, 2015, transcript. 32 "The Rest of the Story," Norwich University Record. 11 themselves. Like Heydary states, there were instances of discrimination or derogatory slang terms used against the Iranian students at the beginning of their time at Norwich, but once students got to know each other and the barriers were broken down, they were able to become friends despite their differences.33 After all of the unrest occurring in Iran at the time, 1979 was the icing on top of the cake. The Shah left Iran in early 1979, and Ayatollah Ruhollah Khomeini, a popular religious leader who was incredibly anti-Shah and anti-American and who became an icon for revolutionary voices within Iran while in exile, took power shortly after.34 The entire country was calling for the Shah's return so he could face charges in front of the people he oppressed for so many years. Instead, the Shah sought cancer treatment in the US, which is what most people think caused the hostage situation to occur. A substantial diplomatic issue arose as President Carter considered allowing the Shah into the US, which many Iranians thought was the US harboring their criminal and preventing them from exerting their sovereignty. When the Shah was admitted into the US, the unrest came to a peak, and protesters outside the US embassy in Tehran, Iran, many of which were US-educated students, stormed the embassy and took 66 Americans inside hostage, 52 of which they held for the entirety of the crisis. With so many people protesting the Shah both in the US and Iran, there is much to say about how the media spun the story to make all Iranian's the bad guys in the situation when they faced discrimination in the US themselves. Professor Catherine Scott explained the "captivity narrative" that was portraited throughout the crisis by the media and the government, which convinced the American citizens to hate Iran more than they ever had before. A captivity narrative is best described when a story is portraited in such a way that the victims' actions 33 Heydary, interview by Yahm, March 10, 2015, transcript. 34 Shannon, Losing Hearts and Minds, 70. 12 against the captors are justified because of the actions that were committed against them.35 What she is saying is that the Americans knew they were the victims during the hostage crisis, and they played into it, but they were not willing to take into account the atrocities that they themselves committed beforehand. Retaliation, by any means, was not only justified but also necessary to protect the American people. This only increased the abhorrent treatment by Americans against Iranians because it was for the public good, even if the public included over one hundred thousand Iranians. The fact that the media portraited the US as victims, and the federal government was retaliating against Iranians just made it more acceptable for the everyday Americans to lash out against their Iranian counterparts. Because of the backlash against Iranians by the US public, there was also government backlash as well. President Carter issued Section 214.5, which called for the investigation into Iranian students in the US to ensure that they were abiding by their visas. If they were not, they were to be deported. This turned into somewhat of a witch hunt as Iranian students could be investigated and deported at any point. According to Tinsley Yarbrough, the deportations were supposed to reduce the number of protests in the US against Iranians so they would not get in the way of hostage negotiations.36 However, many people outside of the government sector questioned the constitutionality of the act, including members of the ISAUS, who brought a case forward against Section 214.5 in late 1979. The original ruling on the case by DC District Court Judge Joyce Green was that the students were correct, and the order was unconstitutional due to discrimination.37 The Appeals Court overruled Judge Green's decision because Section 214.5 had to due with foreign affairs, and under the Constitution, the judiciary could not shoot down 35 Scott, "Bound for Glory," 180. 36 Yarbrough, "Federal Alienage Doctrine," 248. 37 Teague, "Hostages of the Crisis," 124-125. 13 any law regarding the handling of foreign affairs by the executive.38 This allowed the deportations to continue without question, and arguably set a precedent that is followed today. While the rest of the country was dealing with Section 214.5, Iranian students at Norwich encountered a different dilemma. Because they were members of the Iranian military, they had different travel visas than Iranian students at other universities around the US. On April 9th, 1980, President Carter issued a deportation order that all, "non-diplomatic and consular officials and employees of Iran in the US leave no later than Friday April 11th."39 This made it clear that the Iranian cadets at Norwich had to leave for good because their visas made them fall under this category. A newspaper article from the Iranian students' departure day describes the fact that President Loring Hart and the administration contacted as many agencies as possible, trying to allow the cadets to remain at school to finish the year, but there were no loopholes they could use as students at the Citadel and VMI also had to leave. The article then goes on to describe the last few days of the Iranian students on campus, their rush to pack and sell their belongings, and the "emotional farewell" that awaited them on April 11th.40 Cadet Kazem Yahyapour stated in an interview on the day he was forced to leave that he wished he could kiss everyone goodbye, and that, "friendships…made at Norwich will never be forgotten."41 The article also says that Cadet Yahyapour hugged Cadet Colonel William Elliott in a "symbolic gesture."42 This symbolic gesture represents the experiences Iranian cadets had at Norwich, and how their time was much different from that of their counterparts at other American universities, as Norwich welcomed 38 Yarbrough, "Federal Alienage Doctrine," 252-253. 39 "Fond Farewell to Iranian Students" Norwich Guidon. 40 "Fond Farewell to Iranian Students" Norwich Guidon. 41 "Fond Farewell to Iranian Students" Norwich Guidon. 42 "Fond Farewell to Iranian Students" Norwich Guidon. 14 these students with open arms despite the hard times in their country, when they could have turned against them as so many others in the US did at the time. Overall, the Norwich program tried incredibly hard to welcome the Iranians into the US by basing their training and education off of other programs in the US and using their misgivings to make their program the best they could be. The values of respect, tolerance, friendship, integrity, and hard work made people from different backgrounds, and even different countries, able to work together instead of hate one another when diplomatic ties between the two countries fell apart. This was not the case in the rest of the United States at the time, when tensions ran high among neighbors, and Iranian students were constantly on edge, wondering when the government was going to send them back to their revolution-torn homeland. Today, diplomatic ties still have not been reestablished, and the situation with Iran created a deeply divided society in which blame was able to be placed on anyone at any time based on where they came from, a sight not unseen throughout history before and since then. However, the precedent set by Norwich students during the crisis could be an example to the rest of the world of how people from different backgrounds can learn to work together when their two countries could not seem to get along. 15 Bibliography Primary Sources Arsalan M. Namdar, interview by Sarah Yahm, April 2, 2015, transcript, Norwich Voices Oral History Project, Norwich University Archives, Kreitzberg Library, Northfield, VT. • Arsalan Namdar was an IIN student at Norwich and faced the issue of deportation in April 1980. His oral history was recorded in 2015, and he looks back on his time at Norwich, as well as his experiences in the US in general and back home in Iran. Benjamin Heydary, interview by Sarah Yahm, Northbridge, MA, March 10, 2015, transcript, Norwich Voices Oral History Project, Norwich University Archives, Kreitzberg Library, Northfield, VT. • Heydary's oral history works alongside Namdar's oral history to describe what was going on at Norwich from 1976 to 1980 when they were both IIN cadets at Norwich. Heydary also explains how he got to Norwich and how he actually went back to do his military service under the Ayatollah before coming to the US. "Degree Status of Deported Iranian Students" Norwich University Record, May 1980. • The article describes a meeting with the Board of Trustees to determine the degree status of those Iranian seniors who were deported but who were supposed to graduate in May or in the summer. It states that they can get their degrees eventually once relations with Iran are restored, which to this day have yet to be formally restored. "Fond Farewell to Iranian Students" Norwich Guidon, May 10, 1980. • In an article written in the Guidon following the deportation of the Iranian students, the author describes the scene in the last few days the students were on campus. They note specifically that the Iranians had to leave because of the Executive Order issued by 16 President Carter on April 9th that all, "non-diplomatic and non-consular officials and employees of Iran in the U.S. leave no later than Friday April 11th." They state the overall good relations that everyone had on campus, even though the rest of the country was deeply divided along the lines of their country of origin. Grimes, Gerard. "Iranian Students at Norwich" Norwich Guidon, October 31, 1976. • A Guidon writer, Gerard Grimes, interviewed an Iranian recruit, Mohammad Zerehi, about his experiences and those of his fellow Iranians during their first year at Norwich. It describes the overall good treatment the students received, although this was before tensions rose too much between Iran and the US. Hart, Loring. "The President's Corner" Norwich University Record, March 1979. • The article describes President Loring Hart's views about the IIN students at Norwich at the time. He mentions how there is currently turmoil in the country, and that he wishes for peace. He also notes how many students are at Norwich and that Iranian women are now enrolled. "Iranian Students Come to Norwich" Norwich Guidon, May 6, 1976. • The article describes the beginning of the program at Norwich after the students arrived and some of their expectations overall, including some of the characteristics of the new students. Report from Deputy Commandant LTC Paul Lafond to President Loring Hart, 7 May 1976. Loring Edward Hart Records, Box 12, Norwich University Archives, Kreitzberg Library, Northfield, VT. • The report states the observations that LTC Lafond made when he went to VMI to go over their Iranian exchange program to see what would work best for Norwich. This 17 bases their program off of the VMI program, based on their mistakes and successes, including how the language barrier made a difference. "The Rest of the Story" Norwich University Record, Winter 2012. http://thenorwichrecord.com/the-rest-of-the-story/ [accessed 20 November 2019]. • This is a story from the alumni newspaper was written long after the Iranian students left campus. However, it takes into account the memories of IIN students of their time at Norwich, departure day, and what it was like going back to Iran. It paints a picture of the Iranian students on campus and when they left. Secondary Sources Chaichian, Mohammed A. "The New Phase of Globalization and Brain Drain: Migration of Educated and Skilled Iranians to the United States." International Journal of Social Economics 39, No. 2 (2012): 18-38. • Dr. Chaichian is a professor of sociology at Mount Mercy University. His article recognizes the "brain drain," which is the emigration of educated individuals that is currently occurring from Iran to other western nations, like the US. He states that this is caused not only by a shift in the internal structure of Iran and its acceptance of western-based education but also the international economic opportunities that are available outside of the country. Gannon, Frank. "25 July 1969: The Nixon Doctrine." https://www.nixonfoundation.org/2008/07/25-july-1969-the-nixon-doctrine/ [accessed 20 Nov 2019]. • This article makes note of President Nixon's words regarding the announcements he made about his plans for Asia, which explains what came to be known as the Nixon 18 Doctrine. He wanted to get away from using manpower and focus more on management and support for countries attempting to fight oppressive or communist regimes than by providing troops. Hamidreza, Arasteh. "A Follow-Up Study on U.S.-Trained Iranian Faculty Members: Satisfactions and Dissatisfactions." College Student Journal 43, No. 4 (Dec 2009): 1037- 1045. • Dr. Hamidreza is a professor of education and psychology at a university in Tehran, Iran, and his study is based on US-educated college faculty in Tehran, giving him access to the information. He notes some of the problems that US-educated faculty have because of the openness of American education and the structured, hierarchal nature of Iranian that do not always agree with each other. However, Iranian higher education is still based on the American system of higher education. Houghton, David Patrick. US Foreign Policy and the Iran Hostage Crisis. New York: Cambridge University Press, 2001. • Dr. Houghton is a professor of National Security Affairs at the US Naval War College and is an expert on US foreign policy. This book goes into depth about the actions taken both in Iran and the US to solve the Iranian Hostage Crisis, while also going into depth about the causes of the crisis from both perspectives. He analyzes how each group, Americans and Iranians, looked at the historical background of the situation and drew upon different events to support their reasoning for their actions during the crisis. The argument is that it was their own experiences that validated their analogies and their actions. The issue of foreign policy is brought up as there was no precedent for this, so 19 they analyze the information that was used as the basis of American and Iranian decisions. Kessel, John H. "The Structures of the Carter White House." American Journal of Political Science 27, No. 3 (Aug 1983): 431-463. • This article is from 1983 and was written shortly after President Carter left office. Professor Kessel was a distinguished scholar at Ohio State, and he interviewed the members of the Carter administration upon their phasing out, getting information straight from the source. He sets up what the Carter administration did, how it changed over time, and how the goals and interests of the President are carried out through his staff. It never uses the words "Iran Hostage Crisis" at all. Mobasher, Mohsen. "Cultural Trauma and Ethnic Identity Formation Among Iranian Immigrants in the United States." American Behavioral Scientist 50, No. 1 (Sept 2006): 100-117. • Dr. Mobasher is a professor of anthropology at the University of Houston. This article recognizes the shift in pride within Iranian immigrants to the United States during and after the crisis, and how it has affected them to this day. Because of their status as both Iranians and as Muslims, American society automatically looks down on them and makes assumptions, which puts them in a position to suppress their heritage and culture. Scott, Catherine V. "Bound for Glory: The Hostage Crisis as Captivity Narrative in Iran." International Studies Quarterly 44, No. 1 (Mar 2000): 177-188. • Scott is a professor of political science at Agnes Scott College. In her article she describes the use of the media to influence the stories coming out of crises, such as the Iran Hostage Crisis, that made America rally behind the hostages and the President as the 20 victims who were fighting brutal and vicious Islamic captors, changing the narrative for years to come. Shannon, Matthew K. "American-Iranian Alliances: International Education, Modernization, and Human Rights During the Pahlavi Era." Diplomatic History 39, No. 4 (Sept 2015): 661- 688. • Professor Shannon is educated at UNC and Temple and teaches history at Emory and Henry College. He also authored Losing Hearts and Minds about Iranian relations. Shannon tells the story of American-Iranian relations that began and ended with the shah. Iranian students in the US tried multiple times to get the US to dump the shah because of his authoritarian tendencies and campaign against human rights, although the US's international policy regarding them eventually failed. Shannon, Matthew K. Losing Hearts and Minds: American Iranian Relations and International Education During the Cold War. Ithaca: Cornell University Press, 2017. • By describing the events of the Iran Hostage Crisis and those that lead up to it, Shannon focuses on the importance of education throughout. He recognizes how the Iranian students that came to the US and went back helped to support the White Revolution and how all Iranian students, in turn, became voices for their country outside of its borders because they could not within. The main argument is that it was the students who inevitably brought about the Iranian Revolution and the actions that came with it due to their activeness in government, including how they used their American educations to further their causes and cause the destruction of US-Iranian relations. 21 • The book actually mentions the military programs at the SMCs that were in place and how they inevitably influenced the educational training aspect of both country's diplomacy towards one another. Teague, Will. "Hostages of the Crisis: Iranian Students in Arkansas, 1979-1981." The Arkansas Historical Quarterly 77, No. 2 (Summer 2018): 113-130. • When writing this journal article, Teague was a doctoral student of history at the University of Arkansas Fayetteville, so he had the access and resources to make a clear argument for examples within the state of Arkansas and its experience with Iranian students. He also uses sources from other universities, mostly throughout the South, which painted a picture of what protests were like and how often they occurred on college campuses with Iranian students. This can be used to compare Norwich to the rest of the country. He also adds some of the challenges that came up with deportation, and how America was trying to decide whether or not it was legal, which can be related to past events like Executive Order 9066 and even today with President Trump's Muslim ban. Yarbrough, Tinsley E. "Federal Alienage Doctrine and the Iranian Student Litigation." Human Rights Quarterly 4, No. 2 (Spring 1982): 243-260. • Tinsley Yarbrough is an expert on the mid-20th century US Supreme Court and has published numerous books and articles on the topic. By relating the Iranian student litigation in 1979 to numerous cases and rulings throughout the 20th century regarding immigration issues, he establishes a precedent for the decisions made that can be brought into question in the modern-day by explaining the arguments of the case against Section 214.5.
Transcript of an oral history interview with Leonard "Nate" Palmer, conducted by Jennifer Payne at Norwich University in Northfield, Vermont, on 13 September 2013, as part of the Norwich Voices oral history project of the Sullivan Museum and History Center. Nate Palmer graduated from Norwich University in 1963, served in the U.S. Army, and eventually bought into his family's business, John Palmer Moving & Storage, Inc. The bulk of his interview focuses on his experiences as a student at Norwich University and his service in the Army. ; Nate L. Palmer Oral History Interview Interview Date: 09/13/2013 Interview Location: Sullivan Museum & History Center, Norwich University Interviewed by Jennifer K. Payne Transcribed by Thomas H. King III JENNIFER PAYNE: This is Jennifer Payne. Today's date is Friday the 13th of September 2013. I'm at Sullivan Museum and History Center at Norwich University and I'm interviewing Nate Palmer. Nate. NATE PLAMER:: Hi Jennifer, my name is Lenard Nathan Palmer. I was born in Concord Massachusetts in 1941 that puts me a 71 years old, almost 72. I went to Norwich from '59 to '63, graduated in '63 and everybody called me Nate or my real close friends called me pig and that came, that name came because you could see all the meals we had looking at my shirt (Laughing). So that's, my roommates called me pig (laughing). I came to Norwich because I applied to two colleges and UMass at Amherst and Norwich and I'd gone to UMass Amherst for a football camp when I was a junior. I just thought it was too big. I'd never been to Norwich but some of my guys in high school come to Norwich, so I says well I'll go up there. So I'd never been here and came up here (Laughing). My major was, I started as, signed up for business when I came, because my math was, I was a terrible student in high school but then my junior and senior year, in the summer I worked at a construction job and that was the hardest thing I ever did. I was what, 16 and 17 and I was working alongside union laborers and they expected me to do the exact same thing that they did and I had all the worst jobs, sweeping streets, everything. So it was an engineering job so I said, well I'll change my major and be an engineer. So I was a civil engineer when I was, when I came here. Not very good, but I made it. I think my biggest accomplishment here was I graduated in four years. I thought that was, for all the trouble I had been up here, graduating in four years was just great. My roommates, freshman year I had Ed Parady, he's from Glens Falls, New York. Still stay in touch with him. Sophomore year I had Paul Mouris and Joe Valente, there were three of us in a corner room. Junior year I had Jack O'Neil, Jack and I still just great friends, we got in more trouble and then senior year I finally grew up and I had John, Larry Dunn. Larry's a doctor now and I think Larry was probably one of the reasons I didn't get kicked out, out of school when they had the panty raid because I had learned my lesson (Laughs). Let me see, we had no fraternities. I think ours was either the fir-, I think ours was the first year that we came and we had no fraternities. So we had class clubs and I think the class clubs was the best thing that ever happened to our class because, I think the fraternities, the classes went in different directions. You had all your friends, freshman, sophomores, juniors, and seniors and so you became friends with your fraternity brothers. We couldn't talk to the seniors, we couldn't talk to upperclassmen. So we'd go down to the class club and all our fr-, ya know, freshmen were all there together. So we knew each other and we stuck pretty close together and it was sort of like being in the Marine Corps when you're, ya know a recruit and you sort of stick together because you got those other guys always after ya. Is this ok? JENNIFER PAYNE: Yeah, this, you're fine. NATE PLAMER: I played football, was the only sport I played. I played junior and senior year. I'd played football since I'd been 12 years old. 10 or 12. JENNIFER PAYNE: Wow NATE PLAMER: And but when I came to college I thought that I had to study and, ya know football was just too hard to, ya know try to do that. But I sat in the stands my freshman and sophomore year almost killed me. I, first time I'd ever watched a football game. Ya know I'd always been down in the, ya know playing in or sitting on the bench, and it almost killed me. So I went out for football spring my sophomore year and I really enjoyed it. I had a lot of fun playing, I liked to play, I like to play football. JENNIFER PAYNE: What position? NATE PLAMER: I was a halfback, a defensive halfback, and ya know. Lock my friend, good friend Lock would be the defensive halfbacks and sometimes would be on offense. We had some good running backs. I was, I'm slow, so I wasn't ya know that fast but I could play defense. So, but we had a great time. I did earn a letter. I played enough junior and senior year to get a letter, which I was happy with. Other activities? I didn't do, I don't think I did any other activities at Norwich. I got in trouble is what I did that was the other activities I was… JENNIFER PAYNE: What did you get in trouble for? NATE PLAMER Stupid, stupid things. Freshman year we came back, we had Christmas. We were throwing firecrackers out the third floor of Alumni Hall. So they came up and we'd thr-, we'd turn the lights off, throw the firecracker out and about 8 or 9 o'clock everybody's coming back. A upperclassman saw the firecrackers coming out, came up and I got 30 days CMC. Sophomore year, pretty much the same thing except we were throwing whiskey bottles out. JENNIFER PAYNE: Empty? NATE PLAMER: Yeah, we weren't throwing full ones out, they were empty when we threw them out! So I got 60 days for that. So I have that's 30 days my freshman year, 60 days my sophomore year. Junior year, I don't know what we were doing but I got 90 days CMC for creating a disturbance on the upper parade ground, I don't know what we were doing. So for three years in a row, the spring I was in my room and so my fourth year when we had the raid on Vermont College I was up there but I stood in the middle of the quad and didn't go into any of the rooms. Let me see, Colonel, I think it was Ferguson, grabbed me two or three times up there, ya know, but when I had to go in front of the board they called us all in, everybody they called in, wanted to know what we did, and so. They asked, "Were you up there?" I said yes sir. "Were you in the dorms?" No sir I was not. "Now you sure?" I'm sure, I stood in the middle of that quad. And it was fine, so I didn't get CMC, I didn't get any tours for that. But I'd finally grown up and realized and another problem was when I was a junior they put out a, ya know they put out general orders out and special orders all the time. They put out a general order that on your second CMC you'd be automatically expelled for 6 months or a year. I had already been on three times when the letter came out. So I don't know whether that got my attention but I decided that I'd better grow up (Laughing). I mean I came here I was 17 years old so I was ya know young and stupid. Let me see, what did you do to relax? Drink beer I guess. JENNIFER PAYNE: At, in the dorms or did you go out. NATE PLAMER: On occasion we would. Ya know, I mean. Jack and I junior year, now this is the 90 day CMC. I think we probably got it in the spring, because I think I only ended up doing 30, ya know because the school year ran out and they didn't carry the CMC's over, thank god. So Jack and I in, they had graduation ya know. I think graduation might have been Sunday and we're in, Saturday night we're in the CMC, you have to sign out on your door and we had somebody go out. We were going to go home the next day and we sent one of our friends out to get a case of beer a piece to go home with. So we're sitting in our room and we got thirsty and we figured nobody's going to come up so we got the cases of beer and we started to drink. And we had the record player blasting. I was What I Said by Ray Charles or somebody. So Jack has to go to the bathroom so he goes out, locks the door and it was Pete Smith, who was also on CMC in there. He was from down the hall. Jack locks the door, we got the record player so loud that when Jack is back he's banging at the door and he says "Nate the sarge and I are out here." Well we couldn't hear that. All we did was hear the door and all of a sudden I opened the door, I got a beer in one hand, open the door in the other and there is Sergeant Iovany. Regular army sergeant coming around checking on the CMCs to make sure they were in their room. And then I, how about a beer Sarge, cause I knew I was going to get kicked out of school, I knew it. We, the beer, we had a standard waste basket, ya know. It was so full the beers, the cans were all over the floor. So he came in and sat with us for about a half an hour talking and we didn't know what he was doing. So he gets up to leave he says "Hey boys you better clean this mess up" and that was it. And I'm telling you we were never so, well I don't know scared, but I knew, we knew we were going to be kicked out of school. So I guess that's, we did do a little drinking. Not very much, but now that's on CMC (Laughing). Not very smart thing to do (Laughing). JENNIFER PAYNE: Well you were thirsty. NATE PLAMER: Huh? JENNIFER PAYNE: You were thirsty. NATE PLAMER: Well we were bored. Ya know everybody's out having a good time. The guys are coming in, they got their girlfriends, ya know downstairs and this and that. And we're sitting in the room, marking times. Like being in prison, ya know. So we knew we had the beer in the car outside, so I don't know whether we went out or somebody brought it in to us but it was, Jack and I never forgot that. JENNIFER PAYNE: What time of year was it? NATE PLAMER: That was June 6th the moment we graduated, we were going home the next day, they were graduation weekend (Laughs). JENNIFER PAYNE: Summer (Laughs). NATE PLAMER: Let me see, where did we go for entertainment? I think the entertainment was, for my crowd was getting dates with the girls and so in the spring and the fall we would go to Vermont College and, ya know get those girls and we'd go, usually we'd go up to the airport. You could go sit at the airport and watch the plans come in and we'd drink up there or we'd go to, in the spring you'd go out in a farmer's field and you'd shovel it off so that you get the snow off it early spring so that it would dry out so you'd go put your blankets out there. So then in the winter, we'd go down to Green Mountain and especially when you were younger because you could drink in New York when you were 18. So we would drive down to Green Mountain, we would get dates and then we'd drive over to Branardo's or the Hampton Manor and they had a band over there, we'd dance all night. We had just the best time then we'd bring the girls back and then would drive home and that, we have more stories of coming home, who would drive, who's car, how many people you had in the car. The last car out of there, had to take everybody that was left at Norwich. We, I could remember one time I was sitting in the back seat and there was four of us in the back seat and there were either two or three people laying like cord wood on top of our legs and I'm not kidding you. One time we were coming back and this is not just us this happened all the time. But I was sitting there asleep in the back seat and all the, ya know riding and this and that everything's fine. All of a sudden I felt a little bump, it was bumpy and so it woke me up and, ya know it was sort of dark all of sudden it was like somebody turned the lights one. It was the brightest thing you've ever seen in your life. All of a sudden I felt a sort of flying sensation and then boom. We had gone off the road and the white light was because he hit a snowbank and all the snow was coming back and reflecting off the front headlights. So it was bright as it could be and then they bang was we hit, in the farmer's field on the snow. I mean and that was just, that was me, in that car. But you talk to 20 guys and they all got the same story in their car doing something else. So that was our entertainment I guess. JENNIFER PAYNE: But the girls were from Green Mountain College? NATE PLAMER: Right JENNIFER PAYNE: Ok NATE PLAMER: So in the winter the girls were from Green Mountain and then in the spring, in the summer the girls were at Vermont College. So that's how I did it. And that's how all my friends did it, ya know the guys I hang out with and then it took us, it took me a six pack to get to Green Mountain and I was not in very good shape when I finally got to Green Mountain to sign out the girls. See that's young, young, of course I wasn't 18, I wasn't 21 drinking on the way down there either (Laughs). JENNIFER PAYNE: Songs? Do you remember any songs? NATE PLAMER: The only songs, the only songs we all remember "On the steps of Jackman," I mean as far as the Norwich song. I don't remember, what was it the Norwich, whatever that song is, I don't know that on. We all know "On the Steps of Jackman." JENNIFER PAYNE: And what's, how does that, what's that, how does that go? NATE PLAMER: On the steps of Jackman, crying like hell, lies a new born baby. Can't you hear that son of a bitch and bastard yell? Who could be his father, maybe it's you. Just another bastard son of old NU (Laughing). So that's, we all know that song (Laughing). But this, the green fields or whatever, the Norwich song, I don't know what the words to that one are (Laughs). I guess my favorite instructor must have been Professor Munger, he was in civil engineering and, but I don't remember the professors, ya know. Least favorite class at Norwich? I don't know, they were all hard for me. Ya know, I mean so I guess they were all my least favorites. I didn't have, ya know anything that I just didn't really like. It's just they're all, I was, I don't know. I didn't know how to study, I never learned how to study at Norwich. I finally had to go in the Army to learn how to study. Ya know, stupid, you'd think a college kid would know how to study, I didn't. What do I remember being a rook? What I remember, in those days we used to have to brace up against the wall. So when the corporal came by you'd have to brace so we were in Alumni and Alumni's old and it's got those old plaster walls and we'd used to have the water bucket to keep the place from burning down, get some moisture. Well I said I used to be a football player, was a football player. Well I could brace as hard as you've ever seen. I hit the wall one time and knocked the plaster off the wall in the inside. The guy, the two kids in the inside, "hey what's going on? All the plaster…" so after that they said we couldn't hit the wall hard, we just had to brace up close to it, but not hit it. JENNIFER PAYNE: So, tell us a little bit more about bracing. NATE PLAMER: Bracing was, you would, if you walking down parallel to the corridor you were right against the wall, shoulders against the wall and upperclassmen, I guess a corporal came by you would put your back parallel to the wall and you would hit the wall with your back and your feet against the thing, against the kick plate on the bottom. Well I could, I could really hit the wall hard and so that's what happened. That's one thing I remember about my rook year. Knocking the plaster off the wall. JENNIFER PAYNE: Wow NATE PLAMER: How were you disciplined? Well ya know we all had the corporals and the sergeants as a freshmen and we couldn't talk to the upper classmen and we'd get tours if you didn't, ya know proper shave or shine or ya know. But I, just normal stuff, nothing special, just. All right, what was the hardest part of attending Norwich? I think, I think hardest part was the traveling back and forth. I, ya know, was about a 4 hour trip from the Boston area up here. Ya know we didn't have 89 at the time. So it was just a long ride and, but I think other than that. That's about the only thing that I remember that was hard up here. You had a lot of friends, I mean so we had a lot of fun. Let me see, what was the most important thing that Norwich taught me? Ya know, I, I would like to say integrity but in honesty but I think that's, you're sort of born with that stuff I think. But I think Norwich reinforces that, I think ya know the no lying, cheating, stealing, those are good things and but I think if you come up here and you're a lair, a cheater, a stealer, Norwich is not going to change you. But I think if you have the, ya know that, those qualities I think Norwich reinforces it, and I think it's, I think it's great. There was a great article on I'm not sure how long ago but I just put it out to the class. Frank Minter, I think he's class of '86. Wrote the article in Forbes and talked about, ya know the integrity at Norwich and the honor code. He said, Norwich has got about what, eight or ten words. He said Harvard's got 1800 (Laughing). He says it just has to be simple, it does, ya don't have to explain, ya know. So I think, ya know the Norwich code is good. I think it's good for the students and I think, ya know if you can live by it you're alright. So I think that's what it taught me. I've talked about the, some of the funny stories. There are thousands and thousands of funny things that we did. I don't tell a very good story but if you get some guys up here. Really, really great funny, funny things that happened. And after graduation, I was an engineer so I got recruited to go to the state of California to be a highway engineer. My good friend Cy Danforth and I had bought a car. Bought a car together and we drove to California. JENNIFER PAYNE: What kind of car? NATE PLAMER: It was a Dodge, it was a convertible, it had big wings, a 59 Dodge. It was the most beautiful thing you ever saw in your life. And so six of us went out there, two of us had jobs and Bob Goldstein had another convertible and so they had three car, they had three in their car. We had three in our car and we drove cross country and it was the funniest thing. We, I would drive in the morning so I could sit in the back seat and drink in the afternoon (Laughs). And we went across the Mississippi in St. Louis and somebody had mentioned, yeah you get a bottle of vodka or something and you get a watermelon and you make a whole in the top of the watermelon. Stick the bottle in there then you can, ya know eat the watermelon. Well we tried that and we had a big watermelon fight going across the Mississippi throwing the watermelon back and forth to each other. We ran, sort of ran out of money about Las Vegas. And so Goldy had been to Las Vegas, I think that summer or the year before, he said we can make some money. So we'll to Vegas, we'll take our money, we'll parley that, and that will get us to LA. That's were Cy and I had jobs. So we went to Las Vegas. I don't know how much money we lost but we didn't leave there with more money than we started with. So we ended up going to LA, the six of us, my cousin was living in Corona del Mar at the time. We slept on her floor for two nights. We went up to Hollywood and got two apartments right behind Grauman's Chinese Theater and that's where we spent the summer and then Cy and I went to the state of California, which was in LA and got jobs. The other guys tried to get jobs. Billy Zuydhoek was a meat cutter, he cut meat (Laughing). Goldy, Goldy was going to be a veterinarian. He got a job for a, as a vet. As an assistant in a veterinarian place. Steve Lockwood, I think we worked for an insurance company. He got a job for an insurance company and Dick Macy sold encyclopedias door to door (Laughing). And that's what we did in the summer until we all had to go into the service. Every couple of months somebody would leave to go in the service and we left, I think we left Steve Lockwood there, cause I don't think he had to go in the service until May. Cy and I left in December cause we had to go in service in January and… JENNIFER PAYNE: What year was this? NATE PLAMER: This is June to 63, we graduated June 63 and then we, Cy and I reported the 1st of July to the state of California in LA and then in 64, January 64 six months later Cy and I had to report to Fort Belvoir Virginia for, to go on active duty. So while we were in California Cy Danforth worked for a, one design squad and I worked for another one. Well his boss was Elmo Duglass and Elmo was, had been in the Army. Retired, got out as a Captain, he was a black guy and he said, Cy you have got to go in Airborne. He says you got to, ya know if you're going to go into the service you need to go to Airborne. So Si and I own the car together. We drive to Fort Belvoir and Cy says we got to sign up for Airborne. Elmo says we got to go to Airborne school. So we sign up to take the PT test. We go down to Fort Benning cause we own the car together, we gotta go together. We went down to Benning, we went through Airborne school. It was more fun, but the third week you do jump training, jump. And so we all get in the Airplane and I'm looking around and says I've never been in an airplane before. I'm about ready to jump out of it (Laughing). So I had five take offs and no landings in an airplane. So that's, that was in, I think that was May or June of 64. JENNIFER PAYNE: What was your rank? NATE PLAMER: I was a second lieutenant, so we all went in as second lieutenants and then some of us stayed in and some of us, ya know. So I ended up two years active and 20 years in the reserve. So was ending up as a lieutenant colonel. JENNIFER PAYNE: Really? NATE PLAMER: Which was just great. I had a great time. Very difficult, hard but it was good. JENNIFER PAYNE: And you served in California? NATE PLAMER: Went to France, because I took two years of French in high school so I could say parle vous francaise, and they gave everybody a language test when you went into the service to see what you could do. And so I ended up going to France, all my friends went to Vietnam, they went to Germany. All our class, friends, classmates and some went to Vietnam, Korea. We went all over the place, but I ended up in France because I had taken two years of French in high school. JENNIFER PAYNE: Where in France were you? NATE PLAMER: Verdun and then Etain and I was second lieutenant and then promoted to first lieutenant and I got there and I think two days after I got there I had to lead the platoon on a road march down from Verdun to Chalons I think. Now I've been in country two days and I'm taking the platoon down there. I had to sign for a million dollars' worth of equipment. Ya know so you're a second lieutenant and they say ok here's all your equipment sign for it. When you leave in two years it'd better all be here or you're going to pay for it and that's what a second lieutenant does. That's what an Army officer does, ya know. JENNIFER PAYNE: Wow NATE PLAMER: Yeah, wow, sign, ya know 22 years old, 21 years old sign for a million dollars' worth of equipment. Gas masks, rifles, bayonets, helmets, yeah. JENNIFER PAYNE: What else did you do in France? NATE PLAMER: I, ya know I guess that was about it. Ya know I was just a second lieutenant, first lieutenant, was in 97th engineer battalion. Went to the, go to the officer's club, ya know at night at a, ya know, it was fine. Then when I came back as an officer we had a six year commitment. So you have two active, two active reserve, and then two inactive reserve at that time. So I left France, went back to California and tried to find an engineer unit to attend weekend training as an engineer. Well the reserves didn't have engineers at that time. They had other things, so I had to join the National Guard if I wanted to be in a engineer unit and they had an engineer company in Burbank, California. So I went down there and said, ya know I've just got off active duty I need a, ya know two years as active reserve. I didn't realize how much they needed people like me, because usually they don't, the officers that they have are a, they have not been on active duty. Here I walk in, I'm a first lieutenant, just had two years active duty. It was like gold walking in there, it was really wonderful. And so I ended up spending, let me see, 66 to 79 in the California National Guard when I moved back to Massachusetts and spent the rest of the time in the reserves. JENNIFER PAYNE: Where in Massachusetts? NATE PLAMER: Acton, Massachusetts, which is where I live and, but the reserves we would go to. I was attached to the Navy. JENNIFER PAYNE: You were attached to the… NATE PLAMER: So I'm an Army officer attached to the Navy. So we would go to London for annual training. I'd go to Hamber-, what was it, Italy, Germany, was great duty. So that's every summer I'd be gone for 30 days to, ya know. JENNIFER PAYNE: Which division of the Navy were you in? NATE PLAMER: It was, it was a naval reserve unit and they were in charge of the Middle East. That was the area that we had to provide engineering service for the Middle East. We had naval personal, we had Air Force, we had some guys from the Air Force, couple guys from the Army, and it was just like a training unit but if something happened they could call us up and, ya know go over and we'd have the expertise to do specific jobs. JENNIFER PAYNE: Wow NATE PLAMER: So it was good, it was good. But, ya know sometimes you get boring going to, ya know I like to do things. I don't like to sit around, ya know. Where are we? JENNIFER PAYNE: Ok. NATE PLAMER: You're not doing much talking here. JENNIFER PAYNE: I'm listening. How did your training prepare you for your work life? You said the Army was really where you learned organization or studying. NATE PLAMER: I just said I liked to work, I don't like to. When I left California I went back into my family business. I bought into my father's and my brother's business. And it's a furniture moving company, we have trucks and warehouses and stuff and it was very busy back in the 80s. Everything was go, go, go. I was working, I worked seven days a week. I worked seven days a week for maybe 20 years and loved every minute of it. Just really, I mean Sundays I would work maybe four or five hours. Saturday, six or seven but the other days, I would ya know and do everything. As an owner you do everything. So we built a business and bought warehouses, bought trucks but I think it's, I like to work, I like to do things, I don't like to. In California when I was an engineer, in California sometimes of the money runs out they don't do too much, ya know you have to sit at a desk and, ya know you don't see too much come out the end of the pipeline. Ya know it takes a lot of time to design a highway and do something. You don't see much come out. So when I had the chance to leave California and buy into the family business I thought it was a good idea. JENNIFER PAYNE: What's the name of the family business? NATE PLAMER: John Palmer Moving and Storage and I was in California and my father and brother where in the process of buying the business from my uncle. They wanted to build a new warehouse, so me being and engineer, they sent me the plans and I designed the warehouse for them and then after a while I said well why don't I just come be part of the business. So we built a warehouse and nice warehouse, 1,500 square feet. Couple years later we bought another warehouse, couple years after we added on to that warehouse. So it was very, the 80s and 90s were very. When housing was booming, people buying houses, not like it is today. It was just go, go, go, so. JENNIFER PAYNE: Wow. What advice would you give a Rook today about how to survive and thrive? NATE PLAMER: I think from being a business owner the Rook needs to look, not what he's doing, but look at somebody that is looking at him. What do they expect from me, how can I make the University or make whatever I'm doing better. Ya know, instead of, I'll put it as a perspective somebody coming in for a job. Ya know some people walk in, here I am, ya know, what do you want me to do? Versus being able to walk in and say I can do this for you, your company is going to be better because you hire me, because I know this and this and this and I will do this and this and this for you. So if you can look outside and from the outside as maybe that tak-officer is looking at you. What does he expect from me? So do it before he has to ask you to do it. Ya know, you're going to do better. Maybe you don't feel like doing that, but that's how to get along. Ya know, versus fighting the problem all the time. So look at it from the other person's perspective, of what he expects from you and you'll do far, far better. It will be a lot easier on you then fighting it. JENNIFER PAYNE: That's good advice. That's very good advice. Do you have any relatives at Norwich? Did you have any relatives? Do you… NATE PLAMER: I didn't, no, not at Norwich. I had two guys a year ahead of me in high school that came here and one graduated, one didn't. But that's, I don't have any… JENNIFER PAYNE: No kids, or grandkids? NATE PLAMER: No my kids didn't like the military. They said if they could start as a sergeant, fine but they're not starting as a rook anyplace (Laughing). Bad upbringing. JENNIFER PAYNE: What does "I Will Try" mean to you today? NATE PLAMER: I think do the best you can. Do, ya know, just try, just bust your fanny to do what you're supposed to do. Ya know I just got back a week and a half ago from a 2400 mile bicycle trip. Great Falls Montana to Acton Massachusetts. I did it in 35 days. JENNIFER PAYNE: Wow. NATE PLAMER: By myself. JENNIFER PAYNE: By yourself? NATE PLAMER: Yup and… JENNIFER PAYNE: By yourself. NATE PLAMER: Yeah, on a bicycle, you got to. It was very, very hard, but you have to, ya know, I mean everything hurt. But, ya know, so you have to get up every morning. I'd have to get up, now I'm going to do 70 to 100 miles today. No matter what hurt I had, ya know, I had a specific time frame that I had to be home in and I'd done a list of where I'd want to be every single night. I missed by one day. So I did 2,400 miles and missed by one day. JENNIFER PAYNE: Wow. NATE PLAMER: So that's what "I Will Try," just because something hurts, or something doesn't go right, or I don't feel good today. That's not a good excuse, ya know you got to, you got to work. Ya know you got to. JENNIFER PAYNE: Is there anything else you'd like to say? Do you want to talk about your project that you've done for the reunion? This is your 50th reunion. I don't know if you want to mention that? NATE PLAMER: Right, it is our 50th reunion. I've chosen to be the secretary. About a year ago, we started this about a year ago. We lost two very good classmates, very good. Within two weeks of each other and we didn't have a way of notifying the class that they had died. So in case you wanted to go to the wake or funeral. So we decided we would get everybody's email. So we started with that and then I had to learn how to use a computer because I was almost computer illiterate and so as I started doing that I had a printer and decided to do some pictures of this and that. Went to the archives and got pictures there. So now I have over 5,000 photographs of everybody in the class. JENNIFER PAYNE: 5,000. NATE PLAMER: 5, about 55, maybe almost 6,000 photographs that I've gotten from the archives, from the year books. I've got every, I think I have every picture of every guy that I can find in the archives and each in an album. So some guys have 30 pictures and I can email the 30 pictures to the guy and say this is your 4 years at Norwich. These are the pictures and so it's nice. So I learned how to use a computer printer. I have some beautiful photographs. I did the name tags for everybody. I learned how to do that by apple, because I had bought an apple computer and they will train you how to use it. It's been wonderful because I get a chance to email all the guys. Some guys will call me and we talk and it's like 50 years ago. It's just, ya know. All my friends are Norwich guys. I mean I have, ya know, they're just all my friends, ya know I got some great, great friends. We go in the winter, we go to Florida. One of the guys has a big boat. There'll be 8 or 10 of us on the boat for a week, 10 days playing golf. I just have great friends. JENNIFER PAYNE: That wonderful. Is there anything else you want… NATE PLAMER: No, no. Did we cover everything? JENNIFER PAYNE: We did. I didn't ask you, I know you didn't participate in the pantie raids so you really couldn't talk about what happened. NATE PLAMER: No, I, what we have is I asked everybody to right me a note on exactly what their participation was. I wrote one on what I did but some of the guys will tell me and some guys won't. But I have a binder on the pantie raid. JENNIFER PAYNE: Were the news reports of fire hoses and students running crazy… NATE PLAMER: Yes that's accurate. JENNIFER PAYNE: Was that exaggerated? NATE PLAMER: I don't think so because I had never seen. When I was up there I did not see the hoses but I've had guys write to me and it was one of the funniest things, he said one guy was hiding behind the tree and they tried to get him with the hose and I think some of the guys grabbed the hose from fires, from the firemen and started spraying the firemen. But I'm not sure the seniors did all of this. The seniors did some. But there were freshmen, sophomores, and juniors there. So everybody participated. When the school did the disciplining they would give the tours to the seniors but they would kick the underclassmen out and I'm not sure what the criteria was at for. But the underclassmen I think took a little harsher punishment then the upperclassmen but I think we got 8 or 10 guys that did tours, ya know and they were happy to do it. Because they figured they're gunna get kicked out so doing 10 tours was peanuts to them (Laughing). But, ya know it was a fun, it started out as a fun thing it could have ended up just no problem but as soon as the authorities got involved, then it just ya know. JENNIFER PAYNE: Yeah, historic though. NATE PLAMER: It is ya know, I think the school wants to try and forget it but none of the guys, I mean that's what we'll be talking about at the reunion and we got a 170 people coming back. With wives so what we got 60% of the people of our classmates are coming back. JENNIFER PAYNE: That's wonderful. NATE PLAMER: And 36, we started with I think 193 and we have 36 that are deceased and there's only 4 of the whole class that I can't find, yup. So we did pretty good, we did pretty good. JENNIFER PAYNE: Well thank you very much for your time.
