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AN ANALYSIS OF SPEECH ACTS IN MARTIN LUTHER KING'S "I HAVE A DREAM" SPEECH Saiko Rudi Kasenda English Literature, Faculty of Languages and Arts, Surabaya State University rudisaikokasenda@gmail.com Lisetyo Ariyanti, S.S., M.Pd. English Department, Faculty of Languages and Arts, Surabaya State University lisetyo.a@yahoo.com ABSTRAK Memerintah seseorang telah menjadi sesuatu yang amat umum di masyarakat. Hal tersebut selalu terjadi di setiap aspek ketika berkomunikasi yang tanpa disadari terjadi. Ini dapat didefinisikan sebagai speech act yang pada dasarnya adalah suatu tindakan yang dilakukan melalui perkataan. Fokus skripsi ini adalah speech act yang diucapkan Martin Luther King di pidatonya yang berjudul "I Have a Dream". Rumusan masalah yang diajukan pada skripsi ini adalah (1) Apakah makna yang tersirat dari speech acts yang diucapkan Martin Luther King di pidatonya yang berjudul "I Have a Dream"?, (2) Bagaimana speech acts yang diucapkan Martin dapat mempengaruhi pendengarnya?, dan (3) Apakah yang diharapkan Martin melalui speech acts yang diucapkan pada pidatonya tersebut? Skripsi ini bertujuan untuk mengungkap speech acts yang diucapkan oleh Martin Luther King. Dalam hal ini, skrispsi ini mencoba menganalisa makna tersirat yang terdapat dalam speech acts yang diucapkan oleh Martin Luther King, bagaimana speech acts tersebut dapat mempengaruhi pendengarnya, serta tindakan yang diharapkan oleh Martin dalam speech acts-nya. Metode deskriptif kualitatif beserta teori dari Yule dan Searle diaplikasikan di dalam skripsi ini. Ada beberapa langkah yang diterapkan dalam skripsi ini. Langkah-langkah tersebut adalah menganalisa makna tersirat dari speech acts yang diucapkan oleh Martin beserta tipe locutionary dan illocutionary-nya, menganalasi pengulangan sebagai cara bagi Martin untuk mempengaruhi pendengarnya, dan menganalisa tindakan yang diharapkan Martin dari speech acts-nya. Hasil dalam skripsi ini menunjukkan bahwa speech acts Martin memiliki berbagai makna tersirat. Hal ini merupakan pencerminan dari cara Martin mencoba mempengaruhi pendengarnya mengenai hal yang berkaitan dengan diskriminasi dan ketidakadilan yang terjadi pada orang kulit hitam pada saat itu. Pengulangan yang terdapat pada pidato "I Have a Dream" juga dapat dipahami sebagai caranya untuk mempengaruhi pendengarnya dan juga pandangannya sebagai figur yang sangat berpengaruh di masa Civil Rights Movement. Speech acts yang diucapkan Martin juga dapat dilihat sebagai caranya untuk menunjukkan harapan dan aspirasinya. Ini disebabkan karena speech acts-nya adalah wadah bagi Martin untuk menentang ketidakadilan pada orang kulit hitam. Dalam hal ini, pengulangan pada speech acts menunjukkan bahwa harapan yang dimiliki Martin sangatlah kuat. Penggunaan kekuasaan juga dapat dipahami dari speech acts Martin. Kata kunci: speech act, locutionary act, illocutionary act, perlocutionary act ABSTRACT Getting other people to do something has been something very common in our society. It is something that always occurs in human interaction in almost every aspect in our lives which is unconsciously done. This is defined as speech act which is basically described as type of action performed by a speaker with the utterance (Yule, 2006, p. 118). This study focuses on speech act performed by Martin Luther King Jr in his speech called "I Have a Dream". The research questions proposed in this study are (1) What are intended meanings in Martin Luther King's speech acts in his "I Have a Dream" speech?, (2) How do Martin's speech acts in his "I Have a Dream" speech engage the audience?, and (3) What are actions hoped by Martin Luther King in his speech acts?.The purpose of this study is to reveal the significance of speech acts performed by Martin Luther King. This study includes the analysis of intended meanings embedded in Martin's speech acts, how the speech acts are able to engage the audience as well as actions hoped by Martin in his speech acts. The writer applies descriptive and qualitative method and speech act theory from Yule and Searle. In the data analysis, there are several steps which are applied, they are analyzing intended meanings in Martin's speech acts as well as its locutionary act and illocutionary act type, analyzing repetition as the mean that allows Martin to engage the audience, and analyzing hope that is implied in his speech acts. The result shows that Martin's speech acts have various intended meanings. This is as the result of how Martin tried to engage the audience about matters related to discrimination and injustices towards the African-Americans or the Negro people. In this case, repetition that appears in many of Martin's speech acts is seen as the signal of his attempt to influence the audience as well as his vision as the widely influential figure who fought for justice for the Negro people during the Civil Rights Movement. As Martin's speech acts in his "I Have a Dream" are the form of his strong resistance of the discrimination and injustices, they also serve as the mean to show his hope or aspiration as well. In this case, repetitions in his speech acts are seen as the signal that Martin's hopes are strongly spoken. The use of power is also revealed in Martin's speech acts. Key words: speech act, locutionary act, illocutionary act, perlocutionary act INTRODUCTION When someone says something such as "I'm so thirsty" to his boyfriend, then the boy would immediately do something. He would bring a glass of fresh water to the girlfriend so that she would not be thirsty anymore. This indicates how the girlfriend as the speaker can make someone else to do something without deliberately asking the person by saying "Could you please bring me a glass of water?" or "Fetch me a glass of water, please." This is the case of how speech act occurs. It is basically defined as the actions performed in saying something (Cutting, 2002, p. 16). It can be understood through different levels and through various approaches. In this case, a speech can be understood through Speech Act Theory which is a part of Pragmatics. Speech act theory is related to description of actions such as 'requesting', 'commanding', 'questioning', or 'informing' (Yule 2006: 118). Speech acts are classified into three levels; locutionary acts, illocutionary acts, and perlocutionary acts (Cutting, 2002, p.16). It will be interesting to analyze public speech spoken by someone more deeply through its speech acts since it is found that people or hearers are not actually aware about the intended meanings that a speaker has delivered. A public speech called "I Have a Dream" by Martin Luther King Jr. is chosen as the data source of the study since it contains intended meanings and associations to social phenomena that captured the portrayal of inequality, power abuse, and the use of power. Speech Acts is not something new to be analyzed. It has been analyzed by Murmaniati, Riyanto and Christy as main points of their study. Murmaniati used a book containing Soekarno's public speech as the data to analyze his speech acts. The speech is used by Soekarno as a way to protest about injustice done by the government of Netherland at that time. While Murmaniati used Soekarno's speech as her source of data, Riyanto used a literary work called 'Fences' written by Pulitzer Prize winner August Wilson. 'Fences' is a drama about black people in 1950s. He analyzed the speech acts used by characters to show how the characters in the drama could engage other characters to do something. The speech act is also employed by Christy to be analyzed in her research study. She used a literary work as her source of data as well. She used George Bernard Shaw's novel called 'Arms and the Man' to show how speech acts could raise the issue of power. This study will try to analyze speech acts spoken by Martin Luther King Jr in his "I Have a Dream" speech by applying speech act theory which is a part of pragmatics. Historical values contributing to the production of Martin Luther King Jr's speech acts such as social aspects and culture at that time will be the points that would lead to answering the conducted research questions. The research questions of this study are: (1) What are intended meanings in Martin Luther King's speech acts in his "I Have a Dream" speech mean?, (2) How do Martin Luther King's speech acts in his "I Have a Dream" speech engage the listeners?, and (3) What are actions hoped by Martin Luther King from his speech acts? This study is conducted to find the intended meanings in speech acts spoken by Martin Luther King in his "I Have a Dream" speech, to find out how speech acts in Martin Luther King's "I Have a Dream" speech engage the listeners, and to find out the actions hoped by Martin Luther King from his speech acts in his "I Have a Dream" speech. The significance of the study is to make the readers understand the significance of the use of speech acts used in Martin Luther King 's "I Have a Dream" speech. Moreover, it is hoped that this study could be a reminder of the importance of appreciating other people's right without looking at their race and social status. Several theories are applied in conducting this study. The first theory is speech act theory comes byYule and Searle. In very general terms speech acts are the type of action performed by a speaker with the utterance (Yule, 2006, p. 118). Another theory used in this study is from Hymes and Brown. In this case, the theory is referring to context that determine, specify, or clarify the meaning of an event or other occurrence. Repetition theory from Tannen and Murmaniati are also applied in this study. Another theory used in this study is by Fairclough and Foucault which refers to power in discourse. RESEARCH METHOD Descriptive qualitative is the method used in this study. Descriptive qualitative method is concerned with structures and patterns. Since this study focuses on Martin Luther King's speech acts, the subject of this study is Martin himself. He was the writer and the sole speaker of the speech. The source of data used in this study is taken from Martin Luther King Jr's "I Have a Dream" speech. The researcher uses utterances in Martin Luther King Jr's speech called "I Have a Dream" as the source of the data. Meanwhile, the data used in this study is utterances from Martin Luther King Jr's "I Have a Dream" speech. Observation is applied as the mean to find out the answers of the the research questions. In this study, the writer and "I Have a Dream" by Martin Luther King Jr. are the instruments who observes Martin Luther King's "I Have a Dream" speech. The writer uses his skill to collect the data from various sources. The point in which the writer is the primary instrument or medium through which the research is conducted (Lofland, Snow, Anderson, & Lofland, 2006, p. 3), Laptop/computer, digital files and other electronic devices are used as the tools to support the instruments and data in conducting this study. In conducting data analysis in his research study the researcher uses some procedures and techniques. There are three steps of analyzing data: data reduction, data display, conclusion, and verification (Miles and Huberman, 1992, p. 20). In order to answer the three research questions, understanding features of context is the first step that will be done. The researcher will focus on matters related to the "I Have a Dream" speech such as the addressor of the speech, the addressee in locutionary and illocutionary speech acts. The Analysis of the study are based on the three research questions: The first research question is about intended meanings in Martin Luther King's speech acts. The first step of answering the first research question is Answering Features of Context, such as participant, topic, setting, channel, code, event, key, and purpose are the first thing that will be done. Then, it will be followed by classifying Locutionary Act. In this stage utterances are classified into several locutionary acts (Declarative Imperative, or Interrogative). After that, the intended meanings are analyzed by reviewing the context and the locutionary act. After finding out the intended meanings in speech acts spoken by Martin Luther King Jr, Searle's theory and other theories are used to classify illocutionary speech act. Based on his theory, there are five categories of illocutionary speech act (representative, directive, comissive, expressive, and declaration). The second research question is about how Martin's speech acts are able to engage the audience. In this case, the question is answered by using repetition theory by Murmaniati and Tannen. The repetitions in Martin's speech acts are analyzed to find out its functions that can contribute to the speech acts. The third reserach question is about hopes implied in Martin's speech acts. The hopes are the representation of the perlocutionary acts. In order to answer the question, the first thing that will be done is reviewing the intended meanings embedded in the speech acts produced by Martin Luther King Jr and how the repetition of his speech acts employed by Martin could engage his audience. DATA ANALYSIS AND DISCUSSION Data Analysis On this section, the analysis of the first, the second, and the third research questions are shown each data. Each data consists of Martin's speech acts followed by the analysis which are presented by using three paragraphs. The first section displays the analysis the first research question. The second section displays the analysis the second research question. And the third section displays the analysis of the third research question. Presentation of Data 2 Intended Meanings in Martin's Speech Acts in Data 2 Two speech acts in the passage above contain Martin Luther King Jr's intended meanings, how they can engage the audience, and hope beneath them. Martin's refusal toward the notion of the absence of opportunity to achieve justice is the theme of the speech acts above. The speech acts above can be seen on paragraph 5 in line 39 to line 43. It is understood that Martin Luther King Jr's put himself as the symbol of himself and his audience who cannot accept injustice toward Negro people. In this case, Martin uses the phrase "the bank of justice" and "insufficient funds" in the speech acts to reflect Martin's denial towards the state where they do not have a chance to achieve racial justice. In this case, the speech act has intended meaning of refusal. It demonstrates Martin's disbelief that there is nothing that can be done to get racial justice and to end segregation and discrimination towards the Negro people. The speech act above also seems to have another intended meaning. It is not just about Martin Luther King Jr's refusal of injustice which is racism toward Negro people. It is also understood that the speech act has an intended meaning of suggesting. The speech act above proposes the audience to have the same belief that there is still opportunity to fight for racial justice. It shows that Martin would like to influence the audience that somehow racial justice can be achieved as long as they believe that it can be accomplished. The speech acts above can be categorized as comissive speech act which is a representation of Martin Luther King Jr's rejection toward racism of Negro people. As a speech act that has intended meaning of suggestion, which is to have the audience the same belief that racial justice can be achieved, it can be classified as directive speech act which commits other people to do something. How Speech Acts in Data 2 Engage the Audience How Martin Luther King Jr could engage his audience is associated in the use of repetition of words "we refuse to believe" in his speech acts above. It can be known that the words "we refuse to believe" are repeated twice. As can be noticed on the speech acts above, the words "we refuse to believe" is followed by clauses such as "there are insufficient funds in the great vaults of opportunity of this nation" and "the bank of justice is bankrupt." Those can be understood as the reflections of racism of Negro people. The existence of repetition in those speech acts is understood to emphasize particular circumstances. It is reflected by how the indications of strong resistance of Martin Luther King Jr toward racial injustice of Negro people are easily recognized in those speech acts. It implies Martin Luther King Jr's will to ask his audience to reject whatever segregation that happened to Negro people and to gain righteousness that had been fought for so long. It is understood that Martin Luther King Jr would like to prove his audience that there was still an opportunity that could be achieved to end racism of Negro people. The use of repetition can also be understood to give the audience a thought that racial injustice could be ended them if they have courage to make a change. Hope Implied in Martin's Speech Acts in Data 2 The speech acts above express what Martin Luther King Jr felt delivered through locutionary act of declarative. In this case, the speech acts have intended meanings of suggesting and refusing. The speech acts are intended to offer Martin Luther King Jr's audience an idea to do the same thing like Martin Luther king Jr did which was rejecting racism toward Negro people. They also have an intended meaning of refusal which put Martin Luther King Jr and his audience to have no tolerance to injustice toward Negro people. Those speech acts can be classified as comissive act which express Martin Luther King Jr's refusal. It can also be interpreted as directive speech acts having intended meaning of suggesting. The use of repetition "we refuse to believe" reflects how the strong resistance of Martin Luther King Jr toward racial injustice of Negro people is easily recognized in those speech acts. It is understood that Martin Luther King Jr would like to prove his audience that there was still an opportunity that could be achieved to end racism of Negro people. By looking at those speech acts explained before, it can be seen that Martin Luther King Jr hoped that he wanted the audience to have the same point of view that justice can achieved as long they believe that it can be accomplished. It can also be understood that Martin would like to influence the audience to refuse that there is no chance left for them to gain justice and to end racial discrimination. The realization of Martin's hope in the speech acts above is the signing of Civil Rights Act of 1964, Voting Rights of Act of 1965, and Civil Rights Act of 1968. Those acts are signed to end segregation and discrimination of the African-American people and to open opportunity for them to live and to vote. SUMMARY OF DATA ANALYSIS Summary of Intended Meanings in Martin Luther King's Speech Acts Martin's speech acts are found to have various intended meanings. They are spoken by him as statement of fact, as complaint, as refusal, as suggestion, as persuasion, and as assertion. Table 1: Intended Meanings in Martin's Speech Acts Data Speech Act Locutionary Type Illocutionary Type Intended Meaning 1 One hundred years later, we must face the tragic fact that the Negro is still not free. Statement Expressive & Representative As statement of fact and as a complaint. 1 One hundred years later, the life of the Negro is still sadly crippled by the manacles of segregation and the chains of discrimination. Statement Expressive & Representative As statement of fact and as a complaint. 1 One hundred years later, the Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity. Statement Expressive & Representative As statement of fact and as a complaint. 1 One hundred years later, the Negro is still languishing in the corners of American society and finds himself an exile in his own land. Statement Expressive & Representative As statement of fact and as a complaint. 2 We refuse to believe that the bank of justice is bankrupt. Statement Comissive & Directive As a refusal and as a suggestion 2 We refuse to believe that there insufficient funds in the great vaults of opportunity of this nation. Statement Comissive & Directive As a refusal and as a suggestion 3 Now is the time to rise from the dark and desolate valley of segregation to the sunlit path of racial justice. Statement Directive As a suggestion 3 Now is the time to open the doors of opportunity to all of God's children. Statement Directive As a suggestion 3 Now is the time to lift our nation from the quicksands of racial injustice to the solid rock of brotherhood. Statement Directive As a suggestion 4 We must forever conduct our struggle on the high plane of dignity and discipline. Statement Directive As a suggestion 4 We must not allow our creative protest to degenerate into physical violence. Statement Directive As a suggestion 5 We can never be satisfied as long as our bodies, heavy with the fatigue of travel, cannot gain lodging in the motels of the highways and the hotels of the cities. Statement Expressive As a complaint 5 We cannot be satisfied as long as the Negro's basic mobility is from a smaller ghetto to a larger one. Statement Expressive As a complaint 5 We can never be satisfied as long as a Negro in Mississippi cannot vote and a Negro in New York believes he has nothing for which to vote. Statement Expressive As a complaint 6 Go back to Mississippi, go back to Alabama, go back to Georgia, go back to Louisiana, go back to the slums and ghettos of our northern cities, knowing that somehow this situation can and will be changed. Statement Directive As a suggestion 7 "I have a dream that one day this nation will rise up and live out the true meaning of its creed: "We hold these truths to be self-evident: that all men are created equal." Statement Representative As a persuasion 7 "I have a dream that one day on the red hills of Georgia the sons of former slaves and the sons of former slave owners will be able to sit down together at a table of brotherhood." Statement Representative As a persuasion 7 "I have a dream that one day even the state of Mississippi, a desert state, sweltering with the heat of injustice and oppression, will be transformed into an oasis of freedom and justice." Statement Representative As a persuasion 7 "I have a dream that my four children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character." Statement Representative As a persuasion 8 With this faith we will be able to hew out of the mountain of despair a stone of hope. Statement Representative & Directive As an assertion and as a suggestion. 8 With this faith we will be able to transform the jangling discords of our nation into a beautiful symphony of brotherhood. Statement Representative & Directive As an assertion and as a suggestion. 8 With this faith we will be able to work together, to pray together, to struggle together, to go to jail together, to stand up for freedom together, knowing that we will be free one day. Statement Representative & Directive As an assertion and as a suggestion. 9 And if America is to be a great nation this must become true. So let freedom ring from the prodigious hilltops of New Hampshire. Statement Directive As a sugestion 9 Let freedom ring from the mighty mountains of New York. Statement Directive As a suggestion 9 Let freedom ring from the heightening Alleghenies of Pennsylvania! Statement Directive As a suggestion 9 Let freedom ring from the snowcapped Rockies of Colorado! Statement Directive As a suggestion 9 Let freedom ring from the curvaceous slopes of California! Statement Directive As a suggestion Summary of How Martin Luther King's Speech Acts Engage the Audience Repetitions in Martin Luther King's speech acts play such a significant part in his "I Have a Dream" speech. It is seen as a medium that allows Martin to engage the audience. In this case, the repetitions are found to have various functions, such as: as reminder, as an objection, to show Martin's dissatisfaction, to show Martin's assurance, as an advice, and to unite his audience. Table 2: Repetition in Martin Luther King's Speech Acts Data Speech Acts Repeated Sentence or Phrase Function 1 ""One hundred years later, we must face the tragic fact that the Negro is still not free. One hundred years later, the life of the Negro is still sadly crippled by the manacles of segregation and the chains of discrimination. One hundred years later, the Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity. One hundred years later, the Negro is still languishing in the corners of American society and finds himself an exile in his own land." One hundred years later As a reminder 2 "We refuse to believe that the bank of justice is bankrupt. We refuse to believe that there insufficient funds in the great vaults of opportunity of this nation." We refuse to believe As an objection 3 "Now is the time to rise from the dark and desolate valley of segregation to the sunlit path of racial justice. Now is the time to open the doors of opportunity to all of God's children. Now is the time to lift our nation from the quicksands of racial injustice to the solid rock of brotherhood." Now is the time To urge the audience to take actions 4 "We must forever conduct our struggle on the high plane of dignity and discipline. We must not allow our creative protest to degenerate into physical violence." We must As an advice 5 "We can never be satisfied as long as our bodies, heavy with the fatigue of travel, cannot gain lodging in the motels of the highways and the hotels of the cities. We can never be satisfied as long as the Negro's basic mobility is from a smaller ghetto to a larger one. We can never be satisfied as long as a Negro in Mississippi cannot vote and a Negro in New York believes he has nothing for which to vote." We can never be satisfied To show Martin's dissatisfaction 6 "Go back to Mississippi, go back to Alabama, go back to Georgia, go back to Louisiana, go back to the slums and ghettos of our northern cities, knowing that somehow this situation can and will be changed." Go back to As a reminder 7 "I have a dream that one day this nation will rise up and live out the true meaning of its creed: "We hold these truths to be self-evident: that all men are created equal." "I have a dream that one day on the red hills of Georgia the sons of former slaves and the sons of former slave owners will be able to sit down together at a table of brotherhood." "I have a dream that one day even the state of Mississippi, a desert state, sweltering with the heat of injustice and oppression, will be transformed into an oasis of freedom and justice." "I have a dream that my four children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character." I have a dream. To show Martin's aspiration 8 "With this faith we will be able to hew out of the mountain of despair a stone of hope. With this faith we will be able to transform the jangling discords of our nation into a beautiful symphony of brotherhood. With this faith we will be able to work together, to pray together, to struggle together, to go to jail together, to stand up for freedom together, knowing that we will be free one day." With this faith To show Martin's assurance 9 And if America is to be a great nation this must become true. So let freedom ring from the prodigious hilltops of New Hampshire. Let freedom ring from the mighty mountains of New York. Let freedom ring from the heightening Alleghenies of Pennsylvania! Let freedom ring from the snowcapped Rockies of Colorado! Let freedom ring from the curvaceous slopes of California! Let freedom ring To unite his audience Summary of Hopes Implied in Martin Luther King's Speech Acts The following is a table containing the simplification of what has been conducted on the analysis section. The table contains Martin's speech acts and hope implied beneath them. Table 3: Hopes Implied in Martin's Speech Acts Data Speech Act Speech Act Type Hopes (Perlocutionary Act) 1 "One hundred years later, we must face the tragic fact that the Negro is still not free. One hundred years later, the life of the Negro is still sadly crippled by the manacles of segregation and the chains of discrimination. One hundred years later, the Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity. One hundred years later, the Negro is still languishing in the corners of American society and finds himself an exile in his own land." That the audience would be reminded that the Negro people are the victims of racial discrimination for hundreds of years. 2 We refuse to believe that the bank of justice is bankrupt. We refuse to believe that there insufficient funds in the great vaults of opportunity of this nation. That the audience would have the same point of view that justice for the Negro people can be achieved as long as they believe it can be accomplished. 3 Now is the time to rise from the dark and desolate valley of segregation to the sunlit path of racial justice. Now is the time to open the doors of opportunity to all of God's children. Now is the time to lift our nation from the quicksands of racial injustice to the solid rock of brotherhood. That the audience should start to make a change by fighting for racial justice and ending segregation. That the Negro people have the same opportunity as white people have. 4 "We must forever conduct our struggle on the high plane of dignity and discipline. We must not allow our creative protest to degenerate into physical violence." That Martin's supporters would never use violence in protesting for justice of the Negro people. 5 "We can never be satisfied as long as our bodies, heavy with the fatigue of travel, cannot gain lodging in the motels of the highways and the hotels of the cities. We cannot be satisfied as long as the Negro's basic mobility is from a smaller ghetto to a larger one. We can never be satisfied as long as a Negro in Mississippi cannot vote and a Negro in New York believes he has nothing for which to vote." That the unfairness that the Negro people suffered must be ended in a way that they should gain the right to rest at a motel or any other facilities 6 "Go back to Mississippi, go back to Alabama, go back to Georgia, go back to Louisiana, go back to the slums and ghettos of our northern cities, knowing that somehow this situation can and will be changed." That the audience would have the conviction that situations in parts of The United States can be changed to the better one. 7 "I have a dream that one day this nation will rise up and live out the true meaning of its creed: "We hold these truths to be self-evident: that all men are created equal." "I have a dream that one day on the red hills of Georgia the sons of former slaves and the sons of former slave owners will be able to sit down together at a table of brotherhood." "I have a dream that one day even the state of Mississippi, a desert state, sweltering with the heat of injustice and oppression, will be transformed into an oasis of freedom and justice." "I have a dream that my four children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character." That the racist people would realize that all human beings, including the Negro, are just the same. That the States in America, heavily plagued with racial discrimination, would turn out to be the place would respect the Negro people without looking at their racial identity. 8 "With this faith we will be able to hew out of the mountain of despair a stone of hope. With this faith we will be able to transform the jangling discords of our nation into a beautiful symphony of brotherhood. With this faith we will be able to work together, to pray together, to struggle together, to go to jail together, to stand up for freedom together, knowing that we will be free one day." That the audience would have the belief that somehow racial injustice and discrimination can be ended. 9 And if America is to be a great nation this must become true. So let freedom ring from the prodigious hilltops of New Hampshire. Let freedom ring from the mighty mountains of New York. Let freedom ring from the heightening Alleghenies of Pennsylvania! Let freedom ring from the snowcapped Rockies of Colorado! Let freedom ring from the curvaceous slopes of California! That freedom for the Negro people must be unleashed immediately in states in America such as New Hampshire, New York, Pennsylvania, Colorado, and California DISCUSSION In the discussion section, the elaboration of the entire analysis that has been conducted is explained to present the final result. The discussion section consists of the elaboration of the intended meaning of Martin Luther King's speech acts, how the speech acts could engage the audience, and the Martin's hope embedded in the speech acts which will be discussed with the theories that have been applied and with the previous studies which are used in this study. Discussion of Intended Meanings in Martin Luther King's Speech Acts The intended meanings that have been found are connected with how the speech acts serve as Martin's expression and his intention to persuade his audience to commit for future actions and other related matters. It is found that Martin's speech acts in his "I Have a Dream" speech are intended as statement of fact, as complaint, as refusal, as suggestion, as persuasion, and as assertion. One of the intended meanings in Martin's speech acts that can be seen is to state a fact consisting description of an event or a situation. It is how Martin, the sole speaker of the speech, was able to tell the truth of what happened as well as the history that drove the event of "I Have a Dream" to occur in August 28, 1963. This can be seen in speech acts in Data 1. In this case, it can be confirmed that Martin Luther King Jr has fulfilled the requirement of speech act, which is representative act, that drives him to confront his audience with the truth or fact regarding to racial injustice of the Negro people. Representative act is speech act whose purpose is to commit the speaker to something's being the case, to the truth of the expressed position (Searle, 1975). This view is also supported by Yule that said the speech act can has the ability to state what the speaker believes to be the case (Yule, 1996, p. 53). In other words, Martin's speech act has the capacity to make his audience to have thoughts of what really happened to the Negro people as the outcome of racial injustice and discrimination. As a speech act that has an intended meaning to commit people to do a particular action, Martin Luther King's speech act supports the landmark of speech acts that says it is an action done via utterance. It has the ability to make other people to do something. In this case, the speech act has a tendency to persuade people who supported Martin to not do any harm as a part of their protest towards racial injustice and discrimination of the Negro people. The speech act can be perceived as the expression of what Martin Luther King Jr wants (Yule, 1996, p.54). It is found that there are speech acts which have more than one intended meaning. It can be seen in the speech acts in Data 1 and Data 2. Speech acts in Data 1 deals with what happened one hundred years after the Emancipation of Proclamation was approved by the US representatives. While the speech acts in Data 1 have intended meanings to state a fact and to complain, the speech acts in Data 2 have intentions to refuse and to suggest things related to racial discrimination and segregation of the Negro people. In this case, those speech acts reflect with the theory conducted by Searle and Vandeverken. It says that whenever a speaker utters a sentence in an appropriate context with certain intentions, he performs one or more illocutionary acts (Searle & Vandeverken, 1985, p.34). Therefore, it can be concluded that the speech acts in Data 1 and Data 2 fit to the theories that have been described before. Discussion of the Repetitions in Martin Luther King's Speech Acts Repetition is applied to emphasize certain elements in the mind of the listeners (Murmaniati, 2007, p. 35). According to Tannen, repetition also functions to accomplish social goals and has the ability to bond participants (the addressor and the addressee) linking the speaker in a discourse and in relationships (Tannen, 2007, p. 58-61). The repetition in Martin Luther King Jr's speech act is used as his mean to engage his audience about matters related to racial injustice and discrimination of the Negro people. In the result section, it is found that repetition is applied in many Martin's speech acts. The repetition found in the speech acts is words or sentences or phrases or clauses repeated in several different sentences. The words which are repeated in the utterances are seen to have various function, which are as reminder, to show Martin's aspiration, to unite his audience, as an advice, and as an objection. In this case, it can be said that repetition in Martin's speech acts is seen to have big contribution towards the meaning of As for the repetitions having function to bond participants, it can be seen that Martin Luther King Jr would like to unite himself with the audience. It is reflected in Martin's speech acts in Data 3. In this case, the sentence "Now is the time" is repeated three times to unite his audience. The repetition has the ability to unite his audience which eventually is able to urge the audience to take actions regarding to injustices of the Negro people. It can also be noticed in Martin's speech acts in Data 9. In data 9, it is shown that the repetition of "Let freedom ring" has the function to unite the audience as well. The repetition has the purpose to unite the audience to spread out the notion of freedom and justice of the Negro people to many states in The United States. Since Martin's speech acts in "I Have a Dream" recount very crucial issues such as racial discrimination and freedom, it can be seen that the theory from Tannen that says repetition has the capacity to accomplish social goals supports the idea of Martin's speech act itself. It can be understood that how Martin accomplish the social goal, which is to end racial segregation and discrimination, is expressed through the repetitions in many of his speech acts. Discussion of Hopes Implied in Martin LutheKing's Speech Acts As seen on the table above, it can be seen that Martin hoped that his audiences would be persuaded to act and to have a state of mind regarding to how they should deal with racial discrimination of the Negro people. One of the examples of Martin's suggestion can be seen on speech acts in Data 5. Martin's hope speech acts in Data 5 suggest that in order to fight for justice for the Negro people must be done by never using any violence for it would only show that the Negro people are as bad as the racist people who oppose them by doing harm. This shows how Martin's speech acts can persuade to do a particular thing. This fits with Austin's belief that the speech act can cause the hearers to feel a requirement to do something (Austin in Horn & Ward, 2004, p.54). Another example that can be seen regarding to how Martin's hope is embodied in his speech acts can be noticed on Data 1. The speech acts are intended to state the facts that the Negro people have been the victims of racial discrimination for so long. The hope embedded in the speech acts in Data 1 is that the audience would have a state of mind where the Negro people are the victims of racial discrimination for hundreds of years. This also matched with Austin's theory that the perlocutionary act consist in the production of effects upon the thoughts, feelings, or actions of the addressee in which it can convince the addressee of the truth of a statement (Austin in Horn & Ward, 2004, p. 54). From the explanations delivered above, it is proven that there is hope implied in Martin's speech acts. The hopes are embedded in Martin's speech acts which are to state facts or to suggest his audience to do something and so on. This shows that the speech acts do not just have the ability to make the hearers to act, but also it is revealed that speech acts have the capacity to make the hearers to have the urge in doing something. Discussion of Power Used in Martin Luther King's Speech Acts One of the indications how power is exercised is that Martin Luther King serves as someone who had an influence toward the people who wanted to embrace justice for the Negro people. In this case, Martin is seen as a force that can persuade his audience to deal with injustices of the Negro people. As what Foucault said an agent, which is Martin, has the will to influence other people who to do things which they do not wish to do (Foucault, 2003, p.34). Another circumstance that shows how power is enacted in Martin Luther King's speech acts is his description of the status quo of the Negro people. It is shown in Martin's speech acts in Data 1. In the speech acts, the Negro people are told by Martin as the victims of discrimination for hundreds of years. This is considered as a strategy to show how power is exercised. As what Van Dijk said, one strategy of exercising power in discourse is to persuasively define the ethnic status quo as 'natural', lust', 'inevitable' or even as `democratic', for instance through denials of discrimination or racism (Discourse Power and Access, Teun A van Dijk, p.91). It can be concluded that by giving the description of how difficult the Negro people's lives are can be used as an approach to persuade the audience to face the fact and start to make a change. Since Martin Luther King's speech acts deal with a matter related to the Negro people as the ones who were discriminated, it can be seen that Martin exercised power in speech acts to allow himself to effect social change. Foucault stated that it opens up the space for individuals to act, to exercise power at the capillaries in order to effect social change. (Power, Discourse, Subjectivity, p.37). It can be said that Martin tried to use his influence as a figure who can persuade his audience to start making a change in terms of ending racial discrimination and justice of the Negro people. This also shows that when power is exercised, it eventually can affect social life. CONCLUSION There are several conclusions that can be drawn regarding to results and discussion that has been conducted. In this case, the conclusions are presented as the outcome of the production of Martin Luther King Jr's speech acts. One of the conclusions is related to intended meanings in Martin Luther King Jr's speech acts. In this case, it can be seen that Martin Luther King Jr had used his speech acts to express his thoughts regarding to racial injustice and discrimination of the Negro people. It is found that he delivered his disappointment in many of his speech acts. His disappointment is delivered through how he complained by stating facts which are mostly conveyed by locutionary acts of statement. It proves that although the locutionary acts state facts of what really happened to the Negro people, the speech acts are intended as a form of Martin's protest towards racial injustice of the Negro people. As for another intended meaning in Martin's speech act, the speech acts also serve as a way to convey the audience to do a particular action. Just like locutionary acts of statement to complain, this is also done by not deliberately uttering locutionary act of imperative. There is another conclusion that can be drawn regarding to Martin's speech acts. In this case, it is related to repetition in his speech acts which is seen as a mean to engage the audience. It is found that that repetition is applied in many of Martin Luther King's speech acts. In this case, the repetition is applied by Martin to strengthen his thoughts towards racial injustice and discrimination of the Negro people. This is done in order to make sure that the points given by Martin as the sole speaker would be perceived well by the audience since the speech acts deal with such crucial circumstances. Another conclusion can be made regarding to the results and discussion that have been conducted. It is concluded that there are hopes that lies in Martin's speech acts. Since speech acts are actions via utterance which are intended to make other people to do something, the speech acts are the reflections of Martin's hopes or desires. They reveal the point of what Martin was striving for during the fight for racial justice. As Martin's speech acts reveal his intention and hope, it is also seen as a medium used by him to use power. It can be seen that the speech acts show Martin's influence as the speaker who exposed racial injustices and discrimination of the Negro people. How Martin exercised power is also shown when Martin would like to challenge those who oppose justice for the Negro people. In this case, Martin's speech acts show that they can affect social change toward the lives of the Negro people. Rather than being aggressive, it is also revealed that Martin's speech acts are the democratic approach of how Martin exercised power. The speech acts are able to give the audience the urge to fight for justice for the Negro people. SUGGESTION It can be noticed that the study is not written perfectly. The study demands a lot of critiques on many part of it. It is hoped that this research study would be useful to the readers who wanted to use speech acts as the main point of the study. It is suggested that speech acts should be analyzed with knowledge so that it can lead to full understanding. It is also hoped that the study would be a reminder of how important it is to respect people without looking at their racial identity or color skins. Judging people just because of their color skins does not make us any better than anyone else. It is so important to always believe in appreciating other people. REFERENCES Austin, J L. (1962). How to do Things with Words. London: Oxford University Press. Bogdan, R.C.and Bilken, S.K. (1982). Qualitative Research for Education: An Introduction to Theory and Method. Boston: Allyn and Bacon. Brown, G., & Yule, G. (1983). Discourse Analysis. New York: Cambridge University Press. Cruse, A. (2000). Meaning in Language: An Introduction to Semantics and Pragmatics. New York: Oxford University Press. Cutting, J. (2002). Pragmatics and Discourse: A Resource Book for Students. London: Routledge. Fairclough, N. (1989). Language and Power. New York: Longman. Horn, L.R., & Ward, G. (2004). The Handbook of Pragmatics. Malden: Blackwell Publishing. Kulper, K, & Allan, W. S. (1996). An Introduction to English Language: Sound, Word, and Sentence. London: Macmillan Press. Litosetti, L. (2010) Research Methods in Linguistics. London: Continuum. Lofland, D., Snow, D., Anderson, L., & Lofland, L. H. (2006). Analyzing Social Settings: A Guide to Qualitative Observation and Analysis (4th Ed). Belmont: Wadsworth Thomson. Mey, J. L. (1993). Pragmatics: An Introduction. Oxford: Blackwell Publishers. Miles, M, & Huberman, A. (1992). Qualitative Data Analysis: A Source Book of New Methods. London: Sage Publication Mills, S. (2003) Michael Foucault. New York: Routledge. Murmaniati, S. W. (2006) Critical Discourse Analysis on Indonesian Movement: A Study of Speech Act in Soekarno's Defence Oration "Indonesia Menggugat". Surabaya: Unesa University Press. Schiffrin, D. (1994). Approaches to Discourse. Cambridge: Blackwell Publishers. Schiffrin, D., Tannen, D., & Hamilton, H.E. (2001). The Handbook of Discourse Analysis. Malden: Blackwell Publishers. Searle, J. R. (1975). A Taxonomy of Illocutionary Acts. Minneapolis: University of Minneapolis Press Searle, J. R. (1979). Expression and Meaning. New York: Cambridge University Press. Searle, J, & Vanderveken, D. (1985). Foundations of Illocutionary Logic. Cambridge: Cambridge University Press. Sidhu, R. K. (2003). Selling Futures: Globalisation and International Education. Queensland: The University of Queensland Press. Stremel, K. (2008). Communication: It Takes Two. 4. Tannen, D. (2007). Talking Voices: Repetition, Dialogue, and Imagery in Conversational Discourse. Cambridge: Cambridge University Press. Weiss, G. & Wodak, R. (2003). Critical Discourse Analysis: Theory and Interdisciplinarity. Hampshire: Palgrave Macmillan. Westbrook, L. (1994). Qualitative Research Methods: A Review of Major Stages, Data Analysis Techniques, and Quality Controls. Michigan: Undergraduate Library, University of Michigan. Yule, G. (1996). Pragmatics. Oxford: Oxford University Press. Yule, G. (2006). The Study of Language (3rd Ed). Cambridge: Cambridge University Press.

In this dissertation I explore the co-emergence of multinational corporations and the consolidation of the discourse on human rights at the level of the United Nations throughout the second half of the twentieth century and analyse the resulting conceptual gap that created tensions in the international legal order. Despite attempts by developing countries to alleviate this imbalance through the New International Economic Order (NIEO), a multitude of soft law initiatives and the reluctance to address human rights issues in MNCs at the level of the United Nations failed to make MNCs incorporate human rights standards in their operations. The merging of the two concepts became increasingly more challenging throughout the 70s and 80s when the world was faced with the oil crisis and the rise of neoliberalism. This shift in the global legal architecture forced the Third World to take a new approach to tackle the conceptual gap, this resulted in the emergence of the Third generation of human rights and ultimately, the concept of Corporate Social Responsibility (CSR). CSR is a concept of international private business self-regulation that aims at merging human, socio-economic, and political rights into the world of the corporation. As a response to the concerns for human rights violations by corporate actors, CSR slowly came to the forefront of the global business scene to enable the continuation of the operation of multinational enterprises. CSR presented a platform for global soft law initiatives to minimise the conceptual gap they had created over throughout the preceding decades. This allowed people such as John Ruggie to develop the Guiding Principles, the most successful initiative to date. This dissertation will provide its readers with a fruitful understanding of the crucial role that international law played in this development and further, what implications this had on the political and economic level. - Introduction In the words of Sundhya Pahuja and Anna Saunders, the second half of the twentieth century staged a 'series of encounters between rival practices of world making, each of which travelled with rival accounts of international law'.[1] Anti-colonial disputes, the Cold War, the rise of developmental issues and the increasing popularity of neoliberalism are only some of the events that generated these competing views of the international legal order. These events brought different coalitions across the Global North and Global South, and different 'alliances of interest between 'public' and 'private' actors'.[2] At the heart of the system that emerged lie two fundamental elements: the modern multinational corporation and human rights. How to conceptualize multinational corporations (MNCs) and how to define their relation to the law and the State was part of these rival stories. In this paper I explore the co-emergence of multinational corporations and the consolidation of the discourse on human rights at the level of the United Nations throughout the second half of the twentieth century and analyze the resulting conceptual gap that created tensions in the international legal order. In particular, I examine how this encounter, which became evident as calls for a New International Economic Order (NIEO) were being advanced within the UN, came to produce the idea of 'Corporate Social Responsibility' (CSR). I show that CSR emerged from the failure of the NIEO, particularly in relation to the roles and responsibilities of private actors in the global economy and how this can be traced to the limits of initiatives addressing the tensions between human rights claims and the interests of multinational corporations. In so doing I provide an understanding of the crucial role that international law played in this development and the implications this had at the political and economic level. The first section of this essay examines the lack of direct use of human rights language in the UN literature focusing on MNCs and their role in world development from the 1960s to the 1970s. This includes an analysis of the report entitled 'Multinational Corporations in World Development'.[3] I demonstrate the emphasis and enthusiasm for multinational corporations displayed at the level of the United Nations and how the concepts of the corporation and human rights were kept separate due to their respective supporters during the Cold War. I then focus on the attempts by the Organization for Economic Co-operation and Development (OECD), the International Labor Organization (ILO) and the 'Group of 77' (G77) to bridge this conceptual gap through the imposition of policies and initiatives, though without major success. The second section analyzes the influence of the oil crisis and the rise of neoliberalism on the shift of the global legal architecture, ultimately promoting the birth of the new developmental state. Here concern is with the new legal structures' attempt to merge the concepts of multinational corporations and human rights through a third generation of human rights, [4] and I engage in theoretical approaches by legal scholars such as Samuel Moyn and Antonia Darder. In the third section investigates the concept of Corporate Social Responsibility (CSR) and analyzes its application and limitations. CSR is a concept of international private business self-regulation that aims at merging human, socio-economic, and political rights into the world of the corporation. As a response to the concerns for human rights violations by corporate actors, CSR slowly came to the forefront of the global business scene to enable the continuation of the operation of multinational enterprises. I demonstrate how CSR aspired to close a gap between human rights and corporate action in a way that would harmonize them through a multitude of soft law initiatives. This leads to the question of whether direct regulations can apply to MNCs under international law and a discussion of the UN Global Compact, at the time the world's largest and most far-reaching CSR initiative.[5] Finally, this paper closes with the most recent developments in the global legal order designed to tackle the conceptual gap between MNCs and human rights, namely through the United Nations Norms on the Responsibilities of Transnational Corporations and Other Business Enterprises[6] and the development of the Guiding Principles. Dawn of co-existence The United Nations lies at the heart of the international regime with its normative, institutional and procedural human rights activities.[7] By adopting the Universal Declaration of Human Rights in 1948, the UN created a milestone document in the history of human rights. The Declaration has had an enormous influence on the world both in terms of 'spreading the philosophy of human rights, and in terms of inspiring legal texts and decisions'.[8] New states have used the Declaration as a basis for their constitutions, while domestic and international courts have invoked the Declaration in their judgments.[9] As human rights law developed, the International Covenant on Economic, Social and Cultural Rights, followed by the International Covenant on Civil and Political Rights, were both drafted under the auspices of the United Nations, adopted in 1966 and entered into force in 1976. Together, these three instruments make up the 'International Bill of Human Rights'.[10] Throughout the 1960s and 1970s, the world became a stage for global changes that altered the legal order. The end of colonialism dawned in the Global South, and during the height of the Cold War the West faced the Soviet Bloc and its mission of 'exporting revolution'.[11] Leaders of nationalist resistance movements received military as well as financial aid from the Soviet Bloc which intensified anti-colonial mobilization for self-determination.[12] Simultaneously, globalization was increasing rapidly, with multinational corporations emerging onto the global scene with heightened awareness of their existence as an entity with legal personality. As outlined by Sornarajah, their distinct bases of power allowed them to assert their interests through the law. With economic resources often exceeding those of their host state, MNCs had the ability to sculpt and manipulate legal outcomes through arbitration processes concerning foreign investment protection. This was done by exerting lobbying pressure on a host state which might be reluctant or even unable to object to the activities of MNCs.[13] The 'Multinational Corporations in World Development', report drafted by the UN Secretariat's Department on Economic and Social Affairs in 1973, considers 'the role of multinational corporations and their impact on the process of development, especially that of developing countries [.] [and] international relations'.[14] From the outset, the Report identifies the emerging phenomenon of the MNC in international economic affairs, how its size and spread has increased, and identifies the wide array of its activities and its use of natural resources which 'rival traditional economic exchanges between nations'.[15] It is surprising therefore, that a Report from the Department on Economic and Social Affairs, does not contain the term 'human rights' throughout the entire document. In the Report's introduction the UN makes a clear distinction between the differing views of impacts MNCs have on host countries. While 'depicted in some quarters as key instruments to maximizing world welfare, [they] are seen in others as dangerous agents of imperialism'.[16] The fact the United Nations recognized the potential neo-colonial nature of multinational corporations further highlights the need for guidance on human rights violations by MNCs. Yet the Report's reluctance to engage in the area of human rights provides a first glimpse into the divergence of the concepts of multinational corporations and human rights. An explanation for this can be identified by analyzing the Conventions, on Civil and Political Rights and on Economic, Social and Cultural Rights, with the UN's reluctance to avoid tensions between the supporters of both Conventions, respectively the United States and the Soviet Union. The US pushed for the development of civil and political rights, reflecting the protection of the freedom and liberties of individuals. Stemming from a Western philosophy, John Locke identified that in a 'state of nature' humans had 'natural rights' including the right to life, liberty and property. Similarly, French legal philosophers such as Rosseau, Montesquieu and Voltaire argued that such rights emerge from the inherent nature and virtue of man.[17] As Joseph and Castan argue, 'natural rights theories were highly influential [.] particularly in the revolutionary fervor of the United States'.[18] The advancement of civil and political rights reflects the capitalist ideology of the United States, conforming to the libertarian nature of Western capitalist societies.[19] In contrast, the Soviet Union pushed for the advancement of economic, social and cultural rights. These included the right to work, the right to an adequate standard of living, and the right to physical health. Contrary to the civil and political rights, these rights were based on the idea of equality, one deeply rooted in the political ideology of socialism. As the US would not commit to a proposition that there is a right to social goods, the US has never ratified this Convention.[20] The Soviet Bloc promoted the right of self-determination by providing military and financial aid to indigenous political activists in their fight for independence; an idea enshrined in Article 1 of the Covenant which states that: 'All peoples have the right to self-determination'.[21] For the Soviets 'national self-determination was an adjunct to revolutionary communism'.[22] They envisioned self-determination as the tool for the transition from dismantling a colonial empire to establishing a socialist state.[23] However, while the United Nations was reluctant to adhere to human rights in the framework of multinational corporations, other international institutions were motivated to develop this area. The OECD attempted to impose human rights on MNCs by adopting the Guidelines for MNCs (hereinafter 'OECD Guidelines') in 1976.[24] These were 'voluntary recommendations for business practices relating to human rights, disclosure of information, anti-corruption, labour relations, taxation, the environment and consumer protection'.[25] The Guidelines were intended to strengthen the international investment climate by improving the relationship and confidence between MNCs and host countries. National Contact Points (NCPs) were created that bore the responsibilities of enforcing and promoting the Guidelines, and any natural person could make a claim related to the violation of the Guidelines.[26] This aspect of the Guidelines provided an enforcing mechanism accessible to the public. But although the Guidelines were formally adopted by member states as a corporate responsibility instrument, they were subject to widespread criticism in the international legal order. As explained by Cernic, the Guidelines are ambiguous while the NCPs are limited in their influence on host states. Even though they outlined the need to respect human rights, the obligations were not framed in mandatory terms.[27]. Since the Guidelines lacked legal basis, the OECD was unable to assert sanctions on non-compliant corporations, and critics labeled them weak and ineffective. However, it was the intention of the OECD to guide rather than to legislate, because they saw voluntary versus legally binding standards as less of a dichotomy and more a continuum.[28] Although voluntary, corporations would be under scrutiny and potentially harm their reputation if they violated the Guidelines.[29] Yet, the Guidelines were hardly successful in the international legal order. A year later, in 1977, the ILO attempted to bridge this gap by adopting the Tripartite Declaration of Principles Concerning MNCs and Social Policy. These also attempted to 'encourage the positive contribution the MNEs can make to economic and social progress'.[30]. Article 8 emphasizes the respect for the Universal Declaration and the International Covenants. However, its voluntary and non-binding nature, as well as its weak monitoring process made this instrument as frail as the OECD Guidelines.[31] The lack of responsibility and perseverance stemming from international organizations and their disappointing attempt at bridging the gap between multinational corporations and human rights forced national and regional change. On the one hand, developing nations began taking matters into their own hands. To portray unity and solidarity throughout the 'Third World' the G77 coalition, formed in 1964 by developing member countries with the primary intention of promoting its members' economic and humanitarian interests through cooperation at the level of the United Nations, took a strong initiative. In the late 1970s the Group expressed its concern at the 'imbalance of negotiating power between TNCs [transnational corporations] and their host countries and inability on the part of the latter to control the activities of the TNCs within their territories'.[32] Simultaneously, home countries wanted to ensure their investments abroad would be protected, 'specifically from expropriation without a commitment to compensation based on international law'.[33] In accordance with the principles and concerns of the freshly adopted NIEO, developing countries raised the issue of the dominance of MNCs over natural resources and strongly urged the UN for a reaffirmation of their sovereignty over their resources. The NIEO was an attempt by Third World developing states, in the wake of decolonization, to deploy international law to achieve economic justice and improvements in the areas of development and socio-economic rights.[34] Pushed by the G77, the United Nations General Assembly (UNGA) member states devised a set of NIEO proposals in 1974 including (1) that developing states are entitled to control and regulate all activities of MNCs within their territory; and (2) that international trade must be based on equitable, stable and remunerative prices for raw materials.[35] Despite its impressive aims and careful compilation, the NIEO was unsuccessful. It failed 'to displace the power and advantage held by influential states', it failed to alter international law which favoured the economic interests of capital-exporting states and, most importantly, it demonstrated the Third World's acceptance of the economic ideology of the capitalist mindset, inflating the value of foreign capital including the exploitation of local labour in developing countries.[36] Consequently, the UN set up the United Nations Commission on Transnational Corporations which drafted a code of conduct for TNCs, one of the first formalized instruments drafted by the UN that set an obligation upon MNCs to respect human rights in host countries.[37] However while developing countries insisted on the idea of adopting an international instrument that was binding on MNCs, developed countries were not prepared to go beyond the voluntary sets of guidelines already in place.[38] On the other hand, due to the ineffectiveness of the international institutions, some MNCs that sought to abide by human rights law attempted to create some provisions themselves. An example is the Sullivan principles designed by Leon Sullivan, former member of the General Motors' Board of Directors. These principles included the elimination of discrimination based on race, and the concept of equality in the workplace. The objective was that by engaging in human rights concepts like dignity and respect, MNCs could be a lever for the elimination of apartheid in South Africa. However, like the previously established soft law on obligations on multinational corporations, these principles were voluntary and unlike the OECD Guidelines which had the NCPs, there was no enforcement mechanism. The great majority of MNCs that adopted his principles did so with the sole motive of being able to continue to prosper in South Africa.[39] In summary, throughout the 1960s and 1970s, there were attempts at a variety of levels to bring together the concepts of human rights and multinational corporations. Though it was largely absent on the level of the United Nations until the late 1970s there were many first steps by international institutions to bridge this gap. The NIEO was the first set of concrete economic principles that were prescribed in international law 'articulating a form of justice based not on domination of one people over another'.[40] It was an 'effort to assert the sovereign autonomy of the non-western world',[41] exemplifying the importance of linking human rights and development, and the fundamental values of duties of international cooperation. However, there was still much to be done as the new decade of the 1980s saw a drastic restructuring of the global trade and investment system - ultimately ending in massive international debt and a dramatic increase in foreign direct investment. A Change in the Global Legal Architecture An accumulation of capital obtained by the main oil producing states in the Middle East led to the establishment of the Organization for Petroleum Exporting Countries (OPEC) Cartel in 1972. With the intention of creating a monopoly and obtaining major profits, OPEC raised the price of oil by approximately 400%, with its members keeping revenue in US or European banks, from which developing countries regularly borrowed in the form of aid and loans.[42] However, banks were now lending at higher interest rates to these countries as they were deemed less creditworthy. As a result of sovereign debt and the surplus problem in the international banking system, developing states were forced to rely on foreign direct investment (FDI), as opposed to private borrowing. The very principle that developing states wanted to control with the establishment of the NIEO was now negated by Western states selling MNCs to the developing world as necessary for their survival.[43] Simultaneously to the effects of the oil crisis, the political ideology of neoliberalism emerged on the global scene. Conservative governments gained power in western countries, communism collapsed in Eastern Europe with a move towards market economics, and Latin America implemented stabilization policies to boost their economies.[44] This process saw neoliberalism became an enemy for structural equality, political inclusion, economic access and human rights.[45] Prior to the implementation of neoliberal policies, the relationship between multinational corporations and their host state was formed through the conflict between the host country's national developmental interests as opposed to the corporation's global investment interests. The state being the more powerful actor, attempted 'to channel its private investments to serve its own developmental objectives'.[46] However, as Michael Peters argues, neoliberalism provides 'a universalist foundation for an extreme form of economic rationalism'[47], which according to Paul Haslam, was a re-forming of the modern state rather than the perceived notion of the state 'unambiguously withering away'.[48] As a result, power shifted from host countries towards multinational corporations as the era was characterized by liberalization of foreign investment rules.[49] As the United Nations World Investment Report of 2000 showed, out of the 1035 changes made in national legislation regarding Foreign Direct Investment (FDI) from 1991 to 1999, only 5.9% were directed at restricting FDI.[50] Now more than ever before, the existence and nature of human rights were jeopardized in the sphere of multinational corporations led by neoliberal politics. Yet when analyzing human rights and neoliberalism, the two concepts have a plethora of similarities that run counter to this assertion. Samuel Moyn states that human rights and neoliberalism share (1) a predecessor and (2) a target, namely the welfarist West and the post-colonial nation state seeking economic autarky respectively.[51] Both concepts emerged and were formalized in the West. As a target, developing countries need both economic (neoliberalism) and social (human rights) elements to establish economic control. Furthermore, the two concepts share key foundational building blocks. Firstly, the principle of prioritizing the individual 'whose freedoms matter more than the collectivist endeavours' and secondly, their shared antipathy toward the state due to their rejection of its moral credentials.[52] As described by Darder, neoliberalism is characterized by a rampant greed that subsumes any notions of equality and public responsibility.[53] At the heart of this lies the ultimate subversion of human rights. When faced with the powers of global capitalism, human rights struggle to maintain themselves in the Third World. A prime example countering this thesis is the idea that human rights are a handmaiden to neoliberal policies. The argument follows that human rights are so tightly related to the role of a freely functioning market that there could be no socio-economic rights without extreme capitalism.[54] Unfortunately under this notion, human rights fall victim to being seen as dependent upon the capitalist order, creating the illusion that multinational corporations enhanced and promoted human rights in the developing World. What Wolfgang Streeck termed as 'non-market notions of social justice' became impossible to secure. Any attempt to place social commitments over economic ones were expelled, leaving market pressures to form human obligations and be governed by the dictatorship of neoliberalism.[55] The World Bank and the IMF, backed by the United States and other western states, became key in the project for liberalization, privatization, and market-friendly policies, known as the Washington Consensus. MNCs were given the protection they needed to flourish, be it proprietary or intellectual property rights. The interests of human rights on the other hand were not regarded. Though excelling and growing more than ever before, human rights had done so 'on a discrete track spearheaded internationally through the UN'.[56] Directed by developing states, human rights were intentionally dealt with by the United Nations while international economic law was being dealt with by the international institutions where they hold the balance of power.[57] Simultaneously, the developing world saw the third generation of human rights emerge as a result of anti-colonialist movements in the post-Second World War era. Newly born independent nations voiced their concerns over repeating their colonial past and demanded a new set of rights. These included the right to self-determination, the right to a healthy environment and the right to participation in cultural heritage. These are reflected in Declarations and Conventions such as the Declaration on the Granting of Independence to Colonial Countries and Peoples of 1960, the Proclamation of Teheran of 1968 and the Stockholm Declaration of 1972.[58] What makes this generation of human rights exceptional however is that while they reflect neither the traditional individualistic approach of the first generation, nor the socialist tradition of the second generation, they simultaneously demand certain recognitions from the state while being able to be invoked against the state. Most importantly though, as articulated by Vasak, the third generation of human rights 'can be realized only through the concerted efforts of all the actors in the social scene: the individual, the State, public and private bodies and the international community'.[59] In other words, these rights belong to the community as a collective, rather than to an individual.[60] Drafted in 1986 by the UNGA, the Declaration on the Right to Development [61] (DRD) calls for effective international cooperation towards development objectives through the enhancement of human rights and the distribution of benefits.[62] The DRD gained inspiration from the NIEO as it relied on providing equal national opportunity through measures of fair distribution of natural resources and income. Alongside neoliberal policies, the two contradicting concepts were forced to work in tandem. Foreign investment in the developing world could proceed under the neoliberal ideology as long as it did not infringe the DRD. Interestingly, the right to development was coined by the former UN Independent Expert on the Right to Development, Arjun Sengupta, as 'growth with equity'. Growth should not only focus on the economic aspect, but also emphasize human rights and the principles of justice. This focus on equity, would require a 'a change in the structure of production and distribution in the economy to ensure growth was equitable', including the required international cooperation and not having to rely on the market.[63] Though the United Nations are promoting and enhancing the development of human rights, they are disregarding the fact that their work should be focused more on the human rights aspects entailed in the market, rather than solving human rights issues outside of the market framework. The development of human rights and the regulatory frameworks supporting multinational corporations attended very different interests. The new global legal architecture born of the oil crisis and rise of neoliberalism reorganized the relations between the Global South and Global North. At this point human rights and the regulation of corporations, with their distinctive genealogies, were forced to come together, but the failure of this exercise could not be challenged until the late 1980s when the third generation of human rights provided another opportunity for the merging of the two concepts. The outcomes of these new sets of discussions produced a more clearly defined relationship between human rights and multinational corporations which, although more sophisticated, was still unable to produce a satisfactory result. Nevertheless, the right to development began to take root in the corporate world. For the sake of their reputations, corporations were forced to appreciate the power held by vulnerable individuals that could act together as a strong collective.[64] As Claire Dickerson argues, multinationals became more aware of their relationship with human rights not only in regards to the individual, but rather to the society as a collective.[65] These were the first formalized steps to the recognition of what came to be known as Corporate Social Responsibility (CSR). The Heterodox Approach What became apparent in the sphere of business and human rights were two situations, (1) that states were either unable or unwilling to implement human rights; and (2) that multinational corporations acting in such states were unprepared to deal with the risks of harming human rights through their activities. This was seen especially in the private extracting sector, such as oil, gas and coal, using aggressive means to exploit remote areas and leaving large physical and social 'footprints'. Local communities began resisting the activities by the multinationals and the language of human rights became increasingly popular in challenging corporate norms.[66] Some of the world's largest MNCs had become culprits of violating human rights standards, including Nike, Shell or Yahoo. Nike was guilty of using child labour, while Shell misused public funds to practice corruption and theft at all levels.[67] The effects were reflected in local communities that resorted to violence and criminal behaviour, significantly affecting the living conditions of these areas. In the early 1990s, some corporations began adopting measures to comply with responsible business conduct. CSR was a voluntary form of business self-regulation that attended the current societal goals. It involved the creation of monitoring schemes that regulated the workplace standards and policies of the global supply chains. However, what caused CSR to emerge, was not only pressure exerted by nations that felt their human rights had been impinged, but also a wider global political ethos. With its emphasis on privatization and deregulation, neoliberalism promoted CSR initiatives in order for corporations to gain self-control and rely less on direct government initiatives. Due to its voluntary nature, CSR was not conceived as a regulatory instrument but as a learning forum to promote strategies that enhanced socially responsible policies. This included the enhancement of human rights, environmental protection and anti-corruption efforts. [68] CSR had now progressed to the forefront of the global business scene by morphing out of corporate philanthropy.[69] Corporations began adopting voluntary schemes that not only adhered to social policy, but at times even went beyond the standard set by local requirements, which occasionally created conflict between the two.[70] Unilateral corporations produced company codes, with companies such as Gap and Nike adopting theirs in 1992. This involved internal audit teams and ethics officers to be established, verifying that contractors were complying with their company's codes of conduct. Gradually, social audit teams emerged onto the global scene. As one of the most prominent, the Fair Labour Association (FLA) monitored the working conditions for some of the top athletic brands such as Nike, Puma and Patagonia. In the food industry, the label of Fair Trade emerged, ensuring for local farmers the social, economic and environmental standards they deserved. Corporations adopted CSR measures mainly to improve their reputation. However, perhaps a greater incentive for corporations to adopt CSR measures lies in the financial risks posed by community pushback as a result of human rights violations. These pushbacks cause delays in design, operation, construction, siting, granting of permits etc. Further, they can create problems and relations with local labour markets, higher costs for financing, insurance and reduced output.[71] In a study of a large multinational company that wished to remain anonymous, Goldman Sachs found that it had accrued $6.5 billion in such costs over a two year period.[72] A great percentage of these costs could be related back to the staff time in managing conflicts that arise in communities as a result of human rights violations. In some instances between 50% and 80% of an assets manager's time can be devoted to these issues. Thus, it is clear that in this lose-lose situation, where MNCs violate human rights and thus incur losses, it makes sound corporate sense to adopt some sort of CSR measures.[73] Despite the improvements and the clear step forward the business world took in addressing human rights, CSR involved limitations and fragmentations that challenged its success. It was built on the assumption that it is an effective mechanism for a corporation to positively reconnecting with the community it is based in. Thus, in practice, CSR operates under the presumption that society has granted authority to corporations with naturally applying legal responsibilities.[74] In 2000 John Ruggie conducted research in the Fortune Global 500 and a wider range of corporations to assess the extent and success of voluntary initiatives promoting human rights. Staff monitoring schemes had evolved, demands by socially responsible investors had grown, and large public sector funds all aided in this development. However, the research also found 'company-based initiatives fell short as a stand-alone approach'.[75] Most companies still did not have the capabilities of managing human rights risks and instead were acting on a reactive based notion. Moreover, it was within the company's discretion to decide which human rights the company would address and furthermore how to define its measures. Thus, their voluntary nature could often be used as a camouflage to delay real reform.[76] A logical response to such a broad limitation would be to impose direct obligations under international law upon MNCs. Though only states and international organizations have legal standing in international law, the general view on this contention is that it would be possible to impose obligations upon MNCs due to their major economic and political influence as explained earlier, and their capabilities of influencing the enjoyment of human rights.[77] However, as explained by Zerk, the challenge lies in 'developing jurisprudence which refines and makes precise the vague aspirational statements [.] in the CSR debate'.[78] However, as the law stands, the most promising and efficient method for applying obligations on multinational corporations remains to be the national courts. Yet the fact that claims must be raised as a tort-based litigation proving a violation of domestic tort principles rather than claiming a violation under international human rights casts doubt over this method. An interesting exception to this is the US Alien Tort Statute of 1789. The tort states that district courts 'have original jurisdiction of any civil action by an alien for a tort only, committed in violations of the law of nations or a treaty of the United States'.[79] The original intention of the statute was to establish a civil remedy for violation of international law norms such as piracy, mistreatment of ambassadors and the violation of safe conducts.[80] This piece of legislation lay dormant until the 1980s when human rights lawyers discovered its potential for foreign plaintiffs to raise a claim for certain human rights abuses against an individual of any nationality, or a corporation as long as they had a presence in the United States. The question whether the Act could be enforced against a corporation was considered in 2012 in the U.S. Supreme Court case of Kiobel.[81] The court held that there was a presumption against extraterritoriality applying to claims under the Statute. There is therefore no application of the statute abroad unless it is explicitly stated in the international law which is the subject of the claim.[82] As stated by John Ruggie in his advice to the Human Rights Council in 2007 'no single silver bullet can resolve the business and human rights challenge. A broad array of measures is required, by all relevant actors.'[83] Ultimately, as a measure to seek guidance on the matter, this led to the UN Global Compact in 2000, the largest global CSR initiative.[84] The UN Global Compact was a strategic policy initiative posed by the former UN Secretary General Kofi Annan that aimed at improving corporate conditions in areas such as human rights, environmental protection and labour rights.[85] It was a prospective and hopeful initiative that was designed as a learning forum to develop, implement and disclose sustainability principles among corporate actors.[86] At its time, the Global Compact was the most far-reaching, non-governmental set of policies aimed at catalyzing the voluntary nature in the corporate citizenship movement.[87] Legal scholars such as Meyer and Stefanova felt the Global Compact could shape the relationship between MNCs and human rights through 'rewarding responsible TNCs [MNCs], while shaming at least some of the irresponsible TNCs [MNCs] into better promoting human rights'.[88] Their only concern about the extent of the success of the Global Compact lay, in the Global Compact's voluntary nature. Comparing it to the OECD Guidelines implemented 25 years earlier, an initiative like the Global Compact will only be successful if there is commitment to the initiative at all levels of the international system. Thus, the main task is to put a human face on globalization through the values and principles shared by the people, the corporation and the state.[89] However, Aravalo and Fallon dispute this. Published in 2008, their Report uses the Compact Quarterly and UNGC Annual Review to critique the Global Compact's activities and practices throughout its eight years of existence. Published by local networks and the UN respectively, they evaluate new businesses adhering to the Global Compact, as well as Global Compact practices and responses. Aravalo and Fallon found that after evaluating the various progress reports, the Global Compact falls short of being a successful initiative. According to the UNGC Annual Review, there are a multitude of gaps existing in the Global Compact framework. Research instruments for instance, under the principles of human rights and labour protection, have been deemed as inadequate as participants have failed to voice their concern over the protection of such rights within their corporation. The Global Compact has solely used online surveys to administer data, which smaller businesses are often unwilling or unable to provide. The methodology applied by the Global Compact was ambiguous and did not show the extent of the success of CSR initiatives.[90] Alavaro and Fallon argue that it would be highly beneficial for the Global Compact to re-think its methodology process of evaluating its success by introducing a chronological component into its future research models. [91] It would allow for a clearer comparison not only for participants of the Global Compact, but also for the comparison with non-Compact companies in the area of corporate responsibility.[92] As a result of this poor research methodology, the Global Compact has difficulty assessing its direct influence on the broad and voluntary concept of CSR. There are key principles of CSR that fail to receive the attention they deserve in the scope of the Global Compact. However, this is not to say that the Global Compact has been an outright failure. The Annual Review, though lacking quantifiable data, has provided a wide array of case studies providing evidence for the practical influence of the Global Compact on participants. These include programs in education and working relationships the Global Compact has encouraged and facilitated. It can be said therefore, that the Global Compact is making a difference, even if only in these cases. Until shortly after the turn of the millennium, neither company codes nor multilateral initiatives such as Global Compact, successfully achieved the necessary, concrete obligations in regard to human rights and environmental protection demands. This was set to change with the arrival of the United Nations Norms on the Responsibilities of Transnational Corporations and Other Business Enterprises (Norms). Drafted in 2003, the United Nations Sub-Commission on the Promotion and Protection of Human Rights attempted to merge the concepts of MNCs and human rights and transform these newly developed principles into hard law. The intention was to impose human rights obligations upon companies through the domestic legal systems of their host countries. The Norms clearly express that 'states retain primary, overarching responsibility for human rights protection' and that corporations are identified as 'Duty-bearers' based on that expectation of following human rights principles.[93] The expectations expressed by the Norms are supported by enforcement mechanisms for their implementation which address the requirements that MNCs must adopt in terms of their internal practice. Furthermore, there are a multitude of rights that go beyond what is traditionally accepted as international human rights law. Examples include rights associated with consumer protection, the environment or corruption which are covered by different areas of the law.[94] However, the Norms failed to achieve promising results. Described as a 'train wreck' by John Ruggie, the Norms fell under heavy criticisms for a plethora of reasons. Firstly, the Norms fall under heavy scrutiny for attempting to impose obligations upon corporations, while simultaneously imposing parallel obligations on the state. The intention was to address the fact that MNCs operate in a legal vacuum due to their status of acting as a multinational. To alleviate this issue, it was thought that binding MNCs to hard international law would be the best option. On the one hand, minimalists argue that binding multinational corporations to international law is not an appropriate method as this would go beyond the concept of soft law initiatives such as Global Compact. This argument is developed by stating that binding corporations to international law would 'privatise human rights'. The Norms would be placing obligations on an entity that was never democratically elected, nor eligible to make reasonable decisions in regard to human rights at the level of international law.[95] On the other hand, maximalists lobby for a judicial body solely focused on the practice of multinational corporations and argue that corporations should be bound by international law.[96] Secondly, there was severe backlash against the Norms from states, corporations and businesses who argued that there was a lack of consultation from the Sub-Commission when drafting the Norms. However, this argument has since been disputed by institutions such as the Corporate Europe Conservatory or the scholars Weissbrodt and Kruger.[97] In regard to the discontent presented by states, many argued that there was a lack of involvement on their behalf in the Norms' development. As stated by Kinely, Nolan and Zerial, it is of vital importance that in issues revolving around CSR and their wide variety of stakeholders, everyone's voice must be heard when protecting human rights.[98] Thirdly, issues were raised regarding the language used by the Norms. Terms like 'sphere of influence'[99] and 'complicity' were deemed as vague and unclear.[100] It is agreed upon, even by supporters of the Norms, that such terms must be defined more definitively and where possible, draw definitions from more grounded areas of the law like criminal law, tort or contract law. This attitude towards the Norms from corporations shows the extent of their distrust and the scare factor used to attempt to dismantle the Norms.[101] However, even though the Norms failed as a concept, as Kinley, Nolan and Zerial maintain, 'the Norms have been a beneficial and fruitful initiative, reinvigorating debate on business and human rights'.[102] Previous to the imposition of the Norms, CSR had found itself in a position that was stagnant, focusing solely on codes of conduct that should be implemented by corporations using a bottom-up approach. The Norms altered the position of CSR to now provide a top-down approach and provided human rights activists with hope that human rights protection in regard to multinational corporations was now in the hands of the United Nations. However, the reactions to the Norms from the CSR community varied. CSR had been a newly emerging concept which was still unclear when fitted into the international legal order. It was still in its early years of development with highly broad-reaching initiatives in the fields of both soft and hard law. The playing field for CSR was simply too big for such an underdeveloped concept to handle. Further, it was attempted to implement CSR through domestic laws and quasi-legal initiatives raised to the level of international law. It is therefore often perceived that the implementation of the Norms were an attempt to remedy CSR by uniting these various aspects into one document at the level of the United Nations. The Norms conjoined national and international levels of CSR while maintaining that states continued to hold the primary responsibility of ensuring that businesses protect human rights. The world was a 'deeply divided arena of discourse and contestation lacking shared knowledge, clear standards and boundaries; fragmentary and often weak governance systems concerning business and human rights in states and companies alike'.[103] A range of governments still expressed their demand for further attention to be given to the relationship between human rights and the practices of multinational corporations. Thus, the United Nations appointed a team led by John Ruggie to establish the Guiding Principles. Rather than establishing a new international framework as was previously attempted with the Norms, Ruggie was 'urged [.] to focus on identifying and promoting good practices and providing companies with tools to enable them to deal voluntarily with the complex cluster of business and human rights challenges'.[104] Ruggie moved away from the traditional 'mandatory approach' which involved the compliance of national laws in correspondence to a corporation's voluntary measures and practices, to a heterodox approach. This heterodox approach was devised to create an environment of mixed reinforcing policy measures that provided cumulative change and large-scale success. The Guiding Principles lay on three foundations: (1) the state duty to protect against human rights abuses; (2) the responsibility by corporations to respect human rights and the implied obligation of acting in due diligence; and (3) the need for greater access to remedies for victims. However, there are two things that the Guiding Principles fail to accomplish. Firstly, to create binding international law and instead rely on normative contributions which further elaborate the implications of existing standards. Secondly, the Guiding Principles 'fail to ensure the right to an effective remedy and the need for States' measures to prevent abuses committed by their companies overseas'.[105] Amnesty International goes further by reiterating that aside from lacking accountability measures, the Guiding Principles should mandate a due diligence approach rather than only recommending it, as this would solve internal as well as extraterritorial accountability issues. Alongside Amnesty International, Human Rights Watch criticized the Guiding Principles for not adopting a global standard in corporate responsibility, and instead resort to a 'sliding scale' based on a corporation's size and geographic location.[106] However, when compared to other governance regimes in the past and present, the Guiding Principles seem to be a robust framework. Although various human rights organizations and NGOs identify neglect of human rights in the framework of MNCs, the Guiding Principles reiterate business as an instrument to contribute to societal welfare.[107] Thus, it acts as a basis for the empowerment of society and a benchmark to judge practices and conduct of corporations and governments.[108] Conclusion The discourse of the co-emergence of multinational corporations and human rights took the world by storm. The ongoing globalization of multinational corporations and the evolution of the concept of human rights were born attending different aims in the global legal order. Their greatest challenge however was not necessarily their harmonization and co-existence, but more importantly co-existing under the intentional gap created through the world's largest and most influential actor, the United Nations. This was clearly visible in the 1960s and 1970s. Throughout the various Reports and Declarations that were passed through the international institution, the two concepts were kept separate. While the United Nations was enthusiastic for the growth of both MNCs and human rights, it intentionally avoided discussing the harmonization of both concepts. Due to the underlying pressures imposed on the United Nations by the tensions from the Cold War, the UN was left in a legal vacuum unable to merge the two distinctive genealogies. The global international legal order was unaware of the extent of the importance of such a gap being eradicated before adopting a resolution as complex as the NIEO. Thus, from this point onwards, the NIEO was therefore already bound to be unsuccessful. Not only had international law not developed enough to impose such obligations upon MNCs, the corporations themselves were not aware of the ramifications and necessity for abiding human rights obligations as I showed in the third section of this dissertation. Enthusiasm for further initiatives such as the push by the G77 or the United Nations Commission on Transnational Corporations was only short lived. The events of the 1980s greatly disrupted the already turbulent environment of the global international legal order creating a greater gap between the concepts of multinational corporations and human rights. The 1980s became a stage which saw a great change in the global legal structure. The NIEO was an already broken concept from the outset as the conceptual gap had already created a disparity in the relationship between MNCs and human rights. This meant that although they were not aware of it at the time, the Global South could not rely on the imposition of the NIEO. Fostering the Western neoliberal policies, the conceptual gap between MNCs and human rights was now well established. For human rights to become a globally instructed concept, MNCs are a useful tool to spread, promote and enhance human rights across the globe. This of course is under the condition that the MNC does not violate human rights. From the other perspective MNCs rely on human rights in terms of their societal and financial risks. It becomes clear that when this is not realized by the proponents of both concepts, it can lead to major discrepancies and disparities as was proven in the Global South during this period. If there had not been this conceptual gap, and instead there had been a clear and devised relationship between MNCs and human rights, the effects of the oil crisis and neoliberalism would not have left the detrimental mark in developing countries that they did, potentially allowing the NIEO to prevail. However, the ongoing persistence of developing countries and their call for the third generation of human rights to gain prominence forced MNCs to catch up with their relationship to human rights. What emerged, were essentially the first initiatives and practices of CSR. CSR was heavily affected by the fact that it relied on the voluntary nature of businesses to adhere to as well as practice CSR. Even though corporations had an incentive to adopt CSR measures, weak monitoring systems allowed violations to still occur on a grand scale. The issue was that the multinational corporation as a concept was still unclear and lacked definition and that tying MNCs down with hard international law was not possible due to the diversity of MNCs. CSR allowed for too large a divergence from the issue at hand and required to approach human rights at a different angle. This was the key reason for the partial success of the Guiding Principles. Ruggie's unconventional, heterodox approach provided clarity and distinct concepts that individuals, business and states could adhere to. Although the conceptual gap has still not vanished, the UN has after an array of various attempts, managed to narrow the gap that it had created almost sixty years ago by continuously forcing society to rethink and redefine the relationship. What exactly lies in the future is uncertain and impossible to foresee. It can be said with great certainty however, that if initiatives such as Global Compact or the Guiding Principles are enhanced and given more attention, the world will be faced with a much clearer and concise relationship between multinational corporations and human rights. Focusing on monitoring mechanisms, methodological research and greater transparency and accountability among all actors involved will undoubtedly seal the conceptual gap that has caused the international legal order to experience such unsettling times. [1] Pahuja, Sundhya. Saunders, Anna. Rival Worlds and the place of the Corporation in International Law in Dann and Von Bernstorff (eds). Decolonisation and the Battle for International Law (OUP, 2018) p.1 [2] Ibid. [3] UN, Multinational Corporations in World Development ST-ECA/190 [4] Linarelli, John. Salomon, Margot. Sornarajah M. The Misery of International Law. (OUP, 2018) p.245 [5] Ruggie, John. Just Business. (W.W. Norton & Company, 2013) p.70 [6] United Nations Norms on the Responsibilities of Transnational Corporations and Other Business Enterprises E/CN.4/Sub.2/2003/12/Rev.2 [7] Alston, Philip. Mégret, Frédéric. (eds) The United Nations and Human Rights: A Critical Appraisal (Second Edition, OUP, 2020) p.1 [8] Clapham, Andrew. Human Rights: A Very Short Introduction (OUP, 2007) p.42 [9] (n.8) p.108. [10] ibid . p.109 [11] Allina, Eric. Imperialism and the Colonial Experience in Paul A. Haslam, Jessica Schafer and Pierre Beaudet, Introduction to International Development (3rd Edition, OUP, 2017), pp. 24-42. p.39 [12] Ibid. p. 40 [13] Sornarajah M. International Law on Foreign Investment (CUP, 2010) p.5 [14] United Nations Department of Economic and Social Affairs, Multinational Corporations in World Development, 1973 ST-ECA/190 p.VI [15] ibid. p.1 [16] ibid. [17] Joseph, Sarah. Castan, Melissa. The International Covenant on Civil and Political Rights: Cases, Materials. (3rd Edition, OUP, 2013) p.4 [18] ibid. p.5 [19] ibid. [20] Alston, Philip. U.S. Ratification of the Covenant on Economic, Social And Cultural Rights: The Need for an Entirely New Strategy. The American Journal of International Law Vol.84, No.2 (CUP,1990) pp.365-393, p.4 [21] UN General Assembly, International Covenant on Economic, Social and Cultural Rights, 1966, Article 1 [22] Simpson, Gerry. The Diffusion of Sovereignty: Self-Determination in the Post-Colonial Age (Ashgate Publishing, 2000) p.266 [23] Ibid. [24] Organisation for Economic Cooperation and Development, OECD Guidelines for Multinational Enterprises, 1976 [25] Carasco, Emily. Singh, Jang. Towards Holding Transnational Corporations Responsible for Human Rights. European Business Review Vol.22, No.4, (Emerald Publishing Group, 2010). p.4 [26] Cernic, Jernei. Corporate Responsibility for Human Rights: A Critical Analysis of the OECD Guidelines for Multinational Enterprises Hanse Law Review, Vol.4, No.1, (2008). p.16 [27] Ibid. p. 12 [28] Sanchez, Juan Carlos Ochoa. "The Roles and Powers of the OECD National Contact Points Regarding Complaints on an Alleged Breach of the OECD Guidelines for Multinational Enterprises by a Transnational Corporation." Nordic Journal of International Law (2015) Vol.84, No.1, pp: 89-126 p. 18 [29] Bolt, Cassidy. "Leveraging Reputation in Implicit Regulation of MNEs: An Analysis of the OECD Guidelines for Multinational Enterprises' Capacity to Influence Corporate Behavior." Corporations and International Law, 20 Jan. 2018, Available at: sites.duke.edu/corporations/2018/01/20/leveraging-reputation-in-implicit-regulation-of-mnes-an-analysis-of-the-oec

Gordon T. Allred, March 7, 2014; Gordon and Sharon Allred, March 7, 2014 ; The Weber State University Oral History Project began conducting interviews with key Weber State University faculty, administrators, staff and students, in Fall 2007. The program focuses primarily on obtaining a historical record of the school along with important developments since the school gained university status in 1990. The interviews explore the process of achieving university status, as well as major issues including accreditation, diversity, faculty governance, changes in leadership, curricular developments, etc. ; The following is an interview with Dr. Gordon T. Allred conducted on March 7, 2014 by Ruby Licona. Also present is Stacie Gallagher, the video technician. Dr. Allred discusses his career at Weber State from 1963 to 2011 as a professor of English. ; 39p.; 29cm.; 2 bound transcripts; 4 file folders. 1 video disc: digital; 4 3/4 in. ; Oral History Program Gordon T. Allred Interviewed by Ruby Licona 7 March 2014 i Oral History Program Weber State University Stewart Library Ogden, Utah Gordon T. Allred Interviewed by Ruby Licona 7 March 2014 Copyright © 2014 by Weber State University, Stewart Library ii Mission Statement The Oral History Program of the Stewart Library was created to preserve the institutional history of Weber State University and the Davis, Ogden and Weber County communities. By conducting carefully researched, recorded, and transcribed interviews, the Oral History Program creates archival oral histories intended for the widest possible use. Interviews are conducted with the goal of eliciting from each participant a full and accurate account of events. The interviews are transcribed, edited for accuracy and clarity, and reviewed by the interviewees (as available), who are encouraged to augment or correct their spoken words. The reviewed and corrected transcripts are indexed, printed, and bound with photographs and illustrative materials as available. Archival copies are placed in University Archives. The Stewart Library also houses the original recording so researchers can gain a sense of the interviewee's voice and intonations. Project Description The Weber State University Oral History Project began conducting interviews with key Weber State University faculty, administrators, staff and students, in Fall 2007. The program focuses primarily on obtaining a historical record of the school along with important developments since the school gained university status in 1990. The interviews explore the process of achieving university status, as well as major issues including accreditation, diversity, faculty governance, changes in leadership, curricular developments, etc. ____________________________________ Oral history is a method of collecting historical information through recorded interviews between a narrator with firsthand knowledge of historically significant events and a well-informed interviewer, with the goal of preserving substantive additions to the historical record. Because it is primary material, oral history is not intended to present the final, verified, or complete narrative of events. It is a spoken account. It reflects personal opinion offered by the interviewee in response to questioning, and as such it is partisan, deeply involved, and irreplaceable. ____________________________________ Rights Management All literary rights in the manuscript, including the right to publish, are reserved to the Stewart Library of Weber State University. No part of the manuscript may be published without the written permission of the University Librarian. Requests for permission to publish should be addressed to the Administration Office, Stewart Library, Weber State University, Ogden, Utah, 84408. The request should include identification of the specific item and identification of the user. It is recommended that this oral history be cited as follows: Allred, Gordon T., an oral history by Ruby Licona, 7 March 2014, WSU Stewart Library Oral History Program, University Archives, Stewart Library, Weber State University, Ogden, UT. iii Gordon T. Allred March 7, 2014 Gordon and Sharon Allred March 7, 2014 Abstract: The following is an interview with Dr. Gordon T. Allred conducted on March 7, 2014 by Ruby Licona. Also present is Stacie Gallagher, the video technician. Dr. Allred discusses his career at Weber State from 1963 to 2011 as a professor of English. RL: Good morning. Today is March 7, 2014, and we are in the Waterstradt Room at the Stewart Library at Weber State University. We are talking today with Gordon Allred, who joined the faculty here in 1963, but actually joined the Weber community as a toddler. So, we are going to have a delightful time talking to him about some of his adventures as a child and then later his impressions as an adult. Good morning and thank you for coming in to talk with us for the Oral History Program. I mentioned that you came here as a toddler. Both of your parents were on the faculty at Weber State, your mother, Pearl Allred and your father M. Thatcher Allred joined the faculty in 1931. So that means you as a fairly young child would have been here roaming around in diapers. GA: Yes, indeed. They both came and joined the faculty at the same time. RL: Did they? Oh, I was looking at a book that had them divided up, one said 1921 and one 1931. So they both came in 1931. Where did they come here from? GA: Well, you want me to launch with a little explanation of where they came from and what you're talking about now? RL: Sure. GA: Well, I'll just read from some written info I've assembled. If you want to interrupt, 1 don't hesitate. I arrived at Ogden at the tender age of six months. My father Thatcher obtained his MA in speech and drama at the University of Iowa in 1930. He and my mother Pearl graduated some years earlier from the Utah State University, then known as the AC – Agricultural College. Both were hired by Dr. Leland H. Monson, Thatcher in Speech and Drama, later becoming chair of the Speech and Drama Department for many years, and Pearl in English. She also worked part time for the Carnegie Free Library, giving weekly book reviews a few years later. RL: So you were indoctrinated fairly early, weren't you? GA: Yes indeed! Weber College was located then, and during my early adult years as a student, on the old downtown campus in the quad just below Lester park, which was in turn below Madison Grade School. Many of the classes, including those taught by Leland Monson and my parents, were in the Moench Building across the street on Jefferson. That building contained the well-known Moench Auditorium and was the place where my father ultimately directed most of his plays – about seventy, as I recall. He also established the Ogden Community Theater which included faculty and members of the Ogden community along with the students. I could always tell when play openings were hovering, incidentally, because rehearsals would run later and later under my father's perfecting hand sometimes until three in the morning. And opening night many of our household items would often appear on stage. That was the sure cue that we were ready to go. RJ: In the chapter that you did in the Weber College History, you talk about hiding 2 among the curtains on the stage. Were they Purple velvet, as you recall? GA: No. Dark blue. Anyway I did that on a number of occasions, and drew the curtains quite often when no one was around. RL: Can you smell the dust? GA: Yes, definitely – still can. And the sound! The curtains would open like great flowing wings! And the feel of the waxed drawing ropes in the palms of my hands! Our stage was only the size of a large living room, but I remember and feel those things vividly after lo these four score years. RL: And you remember the plays as they were presented? GA: By no means all of them or the exact sequence but a number of them. At times the stage also hosted other productions – our neighborhood kindergarten performance of an animal fair of sorts, and I was a seagull. RL: Jonathan Livingston? GA: Hey, that's good! But this was a bit before his time. The children, however, each functioned as a different animal, and my dad actually drove with me all the way to Salt Lake to purchase my own special outfit. But on the big night as we were all assembling in our variegated costumes behind the great curtains, I thought I heard someone in the audience calling my name. Consequently, I parted my way through them and called out loudly, "Was someone calling my name?" Only muffled laughter. "Hmm, that's funny," I persisted. "I thought I heard someone calling me!" More laughter. RL: No doubt your father was calling you back from behind the curtain. 3 GA: Well, he wasn't actually involved in this one. It was strictly a kindergarten level. Supervised by our loving teachers Childs and Thomas, but somehow they managed to retrieve me and get the show underway with plenty of prancing and dancing and lively animal interaction. Even now, however, I sometimes hear that voice calling me, "Oh, Goorrdy!!" Maybe that should have been the beginning of my "calling", of my career as an actor. Others have suggested that teachers are all actors of various sorts and that the classroom and the student are their audience. The faculty in those days numbered only 16 or 17 members, along with some of the staff. This was the Depression Era, but my parents were both teaching as mentioned. My mother got a little less than my father. I think she got $1,500 a year, and he got $1,600. Of course a dollar was worth about 30 times what it is now, and with my parents' combined income I was never aware of any deprivation. We seemed to get along quite well. RL: What about your contact with the college presidents? GA: I don't remember exactly how the sequence went with Weber's presidents. I know there was President Creer and President Aaron Tracy, then fairy early in the game, Henry Aldous Dixon came in. RL: Yes, he was only here originally for a couple of years, left and then was back for quite a long time. GA: Yes, and he was regarded fondly by several of the faculty children as Uncle Aldous. We lived in a little frame home on 24th Street, just up from St. Joseph's Catholic Church in the 500 block. Some of the faculty I remember well along with 4 their children included Roland and Helen Parry, living nearby, J. Clair and Florence Anderson, both Roland and J. Clair in music, Walter Buss in geography and his wife, Cluster Nilsson in English, and Wally and Grace Baddley. Wally was actually the superintendent of buildings and grounds. Their son Brent and I became close friends beginning about one year of age, living there in that little quadrangle, and we were later missionary companions for six months in Eastern Canada, up on Lake Nippising. We had some interesting experiences there. Wally Baddley was actually, as I say, Superintendent of Buildings and Grounds and on one occasion, during our childhood days, Brent and I managed to sneak into the Moench through the basement window and found ourselves there in a science lab, face-to-face with an actual skeleton. That was quite an experience for two young lads about four or five years of age, to encounter this ghastly, grinning skeleton. RL: You got what you deserved. GA: We did. Wally was not too happy with the situation. He was highly dedicated and well organized, but sometimes a bit grouchy and outspoken. And he definitely was in this case. On the other hand, during our high school days, he was very helpful financially. He provided Brent and me jobs watering and mowing the campus lawns with only hand-powered mowers. Weber had a Japanese gardener named Tak, I remember, and his bit of unfailing advice to us was, "Arways oir raun moler eby time fo mow". I think that was the extent of his English, so we dutifully always "oiled the lawn mowers every time before mowing." Wally also provided Brent and me jobs checking coats at the college dances, a chance to make two and a half 5 dollars for a three hour evening. RL: That was high pay. GA: Yes, that was good pay then. But we always envied the lucky college students who got the beautiful babes while we just checked their coats. Our little home on 24th contained only one bedroom and a sleeping porch along with kitchen, living and dining rooms, and was located next to a somewhat larger dwelling which had been converted into a kindergarten. It was one conducted by two motherly ladies (I can still see their faces clearly) Mrs. Thomas and Mrs. Childs, both of whom were very dedicated but gentle, and always addressed us in sweet motherly tones. Among our activities was an art class for which we brought smocks to protect our clothing and painted by use of easels and water colors. I myself was dedicated to landscapes, especially distant purple mountains, and on one occasion I had just completed a rendering of which I felt exceedingly proud, which is always a dangerous condition, only to have a little girl named Gloria Todd maintain quite vociferously that my effort looked silly and that mountains weren't purple. I didn't take criticism very well in those days, and I hope I've become a little more receptive, but I responded quite impulsively by sloshing another purple mountain on Gloria's face. She just sat there in a state of absolute daze for a moment, and I can remember vividly that face as if it were melting, and then realizing the awfulness of what I'd done. Bolting out the back way, I ran home, locked the door and hid under my parents' bed. The bed was a kind of sanctuary – not only for me, but at times for other faculty children. One in particular was Darrold Monson, son of Dr. Leland Monson, 6 who was the English Department Chair and College Division Head and who had hired my parents, as mentioned. Darrold had a special affinity for mischief and then sanctuary in our domicile under the bed. When summoned home at eventide Darrell would actually cling onto the springs when his older sister Dolores came to collect him, requiring her to prod him out, sometimes with our mop. Fortunately that sometimes wet mop in the face discouraged him and eventually Dolores prevailed and would take him home by the nape of his neck. Our faculty children in general were quite mischievous, and I remember a man coming by almost daily on a chestnut-colored horse to visit someone living a house or two down the street. I had the impression even at that young age that it was some lady friend who maybe he shouldn't be visiting. For some reason he always left the horse there untethered, even though there were metal rings in the curbing in those days for attaching such animals. We as mischievous young lads would come out of the back alley and pelt the poor horse in the flanks with pebbles. It was not a case of sadism or cruelty as I remember, simply curiosity as to how much that horse would whinny and prance. At one time, however, somebody became a little too vigorous, and the horse neighed wildly, reared up and went galloping off down 24th Street past the Catholic church with several of us running along gleefully behind. The last I remember was the sight of that chestnut horse running through the red light on Washington Blvd. Luckily, there wasn't as much traffic in those days, back 80 years ago, but I remember that well. I remember, too, as a small lad entering St. Joseph's church to see what was happening, but no one was there. All was very quiet and enchanting. Timidly I 7 made my way down the long aisle past paintings of saints along the walls. Eventually I reached the dias in front with its statue of the Savior and the rows of burning votive candles. Then, almost hypnotized, I approached and blew them out. Then I whirled and dashed back down the aisle and out into the noonday sun. But again, there was no intent to do evil; I simply thought that was what you do with candles. When you have candles on birthday cakes, you blow them out and so I blew the church candles out. I hope they weren't prayer candles and some poor people aren't devoid of their salvation because of my mischief. The old campus itself as a school is long gone, all of it gradually transferred to the present impressive establishment. A number of the buildings including the Moench have been demolished and replaced by condominiums. The Weber Gymnasium with its clattering metal fire escape along the back and indoor pool where I learned to swim at age six, are also gone, having been replaced by Gold's Gym, now under renovation. The great concrete smoke stack next to it remains and probably will into the millennium. Our little home on 24th went long ago, replaced consecutively by an LDS Institute, BYU Extension Center and now for many years a family History Center. I've always thought, in fact, if the little home of my boyhood had to go, nothing could be more appropriate than a Family History Center. My wife, Sharon, in fact, still does some of her beloved genealogy work down there, and when she comes home late at night I sometimes say, "Well, honey, which room were you in tonight – the living room, kitchen, or in my bedroom?" My bedroom was also a sleeping porch. I can remember that my other insisted on my taking my nap there, and I was 8 very much distressed overt that because my friends could be playing around outside, shouting and having a great time. She got the best of me, however, by saying, "Well, you go in and take a nap, but if you'll be a good boy, close your eyes and go to sleep, you can wake up as soon as you want to!" Somehow that actually did it, despite my sense of amusement. RL: I think you didn't put much over on your mother, did you? GA: No. That dear soul was a bit tricky at times. RL: You attended Weber on the old campus, is that correct? GA: Yes, and that campus continued for some years after I left. However, if offered a number of teachers as mentors and friends including Leland H. Monson, who sponsored a national debate contest that was the largest in the nation. My debate partner, Kent Neilsen and I were fortunate enough to win second place in one of them. Some of my friends also attended Leland's debate class at the college and made several trips in that regard to various parts of the West including California. At times the faculty – our so-called chaperones – would drive together leaving us to our own devices along the way. The devices included shot guns and .22's with which our young debaters, some of whom were girls, would engage in the shooting of jack rabbits or at least at jack rabbits, which became almost as much a part of the adventures as the tournaments themselves. Among other teachers and mentors were my parents, Dr. Larry Evans, a wit and intellect from whom I took both journalism and English, who along with Mae Welling encouraged me to make an LDS mission part of my education. This advice 9 I followed after my two years at Weber. Another faculty member who contributed to our hunting proclivities was a sweet and kindly lady by the last name of Ogden who taught typing on the old upright typewriters. Today, this seems like we were back in the Stone Age. We would type away quite dutifully, but on stormy days in the fall we would gaze longingly out the large windows toward the Great Salt Lake, about 20 miles away, and see the storm moving in. Then at such times we'd say, "Oh, Miss Ogden, look at that terrific storm out there. The ducks are going to be flying in any minute. Can't we be excused; we'll make up our typing later?" And she would say, "Well, all right boys, I guess so. But don't forget to bring me a duck or two when you come back." She was a dear soul, and very charming. Another lady I remember very well was Lydia Tanner who ran the school cafeteria, and was well known in the community as an excellent cook. Nearly all the dishes in those days cost five or ten cents. About six of them and you'd have a full meal. My favorite dessert was bread pudding with hard sauce, and for thirty-five cents total we could be quite warmed and filled. The most remarkable and perhaps influential of my professors and mentors was Dr. Jennings (Jay) Olson, but I'll say more about that further on. Weber was known in those days for its social clubs – none of which were national but quite distinctive and memorable in their various ways. Some of the women's versions included La Dianeda and Otyokwa, and among those for the men, Excelsior and Phoenix – the former, Excelsior, known for their partying and carousing and the latter erroneously as sissies or "The Sisters". This was because 10 it included most of the prospective or returned missionaries and because they garnered all of the awards in the humanities and the arts. However, they also won all the athletic contests as well – which included baseball, football, basketball, boxing, wrestling and swimming – the whole thing. We won nearly all of them. We were also among the stalwart hunters of whom I have spoken. Romance at Weber was high and included such dances as the Phoenix Snowball, as Christmas approached. I can remember ordering corsages from Jimmy's Flower Shop just down the street by the Ogden Theater. The white orchid was ideal for $7.50. The dance was held in the dance hall adjacent to the gymnasium where my pal Brent and I had checked coats in our earlier days of envy, but now we could actually squire charmers of our own. Center stage was a gigantic cotton snowball covered with glitter on a turn table, with music by Shorty Ross and his orchestra. Shorty played a vibraharp – some kind of xylophone if I remember correctly. During that time it was my good fortune to date some fine young women, and even more following my return from the Canadian Mission while attending the University of Utah. One such individual was Sharon Wallace, whom I first dated when she was seventeen and attending her senior year at Ogden High School. I was an old man of twenty-two. Despite her marked appeal it was, I decided, the classic case of robbing the cradle. Sharon apparently thought so too, but always prayed she would find "someone just like Gordon Allred, " only someone a lot younger and still fun, not so old and serious. As it turned out, she ultimately found someone far too much like Gordon Allred and has had to live with him ever since. But that was not until after my return from the army two years later. 11 In the meantime Sharon had attended and graduated from Weber Junior College, and starred in several of my father's plays, receiving the college's Actress of the Year award. Consequently, she and my father had developed a fond and admiring relationship. I can remember that in one of his letters to me while I was in Japan with the U.S. Army, my father strongly recommended that upon my return I waste no time in "Paying that darling young Sharon a visit." That visit occurred, in fact, somewhat unexpectedly the day after my arrival. It was a Sunday morning in June and I entered the foyer of our ward, to be greeted by a beautiful, glowing girl in a yellow dress. Reaching out, she offered a warm hand clasp, exclaiming "Welcome home, stranger." Sharon always has been embarrassed at using such a cliché. Speaking of clichés, however, it was "music to my ears" and I remember thinking, "Wow, she certainly has grown up." On my way home that day a voice kept repeating, "You're going to marry that girl." However, my alter ego would reply, "Oh, you just got home from Japan; you've been away for eighteen months. She's a beautiful girl and has grown up a lot, but you don't just automatically think you're going to marry her." That voice, however, actually repeated itself about six times and I thought, "Alright, I'd better call her up and see if she's still willing to go out with me. We went on a drive up Ogden Canyon, around Pine View Reservoir, and that was how it all started over again. Four months later we were married, on October 26 in the Salt Lake Temple, and it's been life's greatest experience for old GTA ever since. Some of those that were employed at Weber over the years from our family include: M. Thatcher Allred – for 37 years was a full professor, after whom the M. 12 Thatcher Allred Theater is named. He was known as Mr. Theater by colleagues. Pearl Allred was a full and part-time teacher for about 25 years. Gordon T. Allred, Ph.D and full Professor of English teaching 48 years. Sharon W. Allred received her B.A. in English Literature and her Certificate of Education, and was head of Operations for the College of Education for 15 years. Amy Allred Shaw, our daughter, was School Services assistant director; Kathy Allred Junk was Theater Arts Department Secretary and later office manager for Student Activities. Anthony T. Allred, Ph.D., full Professor of Marketing is in about his 17th year of teaching. By the time of his retirement that many or more years from now, Weber State University will have seen, I hope happily, approximately 100 continuous years of Allred involvement. RL: It's hard to believe that Tony has been here seventeen years, because I remember giving him a tour of the library when he first arrived on campus as a faculty member. GA: Here's an interesting little side bit: Each of the three Allred professors have had the middle name of Thatcher. I won't go into the history of that name, but my father was Moses Thatcher Allred. He didn't particularly like the name Moses, so he went always by M. Thatcher Allred. I'm Gordon Thatcher Allred. Tony is Anthony Thatcher Allred, and he has a son, Nicholas, whose middle name is Thatcher, and who thinks he may also want to go into Business Education. I informed our good former University President Ann Milner, of that fact, one time, during the Henry Aldous Dixon awards gathering, suggesting that she would definitely have to hire him some day. We have a little family saying, at least I do, it's rather corny: "Our 13 name may be Allred, but we bleed Purple." Among those people I know who have had special impact on Weber, have been the following English Department heads: Dr. Leland Monson (also Division Head during much of that time), Bob Mikkelson, Levi Peterson (one of the early department Ph.D.'s instrumental in my obtaining my own doctorate and encouraging my writing and publishing efforts), Floyd Woodfield, Gerald Grove (veteran AF fighter pilot in WWII and Korean War, flying 250 missions in the Corsair), Candadai Seshachari, Tom Burton, and Kathy Herndon. Other significant colleagues and students include Dr. Reed Swenson, longtime coach and P.E. professor, and close friend of my father after whom Swenson Gym is named; Dr. Stephen Stanford, Social Sciences; Dr. Merlin Cheney, a longtime friend and Director of the English Master's Program; Clarisse Hall, (going back a long time), the early-day Registrar on the Downtown Campus who was the sister of George Hyde, the college plumber. I remember seeing George's besmeared face emerging from his plumbing efforts out of the manholes at times. He sometimes went hunting with us; Dr. LaVon Carrol, member of the English Department and Utah Poet of the Year; Dr. Victoria Ramirez, talented friend in the Department and occupant of the adjoining office for many years; Dr. Robert Hogge, retired Air Force Colonel, whom I helped hire on at Weber where he continued until his retirement 24 years later. Bob is my close friend and mentor and a teacher of great diversity of classes; Dr. Mikel Vause, former student and still teacher in the Department, noted mountaineer who has published quite widely and nearly lost his life on several occasions. 14 Dr. Evan Memmott, Head of the Audio-Visual Department in the College of Education, was a devoted friend and next door neighbor, and we often regarded his family of nine children as our own children, and our own eleven as his. He and I often joked about making a tunnel between our houses, which would be especially convenient after a heavy winter snowfall. He was a conference wrestling champion, and I worked out with him for many years. Sometimes I could do pretty well because I was ten years younger and engaged in weight-lifting at the time. But if he ever got me in a hold called the "figure four", there was no hope, and I soon surrendered. His passing from a rare form of leukemia was indeed saddening. I was his ward bishop at the time and was profoundly affected by that. Dr. Richard Sadler, Chair of the History Department and Dean of the College of Social Sciences, was another fine colleague. I had his wife Claudia and several children in my classes, and he had several of mine in his own. It was quite a nice exchange. The following prominent professors should also be of interest and who attended some of my classes. Dr. Gene Sessions, whose middle name was Allred. We always greeted each other as "cuz – "How you doing, cuz?" I think we're third cousins. He was in my Biographical Writing class with his wife, Shantal. Dr. Alton Davis, Political Science Department, who attended several of my classes to assist his son, Brad, who suffered from terminal lung disease. Dt. Larry Doman, Chair of the Languages Department, who attended several of my classes and directed out quarter-long Studies Abroad program in Spain at which I taught, about thirty years ago. Dr. George Crawford, Dean of Business and Economics. Dr. Casseel Burk, Dean of Education. Dr. Jennings (Jay) Olson, philosophy program, mentioned 15 previously. I didn't ever have him in classes, but I wouldn't have been able to teach him much. Not that he was proud, but I knew him very well personally and he directed the Honors program for several years, and always did everything in superabundance. Jay was the only true genius I ever knew personally. Upon Jay's move from upper 25th Street to South Ogden some of my sons and I spent several days transferring his library to his new double garage and basement. It numbered more than twenty thousand volumes, all read cover to cover and marked in color code of red, green and blue. He was a pillar of physical fitness, running great distances and pressing massive weights, also traversing the world engaging in acts of aid and uplift of which few people were aware. When he first began teaching on the old campus I took two of his classes. Sharon took, I think, 35 hours from him and was very impressed with the man, as I was. While on the present campus he contracted a severe, degenerative nerve disease, but he forged on valiantly to the end in his late seventies. It was my great honor to speak at his funeral. Jay had always been a great favorite of my parents and was a source of Christ-like uplift in their passing. Following our marriage Sharon and I enrolled at the University of Utah where I obtained my master's degree in journalism with a minor in English. During that period we both worked half-time, she as a doctor's receptionist and I an associate editor for the old Improvement Era, forerunner of the Ensign. I then enrolled in a doctoral program at Chicago's Medill School of Journalism but abandoned it after a year for employment as a writer with the U. S. Forest Service near my home in Ogden. Four years later I joined the Weber English Department. 16 This latter was an amazingly simple process, hardly like today when 800 people apply for consideration. I was walking along outside the Forest Service Building, feeling I'd come to something of a dead end there. It was a good job in many ways, but I was looking for other options, and there was Leland Monson walking up to me, very fortuitously, and in his very articulate, precise way of speaking, he said, "Gordon, I want you to come teach in the English Department at Weber College." That was about how hard it was, and I accepted! His request was based not only on my previous schooling and articles I had published with the Era, but also in the men's outdoor market, and my book, Kamikaze, on the life of a Japanese suicide pilot. It was a one-time best seller and translated into several languages. In 1963 I began my forty-eight year career at what eventually became Weber State University. At the onset I was given our two advanced freshman English courses containing an outstanding group of students, including prominent author Dean Hughes, who is the most prolific author I've ever known. Other courses I taught early on included Intro to Fiction and Intro to Literature, Beginning and Advanced Fiction Writing, Biographical Writing and seminars on a number of modern authors including Ray Bradbury, Wallace Stegner, Bernard Malamud, Ernest Hemingway and various others. Incidentally, by interesting coincidence, just the other day I received very nice letters from Marilyn Diamond and Leanna Riddle of the Honors Department, who had been with Kay Brown and my wife Sharon in one of my Biographical Writing classes. I also received one from Kay who was previously our department secretary. 17 Ten years into my program at Weber I received a full professorship on the strength of my authorship and publishing, but was feeling the growing need to obtain a doctorate in Creative Writing. Few universities were offering one and all of them were demanding two, even three languages (in the case of Iowa). I decided to try my old alma mater the University of Utah, where I'd been for a good may years, but I didn't think it was likely. I sent a letter to the head of the department, Dr. Kenneth Eble, and got one by return mail that read, "Dear Gordon, by interesting coincidence we are just in the process of formulating a doctoral program in creative writing and you need to have another major to go along with it. Please write and let us know what you would like." I of course was delighted and promptly wrote a reply of about five pages single-spaced on my little Remington typewriter. If he had taken me up on it, my entire program probably would have probably required five years instead of the actual three to complete. Happily as well I was able to substitute a lengthy paper on characterization for the language requirement, which is all too often a mere hurdle with most doctorates. Anyway, I remember clearly that letter from Ken and working out what eventually became an excellent creative writing doctorate with a modern literature combination, one I ultimately completed with a 4.90 grade point – all A's except for one B. The program ended with a three-hour oral which went well, and included a couple of interesting incidents. One of the committee members whom I had never met despite my best efforts, merely smoked a large meerschaum pipe throughout the entire proceeding until the air was literally blue. Asked at the end if he had any 18 questions, he merely shook his head and continued puffing away. That was it! The rest of the exam had been quite challenging but nobody was trying to throw me any curveballs. It was all very fair and worthwhile. We came to one little problem toward the end, however. The final oral is supposed to be a "defense of dissertation", which in this case was my novel called Starfire, which had already actually been accepted for publication and had won first prize in the Utah Fine Arts Contest for Novel of the Year. Consequently the oral focused on classes in modern lit which I had developed and taught at Weber State during the doctoral along with an extensive annotated bibliography of one hundred books and about that many periodicals. Consequently after some discussion about the dissertation which already had pretty impressive credentials, the then department Chair Jim Fife said, "Here's what we'll do, Gordon. You take your dissertation in hand, move over to the corner of the room, and get a good grip on it. Then the rest of us will line up and try to wrench it away from you and that will be your defense of dissertation." Big laugh all around, and I decided things were going pretty well. Shortly afterward I was asked to leave the room and wait out in the hall while they made their big decision. I did as directed, but only waited for five minutes or so before the entire committee filed out and came walking down the hall with my Committee Chair Hal Moore in the lead. Thrusting out his hand he clasped my own and said, "Congratulations, Dr. Allred!" Quite a moment! Others offered similar kudos, and last of all came Ken Eble, former department chair, who had written me that first compelling letter three years 19 earlier. "Well, Gordon," he exclaimed, "We got quite a lot out of you didn't we?" "I surely hope so," I laughed, and knew that I had given it my best. All told I had devoted 45 hours to my masters and 112 hours for the doctorate, not including the just-mentioned related classes developed and taught at Weber. I had also logged in 45 hours on the doctorate at the Medill School of Journalism which I later abandoned as too far removed from my creative writing predilections. During my 48 years at Weber State I have had about 20,000 students and spilled an estimated 18 miles of red ink on papers, living to my last name. Among my most interesting and challenging eras there, in addition to the beginning years, involved the return of a number of retired military personnel, primarily officers from World War II. Included among them have been the following, all of whom wrote very effectively about their experiences. A major named Glen Fleek, who was marooned with several other men in the far north and eventually rescued via snow cat. They had undergone quite a dramatic several days in the wilderness. In his pre-war days, at one time in lower South America somewhere in Chile, he went swimming off the coast without a life-preserver, just swimming out into the sea. Along the way he was hailed by two men in a boat who advised him to climb in with them because the water was full of sharks. Later they dined together, and he discovered that one of them was a man named Zane Grey, popular author of American Westerns. Another student was John Christy, who had lost his wife and two children one wintry night on the highway when struck, of all things, by an ambulance. He had fought in three different wars, World War II, Korea, and Vietnam. Upon being 20 released from Korean prison and dragging himself across the Demilitarized Zone, he looked back and gave the North Korean guards the fickle finger. He was in Cuba at the time of Fidel Castro and escaped by boat with a fellow by the name of Errol Flynn. Another student was Colonel John Jones from North Ogden. He was a bomber pilot over Germany and Vietnam and was shot down by so-called friendly fire over Cambodia in a storm. He somehow dragged himself from the plane, but doesn't remember how, and lay in a coma for several days in an area infested by four different types of venomous snakes, perhaps the greatest concentration of deadly reptiles in the world. He was finally discovered by natives who somehow carted him back to the military base across the canals, accidentally dumping him into them at times, and fishing him out again. Once rescues, he was found to have 26 broken bones. We became good friends and he visited us several times at my home here in Ogden. Another was a retired major named Jimmie Rees, who, I believe, was the first woman military pilot. She turned down an offer to become a movie star for that opportunity with our Air Force – a very tough but also charming, talented lady, and we also became close friends. I also remember Colonel Ed Hansen, who took several of my classes, graduated from Weber and began teaching high school in Davis County. He returned to my office one day a year or so later, and when I asked how he was doing, he replied, "Better." "Oh, are you not well?" I asked. "I'm fine. I'm just better. Isn't that what it's all about?" 21 Following is a listing of main awards during my 48 years at Weber that may be appropriate for a history of this nature: (1) Doctorate in Creative Writing and Modern Literature, University of Utah (2) Honorary Doctorate of Humanities, Weber State University, 2012 (3) Utah Author of the Year, League of Utah Writers, 1990 (4) First Place Utah Fine Arts Creative Writing Contest for novel Starfire; Second Place Poetry (5) Professor of the Year, Weber State University (6) Weber State University Presidential Distinguished Professor, 1980-81 (7) Outstanding Professor, Weber State University Students (8) Weber State University Award for Creative Writing (9) Lowe Award for Innovative Teaching (10) Henry Aldous Dixon Award for Teaching and Service (11) Ogden Mayor's Award in the Arts for Literature (12) Purple Paw Award for Excellent Service, Weber State Alumni Association (13) Hemingway Faculty Vitality Award, Hemingway Faculty Development Trustees (14) Phi Kappa Phi Scholastic Honor Society (15) Who's Who in the West Author of many articles and short stories plus 22 books including Kamikaze, former 22 best-seller on the life of a suicide pilot; and one that I treasure almost as much as my doctorate is the Fifth Degree Black Belt in Kenpo Karate, which taught me a lot about life, among other things. Throughout my association with Weber, this university has enlarged from about 500 students on the old campus to, I think, Ruby, we're at about 26,000 now, is that right? RL: We're right at about that figure. GA: And during my 48 years here I was blessed to have found my work – the vocation one does best and loves most. It is what I urge others including my students to strive for and where they can make their greatest contribution. I continually encourage them as well to consider the old truth that attitude if everything, that learning and progress may be everlasting and that love is the greatest virtue. Following are added names of significance during my tenure at dear old Weber. Roland and Helen Parry were like uncle and aunt to me and my older sister, Joan, who I call "Nan", and later our younger sister, Penny. We were neighbors on the old campus during my childhood, and again several years later in a little faculty enclave in upper Ogden during World War II and beyond, that included the Baddleys and Clair and Ruth Johnson. Helen and Roland gained considerable recognition for their All Faces West pageant staring famed Austrian baritone Igor Gorin as Brigham Young, which production my father sometimes narrated. Dr. Clair Johnson was also in the music department at Weber and earned his doctorate while living in our upper neighborhood. 23 My sister Joan, later a talented novelist and poet, acted in two or three of my father's plays including Dear Brutus, with him as one of the actors. When she runs off into the Enchanted Forest in search of him, not knowing where he has gone, a little four-year-old in the audience burst out blubbering loudly. I thought my sister and father were both lost forever! I still have in my attic the dress that she wore in that play. She also acted in my dad's production of Hayfever, and artist Lee Parkinson was so impressed with her performance, charm and colorful regalia, that he asked her to pose for a painting, which he later sold. Some members of the community acting in my father's plays included Julian Stephens and a Mr. Prothero (whose first name I don't remember) of the Ogden Police Department. Others included Catherine Northrop, Jim Andrews, and Russell "Soapy" Thorson, who called Joan Sugar Plum and me Deep Stuff. One Christmas morning he dropped by for a visit with my parents bringing me a mysterious present which he accidentally left in his car. When I kept pestering him to retrieve it for me, he mischievously protested, "I can't right now. I've got a bone in my leg." It was all very frustrating, but eventually he relented and obtained said gift which was a G-man gun that grated out yellow and blue sparks when you pulled the trigger. Soapy performed in at least one Hollywood movie as an early western cavalry commander, and Jim Andrews did some singing for the Alvino Ray Orchestra. The plays my wife Sharon starred in at Weber during the time she was there included Antigone, Joan of Lorraine, Masque of Kings, There Shall Be No Night, Pride and Prejudice and You Can't Take it With You. She received Weber's 24 Actress of the Year award, and later joined the staff of the Education Department. My father Thatcher produced the first play in the new Browning Fine Arts Center, A Man for All Seasons, which I thought was appropriate for him. Among the Weber faculty members performing in Dad's plays were the following: Dean Hurst, John Elzey, Bob Mikkelson, Farrell Collett, H.E.D.Redford, Jennnings Olson and the future Ogden Mayor, Merle Allen. Our parents spent quite a lot of time entertaining their students in our home, especially the one on upper Lake Street during my teenage years. Consequently my sisters and I became well-acquainted with a number of them. Among them were Dan Bailey, Aaron Roylance, who assisted in our various moves around town, Tony Belliston, and Wayne Bundy, a frequent family visitor and friend along with his wife the former Louise Lambert. My father was fondly known by colleagues as Mr. Theater and the M. Thatcher Allred Theater in the Browning Fine Arts Center was named in his honor, thanks especially to devoted and accomplished younger colleagues, John Elzey and Leonard Rowley. RL: O.K. You've filled us in quite a bit on Weber, your early days, and people that you've known. I've got quite a list here of presidents that you've worked with during your career here. I was wondering if you had any particular memories, starting with President Bill Miller, who was here from 1953 to 1971, so he would have been the one that was here when you first came. GA: I remember Bill well, and he was very kind and supportive. I remember on one occasion, he was afflicted with some malady and I visited him in the hospital. He 25 was very gracious almost as if I were the one needing the kind words and outlook. I also remember President Rod Brady well. He was partly responsible for the Thatcher Allred Theater being named as it was. He is the one from whom I received the Presidential Distinguished Professor Award. That was back about 20 years ago, and it was a $3,000 award. That would easily be worth $10,000 or maybe $15,000 today. Quite a sumptuous award, and I was extremely grateful. He attended one of my Biographical Writing classes in that connection, and afterward his only suggestion was that I might consider a different seating arrangement – maybe arrange the seats in a horseshoe shape instead of the standard pattern. That was his only suggestion, and he was most generous in his praise. Henry Aldous Dixon I came to know very well. He was known as Uncle Aldous, as mentioned earlier. His son, Dave, and I were hunting companions with some of our buddies. I just knew Leland Creer and Aaron Tracy in passing. They seem to have been there rather briefly when I was a youngster on campus, but I can still see what they looked like in my mind's eye. Others included Joe Bishop who was there for a time. I got to know him mainly through two of his sons who were students in my classes. RL: That was the time period when the president's house burned down, is that correct? GA: I'm trying to remember. Was that Joe Bishop? . RL: I think so. GA: Yes, the house up by the Stadium. RL: Yes. 26 GA: Okay, I do remember something about that. RL: It didn't make a big impression? GA: Well, it did. I just have a faulty memory. I don't think it burned down to ashes, but there was a fire in there. RL: Paul Thompson and Ann Milner were the ones who were here for a substantial period. GA: I visited with Paul on several occasions and we were going up into the Cache Valley area one time for an English Department retreat. I was the member of the faculty sitting next to him at meal time and I remember going out swimming later and diving off the ten-foot diving board. He was a very pleasant, down-to-earth individual. You mentioned in addition to Paul, Ann Milner. I got to know Ann quite well. A lovely, talented lady. As I mentioned earlier I joked with her a bit about the fact that she'd have to hire my grandson, Nicholas Thatcher Allred because of his middle name, the same as his father's, (my son Tony in the Business Department), and mine and my father's. She was quite amused at that, or at least was kind enough to fake it. She was a fine lady and I was impressed with her performance for ten years here. RL: She certainly garnered a lot of support for Weber State. GA: She did indeed. RL: I think that's important. Of course, as a female, I'm glad to see the first female president leaving a really good reputation when she stepped down. In your time here you talked about a lot of different students that you remember from the 27 greatest generation and so forth, but you also encountered students after several war situations. You were here during Vietnam, when some of our soldiers and military came back to a pretty dismal lack of welcome but students returning from Iraq and Afghanistan had a totally different experience. Did you see a difference in their performance as students? GA: No. I don't know that I had that many from Vietnam or from Iraq, but the ones that I mentioned from World War II were outstanding students and all very professional writers. RL: Okay. You mentioned coming here to 500 students and now that we've grown to 25,000 plus. Over the years did you notice any particular changes in the students: Was there a change in their level of innocence or maturity from the earlier days to when you left here? GA: I heard some of my colleagues say that student caliber is not as high now as when I came. I'm not sure that is the case. I had a lot of good students all through that 48 years, partly, perhaps, because I've become a better teacher and place higher demands on them. RL: You've talked about the awards you've received and so forth. Was there any particular thing that you are particularly proud of? GA: I am probably most grateful that I had so many fine colleagues and students whom I treasured and came to regard as friends and mentors who taught me a lot – not only my teacher friends, but some of my students. I mentioned Dean Hughes whom I'm very proud of, and who has written something like a hundred different 28 novels. RL: Were you involved with any of the reorganization or with campus governance? Any things that stand out in your mind? GA: No, I wasn't involved much in campus governance. I was on many committees at the departmental level. What I wanted to do most, however, was to teach and to write, and felt pleased by the way the two complimented each other. RL: You have seen a lot of Weber history in your time here going from divisions to departments and then the division into colleges and reorganization and so forth. You've also seen the different approaches in terms of the direction that Weber has gone. There seems to be a lot more town and gown cooperation and providing students for the workforce in Northern Utah and so forth. Are you pleased with what you've seen, or do you think things should have gone a different way? Do you have an opinion on that at all? GA: I can't provide you with the specific examples at the moment, but my general feeling is that 'weber has reached out and dealt with the community quite effectively. We've certainly had that kind of situation and positive reactions in sending students off campus and having them serve on a very practical vocational level for credit. Weber is becoming more and more part of the Ogden and greater community, and of course we have the Davis campus which is a part of that. RL: It seems like your time at Weber has certainly been a positive experience. Is there anything that you would have liked to have seen be different or is there anything that you would go back and change? 29 GA: I can't think of anything at the moment. If you give me 24 hours I might come up with something. RL: Well, if you have to think that long it's obviously not something that's been bothering you. GA: I think the growth of Weber has been wonderful, and it's become an organization we can certainly be proud of. We have a number of fine master's programs now and I fully believe we will eventually have doctorates. We are on par in many ways not only population-wise, but otherwise with Utah State and with the University of Utah, my old alma mater, where I spent seven years in undergraduate, masters and doctorate degrees. Brigham Young, of course, is a religious institution, but we have grown to the point where I think we're competing favorably with all these organizations. We're attracting people that we supposed we might not attract in time past. I can't see anything right now that I feel dissatisfied with. RL: For someone who has been here for so long, I would say that's a pretty positive statement to make. GA: I think so. And taking it one step further I am deeply gratified to have found my work here. I remember two different times we had on campus the noted educator Max Learner, and I always thought the name Learner was appropriate for him because he took joy in learning. Anyway, he spoke of sitting around the table with his family at night discussing ideas and how important they were. He above all was the one who helped me realize that we should find our work which is the thing you know best and love most, and I was extraordinarily fortunate in finding Weber State and having definitely been handed the opportunity by my good friend, Leland Monson, 30 who made it possible. There has rarely been a time – even when I was teaching 20 hours a quarter or semester that I failed to relish the experience. Even when I arrived here in the dark hours of morning, first one on campus, when I didn't feel a sense of expectation. I looked forward to mingling soon with students and colleagues, when I felt that there was a great sense of empathy, so I've urged students to acquire that same kind of thing in their own lives. Certainly, a lot of them have done so, and have become good friends of mine. I have colleagues whom I cherish and whom I can look to as mentors so it's all been very positive. There's never been a time when I have wished I had gone a different direction even though I have had different opportunities. I could have stayed with the Forest Service. I had different chances to teach at Utah State. At one point I had a probable opportunity to teach at the Institute across the street, but I had found my home at WSU – all that I hoped for, and have never regretted it. It's been 48 years of pretty much sheer joy. RL: Well, I don't think we can end on a better note than that. Thank you so much for coming to spend time with us today. GA: Thank you, Ruby. I'm honored and happy to be here with you and my wife, Sharon, my better three-fourths. RL: Thank you again. 31

Social Class in Arundhati Roy's The God of Small Things TomyPriyoUtomo English Literature Faculty of Languages and Arts State University of Surabaya tomy.priyo@gmail.com Prof.Dr. FabiolaDharmawatiKurnia, M.Pd. English Department Faculty of Languages and Arts State University of Surabaya fabkurnia@gmail.com Abstrak Karyasastraadalahrepresentasikehidupansosial.Di dalamkehidupanmasyarakattertentu, seperti India, adasebuah system yang dinamakankelassosial.Kelassosialmembawamasalahsebagaidampak yang tereflekisdalam novel The God of Small Things karyaArundhati Roy.Tujuandaripenelitianiniadalahuntukmengungkappenggambarankelassosialpadatokoh-tokohdandampaknya.Dalamskripsiini, data yang digunakanadalah novel The God of Small Things karyaArundhati Roy yang diterbitkanpenerbit Flamingo.Dalammenyelesaikanmasalah yang sudahdipaparkan, penggunaanteorikelassosialmilik Karl Marx akandiaplikasikan. Penggambarantokoh-tokohkelassosialdianalisadenganmenggunakandefinisikelas yang didukungolehpelbagaiaspeknya.Sedangkandampakdarikelassosialdianalisadenganmenggunkankonsekuensidarikonsepkelassosial.Tokoh-tokohsosialkelasdigambarkanmelaluibeberapapoin yang mencangkupkekayaan, pekerjaan, danpendidikan.KelassosialatastergambarpadasosokPappachi,Mammachi, Baby Kochama, danChacko.SedangkanKelassosialbawahtergambarpadasosokAmmu, Velutha, Rahel, danEstha. Olehkarenaitu, kelassosialpadatokoh-tokohtersebutmemeberidampakpadakesehatanfisik, kesehatanjiwa, kehidupankeluarga, pendidikan, agama, dansistemkeadilanpadakasuskriminal.Jadi, halinisepertiduridalamdaging yang sudahmengakarpada system kehidupansosial di India. Hal ininampakpadakasusAmmu yang haruskehilangan status sosialnya, hargadiriPappachiterhadapMammachi, dantokoh-tokohlainnya yang meenghadapimasalahkelassosial. Kata Kunci: India, masyarakat, kelassosial. Abstract Literary work is the representation of social life. In a particular social life, such as India, there is social class. The social class dribbles the ball of problems as the impact in Arundhati Roy's The God of Small Things is one of the representation of it. This thesis is aimed to reveal depiction of character's social class and impact of their social class. In this thesis, Arundhati Roy's The God of Small Things published by Flamingo is used as the main data source. In answering the statement of the problems, theory of social class based on Karl Marx's view is applied. The depiction of the characters' social class is analyzed using definition of social class and supported by aspects of social class. The impact of the characters' social class is analyzed using the consequences concept of social class. The main characters' social class is portrayed through several points. They are wealth, occupation, and education. The Upper social class is portrayed on Pappachi, Mamachi, Baby Kochama, and Chacko. Then, The Lower Social class is portrayed on Ammu, Velutha, Rahel and Estha. Therefore, social class on the characters gives impact on Physical health, mental health, family life, education, religion and the criminal system justice. So, this thesis portrays the intimate enemy of the system that has been rooting in India that always brings problems caused by it, the social class. It can be looked at the fall of social status of Ammu, the dignity of Pappachi toward Mammachi, and other characters who face the same problem of social class. Keywords: India, society, social class. INTRODUCTION In social life, people are demanded to live in integrated individuals where each individual delivers different characteristics. These differences finally construct a problem within the social life, especially economic problems. Economic problem has been classic problem that cannot be avoided in modern life, thus people are categorized by their capability in economic status or class. This categorizing unconsciously creates a phenomenon where society is sorted. The sort of society based on the economic capability seems to have been articulated by Karl Marx, where society with low capability to product will be dominated by the society with high capability to product. Marx exclusively distinguishes three major classes, each of which is characterized in its role in the productive system by 'the factor of production' it controlled –the land-owners, obviously, by their ownership of land; the capitalists ('bourgeoisie') by their ownership of capital; and the proletariat (working class) by their 'ownership' of their labor-power (Worsley, et al., 1970: 302). Finally, social class turns to be tight and the distance among classes go further. In modernism, construction of society is shaped by the demands to live better. This way indirectly emerges competition that a one should defeat the other one just to earn the economic status. This also becomes the base of Western to colonize and dig the domination to Eastern and African. Indeed, colonization has been passed, and all people has freed, but it has not been clear at all. Behind this fact, colonization has leaved behind the effects toward the people who have been colonized. Sometimes, this fact slaughters keenly the problem of the post-colonized people, for instance in India. In India, there is known system of caste, Brahman, Kshatriyas, Vaishyas, and Sudras. Some 3500 years ago invaders from the north, known as Aryans, imposed the caste system; there is no conclusive evidence that they originated the idea of caste in India, but it seems to be the most likely explanation. The Hindu religion divides the population into five basic groups. The highest groups are known as Varnas (colors) and beneath them come a group without caste, the Untouchables. The four Varnas consist of: Brahmans (a priest caste), Kshatriyas (a military caste), Vaishyas (a merchant or agricultural caste), Sudras (a laboring caste). These caste has been like a stamp to people's destiny and it impacts to their statues in society. These statues are not decided by what they have economically but from what caste they are. Then, it turns to be interesting thing when this system is faced with the problem of economic in modern life (Nobs, 1980: 30—31). As modern people, ability of delivering feeling is not only through direct utterance. The freedom to think, to articulate what they feel finally reach the world of literacy based on the experiences. In the literacy, meanings are accommodated with the beauty of words. Hence, in literary work, especially novel, the view of society including the problem of class can be mediated. It is added by Richard Taylor's Understanding the Elements of Literature, he says that literature is art that essentially created by imagination of the author's experiences (Taylor, 1981: 1). Wellek and Warren even assert that literature can be treated as a document that contains of historical idea and philosophy (Wellek& Warren, 1984: 111). Subsequently, literature work can be something important, crucial, and even interesting thing to dig up with interpretation. The crucial things can be seen in Arundhati Roy's The God of Small Things. TheGod of Small Things depicted the life Indian society. The setting of the story takes place in Kerala. The story tells us that comunism or even religion which teach us about equality in human rights in the reality it can not change discrimination and patriarchy in society. The main characters in this novel are Estha and Rahel. They are twins. Their grandfather is the owner of a company from Christian which is very high class (touchable). But their mother has marry with the Hindust man, it means she must change become lower class (untouchable). Max Weber stated that the social class is divided into trhree layers- the upper class, the midle class and the lower class. The higest level is held by educated and wealthy family. This includes Pappachi family. Their social classes are in the high social classwhich gives the member of this class has different life styles,attitudes, educations, and opportunities in the society. The next class is lower class (untouchable), untouchable person can not touch high class. They are uneducated person. They are not allowed to work in high position. In this novel untochable personis Velutha. Velutha is a paravan. Paravan is the lowest caste in Indian. Furthermore, the richness of this novel has glimpsed on the awards that attaches on Arundhati Roy herself and hers. It needs to know that The God of Small Things has won The Man Booker Prize for fiction in 1997. Arundhati Roy herself is a famous Indian novelist and social activist. In 2002, she won the Lannan Foundation's Cultural Freedom Award for her work "about civil societies that are adversely affected by the world's most powerful governments and corporations," in order "to celebrate her life and her ongoing work in the struggle for freedom, justice and cultural diversity". In 2003, she was awarded 'special recognition' as a Woman of Peace at the Global Exchange Human Rights Awards in San Francisco with Bianca Jagger, Barbara Lee and Kathy Kelly. Roy also was awarded the Sydney Peace Prize in May 2004 for her work in social campaigns and her advocacy of non-violence. In January 2006, she was awarded the Sahitya Academy Award, a national award from India's Academy of Letters, for her collection of essays on contemporary issues, The Algebra of Infinite Justice, but she declined to accept it "in protest against the Indian Government toeing the US line by 'violently and ruthlessly pursuing policies of brutalization of industrial workers, increasing militarization and economic neo-liberalization". In November 2011, she was awarded the Norman Mailer Prize for Distinguished Writing. It shows that she is one of important writer in India. Her literary works always tell about social and tradition also symbols to be analyzed. In the instance Roy shows Indian culture as the identity in her literary work. Most of her master piece is showed about social class, tradition in Indian culture. She wrote many books such as an ordinary person's Guide to Empire, War talk, Public Power in the Age of Empire, Power Politics, The Checkbook and the Cruise Missile and The Cost of Living. After all, it is unarguable to be questioned that Arundhati Roy's The God of Small Things is full of crucial issues. Based on those facts, the crucial issue that emphasizes on this thesis is in the social classes, thus the potential title that can be put on it is "The Intimate Enemy of Social Class in Arundhati Roy's The God of Small Things". RESEARCH METHOD The used method is descriptive quality; it means that the essence or the quality of the data becomes the reference to work rather than the quantity of the data. With interpretation toward the data, the analysis can be worked. Interpretation becomes crucial step because with regardless this, the analysis cannot be maximally operated. It is also as the technique of the study. Then, the approach of the analysis sharpens to mimesis where the universe is used as comparative literature toward the result of the analysis. Indirectly, it includes in extrinsic approach where the sociality is referred as the universe. SOCIAL STRATIFICATION In social life, they always have something that is appreciated. That can be wealth, knowledge, education or economic. In Narwoko&Bagong'sSosiologi: TeksPengantardanTerapan, SoerjonoSoekanto states that in rural society, land and livestock are often considered more valuable than education. On the contrary, it does not happen in modern society. In society, people who have valuable goods in large quantities will be more appreciated rather than people who have a small amount. Thus, they will be considered as low class (Narwoko&Bagong, 2004: 152). This low class construction, because there is characteristic of "not" low class. This construction finally creates categorizing that can be called as stratification. Sorokin states that 'Stratification' is a term used to characterize a structure of inequality where individuals occupy differentiated structural positions and the positions are situated in layers (or strata) that are ranked hierarchically according to broadly recognized standards. The implied reference to sedimentary layers from geology reflects the relative permanence of the posited structure and the long history that is assumed to have generated it. Stratification researchers focus primarily on the empirical study of the sources of the rankings that generate the hierarchy of strata, the mobility of individuals between strata, and the mechanisms of integration that allow societies to cope with the existence of persistent inequalities between strata (Narwoko&Bagong, 2004: 153). Aristotle observed two millennia ago thatpopulations tended to be divided into three groups: the very rich, the very poor and those between. It shows that in ancient times people have come to know and recognize the hierarchy system in society. Social stratification can basically be distinguished into three kinds. They are Class, Status and Power (Worsley, 1970: 288). SOCIAL CLASS According to Karl Marx's Theory of Class, as quoted by Chris Livesey, it is stated that class is the motor of social development. Marx argues that society has developed through four main epochs ("period time"). They are Primitive Communism, Ancient Society, feudal Society, and Capitalist Society. For him, only the first epoch (the "primitive communism") is free from some form of social stratification on the basis of class. This is because, for Marx, class forms of social stratifications only come into existence once people start producing more goods than they require fulfill their everyday needs and gatherer society are basically subsistence societies; that is people can only manage to hunt/ gather enough food for their everyday needs (sociology.org.uk). To describe in detail this theory, it needs to be classified based on the definition, aspect, and consequences of social class. Karl Marx is one of the first writers who analyzes class differences. He sees class as a phenomenon of any society where the ownership of wealth and the means of production, factories or land, gives an economic basis for stratification. Marx also outlines different stages in history in which the ownership of property gives one group control over others. The group, which controls and owns the means of producing food and goods, is the dominant class. Furthermore, Marx argues that there is a constant struggle, a class struggle, and this conflict between the different classes brought about changes in society (Nobs, et al., 1980: 28). Therefore, the conflict among classes are grounded by the domination of a high class over the low class. Class itself, as Lenin says, is large groups of people differing from each other by the place they occupy in a historically determined system of social production, by their relation (in most cases fixed and formulated by law) to the means of production, by their role in the social organization of labor and consequently, and by the dimensions of the share of social wealth of which they dispose and the mode of acquiring it (Collected Works, Vol. 29: 421). Furthermore, Karl Marx divides social class into two classes. They are Capitalist class (or "bourgeoisie") and Working class (or "proletariat"). Capitalist class is those who own and control the means of production (which involves ownership of such things as land, factories, financial institutions and the like). And working class is those who own nothing but their ability to sell their labor power (that is, their ability to work) in return for wages (Henslin. 2003: 284). Similar to Karl Marx in discussing about social class, Max Weber tries to generate it with defining social class as a large group of people who rank close to another in wealth, power, and prestige. These three elements separate people into different lifestyles, give them different chances in life, and provide them with distinct ways of looking at the self and the world (Henslin, 2012: 276). Aspects of socials class are classified referred by wealth, by occupation and by educational level. Each can be used for different purposes or they can be combined (Worsley, 1970: 292). According to Henslin, the primary dimension of social class is wealth. Wealthconsists of property and income. Propertycomes in many forms, such as buildings, land, animals, machinery,cars, stocks, bonds, businesses, and bank accounts. Incomeis money received as wages, rents, interest, royalties, or the proceeds from a business (Henslin, 2003: 276). Furthermore, the spread of material resources among the population is an important indicator of social inequality, while changes in this distribution over time indicate whether society is becoming more or less equal. The investigation of the spread of personal income and wealth, however, is fraught with difficulty because of inaccuracies in the data, the problem of deciding the relevant unit of analysis (whether to use individuals, families or households), how to assess the non-monetary benefits derived from government expenditure, and the way individuals' positions may change over the life-cycle (Abrecombie, 1994: 120). Occupation is another aspect of class that definitely can be included as the ground of belonging to a class.People give less prestige to jobs that are lowpaying, require less preparation or education, involve more physical labor, and areclosely supervised. For example, people in every country rank collegeprofessors higher than nurses, nurses higher than social workers, and social workershigher than janitors. As soon as people develop of being specialized kinds of work, they also get the idea that some kinds of work are more prestige than others. The high prestige occupations generally receive the higherincomes; yet there are many exceptions. The next is factor is education. According to Lindemann, as quoted by Sharon Link & Alexandra Howson in Sociology Reference Guide: Defining Class, it is stated thateducation plays a significant role in one's social position, that is, to aperson's place in the social hierarchy and ultimatelyin stratification. Education also can provide equalityof opportunity and contributes directly to social mobility (that is, to one'sability to move upwardly from one's social class of origin). Social and economic indicators such as income and occupation are typically used to measure social class, and education plays a significant role in determining one's employability, employment, and income (Danziger& Reed, 1999). Education therefore plays a crucial role in the likelihood of people being able to improve their social class location by moving into higher occupational classes. Education is seen as having different functions. Within a consensus or functionalist perspective, associated with the work of Talcott Parsons, education is seen to have a role in socialization; it contributes to ensuring that children are 'trained' to comply with the demands of the social system. Indeed, for many people, education exists to ensure that individuals learn how to be good citizens and thereby maintain an efficient, stable social order. Consequently this view of education emphasizes merit, ability and effort and the needs of society or the economy. Such a view also expresses in the idea that education is about individual opportunity (Raines & McAdams, 2006). When social class exists in society, there will be many impacts given. According to Henslin (2003: 288), consequences of class are divided into six categories. It is very good to be applied as the impact of the social class in The God of Small Things. They are: (1) physical health (2) mental health (3) family life (4) education (5) religion and (6) criminal justice system. SYSTEM OF CASTES IN INDIA India is a country where system of caste grows basically. There were four original castes, separately created by Brahma: Brahmans, Kshatriyas, Vaishyas and Shudras. This fourfold division has its origin in the Vedas, the sacred books of the Hindus, and one of the 'most ancient books in the library of mankind'. They are admitted by all the adherents of the Hindu system to be the primary and infallible authority on the origin of the castes (Keanne, 1978: 24). Senart defines a caste as a close corporation, in theory at any rate rigorously hereditary : equipped with a certain traditional and independent organization, including a chief and a council, meeting on occasion in assemblies of more or less plenary authority and joining together at certain festivals : bound together by common occupations, which relate more particularly to marriage and to food and to questions of ceremonial pollution, and ruling its members by the exercise of jurisdiction, the extent of which varies, but which succeeds in making the authority of the community more felt by the sanction of certain penalties and, above all, by final irrevocable exclusion from the group. While, according to Sir. H. Risley, a caste may be defined as a collection of families or groups of families bearing a common name which usually denotes or is associated with specific occupation, claiming common descent from a mythical ancestor, human or divine, professing to follow the same professional, callings and are regarded by those who are competent to give an opinion as forming a single homogeneous community (Ambedkar, 1916: 3—5). In India, there is known system of class based on the caste. Thus the caste is having seemed to a thing that is flown in people's blood. Hindu religion divides the population into five basic groups. The four highest groups are known as Varnas (color) and beneath them come a group without caste, the Untouchables. The four Varnas consist of Brahmans (a priest caste), Ksathriyas (a military caste), Vaishyas (a merchant or agricultural caste) and Sudras (a laboring caste). Within these groups there are thousands of subdivision; among the Brahmans there are more than 500 subdivisions and there are over 200 divisions of people without caste (Nobs, et al., 1980: 31). India's majority population is Hindu (although it is worth noting that Hinduism is highly variable). Caste is often regarded as a social structure arising from Hindu practices and ideas. But, other religious groups in India also make caste distinctions. Muslims, Christians, Sikhs, Buddhists, and Jains have historically recognized and reinforced caste and/or varnadistinctions (Mines, 2009: 67). SYRIAN CHRISTIAN AND KERALA HISTORY Kerala provides a particularly interesting case study on race because religions are divided from each other based on caste. That is, not only do Hindus follow the caste system, but Christians as well (Sonja, 2001: 129).The Syrian Christians pride themselves on being one of the earliest Christians in the world and trace their conversion to the year 52 AD, when the Apostle of Jesus, St. Thomas arrived on the Kerala port city of Malankara near the bustling trade hub, Muziris.19 According to Syrian Christian communal history, after the death of Christ, the apostles went to different lands to spread the Word of God. St. Thomas went east through Babylon, present day Iraq and onto India. On arriving at the Kerala coast in 52AD, St. Thomas reportedly performed a miracle in front of Brahmins taking a ritual bath. He threw the water in which the Brahmins were bathing into air and it stayed there (Chittilaphilly, 2000:14). Then, The Brahmins impressed by this miracle, immediately asked to be baptized. St. Thomas established churches at Kottaickal, Kokamangalam, Paruetta, Chayel, Kurukkanikulam, and Palloor. He also established chapels and erected crosses at Niranam, Pallipooran, Vattamarry, Cranganore, Palloor and Kuthamana before he was martyred outside Chennai. During St. Thomas's tenure in Kerala, he performed miracles and acts of penance that draw pilgrims to St. Thomas sites to this day (Sonja, 2011: 31). "When I was young, low-castes had to get out of the way of an upper-caste. They would know to get out of the way because the upper-caste would travel with a servant. Every now and again, the servant would call out "hoi". When I was a young girl, I would hear that. "Hoi…" and then a little while later, "hoi". If the low-caste was on the path, he would hide off the path until the upper-caste passed. They used to get out of our way too. My mother told me that us Christians would have servants to sweep the ground before us as we walked so we would not step on any bugs. We were just like upper-caste Hindus" (Sonja, 2011: 36). Restrictions were also placed on worship—lower castes were not permitted to worship the 'high' Hindu Gods (Shiva, Vishnu, and Krishna) but were relegated to demon worship. Temple entry for low-castes was denied. Low-caste Hindus and Christians were prevented from obtaining and education and excluded from public service and government positions (Sonja, 2011: 36). Namboodiriswere exempted from land taxes while low-castes had to pay taxes and fees for even the right to use an umbrella or a palanquin. Namboodirisalso controlled the informal judicial system. While they were exempted from the death penalty, low-castes could receive the death penalty for ordinary offenses such as theft. The sentences of low-caste criminals were brutal: death by elephant trampling, blown from mouth of cannon, hung for 3 days, and mutilations (Sonja, 2011: 36). Historians have conjectured that regulating the oldest son to marry within the caste ensured that the illam(Brahmin property/residence) was kept caste pure (Sonja, 2011: 38). Only converted upper-caste Hindus would be accepted as part of the Syrian Christian fold (Palakunnel, 1999: 221). THE UPPER CLASS Characters who are Upper Class in the God of Small Things are: Pappachi, Mammachi, Chacko, BabbyKochama, Estha and Rahel. The novel tells us about social life in Ayemenem, a rural area in Kerala, India. Pappachi is one of the richest people in the area. He lives in a good wealth. Every single thing that he does shows that he is a rich person. Thus, Pappachi belongs to the upper social class. The higher class people, such as working class women or women who has rich husband usually have a higher life-style. It can be seen from the way of their life. Appearance becomes the most important thing for upper class women. They usually wear expensive clothes or expensive stuff to show off to other people that they are upper class. Mammachi here, in the novel, in the reality of the novel, is told as the wife of Pappachi, a Syrian Christian with high social class. Becoming a wife of the man from high class, indirectly, will lift up her status in front of the society's eyes. With that fact, Mammachi "should" have a life as upper class, with glamour life style, exclusive life, and everything with highest quality. Expensive, that is the proper word for her jewelries, as been exposed to this statement, "Margaret Kochamma took Mammachi's hand. The fingers were soft, the ruby rings were hard" (Roy, 1997: 83). There, the fact is barely exposed, how Mammachi's passions and desires toward jewelries, especially for the expensive ones. Wherever her body exists, wherever her feet step up, wherever her life strolls up to her social life, the jewelries never go to waste to be leaved, it is always following to decorate herself to become "like" upper or high class as usual. Probably, it can be related to the characteristics of women universally, that they likely to show off their jewelries to appear the impression of their status, class, and wealth. Chacko is the first child of Pappachi. As the oldest child, plus a fact of his sex is men, Chacko has privilege. Furthermore, in India, men are having high position especially in social life. It can be understood that India is Patriarch Country where men must have privilege to control everything including women. Going back to Chacko's fact, in the family system, Cahcko can claim to own all properties in the family. As Mamachi's Pickles company, the controller, the manager, the one who has major right is the oldest men child, and he is Chacko, it can be read on this statement, "Legally this was the case, because Ammu, as a daughter, had no claim to the property" (Roy, 1997: 28). Based on that fact, it can be supposed officially that Pappachi's and Mammachi's wealth will be inherited on Chacko, while Ammu, as the women child, has no right on that privilege above those wealth or properties. It presents that Chacko has a govern of Pickles Factory. It is strengthened with the statement of Chacko confesses that the factory is his own. That is clear factually that Chacko has good wealth that means he is a high-class man. Actually, it is important to add that Chacko also has a potential to manage the factory because Chacko has been educated, he has good level of education. Thus, it drives his brain being clear of thinking cleverly, managing something in a god way, and giving good profit. For additional information that supports it, "Chacko had been a Rhodes Scholar at Oxford and was permitted excesses and eccentricities nobody else was (Roy, 1997: 19). Baby Kochama is the sister of Pappachi, John Ipe. She is the most famous person in Kerala. "He was a priest of the Mar Thoma church. Reverend Ipe was well known in the Christian community as the man who had been blessed personally by the Patriarch of Antioch, the sovereign head of the Syrian Christian Church—an episode that had become a part of Ayemenem's folklore" (Roy, 1997: 12).John Ipe is not common priest, she becomes famous because she has been blessed personally by Patriarch of Antioch. Patriarch of Antioch is the Head of Christian Syrian Church. Because of that, after John Ipe has been blessed by the the Head of Christian Syrian Church, John Ipe is respected by the people around her. It means that John Ipe has high social class, especially for people in Ayemenem. Ammu is the last child from Pappachi's family. As the child of high-class family, Ammu automatically belongs to be high-class one. Her life, lifestyle, and education have shown that Ammu is high-class one. Education is something important for a one with high social class. It is usually considered as he step of a one to be high-class one. It is also a factor that can support a one to be high-class one because it can influence the sight and the view of people around him or her to consider as high-class one. Ammu is drawn as a woman that has good education, this educated woman continuously affects her status. It is seen by this statement, "Ammu finished her schooling the same year that her father retired from his job in Delhi and moved to Ayemenem." (Roy, 1997: 19). After finishing her education, Ammu marries to someone. Ammu marries to someone with good wealth. Ammu meets with her husband in a party, the party where rich men jostle and show their wealth off. It is accepted when it is called as a party where rich men assemble, because the irrational thing must be happening when the party is for poor men or low class because the Touchable and the Untouchable must not be touched each other. While Ammu is high-class one, and she comes to a party. The party logically must be a party for high class, and the man that marries to Ammu must be a man from high class. Several weeks pass, Ammu marries with him. "He was on vacation from his job in Assam, where he worked as an assistant manager of a tea estate. His family was once-wealthy zamindars who had migrated to Calcutta from East Bengal after Partition." (Roy, 1997: 19). THE LOWER CLASS Characters who are Lower Class in the God of Small Things are: Velutha, Ammu, Estha and Rahel. Lower social class in this novel is strongly drawn in Velutha's character. Velutha is black but he is so smart. Social class rises strongly through his life. He lives in poverty. As the main character, Velutha belongs to the lower social class. Life background has significance role and it makes his having lower class level as poor people. "He was called Velutha-which means White in Malayalam-because he was do black. His father, Vellya Paapen, was a Paravan. A today tapper (Roy. 1997: 35).The quotation shows Velutha's life background. Velutha is a son of Vellyan Paapen whom a Paravan. So, it automatically makes Velutha become a Paravan too. Paravan is the lowest caste in India. It is also called Untouchable. A Paravan contains of poor people because usually Paravan only work as a lower labor. Velyan Paapen works as a maid in Pappachi family, it means that he cannot deserve his son to get a good financial condition. It brings Velutha living under poverty. Social class rises through his poor condition, because the economic condition he has, indicates that Velutha belongs to lower class people. Ammu is a Christian Syrian from upper class. However, after she gets a divorce with her husband, her status also changes. From being a high class, he turns it in to lower class. After divorcing, Ammu comes back to Pappachi's home in Ayemenem, Pappachi welcomes it because of his compassion toward Ammu, his daughter. But, it does not take to many time for Ammu to decide to get off of the home. Because Ammu "secret" love with Veluthe has been revealed up, thus it drives Pappachi angry and Ammu gets off. Ammu has to fulfill all necessity for her life, she has to work to earn money. Before that, she works at the Pickle factory of her family, but when she has been dropped out of her home by Pappachi, Ammu search for other job in other place. Job is the important factor in dragging the strata in front of the eyes of society socially. People from high class usually have prestige job with good salary. Because it can influence to what life they choose, by buying everything, shopping everything, and establishing their arrogance of the wealth. Following that, the impression of being an upper class can be sought and decided. However, behind that fact, the lower class only has lower jobs, those lower jobs jail their economy. The limited economical conditions will never change their status and strata in front of the society's eyes, thus, their status will keep being lower and never being changed. Ammu, then decides to work at a hotel as a receptionist, and working as a receptionist is not a prestige one. Additionally, the hotel is not five stars hotel, it is only a small hotel with low standard, as has been quoted on this statement, "Ammu had lost the latest of her succession of jobs—as a receptionist in a cheap hotel—because she had been ill and had missed too many days of work." (Roy, 1997: 76). Nevertheless, working here has dropped the health of Ammu down. Probably, it is caused by her changing life, from living in good house with good treatment to living in a low life. His illness finally sharpens to the way she works, she often gets the absences on working, and it makes her getting the fire as a receptionist in that small hotel. Furthermore, working at a small hotel will not give gret significance of changing for a woman like Ammu, particularly for what she gets on his salaray. This quotation can be regarded, "On that last visit, Ammu spent the morning with Rahel in her room. With the last of her meager salary she had bought her daughter small presents wrapped in brown paper with colored paper hearts pasted on." (Roy, 1997: 77). 'Meager salary' explains clearly how small the salary that ammu gets, and it must not fulfill enough for her necessity. The work of Ammu like this is not the prestige one and the salary is too small. That is the main point of this talk, it is concluded that Ammu becomes a lowe class after facing divorcing. The divorcing is added by her love with a low class, Velutha, that facts slap her status in front of the society. Socially, her status collides and becomes one of low class masses. Estha and Rahel are the twin of Ammu with Baba. Estha and Rahel have unique life in this novel. When they are still child, Estha and Rahel are treated by Ammu in her family life that is from upper class. However, although they are live there, there is an unsaid rule that sets Ammu and her children have no right anymore to live in Pappachi's house. But, Pappachi's commission breaks that rule, so that is why they can still enjoy to live in Pappachi's house. It is clear to be understood that Estha and Rahel can be put in to a detail that they are children from upper class. Estha and Rahel can enjoy a trip with family private car that for low class that is the most greatful trip. The trip that they will ever enjoy. The trip they never imagine. The trip they never fantasize because they have been adapted to jostle in the public transportation with the bad smell and disgusting sweat of poor people. Their life is painted in that public transportation and tripping with privacy car is only a part of their fantasy. Estha and Rahel also often go to cinema, it is even told that they have watched film entitled "The Sound of Music" three times. After watching it, they go home to Ayemenem, with one night over sleep in a great hotel. Plus, the smell of food, their trip becomes perfect. The fact like that, is something that is only for upper class, it is important for low class of having it. This lifestyle, indeed, need much money, thus it belongs to upper class with good condition economically, besides that, it is also becomes the viewpoint of valuing the strata of a class. Rahel is a daughter of Ammu. After being left by her brother, Estha, who is sent back to his father, Rahel becomes sad, the sadness grows peaking up when she has to be leaved by Ammu. Rahel, then is treated by Mammachi. All the need of Rahel is fulfilled by Mammachi. As the grand daughter who grows in upper class family, Rahel gets good education. "She spent eight years in college without finishing the five-year undergraduate course and taking her degree. The fees were low and it wasn't hard to scratch out a living." (Roy, 1997: 9). Rahel then continuous her school to a university, and it is not a big problem for Mammachi to pay all the charge of the school. Rahel spends eight years in that university and ends it with no graduation, or it means that Rahel drops out. She even decides to marry to a man from America and go with him to America. Actually, that is not good marriage for Rahel. She is too hurry up to marry. "Rahel drifted into marriage like a passenger drifts towards an unoccupied chair in an airport lounge. With a Sitting Down sense." (Roy, 1997: 10). After deciding to marry and move to America, Rahel does not enjoy her life, because she is not treated as an upper class. Because Rahel has married, her life burden goes to her husband's own. Thus, Mammachi does not pay anything of Rahel's life anymore. However, the age of the marriage is too short, not long after that, the marriage is broken down. Rahel divorces with her husband, and it insists Rahel to work to stay alive and fulfill all necessity for her life in America. It is clear to see that Rahel live in the circle of low class life. She works as a waiter in an Indian restaurant in New York. It is easy to be classified that working as a waiter is one of low class job, it has no any prestige. That job just give little earn for her life daily. Life he has to pass is different with the life he gets in Ayemenem. Rahel also ever works as an employee in a gas station. This job is not a job that can give her good earn in salary. This fact, one day, makes a procure offers Rahel to become a sexual worker where she can get more money. This is simply clear to understand, how low Rahel life in America, and she can be put in to one of low class people. THE IMPACT OF THE SOCIAL CLASS In this section, the impact of social class will be explained. The impact of the social class will be revealed through several characters that have connection each other. The consequences of social class by Henslin (2003) will be used to analyze the impact of the class. The consequences of class that will be used to explain are family life, education, religion, and criminal justice system. Pappachi, the character who is drawn as Upper Class has some impact in his social life. Those are family life and mental health. Papachi has good education, he has prestigious job, besides that, he also has good wealth. It makes him becomes a character or a one who is upper class. The wealth and the prestigious job he has makes him always looks prefect. He desires to be looked as the perfect one around the people. As a man with upper class, Pappachi becomes very famous in Ayemenem. It can be seen to the quotation above, when Pappachi passes away, Indian Express, a newspaper with English letters, writes the news about the death and the funeral of Pappachi. It means that, Pappachi is not only an upper class one, he is more than that. However, the important part that can be informed in this fact is, the class of Pappachi. It is not easy for low class to be put on the newsletter, only important information that can be considered as the important news to be informed, and low class does not belong to. Mammachi is an Indian woman character. As an Indian woman, Mammachi receives all things happen to her. Mammachi marries to Pappachi who is an upper class. Thus, it can be seen that it is not easy to have a couple from different class, especially upper class. However, Mammachi has been ready of facing all the risks, the risks that bring the consequences of social class.Mammachi is accustomed to get hit from Pappachi. Mammachi does not do anything because for Indian women, women, as a wife,have to serve their husband. So whatever her husband does to his wife then his wife must accept it. "He never touched Mammachi again. But he never spoke to her either as long as he lived' (Roy, 1997: 23). So, Mammachi is never really touched or talked at all to Pappachi until Pappachi died. Besides family life, Consequence of social class also influences to the religion. People who are Christian Syrian, are supposed to be upper class than Hindus. In an intriguing chapter of Modernization and Effeminization in India, Anna Lindberg discusses how jobs within cashew factories in Kerala are dependent on one's caste. The dirtiest job, shelling the cashews, is done by the lowest castes of the factories. Shelling is the most unhealthy job as it involves removing the roasted nuts from the corrosive black oily shells. The next step up is peeling, or removing the brown skin from the cashews and is performed by both the scheduled castes and the Ezhavas caste (Linberg, 2005: 55). That quotation explains indirectly how caste affects the job of people in India. People with upper caste will throw the obligation and duty of the job to the lower caste, and people with upper caste prefer choosing clean and light works. Thus, the lower caste, people with the lower caste always works with dirtiness job, and low class job. Chacko is the first son of Pappachi and Mammachi. He was born from upper class family, and it makes the life of Chacko is surrounded by the wealth that can sink himself in the sea of this life. Upper class is portrayed clearly in this novel and it is reflected by Chacko's character. It can be looked at the background of education and of lifestyle of Chacko. The background of education of Chacko that is laid on Oxford and marries-divorces-re-marries, and gets back to Ayemenem, and ends it with heading the Pickle factory, have proven that it is the interesting life to have. However, this social class, finally affects his mental health. As the head of the Pickle factory, Chacko actually can do everything he wants, he has that chance. As has been exposed on this follows statement, "He would call pretty women who worked in the factory to his room, and on the pretext of lecturing them on labor rights and trade union law, flirt with them outrageously." (Roy, 1997: 31). Chacko has a habit of calling all beautiful women who work at the Pickle factor. He invites them with reason to teach them about the rights they have to have. However, Chacko does not do that, it is just a reason. Chacko tries to sleep those women with giving them money. For Chacko, spending much money for sleeping with women, is not a great problem. The condition of his economy, especially money, can guarantee it. Baby kochama is a character who has upper social class in the novel. Her social class then gives impact toward criminal justice system. One with upper social class is usually respected. Once, when Baby Kochama arrives at a police station, she is treated as if a queen. The police treat her very well, with great attitude, and so much respect that is never hidden in the police's mouth. She ever sells a lie to the police, and the police trust it by taking it for granted. Based on that fact, it can be articulated that the impact of Baby Kochama as the upper class is really affecting to her life, her life that is full of respect by the people or the society around her. For the support to proof it, this statement can be supposed to, "Baby Kochamma misrepresented the relationship between Ammu and Velutha, not for Ammu's sake, but to contain the scandal and salvage the family reputation in Inspector Thomas Mathew's eyes." (Roy, 1997: 122). It is clear when it is known that Baby Kochama sells the lie to the police just because she does not want her family gets down of reputation. The way Baby Kochama utilizes her status in the society is very tricky. She reconstructs the story of Ammu and Velutha because the relation between the two is such a shame thing for the family, especially for Baby Kochama's family that is from upper class. With no having any choices to save the reputation, Baby Kochama finally does the lie, with regardless the value of lying is lower than lower class status. Impact of Ammu as lower social class is drawn in physical health and criminal justice system. Ammu suffer from many diseases after he gets out of Ayemenem's house. As has been exposed on this follows statement, "Who came back to Ayemenem with asthma and a rattle in her chest that sounded like a faraway man shouting" (Roy,1997: 76). Her weak economical condition grave illnesses suffered by Ammu. There is not much that can be done by Ammu. Eventhought she is sick, she still has to work to meet all her needs. Living in poverty make Ammu can not treat her disease. Her physical changes occur from groomed Ammu and beautiful become Ammu who has disease and ugly. Ammu physical changes that profoundly changed drastically make her looks very different. When Baba, who is a Hindus, marriage with Ammu that makes the church doesn not want to bury Ammu. because for the church Ammu has different class from them. So, Chacko dicides to bring Ammu's bodies to the electric crematorium. Ammu's bodies are treated very badly, they wrap the body of Ammu on a dirty mattress. How Ammu's bodies are treated very clearly illustrates how Ammu's social class. Her marriage that is considered wrong, living in poverty and disease she has, it all led to Ammu suffer until she dies. Cremation place that is used to burry Ammu's bodies is very dirty. From the above quotation clearly seen what people is burned in that place. Only the bodies of beggars, criminals and police custody are burned on the ground. It is impossible for bodies of people wiyh high social class and have good econmomic condition is buried in that ground. Unfortunately again, no more families are present in addition to the ground except Chacko and Rahel. Impact on the character Velutha great looks of the criminal justice system. Velutha as a lower social class is treated badly in the criminal system. When velutha is accused of making a mistake then the police catch him in a bad way. They do the violence which is not a procedure of arrest. They woke Velutha with their boots (Roy, 1997: 144). The police wake Velutha who is asleep with their hard shoes. The police do not want to touch velutha because he is a lower class. Velutha gets injustice. The police directly commit violence on Velutha without asking first what happen actually. On Estha's character, social class gives impact on his mental health. Estha who is accustomed to luxury living in Ayemenem's house. One day he has to move because his mother send him bank to his father. Where the condition of his father is different with condition in Ayemenem's house. Estha finished school with mediocre results, but refused to go to college. Instead, much to the initial embarrassment of his father and stepmother, he began to do the housework. As though in his own way he was trying to earn his keep. He did the sweeping, swabbing and all the laundry. He learned to cook and shop for vegetables (Roy, 1997: 6). His mental health is disturbed after he decides not to continue his education into college. Estha starts doing what he should not do. He does all the homework that should be done by women. And since then Estha starts rarely speak until one day he really stop talking altogether. Estha performs regular activities without spending a single word. He does not care what the people around him are doing. He will still silent. Although his twin sister, Rahel, is next door and talk, then Estha still keep silent. This condition sometimes makes Rahel think whether Estha become mad, as has been exposed on this follows statement, "Had be seen her? Was be really mad? Did be know that she was there? They had never been shy of each other's bodies, but they had never been old enough (together) to know what shyness was" (Roy, 1997: 44).EStha's mental condition shows that social class can also give impact on mental health. Rahel is raised by mammachi after Ammu die. Of course being raised by mammachi will make life in very good socio economic condition. Raised by Upper class lifestyle makes an impact on family life of rahel. Rahel who has been abandoned by both parents become a very naughty girl. Because she never get a good attention from all her family. Uncle Chacko and Mammachi just give her all the material only. Rahel gets all the facilities that she need so she can reach high education. it is clearly explained how Rahel who are not given attention by all her families. They are just busy with their own affairs without considering the love that needed by Rahel. She is just given all the material she needs such as clothes, food, and money. That all makes Rahel become a naughty girl. Rahel is actually a beautifull smart kid, but she often makes the act that make her eventually are punished and expelled from the school. In the above quotation illustrated how Rahel delinquency in schools. Rahel is first convicted when she is at the Convent of Nazareth. She is caught decorate dorm room door with a flower head. And the next day she is tried and given punishment by the head monastery. Six months after, Rahel is expelled from school because she is already given many punishments and she still keeps naughty. It is all because of Rahel ever caught smoking, she also ever steal and burn bun of Houseministers. Rahel becomes naughty because of she never gets a good attention. Here, it clearly shows that social class olaso give impact to family life. Rahel eventually grows into adulthood without attention and affection of a family. As an Indian women, Rahel's future is determined also by her marriage. CONCLUSION Based on the recent analysis of the data, the result can be concluded that all the issues that have been revealed by statement of the problem can be drawn. There are two conclusions which can be concluded. The first is about the depiction of the social class, the second is about the impact of the social class on the character. The first conclusion is about the existence of social class experienced by the character in the novel. Karl Marx divides social class into two classes. They are Capitalist class (Upper Class) and Working Class (Lower Class). The existence of social class can be seen by wealth, occupation and educational level. As Worsley says that each of the aspects can be used for different purposes or they can be combined. So the character in the novel is divided into two classes. Upper class's characters are Pappachi, Mammachi, Chacko, BabyKochama. And the lower class's characters are Ammu, Velutha, rahel and Estha. The social class can be identified by their economic background, their way of life, their way of dressing, and the standard of living. The second conclusion is about the impact of social class on the character. The impacts of social class are divided into six categories. They are: physical health, mental health, family life, education, religion, criminal justice system. Every character has different social class impact. 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Ralph G. Crandall, September 30, 2013 ; Business at the Crossroads - Ogden City is a project to collect oral histories related to changes in the Ogden business district since World War II. From the 1870s to World War II, Ogden was a major railroad town, with nine rail systems. With both east-west and north-south rail lines, business and commercial houses flourished as Ogden became a shipping and commerce hub. ; The following is an oral history interview with Ralph Crandall. The interview was conducted on September 30, 2013, by Lorrie Rands and recorded by Avery Pince. Ralph discusses his experiences with 25th Street. ; 24p.; 29cm.; 2 bound transcripts; 4 file folders. 1 videodisc: digital; 4 3/4 in. ; Oral History Program Ralph G. Crandall Interviewed by Lorrie Rands 30 September 2013 Oral History Program Weber State University Stewart Library Ogden, Utah Ralph G. Crandall Interviewed by Lorrie Rands 30 September 2013 Copyright © 2014 by Weber State University, Stewart Library Mission Statement The Oral History Program of the Stewart Library was created to preserve the institutional history of Weber State University and the Davis, Ogden and Weber County communities. By conducting carefully researched, recorded, and transcribed interviews, the Oral History Program creates archival oral histories intended for the widest possible use. Interviews are conducted with the goal of eliciting from each participant a full and accurate account of events. The interviews are transcribed, edited for accuracy and clarity, and reviewed by the interviewees (as available), who are encouraged to augment or correct their spoken words. The reviewed and corrected transcripts are indexed, printed, and bound with photographs and illustrative materials as available. Archival copies are placed in Special Collections. The Stewart Library also houses the original recording so researchers can gain a sense of the interviewee's voice and intonations. Project Description Business at the Crossroads - Ogden City is a project to collect oral histories related to changes in the Ogden business district since World War II. From the 1870s to World War II, Ogden was a major railroad town, with nine rail systems. With both east-west and north-south rail lines, business and commercial houses flourished as Ogden became a shipping and commerce hub. After World War II, the railroad business declined. Some government agencies and businesses related to the defense industry continued to gravitate to Ogden after the war—including the Internal Revenue Regional Center, the Marquardt Corporation, Boeing Corporation, Volvo-White Truck Corporation, Morton-Thiokol, and several other smaller operations. However, the economy became more service oriented, with small businesses developing that appealed to changing demographics, including the growing Hispanic population. ____________________________________ Oral history is a method of collecting historical information through recorded interviews between a narrator with firsthand knowledge of historically significant events and a well-informed interviewer, with the goal of preserving substantive additions to the historical record. Because it is primary material, oral history is not intended to present the final, verified, or complete narrative of events. It is a spoken account. It reflects personal opinion offered by the interviewee in response to questioning, and as such it is partisan, deeply involved, and irreplaceable. ____________________________________ Rights Management Special Collections All literary rights in the manuscript, including the right to publish, are reserved to the Stewart Library of Weber State University. No part of the manuscript may be published without the written permission of the University Librarian. Requests for permission to publish should be addressed to the Administration Office, Stewart Library, Weber State University, Ogden, Utah, 84408. The request should include identification of the specific item and identification of the user. It is recommended that this oral history be cited as follows: Crandall, Ralph, an oral history by Lorrie Rands, 30 September 2013, WSU Stewart Library Oral History Program, Special Collections, Stewart Library, Weber State University, Ogden, UT. iii Ralph G. Crandall September 30, 2013 Abstract: The following is an oral history interview with Ralph Crandall. The interview was conducted on September 30, 2013, by Lorrie Rands and recorded by Avery Pince. Ralph discusses his experiences with 25th Street. LR: It is Monday, September 30th, 2013. We are in the home of Mr. Ralph Crandall in Ogden, Utah and we are conducting an oral history interview of historic 25th street, of Ogden, then and now, if you will. My name is Lorrie Rands and I will be conducting the interview and Avery Pince is the assistant. So we'll just get right into it. When are where were you born? RC: What year was I born? LR: Yes, when and where. RC: 1922, July 22nd. I was born in Morgan. Just up Weber Canyon, lived there for a couple of months is all. My father had gone from Morgan down to the Southern Pacific Shops and they had a strike that year and he went through the strike because the strike men were dismissed and new ones had to come in. He was a farmer up there and he was a machinist when he got down here. He was capable of being a machinist with the amount of mechanical work he done on his farm equipment and that type of thing I suppose. It was rare that they made a person machinist but that's what he was, his career. And so, he couldn't get out of the shops because if you broke the picket line, you was liable to get injured because there was pretty good animosity going on there. My Grandmother, his mother lived down on about 26th and Wall Ave. The picket line wouldn't harm the women and she could bring some food into him at times but it was a couple months after 1 I was born that he sent for my mom and me, and my mom's older sister, who acted as a surrogate mom, so-to-speak, for the family. Dad's first wife that died of the flu of 1918 and he had three children under four years old. My mom was born in North Ogden and he was born in Pleasant View. And he knew my mom during the school-time. Both now around 30 years old, my mom was the youngest of her family and she was left with her mom and an invalid sister because the rest of them just moved away: so she ended up as the care taker by default sort of. When Dad's first wife died he had found out my mom was still single, so he headed to her home in North Ogden to see if she'd come and take his children and be his wife. And I'm the second born of that union. I had a sister that was born a year or so ahead of me but she died immediately after birth, so I'm the oldest of that family. We moved down to Ogden, of course, to be a family. I grew up in Ogden. LR: And where in Ogden did you grow up? RC: Well, our first place we lived at 1072 Oak Street. Mom grew up on a farm more-less and Dad was a farmer, with three children from him, myself and a sister that come along, they moved out to 2nd and Adams Avenue, still in Ogden it had an acre of ground attached to it and we was able to have produce and farm vegetables, a cow and the things people needed to survive in those days. Since he worked at the shops, Southern Pacific round house near 22nd and Wall Avenue for the locomotives coming in off to the rails for repairs. They called it a round house because the locomotives were put on sort of a revolving deck in the middle of this and they'd come in on the tracks and they'd rotate that 2 deck to a side track to work on those locomotives on those side areas, so it was a huge round building and they called it a round house. I can remember going in there when the strike was settled and seeing a lot of things that he accomplished. The locomotives in those days were all steam and the big barrel over the wheels of the locomotives was a boiler. The coal and the wood and whatever was used for the heat were pitched in by a fireman and there was an engineer who ran the locomotive. The boiler would build up steam and the steam would provide the propulsion for the locomotive to pull freight. There was this one thing that was quite interesting. I don't know if anybody ever realized it but those locomotives had tires on the wheels. They called them the tire, and you look at a tire and it's something you put on a car and its rubber but this wasn't rubber, it was steel. The wheels of the locomotive were cast iron, too soft to run on the rails, so they put a rim of steel around that wheel. Now, that wheel was, like six foot tall, this rim was about an inch thick and about three inches wide and it would fit over the flange of the cast iron wheel. So, they called that rim a tire. To repair this, they had a gas fired ring that spewed flames out and they'd put this ring close to the wheel of the locomotive and they'd have this fire running on natural gas and the idea was to get that ring hot and since everything expands when you get it hot, well that was gauged in such a way that the rim, the tire, was put on the rim after it got hot enough and it slid onto the wheel and this man had to be accurate enough to drive that tire on that wheel in such a way that it was against the flange because when it hit the cold cast iron it would shrink up and it would shrink up and seize onto that wheel. And that's what they did for all locomotives for the driving 3 wheels. There is an interesting thing about that propulsion too, the pistons were in a barrel type-thing with steam running to it and then this piston had an arm that went to the wheel and a ram effect, and if the ram is pushed forward, it makes the wheel rotate and that was how they'd get the propulsion to run a steam locomotive and anything that's round. Even in ships with paddle wheels and things like that. They had this steam type-thing. I couldn't begin to tell you what year but it was first invented for steam ships on the ocean and then it was converted to locomotives. Interesting thing that crossed my mind, if the locomotive stopped and it was on dead-center, meaning that the arm that pushed the wheel around was absolutely horizontal to the wheel, and it was on dead center, that locomotive couldn't move, no matter how much steam you put to it, it wouldn't work. So they had to get the locomotive off dead-center so that the arm could be moved up or down from the center so that it could have purchase power to drive the wheel. It used to be a saying to somebody working in that and if you didn't put out work, you were on dead-center, you weren't doing anything. But getting back to the wheel of the locomotive, they used to use a pinch bar. A man would come up with leverage using a pinch bar which was a steel rod about an inch and a half or so in diameter and the end was a wedge shape and he would put that right under the wheel at the track and just by man power he could move that up because of the leverage he had and move that locomotive just enough so that it wasn't on dead-center so that it could begin to get locomotion. LR: So, you learned all of this from watching your dad? 4 RC: Just learned all of that by watching my dad. There's another thing that might be useful information that is interesting to talk about. When there is steam, no, smoke come out of the engine you've heard the old saying when you grow up as a kid, the engine is a chu-chu, chu-chu engine, and the chu-chu is when that piston would go back and forth and it would cause that sound. Because of the amount of heat that is generated in these boilers, the stack that goes out of the top of the locomotive to dispel steam from the boiler is round, chimney like, for the smoke to get out. But you couldn't use a gasket under that because the heat of the steam was too hot, it would burn up everything they used for gaskets. So they had to take this stack, they called it a nozzle and they would have to machine it the best they could on a machine and then set it up on top of the locomotive. And this nozzle weighed tons—many, many pounds. Then they would put iron filings between the top of the boiler and this nozzle stand and they would just sit there and slide that back and forth using iron filings until it wore down to where the surface was smooth enough that when you bolted it down it was sealed. So they didn't use a gasket, they just tightened it up but they had to make this absolutely flat and absolutely made it and that motion back and forth wore that down, just like grinding, until it would come to the point where they could look at it and find there was no ridges or grooves. Then there were numerous bolts around this nozzle stand that hooked onto the boiler of the locomotive and pulled it down tight. He would work on that nozzle stand with the bar with arm power he would move that back and forth for days and days until it 5 got to the point where it smoothed down to where it could be bolted down to the top of the steam engine and make it hold. LR: So did you guys live close to the station then? RC: Well, we lived on 20th and Madison and this was on 22nd and Wall. So I had to go from Madison to Jefferson to Adams to Wall and over two blocks and the round house was only a block below Wall, so you could figure that I was about a half to three-quarters a mile away. On a bicycle you could do that in a short time. I would take lunch to Dad from time-to-time if he didn't have time to get it before he left. The round house is gone now; I don't remember when it was removed. The steam locomotives are gone now. You see them come with museums and as a museum and they come to Ogden once a year or so. These half a dozen in the United States go to different parts of the country so that people could see what steam locomotives were and what steam engines were. Those wheels were, some of them on those big engines were higher than a man, even some as tall as eight feet high. I don't know if you've been down to the station and seen those but that's what they do and let people come in and see those and how that was in the past years. LR: Cool. So, you would take food down to your dad. What else? I know that we, last we talked about the fact that you delivered newspapers when you were younger. CR: Well, but that didn't have anything to do with the railroad. We got off, it just so happened that 25th street was the passenger station for the passengers to board trains. I guess that's a thing of the past as well. We don't even have any passenger trains that come through Ogden anymore. We have freight that comes 6 through Ogden. But your question about newspapers. I must have been about 13 or thereabouts when that time came along that I delivered newspapers and I had a route between 24th and Lincoln to 28th and Lincoln and west as far as the tracks. As for residences, there wasn't many when you got to wall, because it was all railroad tracks. Even in that yard now, there are acres upon acres of train tracks, and they've all been removed now, except major tracks that go through. But the newspaper route I had, I only lasted about a year with that. I delivered to the residents that mostly lived on 25th street but also what residences there were, north and south sides of 25th street. On Wall there is a hotel that still stands. It's called the Royal Hotel and that was built for the porters and waiters that handled the dinner cars on the railroad and a lot of the people I delivered newspapers to lived down along Wall. There was quite a few houses between 26th and 28th street on the west side and on the eastside as well. South of 25th to 28th and then north of 25th to 24th, that's where the paper route was. I never had much to do with the people that I delivered to because someone else collected the money, the route manager usually did the collecting. LR: What do you remember about the businesses then or the buildings on 25th street during that time? CR: Well, there was a nice hotel on the northeast corner of 25th and Wall, called the Broom Hotel. It had a nice big foyer in the middle and then I don't remember how tall it was, a couple of stories I guess. It was a really nice place. Early in the years of the railroad town of Ogden there were a lot of dignitaries who would come including presidents of the United States and people from foreign 7 countries, and that was the hotel they usually stayed in. After the Broom Hotel, the new hotel was the Ben Lomond Hotel in the southeast corner on 25th and Washington so the broom hotel has been removed. But there is still some of those hotels down there on 25th that are still being used, but most of that is commercial now and it's kind of a setting of store fronts from antiques to clothing to food to anything you can think of. There have been pawn-brokers down there, even diners. In 1937, when I had my paper route, Ogden was notorious for, some call them flop houses. They were prostitution houses really. Being in a railroad town, I suppose that is to be expected. But my contact was just simply delivering papers and I only lasted about a year. As far as the buildings down there now, I find that there is much commercialism going on down on 25th street between Wall and Washington than there is on Washington now, which is kind of a turnaround—you could call 25th street kind of the old town of Ogden. LR: I know last time we talked about the JC Penny's and I can't remember how that fits into the timeline but you managed to obtain a job at JC Penny. Would you tell that story? RC: We lived on Madison Avenue between 20th and 21st on the east side and on the west side of the street lived, the manager of JCPenny, his name was Lester Bergeron, I can remember that. He walked to work. JCPenny was on the northwest corner of 24th and Washington and during that time I was putting a bicycle together. I didn't have money to buy a bike, but I scrounged up parts. Frames, wheels and handle bars and things like that and put this bicycle together. This Mr. Bergeron was seeing me because I was out in the open, I 8 didn't have any place to work in the back, I'd work on the sidewalk right in front of the house and one day he came over. I knew him, but I don't know if he knew that I knew him but anyway, he asked me if I would come to the store. I said: "Yes I'd like to." and he said: "Well, I'd like to hire you." And so I went to the store and he took me down into the basement, into a room. In those days, there were sidewalks all over Ogden by stores that had a freight entry and it was two big steel doors over a hole. The hole was about eight-foot square with these two doors at four-foot of that and they would open up from the middle and swing down and lay on the sidewalk and the freight would be delivered into those holes. From inside of those holes, they would take the freight into the different parts of the departments of the different buildings, where ever they happened to be. They opened these doors into this huge room and all I could see is cardboard boxes. He said, "Now, in those cardboard boxes are toys for Christmas and for the Christmas season." He took the first box down and opened it up and whatever was in there, you put that together. And you put that box on a pile over there. Each time you'd gain some space and pretty soon you had the room minus the boxes and full of toys. I can remember wagons, little tricycles, little scooters, little baby buggies, little trains that little kids would sit on and scoot with their feet. Numerous toys, I can't even remember all of them. That was my job and it was well worth it because it was depression time and to have a job of any kind, let alone a kid like myself, it was needed because the family was pretty destitute as far as groceries and things were concerned and that was an income. I think I made 50 cents an hour, I don't really remember. But 50 cents an hour, I don't 9 know what inflation would do with 50 cents an hour from '37 to now. That's kind of an interesting question, somebody might get ahold of that and see what its worth from them to now. I'd hate to guess. LR: I'd think it's a pretty good wage. AP: I would too. Especially for the times. LR: After you joined the military service and got back here into Ogden, you opened up your own business and were able to provide a service to Ogden. Can you talk a little bit about that? RC: When I first got out of the military, I was separated from the military in southern California. I got a job in California, for the state of the California. Kind of an interesting thing that happened there. I was in my grubbies, I was working on my car and I passed the employment service and I walked in. I had kind of a greasy t-shirt and whatever you have working on a car and they wouldn't give me the time of day. They thought I was a vagrant I suppose and I walked out of there and I thought, "Well, that was a dumb thing to do," Since I was an officer in the Navy and I actually flew airplanes in the Navy, the next day I put on my uniform and walked into the employment office and boy they rolled out the red carpet and I got a job the very next day interviewing service people at the San Pedro Naval Port, where the seamen were discharged. My job was to interview them and give them the certain options they had and answer questions they had ask employment and some of the things that were available to returning veterans there. My point about this is that if you are looking for employment, just simply be prepared and dress like you need a job and want one. It wasn't too many years 10 ago, I volunteered for about 11 year's right here, in my later life to give people pointers on employment because I had my own business. My employment was in California. I used to go around to different businesses and see if they would employ people and I became interested in utility trailers, box trailers. I guess the common name for them now is U-Haul, but I thought that it would be a good thing to do. I didn't see any when I was still here in Ogden so I bought 30 of them. I had them built, just the frames of them. I had them shipped from California to Ogden and put them together here, such as putting the boards on for the side walls, boards for the floors and I had to get tires and tubes for the wheels to put them together so they could be useable. This was in July of 1946. I was separated out of the Navy in December of '45, so were talking about a six month period from the time I was released from the Navy to when I got back here in Ogden. I had them shipped to my parents' home—ended up on the River Bridge at 1828 Washington which was right on the river, on the east side, right on the river bank. It was a small building I rented from an individual. I had about a third of an acre around there and I set the trailers out on the ground and I rented them out. I provided a service to people that needed to haul things and go hunting with them, a lot of things like that—kind of a forerunner to what's going on nowadays. Trailer businesses are immense now. I went on that river bridge in 1946 and was there until 1951. That year the river flooded and it sort of wiped out the ground part that I was located on. I had to run it all by myself because there wasn't income for anybody else. I kept track of where the trailers were rented, where the people lived that rented them and I put 11 them on a map of the city and kind of watched where the dots were. It moved the center point of where I figured was a good place to be, quite a ways south. I ended up at 3776 Wall Avenue. This was on the east side of Wall and at that time there had been a shop building built by the person in the iron railing business and he quit or retired or something and I took that property over. Interesting thing, if you went south on Wall Avenue from Ogden City when you got to 36th street, between there and Riverdale Road, there was nothing but dirt then. So I had to go up 36th to Lincoln and then South to get onto Riverdale Road, but my strategy was to move to where there was sort of a center point of the area and that's why I went out there. I expanded on that building, I hired different people to work for me from time to time. Otherwise, I pretty much had to do things myself. I'd go from sort of hand to mouth for income, which I guess you could say wasn't a very good idea, but it worked out. I built an addition to that building and then in about in 1951 or '52 along in there. Now, before I went in the service, I had a friend, I asked him if he would like to join the business. Because he had a job and there wasn't enough income for both of us, he had to stay with the job he had until we could build a store. Then we pretty much turned partners for the next 34-35 years. I ended up with frontage on Riverdale Road and Wall Avenue and all that area through there. Actually, I was in South Ogden City. Where Chimes View Drive runs through the property was the border line between Ogden and South Ogden and I was on the Southside. So I was actually in South Ogden. I went from trailers to rental equipment, wheel barrows, cement mixers, tillers, and all kinds of different equipment and ended up as a RV dealer selling 12 travel trailers and motorhomes, pick-up campers and all that type of thing. I retired in 1986 after 40 years in that. LR: So from your vantage point, as you were able to watch Ogden grow and expand, was it interesting to see how Ogden changed? RC: Oh man, sure it was! Actually, on the corner of 36th and Lincoln, there was a drive-in theater there. It was a night-time thing and I could've bought that corner that time for $25,000, I remember that, but I could barely come up with the $8,000 it took to buy the place that I had bought at 3776 Wall. Now, if you fast forward from 1946 until now you got that whole corner that is Costco and it takes most everything from 36th street to the bluff of the road that drops down into the property of Costco, and the only other thing on the corner is the America First Credit Union there. Interestingly enough, I don't know how long they've been there or when they came, but now the America First Credit Union is building a building on the corner, the northwest corner of Washington and 21st street and going from there, as far as expanding is concerned—and gracious me, as far as the growth of Ogden. When I was living on Madison in the first part of my school days, I went to the Dee School in first grade, to the Madison school on 24th and Madison for something like the fifth grade and then went up to 27th and Adams for Central Junior High School and then to Ogden High School for graduation from Ogden High in 1940. I went three years at Ogden High. Getting back to what I first started to tell you, I can remember a black smith's shop between 22nd and 23rd on the east side of Washington that took big work horses and saddle horses and put shoes on the horses. I was going to try to 13 tell you the name of the black smith in there, I can't quite remember that but maybe I will. I can remember going into that blacksmith's shop and watching him take just a rod of iron and putting it in a hearth and getting it red hot and pounding it on, part of a railroad track, actually they called it an Anvil, and he'd hammer that flat and make it into the shape of a horse shoe and punch holes into it and nail it onto a horse's hoof. Some of those work horse's had hooves as big as a dinner plate, I can tell you that for sure. Interesting that he could put what you call a cork on those shoes. He would bend the iron down on the back of the two pointed edges and the circle part on the front he pounded out a cork, they call them a cork, it was a wedge that would clip into the ground for the horse instead of having just a flat horseshoe, they would have three corks that would dig into the earth, so they couldn't slip when they were going. Later on, I can remember, it might even been that same black smiths shop, a car dealer, sold cars in there. His name was Jesse Chase and they were lined up in this building. I guess he had about 50 cars in there. Further south, there was implement dealers, those buildings right now are being renovated. There's sports stores in there but they were originally used to sell Conestoga Wagons. The wagons like the pioneers came across the plains in. They sold plows, bailing machinery and tractors, swaths, cutting, hay cutting machines, hay bailer machines. I think it was called Steven's Implement Company. Further south and back behind the Ben Lomond Hotel on Ogden Avenue between 25th and 26th was the old Weber Central Dairy. You could go in there and you could buy a cup of buttermilk for a nickel and if you didn't have the 14 nickel you got the buttermilk anyways because it was depression time. In those early days, boy, I'll tell you, a lot of kids and a lot of people would end up down there getting that buttermilk. I don't know how they work things out now at dairies for buttermilk but we got buttermilk then. That brings me to another story when we lived at 2026 Madison. About the same times as the JC Penny circumstance. I got the idea that I wanted to be a cowboy and I wanted a horse and the stadium down by the river at the end of Madison avenue, north and down to the river was my motivation. They started rodeos down there in 1935. My dad says: "I don't know how we can work out having a horse," but he thought about it a little bit. Over in the north side of the cemetery on the east side of Madison at about the 19th block, there was Wheelwright Construction Company. They had a gravel pit and springs which ran water west to Madison. My dad contacted the Wheelwright Construction Company and wanted to know, could we put a corral on that stream so that the horse could have drinking water and I could have my horse. The downside of that was we had to take cow because we couldn't afford to feed a horse, but we could take the milk and sell it to buy hay for the cow and the horse and we worked it out that way so I could have my horse. That summer, I rode down Madison north down to the river to the bottom of the hill, down the flat part—you can go down there anytime and see that it's blocked off from Madison, but you can still go down to the river and see it. In 1935 there was a rodeo guy in a tent there and his name was Monty Montana. He was hired by the first rodeo committee to be a trick rider and a roper. Because I was on my horse, I ended up riding for him to 15 practice down on that flat. Then, when he went into the rodeo, I hauled all of those ropes in there for him to use each night they had that rodeo. I can remember a lot of the people down in the Ogden Stadium, I can't remember all their names but I can remember a couple people, some people I would even remember now. There was a man by the name of Yakama Kunut, there was a man by the name of Jazbo Fulkerson, there was Monty Montana, and Slim Pickens was also one of the guys that would come to perform at the rodeo in the rodeo season. There were numerous other people I never did get acquainted with. I was enthused by it because I thought it something I would be as a cowboy someday. LR: And you ended up with your own business selling trailers. RC: I ended up with my own business. LR: Good for you. RC: I don't know if you wanted to go back to England about something, when I was in the military. Is that interesting at all? LR: If you would like to talk about it. RC: Well, I spent the year of 1944 in England and I was flying as a pilot in a four-engine bomber and our mission was to keep the German U-boat from knocking out our shipping. And the R&R, the recreation part of our stay in England was a pub. The people over there at the pub, when they would see movies from The United States, they saw John Wayne and people like him and others that were in movies, they found out I'm from Utah and since I didn't look like an Indian, I had to be a cowboy. As far as they knew, there were only cowboys and 16 Indians in Utah; that was the mindset of the people over there. This pub, I mean they were just local people, farmers mostly. There wasn't much of anything commercial but this big airport nearby. But anyway, trying to get on with the story, this one farmer, he had a horse and every time he would get on it, it would buck him off. They got to reasoning that if I was a cowboy from Utah and wasn't an Indian that I was able to do something with horses to keep them from bucking people off. I didn't have much of a choice. I got kind of ramrodded into that situation. So, I agreed to do that because I grew up pretty much with horses. I made a date and went over to this guy's place and so help me that was the biggest, tallest horse I've ever seen in my life. It wasn't anything like the ones I rode at home. I had to get up on to that horse and I looked at the thing they called a saddle, it looked more like a postage stamp to me. It wasn't very big. It had a seat alright, but no horn to hang onto, no pommel, no back seat or anything like that. But it did have straps across the back and across the front of that saddle and they could adjust those straps to the girth that went around the belly of the horse. Depending on how far the withers was up on the back of the horse so that the saddle would fit. If you'd lengthen the back strap and shorten up the front strap, the saddle would go forward. If you'd lengthen the front strap and tighten up the back straps, it would push the saddle back. So I looked at the straps and by the time I got through looking, I noticed that the buckle, on the right rear of the saddle that the buckle was flopped clear over and twisted for some reason or another I couldn't figure that out at the time. I undone the buckle and hooked the strap so that it was flat. In my head I got to thinkin', "That buckle was 17 twisted and that buckle stood up on its edge rather than flat." My mind said to me, 'When that guy as he rode he hit the seat of that saddle and that saddle hit that buckle and that buckle would hit those ribs and off he'd come." And that's the first thing I did is flatten that out. So, in order to get on that horse, he had to give me a leg and practically throw me up. When I got up there and get in the saddle, he backed up because he knew that I was going to get piled off, but nope! I just road that horse all over the place, just had a blast. I looked at the ground that was all plowed out there and thought, "Well, if I got bucked off, that's not too bad to land on." But, you know, I gained the reputation of the world's best cowboy over there in England at that pub because I fixed that buckle and I never told them that I changed that buckle, I just let them believe that I was a pretty good cowboy. LR: That's a great story, thank you for sharing it. Coming back into the United States now, there was another story that you told that we would love to hear again. It was about the Ogden City Cemetery when you graduated from high school, the pick-axe and the shovel. RC: Okay, alright. The year is 1940, the year I graduated from high school. In the spring of that year the individual that was a cemetery sextant, was a member of the bishop of the church and he looked out for youngsters. I was pretty ambitious and I got hired. There were about six teams of adults and a younger person like myself and we had a part of the cemetery to cut grass. Ours went from Jefferson to Madison, back to the middle of the cemetery up to Madison and back to 20th and that square was our part. We had a push mower, a real type of mower where 18 the blades twirled and cut the grass that way. There was enough grass in the area that it took five days to mow and you'd get to the point where you would start over each week. Sometime during that summer time there were more graves to be dug than grave-diggers. So they recruited a couple of us guys, but I guess I can only remember myself, but they drove four stakes in the ground and said here is a pick and here is a shovel. Go ahead and dig that hole down in between those four points until you can't see over the top of the ground and that's going to be the grave for some individual. You'd pitch the dirt out on a pile and then you'd put an artificial grass mat over that pile to sort of hide the looks of it. Nowadays they haul that away. So in 1940, I did that and I'll fast forward to 1980, I'm a lot older and an adult now and I was called as the bishop of the ward that we live in, and as I was released from that position, the person by the name of Scott Smeddon, who happened to also be a school teacher as well as the Mayor of Ogden City, was called to fill the position of the bishop. I sat with him as kind of a courtesy to help him get the feel of conducting a funeral. Much to my surprise when we got to the cemetery, this is 40 years since I dug that grave. But guess what I saw there. I saw a dump-truck, a backhoe and a pick-up and there were five people there. There was a woman in the pick-up and a man in the dump-truck and a man on the backhoe and two other men leaning on shovels. And that whole scene was duplicated by my pick and shovel 40 years earlier. I did everything with a pick and shovel that they did with a dump truck, backhoe, pick-up and five people. That was a real surprise to me. It was interesting 19 because, I don't know, it's progress. I told Scott about that and he said, "Well, look at all the people you keep off the street nowadays." AP: You mentioned that you went to Ogden High School. Were you the second class of graduating seniors? RC: No. I think I was about the third class as I recall. I think '38, '39 and '40 graduated from Ogden High. I'm not positive about that but I'm quite sure that's about it. Because my brother whose older than I graduated from Ogden High, which is on the corner of 25th and Madison, before the building of the Ogden High School up at 28th and Harrison. They had an ROTC in the school. I didn't care for that. I just took a gym class instead. I didn't like those wool uniforms in the summertime. AP: I can't blame ya. LP: Yeah, yeah they do. I agree. AP: Do you remember anything else about Harm Perry? You said he started the rodeo—The Days of 47 Rodeo? RC: Not really. I can remember that his daughter, Rosanne, graduated from Ogden High the same year that I did. In fact, I think that was their only child, that Harm and his wife, Rosanne Perry, who is still living I'm quite sure. A good person. I was quite friendly with her. We had about 600 people in the class of Ogden High at that time I think. Probably one of the most interesting things that happened in that year at Ogden High was the choir, which I was in, went to the Music Educators National Conference in Los Angeles that year and performed in a Western United States, all by invitation. I don't remember how many people went, but I think we were restricted to about 50 or 60. Some kids didn't get to go 20 because they had to balance out among the four parts of the choir but I went. Other than that, there wasn't much that went on, as far as high school is concerned. I can't think of anything notorious. I did tumbling and that kind of exercise, climb ropes up to the ceiling and things like that. I did think about something though, I got pretty good at walking on my hands and I could walk around the entire gym on the black line, on my hands, clear around the perimeter of the basketball court, feet in the air. Nobody else could do that, I was the only one who did that. I don't want to brag. LR: It's okay. AP: Was your business close to 25th and Wall? RC: No, my business life was mostly at 37th and Wall. So, as far as the Union Station is concerned, going back to my father working for the Southern Pacific Railroad, I used to go to the Union Station a lot because we used to have passes on the train. Anywhere that the Southern Pacific went, we could get on the train free and ride. I spent my summers in California because my father's brother, Uncle Leo, lived in Alameda, California. The bridge that goes from San Francisco to over the bay area wasn't built then, it was a ferry boat then all the time. I spent two or three weeks down there each summer. I would get on the ferry first thing in the morning, with a pass to stay on it all day long and I would just watch the seagulls and watched ships and things go back and forth. Conductors never did bother us on the train cause they didn't even care about us, we just had a pass to California and back. 21 AP: You made a comment last time about how Ogden kind of changed after the railway kind of moved to Salt Lake. RC: Well, we don't even have any Amtrak in Ogden; we did have Amtrak for a while. I don't know how many years it's been gone. In the early part of the railroad, as far as the station and that was concerned, Ogden was more of a railroad town that Salt Lake because the trains came out of Weber Canyon from across Wyoming on the Union Pacific and join here. That sort of quit. I don't remember especially, it just sorta faded away like things do. You go from horses to cars and nowadays, we go from snail-mail to no mail at all, as far as first-class mail is concerned. I think we're in a world of hurt about the post office department right now. Technical advances in cyber-space has done so much. Looking at that camera now it's pretty small compared to in the past. The automobiles we're driving now and everything. People in space. Right now, in the paper this morning, it talked about two different private firms of delivering cargo to the space station, and doing it successfully, that's NASA and it's on its way out. LR: So did the closing of the railroad actually hurt a lot of the businesses on 25th street, did that effect your business at all? RC: No. Not as far as my business is concerned. LR: So it really was just centered, it really just hurt those on 25th street then. RC: Yeah. The only thing about 25th street is that it has lived with run down stores and run down places for years and years until the last 10 or so years and now it's back in full swing again. It's a lively part of Ogden and it's a vital part of Ogden as far as Saturday things that's going on. The farmers market is down there and 22 things like that. There is the federal building down there that's replaced some of the other stores. Golly, I wish I could remember all of the other names of some of these stores that it used to have. One of the famous stores in the Ogden City at that time was Ross and Jack's Café, its right where the bank sits on the corner of 25th and Washington. Not too many places I can recall but that was something that was pretty prominent was this particular café. You could buy a hamburger for a nickel. Actually, the movie picture building is interesting. It was the Egyptian Theater that has now been turned into a big commercial place for businesses and things that come in. But half a block west was the Paramount Theater on Ogden Avenue. Then there was the Lyceum Theater on 25th street, just below Grant on the south side, there was a moving picture firm east of Washington on the south side, no, the north side of 25th street. I forget the name of that one. There used to be a place called the White City, it was a ballroom up there on 25th Street. and it really a nice pretty place, people danced there. And then down on 24th, on the south side just below Grant is the Berthana, but that building is still there. They're going to renovate that, it was a dance hall that was really famous and they turned it into a roller-skating rink later on and now it's back refurbished to some degree. We used to go to dances down there but. So right now I'm so surprised when I drive around Ogden to see the many, many residential areas being built. Clear up to the mountain behind Weber State College, clear up to the shoreline of the old Bonneville Lake, even beyond when you get a little further south in to the Uinta area, that's even above the shoreline area, there is even homes up 23 there overlooking the city and going clear-out where it joins Harrisville and North Ogden. It's absolutely amazing. LR: I just have one more question, I don't know about you, Avery, but Ross and Jack's made me think of this. What was your favorite restaurant on 25th street? If you had you pick one of the many that were there. RC: As a restaurant is concerned, I didn't have any money to buy meals out of a restaurant. I could go to Ross and Jack's café and buy but it never dawned on me as a youth to go to restaurants and far be it for my family to either. But obviously there were some there. Most of them, you would find they were in the hotels like they still are. There are only one or two things I can think of—noodle parlors, there was one on Ogden Avenue and one down 25th street that's recently been terminated as far as a restaurant, it sits vacant right now. But noodle parlors were prominent for a lot of years. As far as steak-houses and things like that, like you think of now, that wasn't even part of my vocabulary even. LR: I can relate to that. Well, I am so grateful for the time you have given us and the stories you have shared about Ogden and some of your adventures. We appreciate your time and thank you so much for allowing us to do this. RC: Well, it kind of turned out to kind of be a pleasure to me. I got a kick out of it. 24

Van Summerill, July 16, 2013 ; Business at the Crossroads - Ogden City is a project to collect oral histories related to changes in the Ogden business district since World War II. From the 1870s to World War II, Ogden was a major railroad town, with nine rail systems. With both east-west and north-south rail lines, business and commercial houses flourished as Ogden became a shipping and commerce hub. ; The following is an oral history interview with Van Summerill. The interview was conducted on July 16, 2013, by Sarah Langsdon. Van discusses his memories of Ogden and 25th Street. ; 34p.; 29cm.; 2 bound transcripts; 4 file folders. 1 videodisc: digital; 4 3/4 in. ; Oral History Program Van Summerill Interviewed by Sarah Langsdon 16 July 2013 Oral History Program Weber State University Stewart Library Ogden, Utah Van Summerill Interviewed by Sarah Langsdon 16 July 2013 Copyright © 2014 by Weber State University, Stewart Library Mission Statement The Oral History Program of the Stewart Library was created to preserve the institutional history of Weber State University and the Davis, Ogden and Weber County communities. By conducting carefully researched, recorded, and transcribed interviews, the Oral History Program creates archival oral histories intended for the widest possible use. Interviews are conducted with the goal of eliciting from each participant a full and accurate account of events. The interviews are transcribed, edited for accuracy and clarity, and reviewed by the interviewees (as available), who are encouraged to augment or correct their spoken words. The reviewed and corrected transcripts are indexed, printed, and bound with photographs and illustrative materials as available. Archival copies are placed in Special Collections. The Stewart Library also houses the original recording so researchers can gain a sense of the interviewee's voice and intonations. Project Description Business at the Crossroads - Ogden City is a project to collect oral histories related to changes in the Ogden business district since World War II. From the 1870s to World War II, Ogden was a major railroad town, with nine rail systems. With both east-west and north-south rail lines, business and commercial houses flourished as Ogden became a shipping and commerce hub. After World War II, the railroad business declined. Some government agencies and businesses related to the defense industry continued to gravitate to Ogden after the war—including the Internal Revenue Regional Center, the Marquardt Corporation, Boeing Corporation, Volvo-White Truck Corporation, Morton-Thiokol, and several other smaller operations. However, the economy became more service oriented, with small businesses developing that appealed to changing demographics, including the growing Hispanic population. ____________________________________ Oral history is a method of collecting historical information through recorded interviews between a narrator with firsthand knowledge of historically significant events and a well-informed interviewer, with the goal of preserving substantive additions to the historical record. Because it is primary material, oral history is not intended to present the final, verified, or complete narrative of events. It is a spoken account. It reflects personal opinion offered by the interviewee in response to questioning, and as such it is partisan, deeply involved, and irreplaceable. ____________________________________ Rights Management Special Collections All literary rights in the manuscript, including the right to publish, are reserved to the Stewart Library of Weber State University. No part of the manuscript may be published without the written permission of the University Librarian. Requests for permission to publish should be addressed to the Administration Office, Stewart Library, Weber State University, Ogden, Utah, 84408. The request should include identification of the specific item and identification of the user. It is recommended that this oral history be cited as follows: Summerill, Van, an oral history by Sarah Langsdon, 16 July 2013 , WSU Stewart Library Oral History Program, Special Collections, Stewart Library, Weber State University, Ogden, UT. iii Van Summerill July 16, 2013 Abstract: The following is an oral history interview with Van Summerill. The interview was conducted on July 16, 2013, by Sarah Langsdon. Van discusses his memories of Ogden and 25th Street. SL: This is Sarah Langsdon and I'm here interviewing Van Summerill about his memories of the theaters in Ogden at his home in Ogden, Utah. It is July 16, 2013. Van, why don't you go ahead and tell us a little bit about when and where you were born? VS: I was born in Ogden, Utah. I've lived here all my life except when I was in basic training for the National Guard and that was at Fort Ord, California and I don't call that living particularly, in the old barracks and such. I was born in the old Dee hospital and lived just a block away from it all my youth on Van Buren just off of 24th Street. So, close to downtown, and close to the Hospital Drug Store that we'd go and get root beer floats and things as kids. SL: Did you have any siblings? VS: Yes, one brother, who's four years younger than I and a sister who's seven years younger. SL: What do you remember about going to the Egyptian Theater as a child? VS: Oh I have very vivid memories. The only thing I don't recall is exactly when I started going. I imagine my parents would have let me go to the kids' shows by myself maybe when I was seven or eight. That would have been about 1949 or 1950. That did two things, it kept us entertained—I'm speaking of my brother 1 when he got old enough to go with me. My sister, I don't remember her ever going to the show with us, because she was much younger and the kids shows at The Egyptian started at 9:30 on Saturday mornings, they were called "Kiddie Shows." Admission was 20 cents and I remember lining up in front of the Egyptian, some days in a lot of fresh, overnight snow. When you were a little kid, it seemed like it took forever to stand in line and work your way up to the box office and finally get in. Of course, we had to buy a soft drink or candy or something before the show started. Then, wow, did we ever have the entertainment. There was always a feature film and serial chapter with a weekly cliff-hanger ending. That's where I was introduced to, "The Little Rascals," the "Our Gang Comedies," "Laurel and Hardy," "The Three Stooges," "Abbott and Costello," to name a few. They had all kinds of short subjects and cartoons and cartoons and cartoons. I remember the big curtain would then come down momentarily and then magically rise again, and the screen had disappeared. I didn't know at the time where it went. Out would come a tall distinguished man, Ted Kirkmeyer, who was the manager of the Egyptian and probably had more influence on my life than, in some ways, than my parents—even my own father. They had contests on the stage and they drew lucky ticket numbers and gave away things such as Hi-C orange juice in cans. The final giveaway was a bicycle each week. I was a shy kid and scared to death that my ticket number would be called and I'd have to go up on stage. It didn't dawn on me at the time that I was the only one that knew what my ticket number was and I could just—if 2 they called it, just ignore it. But, I was always terrified I was going to be called on stage. I always remember Mr. Kirkmeyer would say to the 1,200 youngsters packed in the Egyptian after the drawings, "Now, boys and girls, I have a pin in my hand, it's just a straight pin, and if it's quiet enough in here, if you kids are quiet enough that I can hear this pin drop, we'll have five more cartoons." Well, the place turned into a morgue. I mean, you could hear everybody breathing except the ones holding their breath so they wouldn't make any noise, and he'd drop this pin and then the drama would build. Finally, he would say, "I heard the pin, there's five more cartoons." Well, that was like hitting the jackpot, so on would come the cartoons nearly drowned out by 1,200 appreciative yells and squeals. The Saturday morning Kiddie Matinees were where I watched my favorite cartoon character, Mighty Mouse. Mighty Mouse cartoons were shown at the Egyptian because they were released by 20th Century Fox and the Egyptian was a Fox theater. They also ran RKO Radio Pictures, which meant Walt Disney's cartoons were screened all the time too. That was before Buena Vista Releasing Corporation was formed; before RKO went out of business. The cartoon mainstays were: Pluto, Goofy, Donald, Mickey and Minnie, Mighty Mouse, and Heckle and Jeckle. I remember them well. I was also introduced to some of the great old Vaudevillians; Leon Errol, for one. He made a series of 18 minute short subjects for RKO. Also, a man by the name of Edgar Kennedy, famous for the, "Slow Burn." He also appeared in many Laurel and Hardy movies. 3 I remember one Saturday they showed, "Mighty Joe Young," which was made by the people who created, "King Kong." The stop motion animation was even better than it was in, "King Kong." They made the gorilla smaller, he wasn't as big, but he was still larger than life. I was fascinated by that show. It was basically the same story as, "King Kong," they captured a gorilla and brought him back to America to perform at a night club. He misbehaves, they're after him to kill him because of the danger that he presented to the people. I was just fascinated with the night club movie set. It had a long bar and this thick glass window in back of it. There were lions roaming around back and forth behind the big window. This film sparked this young boy's imagination more than any other. I remember there was a soft drink machine in the lobby. You'd put in, I think 20 cents, and the cup would drop down and then you'd push a flavor button. Well, I made, what I guess you would call a "suicide" because I'd push orange and then I'd push coke and then I'd push root beer and then 7-Up and then back and forth and back and forth. I thought that made the best drink. But my very favorite movie treats were ice cream bon-bons. They were the most expensive of everything the Egyptian sold. I think they were 25 cents for five ice cream bon-bons in an elongated cardboard box. And the thing I remember most about them, it didn't bother me, but the chocolate initially kind of tasted like the cardboard So anyway, I grew up going to the kids' shows and then I started noticing that there were all these announcements coming of Cinema Scope. That would have been in 1953. I remember one day after the kids' show—I always waited out in front of the theater for Dad to come pick me up. He had less than a mile to 4 drive to come and get me, but I knew that the regular movie starting shortly on this particular day was in Cinema Scope, and I wanted to see what it was. So, I just sat in the auditorium and no one came by to make me leave. So, on comes this wide Cinema Scope picture and I thought, "Oh, so that's what this is all about." Pretty soon I was tapped on the shoulder and it was my dad, who had gone around the block, I don't know how many times, and finally had to park the car and come in to see what had happened to me. I remember the remodeling in 1951, it was completed in December that year and it was a very nice job. By 1951, television competition was beginning to devastate attendance numbers at theaters. Fox's solution was to spend millions of dollars on their theaters, update them and redecorate them. They generally did an excellent job on the Egyptian, in spite of painting over some of the original colors, particularly on the lobby ceiling. But I remember going to the Egyptian the first day after the grand opening. I had never paid attention to the old original doors, but I did notice that there were brand new doors. They were all glass in simple aluminum frames, which in retrospect cheapened and clashed with the Egyptian art. To this day, I remember stepping through those doors and smelling the new paint. Looking around, I could tell some areas where they had repainted. Some I wasn't sure, but I knew it was different. The carpet felt as if it was two inches thick, very comfortable and very plush. The stage treatment was awesome. There were two new curtains installed and the front drape was what is called a Venetian curtain that rises in graceful scallops. Immediately behind the Venetian was a blue-gray curtain that opened sideways from the center, which 5 was called a traveler, or title curtain. So the audience never saw a blank screen at the movies. The studio logo would appear on that blue-gray curtain and then it would start to open sideways. At the end of the picture, the projectionist would time it so that just as the fade out on, "The End." That curtain would close again and then the Venetian curtain, gracefully descended. It was a fantastic addition to the Egyptian. SL: Did you go every weekend throughout the entire year or was it mostly summers? VS: No, I think it was generally in the winter and I honestly can't tell you how often, but I know we didn't go every weekend, but went enough that I saw my fill of cartoons and it seemed like I'd come home every Saturday with a headache. But what I used to like to do while I was waiting for my dad to come pick me up was stand out next to the box office. At that time, I was just tall enough to see in the box office side window. I liked to watch the cashier punch the keys on the change machine and watch the coins roll down a narrow trough and into a small dish-shaped container from which the customer could easily retrieve their change. In those days, adult tickets in the evening were 65 cents. Students got in for 50 cents if you had a student discount card and kids were 20 cents. That would have been the same for the Orpheum across the street. The Paramount was cheaper to go to and it was down on Kiesel, almost directly in back of the Egyptian. I think their price for kids was 15 cents anytime. I don't remember exactly what the adult fare was, but it was generally a little cheaper than the Egyptian and the Orpheum because it was considered a second rate theater, as was the Ogden Theater. 6 SL: Van, what do you remember about the former manager of the Egyptian? What was his name? VS: Ted Kirkmeyer was the manager when I was a kid and going to the movies there. He was later promoted to city manager in Salt Lake for Fox. He left Ogden in 1957 and then it was Bill Souttar. But, I kept in touch with Ted right up until his death and then Nellie, his wife, right up until she passed away. They both lived well into their nineties and Nellie told the story, Ted was sitting there listening— he was a very quiet, almost a shy person, when I'd go visit them and so Nellie was doing the talking—but she said that one Saturday morning it snowed the whole time that kids show was going on. It ended and the regular afternoon matinees started at 1:00. It was well after that mid-afternoon that this very upset woman called the theater and asked to speak to the manager and so Ted came on the phone and said, "This is Mr. Kirkmeyer," The woman said, "I'm so upset, my boy spent all his bus money on candy and then had to walk home in the snow storm and he just barely got home." Nellie said that the incident bothered Ted so much all week that he made it a point when he was up on the stage to explain to the audience that next Saturday, which could be as many as 1,200 kids in those days, just what happened to the young man. He said, "Now, boys and girls, I never want you to be in that position and I don't ever want this to happen again to any of you, so if you find yourself in a position where you don't have bus money to get home, my name is Mr. Kirkmeyer, my office is out in the lobby. You come and see me and I'll make sure you have money to ride the bus." 7 Nellie said, "Before Ted could get down off the stage and back out into the lobby, there was a line of kids that formed across the lobby and down the aisle in the theater waiting to collect their money for the bus." She said, "Ted didn't say anything, he indeed passed out whatever it took to ride the bus then—ten cents or whatever it was—to every single one of those kids that was in that line." Ted would never start a show or open the box office until he had a vase with a long-stemmed rose bud in the box office. He was just a class act. In fact, he was awarded the exhibitor of the year, but I think it was in 1938 or 1937, somewhere in there before he came to Ogden to run the Egyptian—I think he was still in Colorado. He was named motion picture exhibitor of the year by Darryl F. Zanuck himself, president of 20th Century Fox. The award was given to Ted in Paris, France. I have a picture of Ted and Zanuck and it's funny because Ted just towers over this little Darryl Zanuck. Ted Kirkmeyer paid attention to details. He had an eye for the ladies as far as having attractive young ladies work in his theaters. I have the pictures to prove it. Theater managers could win cash prizes and even vacations with photographic proof of what they did special to promote movies in their theaters. So, from time to time they would have a photographer come in and document promotion activities. One time, Ted had his staff of young ladies in swimming suits and they were photographed demonstrating ways of fighting fires if one happened to break out in the theater. They are holding fire extinguishers and containers of this and that retardant. It ended up a cheesecake instruction poster to my mind. 8 In 1948, the Miss Ogden Pageant was held in the Egyptian at Ted's urging. Miss Ogden went on to become Miss Utah and represented the state in the Miss America pageant. Ted was a great showman and someone that instilled in me a love of theater buildings. You want to hear about Bill Souttar too? SL: Sure. VS: Ted Kirkmeyer was promoted by Fox Intermountain Theaters to district manager over all Fox theaters in Salt Lake City. Then, out of the Midwest, came Bill Souttar, who was in so many ways, the exact opposite of Ted in management style. He could be bombastic. He seemed to be at his worst when we were the busiest at the theaters. It brought out, I don't know, nerves or something in him, but the way he reacted sometimes to the public, I thought, was amusing. I worked as Mr. Souttar's assistant manager for eight months at the age of 19 and I could always tell when he and Madge, his wife, had a disagreement at home before he came to work. It kind of slopped over, he kind of took it out on the staff. I saw him fire ushers on the spot for chewing gum, for having their hands in their pockets, or for the most grievous sin of all, sneaking popcorn out of the machine and eating it. So, he could be tough to work for, but after I quit as assistant manager at the Egyptian, it wasn't long before I went back as a part-time doorman one or two shifts a week just because I wanted to be in that building and part of that industry. When I went for National Guard basic training in California, Bill Souttar wrote me several times, keeping me informed what was going on at the Egyptian. 9 Eventually, I found myself in a situation where I was a quasi-assistant manager a lot of times. Mr. Souttar went through several assistant managers, so there were occasions in between I would be asked to fill in. I remember one New Year's Eve in particular. The lobby was filling up with people coming for the late show which was to begin about 10:00 p.m. It was timed to start so that somewhere in the movie, just minutes before midnight, the projectionist would insert a countdown to the New Year film clip. Precisely at midnight, the words to, "Auld Lang Syne," would come on the screen for the audience to sing. But anyway, the doorman noticed these two guys coming into the lobby and they were "happy." They were really happy, they had they're arms around each other singing to the top of their lungs and weaving side-to-side on their way to the doorman's stand. This particular doorman was kind of a wimpy guy anyway and didn't want to confront these drunks, so he hurried over to the office door, "Mr. Souttar, Mr. Souttar, come out here quick." So, Bill came out and stopped these guys and said, "Boys you're going to have to go back and get your money refunded because we can't let you in. You're a little bit under the weather, shall we say, and we'll get you a refund." Well, they said, "No, no, we're okay," and started arguing to the point where Bill had to get forceful with them and physically started nudging them back to the box office. About that time, I turned and was looking inside the theater at everybody standing around the concession stand who, in turn, were looking at what was going on with Souttar and these two guys out by the box office. The first thing I knew, I see everybody in unison go, [gasp], and I turned around just in 10 time to see Mr. Souttar's glasses go flying one way and he went flying the other. Well, those guys, I don't know what he said to them, but one of them knocked Bill for a loop. But other than a small cut on his nose, he was okay. It broke his glasses though. The hardest part about that deal for me was trying not to laugh when he came back in the theater. Of course, the staff loved it because, like I said, he was a tough nut to work for and he sometimes tested your ability to love your fellow man, so to speak. So, we're in the lobby kind of, "Hehehehe," and then all of a sudden, this booming voice out of the office, "Van, come in here." I thought, "Oh no, now I really have to control myself." Anyway, I went in the office and Bill says, "You're going to have to count tonight's money because my glasses are broken and I can't see." By the way, Mr. Souttar opted not to press charges against the two drunks. SL: How did you start working at the Egyptian Theater? VS: When I was 19, I must looked like I was about 15. I was in college, but I was downtown for a dentist appointment. After seeing the dentist I thought, "I'll go to a matinee movie." So I bought a ticket to the Egyptian, as I walked in Mr. Souttar saw me. He said, "What are you doing out of school?" I said, "Oh, I had a dentist appointment and decided to come to the movie afterward. I'm out of high school anyway; I'm in college." He'd seen me around and we chatted from time to time. He said, "I've got a position open if you're interested." I asked, "What's that?" Bill said, "Assistant manager." I felt that I would be in seventh heaven having that job and immediately accepted the offer. 11 VS: I was 1962. Candy girls were making 65 cents an hour; the box office girls likely were making about 15 cents more an hour than I was. I figured I was working about 50 hours a week, for 60 dollars. So, I wasn't making a heck of a lot of money but was spending a lot of time in that theater. When you're in the movie business, you work when everybody else plays. I recall an incident that happened at the Egyptian about this time that played out like a movie script. I was in the lobby one day and I just half-noticed a man come up to the box office—nothing unusual about that—then he walked away. Shortly, I noticed two guys at the box office and one of them looked as if he flashed a badge to the cashier. As they walked away, I approached the cashier and asked, "What's going on there?" The cashier said, "That's was the FBI, and they're tailing the person who just was at the box office. I said, "Oh, that one that just walked away/" She nodded. I asked if the suspect was coming back. The cashier told me he bought a ticket to the next show. Within a few minutes, here comes four or five other agents, in the front door and they were stationed all over the theater. They had questioned the cashier, so they knew they had about a half an hour before the next show started, so they got these guys all situated, and I thought, "Woah, this could be exciting." So then, in comes the guy, and goes in the theater and we're just all on pins and needles. This really livened up the night, but if that weren't enough, all of a sudden, we heard sirens coming down Washington Boulevard, and all these fire trucks stopped in front of the Egyptian. I walked out front to see what was going on. Schubach Jewelry Store occupied the north commercial space in the Egyptian building, adjacent to the lobby and the 12 box office. (On the south side was Standard Optical then). Anyway, Schubach Jewelry had this big diamond above their window that was covered with light bulbs that blinked and glittered. One of the guys that was staking out the theater in a car across the street saw that sign catch on fire, so he called the fire department. While I'm standing out front, I notice one particular man. He was just opening his wallet to buy tickets, and a couple of firemen rush by him hauling a hose into the Egyptian. The second fireman has one of those big axes, so this guy is looking at them, then he's looking at his wallet and he's trying to decide whether he's going to buy a ticket under the circumstances. I don't remember whether he bought tickets of not. Anyway, the movie went on and we were all waiting to see what happens next, and the suspect walks out, down the street, obviously being tailed, and that was the end of that. We never found out what was going on. There are always funny stories in theaters, funny things that happen. Mr. Souttar told me this story, and I don't know whether it happened at the Egyptian. He came to Ogden from the Midwest, out of Fox Midwest Theaters to manage the Egyptian. He said one day the custodian came in with a set of false teeth he found in the heater and Souttar told him, "Well, put them in the lost and found box," which he did, and then a couple of days went by and finally a man came in and asked, "Did you find a pair of false teeth in the theater?" Mr. Souttar nodded, "Yes, we did, and I'll have someone get them for you. May I ask how you happened to leave your false teeth here?" He said, "Well, I was watching the 13 movie and my teeth start hurting, so I took them out and put them on the chair next to me." Now, can imagine, something that's going in your mouth, resting on a theater seat next to you? SL: What other movie theaters did you end up working in? VS: The training theater for the Union, (I didn't really have to train very long because I had near-lifetime experience with 16mm film) was The Movie, a little theater built in what had been the Ben Lomond Hotel dining room. It was off of 25th Street. It was a nice room. The Stephens, I think they were brothers, or father and son, had built one of Ogden's first drive-ins, the Mt. Ogden, in 1948, located where the South Ogden Costco is now and K-Mart before that. I don't think there was just one reason why it was decided to move the drive-in. One was that Sears moved in across the street and the parking lot lights were interfering with the picture at the Mt. Ogden. Anyway, the North Star Drive-In, on the old highway to Brigham replaced the Mt. Ogden in about 1960. Then, Stephens ventured into building that little theater in the hotel, but anyway, that was the Union Projectionists training theater. After I was trained in the Union and working the Wilshire in South Ogden and the Northstar Drive-In, I still filled in position there for a while. We were running, "Jeremiah Johnson," I remember and I looked at the picture on the screen and the CinemaScope lens was a little crooked. What happens if you turn that lens just a little bit? It forms a parallelogram, where the two sides are parallel to each other, same thing for top and bottom. But the picture was running slightly uphill. I thought, "I'm going to fix that," so I started messing with that lens and the lens fell out of the projector. Luckily, it fell in the window sill. I quickly 14 checked and it was okay, but I was so nervous and shaking I had difficulty putting it back in its slot. Luckily, there were only a handful of customers in the place. I did most of my projecting work at the Wilshire. It was on Harrison Boulevard in South Ogden and was supposed to be the cornerstone of a mall to be built by John Hinckley, who also owned Hinckley Dodge. They built the theater first, but the mall was never built. I worked Saturday nights, which is unusual for a part-time projectionist to work the busiest night; normally the head projectionist works that night. I enjoyed that shift because it was busy and there were usually a lot of people there. I also worked a little bit at the Orpheum downtown. I'm glad I was able to do that because, of course, it's gone and has been for a long time. I happened to work opening day of Jaws, which of course was the big picture of the year. The place was packed for the first show and the rest of the say, and so I always remember that. The North Star; I didn't much like working the drive-in. I remember coming home from a shift one night and it was getting light. I was as if the sun would come up any minute. In the middle of summer, when your days are long, you have two extra-long movies. They always run the first movie, then the second and then run the first one again. That as one of those nights, so the birds were chirping and I was just getting home. Aaron Farr, our Union's business agent and one of the old timers, told this story: Aaron was a projectionist at the Northstar one night. He kept hearing these strange sounds and couldn't figure out what the heck they were. He decided they were coming from outside the booth. He discovered there was a carload of young guys who were drinking beers and 15 trying to throw the empty beer bottles through the projection room portal. Had they succeeded, the projector could have been damaged. Surprisingly, the Browning Fine Art Auditorium was Union house even though they ran just 16mm rather than the standard 35mm. We used to show travel logs and all kinds of things. I even met the movie star Charleston Heston who augmented his lecture with film clips. I also met the grandson of comedian, W.C. Fields, who showed scenes from his grandfather's films. That projector in the Fine Arts center was a German machine which threaded from the opposite side. It was somewhat confusing. I always panicked when I had to work there just because of the fact that it was such a different machine. SL: Did you ever work at the Ogden? VS: Oh yes. Besides the Egyptian, the Ogden was Peery's other theater. They leased them both to Fox and so it was also under the jurisdiction of Bill Souttar. When you were assistant manager at the Egyptian, you were kind of the manager of the Ogden Theater, which operated mostly on weekends, especially in the summer. Just weekends because the drive-ins killed the downtown theaters in the summer. Fox booked more money on a Sunday running Spanish films than the Egyptian did running first rate, first run movies. Even back then, there were that many transient far workers who labored summers in the area. Sometimes those people would talk, we knew they must be talking about us, but we didn't know for sure what they were saying. Hopefully it was nice. The staff was instructed to always be courteous. One time, I looked in on the screen, it was a Spanish language film of course, but it took place in India. 16 It just struck me so funny; here are all these Indians with turbans on their heads and they're speaking Spanish. The Ogden was a poor stepsister to the Egyptian. The screen had long since ceased to fly in the loft, so it was on wheels. Promoters tried everything in there to make a profit and they'd book either boxing matches or wrestling matches. To tell you the truth, I don't know which. They'd push that screen to the back of the stage and set the mats and ropes in place. Then afterwards, bring the screen back into position. But in moving it back and forth, all the black masking across the bottom became frayed and torn. It was a mess. The old gentleman— Chris—who was a projectionist had come out of retirement to run these Spanish movies. That's all he did. He'd lock himself in that projection booth for the one o'clock show and stay in there all day and run movies. I looked in the auditorium, it was intermission one day. Out of ten or so lights that shined on the stage curtains, four had light bulbs that were working. I remember the curtain motor was out of adjustment, so the curtains stopped about two feet short of closing. You could see the frayed black masking on the bottom, and to top things off, Christ, was playing 45 rpm Spanish records on a 78 rpm record player, resulting in the singer sounding like a Hispanic Minnie Mouse. I remember thinking, "So this is show business, huh?" But I loved that old theater. The Ogden had quite the history. It opened in December of 1909 as a legitimate theater. It wasn't a vaudeville house. It was for traveling plays that came through town. There was a trunk up in one of the dressing rooms there. It was just like you see in the movies—these theatrical trunks with the stickers from all over the 17 country and perhaps the world posted on it. I had half a notion to just go in and take it. I never did. They tore the theater down and I was lamenting to Mr. Souttar one day about that trunk. He says, "Well, why didn't you ask? You could have taken it." Those old theaters have an odor to them, not necessarily a bad one, and a patina to them, unlike new ones and restored ones. I learned to love that smell. The Paramount smelled that way, the Ogden had carpet in front of the concession stand that had been there since probably the forties that had so much soda pop and God knows what else spilled on it, it was glazed over. I mean, you could see the pile and the pattern, but you couldn't move it. It wouldn't move, it was just that solid—like a rock. SL: Where was The Ogden located? VS: The Ogden was located across 25th Street from the Ben Lomond. Well, not quite directly. East of the Ben Lomond where a motel sits now was an old hotel, the Ogden Hotel. It was five or six stories high and it looked like it had a lot of indigent people living there because whenever I glanced that way, there were always older men sitting in chairs in the lobby. When I was in high school, I went to the Ogden every week. They were running American International Pictures, a studio specializing in Schlocky, cheap horror movies and they were always double features. In my film collection, I have an American International Picture called, "Invasion of the Saucerman." It's these little green men, although you don't know they're green because the picture is black and white. When they got agitated, needle-like tubes would come out from 18 under their fingernails and they'd shoot the victim full of alcohol and they'd be drunk—sometimes to the point that they'd die. I remember they even stabbed a cow. Anyway, that was the cheap and silly second feature to go with, "I Was a Teenage Werewolf," which starred Michael Landon. I saw more crap, but at the time, enjoyed it at the Ogden Theater every Saturday afternoon. The Ogden was what they called a move over theater for the Egyptian. For instance, if a certain movie was held over at the Egyptian and there was commitment to bring in a new picture to the Egyptian on a certain date, the old picture—if still profitable—would be moved to the Ogden. The Orpheum did the same with the Paramount. A lot of times you'd open the Friday night paper, the day films often changed, and it'd say, "Held over, moved over." I remember they did that with, "Gypsy," with Natalie Wood. It was playing at the Orpheum for weeks. It moved down to the Paramount and had a successful run there. I remember the year, "The Apartment," won several Academy Awards, as did, "Elmer Gantry." Those pictures hadn't played in theaters for a while; they'd come out earlier that year. The two pictures were so honored, the studio rushed them back out as a double feature. It was the longest double feature I've ever been to in my life, both shows were well over two hours each. But, they looked into the Paramount and mobs of customers showed up. The staff was dumbfounded. They were not prepared to handle that many people. There hadn't been that size crowd in there for years. They had to hurry ushers up to the balcony to dust seats off that hadn't been used for a decade or so. That was an exciting night. I loved seeing all those people in the Paramount. 19 SL: Did you ever meet Harm Peery, when you were working? VS: No, I didn't. I remember that he died; I think I was in junior high maybe. I've got a copy of his obituary in my files, but I can't remember exactly when he died. SL: What would you say your favorite theater was that you worked? VS: Well, no question, for many reasons, the Egyptian, of course, has always been my favorite. As far as working, I so enjoyed the Wilshire. When I first started there it was a single theater, same size as the Egyptian, about 850 seats. Eventually, two two smaller 350 seat theaters were added off the lobby, so they were like spokes off the lobby. There were three separate projection booths all accessed in the lobby, so I got to do a lot of people watching and walking around constantly looking in on each booth. That was when the film platter system came into prominence where the films were all spliced together and laid flat on a great big platter. Sometimes those things didn't work the way they were supposed to. I recall one time, obviously you could only be in one of the booths at any time, in each booth a third of the time, technically, there's no other way about it. The Wilshire had run Barbara Streisand's version of, "A Star is Born," for months. For some reason, that picture was bigger in Utah than anywhere else. I was making my rounds and I walked in the booth where that film was running, and a loose splice, had gone down through the projector and was on its way back to go up on the platter when it split in half. It split the film in half, so when I walked in, instead of a film 35 millimeters wide, there was a little strip about the size of the 16 millimeter winding on the platter and the other half was piling up on the floor 20 about two feet deep. So, with the platter system, all I could do was stop it, discard the split segment, then splice the two halves together, missing about ten minutes of the movie. The Wilshire had just hired a new manager. I don't know why they hired this kid. He was likeable enough, but for whatever reason, he was a lousy manager. He didn't order a replacement reel for several days, if not a week or more. So, people, every show would come out and say, "There's part of this movie missing." The incident that finally got him fired was this: There was a protocol that management had to follow taking the days deposit in the zipper money bag to the bank. You always were accompanied by another staff person. Well, this manager never followed that. At that time there was a temporary bank set up in a mobile home at the edge of the Wilshire property. Somebody obviously had been staking the place out. The manager—alone—was walking over to the bank when a car starts up across the parking lot, and the wheels screech and this car is heading right for him. As the car zoomed up to him, the manager up and threw the bag of money into the open car window. That was the last seen of the money and the last day the young man was employed at the Wilshire. SL: Van, do you have any memories about 25th Street or downtown Ogden, other than the theaters? Any stores you remember going to? VS: Well, the story went like this, and I don't know whether it was true or not. I tend to believe it was true, that Ogden, in the late fifties, was, I don't know what you'd call it, whether it was a test city for fashion, for teenager's fashions, or what, but 21 we had some great clothing stores here. Individual, local stores. I loved the old Penney's building, which sat where that unsightly new Wells Fargo building is at Washington Blvd and 24th Street. That old Penney's building was originally a ZCMI most of its early life, then it was Wright's Department Store and finally Penney's. It was an old, old building and I remember the elevator was operated by a Penney's employee. When first in college, Irene White, a coed of mine, was one of the elevator girls there. I remember looking at the tiny little seat that she had to sit on that ever so slightly protruded from the wall. It was just kind of like a little shelf that must not have been very comfortable. I remember the pneumatic tubes, through which they'd send the cash for change and things, through those pipes all through that place. Then, of course, the code for the telephone. Each station had so many bell rings, "Bing, bing, bing," or whatever. So I remember that. The men's stores, Buehler-Bingham, occupied street-level space of what was then the Eccles Building. There was Block's, Levin's and Fred M. Nye's. I don't know why they tore the Nye's building down, kitty-corner across the street from the Egyptian. That was the nicest store. The downtown mall killed that and the local clothing stores. 25th Street; my dad had stories about 25th Street. Lear Summerill worked for the gas company for 43 years. He started in the Mountain Fuel Supply Company office and retired as District Manager. They would not let the gas men go down 25th Street alone. They'd have to go in pairs. All the stories about 22 underground tunnels everywhere; I have seen no proof whatsoever. Individual basements, were sometimes connected side-by-side with doorways. I have heard there is or was a tunnel that ran under Washington Boulevard between the old First Security Bank building and the Eccles Building, but know of no 25th Street tunnels. I remember one New Year's Eve, when we were kids, two neighbors, and I were playing on the phone and got the crazy idea to call a 25th Street bar. We dialed up the Porters and Waiters Club. My neighbor was on the phone and this woman answered. My neighbor asked, "Could ya'll check to see if my husband's in there?" She said, "Well, honey, what's your husband's name?" "Charles." "Just a minute…Is there a Charles in here?" Luckily, no one named Charles came to the phone. We thought that was the funniest thing that ever was. Now, having learned about the Porters and Waiters Club, and the important role it played in the world of Jazz and all the great musicians and singers who stayed and performed there, I only wish I could have witnessed some of it firsthand. During the 1940's, my parents would park on lower 25th Street to watch the characters who would go up and down that infamous street. My memories are mainly of Washington and "dragging that boulevard" and the drive in restaurants, we would make a turn-around to do it all over again. There was A&W and Mason's, to name a couple. There were other who's names escape me, but I remember most had car-hops. Where Warren's Drive-In is, at Wall Avenue and Riverdale Road, that was Rusty's. KLO was a top 20 station then and a pretty popular station. They set up, 23 right on that corner a broadcast booth. It had big windows all the way around and the big DJ on the weekends was named, "Big Pete." He used to broadcast from that booth out there at Warren's. I always thought he was kind of silly. KLO studios were up in the Ben Lomond Hotel on the seventh floor, I think it was. They'd been there since the forties and a friend of mine knew all these radio personalities there, so we were up there on a Saturday night and I remember going in a room that was the record library with hundreds of 78 rpm from the forties. I know that KLO in the forties had studios both in Salt Lake and Ogden. I was told that when KLO moved out of the hotel, no attempt was made to save that library. There were probably some valuable old records there. SL: How did you get involved in the restoration of the Egyptian Theater? VS: I wrote a "call to arms" letter published in the Standard-Examiner in March of 1985 that resulted in the formation of the Friends of the Egyptian, Inc., which would later become known as the Egyptian Theatre Foundation. This is my 40th year as a member of the Theatre Historical Society of America. Attending their national yearly conventions, I have visited between 800 and 900 theaters across the country and Canada. I had seen many times what would happen to the Egyptian if no attempt was made to save the Ogden's movie palace. It would be destroyed. In 1973, my first year I was a member of the Theatre Historical Society, I was asked to write an article about Peery's Egyptian for publication in their quarterly, "Marquee." And so I did. I had been researching the Egyptian since my high school days. 24 It is amazing how many theaters across the land end up parking lots, here in Ogden too. I knew we were about to get another parking lot. As a long time Theatre Historical Society member, over time, I discovered there usually are predictable signs to the probably fate of these theaters. An ugly fate was becoming a real possibility for the Egyptian. So, I was compelled to write the letter to the editor. The organizing meeting was held in special collections at Weber State in March of 1985. So, it took twelve years to save, raise the necessary funds and restore the Egyptian Theater. The Theatre Historical Society folks approached me about having the convention in Utah. Past conventions had been in Toronto, even London, not to mention, Chicago, San Francisco, Los Angeles, Boston, New York, Cincinnati, Cleveland, Seattle, and now they're coming to Utah. The only way we could line up enough theaters was to tour the northern Utah theaters and then bus through eastern Idaho and western Montana, and end up in Missoula. That's the most busing the society had ever done. I worried about that, but, you know, the scenery was so spectacular the members loved it. Our convention was originally scheduled for 1995, but was postponed twice in order for the Egyptian to be completed. The Utah convention finally took place in 1997. We made it so the Egyptian was the last theater that we visited in Utah before heading north. Our volunteer staff got a standing ovation when all was said and done. SL: What do you remember about some of the other theaters being torn down, since the Egyptian is the only one that's still standing? 25 VS: I remember three of them being torn down. I have some pictures of the Ogden Theater as a pile of rubble. Workers knocked a hole through the side of the Paramount. I took a couple of friends down there one really cold, gloomy February day. I took several minutes of movies in there. That the Orpheum collapsed was no surprise to me. Actually, it was the Orpheum apartments that collapsed which were in front of the Orpheum. The person who owned and was remodeling the Ben Lomond Hotel insisted he had to have an entrance and parking where the apartments and theater were located. It was controversial at the time, debris shoots jutting out from south-side hotel windows. That debris had nowhere to go but on the roof of the five-story high Orpheum Apartments. You pile enough demolition debris on the roof, of course the building is going to collapse. I got a phone call, somebody called me and said, "You've got to get downtown, the Orpheum apartments have collapsed. Upon arriving, the first thing I did was look up at those windows. All those chutes had disappeared inside. I had real mixed feelings about the Orpheum. Everything historic had long been lost and forgotten. There was no record of what that building originally looked like inside. On the other hand, if they saved the Orpheum, I thought, the bigger nightmare would be tearing down that hotel. I really would have liked to have seen the Paramount stay, but I've often asked myself if the Paramount and the Egyptian were both standing, which one would you pick to save? That would have been a tough decision. Ogden couldn't support two historic theaters. SL: How has Ogden changed since you were young? 26 VS: Well, there's no more drinking fountains on the downtown sidewalks as there used to be. It's changed, it has changed so much. When I was in high school, it was a vibrant downtown. It took me a long time to figure out what happened to this town. A major factor was the coming of the freeway. It is my understanding that Eisenhower's main reason for building the freeways was to facilitate moving troops and military equipment around during the Cold War. But what happened when you put the freeway in? Salt Lake City all of a sudden is a half hour closer to Ogden. It killed the railroads and this was a railroad town. All of the businesses that are connected to the railroad, the stock yard and everything else. SL: Well, thank you, Van. I appreciate you taking the time out. VS: Well, you're welcome. 27

Dean W. Hurst ; The Weber and Davis County Communities Oral History Collection include interviews of citizens from several different walks of life. These interviews were conducted by Stewart Library personnel, WeberState University faculty and students, and other members of the community. The histories cover various topics and chronicle the personal everyday life experiences and other recollections regarding the history of the Weber and Davis County areas. ; 78p.; 29cm.; 2 bound transcripts; 4 file folders. 1 sound discs: digital; 4 3/4 in. ; Oral History Program Dean W. Hurst Personal History 13 April 2003 i ii Oral History Program Weber State University Stewart Library Ogden, Utah Dean W. Hurst Personal History 13 April 2003 Copyright © 2013 by Weber State University, Stewart Library iii Mission Statement The Oral History Program of the Stewart Library was created to preserve the institutional history of Weber State University and the Davis, Ogden and Weber County communities. By conducting carefully researched, recorded, and transcribed interviews, the Oral History Program creates archival oral histories intended for the widest possible use. Interviews are conducted with the goal of eliciting from each participant a full and accurate account of events. The interviews are transcribed, edited for accuracy and clarity, and reviewed by the interviewees (as available), who are encouraged to augment or correct their spoken words. The reviewed and corrected transcripts are indexed, printed, and bound with photographs and illustrative materials as available. Archival copies are placed in Special Collections. The Stewart Library also houses the original recording so researchers can gain a sense of the interviewee's voice and intonations. Project Description The Weber and Davis County Communities Oral History Collection includes interviews of citizens from several different walks of life. These interviews were conducted by Stewart Library personnel, Weber State University faculty and students, and other members of the community. The histories date back to the early settlement of North Ogden, and cover various topics including the History of Fort Buenaventura, city government affairs, controversial issues, Latinos in Ogden, personal everyday life experiences and other recollections regarding the history of the Weber and Davis County areas. ____________________________________ Oral history is a method of collecting historical information through recorded interviews between a narrator with firsthand knowledge of historically significant events and a well-informed interviewer, with the goal of preserving substantive additions to the historical record. Because it is primary material, oral history is not intended to present the final, verified, or complete narrative of events. It is a spoken account. It reflects personal opinion offered by the interviewee in response to questioning, and as such it is partisan, deeply involved, and irreplaceable. ____________________________________ Rights Management All literary rights in the manuscript, including the right to publish, are reserved to the Stewart Library of Weber State University. No part of the manuscript may be published without the written permission of the University Librarian. Requests for permission to publish should be addressed to the Administration Office, Stewart Library, Weber State University, Ogden, Utah, 84408. The request should include identification of the specific item and identification of the user. It is recommended that this oral history be cited as follows: Hurst, Dean, a personal history by Dean W. Hurst, 13 April 2003, WSU Stewart Library Oral History Program, University Archives, Stewart Library, Weber State University, Ogden, UT. Dean W. Hurst ca. 1967 1 Abstract: Dean W. Hurst shares his recollections of growing up in Ogden, Utah and his involvement with Weber State College in a personal history interview held on April 13, 2003. Dean's involvement with Weber began as a student before being drafted into the military in February of 1945 and sent to Ft. Douglas where he was trained as a paratrooper assigned to the 517th Airborne. Following his military service, Dean returned to Weber State and became actively involved in the alumni association. In 1967, Dean began his career at Weber State College as the Director of Alumni and Development Director and progressed to the position of Vice President of College Relations. He retired from Weber State University in 1991. Dean shares stories of his childhood as well as his family and friends and the memorable experiences throughout his life. DH: I have found that memories belong to those that have them. Two people who remember the same incident often remember it in different ways. What I'm going to talk about may be a little different than your memories, but allow me the privilege of having them as I remember. I don't remember much about the circumstances of my birth, I have to rely on what Mother told me. I was born on December 4, 1926 in Ogden, Utah delivered by Dr. Merrill. My brother, Farr, was born at the hospital and suffered a somewhat traumatic experience. Mother decided to go the whole nine yards at home as she later did with both Jimmy and Bonnie Lee. At the time, Dad had been burned in a fire, so my birth was particularly difficult in the nature of the birth and the fact that Dad was not expected to live for the first 3 months from the time that he was burned. It happened the day after Thanksgiving and I was born 2 within a week of that time. It was 3 months later that Dad gave me a blessing. He was almost crippled to the point that he couldn't walk, but was able to walk down the aisle at church and give me a church confirmation blessing. Another circumstance that made it difficult for Mom was that Farr had fallen down the basement steps and put his teeth through his lip. Also, Grandmother, who was assisting Mother, had come down with influenza or some terrible sickness and was out of her head telling Mother that we were going to have to amputate Dad's legs and that he was going to die anyway. So, Mother had a screaming baby who was left in another room adjacent to her bedroom. I developed pneumonia and nearly died at that point. Mother told me that I didn't eat and developed what could have turned into the beginning stages of rickets. The family story is that Aunt Annie, who delivered my cousin Jack six months later, ended up nursing me. So, my Aunt Annie was my nurse in the period of time when Mom was sick and didn't have enough milk. We grew up in an area probably as ideal as any person could ever want. I know that there were homes that were bigger or more luxurious, but our home at 2940 Ogden Avenue was utopian for a boy to grow up. It was in the middle of the block between 29th and 30th Street and Washington and Adams. Grandfather Hurst bought a number of pieces of property within the area so there were areas large enough to play games like football and baseball. We had great ball games there. There were a number of trees that we could build tree houses in. There was room to dig undergrounds and we always seemed to have a supply of lumber. I don't know where we got it all, but I do remember taking some out of an 3 old fence. There were old buildings and whatever the situation, there always seemed to be something we could build for any of the undergrounds or tree huts. We had an ideal family relationship with our grandparents. Grandparents Hurst lived just immediately next to our home for a number of years. Aunt Annie and Uncle Herb were across the street. Aunt Lydia and Uncle Earn were just up the street from us too. At one period of time, there was Uncle Leonard and Aunt Floss and Aunt Velma and Uncle Jim. It was like a communal order. I don't remember having a key to the door or a lock. It was kind of an "open house." I've mentioned Aunts and Uncles, but I haven't talked about cousins. There was Jack, Gene, Fern, Lavar, Bob, Shirley, Keith, and Jerry. Later, Jim, Annette and Bonnie came along. I remember a Dutch family that lived in a home that Grandpa built, the Koolmans. We used to take our grass clippings from our lawn to feed their chickens. Harold White lived across the street and was probably my oldest and closest friend up until the time we were teenagers and had begun to differ a little bit in some standards. I had more of a religious inclination than Harold did, but he was a good friend. His younger sister, Carol, is one of Bonnie's closest friends and remains so to this day. It was an ideal place not only for the home, but for our extended family. At Easter, we would go to Little Mountain and roll Easter eggs. (I haven't got the symbolism of that yet because they'd generally break into pieces rolling them down the hill.) A favorite place was East of Ogden, right where the Mt. Ogden Golf Course is now, where we would picnic and barbeque. I had a great time as a child. I remember one Easter we drove out to the sand hills, which was 4 another fun place across the Ogden River next to a place called Salamander Pond. There was a beautiful little glen called Sylvan Hollow. It's totally gone now; you can't even see a remnant of it. They made a garbage dump out of it. A lot of the old scenes of childhood have since gone, but one time we went there on a rainy Easter and ate our Easter eggs in the car. We had great night games in the neighborhood. We'd play, "Run Sheep, Run," "Ice Man," and "Kick-the-Can," with all the neighborhood kids and cousins. Another thing during those depression years that was so much fun was mulligan stew. We would get a gallon bucket and build a fire from whatever we could find from the neighbor's fence or place. We'd get the BB gun and go over to a pigeon loft in an old chicken coop and "plink" off a pigeon or two that we could put in our mulligan stew. It consisted of whatever anybody could bring; an onion, potatoes, carrots, etc. Squab was pretty good, but you don't see it on menus much anymore. Years later, I was talking with a girl that lived adjacent to us named Beverly Shipley and as we commented on the old neighborhood the first thing she said was, "I remember those mulligan stews." I didn't think she'd remember, but she remembered making a fire and putting potatoes in it so they would get blackened husks and you'd rip that open and eat the potato out of it. We had a lot of great times. We were having a little bonfire and roasting marshmallows out in the yard right next to our house. Our oldest cousin, Lavar, was there and his marshmallow caught on fire. Lavar flipped it and the marshmallow hit Gene Swaner in the eye. How he survived childhood I don't understand. He seemed to be on the wrong 5 end of any accident and he had cuts, bruises, and abrasions all over his head, cheek and elbows. It was just accidental, but I can remember that flaming marshmallow hitting him in the eye and it stuck. It was like a ball of hot tar in there. I don't remember how we ever had the capacity to build that tree house in the big box elder tree behind our garage, but it was well-built. It had to be at least 25 feet above ground. It had a deck, a bench, four sides, and a trap door in the middle where you could climb in from the bottom. We even carpeted it. Where in the world did we get the piece of asphalt roofing that we put over the roof? I don't remember where we got all the material. One day, we came home and some wretch had knocked the hut down and pushed it out. We never did know who did it. It was remarkable when I think about how we got up that high, put the pieces in place and built it. Of course, we had carpenter families. We grew up in the radio days before the days of television. We grew up to the strains of, "Who's that little curly locks, the one with all the auburn locks, who can it be? It's Little Orphan Annie," or "Ranfrue of the Mounties." We'd listen to those and have our secret decoder rings. We thrived on the ones later at night, "Myrt & Marge," "I Love a Mystery," and "The Great Gildersleeve." Those were great radio days as I recall. Neither Mother nor Dad had the means to give us special music lessons or anything. Farr had a little bit of a knack for singing and I remember Farr and Fern sang "Santa Lucia." They did well and sang in harmony. I had absolutely no musical talent. Mother taught me readings that she learned from her mother. My 6 favorite readings are probably the ones from Edgar A. Guest such as, "Pa Shaved Off His Whiskers." ("I haven't had such jolly fun for 40,000 years I laughed and laughed until I thought my eyes were running out in tears. There never was a mother's son that had such jolly roaring fun as children have begun since pa shaved off his whiskers.") I remember that particularly well and many other verses because during that time Dad grew a beautiful beard. Bonnie had just been born when Dad shaved off his whiskers and she didn't recognize him. She doesn't remember that, but we sure did. She was used to Dad with a great set of full whiskers and his derby hat on. I went on to learn a whole host of Edgar A. Guest poems that I can't even find copies of anymore. A favorite was, "Little Orphan Annie." ("Little Orphan Annie came to our house to stay, to wash the cups and saucers up and brush the crumbs away and to shoo the chickens…etc.") I had two great loves in my life. As a child, my preoccupation was cowboys. I can remember getting Mom and Dad to drive me down to Wall Avenue where I could see a picture of a cowboy with Levi's on made by Scowcroft's Never Rip Overalls. One of my earliest recollections was Grandmother Hurst made me a little holster to hold a cap gun and Grandmother Salt made me a pair of chaps. I wanted a rocking horse and I remember going to the old Emporium and there was the most beautiful rocking horse. It was a dapple gray with a beautiful black harness with red trim. I wanted that horse and I asked for it from Santa Claus, but I didn't get it. Mother and Dad were so concerned. These were difficult years. We were not poor, but there were tough 7 times. Dad built a rocking horse and I have to say I have felt bad all of my life that I can't remember it. Mother and Dad have described it to me. He made it out of an old log and it had a little saddle in the middle. The rocking horse I do remember was the old rocking chair in the front room. To me, it looked like a horse with the arm rest where I could sit. I made a pair of spurs with rubber elastic tubing and a nail in it. I spurred that horse for 40 miles over hill and dell. I can remember Mom and Dad scolding me about that. Anyway, that was my rocking horse. I also had a great love of drawing and I'd use up reams of paper that Farr had for school. I could be anything in the world that I wanted on paper. I could draw pictures of the army, cowboys, Indians, soldiers, airplanes, and my imagination could just run rampant. I had an imaginary friend whose name was Bim. He was my companion as a young kid. He was the sheriff of the town, I was his side kick and together we rode the range. School and church were very much a part of my childhood years and I can remember Primary and the days that we went and I still remember "SHSK," Spiritual Health Service Knowledge. I can still sing, "Oh we are the boy trail builders…" I did that in church a while ago and had half the congregation singing along with me. I always enjoyed church. I was noisy and disruptive and I had a lot of teachers that would have been happy to kick me out of the class. Grelden Nelson used to bribe me with candy. I remember some really had a hard time with me. I don't believe I was mean, I was just overly energetic. 8 There was one very spiritual thing about my baptism. I was baptized in the old 17th ward. It had a baptismal font. I used to think of this often because I was on the high council at the college stake when Alan Hall was a bishop. His office was built over the old baptismal font. I used to sit in that meeting and remember what, to me as an 8-year-old, was a very spiritual experience. A lot of people say they don't remember their baptism or anything that happened. It was memorable for me. As I was waiting to be baptized, I looked up at the font and saw a dove that illuminated with a neon light. I thought that was really cool. I heard the story about Jesus going into the water and the Father speaking, "This is my beloved son," then having the Holy Ghost descend as a dove. Many years later, I went into that old baptismal font and I wondered what happened to that dove. I asked someone and the person shook his head and said, "There never was, never is, and never has been anything like that." I told that story to a person one time that came up to me after and said, "You had the sign of the dove given to you at that time of baptism." I didn't particularly think of it as a child, but as an adult I thought, "I can accept that." Maybe a skeptic would say that it was just what I thought of in my childlike mind and imagination. To me, it has always been a very real and very personal experience. We enjoyed a host of things as young kids growing up. We could get free buttermilk at the old Cream of Weber Dairy on Adams Avenue. The old Alahambra Theatre was built on Kiesel Avenue. It became the Paramount Theater later, but it was the Alahambra originally. The Lyceum Theater on 25th Street is still there. The Popeye Club at the Paramount was a dime or 15 cents 9 and we could see half a dozen cartoons, two double features and a host of other things. Mother and Dad would send us off on Saturday morning and we wouldn't come back until the evening. We'd get out of the Ogden Theater on 25th Street and stop to get a cold glass of buttermilk free out of the spigot at the old dairy. It was real buttermilk with chunks of butter floating around the ice cold whey. Those are great memories I have. I remember fishing with the families at Bull Run, Lost Creek, and Chalk Creek. We had to put the old Model-T Ford in Rucksel Gear and take it up in reverse because it didn't have enough power to get up the steep hills. I loved the outdoors. I remember a lot of hiking with cousins and fishing with uncles and Dad, who was always the champion fisherman. One time, Uncle Herb and Dad came back and Uncle Herb had one more fish than Dad, so Dad took his fishing pole out to the river to catch one more fish just to catch up. There were always those kinds of fun competitions. We would hike up to Malan's Peak or Waterfall Canyon which was one of our favorites. We hiked to Mt. Ogden Peak and I think that got us some training for later hikes to Ben Lomond when Mother and Dad were taking care of the girls' camp in North Fork Canyon. I was exposed to work early. We would chop firewood for the stove and at one time we had to paint the house. I don't know how good a job we did. Ours was a lovely home even though it was small. Aunt Lydia and Uncle Earn lived there at one time when they were finishing their home. Uncle Herb and Annie also lived there once. Including their family and ours, there would have been 12 people living there at one time with one bathroom upstairs and very limited water 10 sources. We laughed about the fact now that we were on a septic tank and many times had to use other means. In that time, people just didn't bathe more than once a week. We just didn't have the water. We didn't have an indoor toilet until I was 9 or 10-years-old. I remember well the births of my younger sister and brother. I remember praying so hard for a sister. She was an answer to our prayer. Following each of their births, I was shocked to see my brother and sister for the first time when their eyes were totally blackened with silver nitrate. It used to be put in the eyes of all the children as prevention for venereal disease. It was mandated by law at that time. Their eyes were just an absolute black like they had put charcoal in them. I enjoyed school. I remember going to school the first time and Farr showed me the ropes. Mother started me a little early, which I don't think was that good for me. She thought I was ready for school, but it put me almost a year behind in growth so I was smaller than most of the kids. If you look at my class pictures, particularly through junior high school, I was much smaller and it made it difficult for competing in school and athletic events. There was a stigma about being six to eight months younger than the girls in my class. I don't think I was as sharp mentally either. She did it because she thought I was ready. I think she wanted to get me out of the house. I struggled in some classes in school though. I really suffered thinking I must have been dumb because I had a hard time with algebra. It was easier for me to just freehand geometry than to try to figure out all the angles and curves. I really struggled. I had a teacher in the 5th grade named 11 Mary Jensen. She recognized in me a certain talent for art. I began to feel I had something that made me as good as the rest of the kids. I was recognized along with Beverly Shipley as the best artist in the 5th grade. That kind of carried me through a number of classes. I also followed up with a lot of drama for which I had a natural inclination. When I was four or five years of age, Mom and Dad needed a child to be in a play they were in. It was a story about a kidnapped child and I was to be the kidnapped child. I didn't have to say anything. After they brought me on, the dialogue went on for three acts and to show my total dramatic ability, I went to sleep. I slept through the entire performance. At the end, I was supposed to wake up and run to Momma when she came in. I didn't wake up for my dramatic scene. I slept right through it. I gave readings of the poems that Mother taught me earlier in my childhood all over the city. I remember Mother taking me to MIA's, competitions, road shows and any number of shows while I did my bit. I remember doing readings of: "Castor Oil of all the Nasty Stuff," "Gee Whiz, That is the Very Worst There Is," "Pa Shaved Off His Whiskers," and "Ma Fixes Things." Those poems carried me through until my junior high school days when I really got into more heavy poems. They had contests at the city schools. I did a reading of, "Penrod and Sam," which was a classic. Penrod's friend, Sam, was tongue-tied, so Mrs. Dobbs taught me how to be tongue-tied by rolling an elastic band on my tongue. I did the reading of "Penrod and Sam" and won a contest as well as, "Willis McPrang," and "Cleaning His Garage." The poem that took me from beginner to 12 stellar was Alfred Noyse's, "The Highway Man." I won a local contest with that and it was one of Mother's favorites. My first date was with a pretty girl named Betty Dawn Agey. I think that was in the eighth grade. The Ageys lived right next to Grandma and Grandpa Salt on 30th Street. It was just one of those dates where we went to a school party. My first serious date was with a girl named Carol Moyes. I was student body president and I finally had the guts to ask a pretty girl to a dance. She remains a very special friend to this day. She's lost her husband and occasionally we'll meet. Carol Moyes was the first girl I ever kissed. When I was 15-years-old, a number of big things happened in life. I was going to rehearse for a school play and they announced that Pearl Harbor had been bombed. In that same spectrum of time, I went to work at Lowe's Hardware because the men had all gone to war and they were hiring kids at just 15-years-old. I was doing a man's work and worked there for a period of time before going to work for Tanner's clothing store. During the war, I worked at the Naval Supply Depot. I met Laurence Burton at Ogden High School. He had a great impact on my life. He was a very popular guy in school and we were in the school play together. We wrote a little take off of Hamlet called, "Hamlet: Prince of Denmark." We put it on in high school and had Mrs. Chambers help us with it. Laurence and I became very close friends in high school and into college. I went to college at Weber while I was waiting to be drafted. My birthday was December 4th and I graduated from Ogden High School in June of 1944. I worked at the supply depot in the summer while waiting to go in the military. I 13 took classes in aerodynamics, theory of flight, learned about pseudoadiobatic charts in preparation for the Army Air Force Cadet program. You could join when you were 17 and when you turned 18 you automatically went into flight school. The war was beginning to wind up at the beginning of that time and others who had gone in a little bit before me were put in gunnery school. I wanted to fly. Laurence and I got out of the program and tried to go into the Navy. I passed the first battery of tests and went on to the physical tests and found out that my eyes were not good enough. So, I was out of the Air Force, Army and the Navy. My cousin, Dick Salt, had the idea to go into the Merchant Marines, so I joined and prior to leaving I double checked with my draft board and they said, "Dean, your draft notice will be in the mail by December 5th, the day after your birthday and they'll take you out of the Merchant Marines." I got out of the Merchant Marines and my actual draft notice didn't come until February. It ended up being a blessing in disguise because the guys that went into the Merchant Marines were drafted back into military service when they came home. I left in March and went to Ft. Douglas. I volunteered for the Marines, but the quota was full. I tried to get into the Navy and there was no opening there. The only option left was the infantry and I thought, "Anything but the plain infantry." I remembered seeing a fellow walking down the street with jump boots and the Airborne patch on his shoulder and thought, "That's cool." So, I volunteered for the paratroops. I went through basic training at Camp Maxey in Texas. I was an acting sergeant all through infantry basic and an expert infantryman which was the highest honor you could get at that time. I was very 14 serious. I wanted to be a good soldier and I wanted to save my life. I figured the harder I worked, the better prepared I would be for the jump school. I knew it was going to be hard and wanted to succeed. My original group of trainees went overseas and ended up in the last campaigns in Okinawa. In later years, I talked to a couple of the guys in my outfit that had seen action. Two of the fellows that I knew had been killed in Okinawa. I met a paratrooper walking up the street and I went up to him and said, "Hey, I joined the paratroopers too." He said, "You dumb son of a.," I found out that he was an old shot up veteran who had been in combat. He must have been with the 11th Airborne. He was probably hurt in one of the jumps there. When I learned the quota for jump school was full, I thought that I wouldn't be going. One of my sergeants pulled strings and got me in and only three of us in that whole group ended up going to the paratroops. It turned out great. The period of time I spent in training gave me a chance to develop some real challenges physically. The most frightening thing in jump school at Fort Benning, Georgia was jumping from the 275 foot towers. They pulled us up, hit a release and the parachute dropped. I'll never forget the older troopers singing, "There was blood upon the risers, there was brains upon the chute." I thought, "I'll go through training to prove I can do it. I just won't jump." I went through all of the stages, packed the chutes and learned everything. When the first jump came I thought, "If I don't feel like it, I won't go." I looked up and there was a fellow still standing there and the jump master said, "What's the matter soldier?" He said, "Well, I don't think I'll jump." The jump master said, "I think you better jump and then if 15 you don't want to anymore you don't have to." He said, "I've never been up 1,500 feet in the air and that doesn't stop me from being scared." The jump master said, "You're going to jump." He grabbed him, turned him around and threw him out the door. I looked out the window as he went out and he was like a cat just flailing around. I thought, "Well, I guess I'll jump." So I did. I was assigned to the 517th Airborne. The war ended while we were making a practice jump. We were training for an invasion of Japan and we were making a night simulated combat jump when they announced the atomic bomb was dropped. We knew that the official surrender hadn't been signed, but the war was over. That night, Johnny Barnes, who slept above me, was killed on a night jump. It was just one of those accidents that happen in the Airborne. I had a lot of fun in the service and had some good friends. I was a member of the honor guard. We paraded in Philadelphia, Boston and probably one of the highlights of my Army career was being in the New York World War II victory parade. The 82nd was chosen to be the honor guard for that. We paraded all the way up to 5th Avenue under a confetti parade. It was a great thrill. The whole town came out for us and it was a marvelous experience. I met a fellow by the name of Bob Curran while I was in the service. Bob was a paratrooper who had made the Rhine jump in the 17th Airborne. We became good friends and he became interested in the L.D.S. church. He had a dog named Trooper and we felt we should make him a fully qualified parachutist, so I jumped with him. I dang near killed myself in that jump because I was coming in frontwards and I was afraid the bag with the dog had pulled out from the opening of the parachute and 16 was right over my knees. I was afraid that in my landing position I'd drive my knees and squash the dog, so I reversed myself with the risers facing backward which is the worst position. I came in and there was no way of flexing anything. I hit heels, butt and head as the bag smacked me in the face. I heard the dog make one little yelp. It knocked me out for a minute and when I came to I opened the bag and that dog looked dead as could be and I thought, "Oh boy, I killed the dog." Then it shook its head and opened its eyes. There was a Catholic kid from Philadelphia named Bob Titus, and the last jump I made in the service he and I jumped together. He was a bit of a nut and totally opposite from me. He was a bit of a drinker, a smoker, a party guy, and a staunch Catholic. We just had some other things in common and we were good friends. I didn't see him again for years and one day while I was working at Hill Air Force base, there was a phone call and they said, "Is this the Dean Hurst who was in the 82nd Airborne Division?" I said, "Yes." He said, "This is Bob "Catholic" Titus, I just flew in and I wondered if I could come by." Bob had stayed in the service, went to flight school and was flying P-51's. He had been shot down over Korea. He had just landed at Hill Air Force Base. We had a fun get-together. We talked and laughed about the old days and I was really impressed. Thirty years later, I was at home and the phone rang and he said, "Is this the Dean Hurst that was in the 82nd Airborne Division?" I said, "Yes." He said, "This is General Titus." Bob Titus became one of the most highly decorated generals and was a Wing commander in Vietnam. I have yet to talk to an Air Force man that doesn't know of Bob Titus. He was at the end of his career at the 17 academy in Colorado Springs and he was doing some consulting at Hill AFB and brought his wife. She was a sweet lady. Carol and I took them to dinner and we began to correspond and send Christmas cards. One year, I didn't hear from him, so the next time I saw the General at Hill I asked, "What do you hear from Bob Titus?" He said, "You didn't hear? He died suddenly one year ago." He was a heavy smoker. Who would think that a relationship as divergent as that was would exist? That was just one of the great military experiences I had. I came back from the military and went to Weber College. I was very active as yearbook editor. Laurence and I developed a little routine called, "The Act," in which we did a song and dance routine. We put that on all over the place and had a great time. I met a girl I fell "desperately in love" with named, LouJean Sneddon. Unfortunately, she didn't fall as hard for me as I fell for her. That was another one of those blessings in disguise. I chose to go on an L.D.S. mission. I had been interviewed for a mission before with the bishop and I told him I felt I'd already served a mission. Later, I met a friend by the name of Don Belnap and he told me he had just accepted a mission call. I don't know why we make our minds up at certain times, but I knew right then that's what I should do. I was interviewed by elder Mark Peterson. I was very close with a group of Hawaiian kids in infantry basic, so when they asked where I wanted to go on the mission I said, "I'd like to go to Hawaii, but I'll go wherever I'm called." When my mission call came, it was to the Central Pacific Mission. I found out the headquarters was in Honolulu and of course that delighted me. When I'd left the Hawaiian kids after basic I said, "One day, I'll come and see you." The word spread and I bumped 18 into two or three of the guys. I still call a Hawaiian kid named Samuel Kaupuiki, who lives on Lanai and keeps me up with what happened after I left basic training. When I returned from my mission, I continued my schooling in art at the University of Utah and studied with some great teachers. My G.I. Bill ran out and I dropped out of school thinking it was going to be just for that summer. I went to Hill Air Force Base to be interviewed for a temporary summer job and found out there was an art job open which had some great opportunities. I took that job and ended up making it a career. I didn't go back to school until later when I took some additional classes at night school. I was very active in the alumni association both at Ogden High and Weber College. I became very active in the association in 1952 and that has never ended as far as involvement with Weber State. I was working at Hill Air Force Base when a good friend, Rulon Garfield, introduced me to Carol Watkins on blind date. I had just bought a beautiful new car. My first car was a little 1930 Model A Ford that I bought for 35 dollars. It had been used as a chicken coup, so I had to take the entire interior out and fix it up. I sold that first car for 100 dollars and then bought a 1932 Ford Coupe with a rumble seat. I painted it, fixed it up and sold it for 200 dollars and bought a 1939 Ford. Later, I traded it for a 1951 Ford Victoria with a continental kit on it. Carol though it was a Cadillac and I thought any girl that thought a Ford was a Cadillac was my kind of girl. I never dated another girl. I can't say the same about Carol not dating another fellow, but she was much younger and was attending school 19 at Utah State and I courted her while she was in college. We got married a year later and had our first child nine months later. Carol had gone from queen of the school and Miss Utah State to diapering babies nine months later. It was difficult to go through that transition. We lived in grandparent Watkins basement where Kevin was born and were there a short period of time while we were building a little home on Maple Drive. Dad and I built it and I did a lot of the work on that myself. I left Hill AFB at that time and began working for Pierson, Kearney and Hurst, an advertising and art agency. I'd been in an advertising agency that "Pony" Halverson and I started called Halverson Hurst Advertising and Art Agency. I was working five jobs. I was also working for Tanner's for Men, at the Cal Pack with Wes and Jack Swarner and doing freelance artwork on the side, so life was pretty busy. I probably didn't do any of them as well as I should have, but I worked really hard during that time. We built a little home on Maple Drive and lived there for nine years. We built it for $12,000 and sold it for $17,000. I worked for Pierson, Kearney and Hurst for 13 or 14 years and loved my time there, but after my 40th birthday I had an impression in the middle of the night that I should contact Weber College. I didn't know why and I thought when I'd wake up in the morning that impression would be gone. I put it off for a period of time, but then I called the college and oddly enough, President Miller answered the phone. I said, "President Miller, I don't really know why I'm calling you. Is there any kind of job up there that I could be doing?" He said, "Well, it's interesting that you'd call. There is a job that we are in the process of finalizing 20 and your name came up, but we didn't think we could hire you away." I said, "Well, what is it?" He said, "It is the Director of Alumni and Development Director." I didn't know a lot about that, but I knew Weber and a lot of people in the city. I said, "What are you offering?" He gave me a figure and I said, "I will never take a job for less than what I'm making. If you could make that a little bit higher, I'd be interested." He said, "I can't offer you the job, but you would certainly be a candidate at that price." I interviewed the following day, was offered the job and that started my career at Weber State. I took the job in January of 1967 and retired in 1991. I went from Executive Director of Alumni to the Director of College Relations and later Assistant to the President and then Vice President of College Relations. In that capacity, I had alumni, fundraising, public relations, development, the athletic program, the director of the Dee Events Center, the Director of the Browning Center and campus security. Elizabeth Dee Shaw knew my mother and lived in the old 10th Ward. The Dee's and the Barker's and their families lived there on the other end of town. They were entrepreneurs along the likes of David Eccles. Thomas "Grandpa" Dee had developed several businesses and a number of other enterprises. His granddaughter, Elizabeth, had inherited a considerable amount of money. She married a man named Donnell Stewart and they had no children. They kind of adopted us as a result of me serving as bishop. I interviewed them for a mission and we became very close. We traveled with them extensively through Asia and Europe. Donnell sponsored me in the Rotary Club of Ogden in which I've been very active. 21 Elizabeth and Donnell gave millions of dollars to Weber and I was instrumental in setting up a number of trusts that focused money from that source into the university and community and have served on those foundations since. We've since poured millions of dollars into the community and another 50 million to Weber. In addition to the opportunity of raising money, I met a lot of great people. I was on a first name basis with Val Browning. He was a marvelous guy who was a million dollar donor several times over. J. Willard Marriott Sr. was another great guy. I went to school with his son, Bill Marriott, at the University of Utah. I went to Mr. Marriott's home in Maryland to pick up a check for a million dollars. I knocked on the door and he answered the door himself. It impressed me that there was no security. He answered the door in a sweater with a sleeve that was broken out in the elbow. He was very unpretentious. He and his wife were just salt of the Earth people. The Eccles' family was also great. I met people like David Kennedy who was the secretary to the treasury. I had dinner with Charleston Heston, Edgar Bergan, Shirley Chisom, John Wooden, Elliott Richardson, and Gordon Liddy. The students would have them come as speakers and would wisely ask someone to go along with them to make sure the proper protocol was maintained. All of those were marvelous opportunities. The one who stood out as the celebrity that I enjoyed the most was Neil Armstrong. During the schools' Centennial Celebration I had the opportunity to meet him at the airport and drove him to the Marriott Hotel in Ogden. Following his remarks at commencement, I drove him back to the airport and had a chance to visit with him one-on-one. 22 The period of time I served as Bishop from 1969 to 1972 was probably the most difficult period of time in our marriage. I think it was a result of a number of things. It was a transition period for me at work and as bishop. It was a tough time and I mention that because I think we outgrew it and boating helped. Carol had never had a great opportunity of camping like we had as kids, and we didn't have a lot in common. The outdoor adventures that I loved weren't of interest to her and it took a toll on us a little bit. She became very active in music, which I admit I resented. I wanted total time and effort and acceptance and everything that went along with it. The boating helped give us something in common. She turned into a heck of a boater. She could cook up meals and our boating experience really helped us heal. I loved Lake Powell and some of the fondest memories I'll ever have are the times we shared with the family. All of you here know that same love we had for Lake Powell and I've had my boat on Jackson Lake, Flaming Gorge and Willard Bay. Those were great times. We traveled extensively. We went to Asia we went to China, Japan, New Zealand, Australia, Bali, and the Philippines. Later, I went with the Rotary conventions to Holland, Germany, France, Luxemburg and all over England. We had a marvelous time with friends traveling to England. We traveled to Mexico where we all got the "Montezuma's Revenge." We had some tremendous experiences there. Tahiti had always been a dream because I remember as a kid, Rudean Allred had gone to Tahiti and the idea of going to Tahiti was always a dream. I ended up getting a couple of weeks there and Carol didn't want to go. 23 She lacked the desire to go, so I went with my son, Kevin. We had a great time there. I've had a few strange illnesses, I had a burst appendix and one time, I fell out of a tree and dislocated my shoulder. I had a kidney stone on Memorial Day that I will never forget, bypass surgery with five coronary bypasses and in Hawaii on the anniversary date of my open heart surgery ended up with an upper GI obstruction and had to go to the hospital at 2:00 in the morning after a 911 call by my wife. That was a challenge to be in a strange city and to get me there. We finally got that straightened out. I had cataract surgery and wear hearing aids that don't work. We've been pretty much through the gamut. I am also a cancer survivor, but that's another story. I want to conclude by telling two or three of the miracles in my life and I'm sure that there are many more. I don't think any of us are aware when angels protect us. I think of Mother saying, "Don't climb the cliffs at the waterfall," and we climbed the cliffs. I remember hitting a piece of dynamite with a hammer to see what would happen. I would jump off the chicken coops with a parachute made out of a bedspread and I can't imagine why I didn't break anything. I think when the roll is called up yonder; we can look back in time and see some of the things where it was only through divine intervention that we survived. I wanted to mention this and one other thing in closing. I always felt like I wasn't the best dad. I think back and I remember spanking one of the kids and I don't even remember what it was over, but I remember my hand print on the little bare bottom and it hurts me to even think about it now. It's bothered me and I 24 don't recall ever spanking the kids when I felt it wasn't justified. I really appreciated Boyd Packer's talk about grandparents. I think I am a better grandparent than a dad. I really love my grandkids, we only have six grandkids, but I love them with all my heart. Some of them have special needs and different challenges, but I made up my mind that I was going to be a good grandpa and other than times of discipline, I've really enjoyed them. I've been more of a companion and played with them when they were younger. They're growing up to be teenagers now and I'm having a tough time because I can't get down to that same level. I like to think that I was a good grandpa. I wanted to tell another story that was a foundation to my testimony. I was on my mission and I hadn't been out too long. I was a little discouraged and hadn't received a letter from home for a long while. I had been working hard with little success and we tracked down to a home one time and knocked on the door and a little Japanese woman came to the door and we introduced ourselves. She suddenly went hysterical and started to cry and weep inconsolably. The more we tried to find out what was wrong, the harder she wept. We had been invited into the home and sat down when she started to cry. It bothered us so much that we finally just had to get up and walk out. Later, I called Sister Okimoto, who was a member of the church and didn't live too far from this woman. I said, "We don't know what happened, we didn't want to offend her." Sister Okimoto went and visited her. She met us later and said, "This woman had been very concerned over which church to join and had just knelt down and prayed that she might know which church to join when there was a knock at the door and she opened it 25 up and there were two Mormon missionaries." That was really impressive to me. I was transferred out of that area and I don't know whether she ever did join the church or not. Another experience I had on my mission was a lesson that wasn't so much the testimony of seeing a miracle as much as a testimony of faith and unity. On New Year's Day, we were having a district president's convention and President Weig asked an old Hawaiian fisherman if we could help him with his Hukilau. It was a tradition for him to take his nets out and the fish he caught on New Year's Day was his tithing for the prior year. That was how he paid it. There were ten or twelve of us and it turned out to be a boisterous sea and the waves were very high. Some of the missionaries didn't want to go out, so Brother Kalili said, "If you don't have the unity and the faith that we could go out and succeed, I won't do it." We all went away and prayed about it and when we had the impression that we were all together we went back and told him that. He said, "If you are united, we will do it." We took the nets out and I was assigned to go out and keep the nets off the coral. As we were pulling the nets in, I began to see what I thought were sharks. As we got to shore, the net began to catch on some big boulders and I'd go down to see what they were and all of a sudden a big head came out. It was a huge sea turtle. The word got out that we caught a mess of fish that was too heavy to pull in. There was over 100 yards of netting extending out in the ocean. All of a sudden, the native villagers all came out and helped the elders pull the nets to shore. We had caught four sea turtles, which in that time were in high demand. The Japanese and the Chinese would eat them, 26 but the Hawaiians would not. Those represented a major source of income in addition to a ton of fish that we caught in those nets. We couldn't even pull them all in. It was a miracle in the understanding that unity and faith are inseparable and there was a lesson taught. That event has gone down in the history. If you go to any of the older people in Laie, they remember that event. All the missionaries were invited to the next Hukilau. I want to tell one other quick story. When we were living on Washington and 36th Street, Carol was teaching piano to a little girl named Mary Kimball who had a twin brother named Tommy. They lived across the street and they were an inactive L.D.S. family. Tommy came over to the house one day and said, "Mrs. Hurst, come quick. I just shot Mary." Carol went over to find the scene, which was horrific. There was little Mary lying in a pool of blood on the kitchen floor. Her brother had played with a rifle that the father had borrowed to go deer hunting. He chambered a round and accidently fired it. The bullet went through her wrist, struck her abdomen and disemboweled her. Pieces of her intestine and stomach were all over the kitchen wall. Mary was totally conscious laying there and said to Carol, "Mrs. Hurst, don't let me die. Please don't let me die." Carol called the ambulance and at first they went by and she thought, "They're not going to stop," but they backed up. They came in, picked up her insides, put them back in the cavity of her stomach, covered her with gauze and took her to the hospital. No one expected her to live. She did barely survive and about a week later her mother called and asked, "Would you come and give a prayer for Mary?" I called Carol's father and 27 we went up to the hospital where her mother went in first and came out crying. She said, "I don't know whether we should do this. She is in so much pain. I don't know whether I want to prolong it." I said, "Bernice, do you want her to live or not?" She said, "I want her to live." I said, "We will administer to her." So we administered to her and Eddis anointed her and I sealed the anointing. I can see the scene in my mind's eye as clear today as it was then with the blessing I delivered. Here was this little child in a semi-reclining position in the bed and there was no part of her body that didn't have a tube or a wire or something in it. She just looked like a specimen stuck on a board and she was unconscious. I gave her a blessing and felt prompted to give her a blessing of health and strength, but the unusual thing that I said was that she would not only live, but that she would be a mother. I finished saying that, sealed the blessing and as I walked out the door, I turned to Brother Watkins and said, "I don't know why I said that." Well, she lived and went through many operations. She had a plastic tummy and I remember I was working at Tanner's Store when the nurse came in and said, "Mary had her first BM." That was a sign that Mary was functioning and her body was working. I waited for another 12 years as she went on to survive. She was homecoming queen at Weber College and a beautiful little blonde lady. Later, she was married. One day, I picked up the paper and read that Mary had just delivered a child. She had three children. They later said that the odd thing about that wound was that it tore her stomach up, but it didn't touch her female organs. 28 In conclusion, all of those are factors in that I have been blessed all my life with the testimony that I know that God lives and Jesus is the Christ. I appreciate my membership in the church because I don't know that I would have had the temperament to join had I not been born in the gospel. I have been eternally grateful that I was privileged to be born into a family that taught me those gospel principles. I have enjoyed, loved, appreciate and testify and do so in the name of Jesus Christ whose resurrection and atonement I value and appreciate so much, and do so in His name, Amen.

Part one of an interview with Rev. Monsignor Leo J. Battista.Topics include: The Monsignor's family history and how his parents came to the U.S. from Italy. His father's work experience as a water boy on the Clinton Dam and then as a barber. The Monsignor's education at Holy Cross and at Grand Seminary in Montreal. The history of his assignments with the Church. Speaking Italian at home and learning different languages. Attending the Italian missions in Clinton, MA. Fighting cancer around the time he was ordained. Working at St. Anna's in Leominster. The Monsignor's experiences as an Italian living, going to school, and working in different places. His father's experiences being and Italian immigrant. Local social clubs. What his mother's life was like as a house wife. The importance of education to his family. ; 1 LINDA: … Rosenbaum for the Center of Italian Culture. It's Thursday, September 13th, 2001, and we are at the home of Monsignor Battista. I would like him to just introduce himself and his address, and then we'll get started with the interview. LEO: Good morning. My name is Monsignor Leo Joseph Battista. I live at -- I reside, rather, at 35 Julio Drive in Shrewsbury at a facility known as Southgate, which is an independent living home for retirees. LINDA: I thought that we could start with just you telling us a little bit about yourself. For example, your date of birth, and… LEO: I was born on December 27th, 1923 in a small town called Clinton, Mass, which is not too far from here. And I was born of two Italian [non-born] parents, both having come over from Italy—my father, Vincenzo Battista, and my mother, Maria Perrone Battista. My father came over here when he was just 13 years old and began to work as a worker at the Wachusett Reservoir. LINDA: What is that noise? LEO: That's the bird. On the clock. LINDA: Oh, I see. Okay. Try if it will shut up. I wasn't sure if that was a real bird. LEO: No. LINDA: Okay. I'm sorry. So you were explaining when your father was arriving? LEO: He arrived in 1908, I believe he got here. He came over with his dad, and they settled in Clinton because of work that was being done on the Wachusett Reservoir at the time. And he worked here -- he worked there for several years and then went on to take up the trade of being a barber. My mother, of course, she was born in Italy. And I believe she came over here in -- she came after she married my father. My father went back to Italy to marry her. And then she came over, and she was always a homemaker. She never worked outside the home. LINDA: Which village were they from in Italy?2 LEO: They were from a place called Delianuova, which is in the province and region of Calabria. And they were from the large province of Calabria and in the smaller district of Calabria called Reggio. And their little town was in the mountainous area, and it was called Giulinova. LINDA: About their experiences in Italy? LEO: Well, they would from time to time, just how they worked. Not too much though, when I stop and think of it. Because my father was very young, he hadn't had much opportunity to find work there. But he – so, he didn't have any job from there. He just came over here looking for job, looking for work with his dad. And my mother was just a homebody, so to speak. She was just from a family of -- I believe there were seven in her family. She was one of the girls in the family, had two brothers and four sisters. And she just worked around the home. She never really had any kind of a job over there or anything. And they would talk about the different things they would do, the picnics that they would go on and the festivities that they would attend and tell us about those things. There wasn't too much exchange as to what they did over there. LINDA: Did you father ever share with you the voyage? How old was he when he came here? LEO: He was only 12. LINDA: He was 12 in age when he came. LEO: He didn't say too much about that…just that they came over. He didn't go into much detail about it. And I don't know, for some reason or another, we never really asked too much about his trip over other than he came over by way of a boat with his dad. They certainly didn't travel first class. They were part of the immigrants who came landing in New York and getting off at Ellis Island.3 And that was an interesting thing. I often wondered why they used to call him James when his name was Vincenzo. And he then related the story to me one time that the officials at the immigrant registration desk had difficulty in understanding the name Vincenzo. And to them it sounded like James for some reason, Vince for James. So they put down James Battista. And so he kind of assumed that name here; and as he went along in labor, he was more commonly known as James Battista rather than his real name, Vincenzo Battista. But it was one of those mix-ups at the point of immigration registration that I think many Italian people went through. I mean, the people here were just in a hurry to register the people coming in, and if they didn't catch the name in the way it came across to them, they would put in what they thought they heard. And people got these different names from time to time. LINDA: So he worked as a laborer at Wachusett Dam? LEO: He worked as a laborer at the Wachusett Dam as a water boy because he was just, you know, 12 or 13 years old. And then after working there for a while, he was able to get a job in the Lancaster Mills, which was in Clinton at the time. That was a big copper company, and he worked there as a laborer for a while. But then he had the opportunity to pick up the trade of barbering. And I don't know how it was that he picked up barbering, he just seemed to want -- he liked that trade for one reason or another. He never did it as an apprentice in Italy, which was common in Italy. Before you did anything, any kind of work, you always worked as an apprentice for a number of years, and you gradually grew into and then being able to go on your own. Now, whether it was in carpentry or masonry or brickwork or barbering or 4 shoe work, that's the pattern; that's the way they trained over there. They trained as apprentices for a number of years. I remember when I used to help him at the barbershop when I was in high school. And he always used to consider my beginning as an apprenticeship. And then he would tell me about how he had to be an apprentice for a number of years and how he had to just watch the fellow work; that he was training with cut hair before he actually did cut any hair or attempt to make any attempt on cutting hair or trimming people's hair. And I used to be very impatient with that, just standing next to him watching him cut hair and trim people's hair. And I would be going up -- but he said you have to watch the technique, the way it's done. And he then explained that that's just the way an apprentice goes. And at the time, too, there was such a thing as an apprentice license in barbering. You couldn't get a license, a full complete license, until you had accomplished your apprentice training. So going back to his work, that is the way he learned, and then he went into barbering and then was able to open up his own barbershop. LINDA: And where was that located? LEO: It was -- I think it was located in Depot Square in Clinton right next to the railroad station. And he had quite a few really important people that used to come to him. For example, Senator David I. Walsh was one of his customers. And I can remember him going up to the site of David I. Walsh's house when the senator was in town, and he would go up there to either cut his hair or shave him and so forth. And another one of his major customers was Congressman Philip J. Feldman, who used to always come to the barbershop to have his hair cut, or he'd get a shave.5 And I remember how I used to like -- well, I wasn't around when Senator Walsh, David I. Walsh, was coming in, but I was around, working around the barbershop when Congressman Feldman was, and I used to like to kind of prepare him for my father's work on him, like getting him ready to have his hair trimmed and so forth or shaved. Because he used to always give me a nice big tip at the end even though I did nothing but just lather him up or put the apron on around him to protect him from the hair that might have fallen on him. LINDA: So you were expected to become a barber? LEO: Well, my father never expected me. He thought it would be good for me to learn the trade, and if I wanted to do it, to follow his footsteps. But he left it up to me pretty much as to what I wanted to be. And so he never -- I just helped him out. He had other barbers, too. But I used to help out too in the busy time on Saturdays and the weekends. But he never put any pressure on me to be a barber. I think he wanted something more for me because he would always encourage me about studying and to study and to go to school. And one of his high events, one of his great hopes and mission was that I would go to Notre Dame University. He was always talking about Notre Dame, going to Notre Dame. But to go to Notre Dame at that time when I was growing up and in school, in high school, it was during the Depression, and that would cost a great deal of money. And so in my deliberations about where I was going to go to the school or pick, I felt that I would have to go to school around here someplace and commute to school, you know, not to live on campus or that because I didn't think my family could afford supporting me as a boarder in college some place. LINDA: So which school did you go to? LEO: Well, I was all set to go to Boston College, and the reason for that was because generally there was a cost factor. I had a sister who was married and lived in Boston, and I felt I could live with her and commute to school 6 on the trolley, on the tram in Boston. And I was all set and scheduled to go there and accepted. But then one day -- I was an altar boy, and after sitting a mass, one of the priests at the parish said to me, "Have you ever been to Holy Cross?" And I said, "Up to Holy Cross?" And I said, "No." And he said, "Well, I've got to go up there." He says, "You want to take a ride up and see the school?" And of course, at that time I was -- I knew quite a bit about Holy Cross, and so father used to follow their football team and the like. So it was kind of a challenge to go up and take a look at them. Well, when I went up there and I walked around with him and I saw Holy Cross, the whole atmosphere at Holy Cross presented itself in a different manner than Boston College did. And I mean, it seemed to be more scholastically appropriate, I mean. So far as I was -- when I went to BC with my brother-in-law, that visit, it was during the year and there was a lot of commotion, a lot of activity, and a lot of things going on. It didn't seem like I was in academia, you know. But when I went up to Holy Cross with the priest, Father O'Connell, it was -- everything was quiet and there weren't too many people around. It was very [contemporary], so to speak, and I was really impressed with Holy Cross. And so I said to Father O'Connell, I said, "I like this school very much." And he says, "Come on, let's go and get an application." And so I went into the Dean's office, the Dean of Admissions, with him and we got an application. And I filled it in, and I was accepted. And after a few days, I got a letter saying that I was accepted to go there. So that's how I picked. And I felt it was close to Clinton, and I could commute from Clinton to Holy Cross maybe much better than being all the way down in Boston, so. LINDA: How did you commute? Did you have a… LEO: When I graduated from…7 LINDA: Put your hands further. Okay. LEO: When I graduated from high school, my father decided to go look at cars. He decided to buy me a car for graduation. A very good friend of his was a dealer, had taken this car in, and it was a 1937 Plymouth. And it was owned by a young woman who very seldom used it, and there wasn't very much mileage. And he got a terrific buy at the time. I think he paid $315 for it. So that was my graduation gift from high school, which enabled me then to use it to commute to Worcester every day to Holy Cross. And at the same time, there was already a young man in the town who was going to Holy Cross, and so knowing that I had a car, they asked if he could ride with me, and they would pay me so much a week for transportation. And that enabled me to keep the car up and get the gasoline and all that sort of thing. And that was every day, so that's how we used to travel to Holy Cross. LINDA: When you entered Holy Cross, did you… LEO: When I entered Holy Cross, I said that I would -- I put down that I wanted to be a priest or a doctor, let's say medicine or the priesthood. And I would take the AB pre-med course in case I wanted to switch, but it also would enable me to go on for a study of priesthood too because they were the same courses, practically speaking, until you get up into your junior year where you began to take more of the chemistry and biology and so forth. And so I went in with that intention, either to be a doctor or to be a priest. And what was, you would say, the deciding factor at all -- well, I was having stronger, really, desire to be a priest. But I liked medicine because I had two sisters who were nurses, had trained, and I used to get -- hear a lot about medicine and so forth, and that always kind of interested me.8 But then the war -- the Japanese attacked Pearl Harbor in 1941, and that was the year I began Holy Cross in 1941, having graduated high school in '41; and in September I went to Holy Cross. And when the Japs attacked Pearl Harbor in December, then -- at the time at Holy Cross, they were just starting -- it was their first year of starting the NROTC, the Naval Reserve Officers Training Corps, and I was tempted to go into that. But then I said, if I go into that, how often -- that would interfere probably with my going ahead to be a priest. So I said I'd wait. But then when the war came, everybody on campus wanted to do something and get into -- be [in place], so to speak. All my classmates were either in the NROTC or they were joining up in the army or the navy or the marines or what. So I went up to join the Naval Air Corps, the D5, and I went into the office where you would sign up and fill your application in to join the D5 Program, which was naval training for air training. And when we -- this other young man with myself -- came up with me… we both had the same idea. Well, when we went in to see the priest who was taking the application, he looked over the thing, and he looked over what our admissions records said. So he turned and he said, "On this admission record you have here that you wanted to be a priest or to study medicine." And he said, "Do you still have that desire?" And I said, "Yes." He says, "Well, why are you signing up for this program?" And I said, "Because everyone else is entering the service." So he took my application and he ripped it up. And he said, "Listen," he says, "Uncle Sam will get all the men he needs in order to fight this war. But the church will need priests in order to serve these men. And if that's your desire, then you go and study for the priesthood."9 And shortly after that, about a month or so after that happened, a letter came down from the bishop in Springfield saying that if there were any young men at Holy Cross who wanted to study for the priesthood, they should now make plans to enter the seminary in the fall, in September. And so I went to see my pastor, and then plans were made for me to go into the seminary. LINDA: So was that in… LEO: No, I was at Holy Cross for three years. LINDA: Three years. LEO: Three years. Because we had gone -- this was in '43. Yeah, by the time I went into my third year and we were totally -- but after -- it was '42 when I went in to sign up for the -- well, I just thought that what he had said that he knew more about life than I did, and I always felt that they were always giving us proper direction. And so I thought, well, this might be the hand of the Lord telling me something, and maybe my time will come to share in some capacity or another, which, you know, it did later on because there again, too, then I was turned down from being a chaplain because I had an operation for cancer. I had a radical resection on my neck. I had three malignant tumors. And when I went to the navy, I went down in Boston to a Navy ad, and the bishop assigned me, called me into going to serve as a chaplain, and they refused my application on the grounds that I was -- I had cancer. LINDA: What year was this? LEO: Yeah, it was in 1951. It was the Korean War. So -- and then -- but that was years later. I always -- after I was ordained, I always felt at the time, well, not that I was being patriotic or anything, but I felt that all my classmates and the young men in my time had gone in and done their duty to the country and served. And so here was my chance in '50, in '51, and I was a priest, and I would go volunteer and then do my part. So I did. I volunteered, and when the bishop called me in to say that he was charging me to go and serve as a chaplain, I went down, but I was turned down.10 LINDA: Okay. Now when you left Holy Cross -- you left in 1943 to enter the seminary? LEO: Seminary. LINDA: And where did you go to seminary? LEO: We were all assigned to the Grand Seminary in Montreal, which was attached to the University of Montreal. LINDA: [Unintelligible - 00:26:40] LEO: No, our bishop then, Bishop O'Leary at the time, for some reason favored the seminary in Canada feeling that it was a very strict seminary, very rigid seminary, and that if you could last it out, then you really had a vocation. He felt that you really had the vocation. And they were very strict. But also there was -- it really wasn't because of the rigidity of the program, and it was a good program. But you know, intellectually it was a good program. But also, there were a lot of French people in the Springfield area, in the Springfield Diocese. And he felt very strongly that it wouldn't hurt to know one other language, for you as a priest to know another language in this area, which proved to be very true because after getting ordained, I used to hear a lot of French confessions even though I was in an Italian parish in Leominster. Parishioners from St. Cecilia would always come over to St. Anna's to confession. When I would go in to celebrate, even though I was in St. Mary's, the people at Notre Dame and Sacred Heart used to come to St. Mary's for confession. You know, another parish for confession. LINDA: Now why is that? LEO: And they were French. LINDA: Did they go to another parish because they didn't feel… LEO: Well, I think one of the things was that maybe they felt a priest in another -- it would be more private for them, you know? So they would come. And then there were other -- then too, it was the proximity of where they 11 were living. And sometimes our parishes were closer to them, the actual living residence, you know, for them to come to us. Those who lived would come to us. They wouldn't have to walk so far. LINDA: So you're saying that you did learn the French language? LEO: Oh, yeah. You had to then because in the seminary, everything was in Latin. Your books were in Latin. Your oral examinations were in Latin. Your written examinations were in Latin. Your texts were in Latin. Your class lectures were in Latin. And the only other language you heard was French. The spiritual lectures at night were in French. So you had to get to learn French. You know, we had to take French in the class, during classes there too. LINDA: Had you taken French at Holy Cross? LEO: I had taken French in high school. But at Holy Cross, I had taken the canon in Latin and Greek. But I never took French in college. But when we went up there, those two years, we had to study French. LINDA: So seminary school was two years? LEO: No, it was six years. LINDA: Six years. LEO: Six years. LINDA: Okay. LEO: So it was two years of philosophy and four years of theology. LINDA: That time, it must have been 1946. LEO: I was ordained -- I was ordained in December of '48, actually '49 was… LINDA: And where was this? LEO: My first assignment was in St. Thomas-a-Becket. LINDA: Where was that? LEO: In South Barre, Mass. LINDA: So maybe five months after that before you went to… LEO: I went from there to Leominster as an assistant, what we used to call a curate, the assistant curate. And I went down -- I went from there, from 1949 to 1951. So in 1951, I went to Leominster. And I went to St. Anna's 12 in Leominster in 1951 to 1953. And in 1953, I was then transferred to St. Mary's in Southbridge. And then in 1955, I was assigned to the Office of Catholic Charities in the diocese in Worcester; and I remained in Catholic Charities from 1955 to 1987. And then in '87, I was assigned to St. Anna's in Leominster, and then as pastor until 1992. No, no, no. Wait a minute. 1995. LINDA: '95? LEO: 1995. LINDA: And what happened after that? LEO: I was retired. LINDA: Retired. First of all, Italian. Did you speak Italian? LEO: I spoke a little at home. I used to speak with my mother, but my father always spoke English, so I didn't speak -- he didn't speak. My mother never really learned English. She would always speak Italian to us. She never even spoke any broken English but strictly Italian. 'Course we understood her. And then when I went into high school, I studied Italian. LINDA: When you were in high school? LEO: They started a new course, when I was in high school, teaching Italian in the public school system in Clinton. Then I took a couple of years of Italian there. That was funny. I was taking Italian, French, Latin, and English. And I used to sometimes get them confused a little bit, like sometimes my French teacher would say, "Well, that's an Italian word you're saying, not a French word." I had the facility to learn languages, and so I didn't mind it. I took -- I started learning languages and there just didn't seem to be any strain to the learning, you know, French or Italian or what. Then when I went to college at Holy Cross, my first three years at Holy Cross, I took Italian as a second language. LINDA: Did your mother urge you to become a priest?13 LEO: They always looked favorably upon it. They left it up to my decision. They never pushed me into it or anything like that. But they were always -- encouraged me along the way, you know, of what my intention was. My father was one who always said, "Well, you continue with school, and when the time comes, when you decide to be what you want to be, then we will do all we can to have you follow through." So my mother wasn't one that really, you know, would push us one way or another other than to be good and learn to do what is right in school and so forth. My mother never had much of an education herself in Italy and coming over here. Education was not a paramount factor in her life. She would just be very happy to see you succeed and so forth. I can find an example in the fact that they would go to mass and learn -- go to mission, canon missions and things like that, and their respect and reverence for religion before the Lord. I think those were the things that were the models for me. LINDA: Explain the Italian missions. LEO: Italian missions were -- because in Clinton, everything was in English. Every once in a while for the Italian immigrants who didn't speak English, the priest, the pastor used to have what they called a mission, Italian mission, and he would invite Italian-speaking priest into the parish for a week. And he would give a mission, like a retreat, you know, for just the Italian people so that they could go to communion and then go to confession, fulfill their obligations. See, at that time, it used to be like that you go at least to confession at least once during the year to fulfill your Easter duty and things like that. And this was the idea. This enabled them to go and speak with the priest, hear their language, hear the Word of God being preached to them in their 14 language that they understood, because a lot of them didn't understand English. LINDA: I had thought that the masses were said in Latin. LEO: They were said in Latin, but the sermons were always in English. Yeah. LINDA: So there wasn't an Italian-speaking sermon. LEO: No. The only ones at that time. There was one in Worcester. LINDA: Was that Our Lady of Mount Carmel? LEO: Yeah. And then there was one in Fitchburg. Those were the only two places during my growing up. And then later on, in 1937, St. Anna's in Leominster re-founded as a parish. But prior to that, there were only two locales in this area that had an Italian-speaking priest: Worcester, and later, Mount Carmel, and St. Anthony's in Fitchburg. LINDA: Now, when St. Anna's… LEO: You know, mother would go up every once in a while to go to confession there. But she would always attend mass at St. John's in Clinton. Because at that time, even though the sermon was in English, then the object was to attend mass, which was in Latin. And during the mass, they would pray and say their rosary and things like that. They had more personal devotion in celebration of the mass rather than in the sermon. The mass meant more to them than what was being said in the sermon. That was their faith, they were communing with the celebration of the mass, receiving communion, saying the rosary and prayers, and that meant more. Those were the acts of devotion, I think, for them. LINDA: Must have been… LEO: In Leominster. Yeah, I always worried more -- your first time or the ∂second time? LINDA: First time. LEO: Yeah. I was hoping that when I was ordained I would be assigned there. But for some reason or another -- I guess I was ordained thinking I was going to succumb to cancer. I had had the cancer operation my last year in the seminary, in my fourth year, and they didn't know whether I would be 15 living to be ordained in my class or whether they would ordain me before my time and before the rest of my class because of the nature of my illness. And at that time, when you were operated on for cancer, you had the -- they used to say the cure came -- wouldn't come until five years later. You had to wait five years to know whether you really got it or not. And so at that time, when I was first ordained, I know that the priest, the pastor who was at St. Anna's, wanted me to go there. LINDA: And who was that? LEO: It was Monsignor Gannon, Father Gannon. And I wanted to go there, too, because I liked him very much. But the bishop had other plans. He sent me to this small parish in South Barre, thinking, I suppose, for health reasons, it would be better for me to be in a small parish. But once Bishop O'Leary passed away and Bishop Wright became the bishop at the diocese, and Father Gannon or Monsignor Gannon then became the Chancellor of the Diocese, I was then sent up to St. Anna's in Leominster where he wanted me before and where I wanted to go before. So I was thrilled. To answer your question, I was thrilled to be at St. Anna's. I always loved that parish and still do. INDA: When you think of St. Anna's, what comes to your mind? LEO: Well, just I liked the people there, and I just liked everything about the spirit that prevailed there. I think I was young at the time, and the people were very cooperative. And no matter what you turned your hand to, it turned into success. And it was a source of great joy and great happiness for me to be working among these people and in the course they were going. LINDA: Were you the first Italian priest to be there? LEO: I was the first Diocesan Italian. When I was -- there was a pastor there when Monsignor Gannon went to become Chancellor, Father John Bassey then became the first Italian priest at St. Anna's, and I became the second.16 LINDA: Were your parents… LEO: Yeah. LINDA: How did they feel about you? LEO: Oh, they liked that. They enjoyed that, because they knew a lot of people too from the area, from Leominster. Leominster and Clinton are very close to one another. And there were a lot of mutual friendships that they had in this area. So they were very pleased with my being there. LINDA: What kinds of duties did you have, first as assistant? LEO: Well, you did everything, you know. You were in charge of the religious education. And you were having the altar boys, to take care of training the altar boys at the time. You had the religious education classes for the children who were going to public schools, setting up the classes for that and the courses for it. You had all of the duties, you know, like visiting the sick and going up to the hospital. At that time, at that time too we had, you know, a lot of activity for the youngsters, the different basketball teams that you were in charge of. But then also putting on activities, different activities. Each year, we put on a minstrel show, and we'd be involved in a lot of the direction of that. So there were all kinds of spiritual activities that you were involved in. You had your hand in almost everything except the administration in the parish. You really did all other work that was assigned to a parish and to a priest. LINDA: So it was much like being a pastor? LEO: Right, right, right. It was very active, very fulfilling. I enjoyed the task, I really did. As I said, the people were great. I mean, they cooperated. One of the great things was having a Humane Society, which was for men. I had the Men's Society; the pastor had the Women's Society. We had built ourselves up to over 400, about 450 men. We used to go to communion as a group every year. Every month we'd have 17 [unintelligible - 00:46:22] Sunday. That was a great joy and task, but I enjoyed it, at Leominster. And the other great thing was I had great rapport with the young people, and especially the high school youngsters and the football team. I used to hear their confessions before the football games. They used to come to communion every Saturday morning before the game. And you'd have all these young high school kids come in to confession on Friday night and then coming to mass on -- even public school kids. We even had the parochial school kids. And they'd come to mass on Saturday morning and they'd receive communion and go home and play football games in the afternoon. That was another wonderful thing that happened that I did. LINDA: Was there a school affiliated? LEO: At that time, no. But that was another great accomplishment that I was there to initiate the beginning of a school and to be in charge of developing a parochial school in the parish that we started. And then the task of setting up the classrooms for the first two classes, the pre-primary and the first grade, and building the classrooms for them and later on laying the plans for the school. So that happened in my time. And I remember saying to the bishop that this was the only thing that the parish lacked at the time was our own parish school. LINDA: When did the school open? LEO: It opened in 1951. LINDA: Was that when you were assigned to Leominster? LEO: It opened up in '53, I'm sorry… '53. LINDA: Okay. You accomplished all that in two short years? LEO: At the school, yeah. Like the first and second grade, but then I was transferred after -- then following that, the school was built. Right after I left, they started to build a school for the other grades that were to follow. LINDA: Okay.18 LEO: There were really no major areas of concern, I don't think, other than they wanted their parish, and then they wanted various services. They wanted educational programs for their children, religious educational programs for their children. And they were very -- the women were tremendous at St. Anna's. St. Anna's Society was a terrific group of women who worked hard and who ran spaghetti suppers and raised money in order to build and redecorate the church and keep different things going to provide for a rectory. And they were very tremendous and very, very much engaged in the parish in order to keep things moving and growing and building. It was really nice and remained -- it was impressive, you know. And at that time when I was there, they had a great program of religious devotions and activities and social activities that brought them together and enabled them to have a wonderful spirit within the community and the parish. LINDA: How did you feel -- I mean, not St. John's but Holy Cross? LEO: It didn't bother me at all. I mean, I just was treated very fairly. I never felt any kind of bias against me or toward me. And I felt I had every opportunity that everyone else did there. I don't think I was looked down upon in any way because I was Italian. I think the whole atmosphere was very good. It was all up to you to do what you -- I was going to Holy Cross because it was a good school and [congregation]. And I never had any -- being Italian never bothered me because there were so many other kids in my class that were Italian. LINDA: At Holy Cross? LEO: At Holy Cross. Especially, you know, from New York and the New York area, other areas of the country. It didn't bother me, you know. LINDA: Did you feel the same way at the seminary? LEO: At the seminary, it was the same. I really never felt that the Italian got in the way, you know, being Italian. The way people accepted you and 19 treated you was, you know, it was [unintelligible - 00:52:51]. You know, you may have to take this off. LINDA: Okay. We had an interruption. We stopped just for a few minutes to make sure that this is working. So please stand by. Okay. LEO: All right. LINDA: Did your parents always feel as accepted as you did, do you think, being Italian? LEO: I think my father had a hard time in the beginning when he came over because at that time, I know he had trouble going to church, in the upper church, that they were not allowed to go up and attend mass in the upper church. LINDA: What does that mean, the upper church? LEO: Well, at St. John's, there was a lower -- there was a church, a lower church and an upper church. You know, two floors, two levels. And in order to go into the upper church -- I think he used to have some troubles because if you didn't have what you called the coinage, the coin of the realm to go in, you were told to go downstairs to mass. And that bothered him. But then after a while, that changed, and it never endangered my father's faith. But it was very hard for him to take initially to be restricted as to where he would go in church, you know. So, you get over that. But I am… LINDA: And when did that stop? LEO: Oh, I think that stopped when he was older, when he was able -- when he became more [unintelligible - 00:55:10] and had the money to pay the initial [unintelligible - 00:55:14] lying on that seat, what they used to call the arbitrary fee in church. And he went in. 20 But see, the Gannon people never had to use money or to give money initially. The state financed the churches usually, so the people were never asked for money. LINDA: Let's stop for one minute, please. LEO: Yeah. LINDA: Linda Rosenbaum again, and we have continued the interview. … explaining about your father, how he felt a little different than you about being Italian because of probably the period of time. LEO: Right. LINDA: And you explained the church in Clinton, and then you were explaining the churches where they were not funded by the people. LEO: Right. And so that was strange for an immigrant, and especially Italian immigrants, to come over here and be expected to give money in order to go to church, for a seat fee and things like that, because they never had that practice in Italy. And at the time, they just didn't understand it. And they weren't ready for it then. But once he got on to the fact that this was the way it is here in this country, then he began to pay for his seat fee, as they called it, the pew fee, and then he -- then there was no problem at all. Although at times -- you see, in Clinton, Clinton was strongly Irish. It's an Irish community, a lot of Irish in Clinton at the time. The Polish had their church, and there weren't many French people in Clinton. The majority were either the Irish Catholics and Italian Catholics. I remember that's where Protestant people, especially in certain sections of the town. So at first there was -- at times, it was difficult to be -- yeah, some people would probably show great prejudice against the Italians in Clinton. In growing up, you know, sometimes you'd hear it. You know, you'd get a flavor of it. But it never seemed to be that much, and my father never 21 made much of it. He never, you know, exposed us to any difficulty in this regard or complained about any difficulty in this regard. He got along very well. He had a wonderful personality and then being a barber, he was well-liked in town, and he got along very well. And then they used to have their own little Italian community, their clubs, and they would go together and sit down, have their own socialization periods together. They would play cards or they'd have their own little friendly meetings in their clubs. And so it didn't seem to bother anyone. But every once in a while, you might get a flare-up of the Irish, being a little strong against the Italians. LINDA: Can you remember anything specific? LEO: Nothing really. I don't remember anything, none that I ever got hurt by, you know. You know, you just have that idea of having experienced or heard it said, you know, or some remark made. But then, you'd say, oh, it's that individual. It's not that whole class of people. It's that individual that has prejudice or bias. But there were feelings, there's no question about it, at times. Because you were Italian you didn't get the jobs or you didn't get the positions in school and things like this, you know. The teaching positions, the Italians didn't get a job as a teacher because of… But that was all political then because they would -- you had to run for an office or have somebody in office to kind of vote you in on the school committee. That was kind of a political thing where the majority of people voting for these committee members were Irish, and they would be the ones who would be in charge of making decisions for these appointments. So it was pretty hard to break the barriers there. But after, you know, really after the war, a lot of that all came crumbling down, you know. LINDA: After World War II?22 LEO: Yeah. During -- you know what I mean, everyone was involved in the war. And all families were there, and young men from all nationalities were involved, and so that whole idea of [unintelligible - 01:01:47] hear this, sometimes I did. But I know I didn't, no more than some place. Some of the Irish Leprechaun Club, you know, I was an honorary member of the Leprechaun Club, you know. LINDA: When was that? Was that in Clinton? LEO: Yeah. Yeah, that was some years ago now. But you know, I think that's -- you wouldn't see that, I don't think, around here now because they're in all kinds of professions in Clinton. LINDA: Uh-huh. LEO: And activities, and so… LINDA: So was that quite an honor, getting an award from the Leprechaun Club? LEO: Well, it was -- to me, it kind of showed that the biases were diminished, you know; that those who were not Irish were getting an award from this Irish Society, so to speak. LINDA: Do you remember about the year that you were awarded this? LEO: No, [unintelligible - 01:02:58]. LINDA: We can look for it later and I can insert that information. But it was not while you -- was it while you were living in Clinton? LEO: No. LINDA: No? LEO: No, I was there, but it was after I was a priest. LINDA: Okay. You were a priest. LEO: Yeah. LINDA: So tell me a little bit about the social clubs you had mentioned. I was thinking of a few things. A, there wasn't an Italian parish in Clinton. LEO: They had the Sons of Italy, the lodge of the Sons of Italy. And one group of Italians gravitated toward that. And then… LINDA: You mean from a particular region?23 LEO: Yeah. They'd be from different regions, you know, or different ideas, you know. There were those who felt that a man should have control of what the society has to say. They didn't want to be paying dues to national societies, you know. And for nationals to be taking away some of the money from the town in order to be supported. That was like -- that was the other group, what they called the Liberty Society; they [had too many progressive] Liberty Society. They were a group of Italians who felt that they had their own social group. But they would run things on their own, and whatever monies they made and so forth would benefit just them. And they would develop their own programs, their own health programs and sick programs and their activities, social activities programs. And so there were the two factions: The Sons of Italy and the Liberty Society. And there were groups, different groups, depending on who you were, and sometimes what sections of Italy you came from that was going to be different, these different groups. But it enabled the groups to have something, and they felt strength in their group, their union, and they were able to do things and accomplish things that would benefit them. So they were pleased with this. LINDA: Which group did your parents…? LEO: My father first belonged to the Sons of Italy, but then he decided to form and become a member of the other group, the Liberty Society. They didn't feel to try to be tied in on a national level. They felt that they could do more for themselves by having their own little organization of their own. LINDA: So did you say that he was a founding member? LEO: Yeah, he would have been a founding member in the Liberty Society. LINDA: And what year was that? LEO: Oh, boy. That would have been in the '30s sometime, early '30s. LINDA: And did your mother get involved with any of these societies?24 LEO: My mother was very -- was never very socially inclined, you know, in that respect. She was a homebody. Her home was everything. Her home and her family were everything, and her own little circle of friends. She had her own little circle of Italian ladies. LINDA: Were they all child-raising like her? LEO: No, no, they weren't. But they were in the neighborhood. They were Italian women in the neighborhood. They were never [unintelligible - 01:06:54], no. They were at different ones, some were in average homes. LINDA: Was there ever a language problem between the Italians? LEO: Between the Italians? LINDA: The different dialects? LEO: Not really. LINDA: No? LEO: No. I never encountered any. But my mother just would -- like, when I used to try to get my mother to go out to dinner, you know, she would always say, "No, we can eat at home." She just wasn't a really social butterfly. She was a hard worker and a great cook. Everyone used to love to come there to eat. LINDA: What kinds of things did she make? LEO: Oh, she'd make everything—[gnocchi], ravioli, lamb, all kinds of spaghetti, tortellini, manicotti, lasagna. She was a tremendous cook. One year we had the bar mitzvah. She made eggplant, you know, parmesan, veal cutlets, you know, all these wonderful foods, different types of chicken, cacciatore. She did all kinds of Italian cooking. And she used to bake, make her breads. She -- my mother used to get up early in the morning and prepare meals, you know. We only had a meal -- we always had three meals, you know, one with lunch and one with dinner at night. But then… LINDA: Was it just your sister?25 LEO: And my uncle. My mother's brother lived with us. Yeah. My four sisters. LINDA: Oh, four sisters. LEO: Yes. Four sisters and myself. [Unintelligible - 01:09:07] LINDA: Were you also the youngest? LEO: No, I was next to the youngest. But I always would get the choice piece. My mother would always make sure I was well taken care of. That used to get me angry at times because I didn't like to be shown favoritism at times. But she -- as I say, she didn't like going to these social -- these clubs. She just stayed at home. I don't know if she was shy or what. I think she was just happy in her home with her family, going with her family, going with her little group of friends. She had three or four Italian ladies, and they would come here. I remember them going out every week, they would make the circle, you know, go from one house to the other houses, spend the afternoon with each other and gab and knit and crochet. And then they had their little cordial drink, you know. And it was good. You know, it was always a great consolation. You know, you always come home and she'd always be there, you know. You never came home from school to an empty house or something. But she was always there. And if she wasn't there, you knew where she was. You knew she was at [the neighbor's], you know, this lady or that lady's home, whoever's turn it was. LINDA: It sounds like education was very important to your family. Was it important to your sisters as well? LEO: Oh, yeah. My father -- yeah, my sisters all -- they all wanted to learn, my sisters. One went to -- two went to training in the same business. One went to Boston College and earned a degree in nursing. And the other went to Georgetown and earned her degree in nursing. Then they went on and got their master's degree.26 And then my younger sister went to business school, you know. She picked up the business. She first started out as a lab technician, but then she didn't like it. And she then picked up a secretarial course. And then my oldest sister was a hairdresser. She wanted to be a hairdresser, so -- but my father always kind of encouraged education. He realized he didn't have it. And had he had an education, he would have done more. But he really maintained that we should go ahead and have a -- he encouraged us to go on. LINDA: What kinds of personal… LEO: Personal? Well, as a priest, it's kind of hard to tie into too many personal -- I got along. I tried to get along with everybody. I spoke up on personal things. They used to drive me around because we didn't have cars at that time. Wherever I wanted to go places or do something, I'd have to rely on somebody driving me, you know. LINDA: What were their names? LEO: One was [Analita Tarsey]. And then there was [Ben Veeny], and then the men of the parish. And [Bucky Angelini]. And [Chuck Antelushi]. He's around -- would be helpful to [unintelligible - 01:13:43]. Do you know Ann? LINDA: I don't know her. LEO: Yeah. And her husband. They're in this area. [Unintelligible - 01:13:58] Priest, you know, very personal. She'd do a lot to help me out. And then I was getting teachers for teaching religious classes, you know, religion classes. We had asked her to serve in this capacity. And I remember when I went back as pastor, I wanted her to become the president of the [Sahara] Society, which she did and did very well. And then when I suggested her name for Our Father's House for the homeless in the Fitchburg area, then she became the chairperson for three terms. So 27 I don't know how many terms she had. She must have been the chairperson for the [Madison] Society for a good ten years. Yeah. LINDA: What type of social clubs were there? LEO: They were -- each, it seemed that each province, different provinces of Italy -- you had the [Markagerian], the Singer or Giovani group where they had their own little social club. You had these -- I already said Giovani Club. We had the Santa Maria, their own convent, they were another group from Point [Saray] and St. James and those places. And then you had the Costo Novito, their group. And then other -- there were probably about three or four different. Salladini, the [Giovani], the Salladini Society. They were people from Pretaria and Commo and those places. Yeah, I would say there were about four or five major social clubs, Italian social clubs in Leominster. The only thing that ever united them was the church, you know. Otherwise, they would stay by themselves out here, you know. But the only thing that they kind of worked together on and would get behind together would be the church. And that was the unifying factor that brought them together in Leominster. They never -- and that was a funny thing, you know. You'd see them, the American Giovani would have their own club, the [Vergini] would have theirs. And then you have all the other people. I mean, they were all different groups. And, but then the church brought them together, and they'd get behind the church. And they were very strong and good. They worked together. They worked well together for the church then. But now most of those -- see, those were the old-timers. Today, you don't -- among the young, you don't see that. You don't see those clubs now in Leominster.28 But that was a way for them meeting together. You know, when they came over as immigrants, in the twenties and thirties, this is where they found their strength, in unity, in their own social gatherings, in their groups. Because, you know, no one else would bother with them, you know. LINDA: It's remarkable that they were able to contribute to not only -- there were conflicts there? LEO: Between each other? LINDA: In the church. LEO: In the church, no. LINDA: Perhaps… LEO: The church -- well, the reason was in the church, they had tremendous pastors. They had great leaders. They were with Monsignor Gannon, who first organized and founded St. Anna's Church. He was dearly, dearly revered by the people, and they would do anything for him. And then so on with the pastors who came along. I must say, they were very dedicated and devoted and loyal to their church and to their priests. They were always nice. They did church communion and would get along very well. LINDA: Did we -- I'm sorry. Go ahead. LEO: No, I just remembered, like the Holy Name Society when there were 450 members. And they'd each have their group line up and come to church, and they were from all different sections of Italy. They were unified in that communion of faith./AT/pa/ke/es

Part one of an interview with Aldo and Anna Mazzaferro. Topics include: Family history. How his parents came to the United States from Italy. How his parents were married and moved to Leominster, MA. Aldo's education and memories from Leominster High School and Holy Cross. Aldo's work at the DuPont company. What life was like during World War II. Aldo's work history. How Aldo and Anna were married. In 1953, Aldo started his CPA business in Leominster and Fitchburg. The different clients he had. His work at Art Plastics and the plastics business in general. His sons joined the plastics business. ; 1 INTERVIEWER: October 4, 2011. This is Linda [Rosenwan], with the Center for Italian Culture at Fitchburg State College with Aldo and Anna Mazzaferro's house, 575 West Street in Leominster. So maybe we should begin, Aldo, if you could just give me some personal information regarding when you were born and where. SPEAKER 1: Very definitely. But I must say that October 4th, 1955, our second son was born. Today is his birthday. SPEAKER 2: That's right. SPEAKER 1: But getting back to me, I was born on November 11th, 1921, in Leominster, Massachusetts. And I went to the public schools here, graduated from Leominster High School 1939. And I went on to Holy Cross College after graduation from Leominster High School. INTERVIEWER: Okay. Were your parents both born in Leominster? SPEAKER 1: No, they were not. They were both born in Italy. My dad was born in the province of Abruzzo in a town called [Scafa]. And my mother was born in Abruzzo on the Adriatic Sea in a town called Pescara. And my dad was born in 1880, and my mother was born in 1882. INTERVIEWER: And when did your father come to this country? SPEAKER 1: My father came to this country, I would say, around 1900. In the winter, they lived in the Bronx within New York. [Unintelligible - 00:01:52] Ellis Island. He lived in the Bronx. INTERVIEWER: And your mother? SPEAKER 1: And my mother arrived, I would say, probably 1902, 1903. And she also went to live in the Bronx, New York with her sister. And her sister was married, had a family, and so my mother came over. And prior to my mother's coming over here in the Bronx, my dad and my mother conducted a romance by way of correspondence through letters. They didn't know each other. So he paid for -- my dad paid for my mother's passage here.2 SPEAKER 2: Your dad boarding at… SPEAKER 1: Yeah. My dad was a boarder. In those days it was frequent -- frequently, the immigrants would come over and they would go to places where they have some relatives or friends. And they were taken in as boarders. My dad was a boarder at my mother's sister's house or apartment in New York City. It is how my dad saw pictures of my mother and how it all started. SPEAKER 2: Sent for her to come from Italy to America. SPEAKER 1: Yeah, he paid for her passage. INTERVIEWER: So they followed. SPEAKER 1: So they courted, married a couple of days later. SPEAKER 2: It was all done that way, the parents would pick a mate for their son or their daughter. In fact, I think it was done on the next generation, too. I have a cousin that was married that way. She lived in Italy, and her husband lived in New York. And they sent for one another and met through pictures and photographs. INTERVIEWER: And did the female part of this arrangement, did she have much to say about it? SPEAKER 1: I'm sure she did. I'm sure that -- my mother is a very strong-willed person, and she did what -- she preferred -- to do it, apparently, it was a great attraction between my parents, and -- it wasn't pre-arranged. It was sustained correspondent with each other and having interests, and it materialized when they met it New York. INTERVIEWER: Interesting. So what brought them to Leominster? SPEAKER 1: Well, they had their children in New York. They're nine -- they had nine children. I believe -- let's see, four or five were born in the Bronx, New York. And my dad wound up in a basement apartment in New York and ran the apartment building for the landlord. And as part of the rent, he lives rent-free with his family. And it came about that my mother's brother, Horrace, came to Leominster and found that there was work here at the DuPont 3 Company. And so he sent news back to the Bronx, and so my dad came along. He got a job at the DuPont Company in Leominster, and he came here with all his family. He works here I don't know for how long a period of time. Let's say around 1950 or 1970, and he brought his family to New York and settled down in Leominster. And they settled at 53 [unintelligible - 00:06:00], and that particular house was owned by one of the mayors of Leominster, Mayor Burdett, and they rented that house. It was a cottage with three bedrooms upstairs and with some land [unintelligible - 00:06:17]. But they eventually purchased that property after a few years. INTERVIEWER: So what kind of work did he do at DuPont? SPEAKER 1: Well he was a -- not a laborer. A benchman, I would believe, at the DuPont Company. But it wasn't to his liking, so he left DuPont Company and went to work for the Leominster Fuel Company and became the delivery person, delivered coal. The Leominster Fuel Company, in those days had the [unintelligible - 00:07:00], and they were always delivered. Those were the days they really have oil burners. And so frankly, our homes, all the boilers used coal. INTERVIEWER: Did you ever go with him to make a delivery? SPEAKER 1: No, no. No, I never did. I was not quite three years old when my dad died. INTERVIEWER: That must have been tremendous hardship for your mother. So your family decided to stay in Leominster? SPEAKER 1: Oh, yes. Yeah. Yes. After my father died, the ninth child was born a couple of months later. Well, the family stayed in Leominster. My oldest brother was probably 16 or 17. He left high school and went to work to support the family. And then each brother, you know, took his turn and went to work and supported the family. And one of my brothers -- I have five brothers ahead 4 of me, and only one was able to complete high school. And I was the sixth brother, and I was able to complete high school. INTERVIEWER: And are you the only one that attended college? SPEAKER 1: Yes, I'm the only one who attended college. INTERVIEWER: Would you like to stop for a minute? SPEAKER 1: Okay. All right. Well as I grew up, without my dad, my mother always impressed upon me the fact that my dad long ago wanted his children to go to college, to get a good education. She was quite disappointed that it wasn't happening. So I guess I was determined to do that, go to college, so that my mother would be happy. So when I was in junior high school I took the classical course, and in most days, junior high school went through the ninth grade. So when I was in ninth grade I questioned whether or not I had the financial resources to go to college. So I determined that there was no way that I could go to college. We don't have enough funds. So when I went to Leominster high school in my sophomore year, I switched from the classical course to college course to the commercial course. And then during my sophomore year at Leominster high school, I trained my mind [unintelligible - 00:10:07] determination that I wanted to go to college bad enough that I would find some way to go. And so my junior/senior year, I switched back to the college course in Leominster High School, and in those days it was a three-year high school, you had to have a minimum of 40 credits a year to pass. We have to have 120 credits to graduate, but because of the fact that I had to cram two college preparation years in my junior/senior year, I was required to take extra courses. So I had hardly any -- I don't think I had any study periods in my senior year. I recall only having one [unintelligible - 00:10:54] period and some semester not having [unintelligible - 00:10:59]. So as a result of that I took a great deal of courses at 5 Leominster High School. I had one year of business courses in commercial, which helped me later on in college. In my junior/senior year I had the college courses. So I was graduated with 151 credits from Leominster High School. We were only required 120, 125. The average credits that they got when we graduate, probably 125. I had 151, and a lot of course were behind me. INTERVIEWER: Did you have to work while you were in high school? SPEAKER 1: Yes, while I was in junior high school, actually junior high school, I got a job working at a Chinese laundry. I learned how to man load shirts, [unintelligible - 00:11:51] the collar, the collar, [unintelligible - 00:11:54] the cuffs, and to iron the shirts. So I learned -- I did very well. I worked at various Chinese laundries in Leominster, Fitchburg on Saturdays, especially. Also my high school years, I started to work at a Chinese laundry while I was in junior high school. And before the Chinese laundry career, I shined shoes at Monument Square in Leominster on Fridays and Saturdays. In most days everyone went downtown. On Saturdays, it's quite crowded downtown, and I did okay shining shoes. INTERVIEWER: I bet you could bank quite a bit of money doing that. SPEAKER 1: I don't have a bank. INTERVIEWER: You don't have a bank. You gave it to your mother? SPEAKER 1: There wasn't enough to go around. I can remember one time when I was in junior high school, I believe, it was during the Depression days in 1930s, and corduroy breeches were very popular in those days. They are the corduroy trousers that went down just below your knees, just below your knees, they had a little [unintelligible - 00:13:12], and they would walk, and they would try to meet that. Everybody at school would have a pair of corduroy breeches. I never had any. INTERVIEWER: Did you wish you did?6 SPEAKER 1: Well, I pushed my older brother Tony, who worked at the DuPont Company—he used to work four to twelve—and you know, just begged him to buy me a pair. He did finally buy me a pair, but I don't know what it costs. It costs less than a dollar, I think, in those days. And I was very proud that I had it. INTERVIEWER: And when you went to Holy Cross, what year was that? SPEAKER 1: Well, in 1939, I graduated -- I graduated in Leominster High School in 1939 in June. I went to Holy Cross in September 1943. And I was admitted to Holy Cross on a scholarship work program, and I was required to pay about one-third of the tuition. In those days, tuition was $280, and I was required to pay $100 of that tuition. And the balance I was required to earn at a rate of approximately 35 cents an hour credit working in the college library. INTERVIEWER: Thirty five cents… SPEAKER 1: … an hour would be credited towards… INTERVIEWER: To the $100 or the $200? SPEAKER 1: … to the 180 balance. That's what I was required to do. So I worked in my freshman year at the college library, normally evenings from about six o'clock to nine o'clock five and six evenings a week, unless there was some college event that I couldn't do it. Basically I did that all during my freshmen year, I worked at the college library, even some Saturdays and Sundays. In those days we went to college, we had classes on Saturday mornings until noontime. So, college was six days a week way back in the '30s and '40s. INTERVIEWER: So you lived on campus then? SPEAKER 1: No, I did not. I lived -- in my freshman year, I lived in Worcester with my older sister. She was married and lived in Worcester, and I stayed with her and I took the bus. And in my freshman year, I commuted, went to Holy Cross. And I lived with her in my 7 freshman year. And then from my sophomore year on, I stayed in Leominster. I lived in Leominster and I commuted daily to Holy Cross. In those days class started at nine o'clock in the morning and ran until 3:30. And then lab would be in the afternoon until 5:30, six o'clock. INTERVIEWER: And then you worked. SPEAKER 1: [Unintelligible - 00:16:20]? INTERVIEWER: No, that's fine. We're going to edit this anyway. Then you would work until nine o'clock at night? SPEAKER 1: No. Well, yes, in the college library. So I'd get home at -- in my freshman year I'd probably get back at 9:30, 10:00 to my sister's house. That was during my freshmen year. That was quite a program. I was gone all the time. But I didn't look upon it -- I shifted to something that had to be done. So I might say that during my freshman year, that the library, right after the football season was over, that one of the -- my good friend in class that played in the college band showed up at the library to work and told me that he was on the same scholarship work program that I was on, and that he had to play in the band and then work at the library to earn his credits. And he told me that next year, because he was in the college band, it would not be necessary for him to work at the library, just be in the college band he would get enough credits so he wouldn't have to work in the library. Just play in the college band. So I didn't know one note of music, and I heard about this. So in those days, they have the WTA Recreation Week, and they [unintelligible - 00:18:04]. They were offering the class on how to play musical instrument at the [unintelligible - 00:18:10] in Worcester. And this was during my freshman year. And so there was a Professor Castana who taught music, and I decided that I wanted to learn to play the cornet so that I could fit into the college 8 band in my sophomore year. So I approached him and told him that I had not -- I'm not looking to be a music major. I just wanna know enough music so that I could play well enough to play the Star-Spangled Banner and probably the football march and some things like that, and national anthem so that I could be admitted into the college band. So I took music lessons in the spring of my freshman year from about, I'd say from January to May in Worcester while I lived with my sister. So I used to go down there, so I'm busy weekends, and whenever I could fit it in, sometimes during the afternoon. INTERVIEWER: So was that a success? Did you get admitted? SPEAKER 1: Yes, yes. I came back after my freshman year was over in the summer of 1940, there was a Professor [unintelligible - 00:19:40] that taught music, and I finished my musical education with him. And I got to play the cornet, and I told him the same thing. I just want him to know that I wasn't gonna do a major in music. So then in my freshmen year, I was admitted to the college band. And I played the second cornet, second trumpet. So I knew all the [unintelligible - 00:20:18]. In a couple of weeks, I learned all the songs that have to be played, probably 12 or 15. And I played in the second cornet. I didn't require the music sheet on the lyre. And so because I could play by heart all the numbers, they placed me outside of the band. When you go on the outside so that you could [unintelligible - 00:20:49] the person on the outside will all be going [unintelligible - 00:20:54]. So that's where I wound up with the college band. INTERVIEWER: Do you still play? SPEAKER 1: No, I don't. I quitted after my junior year, and I haven't played. I'm not a musician.9 SPEAKER 2: Wasn't there a story where you started to usher because you found you got more credits being in the usher than you were playing in a band? SPEAKER 1: Well, what happened was half of my freshmen year, I was able to find a job with the DuPont Company. And in the summer after my freshman year, I worked on the 12-8 shift at the DuPont Company. Then when school started in the fall in my sophomore year, I was able to continue working at the DuPont Company. In order to keep my job with them, I was required to work 82 hours a week, and I would be considered a permanent employee. And if I put in 32 hours or more per week, I would be entitled to a two-week vacation period and paid holidays. So that's what I did in my sophomore, junior, and senior years. While I was at Holy Cross I had a full-time job working at the DuPont Company. My normal schedule after the football season was over, that I had to work on a Saturday from 4-12. I would get 8 hours. Then on a Sunday I would go to mass at 7 o'clock, and I would be at the DuPont Company from 8 o'clock, and I would work 8-4. So on a Saturday and Sunday, I got 16 hours, and I have the rest of the week to get in another 16 or more hours. So the way the classes were at Holy Cross on a Tuesday and a Thursday, the class schedule was light. I would have I think two classes at night on Tuesdays and Thursdays. I was normally to class about 1:30 to two o'clock and it was all done class on two o'clock. So I would get back to Leominster at three o'clock, four o'clock, usually five or six o'clock, and I would work from 6-9 and 7-10, something like that. Or even sometimes 7-12. And once in a while, if I was up to it, I would even go beyond 12 o'clock at work. If I have an exam the next day I would probably work until… INTERVIEWER: I guess I'm wondering when did you study? I think…10 SPEAKER 1: Going to see if I'm coming too strong enough [unintelligible - 00:24:06]. Ah, let's see. When did I study? I didn't study as much as I would've wanted to. In order to make up for the fact that I couldn't study as much as I wanted to, when I was in class I really focused on what the professor was talking about. I would not permit myself to be distracted by what was going on in class. I just focused right on that professor and tried to understand what they were trying to put across. And I think that saved me a lot of -- I did my homework, less consuming. But I studied between classes, and I actually used to study on the job at the DuPont Company. I had a job running an automatic comb-polishing machine, was about 40 or 50 feet long. And I sat at the beginning of the machine, and said comb fell into a belt. And after a while you'll get so used to it you didn't have to look at what you're doing. You just grab a handful of combs, and one by one you would put those combs down the belt about a half an inch a pack. And you didn't have to watch it too carefully. So I used to set up the machine with a book in my lap if I have some studying to do. So I used to get some studying done that way. And the… INTERVIEWER: And what was your major? SPEAKER 1: My major at Holy Cross was economics, Bachelor of Science in Economics. But that's when I enrolled there. But then in the senior year, they changed the name of the degree to Business Administration. Actually, my concentration there was in Economics, actually. I took the accounting -- the accounting program was required for the first two years. And then after the junior and senior year, then you decide whether or not to continue on the accounting later on. I decided to get into economics, applied economics. INTERVIEWER: What was it like going to school during the war?11 SPEAKER 1: Well, it wasn't really until December 7, 1941, the day of Pearl Harbor, that I think that the [unintelligible - 00:26:52] heavily involved in. There was a -- I don't exactly know when. I don't think that the interest in following through -- there would seem to be a "Let's get it over with. I'm gonna be in the service anyway. Let's get education over with," and everything was accelerated. After 1942, they dispensed with the summer vacation from college. Normally you would get out of college in first week of June. We went right through, started our senior year in June of 1942. We finished our -- we finished our junior year in May of 1942. It took just a few weeks, two days before we started the senior year, went right through the summer. [Unintelligible - 00:28:17] a week down to July 4th, holiday. It was like that right through the summer of 1942. And with the accelerated program, we graduated February 1943 where we should have been graduated in June of 1943. And there was gas rationing in those days, and travel was my priority. So it was difficult to travel. INTERVIEWER: At that time you were traveling back and forth at Leominster? SPEAKER 1: I was commuting back and forth. INTERVIEWER: So how did you do that? SPEAKER 1: We have enough gas. It was rationed. We have enough gas to go to school. But because of the travel restriction, they cancelled our graduation exercises. So we had no graduation exercises in 1943, and we received our diplomas through the mail. I might say that about traveling, it wasn't commuting back and forth that was the worst to Holy Cross from Leominster that my brother and myself, in my sophomore year, bought a 1929 Packard that I could use and was gonna use later on in this business. So when I went back to school in September of my sophomore year with the Packard, I had about four, five other students as passengers, and that helped to defer the cost of traveling gas and oil back and forth to Worcester. 12 And this Packard broke down after the second week that I was in college. I had to tow it back to Leominster. So over the weekend there was an old 1934 Packard that was for sale, so my brother purchased this 1934 Packard for $50. And I used that, but it consumed a lot of gasoline. I probably got six or seven or eight miles a gallon at the most. But gasoline was not expensive in those days. You can probably get -- I think we were paying 12 to 15 cents a gallon of gasoline in 1940, 1941. So… INTERVIEWER: So it sounds as if your brothers gave out a lot for the family. SPEAKER 1: Well, I always -- they helped, definitely. When I need a couple of dollars here and there, and usually they would let me have a dollar or two if I need it. But then as I worked at the DuPont Company and got in, got my time, especially in the summer, I worked full time. I worked 40 hours a week and probably even 48 or 50. I put in plenty of time. And then the two-week vacation period that I got paid for, I actually worked at the DuPont Company, so I developed this sufficient income stream to carry, to support myself. INTERVIEWER: Did anyone else go to college from your family? SPEAKER 1: No. Not anyone. No. INTERVIEWER: Again, going back to the war. Did you have to serve? SPEAKER 1: No, I didn't. I was eligible for limited service. So I wasn't eligible for the draft until I was graduated from college. In those days I believe all the college students were permitted to finish their college career as long as they are in good standing. And so I was eligible for limited service. First time that the draft board called upon me, I went down and they didn't need anyone for limited service. And at that time I was working for Peat Marwick Mitchell Company. This was in 1943, and I was involved in auditing in the British West Indies, Central America, Northern South America. There was security involved in auditing, and I was doing it, and it 13 involved auditing for the United States government. And so I never got into the service. INTERVIEWER: Is this company in Leominster? SPEAKER 1: No. Peat Marwick Mitchell is one of the big three accounting firms in those days. There were Peat Marwick Mitchell, Price Waterhouse, [unintelligible - 00:33:52], companies like that. And today, Peat Marwick Mitchell is now known as KPGM, one of the big, large international firms. So I went to work for them in November of 1943. INTERVIEWER: And where was it located? SPEAKER 1: They have -- well, they have had their worldwide headquarters in London, in Scotland, in New York, throughout the United States, and I worked at the Boston office in the Worcester branch. I had assignments. I went to work with them in November. We audited companies like Melville Shoe, which became the Thom McAn shoe stores, the General Electric company, American Optical, [unintelligible - 00:34:50] Electronics… INTERVIEWER: Did you stay in Leominster and commute? SPEAKER 1: Yes. I probably -- much of the time I was with Peat Marwick Mitchell, I was traveling. And for instance, we would go to Southbridge and audit the books of American Optical; that would take about six weeks, seven weeks. And we would stay at the Columbia Hotel in Southbridge, Massachusetts all week long. So I would come home on weekends. It was like that. We audited the General Electric Company in Pittsville, Massachusetts with the same arrangement. We would stay at the hotel. There was lot of traveling away from -- in fact, in 1944, I was on assignment to Central America from Labor Day to Thanksgiving. So I was away and conducting audits for the United States Commercial Company, that supplies corporation that was part of the security that Peat Marwick Mitchell was involved in during the war. There was also, 14 in Panama, there was a tropical radio and telegraph company, which was very important for communication. That was part of the auditing contract that Peat Marwick Mitchell had with the United States government. But the big account that was prevalent throughout those areas was United Food Company, which was like a government unto itself. It had schools. It supported the schools. It had its own schools, education, railroads throughout the Central America. INTERVIEWER: And how long did you go with that company? SPEAKER 1: I was with Peat Marwick Mitchell until November of 1947. No, December, end of December, until January 1948 I was with Peat Marwick Mitchell. I left Peat Marwick Mitchell and went to work with Baker and Baker. It was another CPA firm out of [Worcester in] New York. And one of the assignments I had with them, the longest, was down in New York City working at 90 Broad Street, and we conducted investigation of the New York Waterworks. Investigation involves contracts and transactions that dated back to the early 1900s when they installed the water supply from New York City in Long Island. So I worked in the fraud investigation regarding a case that was going on. And as I lived in New York from -- I think I was assigned there from the end of July of 1948, July or August of 1948, and I was there until November of '48. We stayed at the St. George Hotel or St. Charles Hotel in Long Island. I would take the subway to Wall Street to 90 Broad Street where we were working on the audit. INTERVIEWER: Okay, and how long were you with that company? SPEAKER 1: I was with them I would say until 1950. And then I went to work -- one of the accounts that Baker and Baker had was the Dollar Greeting Cards, which was located in Fitchburg, Massachusetts. And I had conducted the audit of Dollar Greeting Cards for Baker and Baker Company. And then you recall there was a recession in 15 1949, and so Baker and Baker had to let much of its staff go. And I was one of the staff that was let go in probably August or September of 1949. SPEAKER 2: In May. SPEAKER 1: Well, they told me they were gonna let me go in May, but then after our wedding we came back, and they told me they're gonna keep me on. So that's an interesting story if you want me to tell you a little bit about it. INTERVIEWER: I was just about to ask you when you got married. 1949? SPEAKER 2: May 1949. He was unemployed. SPEAKER 1: Well, let me tell you the story is that that we had our wedding date set up May 7, 1949. It was two or three weeks before the wedding, Baker and Baker notified me that they're gonna have to let me go during my vacation, because of the, you know, the recession. So I didn't mention that to her. And so we were married. I think we were honeymooning in Canada, we went up to Canada, I said, well this is a safe place to tell her. So I let her know that she had married an unemployed person but not to worry about it because things will work out okay. And so we got back, and Baker and Baker kept me on for another two months, and I land the Dollar Greeting Cards audit after that. And then when they had to leave Baker and Baker, and so they came about the Dollar Greeting Card. Dollar Greeting Card needed assistants in the accounting department, the special projects that they had going on. So I was hired. So I left them. I was hired by Dollar Greeting cards. So I left Baker and Baker on a Friday, and on Monday I showed up at the Dollar Greeting Cards Company. And I worked there on special projects, and probably important projects. I worked onwards on assignments that determine the tax advantages and disadvantages of transferring Dollar Greeting Cards from being a Massachusetts corporation to a 16 North Hampshire corporation. That was one of the assignments I had, and I made the recommendation that it would be a great tax saving by relocating to North Hampshire. And so shortly after I made that report, I left. I left Dollar Greeting cards. I passed the CPA exam in November of 1949. Yes. And so it's 1950, I left Dollar Greeting Cards, and I went to work for Colorado Fuel and Iron Corporation that had the large steel manufacturing company. They had headquarters in Buffalo, Colorado. The eastern division was headquarters and offices at 585 Madison Avenue, and I worked out of the New York office. And my position with them is -- I was named assistant to the chief plant department for the Eastern division for of Colorado Fuel and Iron. And it had various divisions, it had the [unintelligible - 00:44:06] Iron and Steel division, which was located in New England. And while I was an auditor with Peat Marwick Mitchell, I ran -- Colorado Fuel was one of the clients of Peat Marwick Mitchell. So I ran the audit of the [unintelligible - 00:44:24] Steel division in Worcester, Clinton, and [unintelligible - 00:44:27], Massachusetts. And over this part there was a problem. There was an accounting problem regarding the inventory problem, which was quite serious, that I was involved in. And as a result of the examinations that I had to make, I got to meet the treasurer of the Colorado Fuel, [unintelligible - 00:44:54] from New York City during the course of this audit, which sort of took place in 1947, when I was auditing the [unintelligible - 00:45:07] Steel division. So we finally settled our differences and we certified the statements for Colorado Fuel and Iron. And at the end of the meetings that we had, the treasurer mentioned to me that most fellas in public accounting where I was, after four, five years, they tire up. They wanna find a place where they can have a career with a great company. And he said to me, think of Colorado Fuel 17 and Iron when you're ready to leave public accounting. So when I was with Dollar Greeting Cards in 1949 or 1950, I didn't see that I had a future there. And so I contacted the treasurer of Colorado Fuel and Iron and went down for an interview in New York City. I was hired immediately, and I went to work for them in 1950. INTERVIEWER: And after that you stayed behind? SPEAKER 2: We stayed in Leominster. SPEAKER 1: Yeah, they lived in Leominster. SPEAKER 2: He'd worked -- he'd come home weekends. And then we'll drive him to the Union Station in Worcester for him to take the midnight train, the sleeper, to go to work maybe Chicago, Buffalo, New York… SPEAKER 1: Not only Buffalo. They had a big -- so in Buffalo, in [unintelligible - 00:46:32] New York, the big steel facility requires [unintelligible - 00:46:36] Steel division. SPEAKER 2: It was -- Sunday night I would drive to Worcester for the midnight train. SPEAKER 1: So I would spend time away. INTERVIEWER: And how long did you stay with them? SPEAKER 1: I was with them -- I can remember the day exactly, April Fools' Day, April 1, 1953, I left. And I was traveling all the time. I was hardly ever home. Closest I ever worked was Clinton. They had a [unintelligible - 00:47:10] Steel, and then in Worcester. But they were all very small in comparison to the other facilities that Colorado Fuel had. In Buffalo there are probably 5,000 or 6,000 workers. And then in Trenton, New Jersey, we acquired the [unintelligible - 00:47:32] division, probably 5,000 or 6,000 people at work there. The nearest facility [unintelligible - 00:47:39] Pennsylvania, New Jersey, Claymont, Delaware, all these facilities that they have, I worked there. INTERVIEWER: So what happened in 1953?18 SPEAKER 1: Well, in 1953, I decided to come back to Leominster and establish my CPA practice. I always wanted to have a CPA practice to public accounting. And I had, I was certified. And so while I was head, all these employments out of town, I developed an accounting practice in Leominster and Fitchburg. And so what was important in getting back to Leominster is I had one account. And I had many, but one of the accounts I had was the Art Plastics Company, and it was a very successful plastics company. And it did the greatest volume of [unintelligible - 00:48:48] would be SS Kresge Company, which today is known as the Kmart. And so in 1951 or 1952, they started to lose their bargain in business that was the Kresge Company, and it got to the point where in late 1952, early 1953, they lost money, the volume of their business with the Kresge Company. And so they became insolvent. And they had -- they owed money to the major chemical manufacturer in those days. Dall Chemical, [unintelligible - 00:49:43] and so, the credit offices of these companies were located in the New York City area. And while I was with Colorado Fuel working down in Madison Avenue in New York, I contacted the credit department of the Dall Chemical, [unintelligible - 00:50:00], and was able to affect the settlement for Art Plastics of 10 to 25 cents on a dollar, they would settle for it, because I was able to show that without some compromise, the Art Plastics was gonna go out of business. They were insolvent, they were heading to bankruptcy. And so as a result of these accommodations I made for the Art Plastics Company, it was able to exist in not just to keep it running from day to day. And they had one account, a custom molding account, which was enough to keep it alive. So they wanted me to see what I could do, improve the facility and join the company and make it viable. And so I accepted an arrangement after great discussion to go to work with them on April 1 and leave Colorado Fuel. And19 my salary was $100 a week, which was less than what I was earning with Colorado Fuel. But the arrangement that I would stay long enough to either make a [unintelligible - 00:51:36] company or not, and that I would put all the time that I could, especially every morning, but then afternoons I would be free if I had to take care of my accounting practice, which I was going to build up. So I used Art Plastics as a steppingstone to develop my public accounting practice. And so I joined Art Plastics, and simultaneously, when I joined, there were three main stockholders, three partners at Art Plastics. One of them left abruptly as I joined the company, and so I joined the company and made all kinds of drastic cuts, like slashed salaries of the remaining partners, almost 50 percent, and you know, in [unintelligible - 00:52:40] warehouse based at [unintelligible - 00:52:44]. I made a lot of cost-cutting procedures. INTERVIEWER: So you were a very popular guy? SPEAKER 1: I was not popular at all. And so at the end of the first month, six to seven weeks that I was there, the second partner approached and said I can't get along on my meager income now, and what I'd like to do is leave the company but I'd like to take the machine shop as a swap for my share in the company. So I okayed it, and I checked with the other partner, the other remaining partner, who was elderly and who was not that active in the plastics business but who was the investment person, the person who put up the fund at the start the company. And so it was fine with him. So at the end of two months, I was -- I found myself there with just one partner. Then he suddenly developed an ulcer and was hospitalized, and he was told to stay away from the plastics company. So in the short space of time, I found myself running the plastic company that I didn't completely understand, and I was learning. And so that went on. I managed to keep running, and…20 INTERVIEWER: Doing all of these for a $100 a week? SPEAKER 1: Well, yes. But I had my accounting practice, and I was earning about as much in my accounting practice on a part-time basis, because I was working for the Art Plastics Company. And the practice was that I would hold my payroll checks for perhaps two or three weeks, whatever I had to, when there was not enough money in Art Plastics to cover the payroll checks. So we managed to stay alive and keep Art Plastics running. We get down to the point where we -- normally, Art Plastics had 60, 70 employees when it was running. But they kept down to the point where we only had five or six employees when there was hardly any business. But we managed to hang in there by cost cutting and settling with creditors in giving us time to pay. We managed to stay alive. And I stayed in the plastics business longer than what I had planned. So I was busy running the plastics business, running my public accounting practice, time goes by. And the plastics business was seasonal, and it worked out that public accounting in those days was seasonal. You were busy from about December until about April, and that's about when the plastics company was not that busy. So I was able to balance the two and keep the plastics company alive. And after three, four, five years, we developed new customers in the plastics, with Art Plastics. I made a decision around 1960 after just being so busy running the plastics business during the day and running my public accounting practice in the evening and weekends, and taking time away from the plastics business during the week, I made the decision to stay in the plastics business. And I thought that I might take my public accounting practice alive by bringing somebody in. And so it was 1959 or 1958, one of those years, that I brought in one of my colleagues that I work with at Peat Marwick Mitchell Company, 21 and he came to work with me, and I was passing on -- he handled all the public accounts. We set up an office, and the [unintelligible - 00:57:31] building downtown, I remember. And that went on for a year or a year and a half, maybe two years, and he abruptly passed away. And right in the middle of taxing, probably February or March. And so all these taxes returns we were working on, I had to get extensions. And so that's when I decided that I wouldn't be able to keep up my public accounting practice, so that's when I divested my accounts and made arrangements for other CPAs in the area to take over some of my accounts. But I wasn't able to give them all up. I kept a couple. Not that I wanted to, but because they wanted to. There was some loyalty there. And so I [unintelligible - 00:58:39] that I kept maybe for another 10, 15 years. It was not a very… INTERVIEWER: What made you stay in the Art Plastics Company? Sounds like an incredible amount of work. SPEAKER 1: Well, there is a lot of work. But we have 30, 40, 50 people there. You can delegate a lot. I think in public accounting, it was -- for me, it was more time-consuming to get the work done, whereas in manufacturing you delegate and you're more of a manager and you have time. And I can recall a conversation that I had with two of my colleagues when I was working in Southbridge at the American Optical, and we were talking one evening, the three of us, as to what we wanted to after we get out of public accounting. And one of them said, "Well, I wanna become the comptroller of a large gold chip firm." And he did, he became comptroller and assistant treasurer of the Pittston Company. And the other fellow wanted to stay in public accounting and be partner, and he did that. He stayed. I remember saying I wanna be a manufacturer. I just think that the opportunity in manufacturing, owning your own business. 22 I remember saying that maybe if turned up that I had that opportunity to work on… INTERVIEWER: So tell me, what did Art Plastics make? SPEAKER 1: Art Plastics had their line of horticultural flower pot ornaments, that was its line. It made these trellises for flower pots, it made the ornaments that you would stick in the flower pots, like the flamingoes, [unintelligible - 01:00:45] watering flowers, those palm trees, a frog on the… INTERVIEWER: And this was very popular in the '60s? SPEAKER 1: Well, it was -- yes, it had a line. But we developed a -- we got into custom molding products. Custom molding is more than we did, the proprietary line. So we became custom molders, basically. That's when we would -- people would come to us with molds of their own, and we would mold their products. And we used to -- one of our big accounts had a big line of toy dolls. And you know that Barbie doll that was popular? We used to mold that. We used to mold it in acetate. That was our main account. We mold it for the company that put the [unintelligible - 01:01:45] sprayed the eyes on it, the eye lashes. INTERVIEWER: The Barbie doll, the Mattel Company? SPEAKER 1: No, they were competitors. Got to be competitors. This was back in the late 1950s, '60s. Yeah. So we were custom molders. We used to mold for other big companies, like [unintelligible - 01:02:16]. They manufacture beautiful knives, forks, and spoons, and we used to mold those. And companies like Tupperware. Have you heard of Tupperware? They would get extremely busy, and they would approach molders like Art Plastics. And we would mold their basins and dish bowls and things like that on a seasonal basis. SPEAKER 2: Clothes hangers?23 SPEAKER 1: Clothes hangers. That was one big account. But we made all their hangers that they made—not for the consumer market but for the display of hangers in stores and department stores like Saks, and… [Lauren] Taylor, companies like that. They have a very expensive line of plastic hangers, and we were their molders. So we were -- we get a great deal of custom molding with Art Plastics. SPEAKER 2: May I insert a story? We were on the trip, and Aldo's looking at the store with fur coats in the windows. And our friends said, "Oh Aldo's looking to buy you a fur coat." I says, "No, he wants to see if that was one of the hangers molded at Art Plastics." SPEAKER 1: I want to see it that was one of our hangers. SPEAKER 2: So I had many stories little stories like that. He'd be looking to see if it was done at Art Plastics Company or some other place. INTERVIEWER: Now, what would happen if you saw that it was done at another? SPEAKER 1: Well, if it was a competitor's, I would report it back to our customers; say you got to get your salesman out there. So that's what Art Plastics did. And so it leads to some [unintelligible - 01:04:15]. INTERVIEWER: But I'm not sure I fully understand Art Plastics, meaning after the partners that you had suddenly died. You decided no longer… SPEAKER 1: No, he developed an ulcer, and he was advised not to return to work for a few months. INTERVIEWER: Oh yeah, not him, but during your public accounting. SPEAKER 1: Oh. Well, I liquidated my company, public accounting practice, and couple of other CPAs in the area took the accounts over. INTERVIEWER: And then you continued with… SPEAKER 1: Then I stayed in plastics; I stayed in plastics and developed Art Plastics. And in 1960, we were paying rent in what they called in those days the old DuPont building. So we had an opportunity to buy a piece of real estate owned by the Borden Chemical Company at 75 Water Street in Leominster. And so we acquired that 24 property I believe in 1960. And so Art Plastics relocated and moved up to this new facility, and that's when I made all my decision that I'm gonna stay in the plastics business, liquidate my public accounting. It was around 1960 when we purchased the Art Plastics building on the Walter Street from the Borden Chemical Company. INTERVIEWER: Now 40 years later, are you in the same location? SPEAKER 1: Comes about it, I'm going back. That's a long circle around. So… SPEAKER 2: That building has always been Art Plastics and Cardinal Co. Then we have another building. But now, Art Plastics is back on 75 Water Street. Lots of stories in between. SPEAKER 1: Lots of stories in between. INTERVIEWER: Do you want to say all of them? Because we're up to 1960, so we might as well go on. SPEAKER 1: All right. So in the '60s we developed Art Plastics in custom molding. And I decided that, that we had culturally floral [unintelligible - 01:06:55] that we had, the trellises and things like that, were not developing the way I thought. And I was looking for a proprietary line to get into. So we had a lot of experience molding combs for the DuPont Company, the Tupperware Company, hangers and things like that, and also standard home products that we used to custom mold. So we had a background in molding combs. And Leominster is known as the combing city that it always had. They manufacture combs here. So I had an opportunity to employ somebody who was knowledgeable in comb business, so I decided to be in the comb business, and that was in 1969, that the first thing we did was we had a pocket comb mold built. That caught, let's say, 36-cavity 5-inch pocket comb, heavy-duty pocket comb that cost us $7,200. That was our first mold to go into the comb business. INTERVIEWER: And that cost you $7,200 for the mold?25 SPEAKER 1: For that one mold to introduce us. That was a very pro -- and that was a man's pocket comb. Every man has a pocket comb, a black pocket comb in those days, and it was a bread and butter entry to the business. So we started Cardinal Comb in 1969. Around 1970, there was a -- another company in Leominster that was involved in the comb business, and they have been in business two or three or four years. And they were faltering, and they were going out of business. So we acquired their machinery, molds and machinery. INTERVIEWER: Which business was that? Which company? What was the name of it? Can you remember? SPEAKER 1: They call it Rafaeli Plastics. Cardinal Comb acquired all the assets, the machinery, the equipment, the inventory, and the customer list… whom I was already doing business with. But that doesn't matter. So that was in 1999, we acquire Rafaeli Plastics. And after that, going through our line. INTERVIEWER: Were you the only company in the area producing combs? SPEAKER 1: No, we were not. We were a late entry. Probably a half a dozen other people making combs in Leominster, or at least I knew about. So we entered the comb business. INTERVIEWER: And what gave you the courage for that? SPEAKER 1: Well, I hired this person who had experience in sales in combs. I was -- I felt he could do well in the comb business. So during the '70s and '80s, our comb business grew. We had a machine shop, and we built our own molds. In those days it had the black and the [unintelligible - 01:10:52] movement. And so they were the new styles of combs coming in to the market, and molds have to be built. We had the facility, machine shop facility. We built many of our own molds, and it saved us considerable… INTERVIEWER: Who would make a decision like that? Is it something that you read about, knowing what kinds of combs are coming into style?26 SPEAKER 1: Well, we would go to trade shows. We would go to trade shows in New York, Chicago. And you could -- the trend was out there, there was a trend, and you could detect it. And what other people, what other competitors would do, they have a pulse for what the market wanted. And after that was happening in the '70s or '80s, comb business was changing. And people change styles along. They became sharp. For a while they have all these apple comb, shampoo comb, the big 9-inch comb with a handle on it. Normally they have a regular 9-inch dresser comb which was all comb. Half of the comb was fine teeth; the other half was coarse teeth. So the apple comb with the shampoo comb with coarse teeth with a handle on it. So we were probably one of the first to get in on that trend. And they have this list; they give you the afro look. And we were very involved with that. And at the same time, with the change in the style of combs, there was also a change in the color of combs. Because the comb industry, basically, that we started with, we only had about three colors of comb. You'll have black, baby pink, and baby blue. Those were the colors. So if we went to trade shows, and plastics, the new plastics resins coming in to the market where you could color, add all kinds of color very easily. So color became very important in the comb business. So we got in on that trend and started to make a lot of colors, and it's one of the ways I think that we expanded and kept up with the competition. INTERVIEWER: Is Art Plastics and Cardinal Combs two separate companies? SPEAKER 1: Yes. SPEAKER 2: Two separate corporations. Same people. SPEAKER 1: Yes. Two separate corporations. Common ownership. The family owns -- I actually took the beginning. The family, to mention, our family, owned Art Plastics and Cardinal Comb. My son didn't join me in the plastics business until probably 1980 or so. 27 SPEAKER 2: Because of college. INTERVIEWER: Two sons, or… SPEAKER 2: Two sons in the plastics business now. INTERVIEWER: But did they originally all work in the plastics? SPEAKER 1: No. I'll tell you a little story. But the important and interesting is -- so we started to develop these colors like yellow and fuchsia, strawberry and lime, all the different colors of a comb. So it was probably my son Edward -- when did get he out of college? SPEAKER 2: '82. SPEAKER 1: '82. Edward, the youngest of my three sons, joined me at Cardinal Comb, and he was in charge of production, scheduling. And he and I went to trade shows. And then my second son Anthony was working in Boston in public accounting. So at one point my son Anthony said, "Dad I'm gonna be joining Cardinal Comb," and I said, "Are you?" "Yes. Edward wants me to join the company. He said that we need some help." I said that's fine. Glad to hear it. And so Anthony joined the company around 1983, something like that. So then I decided, this is not all the heads that we're gonna have, so we really have to expand to cover Anthony's salary. And so we concentrated more on marketing. So I put Anthony in charge of sales and marketing. And so Anthony would go to the trade shows. And so he came back from one trade show after he's been with the company for a year or so, he said, "Dad, we have to have more colors. We just can't get by with just three or four. We have to have eight or nine different colors. And we can get more of the shares of the market." And so I called Edward in, I said "Edward, we're gonna increase the inventory line of combs from about four colors to about eight or nine." Edward said, "Over my dead body, Dad. I'm not ready to have any more different colors." So I had these two very strong individuals, strong personality, and I could say from my experience from public accounting, I had seen 28 collisions or difficulty come in to certain partnerships and family arrangements. And I sat back and said no, these two [unintelligible - 01:17:11] want to run the show. It can only have one person running an operation; I got to find another way. I got to separate these companies. So that's when I made the decision to purchase another company called St. John, which we renamed First Plastics. And then I put Edward in charge of that. And so each -- it is my decision or purpose or call, really, to have each one of my eldest boys run their own company, which they would run it completely and be responsible. And that would give them the incentive, too. If they did well, they'd be rewarded. So it worked out very well, I think. INTERVIEWER: So is Art Plastics also making combs? SPEAKER 2: No. Just molding. SPEAKER 1: No. First Plastics was strictly a custom molding operation. That had some customers. So we acquired First Plastics in 1987, '88. 1988. We actually acquired it. And we had a relationship of molding with them. When we purchased -- when we set up First Plastics, the name of the company was St. John, and that was owned by the [unintelligible - 01:18:48] family from [unintelligible - 01:18:55] Massachusetts. So we get custom molding for them, and they own it solely because they have to go into plastics to make their plastics and things like that. But after they go on a few years, it didn't work out well for them and they decided that they were going to get out of the plastics business, and that's when St. John was up for sale. And that's when we purchased the company. And they had some custom molding and customer list, small customer list that went a long way. So we set up First Plastics in a separate location down the [unintelligible - 01:19:36], and Edward became the president of First Plastics, and Anthony became the president of Cardinal Comb./AT/jf/kb/es

Part two of an interview with Julia Casey. Topics include: Food that was purchased and prepared when Julia was growing up. Formalities between the Italians in her neighborhood. How the children would play. The Roxbury neighborhood house that started a girls club and the types of activities they participated in. The nurses and doctors who would visit the neighborhood. Home remedies for sickness. How Julia and her husband met. How their marriage was received by their families. What it means to be Italian. Julia did not grow up in a religious community. What it was like to move to Fitchburg from Boston. The different expectations of boys and girls in Julia's family. Julia's children and their jobs. How speaking proper Italian has benefited Julia. ; 1 JULIA: In, in these little -- I mean, they still have the same candleholders. I've got them on my dining room table, but, but they didn't have -- I don't remember the candles. I remember these little wicks. I'm gonna ask my friend about that. And they would float on top, and you would think it would be kind of dangerous, wouldn't you? But I still remember these little candles they would keep bringing. Now, that was one of the customs, but they have special foods on the 19th of March. It was I think the Feast of St. Joseph, if I'm not mistaken. INTERVIEWER: Yeah, it is. Mm-hmm. JULIA: And the lady across the street would make that little Italian pasta they called orzo, and I think it was a type of barley. They would make the actual grain itself and the orzo pasta, O-R-Z-O—you can buy it in any market today—it was shaped like that. But they would make a dish from, I think, I think it might've been barley, and they made that on the Feast of St. Joseph. That was the custom where they came from. INTERVIEWER: Did they also make -- I don't remember what it's called -- but fried dough, little pizzas? JULIA: No, that was not, not common. I didn't know any -- no, and we didn't eat pizza, not like they do today. I know that my father, there was a barroom about a mile away from us, an Italian barroom in another Italian section, and that then made pizzas. And very, very seldom did I ever know of anyone who made pizza. You know, one of the ways that they did was they used to dip bread in tomato sauce, which is all pizza is, but I never actually knew families who made pizza. That didn't come into fashion until long after the war. INTERVIEWER: So living with all of these different people, no one really made pizzas? JULIA: No, no one made pizza that I knew of, you know.2 INTERVIEWER: Mm-hmm. JULIA: And nobody made lasagna. And raviolis, very seldom did anybody make raviolis. Why, I remember that in the [Piedmontese] family they would make these very fine Italian sausages with white wine, you know. Some of them made bread, but it was a problem because the bread man from the Italian, the big Italian bakeries in Boston, would come through the street. We -- they went out shopping but they went out mostly to buy different kinds of meat and specialties. But we had food then, clocks with fresh food, fish. The chicken man came, vegetable man came through the streets, and the women would just buy what they needed right on the street. On Saturdays they'd go shop; everybody went out with bags. They'd go into downtown Boston and buy special things that they, you know, couldn't get, but for the most part they went shopping once a week. They would go to their special stores to buy, you know, different kinds of spaghetti and pasta. They used to buy them in big boxes, some of the families, 10, 20-pound boxes of fine -- long, long spaghetti. And they didn't have the varieties that they have now, you know, but I mean, if they wanted salamis they'd have to go to the Italian delicatessens where they sold the different kinds of salami and everybody ate different kinds, you know. My father would go in and bring home these packages. The markets -- we went to the -- in the north, and with Petrini and Baldini, and they would slice the salami paper-thin and they'd weigh it out on gorgeous pieces of wax paper in beautiful, even rolls, every kind all rolled up. You know, he'd bring them home and we'd go crazy. Italian bread and salami, those are our idea of living, prosciutto, you know, salame crudo, salame cotto, [unintelligible - 00:05:11]. And they used to make -- my mother made lintels with a special, big liver sausage and other kinds of, 3 you know, pork sausage, and that was a dish that they had once in a while. So the food was very -- it was, whatever house you went into there was a different tradition. Every region had different… INTERVIEWER: Was there a lot of sharing? JULIA: No. I wouldn't say that, no. There was -- they maintained, really, a great deal of respect and formality. You know my mother lived with these families, 13, 18, 20 years, she would never think of going downstairs without, you know, knocking on the door and saying permesso when someone answered. You always said permesso before you entered. INTERVIEWER: Mm-hmm. JULIA: She -- and they referred to each other as signora. They didn't call each other by their first names for many, many, many years, you know. INTERVIEWER: Even with the… JULIA: Unless they were said, unless you were told, you know, "Call me Angelina," "Call me Celestina." They knew the first names, but they really observed quite a formality. INTERVIEWER: Is that among people even in the same region, from…? JULIA: No, if they were from the same region, you know, then they would call each other that, that way. But from another area, until they got to really know each other, quite a while, you know. They -- some of the southern Italians worked in stitching shops. We had a family who had a pants -- he was in manufactured pants, and various of his women relatives and men relatives were in downtown Boston, you know. Most of them did well; they were frugal people. Their children bought automobiles, very few of the originals, you know, immigrants, bought any. So we had a kind of a clear street for playing. That's why we were able to play jump rope and hoist the 4 green sail and red rover and hide and seek. We played all these games on the street. The girls who were a little bit older than we were, they'd come out of the laundries, and if we'd be playing double-dutch jump rope, they'd come and swing -- we're talking long clotheslines -- swinging long clotheslines in the street, double-dutch, you know. Now, I think only the black girls do it, very complicated. INTERVIEWER: Yeah, the cities. I think it's popular in the cities still. JULIA: Yeah. Well, now you have too many cars. You don't have any clear spaces to play things like that. The boys made -- what do they call them, I don't know, scooters out of roller skates of two by fours on orange crates [laughter] and go whizzing along the street with these homemade things, you know. INTERVIEWER: Did the girls ever do that? Do they ever borrow these scooters? JULIA: No, we were, we were not tomboys. As I said, our mothers kept an eye on us, and they would play stickball, the boys. We would play catch, among the girls. But -- and we belonged to a settlement house, a bunch of us did, and they took us to camp… INTERVIEWER: Was there any…? JULIA: In fact, I still have a picture of a group of us. INTERVIEWER: The settlement house, was there any…? JULIA: The Roxbury neighborhood house on Albany Street, which was there for, maybe, 50, 75 years. Its special work was to help the immigrants integrate into American ways of society, and they provided clubs. Somebody came to our street and started up a library, a girls' club, and as a result of that group -- and it was one of the Boston's Brahm-, a woman from the Boston Brahmin family who, you know, belonged to -- this was their way of doing social work, women that were brought up very well-educated in the Back Bay or Beacon Hill area of Boston, belonged to these old families 5 whose, many of whose ancestors had made their money on merchant ships, you know. And that was one of the works that they did. And they take to our street, and the street next to ours, and they started a girls' club. They would bring books, and we learned to do a little crafts, knitting, and then eventually, we joined the neighborhood house and they had a camp in Bennington, New Hampshire, to which we went, and they would take us to wealthy homes for once a year, say, for picnics out in the country. And then at the neighborhood house, we put on plays. I remember one time we went to Simmons College, and a group of us put on a play, Little Lord Fauntleroy. One of us had a green velvet costume, put it on for the students, and then we danced, and we talked about different things. And as I said, we did some crafts and they encouraged whatever they saw, for instance, they -- I liked classical music. I don't know why because, you know, I mean, in that generation very few people had pianos—but they did have phonographs, you know. We didn't. But somehow I was attracted to classical music and I was able to get tickets to the youth concerts at Symphony Hall through the neighborhood house. And it was wonderful, you know. In fact, the girls that grew up after us did the same thing. They belonged to the neighborhood house and had their own little group. INTERVIEWER: Now, is this a place that really catered to the Italians? JULIA: No, it catered to -- Roxbury was sort of in the area, there were a lot of Italians there, but it didn't cater to them especially. There were people, you know, from other groups and this -- the odd part was that our neighborhood was not connected to any other neighborhood. It was isolated; that's what made it so close. Many of the young people that grew up there married each other. That's one of the reasons that the families maintained contacts, you know. 6 A number of people that I knew married other people from the neighborhood, and so from one, you would hear the news of what's going on with others even though they lived in faraway suburbs through those family connections. INTERVIEWER: Mm-hmm. JULIA: But we didn't interact with other Italian neighborhoods at all. We had this industrial area that we had a big playground that the kids on my street didn't use very well, and it was right next to our elementary school. But our families would never let us go to these industrial areas in the afternoon or night; that's why we were confined to our streets. INTERVIEWER: And that's where you'd play. JULIA: Right. INTERVIEWER: So when you were part of the Roxbury neighborhood house, was that your first exposure, really, to other ethnic groups? JULIA: But we stayed together; the girls from my street stayed together in their own group, and we did not interact unless we were -- and we put on our own little plays. Oh, we put on a supper one night for the staff of the neighborhood house, the head of it. Dear God, what was her name? Her brother was a very, a world-famous Shakespearean actor. I can still see him now—tall and thin, with great refinement. These women were all college graduates. Some of them had gone to the Simmons School of Social Work. At that time that was a very important area of study. You know, at the house in Chicago, these women became -- well, it was called social workers but not the same way as they do in the Welfare Department. This was real social work. And the house was an offshoot of the settlement house movement that started with our house in Chicago. They had them all over the east, eastern part of the country, you know, so they'd seen all 7 different kinds of ethnic groups. But they were very refined women. They taught piano, they taught music, and they had a library. They got college girls to come in and help tutor students who wanted to be tutored. They provided many services. They went out into the neighborhoods. And they, along with our elementary school nurse, provided wonderful medical services for those neighborhoods. My sister, who was born two years after I was—I said she was my brother's twin—was very seriously brain-damaged, and the result of that was that, you know, my mother's life was pretty terrible for the -- until she died, she was a serious epileptic, at ten. INTERVIEWER: She was epileptic until she was ten? Is that it? JULIA: She died when she was eleven. INTERVIEWER: Old enough. JULIA: At the age of ten, when she was about ten or eleven, my mother found herself pregnant with my youngest sister. And the visiting nurses used to come to the street, whom I think, it might've been through the Metropolitan Insurance Company. They would come in their blue uniforms, and they would visit all these Italian women who had any need for any kind of medical service. If one of them was pregnant, she came and spoke to you and advised you how to take care of yourself. She did the prenatal work. You didn't go to the hospital or a doctor if she advised you, but she did notify the hospital of when the birth was expected. INTERVIEWER: Mm-hmm. JULIA: But she gave you, you know, information on good health and hygiene and what you needed to eat. Because the Italian women, they were naturals at this, except my mother, who had grown up in a family that was extremely reserved and she knew absolutely nothing when she came. You know, they didn't -- you grew up in Italian families in rural areas, then you, knew because they taught. 8 And, in fact, my mother even had a midwife, one of them had midwives who were… they were trained in folk medicine, you know. They weren't like the [unintelligible - 00:18:09]. That was why some of the births were pretty bad. INTERVIEWER: Oh. JULIA: But anyway, they would help each other by, you know, in that way, but they -- the visiting nurses and the school nurse. The school nurse, if she detected a problem with any student in the school, either from information by the teachers or -- we also had physical examinations, and doctors would come in once a year, and physically examine every child. She detected vision problems. If they detected anything, like they would catch phases of diabetes, they would catch all kinds of problems. The visiting nurse would immediately visit that child's family, and she would make the arrangements to have the child sent for examinations at Boston City Mass General, wherever there was specialists for whatever they saw, you went. Once a year you brought five cents, a bus would pull up to the school in relays, and everybody went to the dentist in Forsyth Clinic. For five cents, they did pulling and filling, and this is where the dentists were trained, so the student dentists would take care of you. INTERVIEWER: Do you feel that the settlement house then had changed your life in any way? JULIA: Oh, definitely. You know what? It performed wonderful services. In the first place it taught us, it taught -- besides the playing that we did on the street, it brought us into a little bit more of the American way, you know. It brought a little more cohesion, and we learned to do things that we couldn't have learned on our own. Although, on our street they used to put on, like, shows, so we'd dance in -- strictly amateur, and one of the mothers made crepe 9 paper costumes. She could run them up so rapidly, I could still remember this purple crepe dress that was [laughter] with ruffles and a [unintelligible - 00:20:43] here, a ruffles on the skirt, and I still keep in touch with her daughter. INTERVIEWER: Wow. JULIA: They were clever. This lady would go into the stores and see something in the window, a dress. And she'd fix it in her mind and come home and cut out a pattern out of newspapers from what she remembered, and she would produce dresses for her daughters. INTERVIEWER: So it exposed you more to an American way of life? JULIA: Yeah, it did. And you know, besides our old school teachers, they spoke beautiful English. INTERVIEWER: Were you going to school with mostly Italians? JULIA: Yeah. INTERVIEWER: Only Italians, or…? JULIA: Well, I would say a lot. The Irish had more or less moved away from that section of Roxbury, even though our parish church was St. Patrick, and the Irish had moved well up beyond Dudley Street because they were by that time much more affluent. INTERVIEWER: Mm-hmm. But it sounds like the neighborhood that you grew up in was so harmonious. JULIA: Yeah. INTERVIEWER: Did you ever feel any sense of conflict when you went to school or outside the confines of the neighborhood? JULIA: We did. We felt that, so there must've been a lot of what we used to refer to as American kids, who are probably mostly Irish descent. But we didn't have very -- we had hardly anything to do with them at all. There was one Irish family, the Kellys, and they went to parochial school, but actually they married into the Italian community. And that was the only Irish family I knew. INTERVIEWER: Mm-hmm.10 JULIA: My father had a few Irish tenants who we didn't think too much of. Going to the Depression they would never pay their rents, you know, but then… INTERVIEWER: In that six-family house that your father owned, were there other relatives living in the house? JULIA: No. INTERVIEWER: No? JULIA: No. There were, you know, strange people who came. And during the Depression men sold wine, you know. In fact, even during Prohibition some of them did. We would find taxis coming into the street, and I don't know how people got, you know, the names of people who would sell the wine but if you had no money, or very little money, you made money any way you could, you know. INTERVIEWER: Mm-hmm. JULIA: So. INTERVIEWER: So what about the other families from different regions? Would you call them by regions? JULIA: They were very -- they were, yeah. INTERVIEWER: I heard… JULIA: Calabrese, Baresi, Sicilian, yeah. INTERVIEWER: But when you referred to them I heard you just mentioned a little while ago that… JULIA: Yeah, Piedmontese. We had about four or five Piedmontese family. And of course, their dialect was even different. And that's next to Lombardi, but see, their dialect takes from the [unintelligible - 00:23:56]. INTERVIEWER: Oh, I see. JULIA: Right. INTERVIEWER: And where does yours? JULIA: More, you know, we -- down to the east of Lombardi is the Venetian province, and then you go up into the Tyrol, which today 11 is bordered by Austria. So the northern Italians, they don't put final vowels on their words. They chop it off, you know. INTERVIEWER: Yeah. So I was -- I've been noticing your pretty green eyes. Where did you get those? JULIA: All Italians have their, you know, you'll -- there's a brown-eyed type, but you can find green-eyed Italians in Sicily. INTERVIEWER: Really? JULIA: Oh, yes. Hazel, you know. INTERVIEWER: Mm-hmm. JULIA: Grey from my mother and father. They didn't have brown eyes. Nobody in my family had brown eyes. INTERVIEWER: Hmm. Wandering in your neighborhood, was there a woman that people would go to for advice, or…? JULIA: On the next street there was a lady who apparently had been, you know -- there were many ways to educate people, have always have been. And some people were very wise. She was in America a lot longer than the other women. She had a big family with grown, with grown-up sons, so she was -- and she came from a family where she was told a great many things and learned many things. So yes, there were some women who knew about things, but since they all came from different regions they all knew their own customs, and they had different ways of treating, you know, headaches, or -- I remember my grandmother used to slice potatoes and put them inside wrapped, fold them into a cloth, and when somebody had a headache, my aunt did that, too. They would put these sacks of potatoes in this cloth; they would just tie the cloth and bath with them. I don't know why. They used to string garlic if they thought a child had worms, and a child would wear this string of garlic around his neck. And if you had a boil, my mother would cook linseed flower. They'd buy them in the drugstore, only in the Italian drugstore, and you would 12 make poultice—that was very common. Some people used bread and water, and you would have this thing on whatever bump you had that you wanted to [unintelligible - 00:26:47]. They were really strep infections, but they didn't know strep infections, you know. There were boils, and if you have a little infection in your finger or thumb, you'd wrap it up in bread and water with a bandage or poultice of some kind. Even the American doctors would recommend them. They'd tell you, you got -- check moisture and heat would cause these things to mature. INTERVIEWER: Did you notice that different regions…? JULIA: They would bring chamomile -- yes, Mrs. Mucci downstairs kept herbs, dried herbs, chamomile and what they referred to in America as mallow [unintelligible - 00:27:41] and I -- if that [unintelligible - 00:27:44] grew here, I had a plant one time. And they would buy these dried herbs at the Italian drugstores, and they would make teas out of them. You would drink them. If you had indigestion, the northern Italians would buy it in liquor stores. It was called Fernet, F-e-r-n-e-t. It's actually an [unintelligible - 00:28:10] in medicine containing a great deal of -- bitter, bitter! But many times you'd go visiting in, after you wake, sometimes before, you would get a tiny glass of Fernet. Branca – that was the trademark. It came in a green bottle. And it was co-, it was a digestive. It was -- because it was so bitter, it was considered to be good for your stomach. INTERVIEWER: So no matter what your age, you would get that? JULIA: Then we -- everybody had Belowski. INTERVIEWER: What's that? JULIA: May I give you either some hot tea or coffee? You must be exhausted. INTERVIEWER: No, I'm fine. I'm fine. It's not much longer. Thank you. JULIA: And get you as hot as broth, or as a broth.13 INTERVIEWER: No, I'm fine. Do you need something? JULIA: I get like this once in a while. But yes, I don't wanna move this thing. INTERVIEWER: I can take it off if you'd like. JULIA: I find the only thing is -- part of the [unintelligible - 00:29:15]. Five months ago he's a co-host by the senior -- high-styled program on FA-TV, so we call him the Mike Wallace… INTERVIEWER: And you've been married [unintelligible - 00:29:32] years? JULIA: [Unintelligible - 00:29:32], Linda. Linda! [Unintelligible - 00:29:35] HUSBAND: Oh, pardon my cold hand. JULIA: That's my husband, Phil. INTERVIEWER: Nice to meet you. HUSBAND: My pleasure. JULIA: In his museum of … in New… museum about neckties that I paid a fortune for. HUSBAND: Well, I sure got TV exposure today. JULIA: Yeah. He get to… who did you interview today? HUSBAND: I interviewed a very interesting 91-year old woodcarver. JULIA: Oh, my heavens. HUSBAND: Louis [Charpentier]. And then that was followed up by a group of Irish step dancers. And I didn't do anything on that, so they just dragged me from dancing, so all I could do was say, hello and goodbye. INTERVIEWER: Oh. HUSBAND: It was frustrating. JULIA: You know, Edcel Johnson wants you to let him know when that program is on now. HUSBAND: Oh, I'd bet they… JULIA: Teddy, too.14 HUSBAND: I bet -- all right. I bet they did that thing so I -- in my notebook there. INTERVIEWER: Was it a cable TV show? JULIA: Yes. It's at ATV. You know, the informational video… HUSBAND: It started innocently enough. I'm on the board for an organization called The Resources for the Elderly, and their primary function is to sponsor the Meals, Meals on Wheels and the Elderly Nutrition Program. Like they some -- it goes back about three, four years ago. It's been quite a while. They started this program—these are all volunteers and all seniors—it's called Senior Lifestyles. And as a TV show material that is supposedly of interest to the seniors, and it, it's partly information and partly entertainment. And so, as I say, I'm on the board for the Resources, and we were having a board meeting, and it just so happened that the woman who was then serving as host for the program for some time decided that that was enough for her, so they're looking for somebody to fill in as a host for the TV show. And one of the board members [woke] up and said, "Mr. Casey would be a good replacement." And somebody else said, "Yes, indeed. He would be great." JULIA: Oh, he loves women. HUSBAND: And I couldn't think of any reason why I couldn't or wouldn't do it, so before I knew it I had been drafted and I was serving as host to it. Then that's what I do. It's on once a month, and they have two half-hour segments. Usually last -- monthly only has one half-hour, but today we have two half-hour segments, and the first one was this Louis Charpentier. And my god, he was -- you know that guy we saw in the coffee shop? JULIA: I thought he was gonna be easy… HUSBAND: No, no, no. This is… JULIA: … interviewing famous carpenter. Oh, Louis Charpentier.15 HUSBAND: … this Louis, he is -- he claims to be 91 years old. JULIA: Oh, my heavens. INTERVIEWER: He looks wonderful. He does. JULIA: Did you see any of his work? INTERVIEWER: No. HUSBAND: I used to… JULIA: I think they have it at the library? HUSBAND: He used to be head of the plastics industry. And the plastics industry was an organization, apparently, that did work for all of the plastic shops in and around… JULIA: When you came with your ham sandwich a little mustardy. INTERVIEWER: I thought… JULIA: I thought you'd have sandwich. You've got to listen to me talk for four hours and have nothing. HUSBAND: Yeah. I'll have a ham sandwich. INTERVIEWER: Well, you have to get those though, because you said you had to wait… HUSBAND: Oh, that's all right. JULIA: I'm gonna call the lady and tell them you're gonna be a little late. HUSBAND: But anywho, this Louis is something else, and he was -- he started his woodcarving when he was only about two years old, apparently, while he had a carving that sold his home up to the farm up in -- well, back and around or back there, and there was the oxen that was plowing, there was his father, there was the house he lived in and his school, the whole bit. INTERVIEWER: So do you interview these people? HUSBAND: I interview them. I try to make intelligent conversation with them. JULIA: I have made intelligent conversations with them. HUSBAND: The thing that makes this fascinating is that I usually don't know until I arrived at the studio who is going to be the guest for the day. INTERVIEWER: Oh, that's difficult.16 HUSBAND: I have to -- I know it was… INTERVIEWER: Oh, Julia was just telling me about the tapes that you found in the [unintelligible - 00:34:30]. HUSBAND: Yes. INTERVIEWER: That's remarkable, especially because here I am two days later. JULIA: I know. INTERVIEWER: All about Italian dinner. JULIA: And on the other tape, what I said -- think it's a, seems to be a little illogical, I was wanting to say the least. In the other tape, you would have to guess who the family Christmas but then I'd read, since I wrote it all out, it's more logical, you know. It's more -- or less of a timely sequence. But I do give you the information I've given you about the broth. INTERVIEWER: Okay. JULIA: And… INTERVIEWER: It'll be interesting to make a… JULIA: Oh, yeah. I'm gonna make myself a sandwich if I can figure out how to open this slice of cheese. INTERVIEWER: Do you want some help? JULIA: Oh, I -- oh, here it is. Heavens! I thought. What's the matter with this? INTERVIEWER: How does your husband feel marrying an Italian? JULIA: It was an adjustment; let us put it that way. INTERVIEWER: Was it? JULIA: I met him… thank you for this. INTERVIEWER: Yes. HUSBAND: Tried one this morning. INTERVIEWER: Oh. So who made these? HUSBAND: The man I interviewed, Louis Charpentier. INTERVIEWER: Oh.17 JULIA: Oh, he gives you -- oh, I've seen him do that at the Historical Society where he teaches you how he got started. HUSBAND: Right. JULIA: And he tries to teach everybody that they can do the same thing. INTERVIEWER: Oh, so he was -- his work is just so good. Oh, he's so… HUSBAND: No, he used to work in plastic. And as I say, he works for -- he works in an organization that designed methods for making just about anything you wanted, buttons or, how do you say, [unintelligible - 00:36:18] or whatever it was called for… JULIA: I know he's just working now. He's in the library and… HUSBAND: No, no. He's retired. JULIA: Yeah. But where is his work? I know he started, he started on display somewhere. HUSBAND: Yes. It's in a home. He has it at home, because I asked him if it was all insured and he said that it was. JULIA: I don't know how… INTERVIEWER: So Phil, let me ask you, how did you feel marrying an Italian? HUSBAND: Oh, wow, it… JULIA: You should ask his mother. HUSBAND: No, we -- and now seriously, we had a problem. It's not because I married an Italian, no. It's just that my mother didn't particularly like Julia, unfortunately. I'm not sure what the root of her prejudice was. It might have been because of her heritage, or it might have been just because my mother didn't want me to get married at that point, although I was not exactly a teenager. I had come home from the war, and I was a book. But whatever reason or reasons my mother had she didn't actually… didn't actually -- she didn't oppose the marriage, but she didn't support it, and she didn't even show up for it. My father and my sister came. JULIA: Though she was my [unintelligible - 00:37:48], she cooked. She was great to the children.18 HUSBAND: Oh, yeah. That's right. She loved the, she loved her grandchildren. She was very -- and they had a great time. JULIA: She was very generous to me in many ways. HUSBAND: My son approved of Grandma's cooking, and they had a good time visiting her. And we all, every holiday, we make sure that there was a delegation that went to Grandma, though we tried and made a compromise. INTERVIEWER: Mm-hmm. Now, did you -- where did you grow up? HUSBAND: I grew up in Roxbury prior to the days when Roxbury had the… with the ethnic… JULIA: Now it is. HUSBAND: It is now. When I was -- I was there prior to that. INTERVIEWER: Thank you. JULIA: Lemon juice? INTERVIEWER: Thank you. HUSBAND: And by one of those strange coincidences, Julia lived the one part of Roxbury, I was in another. We had never laid eyes on each other before the war. Did she tell you about how…? INTERVIEWER: No. I don't know how you met. No. HUSBAND: Well, we met -- it was like something out of one of those [unintelligible - 00:39:12] that tells -- she had that series of how people tell how they -- I was in the Navy during World War II in an organization called the [CVs], and I was stationed overseas in New Guinea. I met her brother, who was in the combat engineers, and there was this [unintelligible - 00:39:37]. So I got to know him, and his platoon was involved in the invasion of the Philippines. They were moving out agents. So he said to me, he said, "Phil," he said, "we're going to be cut off from correspondence for a while. Would you do me a big favor and write to my mother and tell her that if you don't hear from me, not to worry, I'm all right?" So I said, "Sure, all right." And I did 19 that, I wrote to his mother, and his mother who was living in Roxbury, I sent a letter to Washington where my girlfriend was thankfully employed as a government girl. And I -- with instructions for her to answer this letter. So she answered the letter, and Julia and I started corresponding, and that's how we get to know each… JULIA: Fifteen months. HUSBAND: And then after the war, when I came home, I… JULIA: It was all over. HUSBAND: And then there… INTERVIEWER: What? What was all over? JULIA: It was all over. He was hooked. INTERVIEWER: Oh, he was flirting as soon as he saw you. HUSBAND: Then there was some kind of a breakdown in the romance, and we had separated. [Unintelligible - 00:41:00] and we get back together again and we could get married in 19… INTERVIEWER: How did her parents feel about her marrying an Irishman? HUSBAND: Oh, as far as I know… JULIA: Horrible. HUSBAND: Yeah. INTERVIEWER: Oh, with him? JULIA: My father… HUSBAND: There was a point in time when her father didn't care who she marries and who would take her off his hands. INTERVIEWER: Oh. JULIA: I was going to [unintelligible - 00:41:24]. HUSBAND: Yeah. I was even supposed to get a bicycle, a motorcycle for marrying her. JULIA: "Philly, I give you motorcycle [unintelligible - 00:41:34]." HUSBAND: No, but she… JULIA: You better [unintelligible - 00:41:38]20 HUSBAND: Neither one of those gifts materialized so, anyhow. No, I liked her father and mother. And of course, I had -- I was very friendly with her brother and sister. And so, we had the wedding, and that was a [unintelligible - 00:41:57] together. INTERVIEWER: How was she different from the, let's say, Irish girls that you went to school with? HUSBAND: Oh, she was a different. -- I didn't actually – I didn't know that many girls when I was going to school because you have to remember that when I was going to school, this was in the days when the boys went to one school and the girls went to another. Boy's school was an English high school. JULIA: But in elementary school… HUSBAND: Elementary was all boys because of… JULIA: Oh, you did? HUSBAND: Yeah. That's -- I went to the all… JULIA: Oh, I didn't know that. HUSBAND: With the nuns [unintelligible - 00:42:34]. JULIA: Well, I was actually the first female person you ever met. HUSBAND: No, not exactly. I met… JULIA: You may have seen New Guinea. HUSBAND: You have to define, there, the word "met." Kind of -- you were the first female that I was—let's put it this way—that I little became involved with. JULIA: Well. No. That's enough. INTERVIEWER: Well, we're in all kinds of things today. JULIA: Are you gonna have a ham sandwich? HUSBAND: Yes. I'll have a ham sandwich. So what is this project here? INTERVIEWER: This is a project that's recording the experiences of -- by Italian-American family in the Fitchburg and Leominster area. HUSBAND: Oh, yes.21 INTERVIEWER: But we had seen Julia at a -- one of the Italian night, the films that Fitchburg State College had put on, and Julia started talking extensively after the movie, Big Night, I think it was called Big Night. HUSBAND: Yes. INTERVIEWER: And we realized it was someone that maybe we'd like to talk to because she seems to know so much about the culture. HUSBAND: Yeah. And she is the one member of her family that has -- that is interested in the [unintelligible - 00:43:57] of the family extensively. JULIA: I was also the first one born in this country of my family. INTERVIEWER: Your family. HUSBAND: She was born in this country, which makes her an Italian-American, but she maintained contact, through her mother, maintained contact with Italy. She knows how to speak Italian, including the dialects of northern Italy. And now she is in the process of learning how to speak… INTERVIEWER: Right. HUSBAND: She's starting again. Yeah. INTERVIEWER: Now, were there any surprises though when you married…? JULIA: Yeah. Seven. INTERVIEWER: That's -- wow. Seven children, right. But the Italian culture, I'm wondering… HUSBAND: No, I didn't have any problem with that. I was very fond of her family. Wherever her family gathered then there was a party. And her family had always been most cordial to me. INTERVIEWER: What do your children consider themselves? HUSBAND: They consider -- when they think about it, they… you probably have to ask them how much they consider themselves to be Italian. JULIA: More than half. HUSBAND: Well, I don't know whether they really think about it.22 JULIA: They went to the parochial school in Dorchester, and their last name was Casey. So they fit right in. Even though there were a lot of Italians. And by this time, Dad is gone. You know, we're not immigrants anymore. Your father was a professional man who's a graduate of Boston College, and so that they didn't have to go through that. They… HUSBAND: I came up here; this is the first place I've ever been to where they couldn't spell Casey. They would actually went, "Case-, how do you spell that?' And I thought at first they were kidding me, because down in the Boston area there was a very large population of Irish-Americans. There's still a lot of Irish down there, some of them from Ireland itself, and some of them are there illegally. INTERVIEWER: And what traditions do you try to carry on in your family? JULIA: Well, the traditions are that they know that I'm intensely interested in the Italian part of the family. I have furniture, for instance. I have, you know, [unintelligible - 00:46:38] for years and other pieces that my mother gave me when she was… HUSBAND: They have -- girls have a lot of respect for Italian culture, and one of them had been over to Italy. Take your time. JULIA: This was an -- how did you get involved with this? INTERVIEWER: I'll call you all out when it's all right because… JULIA: Are we going to meet again? INTERVIEWER: I don't think so, unless you… when I leave, feel the need to talk about something else. JULIA: Are you -- do you need -- I would like to, if possible, because I had -- now, I have four appointments this afternoon, and I would like -- I was trying to figure out how I could get copies of these tapes. INTERVIEWER: I could have that done for you at Fitchburg State College. So I'll call you… JULIA: And you have more than one? INTERVIEWER: Probably. I'll call you next week…23 JULIA: All right. INTERVIEWER: Okay? Okay. So what does it mean to be Italian to you? JULIA: It doesn't, it doesn't mean that I have been all my life aware of the great contributions that the Italians have made. But I became more aware of them as I grew older, and it made a strong attachment to family. And as I said, I still have -- my close friends are still the kids that grew up, that I grew up with, they're still the people that I grew up with, even though we all live in different places. It means certain types of food. It means, especially to me, it means this age of almost 80, I am determined foreigner, and I have -- it means that whenever I meet anybody that is Italian, that speaks Italian -- to me there's quite a big difference between the northern and southern Italian. I've always been made of… INTERVIEWER: Tell me what you just said, always been aware of… JULIA: I've always been aware of the vast differences among the people from this one peninsula that juts out into the Mediterranean, that there is such a difference in everything about them—the food and the way they speak—and it's made me very, very aware of the differences that a language can develop into, almost different languages within a cohesive place, you know. We have this boot that goes down into the ocean split down the middle by this range of mountains, and yet every section you go to, because it was at one time a collection of city states—and somebody brought that up the other day in class, it was a collection of city states—and yet my mother's experiences and the way she spoke and lived was so different from everyone else's on my street. So being an Italian, to me, meant that I had to adjust to -- when I went to school I felt very out of it, because I started school in Lexington. My father bought a house in Lexington for a few years, and I had -- I just felt a complete foreigner because I spoke hardly any English myself since we were isolated in Lexington.24 But I -- after I came back to Boston, then I had to adjust and get used to all of the different -- the girls who came from different Italian families, all of them, were. They spoke differently, their parents spoke differently; they had all these different ways of doing things. And that adjustment was a wonderful experience for me. And it means -- now, I don't think so much of modern Italy. I feel that in some ways they've grown excessively. I've heard other people made this comment, too. I've read a couple of books that said the same thing, that they've become excessively materialistic. Certainly, you know, religion -- we were not, I will say another thing, we were not a religious community. The women -- the praying that was done, the observation of religion was private. Everybody didn't lead the street and go to church on Sunday. The young kids that were making their first communion, they had to go to church. We went to church in a group, but mothers and fathers for the most part didn't go near the church. The church was run by Irish priests; nobody understood the Italians, and we hardly ever saw a priest. And so it's very different from this situation here in Fitchburg where the Italians set up their own church on top of an Irish community that moved out, you know, the Irish community and church was St. Bernard's. The Italians, back 75 years ago, decided that long ago, that they wanted their own church, and they set it up, they found an Italian priest. And we were not -- women prayed on Sunday morning, sometimes you could look up at certain windows and a woman would be sitting there with an open book which was, obviously, a [unintelligible - 00:52:54] in Italian, and she would be reading her prayers. This is [unintelligible - 00:52:59]. They observed some of the saints' days, but it was not a community that went to church. Ever. INTERVIEWER: Now, what about making first communion and confirmation? Would you go into the north end?25 JULIA: No. Some of them did. INTERVIEWER: Mm-hmm. JULIA: A couple of the families sent their daughters into the north end to make -- but most of us that were the same age, there were, you know, about two or three or four at that time, then they would go to the parish church, you know, in a group, and that was also beyond the industrial area. So it was maybe a 15-minute, 20-minute walk, and we went because the nuns, where they have were training the kids in the catechism, we went to Sunday school. Then, because they didn't want us walking to that neighborhood, as we grew older, we started going to the Jesuit church, the Immaculate Concepcion in the south end, which was an enormous church but not a parish church. But then I belonged to the choir there; some of us joined the choir. And that was an all-American experience; there was no Italians. INTERVIEWER: So Fitchburg in 1968? JULIA: I cried all the time. I didn't -- I never wanted to leave Boston. You know, I did spend a very good experience, first, the college community… INTERVIEWER: Say that again? The college community? JULIA: The college community is a wonderful place. I've always been a reader. In that respect, the kind of reading that I did was quite different from what other girls on my street did, and I am unable to explain that. I am unable to explain the direction in which my own, which you might call intellectual growth. Well, I went to an all-girls high school, and I don't know why I was attracted to classical music and literature. And I mean, I practically lived at the public library. As a matter of fact it was his branch, too. His branch of the public library, he lived on the other side of it, but you know, until my brother met him in New Guinea and he wrote to my mother, I had never a clue that he was around.26 INTERVIEWER: So when you came to Fitchburg did you make any connections with Italian people? JULIA: Not at first. Not at first, because I was still taking care of the family. Later, then, as my children grew up and they met -- because we went to St. Camillus, and that is not an ethnic church, you know. So later -- actually, in the last 10 years, I would say, I… I've met 10, 20 youths through my children. My daughter married into a Fitchburg Italian. For a little while we joined the Sons of Italy. I joined the Virginia Eleanor Lodge, and I didn't keep it up, but you know, I've met a lot… INTERVIEWER: [Unintelligible - 00:56:16] speaking, what did your parents and the parents down street, what did they want for their children? JULIA: All they wanted was for them to grow up and to go to work. The girls were not encouraged to go to school. My sister, who, as I said, who came along 13 years after I did, was first college graduate on the street. She went to, she got… INTERVIEWER: Pick it up. You said… JULIA: My sister, Mary Louise, was the first girl to go to college in our entire neighborhood. INTERVIEWER: Now, how did that happen? JULIA: She was fairly smart in school, and she was in the class of 1952 at the same high school I had gone to in a girls' high school in Boston, and she got a teacher's scholarship. And she decided she wanted to be a nurse, and how she was scared, oh, instead of going into a hospital program… INTERVIEWER: This was in… JULIA: Back… out! Instead of going in to a three-year hospital program, somebody put it into her mind to go to Boston College, a four-year degree course. Actually she went. INTERVIEWER: Wow.27 JULIA: She went out of her work at Boston City, quite a bit of it, so she could live at home and the hospital was five minutes away. She took part of her affiliation there. INTERVIEWER: Now, what did your parents think of that since they really wanted you to go to work? JULIA: Well, they felt that we should go to work. They didn't, you know -- but when Louise came along they had been sufficiently Americanized, but nobody, nobody encouraged. They expected the girls would grow up, get jobs in factories, or if they went to high school, find a job in an office and then get married. INTERVIEWER: What about the boys? JULIA: The boys, none of them went to college either, although some of them were quite smart. And one family, the boys went to college on their own. They were a little bit older than the rest. And then they -- some of them got jobs in technical areas, like different labs and in MIT, and they would stop taking courses along the job training. But almost -- one young man, which is a surprise to everyone, we knew one boy from that street that went to college; he became an officer in the Navy. No one else in his family did. There were five or six children in the family, neither girls nor boys went to college, and he was a little older than I was, and he actually went on to law school. Why? I have no idea, because his parents never spoke a word of English. And he was Sicilian, you know, and yet he went. So when I said "yet he went," it sounds like a put-down, it really isn't. It's just that none of us were encouraged to go to college, nobody. My mother couldn't understand why I was constantly reading, but it was because, you know, I worked. I mean, I helped my father in the house, peeling just because they would whitewash them. I haven't done anything like that since I got married. I refuse to do it, because that six-family house took it out of all our hides. People would move out, 28 you'd have a terrible mess, you know, you not only have the problem of trying to collect miserable rents, but every time a new family moved in, me and my father be washing and cleaning and my mother and I went after, cleaned up after all of them, and it was a -- it was really the -- it wasn't until many years afterwards, and it wasn't too long before they died, that some of the older families that had owned houses themselves sold them, and some of them came to live in my father's house. And that was a good experience. They paid their rent and very respectful, which was a surprise, because in the beginning they have a… INTERVIEWER: Is it important for the Italians to have a clean house? JULIA: Some of them. Some of them wasn't, you know. INTERVIEWER: Anything else that you'd like to add? I've been here a long time now. [Laughter] JULIA: No, I think that I -- they all -- I wanna add this: that the older that I have gotten, the more I appreciate where I grew up, dirt street and all, the more I realized the goodness and the cleverness, the ability of people from other regions of Italy, the more I appreciate the beauty of that language and what, what is world's known about the Italian culture in general. And I think that my mother and father provided me with, if nothing else, an openness about accepting people from everywhere, you know. That I got from them. Well, we're very gregarious. I appreciated all the different types of humor they had, different cooking. So then since I've left my neighborhood, I feel like I fit in everywhere. The college community? No problem. The Italian community? No problem. Where am I? I feel that I fit in, and it definitely came from this upbringing. INTERVIEWER: Okay. Could your children say the same thing? They've been brought up some way different?29 JULIA: There is one, a teacher, Maria is a schoolteacher. Kath has always done office work, she's the only one that [unintelligible - 01:02:38] go to college, but there wasn't because she couldn't -- you know, he's in the fire department, he's an electrical engineer in Boston working on the big date. [Unintelligible - 01:02:51] American, an Irish girl from Fitchburg. My son, Steven, was working for the Waste Water Treatment Plant in Burke and was attending Fitchburg State. He had gone three years to Texas -- I remember my Louis, feeling that we cooked very differently from anybody he knew, and he thought it was strange, you know, that -- I thought it was strange that other people didn't cook all this stuff then [laughter]. But my Julian, who's the youngest, is a technical writer for Lotus for Boston College. Julian went to UMass, Cathy went -- enjoyed our lives here, we've gotten used to the Georgia life here, the ones I have done. INTERVIEWER: Okay. JULIA: I learned Spanish on the job. That was the other thing that the Italian did for me. I was assigned to the Department of Public Welfare after I took that six-month refresher course. And gradually, by taking in-service examinations, I went from clerk stenographer to sort of an administrative job, and I was in the Child Support Enforcement Unit. We had a great many women coming in from Puerto Rico, all of whom spoke Spanish, and many of them brought in interpreters. Well, after I listened for a while, I suddenly realized I understood what they were saying and, if I had enough courage, I could begin to speak the Spanish language. And as a result I did. And I used to be able to conduct the interviews in Spanish. I didn't need the interpreter, you know. So that was another thing that I got out of learning Italian. Now, the proper Italian is a great surprise to me. I don't know how I started that. I'm sure I'm the only one that grew up where I grew 30 up that speaks it, and it's -- I compare it to people learning to play the piano by ear. I was so accustomed to all these different dialects that gradually the proper Italian, especially when I went to Italy, even for short periods of time, and I began to listen—and my aunt used to listen to the radio, Italian programs on the radio—and somehow the language has come. I'm fluent, but I'm not grammatical perfectly. I have to feel my way through the grammar. But I'm fluent, I can say most things that I want to say in ordinary -- and I don't know why. I feel now that I know things about myself like everyone as you grow older, that I have a gift for languages, although the grammar was difficult for me. We were only allowed to take French. In junior high school, French was the only language that was offered, and I had a bad time with the grammar. But as I've grown older, I find I can -- I've been able to master the language. I can speak, and everybody understands me. Why? I don't know. INTERVIEWER: It's a gift? JULIA: You know, even my -- when I meet the occasional person that came into the office, all the workers that came in, the Spanish-speaking workers, they all used to laugh because [laughter] there I was, I could say what I wanted to say in Spanish, and they'd all make, you know, little conversation, and I'd always talk to them. Well it isn't everyone that gets to have an audience like that. [Laughter] INTERVIEWER: [Laughter] I enjoyed it. Thank you. JULIA: I'm gonna call my friends and tell them that I will be there. I'm working…/AT/jf/jc/es

Part one of an interview with Julia Casey. Topics include: Julia's service as a clerk stenographer in the Civil Service Commission. Family history. Her parents came from Italy; her father was from Crenna and her mother was from Milan. The arranged marriage between her parents and their immigration to the United States. Her grandfather's work at a gas company in Italy. Her relatives worked in an embroidery business in Massachusetts. What it was like for Julia to grow up in Boston. Speaking proper Italian. What their neighborhood in Boston was like. The social club nearby. The foods people cooked and ate. The Christmas traditions of her family. How to prepare and serve polenta. Celebrations for patron saints. ; 1 LINDA: Okay. JULIA: All right. LINDA: So why don't I just start by saying this is Linda Rosenlund with the Center for Italian Culture at Fitchburg State College. It's Wednesday, November 16th, 2002. We're at the home of Julia Casey at 700 Pearl Street in Fitchburg. And Julia is just filling out the biographical information sheet, but I decided to turn the recorder on because she has some interesting anecdotes while she is writing. So she was just about to fill out the work history portion, and she began telling me that she worked for the War Department Chemical Warfare Services in Washington, DC, and you started 10 days after Pearl Harbor. JULIA: Yes. I had -- after high school, I had gone—and it's not noted here—to the stenotype school in Boston. And in the course of learning, they sent us to take a Civil Service Examination since [stenotypee] is a type, is machine shorthand. And in October, I took the [unintelligible - 00:01:13] Civil Service Examination in Boston, and then when the war broke out, I received a telegram to report to Washington by the 17th of December. And so 10 days after Pearl Harbor, I found myself at the War Department for assignment in the Civil Service Commission and the War Department. They sent me there, and then they assigned me to the Chemical Warfare Service as a clerk stenographer. LINDA: Does that mean it wasn't a choice? JULIA: No. No. There was no choice. They assigned you -- thousands of girls were pouring in from all over the country to, to man the increased offices for the War Department. The war was on, and every department in the government needed extra help, and so they took Civil Service Exams all over the country and the girls that were registered were sent telegrams to come in, and then they sent you wherever they needed you. So I worked there until I think October of 1944, and then I was transferred back to the Boston Procurement Office for the Chemical Warfare Service. LINDA: -kinds of things did you learn? 2 JULIA: It was straight stenographic work—filing, clerical, and stenographic work. I worked for a number of different people who dictated letters, and we typed them up and did general office work. LINDA: Were you ever learning anything interesting? JULIA: No. No, except the names of the various gases that they were using at the time, which was still pretty much what they had from World War I—mustard gas and things like that I haven't thought about it in years—but they had arsenals of gases all over the country. And so the correspondence mainly had to do with shipments and [unintelligible - 00:03:30] get into any of the research part at all. Men from major chemical corporations around the country came in to handle the government's program. Beyond that, we have no way of knowing. Things were either stamped secret or confidential. But the correspondence was so voluminous that things that came in, the regulations from the government had to all be filed and none of us did that and read anything like that. It was secret confidential, general -- you just filed it or you did whatever clerical work was assigned. LINDA: Obviously, war is such an uneasy time anyway. It must have been… JULIA: It was very exciting because we were young, and I eventually lived with four roommates in an apartment, and we worked almost six days a week. And because of the wartime, you didn't have as many things open to you. You couldn't visit the White House. For a long time, I never even got to see the Houses of Congress. We lived a very good life. We took care of our apartment. Each of the girls that I lived with, with whom I'm still closed friends, came from the different parts of the country except one who came from my own neighborhood. She lived with us. I lived with the girl from [unintelligible - 00:05:10], Missouri and a girl from Sunnyvale, California, and a girl that had come from Minneapolis, Minnesota, and we kept house, we shopped, we did laundry and we wanted to work in a 3 different agency and went to work with public transportation. We lived in Washington, and then we lived in Arlington, Virginia in an apartment. And we all came back to Boston together. We all arranged for transfers to various agencies in Boston. LINDA: Were you ever questioned about your Italian background? JULIA: No. I never was questioned. The questioning had to do with various organizations that you might have belonged to where they found your name. I mean, I was 18 years old when I left, so… And then I continued my Federal Civil Service until about seven months after I was married. LINDA: And that was in 1951? JULIA: 1950, yes. In April, I think I left my job, and I didn't work just for Chemical Warfare Service because after the war, they had what they call Reduction in Force, RIF. In other words, all the people that had been hired for the war were then let go, but you could go to other agencies that were getting rid of all of the stuff that the government had bought during the war, and one of the agencies I went to was the War Assets Administration in Boston. I forgot the name of the original name of the agency. They are in charge of reselling all of the machine tools that had been bought for the war plants, and New England was a very heavy industrial area for machine tools and machine and all kinds of things. So I went to work for the War Assets Administration, and then I think I put in sometime with one of the Air Force for terminal agencies here at the army base in Boston. And I was pregnant almost immediately after I was married, so I left in April of 1952. My first child was born in June of '52. LINDA: Are you okay? JULIA: Excuse me. I have a dry cough. LINDA: Okay. JULIA: [Unintelligible - 00:08:17] administration. LINDA: Okay. JULIA: I'll put CWS. That's the Chemical Warfare Service. LINDA: Okay.4 JULIA: And then War Assets Administration… and the Air Force. I still have all my papers, so I can check if we have to. And then I left in April. Our church, Catholic. That's all you want, isn't it? Or do you want… LINDA: Well, why don't you tell me where you go now? JULIA: All right. LINDA: -instead of Boston. JULIA: Okay, St. Camillus. LINDA: Okay. You have lived in Fitchburg since '68? JULIA: Yes. I've lived in Fitchburg since -- we moved here because my husband obtained the position of Director of the Library at Fitchburg State College in 1967, and he commuted about a year, and it was too much for him to commute to Boston. So, we had to sell -- we decided to sell our home, and we've lived here since March of 1968. LINDA: Okay. JULIA: Okay. Social clubs, wow. All right, I was a member, and still am, actually, of the League of Women Voters. LINDA: Okay. JULIA: Boston and Fitchburg. [Unintelligible - 00:10:07] Garden Club, where I was president for about four years. It's 1963, 1993, the June of [unintelligible - 00:10:30] Club. LINDA: I'm not familiar with that. JULIA: It's a Catholic layman's organization. I was actually the first woman admitted in the Fitchburg area. Would you mind opening the door? Letting the dog… LINDA: Oh okay. The dog is going to be [unintelligible - 00:10:48] with me now? JULIA: It's cold. She might just -- come on, sweetheart. Come, darling. Come on, Sasha. What a good [unintelligible - 00:10:59]. What a lovely dog! That would be on the tape. LINDA: That's okay. JULIA: All right. Let me…5 LINDA: What's that? JULIA: It's very cold in here because I turned down the heat, and the stove is not on. Let me just turn the heat up. Okay. Hold on. LINDA: Okay. What's the… JULIA: [Unintelligible - 00:11:24]. Ooh, my kids are [unintelligible - 00:11:29]. LINDA: Say what? JULIA: My [unintelligible - 00:11:33]. LINDA: Oh, who cares about things like that? Thanks for showing me all of the photographs. Julia just showed me the photographs that had been in her family since your mother passed away, I guess. What year was that? JULIA: My mother died in 1989 in Windsor, Vermont, because my sister owns a nursing home there and my mother went to live with her. But my mother lived alone on 11 and 13th Pompeii Street in Roxbury until she was 89 years old. My father had bought a six-family house on Pompeii Street, which originally was Lansdowne Street, and she lived in that house until she was 89 years old. Then she came to live with me for a year, and my sister took her up with her right after my son Steven's funeral in August of 1985. I treasure the artifacts, the furniture, and the pictures that I have. I have a whole collection of photographs from Italy which I'm hoping to organize before I die and so that the descendants will have some idea of who they came from. LINDA: Well, tell me a little bit about your parents. Were they born…? JULIA: My father was born in Crenna, Gallarate, C-R-E-N-N-A. It's a small town or village, and it's right above the city of Gallarate, G-A-L-L-A-R-A-T-E, which is a part of the Malpensa Airport in Milan. LINDA: Okay. JULIA: They are Lombards. My mother was born -- Lombardi is the province. My mother was born in Milan on December 5th, 1893. My father was born in Crenna, Gallarate on January 30th, 1891. And the family had lived there for a number of generations, and there are records in the church in Crenna. 6 LINDA: And their last names? Your father's last name is… JULIA: [Tomasine]. LINDA: Tomasine. JULIA: Yeah. LINDA: Mother's? JULIA: Seminario, and it was an arranged marriage. LINDA: So tell me a little bit about that. Did your mother tell you that was an arranged marriage, or…? JULIA: Most Italian women had to have the approval of their families before they married. It's a little complicated. When my father was an infant, a young girl baby was… I do not know the circumstances. She was assigned, she was asked -- no, that's wrong. She was given to my grandmother in Crenna, who was at the time nursing my papa. In other words, she was a nursing mother. And oftentimes when babies were either abandoned or the mother died or was too ill to take care of them, they were given to a nursing mother, who brought that child up along with the child she was nursing. In other words, she became a wet nurse. And if she had sufficient milk—since there were no formulas or bottles at the time—then she nursed both children. And this little girl, whose name was Carolina, she was brought up with my father until she was 18 years old. And then she was given her freedom, her choice to do whatever she wished, and at that time of course, girls, they went to work or they married. And she went to Milan to work, and she met one of my mother's uncles and married him, and as a result of this marriage, the two families were connected, not by blood, but because this girl had been raised with my father. And they have a child of their own, a little girl. And when the little girl was 9 years old, when [unintelligible - 00:17:15] was 9 years old, Carolina, her mother, died. And at the funeral, 7 which was during World War I, my mother went and my father went, because they were from the two families. My father went because she was called his sister of the milk, [foreign language - 00:17:45] de latte. That means that his mother nursed the two of them together, [unintelligible - 00:17:52] de latte. It was quite common, if there was no other way for these little babies to survive. Many women didn't have enough milk to feed their children, and my mother told me that in Milan, there were professionals wet nurses, and they used to come into the city on trams from the surrounding villages, and they wore special headdresses so they were recognized as women who were going to nurse babies in private homes. And this was their profession as long as they could. They would go to the home of somebody who could afford it and nurse a child whose mother is not able to feed a child, and they were honored. They were very respected women, recognized. They used to come in on the trolley cars into the city. And so I thought that was a very interesting thing. I have never heard of it myself. But I know I had another aunt on my father's side who went to South America and who could not nurse her first child and took her to a wet nurse in the country to nurse, to be fed. So it was not an uncommon situation at all. LINDA: So now your parents got connected at the… JULIA: They're only connected -- it's not a blood relationship. LINDA: Right. JULIA: It was marriage. And… LINDA: So you were telling me that it was arranged. JULIA: Yes. When my father came, my father came to America in 1912 with two brothers, two brothers were here, but America was a very tough place to be if you didn't speak English, and he didn't have any high skills. My father was trained as an embroiderer, because that was his father's cottage 8 industry in my [unintelligible - 00:20:23] in Crenna. But he couldn't get that kind of work in America, and so he did heavy laboring, washed dishes and did anything he could. And being the oldest son, when the family in Italy needed him, he went back, but he went back unfortunately in 1914. I think he told me that he went back in April, and in August the war broke out. And his youngest brothers were taught in the Italian army, and his two brothers in America joined the American army. So there were two brothers in the Italian army in the infantry and two boys who had a wonderful time in the American army and never was sent overseas. So when his sister of the milk died, then he met my mother at that funeral, but right after the war's conditions in Italy were very bad, he came back to America in 1919. And he felt that he was then about 26, 27 years old, and he felt that it was time to settle down, and he wrote to his mother. And his mother arranged with my mother's father and asked my mother if she would like to go to America to marry her son. And my mother agreed even though she didn't know him and had only met him at that one time, and so she came to America. LINDA: Did she come by herself? JULIA: No. Italian women did not come by themselves, unlike the Irish, who did. She came with -- by this time, the two boys, Vincent and Peter Tomasine, who were in the United States, decided that they wanted their mother to come. My grandparents were separated at that time, and so they made arrangements. One son Vincent had a girlfriend in Italy that he had more or less grown up with, and he sent for her. And then my uncle Peter and -- let's see, my grandmother came. They sent for their mother and Maria [unintelligible - 00:23:12], who married Vincent, and then my grandmother brought her youngest daughter, Mary, who was not married, and she brought her son-in-law, Angelo [unintelligible - 00:23:25], who 9 was married to my father's sister and had gone back to Italy from South America during the war. And after the war, he wanted to come to America. But the men always came first. So he came with his mother-in-law, who was my grandmother. LINDA: So your father returned in 1919. How long did he take him to save enough money to send for these? JULIA: Well, he worked very hard and the passage was very cheap, and so he sent money for them and sponsored my mother. And when she came here, they were married. There wasn't any big ceremony or anything like that. They lived with his mother and Maria [unintelligible - 00:24:24], who then married my uncle Vincent, and my father's youngest sister, Mary, Maria, and his brother-in-law until they all got settled. They lived in Roxbury in a flat. And then… LINDA: And what year was this that your mother came over JULIA: It was 1920 and '21, 1921. She arrived on October 12th in New York the same day, because she always said she came the same time as Christopher Columbus, on October 12th, 1921. By the way, I have a tape here that I -- of a family history that I wrote up in 1981, and we played it at Christmastime. And the whole story is on this tape. LINDA: Oh, interesting. JULIA: As far as I can remember—and I don't vouch for extreme accuracy in anything, because by that time, my mother was pretty well along in years in the late '70s. And she was 80. My mother and I, I went to Italy for the first time when I was 50 years old in August -- September of 1973. I went back with my mother, and I was in time to meet her brother, Raymundo Clemente, her brother, Umberto. His name was Umberto Seminario, the father of the boy who was lost in the Second World War, and his wife Osana, and my mother's half sister, Anna. And I say half sister because my mother's mother died at the age of 25 from consumption, when my mother was only four years old and her brother was two. And my grandfather, Raymundo Seminario had to remarry. He married within six 10 months so that he could keep his two children. Then there were two girls born of that marriage. LINDA: Did you mention the name Clemente? JULIA: Clemente was my grandfather, Raymundo Clemente Juliano Seminario. LINDA: Okay. JULIA: Yeah, three names. And sometimes they call him Clemente. Sometimes they call him Raymundo. But I was named for him, and my brother was named for him. LINDA: Well, that brings up an interesting point. I see that your name is spelled J-U-L-I-A, and Italian… JULIA: They Americanized it. LINDA: … didn't have J. JULIA: Yes. They don't have a J. LINDA: So when did that happen? JULIA: Probably when the birth certificate was sent into city hall. I was born at home, and the doctors who came in attendance didn't speak any Italian, and so they just put down what they heard phonetically. My brother and sister, all of us were born at home. So the records at city hall were just deplorable. They're awful. Then, of course, when we were baptized, then the names were different even on those baptismal records, which I have, because then we were baptized in the Italian churches in Boston. LINDA: So let me get back to the birth certificate. It's been my experience where the birth certificate actually has the Italian name, but it's later in school. Not yours? JULIA: No. I'd have to look it up, and you know, I'd have to look it up. But I think that the birth certificate -- it might be. LINDA: Well, it's just interesting that you [unintelligible - 00:28:52] change. JULIA: I also have my mother's, her brother's, and their half sister's report cards from their Italian elementary school in Milan, Italy, all signed by their father, my grandfather. I have it right around the corner. They're in the back.11 LINDA: Very interesting. JULIA: I went to visit the schools that they attended when I went to Milan. LINDA: So now your experience seems very different from many of the Italian Americans that I have, and their family is situated [unintelligible - 00:29:33] north. JULIA: Yes. Yes. Most of the Italian immigrants were from the central and southern part of Italy. From the north, the population there was more educated, and there was more industry, so jobs were plentiful unless, like in my grandfather's case, you had an industry where he was an embroiderer at many areas that have cottage industries. He worked out of his own home, and he was not a particularly good business man. So when the wars came along and he lost a lot of money, building an apartment house, so the boys decided that they would all come to America. LINDA: But they actually left the first time before the war. JULIA: Yes. Three of them came before the war, and my father was the only one that went back because he was the oldest son, and he must received word that things were not going well at home. And so he went back to help out for a time, but then after the -- he had to go into combat. Then when he came back after the war, things were not much better, and he joined his brothers in America again. LINDA: What did your mother's people do for…? JULIA: My grandfather started at the age of eight carrying bricks. He came from a large family in [unintelligible - 00:31:20], which is in Lombardi. It's the same town where Mother Cabrini was born. She was a modern Italian saint. And because child labor was very common, he went to school to learn to read and write, but then he got a job carrying bricks to build the gas company, and I just recently found out that the gas company in Milan was built by a French firm. 12 And so after the building was built, he got a job in the company. I don't know what he was doing, but he probably started out by shoveling coal or whatever. They made gas out of burning coal. And eventually, he worked his way up in the company until at the age of 54, he was in charge of sending out the gas to the entire city of Milan. They had huge gasometers in which they stored the prepared gas, and it's very strange because when my mother and father bought their house in Roxbury right across Massachusetts Avenue, which was the main street outside—their street connected to Massachusetts Avenue—there was a huge gasometer meter that was owned by the Boston Gas Company. And so all of my early life, I saw the same huge gasometer that my grandfather was a part of in Milan. LINDA: Interesting. JULIA: Right. It's gone now, as they put in the southeast expressway. They took it away, and they have different -- now they bring the gas in by pipeline, so they don't store it. LINDA: Did you ever have any discussions with your parents about the fact that it was an arranged marriage, or was it just so common then? JULIA: It was very common. You married people that you were introduced to, or there wasn't any of this thing of going out on dates. The expression in Northern Italy for a couple who were interested in each other was [foreign language - 00:34:04], meaning they speak to each other. That was the expression. They stayed in groups. They're amongst the families, and a gentleman, once a young man was interested in a girl, his only access was through her family. LINDA: Now, what brought your father to Boston? JULIA: Because his brothers were here and he figured he could -- he was very, very nervous. After the war, he came back in a very light post -- what do they call it? LINDA: Post-traumatic syndrome? JULIA: Post-traumatic… LINDA: Syndrome, I think.13 JULIA: They didn't call it that at the time, but he couldn't stay at home. And so, he came here and he did mostly have [unintelligible - 00:35:04] for the rest of his life. LINDA: But initially, when he came in 1912 with his brothers, what brought them to Boston? JULIA: Because they -- the Italians had started coming to America around 1890, 1888-1890, and the word got back that you could earn a living, and his brothers happened to be there. They had an aunt, their father's sister, Luisa Milani, came around 1880 or 1890, and she was married to a man who was a stonecutter, and of course, marble and granite. They have quarries in Massachusetts and Vermont, and her husband was a stonecutter. In fact, he died of silicosis. And these men were skilled laborers, and they worked in -- where they made cemetery monuments and they carved, they quarried stone for buildings. So their aunt was here, and they have to have someone to sponsor them. So my first two uncles came under her sponsorship, and so did my father under her sponsorship. Then a younger brother came around 1928. He had remained in Italy after the war. He was the youngest, and he came later than they did. And he became an automobile mechanic, a very skilled one. So that's right. And then my father, he bought these two houses for $1,700 apiece, and his brother Vincent gave him a down payment to put down so he could get settled. They bought homes almost immediately after they arrived. LINDA: Is this on Lansdowne, which later became Pompeii Street? JULIA: Yes. Well, my father did, and then his two brothers bought homes in other places. And his brother Vincent started up the same family embroidery business that he was -- that was his trade the rest of his life. He had a factory in [unintelligible - 00:37:36] where he did a great deal of 14 [wobbler], the embroidered patches that they used to distinguish outfits and military units and all types of things like that. LINDA: What's the name of that company? Do you know? JULIA: It was Vincent Tomasine Embroideries. And in fact later, after the war, long after the war, he sold it to someone else. LINDA: I'm wondering why your father didn't… JULIA: He couldn't stand it. After the way, he couldn't stand indoor work. He just couldn't. He was too nervous, and the business of course was run very differently from what his father had run in Italy, a one-man shop, whereas my uncle, all of my aunts went to work for my uncle, and they would get contracts. Say, women will embroidered slips and embroidered underwear, and the manufacturers in Boston that were making rayon, nylons, shorts would send -- they would stitch up the fronts of the slips, then they would send them by the box-loads to my uncle, who would put them on frames and do the embroideries on the front, then they went back to the factories to be re-stitched, to be stitched and completed. So he did all the embroidery, work whether it was blouses, whether it was slips, whether it was anything else that had to be done. As I said, during the war, it was military patches. LINDA: Now, about your mantle, you have a beautiful piece of embroidery. Who did that? JULIA: My mother. Because her mother had died so young from consumption, my grandfather refused to allow his daughters to work in large factories, in a factory. He didn't want them to do factory work. And so at that time, clothing was made almost custom. They didn't have huge factories that churned them all by the thousands, and fine clothing for girl who was going to be married, her [foreign language - 00:40:00] was made out of fine cloth and linen. And there were many, many -- again, it's a type of cottage industry, but small shops that were girls that were hired for this skill in stitching and 15 attaching tucking, attaching waist, and my mother worked in a place where they made shirts, and all kinds of skilled work was done by hand on single machines. And then every year for the month, they were allowed to vacation. My grandfather took them to the mountains, and that's still customary today. Every summer, most of the Italians go off to the mountains of the seashore for vacation. They believe in that. Most of them can afford to do that. If they can't, then they go away for a week or two. LINDA: So let's talk more about Boston. What was it like living on Lansdowne Street? JULIA: We loved it. It was a good street, and the same people that lived there when I was a child, the girls that grew up with me, other than one or two who have died, are still my friends. I still maintain contact even though they might have been a year or two younger or older, that contact with those families have never really been broken. There were about 60 families on two streets in a very -- they were part of [war day], but they were off of Massachusetts Avenue near the south end of Boston, although it was officially Roxbury. And all of the landlords on those two streets were Italian, and they came from all parts of Italy from the Piedmont to Lombardi down to Abruzzo down to the southern part all the way to Sicily. LINDA: Yeah. JULIA: So I grew up learning many dialects, hearing many dialects, and my mother kept in touch. She wrote letters to her family and friends in Italy and relatives until she couldn't see anymore 65 years later. So I would see my mother sitting there late at night, midnight, writing to Italy, and then the letters would come back and… LINDA: Did she save those?16 JULIA: No. I did it. She didn't. I saved quite a few. I have quite a lot, and as a matter of fact, one of my mother's girlfriends, [unintelligible - 00:43:10], I think, married a man named [unintelligible - 00:43:18], and her descendants lived in a part of Milan, and our children, which would represent the fourth generation, this lady's grandfather worked with my grandfather at the Milan Gasworks. And my mother kept in touch all those years with his daughter, with her friend, because they were neighbors. LINDA: Let me just slide you hand through here. Okay. JULIA: And my daughters and my sister's daughters had gone to Italy after college and met them and stayed with them. So there were four generations whose friendship has stood the test of time. LINDA: That's remarkable. JULIA: They came to visit two years ago, and I've been there to visit twice with my mother. LINDA: So what was it like when you went back? JULIA: It was like déjà vu. I knew everyone that my mother introduced me to. I'm very fluent in the dialect, which is very seldom spoken now anymore, because after Mussolini came in, one of the ways that he tried to unify the country of Italy was to insist that they all speak proper Italian, whereas everyone who came to America during the '20s and before spoke the dialect of their own region, or their own village. In fact, many people on Pompeii Street could not understand my parents. No one could if they spoke in the Lombard dialect, because it was so different. LINDA: How did they communicate? JULIA: Because they did have a common -- they could speak in proper Italian. Many of them had gone to school. And I mean, they could -- if they went to school in Italy, then they could read Italian, but there was a common thread. It was very difficult though, because they usually never spoke in proper Italian. But the southern Italian spoke closer to the proper language.17 LINDA: The southern? JULIA: Yeah. The southern and central ones, they spoke in a manner that was a little bit closer, closer to proper Italian. And my mother wrote in proper Italian, and most of them have had elementary school educations so that they could communicate with their families in Italy. LINDA: Did your parents learn English? JULIA: Yes, they did. My father could read the American paper. They listened to the news on the radio, and of course, we grew up and went to school in America. And my mother was forced. It was very, very difficult adjustment because she frequently misunderstood what I said in English, and it made for a great deal of friction until enough years went by that my youngest sister came along 13 years after I did. By that time, my sister came to understand the Italian because in the family, my mother and father still spoke in dialect and all of my aunts and uncles, the same dialect. So we got it through hearing it. It wasn't until I went back to Italy the first time in 1973 that we went back for three or four weeks, and it was the first time that I had what you call an immersion, where everybody spoke proper Italian and I suddenly understood. Like a person who plays the piano by ear, I understood the Italian. And then, when I went back in '76 with my mother and sister, again I was exposed to about three weeks or so, or a month, of everyone speaking proper Italian, except in mountain villages, where I visited with my mother—they still spoke dialect. And of course, I was fluent, and I still am. LINDA: So let me see though. Do I understand this correctly? Your mother spoke the dialect, but she came to… JULIA: But she could read and write proper Italian. LINDA: Right. So when she returned, and people were speaking more proper…18 JULIA: Right. But we only did family visiting. LINDA: Okay. JULIA: And so everyone she could understand because she could write and she had learned proper Italian. And my mother remembered the lyrics, the words to the songs she had learned from nursery school. She was sent to nursery school. Remember, my grandfather remarried, and his second wife had two babies. And nursery school, [foreign language - 00:49:00], it was called. [Foreign language - 00:49:04] is the proper Italian word. And they had very fine nursery school for children, and so my mother and her brother and sister were sent to nursery school, and -- my mother told me a very interesting thing. Up until she was 15 years old and went to this private Catholic school that was run by the Sisters of the Sacred Heart in Milan, even then, they had a woman who was referred to as [foreign language - 00:49:43]. And I haven't exactly known how to spell it, but a woman accompanied all these children to all their homes. The school was not far from their homes, but the children were accompanied to their homes by a lady. Even when she was 15 years old, someone accompanied all these students to their homes. LINDA: So when they walked home… JULIA: Right. Unless the parents came to get them; and if they couldn't, then somebody took them home. LINDA: Wow. So getting back to Boston, do you have all of these different regions where they are different Italians… from different regions is what I mean… JULIA: And all we young girls, all of us, we would play together, and then we would compare how our mother said things, how we would, you know, be there laughing, and then we [unintelligible - 00:50:48]. My mother said it like this. My mother said it like that. And all of us learned the different dialects, or they understood them even if they didn't try to speak them. 19 We had an awful lot of fun. We played on the street. We played street games. We learned to dance on the street. Our mothers taught us to crochet and embroider. That was another way that we passed the time. And the mothers, because this was small street, when the housework was done or the middle of the day, they came out, and when they weren't arms akimbo leaning out of their windows, they were down in the doorways, and we were watched all our lives, all of those young years. Somebody was always watching and looking out on the street, so nobody got away with anything. LINDA: Now, do the mothers socialize together? JULIA: Yes, they visited each other's little lots. As I said, I think I counted one time; there might have been 60 flats. It's still in existence, that neighborhood. But it's been bought by a developer. In fact, my brother still owns my father's house. He doesn't live there, but he still owns it. LINDA: So you had all different kinds of generations… JULIA: And all different kinds of cooking and all different generations; and when they died, they were waked in the apartments. They were not waked in funeral homes. Many children were born on the street, so we saw it all. We experienced it all. And young people died. I had two friends who were wonderful, lost a sister. Both of them lost sisters at 21 years old, and the whole street was born. It was complete support from everyone, because these girls had been -- one died in childbirth at 21 years old, and the other one died from apparently a blood clot just after some surgery. And everyone went to Boston City Hospital because we were only five minutes away from it. LINDA: Were the mourning traditions different between different regions? JULIA: They wore black. Some of them never took off that black. Even in the north end, most women who lost their husbands would wear black for the rest of their lives unless they remarried. Some of them did the same thing 20 on my street; if they lost their husbands they wore black housedresses. It was just the custom. But several children died, two of them from spinal meningitis, which at that time was fatal. And I think one was nine and one was 14. And of course, women, they mourned. They wept. They cried. That was a terrible thing. It was a part of life, and they didn't try to gloss over it. They lost a child in childbirth. You could hear them sometimes screaming from the pain even though doctor might come, an intern might come from Boston City Hospital. I remember that one of my friends' mother gave birth, and she lived on the third floor across the street. It must have been an extremely painful experience. My mother was marking the floor gray-faced, remembering her own. LINDA: So there was very little privacy. JULIA: The flat was small, and there was very little privacy. We knew who got along, who didn't get along. And some of them, even though they came from the old country, if things got too bad, they will separate. But for the most -- and the women as they got older, our parents, not my mother -- my mother went to work during the Depression when my father had an accident and broke his leg. He couldn't go to work. My mother went to work at the army base stitching uniforms. But it was only for a short time. As soon as my father was well enough to go back to work, then she had to stay home. LINDA: … in that area generally help each other? JULIA: To some extent. I will say this. When the Depression came, even though we lived in an industrial neighborhood, there were many pieces of vacant land. We have no idea who belonged to them, whether they were city owned land or belong to the neighboring factories. We had two very huge laundries which are still in existence. They were linen services. They 21 serviced hotels, restaurants. They did that kind of thing, places that used a lot of uniforms. So the girls who were brought up just ahead of me, many of them went to work in the laundry. I did too for a short time, while I went to night school after high school, and then as I said, when I passed the civil service exam, then I went to Washington. And after that, I did office work. But as the women grew older and their children were out of high school, many of them went to work either in the laundry or in a box factory. But during the Depression, every family sectioned off some small piece of these vacant lots and grew gardens. That was natural for them; even my father had an enormous garden from a piece of land that was vacant near our home. And according to my sister—this was while I was in Washington—and my mother, he just grew marvelous vegetables. Everybody grew, even in their backyards. No piece of land went to waste. So I never knew anyone who went hungry during the Depression. They would find jobs for each other. You just have to let -- they worked for private contractors, and Italian contractors were making their way up succeeding the Irish. So if my father was out of a job, he would notify the Italian men in the neighborhood and somebody would find him a job. LINDA: Now, did you notice that these people from different regions, did they kind of stick together? JULIA: Yes, they did. They [unintelligible - 00:58:30] somebody bought houses close together and lived in -- and people from the Piedmont occupied apartments kind of close together. But it was a tiny street. It was very small. So you were all -- you just grew up together. And as the women, as the families lived there longer 22 and longer, they got closer to each other, so they learned to respect each other. LINDA: What do you think the unifying factor would be, would have been? JULIA: The fact that they were all immigrants, and that they were locked into these -- they were a part of this small neighborhood. So you have to get -- men played bocce at the end of the street. Then they set up a social club. A few of the men from Abruzzo belonged to the Sons of Italy. And in the summertime, they would have a bus come to the street, and all the Italians who wanted to would bring watermelons and macaroni and meatballs and Italian bread and cheese and salami. If you want to tour, you can get on the bus and they would go to public parks where the Sons of Italy would have a big day. There would be a dance pavilion. They would dance to all this Italian music and have picnics, and the young kids would let them go [unintelligible - 01:00:15]. LINDA: Now, did people growing up here, did they begin their own social clubs depending on regions? JULIA: No. There was just one, and most of them were… I think the ones that belong to it mostly were from the Abruzzo. My father belonged to it a little while, but he wasn't really active. But there were quite a few families from the Abruzzo region of Italy and they belong. And they drank wine; they made wine in the house. The grapes would come into Charlestown, Massachusetts on the trains, and every October they would go to Charlestown and they would order a truckload of grapes. Then they would borrow grinders—my father did too—and grind the grapes. They might make a [unintelligible - 01:01:08] with boxes of grapes and make wine. So whenever you went to visit then [unintelligible - 01:01:16] you were an adult, they always offer you a glass of wine. Everybody's cooking was different because they came from different regions. My mother never learned to make what we refer to at the time as pasta [foreign language -23 01:01:33]. But today it's knows as spaghetti and meatballs. My mother had to learn after she came to America. That was not part of our Italian food culture at all. My mother came -- Milan is near a rice-growing area. So in Northern Italy, you eat cornmeal, polenta, and rice were the staples, soups. But in Southern Italy, they were used to for special occasions, they would -- it was always with tomato sauce that was the standard pasta with tomato sauce. Very seldom, they eat rice. None of us ate much meat. Meat was eaten very sparingly. In the Lombard region, the main dish which is now becoming, and again, has become very, very popular is called risotto. That was one of the staples that I grew up with. And the holidays, we had -- at that time, some of the delicacies that are important today were not important. Things like [foreign language - 01:03:10] was not important, but my mother told us about the Christmas customs in her home. She always mentioned this [foreign language - 01:03:19]. Now you can buy it anywhere. They import it, because the fly it in, and we had special things that we ate on holidays. And my mother told us about the Christmas customs of her family. LINDA: So was that a strong tradition on Christmas Eve celebration? JULIA: Christmas Eve was considered even by the Church as a day of fasting and abstinence. Christmas Eve, when I was growing up, was a non-meat day, and amongst the Italians, who were not accustomed to dairy anyway, they use cheese. But on Christmas Eve, you ate neither milk products nor meat. You ate fish. Now, the southern and central Italians would celebrate. They might cook six or seven, in some families, 12 different kinds of fish dishes. In my family, we observe Christmas Eve very quietly with no kind of celebration at all. The next day on Christmas, then we would have -- we might have polenta, which I made this Christmas, by the way. 24 LINDA: Oh, you did. JULIA: Yes. LINDA: Now, how did you serve it? JULIA: I plugged in? LINDA: You are. Just having system -- hang on. Okay. JULIA: Polenta is made—and I can assure you because I still have a package of flour there. You can buy it today under the Goya brand; it's the only place I find it. But in my father's day, you went to the various Italian markets and they would have barrels of it, and you bought course ground corn flour, cornmeal, and then you just put it into -- I still have my parents' cup of polenta pot. Everybody brought their polenta pot from Italy. It was called, in the dialect, the parieu. LINDA: How do you spell it? Do you know? JULIA: Parieu, P-A-R-I-E-U. It's how you pronounced it. That's in Lombard dialect. LINDA: And that's the polenta pot. JULIA: Right. Let's see, how did they say it in Italy? Paiolo is the proper Italian word, I think, if I can find it in here. Paiolo, P-A-I-O-L-O or P-A-I-U-O-L-O; it's a boiler, a copper, a cauldron, a kettle, that they used for polenta. LINDA: So how did your family used to serve the polenta? JULIA: The polenta was made in this copper pot that had a rounded bottom designed to hang from a crane on a fireplace. Because in Italy, they didn't have stoves, not even my mother's family, who lived in an apartment in the city, had a stove; they had small gas light burners. But if you have -- we have kitchen rangers, black iron ranges, and they would remove the round top on one section of it in the front where the fire was farthest, and boil a certain amount of water when you have much water to boil. And then you very, very slowly added the cornmeal. You added salt, maybe a little piece of garlic, and you slowly add in the cornmeal. 25 Now, one person has to hold the pot so it wouldn't tip over. And my father, that was my father's job, to stir that cornmeal until it was very thick and firm, and used an old piece of broomstick to do this, a [canalla], a piece of stick, like a piece of broomstick. Then when it was very firm, they would put down a cutting board, a piece of board on the table, cover it with a flour sack that had been -- a clean dishcloth. They used to make dishcloths out of flour sacks, the women, unbleached muslin. And my father would take that big kettle of polenta and dump it over on top of this cloth and then cover it. Then they use the string to cut it. You cut it because it would slice down with the string. And I've met many people in Fitchburg who remembered that same system of cooking polenta and cutting it with the string and dumping it over onto something. And we served it with various kinds of stew. Now, the southern and central Italians would most likely serve it with a meat ragout or Italian tomato sauce that they might use for any pasta dish. We served it with a stew that was called cassoeula, very difficult to spell, C-A-S-S-O-E-U-L-A. It was made from savoy cabbage, Italian sausages, spare ribs, and cooked with carrots and onions and garlic into light -- but no tomatoes, celery, into this wonderful stew, and I made it this Christmas. So from now on, as long as I'm alive, that's what we'll have for Christmas, and that's what we ate. Or they would make a rabbit… make a stew out of rabbit or chicken. But that's how we ate it. Then my father would eat it with gorgonzola cheese. And the next day, you sliced it and cut it and fried it with eggs for lunch or supper. I had an uncle, an old uncle, who lived with me after he was widowed, and he used to slice it the next day and layer it with milk and onions and bake it. And you can use polenta like you can use potatoes or rice with anything. It's delicious. My Irish husband loves it. Right, the kids love it. And you can make it out of a Quaker oats cornmeal too, but I don't like it as well as I 26 do the coarse meal. It has become quite popular again in upscale restaurants. LINDA: Now, when your mother would serve it on the board at the table, did… JULIA: Yeah. Put your dish there, and my father would take the string and the slice would fall on to the dish, then she'd serve the stew from the bowl or the pan. LINDA: I've also heard of people in Fitchburg, their mother would lay it out on the board, and then everyone would kind of eat it… JULIA: I have all that. Now, the first one I met since I've been here that tells me that, but I have a very close friend whose parents have 13 children, and the father made a big, long table to accommodate them. They lived in my father's, one of my father's flats, and when they made the polenta and the tomato sauce, he would lay it out on this table, and every child would have, every person would have a section and would eat with his fork or spoon, then they would put the tomato sauce over it. Right. LINDA: That's interesting. JULIA: Right. LINDA: So now, living with all these different regions or people from regions, were there different patron saints or celebrations? JULIA: A lot of them had relatives in the north end, and the north end was really the center of the Italian religious community, and so some of them would visit their relatives on feast days. Some of the Sicilian women who had relatives in the north end, they would go to the north on feast days. But we didn't do that. They would celebrate the feast days now that I think of it by cooking special foods, and a lot of them have like little [plaster] saints, and they would always keep votive candles, which was strange. They were little wicks that floated, little wicks, and you lit the wick, and they'd have like some kind of maybe a little asbestos washer, some little washer. I haven't seen those for 50-60 years. I haven't seen them. But I remembered the women used to keep -- a lot of the Southern Italian 27 women would keep votive lights. They would pray for their families and pray for good health, and they were attached to devotions to these different saints, or St. Joseph or the Virgin Mary, and they would keep little votive lights. I'm trying to think what -- they didn't have racks in them, but I don't know what the liquid was in these -- I mean, they still have the same candleholders. I got them on my dining room table right there, but they didn't have -- I don't remember the candles. I remember these little wicks./AT/jf/lk/es

Part one of an interview with Salvatore "Sal" Pisciotta. Topics include: How Sal became a barber and eventually quit because he didn't like the work. How his parents immigrated to the United States from Italy. His parents lived in Ashburnham, MA and then moved to Fitchburg, where Sal was born. His parents were uneducated and the disadvantages they faced because of that. Stories Sal's parents told about Italy. How his family felt when World War II broke out. Sal's feelings about the events of September 11th and terrorism in general. His father's work as a laborer. The differences in how girls and boys were treated in his family. Education. What his mother was like and what a typical day was like for her. The garden his parents kept. Memories from his childhood. The food his mother used to prepare. His mother's experience working at a mill. What it was like to buy groceries and have ice delivered. Making wine and sausages. What Fitchburg was like when Sal was growing up. The boarders his parents housed. ; 1 LINDA: This is Linda [Rosenwan] on Friday, November 9. It's 9:50 a.m. We're with Sal Pisciotta, 208 Woodland Street in Fitchburg. And hello, Sal. SAL: Hi. Hi, Linda. LINDA: Okay. Here we go. So why don't you tell me -- you were just telling me a little bit -- I hate to ask you again, but tell me what happened after you graduated from Fitchburg High School in 1948. SAL: Oh. I went to barber school in Boston; that was for six months. Six months course, and then brother Joe and I, we opened up a barber shop down the street here, you know, in Fitchburg. And I always disliked being a barber, but I was forced into it. I always wanted to be civil engineer, but I mean, in those days if your father or brother was a barber you had to be a barber or a tailor or a cobbler or what the heck ever they were. LINDA: So he was an older brother. SAL: Oh, yeah. He was 17 years. I never grew up with him. I mean, I never grew up he and I being brothers. I mean, he was 17 years. He was… I was 3 years old when he got married, so we never grew up being close as brothers. And then the Korean War came along, I got drafted, and I went to Korea. I was there for, well, 15 months in the 24th Division. When I came back I wanted to go to school but then I got married, and one thing led into another. I went back into barbering, but then that was it. I couldn't take it anymore. I just had to get the heck out of there. LINDA: Did your brother know that you hated it? SAL: Oh, yeah. He knew it. He didn't want to see me leave, but hey, I quit. I told him I was leaving, then I had problems with my wife and I couldn't find a job. The country was in a recession back in '63, '62. So finally I landed this job in Leominster for the Doyle Estate, which was a wonderful thing, working for this lady. She's been very gracious and great to me and my three children. And that's it. I'm supposed to be retired here. LINDA: Okay, so we're going to stop the interview. Again. SAL: Okay. What we said is all gone, right? LINDA: All gone. We were just starting. See, it's at two minutes again.2 SAL: Okay. LINDA: Because we were just talking about -- so we won't talk about her personally. SAL: No, please, no. Don't say it. Nothing about her personally. LINDA: Okay. So then let me thing back what we should talk about. SAL: [Unintelligible – 00:02:55]? LINDA: Yes, we could start there. So your parents, Antonio… SAL: Antonio and Antoinette. LINDA: Now, did they come from Italy together? SAL: Yes. He came -- Dad was born in 1883. He went into the Italian Army. I think he was in the Italian Army a couple of years. Then he came to America, I think it was in 1906, or '07, whatever it is. And he worked in the Sumner Tunnel in Boston, I'd say. And then I guess he got laid off. He got laid off, and then he was going to go back to Italy. You know, the Italian government was calling these people, these immigrants, these Italian people that came over here. There was no work, and for $5 you could get on ship and go back to Italy. And my father had bought a ticket; he was going back to Italy. He was down on Hanover Street or one of the streets in the North End, and he met another Italian man, and they asked my father where he was going, where he was working. And my father says, I have no job here. I'm going back to Italy. So he said, tomorrow you meet at a certain place here in Boston, and we're going to go to Wellesley. In Wellesley there was a very, very wealthy man that has horses and stables and greenhouses, exactly what these Italians could do. So that's how my father went to work there, and he worked there for a few months. Then he did go back to Italy, and he was going to go marry this woman that he had left that he was in love with.3 Come to find out, she didn't wait for him. She had already gotten married to somebody else. So he struck up a relationship, which I think actually was a fixed marriage, with my mother. And anyway, he met somebody on the street, another -- I think Papa says once he was the mailman or something and says, Tony, get married and go back to America. Italy is about ready to go to war with Tripoli. LINDA: Oh, so wait a minute. So he did go back to Italy? SAL: Yes. Yeah. He went back to Italy to get married, but the woman that he was in love with, that he liked, she already got married. A letter carrier said to him, go back to America; that Italy is ready to go to war with Tripoli and that's when the 1912, I think it was, Dad came back with -- and she was 19 years old and my dad was 27, I guess. In 1912 they came and they landed in Boston. LINDA: So at this time he had been -- it was a married arranged for him, to a 19-year-old Antoinette. SAL: Yes. It was just, in those days, it was all arranged marriages. LINDA: Yeah. So they both came back here? SAL: Yeah. And I think they settled in South Ashburnham, a little jerk town up the street here, in South Ashburnham. And then he raised his family there. LINDA: Now, why do you think he ended up there? SAL: In those days, Linda, if Joe came, or Frank came to America, he would call him brother and his brother, he comes to America and didn't even know how to speak English, so where do you go? You go with your brother, or you go with somebody that you knew that called you. Then when you get here, you call your father-in-law or your sister-in-law, whatever it is, and you all get together. Because in those days, they all came here to Fitchburg. There was quite a population there was here, they call it the patch down on Water Street, and there was a lot of Italian people.4 But had there been work here in Fitchburg, today the Italian population would have been greater than it is in the North End of Boston, because what had happened was the work stopped. There was no more work, they weren't building any more factories, and then they started building the State House in New York, and all the Italians -- not all the Italians, but a lot of Italians, picked up their roots here from Fitchburg and Leominster, and they went to Albany, New York to live. LINDA: So who did you father follow then to Ashburnham? Do you know who was living there? SAL: Oh, yeah. His brother. LINDA: His brother. SAL: Yeah. LINDA: Now, what kind of work was he doing there? SAL: Laborers. That's all they ever do. Laborers. In those days they were building the paper mills, and that's it. A pick and shovel. There was no call up the cement truck and the cement truck come over with some cement. Everything was made by hand. It was laborers. And they were getting maybe $5 or $6 a week, and that was it. A week. Not a day or an hour, a week. LINDA: Now, where were they living, do you know? Were they living in a boarding house? SAL: No. It was a regular house. In fact, my daughter, Cynthia, lives up the street but the house is demolished now. The house isn't there anymore. Then from there they moved from South Ashburnham, they came down here on Orchard Street here in Fitchburg. They lived there for a few years, then they moved to [Edlee] Street and that's where I was born 72 years ago. LINDA: So what made them come to Fitchburg? SAL: Because one of his brothers was here, and there was work. LINDA: So he had a brother in Ashburnham and then Fitchburg?5 SAL: Then they came to Fitchburg because there was work here. They were building the paper mills, there was work. That's what they would do. They would just follow wherever work was, and then these Italians, the woman, would take in their brothers as boarders, so maybe about 65, or 70, a dollar a week they would cook for these guys, they would wash their clothes, iron, for a dollar a week. Cook their meals, make their lunch. That was America. They were the ones that built this country, those immigrants. Not only the Italians, I'm talking about the Swedes, the French and all that. Of course, and then the Italians. And then you get the Englishmen that came to this country and those -- is this being…? LINDA: Go ahead. That's fine. That's what history's about. SAL: So we got all these people that came over from Ireland, those guys ended up with the good jobs because they knew how to speak English. You get the Italians, the French, the Polocks, what do they know? They don't even know English. And that's how all the Kennedys and the rest of those rich families survived. Or got started. LINDA: That's what was so interesting about my interview yesterday. I think I told you, the Italian Citizens Club, with the [unintelligible - 00:10:20], was that they formed so that the Italians, they could teach them English and get them to become citizens and then show them the way to get better jobs. So they had to do that because there was a language barrier. SAL: Yeah. A language barrier. Like my father. My father and mother never went to school a day in their life. LINDA: Did they ever learn English? SAL: Yeah, they learned English. Very, very broken English, but they never went to school. I mean, we spoke in the house; it was all Italian as we grew up. I mean, with my mother and father usually would speak Italian, but amongst us kids it was English. But amongst Mom and Dad it was always Italian. LINDA: So they never became citizens?6 SAL: Oh, they did. Yeah. LINDA: Oh, they did? SAL: Yeah, during the Second World War, and then I can still remember before the Second World War my father became an American citizen. He was the happiest guy in the world. Then my mother, she became a citizen because she had a son that was in the Navy and he was in the war, and automatically she became an American citizen. LINDA: Wait, how did that work? SAL: What's that? LINDA: She automatically became a citizen? SAL: Her son was in the service, and I guess contributed to his country, and she just went to city hall one day and they had the ceremony and she became a citizen. But she never went to school. She never even knew how to sign her name. LINDA: I have my grandmother's passport where she has just an "x" where it says, sign your name. SAL: Dad could sign his name but it was… anyway. LINDA: It's amazing, though, isn't it? That they could come here and… SAL: They're the ones that built this county, right? LINDA: So you said your dad was the happiest man in the world. SAL: Oh, yeah. He was so proud. He became an American citizen, and he never had any desire to go back to Italy. He says, America's my home now. I want to stay in America. I don't want to go to Italy anymore. LINDA: Isn't that amazing? I mean, can you imagine yourself going to another country and…? SAL: And not even speaking a word of English? LINDA: And not becoming a citizen? SAL: And then becoming a citizen. Yeah. LINDA: So where were they from in Italy? SAL: Salemi. LINDA: Is this in Sicily?7 SAL: Yes, it's in Salemi. S-A-L-E-M-I. Salemi. Province of Trepani. T-R-E-P-A-N-I, Sicily. LINDA: Spell the Salemi again? SAL: S-A-L-E-M-I. LINDA: All right. So both your parents were from there? SAL: Yes. LINDA: Okay. So do you ever remember them talking about the old country? SAL: Oh, yeah. My father told me -- he would tell me that when he was courting my mother—because where they came from was all hills and mountains and there was no flashlights in those days and they used to have like a lamp and the lantern and my mother lived in the hills—and at nighttime he would slip, he would fall 200 or 300 feet down the cliff running. She came from the hills, poor thing. Nineteen years old she came to this country. Never went back, never saw her mother or father anymore, but anyway. LINDA: Did she used to have anyone write letters? Well, they probably couldn't read them. SAL: No, they could. My sister could speak Italian, and they would call [unintelligible - 00:14:11], but then naturally when the Second World War broke out, they were, you know, we were against the war on Italy, against Italy, so there was no communication then. LINDA: How did your parents feel about that when the United States was at war with Italy? Do you remember anything? SAL: That was terrible because they figured they were Americans, and they thought it was stupid that he got -- Mussolini in those days, got involved with Hitler. They thought it was a disgrace. The Italians, you know, if you look at history, they were the ones that turned against Hitler and the Italian army gave up. Every time they would see the American army coming they would always wave their hands and give up. They didn't want to fight. LINDA: So did your father have any brothers or sisters that stayed in Italy?8 SAL: Oh, yeah. Yeah. There were two of them, I think, that stayed in Italy. Sisters, no he didn't have. He had brothers. One of them was here in American, and two of them, I think, stayed in Italy. But he never saw the ones in Italy anymore. LINDA: He didn't try to get them over here? SAL: No. LINDA: No? What about your mother's family? SAL: She tried to get her brother over here. I can still remember going to city hall, and she tried to get her brother, whose name was Salvatore also, and the girl at the city hall says there was a quota in those days of foreigners coming into this country, and we asked how long it would take before her brother came to America, and they told me seven years. In those days. Today, what the hell happened to this quota? Right? So I guess he got disgusted or discouraged and he moved to Venezuela. And he did come here. He was here to visit my mother. He was here for about four or five weeks and then went back to Venezuela. But what happened to the quota in this country where you had to wait to come in here? Now the doors are open and every [screwball] can come in and out as they please. Right, Linda? LINDA: Do you think we'll go back to a quota system? SAL: No. LINDA: No? SAL: Of course not. Hey, you've got Bush, who just says what? Mexicans, a couple of months ago he says there's three million of them and we're going to go make them all American citizens. LINDA: How did people of your generation -- I mean, do you talk to your friends about what happened on September 11th? SAL: No, it's a tragedy it happened. And like everybody else we haven't seen nothing here. What the hell? Everybody that's -- not everybody, but that's the consensus… anybody doesn't have to be a brain surgeon to 9 figure that out. That war's going to be worse. [Unintelligible - 00:17:32] watching the bridges, they're watching the water supplies, airports. It's too bad. LINDA: I just always wonder how veterans of the war feel, because at least you knew who the enemy was, and you knew the country to attack. SAL: Right. And we would attack the enemy. These people, September 11, they attack these poor civilians, which was terrible. I mean, if they want to attack an army base or a Navy base or a ship, okay, that's war, like Pearl Harbor was war. But these people… again, it's their faith in Allah and the Mohammed and the wacky people that they are. But they're never going to erase terrorism. You're not going to wipe it out in this world. Never. [Unintelligible – 00:18:37] Mohammed and [unintelligible - 00:18:38] what the hell. You know it. There's another hundred guys right behind him that are worse than him. Am I right, Linda? LINDA: I'm afraid you might be. I know. That's a bad situation. SAL: Yes is it. It's terrible. LINDA: You think back to how your parents were. Their concern was putting a roof over their children's heads and putting food on the table, and now… SAL: Now we -- right. That's terrible. Like you say, you've got to worry about your grandchildren and your children, and that's… we've seen the better days of America. Let's put it that way, Linda. LINDA: I think of how heartbroken my grandparents would be to see something like this. SAL: Oh, God. They wouldn't believe it. When you see two big buildings like that just crumbling down, it's unbelievable. LINDA: Well, so getting back to… SAL: Do you want a cup of coffee? LINDA: No, do you? SAL: No. LINDA: I'm all set. SAL: You're all set?10 LINDA: Thanks. Every time I talk about it I get a little… SAL: Well, naturally, of course. It's a terrible thing that's happening in this country, and in the whole world. Even Italians, in Italy they're having their problems, too. [Unintelligible - 00:20:10] a few more, they had explosives in their car, they don't know where they were going. Anyway. LINDA: Back in your father's day, or even when you were younger, people just loved America. They even liked to be here. Now there's such an anti-American sentiment. Just, you know, in a relatively few short years things have really changed. SAL: Well, you know, America is the greatest country in the world, there's no question about it, okay. But the trouble with this country, I mean, is we try to force democracy down the throats of a lot of these small countries. Hey, let them live the way they want to live. If they want to live in communism, let them live in communism. Why do we have to spread democracy all the time? Am I right? It's a good forum, it's like a lecture. They want the communist rule, I mean, there's no more communism out there, I guess, and there's more crime. But anyway. LINDA: So your father must have been somewhat old when you were born, not old but what, like 40 years old? SAL: Oh yeah, he was. I think he was 42 or 43. LINDA: So he was still working as a laborer. SAL: Yeah. No, he worked in Simon's, it was a steel -- it was near Fitchburg, it was where they fabricated saws and paper knives and stuff like that, [unintelligible - 00:21:53] Steel. He worked there for 32 years, then he retired when he was 65. LINDA: So what did he do for them? SAL: Labor. Just hard work, just a hard laborer. LINDA: But it must have seemed like kind of a cushy job after working outside with a shovel. SAL: Oh yeah, I'm sure it must have been. But I mean, the way he was talking I guess they had this kind of a stones of a brace of [unintelligible -11 00:22:23] and they'd grind them down. I'm sure it must have been hard work for the poor guy. Then he used to walk back and forth to work to save a nickel or a cop there in those days. LINDA: How far is that? SAL: It used to be on North Street, right on Main Street. Right here at [unintelligible - 00:22:40] College, North Street. LINDA: Okay. He would walk from here? SAL: He would walk, yeah just to save a nickel on the bus. LINDA: He probably didn't have a very -- he didn't have [unintelligible - 00:22:55] back then, right? SAL: Oh God, no. Just a hardworking man, that's all he was. Poor guy, I feel so sorry. What a life he lived. But anyway. LINDA: Why do you say that? Because he worked so hard? SAL: Oh, he worked so hard and didn't have all the conveniences that we have today. We didn't have a telephone in the house. I think we had to go to the fire station to use the telephone. There was no telephones back when I was growing up. I think I was about five years old before I ever sat in an automobile. LINDA: So tell me about making a phone call. You'd walk down to the fire station? SAL: Yeah, there was a fire station. So you'd make a telephone call to somebody. We didn't have a phone. LINDA: Did they charge you? SAL: I don't remember, that I don't remember. But the first one we got was a four-party telephone. The phone used to ring three or four, that's not ours, that's not ours. LINDA: I vaguely remember my grandmother having that, yeah. SAL: We had a four-party telephone. LINDA: So tell me what your mother was like. SAL: Very strict. She was a strict woman, yeah. She brought up five daughters, and not one of them ever crossed the line. Real proud girls.12 LINDA: Were girls and boys treated differently? SAL: Oh yeah. To an Italian woman the sons were always the favorite. Yeah, I was the favorite. Especially the oldest one, he was always the favorite one. LINDA: Now, was that Joe? SAL: Joe, yeah. LINDA: So he decided to be a barber. That was a good decision that you would have to follow? SAL: Well. LINDA: A good decision for him. SAL: Good for him I guess. And in those days we didn't have the opportunity to go to high school anyway. At 16 years old everybody had to quit and go to work. LINDA: Did you quit high school? SAL: No, I graduated in '48. Out of seven, my sister Millie and I were the only ones that graduated. LINDA: You were the youngest? SAL: I was the youngest, yeah. LINDA: And she must have been a young… SAL: Millie right now I think is 78, I think, 79. LINDA: So did your parents think that education was important? SAL: Yes, they did, but food on the table was more important, yeah. LINDA: So were the children expected to go out and get jobs and contribute? SAL: Yeah, we all had to pay board in those days. Yeah, whatever the pay was that you brought into the house, a certain percentage had to go to the household, to my mother. She was a strict woman, very strict. But she was a good lady. Poor thing, she spent eight years of her life, eight years was in a nursing home after Alzheimer's I guess, after the sclerosis. Poor thing, didn't know who the hell she was, she didn't know who we were either. LINDA: Did she die after your father?13 SAL: Yeah. LINDA: So what was her day like every day? SAL: Well, when she was younger [unintelligible - 00:26:50] with her kids. She even worked in one of the yarn mills here in Fitchburg; she even had a job. I mean, she was a hardworking woman. And I used to remember her doing the canning; she'd can tomatoes and beans and dad had a little garden a couple miles away from here, a little piece of land. And he used to make his own grape, his own wine, rather. And it was great. All the Italians around here were living the -- I mean a lot of [unintelligible - 00:27:22] and the trucks used to go by this time of the year loaded with grape from California, and we would go down south, he would buy the grape, and we'd go down in the cellar and we would make two or three barrels of wine. All the Italians used to make barrels of wine. It was interesting, it was very interesting. But it's all gone now. I've got fond memories of that. LINDA: So it seems like maybe it didn't seem like work. But it was the way of life. SAL: No, it wasn't. The way of life, right. LINDA: So was it typical for a family to buy a little piece of land to garden? SAL: Oh yeah. They all had to have their grape arbor, had their grape arbor and land. They all had to have their piece of land. They had to grow their squash and their tomatoes. Well, most of them anyway. LINDA: So who would take care of the garden? SAL: My dad and I would. Come home from school, my father, he would come home, and there was no cars in those days, we used to have a big wagon. We'd pull the wagon, the garden was maybe a quarter of a mile away, half a mile away from here, and we would go up there. After school there was no going to play football with the kids or going swimming; it was work, work, work. That's how it was. And I would help my father. He would plant this and plant that. The poor guy didn't know how to read how to 14 plant this and what you should do, and I used to read and explain everything to him. LINDA: So who owned the land? I mean, did one person own the land and they kind of subdivided it? SAL: No, he bought the piece of land from the seller, the man who owned a lot of pieces of land. Of course, they're all houses now, but in those days it was all woods and stones, and he would, one of my uncles with a horse, they cleared all the land, chopped down all the trees, piled up all the stones. They cleared the land themselves. There was no bulldozers in those days; everything was done by hand. LINDA: Where was that? Do you know the street? SAL: Yeah, it was off between Herd and Exeter Street. LINDA: Now, did he continue doing that all the way? SAL: Until he passed away, yeah. LINDA: And what happened to it? SAL: The land? His dream was always having a house on this land, but my mother, in those days, again, five daughters, she figured if he built a house there was no men or boys that was still bringing in the pay. In other words a girl gets married, she's out of the house, there's no more money coming in. So my father went to one of the lumberyards in those days, I think it was $4,000. It would have cleared the land, built them a six-room house, and turned over the keys for $4,000. And my mother says no. She says we've got five daughters, there will be no money coming in. So that broke my father's heart. He never seen a house on that piece of land that he had. So he passed away, and the funeral parlor up the street here -- next to the funeral parlor there was a house, and it belonged to, I guess, his aunt or something, and he bought the land from him, my brother Joe, and they moved the house to the land over there, and somebody else is on our place now. The land is gone. LINDA: So why is it that your generation didn't keep the garden still?15 SAL: Number one it was a lot of work. And then my sisters all got married, and they would have a little garden behind their house. But I mean, as far as that big piece of land that my father had, nobody was interested in it anymore. Then I went into the service, the land just got lost. My brother Joe sold it to this undertaker over here and he moved the house. The house is on the land now. LINDA: So do you think your father had that garden to feed his family mostly? SAL: Oh yeah. Oh yeah, definitely that's what it was for. And they used to have a little -- everybody had a shack, my father had a shack, [oceandino] they'd call it, a shack on there. And he had a little stove in there. I can still see my mother with the tomatoes cooking her tomatoes on the wood burning stove. And there was a little bed in the corner where my father would get tired during the day working, he'd lay on the bed and take a nap. That's one thing about him, every afternoon he used to take a nap. Even if it was for 20 minutes, Dad would always take a nap. LINDA: It's the Italian way, right? They still do that now. SAL: Yeah, he used to take his nap. And Mom used to do all the canning. We used to go up there, we were kids, we used to go up there and had a big table underneath the grapevine and there was a well. We used to pump water out of the well. It was fun. I mean, you don't see that anymore. LINDA: They used to have a shack right on the land? SAL: Oh yeah, there was a shack. LINDA: And what was it called? SAL: Well, in Italian oceandino. But yeah, there was a wood burning stove in there, a nice wood burning stove. And there was a bed. And Msom had a table in there and chairs, and when it would rain we would eat inside. If not we would go outside to eat under the -- it had a grape arbor with a well, the well, and then there was a grape arbor all around. LINDA: Was this on weekends mostly? SAL: Weekends, or even after school. Get out of school at 2:00 and we used to walk up there, and Mom was there doing the canning. There was no cars 16 in those days. We used to have a big wagon, put everything in the wagon, and come down through the streets with the wagon. LINDA: So can you still smell that sauce cooking? SAL: Sure can. Boy, she could make it wonderful. And pizza, she used to make that pizza, not that stuff you buy in the stores today, that little thin stuff. She used to make the regular Sicilian pizza with about a good inch thick, yeah. LINDA: What other kinds of things did she make? SAL: She wasn't a fancy cook. Like I said, she left Italy when she was 18, 19 years old. But no, not to knock my mother, but she used to make a tremendous sauce. She used to do a lot of cooking with ricotta, you know that cottage cheese, ricotta. And a lot of fried stuff in those days, like fried peppers and fried squash. But real fancy dishes, no, poor thing, she didn't know anything about that. LINDA: Did she make her own cheese? SAL: No, no. LINDA: Did she use a lot of fish? Did she… SAL: Not too much. Mom didn't go for fish so much. And the fact that she didn't… she really didn't cook with garlic. LINDA: No? SAL: You know why? The poor thing, she was in the mill down at [unintelligible - 00:35:25] yard, and all the Italian women, the bosses and those ladies, they used to call them hey, you garlic eaters, you garlic eaters. My mother got offended because they would call her a garlic eater, and she never would cook with garlic. That's something, huh? LINDA: So do you think she was afraid that she'd smell like it? SAL: Yeah, she'd smell the aroma. LINDA: So when did she work at the mill? SAL: Oh geez, it was when I was born. After I was born, actually. It could have been in the early '30s, had to be. LINDA: So who was taking care of you?17 SAL: My sisters. LINDA: What else can you tell me about her experiences at the mill? SAL: Well, other than they were known as garlic-eating Italians, women were known as garlic-eaters; that's about all I can remember. I know there were long hours. She used to leave here about half past five in the morning and start to work at six. She used to work from six to twelve I think it was, or six to one. Then come home, wash clothes. And really, there was no fancy washing machine like they have today. I still remember her with an old scrub board. LINDA: Did she ever get the washing machine with the rollers? SAL: Yeah, yeah. Old Maytag, I remember that with the rollers in the back and you feed the -- she got that… and had a wood-burning stove. And that thing used to shine, God you could see your reflection on that black [unintelligible - 00:37:20]. And that thing used to shine, and gosh it was clean. She was immaculate, my mom. She used to have a big couch, not a couch but a piece of furniture over there. The telephone would ring and she would be there. While she was on the phone she would have the rag and she was wiping it, and my father would say [unintelligible - 00:37:47] when you're dead in your box you're still going to have that rag, you're still going to be wiping and wiping. She was crazy clean. Oh God, clean. God, was she clean! LINDA: Did she expect all her kids to be clean? SAL: Yeah. LINDA: Were all the [unintelligible - 00:38:11] immaculate too? SAL: No, it's not. LINDA: Looks like it. SAL: No, never, far from it. Messy. Messy, messy, I've got to get that damn counter cleaned. LINDA: So what was life like for your sisters when they got home from school?18 SAL: They helped Mama do the cooking, wash the clothes, do the shopping. But like I said one of my sisters was the only one that had the opportunity to graduate high school. But the rest of them at 16, they all had to quit and they had to go to work. And they all did their share when they came home as far as working and housework. There was no fancy supermarkets like they are today. LINDA: So tell me, what was it like to buy groceries? SAL: There used to be a little First National store down here, First National store, okay. And then the bottom of the hill there used to be another [Gigopies] market. And you just used to buy groceries for the day, whatever you needed. The bread, they used to make their own bread. I can remember coming home and my mother having that big wooden shovel making the bread and making the dough rise. There used to be a big pan and she used to put that on there, that dough would rise up, and then the dough that was left over, she used to make pizza with it. Yeah, they used to make their own bread. LINDA: So would they make the bread for the week? In one day? SAL: Oh, yeah. Yeah. LINDA: So whose job was it to knead all the bread? SAL: She would do all that. LINDA: She would? SAL: And my sisters, too, would help her. But mostly she would do it with her flour. She used to buy flour by 50-pound sacks. LINDA: Now, did someone used to come around on a truck and sell the flour? SAL: Yeah. Then there used to be trucks that used to come around, and they used to -- I can still remember, they used to come around, they used to sell -- maybe even was -- oh, geez. There used to be -- next street over there used to be a guy that used to go around with a horse and the meat in the back, he had a covered thing and he used to sell meat. Imagine that? Unrefrigerated. With a horse. A horse-drawn cart and go around, and then maybe about once a week or twice a week there used to be trucks that 19 used to come in from Boston, and they had all kinds of Italian cheese and Italian food in these trucks, and the mother or the people would go down and go around the truck, and they'd have all these goodies that they would be selling. Cookies, Italian cookies, cheeses, olive oil. LINDA: So did they go up and down all the streets? SAL: Yeah, they would go down the street, but they would go mostly to where Italian families were. They knew where the Italian families were. There used to be a lot of Italian families here in Fitchburg at one time. Even in this area here. A lot of them. But now they've all passed away now and they're married and they're gone. LINDA: Did they used to ring a bell? How did you know they were coming? SAL: Sometimes, if they had selling dishes they used to [hit] the dishes together and you'd know they were coming, or they would lay out in the street and yell out [foreign language – 00:41:56], which meant, "chickens, chickens, chickens." They would sell chickens, too. And in those days, too, they used to sell the chickens. They weren't like going to the [unintelligible - 00:42:05] market or buy them all packaged. You had to buy them, and I remember my father on the shed, he used to take the chicken by the neck and pull it, and the poor bird would bop-bop-bop, and he'd have the hot water going, stick it in hot water right away. You had to pull all feathers off before the water got cold. That's the way they used to do it. LINDA: Did you ever learn how to do that? SAL: No, but I didn't want to learn how to do that. Put the place together while he went, and then I clean all the innards. Thank God for [unintelligible – 00:42:45]. LINDA: Did your family eat meat much? SAL: No. No. What we ate was mostly chicken, but she would cook a lot of Italian dishes. Peasant dishes. Like lentils. LINDA: Thank you. Thanks for understanding. So we were talking about cooking. What do you think about what we were talking about?20 SAL: She would make the peasant dishes. Ricotta with cheese, [unintelligible – 00:43:26] escargot, ricotta with [unintelligible - 00:43:29]. LINDA: What's that with the [unintelligible - 00:43:32]? SAL: The lentils. LINDA: Oh, lentils. SAL: Come on, Linda. Don't you understand? LINDA: I guess not. Now who made the decision to buy groceries? Who decided how much money to spend? SAL: Oh, no. Mama would do that. Mom would do that, yeah. On Friday night in Fitchburg there used to be -- on Main Street there used to be an old A&P store years ago. And Millie, who is the only one that knew how to drive then, we had a 1938 Dodge that Papa had bought then. Of course, he couldn't drive. Naturally he didn't drive, and she was the driver and she was the chauffer. And Friday nights I could still remember them, Mama and Millie, would go down to A&P and do the grocery shopping. Let's see. What else can I tell you? LINDA: Well, what about the -- I like the stories about the trucks coming in from the North End. What about ice? Do you remember ice being delivered? SAL: Yeah. Ice. There used to be an ice truck that used to come around, and then what you would do, the ice truck would stop, and we used to have iceboxes in those days, naturally. And there used to be a card that you put at the window and it was either 25, 50, 10 cents, or a nickel. In other words, if you wanted the 25-cent piece you would put that standing up, 25. Do you follow me? If you wanted a 10-cent piece then you turn the card over. And the iceman would chop a piece, put it on his back, and bring it up and put it in the icebox. And he put that -- most of it, the iceboxes were in the sheds. They used to have sheds. Do you know what a shed is? Outside of the house there used to be up on the porch, there used to be like another little, a little but no heat in there, and we put the [unintelligible - 00:45:33] stuff like that and 21 put the icebox -- we used to call it the icebox, was in there, and then there was a pail underneath for the water to drip. And sometimes if you forget to empty the pail, you would hear downstairs, they were knocking on the ceiling that the water was running down through the house. You had to empty this pail. Yeah. LINDA: So they keep it out there even in the summer? SAL: Yeah. Oh, yeah. That was the refrigeration was this icebox. LINDA: It probably wasn't very big? The icebox? SAL: Where we were living, I guess… is that too strong or what? LINDA: No, it's good. SAL: Okay. Because I make coffee too strong. LINDA: No, I like it. SAL: In the park, this man used to cut the ice. They used to cut the ice on Wayland Park, and then they used to bring it over and store it in the barn, and they used to put sawdust on it in the wintertime. That used to preserve it. In the summertime they would take the sawdust off the ice and ice was still there. It wouldn't melt. Did you know that? LINDA: No. I've heard it before. But where did they used to store it? SAL: They had a big, big shed, a big barn, and they used to store the ice in big, big cakes of ice. LINDA: Now, did the ragman come around? SAL: Yeah, the junk man would come around. The ragman. Yeah. Or the horse-drawn wagon. And if you had any rags they would sell it, pick it by weight and they used a scale, used to weigh it, and they used to give you maybe 10 or 15 cents for a bag of rags or whatever kind of junk you had. LINDA: What would they do with those rags? SAL: I have no idea. I don't know. And you would have the trucks that would come around at this time of year, all full of grape, and they would go to different places, the Italians, and the men would… I actually remember my father used to either 40-, 42-pound box of grape; maybe he'll sell it for 22 about a dollar, dollar 15 cents. Now, today, it would cost about 20, 21 dollars for the same sized box of grape. LINDA: So was that a family affair making wine? Or was it the boys? SAL: Mostly the boys. Dad and I would -- of course my brother had been… then I took over. We used to grind the grape by hand. And always my father, watch the fingers, watch the fingers, as you're grinding the grapes, all those spokes. You had the fingers stuck in there; your fingers would have been caught. But it was all done by hand. Now they have machines, a bunch of machines, dump a box in there, push the button, it's all done. LINDA: Did you keep that tradition? SAL: Yeah, I was making it up about three or four years ago, and then I had bad luck on a whole barrel of wine. I had to throw it down the sink. It went bad on me, and so I said, from now on if you want wine, go up to Kathy's Package Store. But I did. I was making my own wine, but anyway. I still make my own sausages. LINDA: Oh, you do? SAL: Yeah. LINDA: Is that a seasonal? SAL: Mostly, it's pork, but you eat in the wintertime. I don't like to eat pork in the summertime. But sausages, it's more seasonal. Like Thanksgiving and Christmas. LINDA: Have you made it yet? SAL: No but I just bought a new machine. I don't know, one of those KitchenAid machines, I just bought one of those a couple of weeks ago. LINDA: So explain to me how you make it. SAL: What, sausage? Well, you buy either the pork butt or the shoulder. Okay. You debone it, and then you take all the meat out and cut it into small pieces, and you put it through the grinder. Once you put it through the grinder, then you lay it out on the table, then you put your seasoning on it. Your fennel, salt, pepper, whatever you want for seasoning, okay? Then you put it through the grinder again, okay? Then you mix this all up, and 23 you can put wine in it if you want, then you got your casings. You know what casings are? All right. Then there's an attachment, you put the casing on there, you put the meat and you grind it up and go through the casings, and you make the sausage. LINDA: So do you freeze a lot? SAL: No. By the time you give some to this daughter, that to this guy, then some to my nephew, 20, 25 pounds disappears fast. LINDA: Now, did your mother used to make that? SAL: Oh, yeah. LINDA: So how are things different now? I'm sure she didn't have a grinder. SAL: They had a hand grinder, and I can always remember every time Mom and Dad got together to make sausage, boy, there was a war. You could hear them. LINDA: Why? About the seasoning? SAL: Oh, you're doing this wrong. You're going too fast. Watch your fingers. You don't do it this way, you do it that way. It was hell. Yeah. LINDA: So what about filling the casings though? That may have been a little harder back then? SAL: Well, it's… you've got to coincide with the one that's holding the casing and the one that's grinding it by hand. Now it's all done by electricity. It's powered. But that's the only tricky thing. As the machine is feeding the meat in the casing, you've got to make sure that you don't put too much all at once in the casing or it'll crack or break. LINDA: So probably every family has their own recipe. Sort of like meatballs. SAL: Well, I don't think anybody makes it. Very few people make their own sausages now. I know my sister Marilyn still makes it. I make it. That's about it. LINDA: What other things do you make that your mother used to make? SAL: Oh, green olives. Yeah. She used to -- this time of year, with green olives used to smash those and cure them. And pizza, naturally. Everybody 24 makes pizza. But some of her peasant dishes, once in a great while, but I was never too fond of them anyway. LINDA: No. So what about Christmas Eve, do you know? SAL: Christmas Eve, not like the ones years ago. Christmas Eve years ago was my uncle and my mother and father and all the Italians used to all get together, and they used to cook on the stove some kind of a fancy dish of fried dough, dumplings like. No more. We don't get that closeness of families anymore. LINDA: Why not? SAL: I don't know why. I think number one, there're cars. Everybody goes here, everybody goes there. I would say cars. Anyway, we used to get together years ago on holidays and Christmas. We still get together, but it's not the way it was on Christmas Eve. It's different. I'm sure it must be the same with your family, right? LINDA: Yeah. When my grandmother was growing up and even after she got married, all of her sisters lived close by. But then when they started having children, everyone moved on. SAL: That's right. That's the way it goes. From generation to generation is always different, which is good, in a way. But it's good to keep up traditions though, I think. LINDA: So have any of your daughters learned how to make the sausage? SAL: No. They wait for Daddy to call them up and say, okay, come and get your sausage. LINDA: Now, did your parents have chickens? SAL: Oh, God no. LINDA: No? Why do you say it like that? SAL: Because we lived in the neighborhood, and no, we didn't. But when we had that piece of land up there, my father used to raise pigs. I remember we had pigs, a couple of pigs, and he used to slaughter those. I remember that when I was a kid.25 LINDA: Now, what was that like? Was there a particular name of that day when people would slaughter their pigs? Would they call it anything? SAL: No. It was just at the end of the season, like at this time, winter was coming and people -- I can still remember that shed that he had with the water boiling and the poor pigs, shooting and killing the poor pigs. Thank God I don't have to go through all that anymore. LINDA: Did they use every piece of the pig? SAL: Oh, yeah. Even the squeal. Only the squeal is the only thing that you don't use on the pigs. LINDA: Oh yeah, I know. So was there a smokehouse in the area? Did anyone have one? SAL: No. Not that I remember. LINDA: What about buying groceries? Was that on credit? SAL: No, that was cash. Everything was cash. My folks, everything was cash. There was no plastic in those days. Even if there was, if they didn't have the money, the Italians, they didn't buy it. Everything was cash. LINDA: So what is this area of Fitchburg called? SAL: This section here? This is called Cleghorn. LINDA: This is? So this is really the French? SAL: It was the French district at one time, but now it's Puerto Rican and everything else. Fitchburg was in different sections. Like you had Cleghorn was the French. The patch was at 1st, 2nd, and 3rd Street. Okay. That was the Italians. Then you had Greektown. Naturally, that was the Greeks. They all stuck together. Then West Fitchburg was the English, then you have Southside, that was the Irish. LINDA: So when the Italians started moving in here, were your parents part of that group that started moving into Cleghorn? SAL: I don't know. When they left South Ashburnham, I don't know when it was, but then they moved on to Orchard Street. They lived here -- I guess a few of my sisters were born out here on Orchard Street. But I know I was the only one of the family that was born over here on Edward Street. 26 And then it was in '48, yeah, 1948 I guess it was that one of my sisters went back home. Of course, in those days the girls had boyfriends, and they wanted their boyfriends to pick them up at a nice house. So, one of my sisters saw this place over here that was for sale. And anyway, Dad would come over, and they finally looked at it and they bought it. The price that they paid for it, I just had the roof, and the roof cost me the same price. And they bought the whole house. LINDA: What was that about? Three thousand or something? SAL: They paid $11,000 for the house, and I just spent $11,000 for a new roof. LINDA: So they paid $11,000 for this, but your mother didn't want to pay $4,000 for the other house? SAL: Yeah. Because she had the money but she wasn't going to spend it. And she wouldn't spend $4,000 to have a brand new house up there. But a few years later she spent $11,000 and bought this house. LINDA: Oh, so this was bought after. SAL: Oh, yeah. After. LINDA: I see. So about the different sections in Fitchburg, was there any competition or rivalries or differences? SAL: No. No. Maybe this will be interesting. My father was here down on the bottom of the hill one day, and in those days, like the mafia, there was the Black Hand. And it was a society that was shaking down these immigrants, and they approached my father, and this guy from the Black Hand wanted $5 from my father, and my father told him, I got two kids at home, I haven't got no $5. The $5 I've got is a week's pay. I've got to feed my family. And he says, you have that money here tomorrow at a certain time, otherwise there's going to be harm that's going to come to you and your family. So in those days, my mother had boarders, and one of them was this fellow from Albany, New York. He was boardering in my father's and my mother's house, and so Papa came home and he told him. And he was 27 [unintelligible – 00:59:56]. So he told him what had happened, so this man said to my father, he says, yeah, you let me know where this guy is and what time you're supposed to meet him. And he says, I'll go to meet him. Anyway, he approached this guy and he never bothered my father anymore. LINDA: So who were these people? SAL: Black Hand. It's like a society that's like the mafia or something like that, but they were gangsters shaking down these fellow Italians. So this guy must've taken a knife and shoved it up to his throat and said you won't bother this man anymore. LINDA: Do you think it was a group living in Fitchburg? SAL: I think so. LINDA: You think so? SAL: Yeah. LINDA: Your parents would take in boarders? SAL: Yeah, she took in boarders for a while. Like men that she knew, like my father's -- like a cousin or something like that, they came to this county and they had no place to go, and where do you go? You go see your paisano, you go see your relative or brother until they get located or until they get situated, and they used to take care of these men. Cook for them, make their lunch. Mostly all the Italians would take in boarders. LINDA: So were there many paisanos living around? SAL: Oh, yeah. There was quite a few. Like I said, the work came to an end, and then a lot of them left. They went to Albany, New York. But yeah, my mother had one of her brothers living the next block over, and Dad had another brother that was a few blocks up the street [unintelligible - 01:01:50], and they grouped together. They stayed together. LINDA: Because even though there were a lot of Italians living here, some in different regions, they speak a different dialect. SAL: Oh, yeah. I was in Italy here about three years ago, I think there's about 150, 200 dialects in Italy. When I was growing up there used to be like 28 Beech Street over here that's a bunch of Italians not from Northern Italy, but once they start talking, I don't understand them. I really don't. /AT/pa/my/cy/es

ILLUSTRIERTE GESCHICHTE DES WELTKRIEGES 1914/15. ACHTER BAND. Illustrierte Geschichte des Weltkrieges (-) Illustrierte Geschichte des Weltkrieges 1914/15. Achter Band. (Achter Band) ( - ) Einband. ( - ) [Abb.]:Deutsches U=Boot wehrt in der Otranto=Strasse den Angriff italienischer Wasserflugzeuge ab. ( - ) Illustrierte Geschichte des Weltkrieges 1914/18. ([I]) Impressum ([II]) Inhaltsverzeichnis. ([III]) Kunstbeilagen. (IV) Karten. (IV) Kriegskalender zur Origianl=Einbanddecke der Illustrierten Geschichte des Weltkrieges 1914/18. Achter Band enthaltend die Ereignisse vom 1. Januar bis 30. Juni 1918. Verlag der Union Deutsche Verlagsgesellschaft in Stuttgart, Berlin, Leipzig, Wien. ( - ) Januar. Februar. März. ( - ) April. ( - ) Mai. Juni. ( - ) Die Geschichte des Weltkrieges 1914/18. Heft 176 (Heft 176) ([1]) Österreichisch=ungarischer Vorposten auf der Höhe im Vallarfatal am Gardasee ([1]) [Abb.]: Auf einer Vormarschstrasse bei Flitsch. (2) [Abb.]: Abführung gefangener Italiener im Isonzotal. (3) [Abb.]: Durch brandenburgische und schlesische Divisionen von Norden her abgeschnitten und durch österreichisch=ungarische Korps von Süden umfasst, strecken östlich vom unteren Tagliamento mehr als 60 000 Italiener die Waffen. ([4 - 5]) [2 Abb.]: (1)Österreichisch=ungarische Trainkolonne im Vormarsch auf einer der Passstrassen bei Flitsch. (2)Blick auf die Orte Pontebba (rechts) und Pontafel (links) in den Karnischen Alpen. Die Orte werden durch den Corsinbach voneinander getrennt. (6) [Abb.]: Die italienische Stadt Udine nach ihrer Einnahme durch die Verbündeten. (7) Illustrierte Kriegsberichte. (7) In letzter Stunde. (7) [Abb.]: Maulesel mit Geschützteilen und Schlitten für deutsche Hochgebirgstruppen. (8) [Abb.]: Flucht der italienischen Truppen und der Bevölkerung in der Friaulischen Ebene. ([9]) [Abb.]: Blick auf Venedig von einem Flugzeug aus. Der Markusplatz mit dem Campanile. Die Insel San Giorgio. (10) Einsetzen schwerer Geschütze auf einem deutschen Linienschiff. (10) [Abb.]: Vogelschaukarte von Norditalien. ([11]) Der Krieg in Ostafrika im August und September 1917. (12) [Abb.]: Das neue deutsche Schlachtschiff "Grosser Kurfürst". (12) [Abb.]: Einsetzen schwerer Geschütze auf einem deutschen Linienschiff (Neubau). (13) [Abb.]: Massaikrieger im vollen Schmuck. Die Massai gehören zu den kriegerischten Völkern Ostafrikas. (14) Plünderung der türkischen Stadt Ordu durch Kosaken. (14) [Abb.]: Frontkarte von Deutsch=Ostafrika. (14) [Abb.]: Das englische Fesselballon=Mutterschiff "Manica" lässt an der Küste von Deutsch=Ostafrika einen Ballon aufsteigen, um deutsche Batteriestellungen ausfindig zu machen (15) Die Feldapotheke. (16) [Abb.]: Das Innere einer deutschen Feldlazarettapotheke in Mazedonien. (16) [Abb.]: Plünderung der türkischen Ortschaft Ordu am Schwarzen Meer durch Kosaken. ( - ) Die Geschichte des Weltkrieges 1914/18. Heft 177 (Heft 177) ([17]) [Abb.]: Zum Gegenstoss vorgehende deutsche Sturmabteilung im Westen. ([17]) [Abb.]: Der Gipfel des Hartmannsweilerkopfes. (18) [2 Abb.]: (1)Jägerdenkmal auf dem Hartmannsweilerkopf. (2)Kriegsgepäckwagen in den Vogesen (19) [Abb.]: Essenträger an der Kampffront im Westen. (20 - 21) [2 Abb.]: (1)Deutscher Maschinengewehrposten in einem Granattrichter in Flandern. (2)Rast in einem Granattrichter in Flandern. (22) [Abb.]: Ein in den Schlamm einer flandrischen "Strasse" eingesunkenes englisches Artilleriepferd wird ausgegraben. (23) Illustrierte Kriegsberichte. (23) In letzter Stunde. Ein Erlebnis bei der Eroberung Libaus. (23) [8 Abb.]: Neue Ritter des Ordens Pour le Mérite. (1)Oberstleutnant Kraehe, Kommandeur d. Füsitier=Regts. Nr. 34 (2)Oberstleutnant v. Behr. (3)Generalleutnant Elstermann v. Elster. (4)Oberstleutnant v. Oven. Erfolgreiche deutsche U=Boot=Kommandanten. (5)Kapitänleutnant Rud. Schneider(†). (6)Kapitänleutnant Vikt. Dieckmann. (7)Kapitänleutnant E. Fr. Hashagen. (8)Kapitänleutnant Meusel. (24) [4 Abb.]: Erfolgreiche deutsche U=Boot=Kommandanten. (1)Kapitänleutnant Rud. Schneider(+). (2)Kapitänleutnant Vikt. Dieckmann. (3)Kapitänleutnant E. Fr. Hashagen. (4)Kapitänleutnant Meusel. (24) [Abb.]: Indische und englische Lanzenreiter im türkischen Maschinengewehrflankenfeuer im Wadi Hesi, einem eingetrockneten Flussbett nördlich von Gaza an der Palästinafront. In der Mitte des Bildes zwei durch schwere Grananten ausser Gefecht gesetzte englische Panzerkraftwagen. ( - ) [Abb.]: Ein feindliches Segelschiff wird von einem deutschen U=Boot im Sperrgebiet um England angehalten. ([25]) [Abb.]: Der Deutsche Kaiser beim Besuch eines der Dardanellenforts auf Gallipoli. (26) [2 Abb.]: (1)El=Kossaima, eine vorgeschobene englische, von den Türken besetzte Militärstation in der Wüste, von wo aus man einen weiten Blick in den wildzerklüfteten Djebel Helal hat. (2)Der Kampf um den Suezkanal: Türkische Maschinengewehrabteilung im Wüstensand. (27) Nikolaus II. (27) [Abb.]: Der Kampf um den Suezkanal: Türkische Maschinengewehrabteilung im Wüstensand. (27) [2 Abb.]: (1)Lenin, Vorsitzender des russischen Rats der Volkskommissare. (2)Trotzki, der russische Volkskommissar für auswärtige Angelegenheiten. (28) [Abb.]: Vogelschaukarte des Frontgebietes in Palästina. (28) [Abb.]: Die aufständischen Leninisten beschiessen den Winterpalast in Petersburg in der Nacht vom 8. zum 9. November 1917. ([29]) [3 Abb.]: Die Ausbildung von Sanitätshunden und Führern im Sanitätshunde=Ersatzdepot Fangschleuse bei Erkner, einem Vorort von Berlin. (1)Eine Abteilung von Sanitätshundeführern mit ihren Tieren auf dem Marsche. (2)Gehorsamsübungen: Die Hunde warten auf ein Kommando. (3)Eine Abteilung von Sanitätshunden mit ihren Führern bei Fliegergefahr. (30) [Abb.]: Aufnahme eines besonders klugen Sanitätshundes nach einer erfolgreichen Suche. (31) Die deutschen Sanitätshunde und ihre Abrichtung. (32) [Abb.]: Sanitätshundeführer mit ihren Tieren auf dem südlichen Kriegschauplatz (32) [Abb.]: Kaiser und König Karl beobachtet in Begleitung des Erzherzogs Eugen und des Prinzen von Parma (hinter dem Kaiser) den Übergang österreichisch=ungarischer Truppen über den Tagliamento bei Latisana. ( - ) Die Geschichte des Weltkrieges 1914/18. Heft 178 (Heft 178) ([33]) [Abb.]: 50 000 gefangene Italiener im Lager von Cividale, das ursprünglich für österreichisch=ungarische Gefangene bestimmt war. ([33]) [3 Abb.]: (1)Vor der deutschen Kommandantur auf der Piazza Vittorio Emanuele im eroberten Udine. (2)Erbeutetes italienisches 30,5=cm=Geschütz auf einer Gebirgstellung bei Cividale. (3)Eroberte italienische Geschützstellung an der Passhöhe von Cividale. (34) [Abb.]: General v. Below, der Führer der siegreichen deutschen Italienarmee. (35) [2 Abb.]: (1)Im eroberten Udine erbeuteter Flughörapparat französischer Herkunft, der Abwehrbatterien zur Feststellung von Fliegern dient. (2) Von einem italienischen Verwundetenhilfsplatz auf einem Bergvorsprung wird ein Schwerverletzter auf einer Drahtseilbahn zu Tal gelassen. (36) [Abb.]: Einbruch deutscher Truppen in eine italienische Batteriestellung. ([37]) Illustrierte Kriegsberichte. (38) In letzter Stunde. (38) [3 Abb.]: (1)Die Panzerkuppen des italienischen Werkes Leone auf dem von österreichisch=ungarischen Truppen eroberten Cima di Campo. (2)Das von österreichisch=ungarischen Truppen eroberte italienische Werk Cima di Lan nach der Sprengung durch die Italiener. (3) K. u. k. Feldzeugmeister Generaloberst Graf v. Scheuchenstuel. (38) [Abb.]: Das von österreichisch=ungarischen Truppen eroberte italienische Werk Cima di Lan nach der Sprengung durch die italiener. (38) [Abb.]: Vogelschaukarte des Gebietes zwischen der Brenta und der Piave. ([39]) [Abb.]: Sammelstelle von Schlachtvieh am Skutarisee. (40) [8 Abb.]: Bilder aus dem besetzten Albanien. (1)Einmarsch in ein Dorf. (2)Alarm in einer Kaserne. (3)Erfrischung am Dorfbrunnen nach anstrengendem Marsch. (4)Aushebung von Freiwilligen auf einem Kasernenhof. (5)Eine Strasse in Skutari. (6)Tabakmarkt in Elbassan. (7)Offizierspatrouille überschreitet einen Gebirgsfluss. (8)Maultierkolonne auf der Strasse zum Lovcen. ([41]) [Abb.]: Das Sühnedenkmal in Serajewo zur Erinnerung an die Ermordung des österreichisch=ungarischen Erzherzog=Thronfolgers Franz Ferdinand und seiner Gemahlin. (42) Die englische Sommeroffensive in Flandern. (42) [Abb.]: Von den Bulgaren an der mazedonischen Front gefangene Schottländer. (43) [2 Abb.]: (1)Von den Bulgaren an der mazedonischen Front gefangene Schottländer. (2)Feldgraue im Strassenleben von Üsküb in Mazedonien. (43) [Abb.]: Nächtlicher Angriff der Engländer auf Langemark in Flandern. ([44 - 45]) [2 Abb.]: (1)Ankunft frischer deutscher Truppen (Kavallerie mit Stahlhelmen) für die Front in Flandern. (2)Aus dem Hafen von Ostende ausfahrendes deutsches Torpedoboot. (46) [Abb.]: Aus dem Hafen von Ostende ausfahrendes deutsches Torpedoboot. (46) Kriegsgefangenenfürsorge in deutschen Lagern. (47) [Abb.]: Verladen englischer Panzerkraftwagen. (47) [Abb.]: Gute Verpflegung der Kriegsgefangenen in Deutschland. In den Gefangenenlagern sind vielfach Küchen eingerichtet worden, in denen sich die Gefangenen ihr Speisen nach Belieben selbst zubereiten können. Von dieser praktischen und für die Gefangenen angenehmen Einrichtung wird reger Gebrauch gemacht. (48) [Abb.]: Deutsche Infanterie treibt in kühnem Gegenstoss die Engländer aus dem Dorfe Fontaine bei Cambrai. ( - ) Die Geschichte des Weltkrieges 1914/18. Heft 179 (Heft 179) ([49]) [Abb.]: Im feindlichen Granatenfeuer vorgehende deutsche Artillerie. ([49]) [Abb.]: Das Schlachtfeld südwestlich von Cambrai. (50) [2 Abb.]: (1)Deutscher Granatenwerfer in Flandern. (2)Verladen einer deutschen Batterie an der Flandernfront. (51) [Abb.]: Sperrfeuer über einer Ortschaft im Westen. (52) [Abb.]: Deutscher Gegenstoss in Flandern. ([53]) [Abb.]: Französische Artillerie im winterlichen Kampfgebiet der Vogesen. Schwere Geschütze in Deckung. (54) Illustrierte Kriegsberichte. (54) In letzter Stunde. (54) [Abb.]: Eine Munitions= und Proviantkolonne sucht in einer Waldlichtung Deckung vor dem Feinde. (55) [5 Abb.]: (1)Kapitänleutnant Treusch Freiherr v. Buttlar=Brandenfels, erfolgreicher deutscher Luftschiffkommandant. (2)Oberleutnant z. S. Wendlandt, erfolgreicher deutscher U=Boot=Kommandant. (3)Kampfflieger Leutnant Ernst Udet, Führer einer Jagdstaffel, einer der erfolgreichsten deutschen Flieger. (4)Kampfflieger Leutnant Buckler, wurde wegen seiner hervorragenden Kampfleistungen zum Leutnant befördert. (5)Österreichisch=ungarisches U=Boot mit dem Kommandanten v. Falkhausen kehrt von einem Ausflug in die Adria in den Heimathafen zurück. (56) [Abb.]: Das Schiff ohne Mannschaft. Wie sich die Engländer denken, durch den Bau von Schiffen ohne Besatzung, die von bewaffneten Dampfern geschleppt werden und durch ihre flache Bauart den spähenden U=Booten entgehen sollen, der immer drohender werdenden Frachtraumnot Herr werden zu können. ([57]) [Abb.]: Major Ludwig Graf v. Holnstein aus Bayern, Chef des Generalstabs des I. Bayrischen Armeekorps. (58) Aufruhr in Kasan. (58) Die Armeebekleidungsfabrik der k. u. k. 2. Armee. (59) [Abb.]: Schweizerische Haubitzenbatterie. (59) [Abb.]: Der Aufruhr in Kasan im September 1917: Meuternde Infanteristen durchbrechen den Kosakenring. ([60 - 61]) [3 Abb.]: Die Armeebekleidungsfabrik der k. u. k. 2. Armee in Freiberg in Mähren. (1)Zuschneidesaal der Konfektionsanstalt.Leistungsfähigkeit 2000 vollständige Uniformen in der Woche bei 30 Arbeitern. (2)Werkstätte der Konfektionsanstalt. Leistungsfähigkeit auf 64 Maschinen etwa 750 vollständige Uniformen in der Woche bei 150 Arbeitern. (3)Desinfektionsanstalt. Die in grossen Wagenladungen aus dem Feld einlangenden ausbesserungsbedürftigen Kleidungsstücke und Rüstungsgegenstände werden entgegengenommen und nach Gattungen geschieden. (62) [3 Abb.]: Die Armeebekleidungsfabrik der k. u. k. 2. Armee in Freiberg in Mähren. (1)Desinfektionsanstalt. Die Sortierhalle, in der die bereits desinfizierten Sachen nach Gattungen abgelegt werden. (2)Lederabteilung. Das Auswählen der Schuhe und Zusammenstellen der Paare. (3)Lederabteilung. Die Werkstätte II der Sattlerei mit dem Lager fertiger Sachen. (63) [Abb.]: Drei aus französischer Gefangenschaft entwichene deutsche Soldaten nach ihrem Wiedereintreffen bei ihrem Truppenteil. (64) Die Geschichte des Weltkrieges 1914/18. Heft 180 (Heft 180) ([65]) [4 Abb.]: (1)K. u. k. Generalmajor Freiherr v. Waldstätten, Chef der Operationsabteilung des österreichisch=ungarischen Armeeoberkommandos, erhielt den Orden Pour le Mérite. Siegreiche Heerführer an der italienischen Front. (2)K. u. k. General der Infanterie v. Henriquez, erhielt von Kaiser und König Karl das Grosskreuz d. Leopoldordens m. d. Kriegsdekoration u. den Schwertern. (3) K. u. k. Feldmarschalleutnant Scotti, erhielt vom Kaiser und König Karl den Leopoldorden 1. Klasse mit der Kriegsdekoration u. den Schwertern. (4)K. u. k. Feldmarschalleutnant Freiherr v. Schariozer, erhielt vom Kaiser und König Karl den Leopoldorden 1. Klasse mit der Kriegsdekoration u. den Schwertern. ([65]) [2 Abb.]: (1) Kartenskizze zu den Kämpfen an der unteren Piave.(2(Kartenskizze zu den Kämpfen beiderseits der Brenta (66) [Abb.]: Der "aufgschlitzte" Kirchturm in Ponte die Piave. (67) [2 Abb.]: (1)Mit Schutzschilden versehene Italiener gehen über ein vom Feuer bestrichenes offenes Feld.(2) Italienische Maschinengewehrabteilung in einer Felsenstellung. (68) [Abb.]: Mannschaften des 3. Kaiserschützenregimentes vertreiben die Italiener aus ihren Stellungen am Monte Miela. ([69]) [Abb.]: Gebirgschlucht an einer der Vormarschstrassen gegen Italien mit ehemaligem italienischem Barackenlager. (70) Illustrierte Kriegsberichte. (70) In letzter Stunde. (70) [3 Abb.]:(1) Deutsche Kolonnen auf dem Marktplatz im eroberten Vittorio in der venetianischen Ebene. (2)Schlachtviehkolonnen im Vormarsch auf der Strasse Udine=Codroipo. (3)Die unermessliche Geschütz= und Materialbeute an einer der italienischen Rückzugstrassen nach dem Tagliamento. (71) [3 Abb.]: (1)Deutscher Aufklärungstrupp in Mazedonien vor seinem Quartier, zum Aufbruch bereit. (2)Der mehrfach im bulgarischen Heeresbericht rühmend genannte deutsche Kampfflieger Leutnant v. Eschwege wurde nach seinem 20. Luftsieg vom feindlichen Abwehrfeuer getroffen und starb den Heldentod. (3)Leben und Treiben auf einem bulgarischen Bahnhof in Mazedonien. (72) [Abb.]: Gefecht auf dem Presenagletscher und dem Passo Paradiso im Adamellogebiet zwischen Ortler und Gardasee am 9. Juni 1915. Ein Bataillon Alpini wird von siebzig Kaiserschützen blutig zurückgeschlagen. ( - ) [Abb.]: Deutsche Reiterpatrouille im Gefecht mit rumänischen Kundschaftern. (73) Ein Gefecht auf dem Presenagletscher. (74) [Abb.]: Die Khalil=Pascha=Strasse in Bagdad. In der Mitte ein englischer Armeelastwagen. (74) Deutschland und die Türkei. I. (75) [2 Abb.]: (1)Der Hetman der Donkosaken General Kaledin. (2)Blick auf Jerusalem, im Hintergrund der Ölberg. (75) [Abb.]: Ankunft der russischen Unterhändler bei der ersten deutschen Stellung zwecks Einleitung der Waffenruhe am 26. November 1917. ([76 - 77]) [Abb.]: Durchschnitt durch einen französischen Minenstollen. (78) Minenkrieg. (79) [Abb.]: Ein fahrbares Offiziersheim, das seinen Standort beliebig wechseln kann. (79) [Abb.]: Deutsche Soldaten bei Arbeiten in dem grössten Steinbergwerk Frankreichs in der Nähe von Berry au Bac bei Reims. Das Bergwerk befindet sich in deutschem Besitz und wird instand gesetzt. Die gewonnenen Steine werden zum Ausbau der Schützengräben verwendet. Unser Bild zeigt, auf welche Weise die Wände der Stollen durch Birkenstämme gestützt werden. (80) [Abb.]: In den Ruinen von Apremont (Argonnen). ( - ) Die Geschichte des Weltkrieges 1914/18. Heft 181 (Heft 181) ([81]) [Abb.]: Bei den Aufräumungsarbeiten in dem von den Engländern zwecklos zerstörten Cambrai. ([81]) [Abb.]: Der englische General Sir Julian Byng, der Leiter der misslungenen Cambraioffensive. (82) [2 Abb.]: (1)Abtransport englischer Tankmannschaften, die in der Schlacht bei Cambrai gefangen wurden. (2)Zerstörter englischer Tank bei Rumilly. (83) [Abb.]: Englische Truppen werden durch Maschinengewehrfeuer von den Dächern eines erbeuteten englischen Proviantzuges bei Cambrai zusammengeschossen. (84 - 85) Illustrierte Kriegsberichte. (84 - 85) Deutschland und die Türkei. II. (84 - 85) [3 Abb.]: (1)Joseph Caillaux, der frühere französischer Ministerpräsident, dessen friedensfreundliche Tätigkeit der französischen Regierung unbequem wurde. (2)Georges Clemenceau, der neue französische Ministerpräsident, der zur Fortsetzung des Krieges mit allen Mitteln schürte. (3)St. Mihiel, südlich von Verdun, mit Vororten. (86) [Abb.]: Trichtergelände in Flandern vor der Höhe von Passchendaele. ([87]) Minenkrieg. (88) [Abb.]: Am Steuer eines Marine=Luftschiffes in grosser Höhe. Der Steuermann trägt (wie die ganze Bemannung des Luftschiffes) eine Schwimmweste und einen Fallschirmgürtel und hat den Schlauch des Sauerstoffapparates im Munde. (88) [Abb.]: An der Towerbrücke über die Themse in London. Englische Anstrengungen zur Abwehr deutscher Luftangriffe auf London. Schweinwerfer leuchten den Himmel ab, der ausser von Mond und Sternen von unzähligen leuchtenden Schrapnellen erhellt wird. ([89]) [4 Abb.]: (1)Kampfflieger Leutnant Walter v. Bülow, Ritter des Ordens Pour le Mérite. (2)K. u. k. Hauptmann Otto Indra, Kommandant einer österreichisch=ungarischen Fliegerkompanie, hat seit Januar 1915 219 erfolgreiche Feindesflüge unternommen und 8 feindliche Flugzeuge abgeschossen. (3) Kampfflieger Leutnant Hans Klein, Ritter des Ordens Pour le Mérite. (4)Zwei französische Flieger, kenntlich an den Fliegerabzeichen rechts auf der Brust, die bei einem Angriff auf das deutsche Heimatgebiet zur Landung gezwungen wurden, inmitten einer Gruppe Franzosen, die bei einem Vorstoss am Hartmannsweilerkopf in deutsche Gefangenschaft fielen. (90) Unsere Front im Elsass. (91) [Abb.]: Deutscher Panzerkraftwagen auf einer Gefechtsfahrt. (91) Schwere Arbeit am Geschütz beim Anhalten eines feindlichen Seglers. (91) [Abb.]: Deutsche U=Boot=Tätigkeit im Sperrgebiet: Schwere Arbeit am Geschütz beim Anhalten eines Seglers ([92 - 93]) [2 Abb.]: (1)Deutsche Schneeschuhläufer=Abteilung auf einem Erkundungsmarsch in den Vogesen. (2)Deutsche Posten an einer Wegsperre in den Vogesen. (94) [Abb.]: Eine deutsche Truppenabteilung zieht durch Ammerzweiler im Oberelsass. (95) Theatereröffnung. (95) [2 Abb.]: (1)Kartenskizze der Kampffront in den Vogesen. (2)Theatervorstellung im Ruhequartier. (96) Die Geschichte des Weltkrieges 1914/18. Heft 182 (Heft 182) ([97]) [Abb.]: Österreichisch=ungarische Kletterpatrouille auf der kleinen Navois=Scharte. Im Hintergrund der Montasch auf dem sich die italienischen Stellungen befinden. ([97]) [Abb.]: Kartenskizze zum Kampf um das Monte=Grappa=Massiv. (98) [2 Abb.]: (1)Deutsche Infanterie rückt in das besetzte Vittorio ein. (2) Deutsche Kriegsgepäckwagen am Lago Morto auf dem Vormarsch zur Piavefront. (99) [3 Abb.]: (1)Nächtliche Besichtigung in einem österreichisch=ungarischen Panzerwerk an der italienischen Front. (2)Österreichisch=ungarische Drahtseilbahnstation und Unterkünfte im Tiroler Hochgebirge. (3)Österreichisch=ungarischer Artillerie=Beobachtungstand an der iatlienischen Front. ([100]) [Abb.]: Erstürmung des italienischen Panzerwerkes Leone auf der Cima di Campo. ([101]) [2 Abb.]: (1)Das nach jeder Richtung drehbare Oberdeck eines der mit schweren Geschützen bestückten englischen Monitore, die im Adriatischen Meere zur Unterstützung der Landkämpfe an der italienischen Front verwendet wurden. (2)Erbeutetes schweres italienisches Riesengeschütz in einem Dorfe hinter Udine. (102) [Abb.]: General Diaz, der an Stelle Cadornas Generalstabschef des italienischen Heeres wurde. (103) [Abb.]: Deutscher Fesselballon zur Beobachtung feindlicher Artillerie über dem Piavetal. (104) Illustrierte Kriegsberichte. (104) Minenkrieg. (104) [Abb.]: Deutsche Fliegerabwehrkanone auf einem Kraftwagen an der italienischen Front. (104) [Abb.]: Aus den Kämpfen der österreichisch=ungarischen Truppen an der Piave. ([105]) [Abb.]: Das seit dem deutschen Friedensangebot am 12. Dezember 1916 von den Heeren des Vierbunds eroberte feindliche Gebiet, das eine Ausdehnung von mehr als 50 000 Quadratkilometer hat. (106) [Abb.]: Verlauf der Demarkationslinie in der Ostsee. (107) Der letzte Appell. (107) [Abb.]: Verlauf der Demarkationslinie im Schwarzen Meer. (107) [2 Abb.]: (1)Das Gebäude in Brest=Litowsk, in dem die Waffenstillstandsverhandlungen stattfanden. (2)Empfang der russischen Delegation auf dem Bahnhof von Brest=Litowsk. (108) Der Krieg in Ostafrika im Oktober und November 1917. (109) [Abb.]: Die Unterzeichnung des Waffenstillstandsvertrages zwischen dem Vierbund und Russland in Brest=Litowsk durch Prinz Leopold von Bayern, den Oberbefehlshaber von Ober=Ost. 1. Kameneff. 2. Toffe, Vorsitzender der russischen Delegation. 3. Frau A. Biecenko. 4. Konteradmiral Altvater. 5. Lipsky, Hauptmann im russischen Generalstab. 6. Sekretär Karachan. 7. Fokke, Oberstleutnant im russischen Generalstb. 8. Exzellenz Zeki Pascha, der Bevollmächtigte der Türkei. 9. Botschafter v. Mérey. 10. Prinz Leopold von Bayern. 11. Generalmajor Hoffmann, Chef des Stabes. 12.Oberst Gantschew, der bulgarische Bevollmächtigte. 13. Kapitän z. S. Horn. 14. Hey, Hauptmann im Generalstb. 15. Brinkmann, Major im Generalstb. 16. Major v. Kameke. 17. Rittmeister d. R. v. Rosenberg. 18. Major Frh. v. Mirbach, österreichisch=ungarischer Bevollmächtigter. 19. Delive=Dobrowolsky. (109) [ 2 Abb:]: (1)Um während der Regenzeit trockenen Fusses in Deutsch=Ostafrika vorwärts zu kommen, mussten englische Pioniere weite Strecken erst durch Bau von Brücken zugänglich machen. (2)Englische Kolonialtruppen setzen mittels einer Dampffähre über einen tiefen, in der Regenzeit angeschwollenen Strom in Deutsch=Ostafrika. (110) [Abb.]: Belgische Kolonialsoldaten erhalten in Deutsch=Ostafrika Unterricht in der Bedienung von Grabenmörsern. (111) Das württembergische Gebirgsbataillon in Italien. (111) Kampf um ein Gehöft bei Jakobstadt. (111) [4 Abb.]: Major Sprösser, Ritter des Ordens Pour le Mérite (2)Generalleutnant Graf v. Schmettow, der Eroberer von Jakobstadt, erhielt den Orden Pour le Mérite.(3)Oberleutnant Rommel, Ritter des Ordens Pour le Mérite. (4)Der deutsche Durchbruch bei Jakobstadt: Kampf um ein Gehöft. (112) Die Geschichte des Weltkrieges 1914/18. Heft 183 (Heft 183) ([113]) [Abb.]: Schwerer deutscher Minenwerfer in gedeckter Stellung. ([113]) [Abb.]: Teil des Houthoulster Waldes in Flandern, aus einer höhe von 50 Metern von einem deutschen Flieger aufgenommen. Der ehemals dichte Wald ist in ein Trichterfeld mit kahlen Baumstümpfem verwandelt. (114) [2 Abb.]: (1)Deutsche Stellung in dem vollständig zerschossenen Houthoulster Wald bei Zypern. (2)Eine Drahtseilbahn in den Vogesen. (115) [Abb.]: Deutsche Kriegsgepäckwagen auf dem Marktplatz von Sulz im Oberelsass. (116) [Abb.]: Heerstrasse von Damvillers nach Azannes vor Verdun am Tage der Erstürmung von Fleury und Thiaumont im Juni 1916 ([117]) [Abb.]: Zwei in den flandrischen Kämpfen gefangene englische Fliegeroffiziere, deren Flugzeug unversehrt in deutsche Hände fiel. (118) Illustrierte Kriegsberichte. (119) Charakterköpfe der Weltkriegsbühne. 8. Caillaux=Clemenceau. (119) [Abb.]: Abführung gefangener Franzosen durch bayrische Reiter. (119) [5 Abb.]: Hervorragende Kampfflieger der deutschen Armee. (1)Leutnant Kissenberth, Führer einer bayrischen Jagdstaffel. (2)Leutnant Hess (+). (3)Oberleutnant Schleich. Ritter des Ordens Pour le Mérite. (4)Kapitänleutnant Hans Kolbe, Führer leichter deutscher Seestreitkräfte, die am 12. Dezember 1917 an der englischen Ostküste den Geleitzugsverkehr Bergen-Shetlandsinseln erneut angriffen. (5)Der von einem deutschen U=Boot (Kommandant Kapitänleutnant Hans Rose) am 5. Dezember 1917 im Ärmelkanal versenkte amerikanische Zerstörer "Jakob Jones". (120) [Abb.]: Abgeschlagener feindlicher Fliegerangriff auf ein Industriewerk. ([121]) [Abb.]: Das Schlussstück des Waffenstillstandsvertrages von Brest=Litowsk mit den Unterschriften der Bevollmächtigten der beteiligten Mächte. (122) Was das amerikanische Heer in Frankreich nötig haben wird. (123) [2 Abb.]: Generalmajor v. Hoffmann, Chef des Generalstabs des Oberbefehlshabers Ost, der bevollmächtigte deutsche Vertreter bei den Verhandlungen über einen Waffenstillstand mit Russland. (2) Zu den Waffenstillstandsverhandlungen an der rumänischen Front. 1. Generalleutnant v. Morgen, Leiter der Verhandlungen. 2. Generalmajor v. Hranilovic, Vorsitzender der österreichisch=ungarischen Abordnung. 3. Oberstleutnant im Generalstab v. Förster=Stressleur, österreichisch=ungarischer Delegierter. 4. Major im Generalstab v. Hempel, österreichisch=ungarischer Delegierter. 5. oberstleutnant Popow, der Vertreter Bulgariens. 6. Major Rasim Bei, der Vertreter der Türkei. 7. General Keltschewski, der Führer der russisch=rumänischen Abordnung. 8. Hauptmann Baron Tiefenhausen, russischer Kommissar der Armeeorganisationen. 9. General Lupescu, Führer der rumänischen Abordnung. (123) [Abb.]: Zu den Waffenstillstandsverhandlungen an der rumänischen Front. 1. Generalleutnant v. Morgen, Leiter der Verhandlungen. 2. Generalmajor v. Hranilovic, Vorsitzender der österreichisch=ungarischen Abordnung. 3. Oberstleutnant im Generalstab v. Förster=Stressleur, österreichisch=ungarischer Delegierter. 4. Major im Generalstab v. Hempel, österreichisch=ungarischer Delegierter. 5. oberstleutnant Popow, der Vertreter Bulgariens. 6. Major Rasim Bei, der Vertreter der Türkei. 7. General Keltschewski, der Führer der russisch=rumänischen Abordnung. 8. Hauptmann Baron Tiefenhausen, russischer Kommissar der Armeeorganisationen. 9. General Lupescu, Führer der rumänischen Abordnung. (123) [Abb.]: Holzkohlenbrand unter deutscher Militärverwaltung in Frankreich zwecks Versorgung der Schützengräben mit rauchlosem Heizmaterial Kohlenmeiler im Walde hinter Talmat in den Argonnen. ([124 - 125]) Generalmajor Hoffmann. (126) [Abb.]: Büffelgespann im Dienste des Roten Kreuzes auf dem Balkankriegschauplatz. (126) Des Köhlers Kriegsarbeit. (126) [Abb.]: Verschiedenartige Beförderungsmittel der österreichisch=ungarischen schweren Artillerie in der Türkei. (127) Das Kamel im Kriegsdienst. (127) [Abb.]: Bulgarischer Kamelreitertrupp. (127) Zum Stapellauf des größten deutschen Frachtdampfers. (128) [Abb.]: Stapellauf des für die Hamburg=Amerika=Linie auf der Bremer Bulkanwerft erbauten grossen deutschen Frachtdampfers "Rheinland". (128) Die Geschichte des Weltkrieges 1914/18. Heft 184 (Heft 184) ([129]) [Abb.]: Nächtliche Patrouille ([129]) [Abb.]: Der erste englische Tank aus dem Westen in den Strassen Berlins, der vom Bahnhof aus mit eigener Kraft zu den Austellungshallen am Zoologischen Garten fuhr, in denen das unversehrte Beutestück im Betrieb gezeigt wurde. (130) [8 Abb.]: Aus der von den Engländern verlorenen Tankschlacht bei Cambrai. (1)Strassenbild aus Fontaine mit einem der erbeuteten englischen Tanke. (2)Durch englisches Granatfeuer völlig zerstörte Kirche von Fontaine. (3)Englischer Tank wirft auf dem Vormarsch einen starken Baum um. (4)Durch einen deutschen Volltreffer zerstörter Tank am Bourlonwalde. (5)Das Kommando der Tankbergungstelle Cambrai. (6)Abbeförderung unversehrt erbeuteter englischer Tanke. (7)Bei Cambrai erbeutete leichte englische Geschütze. (8)Bei Cambrai erbeutete schwere englische Mörser. ([131]) [Abb.]: Der schwere Zusammenbruch englischer Hoffnungen bei Cambrai. Durch dauernde deutsche Gegenstösse zermürbt, vermögen die englischen Truppen trotz Einsatzes stärkster Kräfte und zahlreicher Tanke dem deutschen Druck nicht mehr standzuhalten und wserden mit schwersten Verlusten zum Weinen gebracht. (132 - 133) [Abb.]: Blick auf ein Zeltlager in der ägyptischen Wüste. (134) [ 2Abb.]: (1)Türkische Telegraphentruppen warten auf ihre Beförderung durch die Bagdadbahn. (2)Englische Transportkolonnen ziehen an dem Bogen von Ktesiphon vorüber, einem grossartigen Bauwerk des Altertums in Mesopotamien. (135) [Abb.]: Das alte griechische Kloster Sveti Bogorodizia am Ochridasee in Albanien. (136) [Abb.]: Türkisches Lager in der Wüste. ( - ) [Abb.]: Ein Gegenstoss albanischer Freischaren vereitelt einen Angriff französischer Infanterie westlich von Korka. ([137]) Illustrierte Kriegsberichte. (138) Lagerleben in der Wüste. (138) [Abb.]: Grenzschutz der Schweiz. Ein Beobachtungsturm an einer schweizerischen Grenze. (138) Die Räumung Deutsch=Ostafrikas. (139) [Abb.]: Italienisches Caproni=Grossflugzeug, das von einem deutschen Flieger zur Landung gezwungen wurde. Das Flugzeug hat zwei Motore mit drei Propellern. Unter der Gondel liegen die Bomben. (139) [Abb.]: Die italienische Besatzung auf dem Monte Castelgomberto streckt, seit 24 Stunden eingeschlossen, am 5. Dezember 1917 nach tapferer Gegenwehr die Waffen ([140 - 141]) [Abb.]: Leben und Treiben zwischen den deutschen und russischen Stellungen während des Waffenstillstandes im Osten. Russen beim Einkauf von Gebrauchsgegenständen. (142) K. u. K. Pferdespitäler im Hinterland. (143) [2 Abb.]: (1)Graf Czernin, der österreichisch=ungarische Minister des Äussern, und Staatssekretär Dr. v. Kühlmann, der Vertreter Deutschlands, in Brest=Litowsk. (2)Abgeordnete der ukrainischen Rada im Gespräch mit deutschen Offizieren vor dem ehemaligen Gouvernementsgebäude in Brest=Litowsk. (143) Ein deutsches Bombenflugzeug. (144) [Abb.]: Bombenabwurf von einem der neuen deutschen "Gotha"=Flugzeuge. Die Seite des Rumpfes ist geöffnet, um die innere Einrichtung des Apparates zu zeigen. (144) Die Geschichte des Weltkrieges 1914/18. Heft 185 (Heft 185) ([145]) [Abb.]: Juden in Lida, einer Kreisstadt an der Eisenbahn Wilna=Rowno. ([145]) [Abb.]: General Krylenko, der russische Oberbefehlshaber. (146) [6 Abb.]: Zwischen den deutschen und russischen Stellungen vor Dünaburg. (1)Zusammentreffen deutscher und russischer Soldaten in der neutralen Zone.(2)Übergabe von Postsachen für Kriegsgefangene an einer der neutralen Verbindungsstellen. (3)Deutsche Posten an der Grenze der neutralen Zone beim Lesen der neuesten Nachrichten. (4)Deutscher und russischer Posten in der neutralen Zone an der Bahnstrecke Wilna-Dünaburg. (5)Rückkehr russischer Auswanderer aus der Schweiz in die Heimat. Ankunft der Heimkehrenden an der neutralen zone auf der Reise nach Dünaburg. (6)Rückkehr russischer Auswanderer aus der Schweiz in die Heimat. Übergang von der deutschen Kleinbahn in russische Schlitten vor der Fahrt nach Dünaburg. ([147]) [Abb.]: Untergang eines feindlichen Truppentransportdampfers nach der Torpedierung durch ein deutsches U=Boot in der Meerenge von Gibraltar. ([148 - 149]) [Abb.]: Karte der "Bundesrepublik Russland" nach den Plänen der Fremdvölker. (150) [2 Abb.]: (1)Eine der vielgenannten, von österreichisch=ungarischen Truppen eroberten italienischen Svobba=Batterien. (2)Italienische Truppen im Frenzelatal. (151) [ 5 Abb.]: (1)Vizeadmiral Behncke, Chef eines Verbandes deutscher Linienschiffe, erhielt wegen hervorragender Leistungen bei den Unternehmungen gegen die baltischen Inseln den Orden Pour le Mérite. Erfolgreiche deutsche U=Bootkommandanten. (2)Oberleutnant z. S. Hors Obermüller. (3)Oberleutnant z. S. Lohs. (4)Korvettenkapitän Kophamel (5)Oberleutnant z. S. Steindorff. (152) [Abb.]: Vor einem deutschen Soldtenheim an der Westfront. ( - ) [Abb.]: Gefangene Russen, die in einem Boot nach Bornholm zu entkommen suchten, werden, bereits auf hohe See, von einem deutschen Wasserflugzeug an einer Stahltrosse nach Pommern zurückgeschleppt. ([153]) [Abb.]: Ein österreichisch=ungarischer 30,05=cm=Mörser in den Bergen der Pustertaler Alpen. (154) Illustrierte Kriegsberichte. (154) Ein deutsches Soldatenheim an der Westfront. (154) Einbringen entwichener russischer Gefangener durch ein deutsches Wasserflugzeug. (155) In den Ruinen von Apremont in den Argonnen. (155) [Abb.]: Anschrauben des Rettungsringes eines schweren österreichisch=ungarischen Geschützes auf dem italienischen Kriegschauplatz. (155) Gefangenenaustausch zwischen Deutschland und England. (156 - 157) [Abb.]: Das Trümmerfeld von Apremont in den Argonnen. (156 - 157) Gefangennahme der ersten Amerikaner an der deutschen Westfront. (156 - 157) [Abb.]: Eine Anzahl der ersten aus englischer Kriegsgefangenschaft in Rotterdam eingetroffenen Deutschen, die dem deutsch=englischen Abkommen gemäss in Holland interniert und zum Teil nach der Heimat zurückgeschickt werden sollen. In der Mitte Fregattenkapitän v. Müller (+), der Kommandant des kleinen Kreuzers "Emden". (158) Die französischen Kriegsziele in geschichtlicher Beleuchtung- (158) [2 Abb.]: Die ersten Kriegsgefangenen Italiener in Deutschland. Eine Gruppe von den etwa 2500 Mann im Gefangenenlager zu Merseburg. (2)Die ersten kriegsgefangenen Soldaten der Vereinigten Staaten von Nordamerika, die von bayrischen Truppen am Kapellbuckel bei Monhofen gefangen wurden. (159) [Abb.]: Deutsche Krankenpflegerinnen mit Gasschutzmasken leisten die erste Hilfe nach einem feindlichen Gasangriff im Westen. (160) Die Geschichte des Weltkrieges 1914/18. Heft 186 (Heft 186) ([161]) [Abb.]: Abstieg einer österreichisch=ungarischen Abteilung auf dem Marsche zu einer Stellung auf der Cima di Presanella. ([161]) Übersichtskarte über die grossen Gebiete, die Italien auf Kosten Österreich=Ungarns vom Verband zugesichert erhielt. Die-.-.-.-Linie zeigt die bisherige Grenze Italiens. Die______Linie zeigt, wie weit die Grenze Italiens nach dem Berbandsabkommen auf das österreichisch=ungarische Gebiet ausgedehnt werden sollte. (162) [2 Abb.]: (1)Schwalbennester. Österreichisch=ungarische Unterstände auf der Marmolata.(2)Bosnisch=herzegowinisches Infanterieregiment begibt sich auf dem Vormarsch in Italien aus der Höhenstellung ins Tal. (163) [Abb.]: Stimmungsbild aus einem französischen Städtchen: Immer mehr Soldaten! (164 - 165) [Abb.]: Oberleutnant z. S. d. Res. Fr. Christiansen, erfolgreicher deutscher Marineflieger, der bei einem Flug über den Hoosden am 11. Dezember 1917 das englische Luftschiff "C 27" vernichtete, erhielt den Orden Pour le Mérite. (166) [2 Abb.]: (1)Die Vernichtung des englischen Luftschiffes "C 27", das ein deutsches Marineflugzeug, Führer Oberleutnant z. S. d. Res Fr. Christiansen, über den Hoosden (Nordsee) in Brand schoss. Die Photographie zeigt den Augenblick, da das Luftschiff brennend in die See stürzt. (2)Das englische Luftschiff "C 27" aufgenommen vor dem Angriff des deutschen Marineflugzeuges. (167) [4 Abb.]: (1)Korvettenkapitän Heinecke, unter dessen Führung leichte deutsche Seestreitkräfte vor der Tynemündung ein erfolgreiches Gefecht mit englischen Vorpostenschiffen geführt haben. (2)Kapitänleutnant Wenninger, erfolgreicher deutscher U=Bootkommandant, versenkte im Ärmelkanal trotz beträchtlicher feindlicher Gegenwirkung rund 20 000 Tonnen Schiffsraum. (3)Kapitänleutnant Remy, der als deutscher U=Bootkommandant im Ärmelkanal und an der französsischen Westküste 10 Schiffe mit zusammen 28 000 Tonnen Raumgehalt versenkte. (4) Kapitänleutnant Otto Schulze, erfolgreicher deutscher U=Bootkommandant, der im westlichen Mittelmeer eine Anzahl feindlicher Dampfer versenkte. (168) Illustrierte Kriegsberichte. (168) Brückenbau deutscher Pioniere in Pont=a=Mousson. (168) [Abb.]: Die Lebensmittelknappheit in England, ein Erfolg des deutschen U=Bootkrieges. Eine Kartoffelpolonäse in London. (168) [Abb.]: Wiederaufbau der zerstörten Moselbrücke in Pont=a=Mousson durch deutsche Soldaten. ( - ) [Abb.]: Deutsche Hochseestreitkräfte auf der Streife nach der englischen Ostküste. ([169]) [Abb.]: Das Schlussstück des Friedensvertrages zwischen dem Vierbund und der Ukraine mit den Unterschriften der Bevollmächtigten. (170) Selige Augen. (170) [2 Abb.]: (1)Die Grenzen der Ukraine. (2) Die Schlussitzung der Friedensverhandlungen mit der Ukraine in der Nacht vom 8. zum 9. Februar 1918 in Brest=Litowsk. 1. Graf Czernin, der österreichisch=ungarische Bevollmächtigte. 2. Staatssekretär v. Kühlmann, der deutsche Bevollmächtigte. 3. Ministerpräsident Radoslawoff und 4. Oberst Gantschew, die bulgarischen Bevollmächtigten. Im Vordergrund die türkischen Bevollmächtigten. 5. Major Brinkmann. 6. Generalmajor Hoffmann. 7. Rykola Lewytsikyi, ukrainischer Bevollmächtigter. (171) [Abb.]: Im Kampf um Udine. (172 - 173) [Abb.]: Reste einer von den Italienern vor ihrer Flucht mit Benzin übergossenen und in Brand gesteckten Schlachtviehstallung mit Haufen verkohlter Rinder. (174) Kämpfe um Udine. (174) [Abb.]: Von der österreichisch=ungarischen Artillerie in Brand geschossene italienische Eisenbahnzüge in Stazione per la Carnia. (174) [Abb.]: Auf einer italienischen Rückzugstrasse bei St. Daniele am Tagliamento. (175) Die französischen Kriegsziele in geschichtlicher Beleuchtung. (175) [Abb.]: Besetzungsmarken der Mittelmächte. (176) Die Besetzungsmarken der Mittelmächte. (176) Die Geschichte des Weltkrieges 1914/18. Heft 187 (Heft 187) ([177]) [Abb.]: An die Front! ([177]) [Abb.]: Materialtransport mittels Ochsengespanns und Strassenbahn bis in die vordersten Linien an der Westfront. (178) [2 Abb.]: (1)Stapelplatz fertig geschnittener Hölzer zum Bau von Unterständen und Minengängen in den vordersten Gräben hinter der Front in Flandern. (2) Lagerplatz von Baustoffen hinter der deutschen Front im Westen. (179) [2 Abb.]: (1)General Sir Henry H. Wilson, der an Stelle des zurückgetretenen Generals Robertson englischer Generalstabschef wurde. (2)Die Versenkung des amerikanischen Truppentransportdampers "Tuskania" westlich von der irischen Küste durch ein deutsches U=Boot in der Nach zum 5. Februar 1918 trotz stärksten Schutzes durch englische Zerstörer. (180) [Abb.]: An der Westfront ankommender amerikanischer Truppentransport wird von deutschen Fliegern beschossen. ([181]) [2 Abb.]: (1)Eine italienische Seidenspinnerei unter deutscher Verwaltung in Vittoria, in der die Seidenkokons bis zum fertigen Seidenfaden verarbeitet werden. Innenansicht der Spinnerei: Die Bürstenanlage. Etwa 50-60 Kokons werden in 40 Grad heisses Wasser gelegt und ihre Fadenaufänge durch Bürsten losgelöst. (2) Abwiegen von Kokons. Eine Spinnerin erhält täglich 4 Kilogramm Kokons zugwiesen, die sie im Laufe des Tages verarbeitet. (182) [Abb.]: Erfolgreicher Angriff eines deutschen Fliegers auf einen feindlichen Fesselballon. 1. Das deutsche Flugzeuzg überfliegt den Ballon. 2. Der Ballon ist durch die Brandgeschosse des Fliegers in Brand geraten. 3. Die Überreste des Ballons stürzen brennend ab. (183) Illustrierte Kriegsberichte. (184) Selige Augen. (184) [Abb.]: Deutsche Fliegeraufnahme der Düna hinter Riga mit der von deutschen Pionieren geschlagenen Notbrücke im Vordergrund. (184) [Abb.]: Freudige Begrüssung deutscher Reiter auf ihrem Vormarsch in Livland durch die von der russischen Gewaltherrschaft befreite Bevölkerung. ([185]) [3 Abb.]: Bilder aus dem Cholmer Gebiet. (1)Oberes Bild: Strassenbild von Cholm.- (2)Mittleres Bild: Ukrainische Juden am Sabbat in Cholm. -(3) Unteres Bild: Ukrainische Bäuerin am Spinnrad. (186) [3 Abb.]: (1)Tschernow, Führer der russischen Minimalisten, ein erbitterter Gegener Trotzkis und Lenins. (2) Wsetwolod Holubovicz, wurde am 5. Februar 1918 zum Ministerpräsidenten der neugegründeten Republik Ukraine gewählt. (3)Gesamtansicht von Kiew, der Hauptstadt der Ukraine. (187) [Abb.]: Strassenkämpfe in Petersburg unter der Schreckensherrschaft der Bolschewiki. 1. Kampf um den Winterpalast mit Panzerwagen. 2. Wirkung eines Artilleriegeschosses. 3. Vernichtung von Zeitungen auf dem Newsky=Prospekt. 4. Strassenkampf. (188) Charakterköpfe der Weltkriegsbühne. 9. Leo Nikolaus Trotzki. (188) [Abb.]: Die Schreckensherrschaft der Roten Garde in Livland. Sie verbreitete sich über den ganzen, von den Deutschen bisher nicht besetzten Teil Livlands. Die meisten Hofbesitzer wurden ausgeraubt und von Haus und Hof verjagt. Wer sich widersetzte, wurde sofort erschossen. ([189]) [Abb.]: Nordteil der deutschen Front gegen Grossrussland vor Beginn des neuen Vormarsches nach Ablauf des Waffenstillstandes. (190) [2 Abb.]: (1)Südteil der deutschen Front gegen Grossrussland vor Beginn des neuen Vormarsches nach Ablauf des Waffenstillstandes. (2)Südteil der deutschen Front gegen Grossrussland vor Beginn des neuen Vormarsches nach Ablauf des Waffenstillstandes. (190) Der Vormarsch nach Livland. (191) [Abb.]: An der grossen Verkehrstrasse Riga-Petersburg durch die Hügellandschaft Livlands: Übergang deutscher Truppen über die Bahnstrecke Riga-Petersburg. (191) [Abb.]: Das neue Abzeichen für deutsche Fliegerschützen (in 1/2 Grösse), das für diejenigen Mannschaften bestimmt ist, die als Maschinengewehrschützen zur Flugzeugbesatzung gehören. (192) [Abb.]: Sie kommen! ( - ) Die Geschichte des Weltkrieges 1914/18. Heft 188 (Heft 188) ([193]) [Abb.]: Generalfeldmarschall v. Eichhorn (links) und General v. Bredow (rechts) mit Offizieren des Stabes bei der Besichtigung von Minsk nach der Einnahme der Stadt. ([193]) [2 Abb.]: (1)Russische Gefangenentypen: Mohammedaner aus Astrachan. (2) Der Friedensplaltz mit der polnischen Kirche und dem Gouvernementsgebäude in Minsk. (194) [3 Abb.]: (1)Svinhufvud, finnischer Ministerpräsident. (2)Generalleutnant Freiherr v. Seckendorff, der Eroberer von Reval. (3)Vogelschaukarte der Festung Reval, die am 25. Februar 1918 von deutschen Truppen nach Kampf genommen wurde. (195) [Abb.]: Die deutsche Front zur Zeit des Friedenschlusses mit Grossrussland am 3. März 1918. (196) [Abb.]: Auf der Kleinbahn zur Front in den Argonnen. ([197]) [Abb.]: Vogelschaukarte der Alandsinseln. (198) [4 Abb.]: (1)Fregattenkapitän Nerger, Kommandant des deutschen Hilfskreuzers "Wolf". (2)Kapitänleutnant Franz Becker, erfolgreicher deutscher U=Boot=Kommandant im Mittelmeer. (3)Kapitänleutnant Sietz, erfolgreicher deutscher U=Boot=Kommandant im östlichen Mittelmeer. (4)Kapitänleutnant Brandes, Kommandant des deutschen Hilfskreuzers "Iltis". (199) Illustrierte Kriegsberichte. (199) Das Deutschtum in den baltischen Landen. (199) [4 Abb.]:(1) Kapitänleutnant Spiess, erfolgreicher Führer eines deutschen U=Bootes. (2)Flugzeugbeobachter Leutnant Hans Jürgen Horn, Ritter des Ordens Pour le Mérite. (3)Leutnant Bongartz, erfolgreicher deutscher Kampfflieger, Ritter des Ordens Pour le Mérite. (4)Oberleutnant z.S. Karl Neumann, erfolgreicher Führer eines deutschen U=Bootes im Mittelmeer. (199) [Abb.]: Die Mannschaft des deutschen Hilfskreuzers "Wolf" nach ihrer Rückkehr von fünfzehnmonatiger Kreuzfahrt durch den Atlantischen, Indischen und Stillen Ozean. ([200]) [Abb.]: Einlaufen des deutschen Hilfskreuzers "Wolf" in den Kieler Hafen. (201) Kriegshunde. (202) [3 Abb.]: Aus einer Kriegsmeldehunde=Schule dicht hinter der deutschen Front. (1)Oberes Bild: Die Vorbereitung der Mittagmahlzeit durch die Köche. - (2)Mittleres Bild: Antreten und Appell der Hundeführer vor dem Ausmarsch zur Übung. - (3)Unteres Bild: Die Kriegsmeldehunde beim Mittagmahl in ihren Stellungen. (203) Von Riga bis nach Dorpat. (203) [Abb.]: Der Durchbruch der deutsch=ostafrikanischen Schutztruppe unter Führung des Generalmajors v. Lettow=Vorbeck über den Rowuma=Grenzfluss auf portugiesisches Gebiet. ([205]) [Abb.]: Eintreffen der deutschen und österreichisch=ungarischen Austauschgefangenen auf einem schwedischen Dampfer in Sassnitz. (206) Der Durchbruch der deutsch=ostafrikanischen Schutztruppe nach Portugiesisch=Ostafrika und die Kämpfe dort im Dezember 1917. (206) [Abb.]: Die neu eingekleideten deutschen Austauschgefangenen nach ihrer Ankunft in Sassnitz. (207) Deutsch=russischer Gefangenenaustausch in Sassnitz. (207) [Abb.]: Gefangenenaustausch in Sassnitz auf der Ostseeinsel Rügen. Die wohl aussehenden russischen Gefangenen gehen an Bord. (207) [Abb.]: Wiedereroberung des Castellaccio (Tonalegebiet). (208) Wiedereroberung des Castellaccio (Tonalegebiet) am 14. September 1915. (208) [Abb.]: Ein Blick über den vordersten Graben. Inmitten des zerschossenen Waldgeländes zieht sich in 75 Meter Entfernung der französische Graben hin. Im Vordergrund bezieht eine Kolonne Feldgrauer die Stellung. ( - ) Die Geschichte des Weltkrieges 1914/18. (Heft 189) ([209]) [Abb.]: Deutscher Meldereiter mit Gasmaske überbringt in feindlichem Feuer eine wichtige Meldung. ([209]) [5 Abb.]: (1)Kartenskizze zu der fortschreitenden deutschen Offensive in Frankreich. Ende März 1918. Ritter des Ordens Pour le Mérite. (2)Major Freiherr v. Schleinitz, Bataillonskommandeur des Garde=Grenadierregiments Nr. 5. (3)Oberstleutnant Freiherr v. Lupin, Kommandeur des württ. Grenadierregiments Nr. 123, der sich durch hervorragende Tapferkeit bei der Wegnahme von Fins auszeichnete. (4)Generalleutnant Oskar Freiherr v. Watter, Kommandeur einer Division, die sich bei Cambrai rühmlich hervortat. (5) Major Heinrigs, Bataillonskommandeur im Infanterieregiment Nr. 24. (210) [ 9 Abb.]: Hervorragende Führer der Grossen Schlacht in Frankreich. (1)General Walter Frhr. v. Lüttwitz. (2)General Ritter und Edler v. Ötinger. (3)General v. Conta. (4) General v. dem Borne. (5) Oberleutnant z. S. Walter Warzecha, erfolgreicher deutscher U=Boot=Kommandant. Ritter des Ordens Pour le Mérite. (6)Oberstleutnant Ernst Freiherr v. Forstner, Kommandeur eines badischen Grenadierregiments. (7)Königlich sächsischer Generalmajor Hammer, führte bei Kriegsausbruch das 104. Infanteriergiment. (8)Generalmajor v. Sabain, im Frieden zuletzt Kommandeur der 12. Infanteriebrigade in Brandenburg. (9)General v. Wedel, Führer einer brandenburgischen Division, die sich auf dem italienischen Kriegschauplatz hervorgetan hat. (211) [2 Abb.]: (1)Unversehrt erbeutetes englisches Munitionslager bei Aubigny vor Ham. (2) Vor Ham gestürmte schwere englische Batterie. (212) [Abb.]: Auffahrende deutsche Artillerie. ([213]) [3 Abb.]: Bilder aus der Grossen Schlacht im Westen. (1) Über die ersten gestürmten englischen Stellungen vorgehende deutsche Kavallerie. (2)Über gestürmte englische Stellungen vorgehende deutsche Pioniere. (3)Über die ersten gestürmten englischen Stellungen vorgehende deutsche Artillerie. (214) [3 Abb.]: Bilder aus der Grossen Schlacht im Westen. (1)In St. Quentin bereitgestellte deutsche Reserven. (2)Deutsche Kolonnen auf der Vormarschstrasse vor Ham. (3)Eintreffen der ersten englischen Gefangenen in einer Sammelstelle bei St. Quentin. (215) [Abb.]: Wie sich der Flieger gegen Kälte schützt. Deutscher Flieger beim Anlegen von elektrisch geheizten Handschuhen. (216) Illustrierte Kriegsberichte. (216) Die Badener an der Wetterecke am 1. März 1918. (216) [Abb.]: Aufklärungsflug an der dalmatinischen Küste. (217) [3 Abb.]: (1)Alexander Marghiloman, wurde als Nachfolger Averescus zum rumänischen Ministerpräsidenten ernannt mit der Aufgabe, die Friedensverhandlungen zum Abschluss zu bringen. (2)General Averescu, der in der Übergangsregierung als rumänischer Ministerpräsident die Vorfriedensverhandlungen geführt hat. (3) Offiziere der 1. ukrainischen Division. (218) [2 Abb.]: (1) Aus russischer Gefangenschaft zurückkommende deutsche und österreichisch=ungarische Mannschaften in ihre Heimat. (2) Aus russischer Gefangenschaft zurückkommende deutsche Mannschaften bei der Abbeförderung in ihre Heimat. Die Soldaten tragen noch ihre Lagerkleider. (219) Die Eroberung Estlands. (220 - 221) [Abb.]: Verladung türkischer Kamele in Hidja Tschistchan an der Bagdadbahn. (220 - 221) [2 Abb.]:(1) Generalleutnant Adams. Führer der deutschen Truppen in Livland, die Dorpat besetzten. (2)Rast deutscher Truppen am Ufer des Peipus=Sees in Livland. (222) [6 Abb.]: Bilder vom deutschen Vordringen in Est= und Livland. (1)Blick zwischen den Narowafestungen durch auf den Fluss. (2)Die russische Festung Iwangorod bei Narwa. (3)Russische Soldaten melden sich auf dem Rathaus in Dorpat. (4)Die alte Deutschordensritterburg in Narwa. (5)Blick auf die Altstadt von Narwa von der Narowabrücke aus. (6)Die Schwedenfestung bei Narwa von der Narowabrücke aus. (223) Deutschlands künftige Weltwirtschaft. (223) [Abb.]: Das Eiserne Kreuz mit goldenen Strahlen, das Blücherkreuz, das bisher nur einmal, dem Fürsten Blücher nach der Schlacht bei Belle=Alliance, und jetzt vom Deutschen Kaiser dem Generalfeldmarschall v. Hindenburg verliehen wurde. Der Orden ist die höchste Klasse des Eisernen Kreuzes und in nur einem Exemplar auf Anordnung des Deutschen Kaisers angefertigt worden. (224) Die Geschichte des Weltkrieges 1914/18. Heft 190 (Heft 190) ([225]) [Abb.]: Eroberung englischer Langrohrgeschütze in der Durchbruchschlacht bei Bapaume. ([225]) [2 Abb.]: (1)Deutsche Maschinengewehrkompanie geht in Stellung. (2) Deutsche Kolonnen auf dem Vormarsch durch das zerschossene Templeux. (226) [2 Abb.]: (1)Eine Batterie von deutschen 21=cm=Mörsern in den gestürmten Linien im Kampfgelände zwischen Bapaume und Arras. (2)Gestürmte englische Linien bei Bullecourt-Croisilles zwischen Bapaume und Arras. (227) [2 Abb.]: (1)Einschlagen einer Gasgranate.(2)Einschlagen einer Stahlgranate. (228) [Abb.]: Deutsche Feldbatterien jagen im Galopp über die gestürmten englischen Stellungen in die vorderste Linie zur Unterstützung der Infanterieangriffe aus nächster Nähe. ([229]) [2 Abb.]: (1)Englisches Grossflugzeug (Typ Handley=Page) mit zurücklegbaren Tragflächen, das von den Deutschen unversehrt erbeutet wurde. Das Flugzeug ist 30 Meter breit, 20 Meter lang, 6 1/2 Meter hoch und hat 2 Motore zu je 260 Pferdestärken, die 2 vierflügelige Schrauben treiben. Bewaffnung: 3 Maschinengewehre; Besatzung: 5 Mann. (2) Von den Deutschen erbeuteter französischer Nieuport=Kampfeinsitzer mit einem Maschinengewehr, das an den oberen Tragflächen angebracht ist. (230) [2 Abb.]:(1) Verwundeter gefangener Führer eines abgeschossenen englischen Flugzeuges. (2)Unversehrt vorgefundene Wohnbaracken und Unterstände einer englischen Fliegerabteilung auf dem Flugplatz Favreuil. (231) [5 Abb.]: (1)Leutnant Röth, der am 1. April 1918 vor Arras vier englische Fesselballone vernichtete. (2)Vizefeldwebel Wagner, der am 1. April 1918 vor Arras einen englischen Fesselballon abschoss. (3)Vizefeldwebel Bäumer, deutscher Kampfflieger, der sich an der Westfront hervorgetan hat. (4)Oberleutnant Lörzer, erfolgreicher deutscher Kampfflieger, Ritter des Ordens Pour le Mérite. (5)Bei einem deutschen Jagdgeschwader an der Westfront. Blick auf den Flughafen mit den Zelten und abfahrtbereiten Flugzeugen, unter denen sich einsitzige Fokker=Kampfdreidecker befinden. Von einem deutschen Flugzeuge aus geringer Höhe aufgenommen. (232) [Abb.]: Wiederherstellung einer durch sogenannte Masken gegen Sicht geschützten, hochgelegenen Argonnenstrasse, die täglich unter feindlichem Feuer liegt und durch eine Fliegerbombe aufgerissen worden war. Die Masken bestehen aus Binsen=Weidenruten mit Laubansatz. In der Eichengruppe links ein Artilleriebeobachtungstand. Im Nebel des Hintergrundes die Höhenzüge des Argonnenwaldes. ( - ) [Abb.]: Zerstörung englischer Fesselballone vor Arras am 1. April 1918. (233) Illustrierte Kriegsberichte. (234) Wiederherstellung einer durch sogenannte Masken gegen Sicht geschützten und durch Beschiessung aufgerissenen Höhenstrasse. (234) [Abb.]: Übersichtskarte über das Gebiet von Japan und den ostsibirischen Hafenstädten. (234) Die Badener an der Wetterecke am 1. März 1918. (234) [2 Abb.]: (1)Der neue Stahlhelm der Schweizer Armee (2)Die Wirkung des Aushungerungskrieges Englands in der neutralen Schweiz: Städtischer Kartoffelverkauf der Notstandshilfe in Zürich. In verschiedenen Stadtstreifen Zürichs sowie in anderen schweizerischen Städten werden Kartoffeln als unentbehrliches Nahrungsmittel zu ermäßigten Preisen an die bedürftige Bevölkerung abgegeben. (235) [Abb.]: Am Verbandplatz. (236 - 237) [Abb.]: Österreichisch=ungarischer Soldat auf dem Markt von Winica in der Ukraine. (238) Die Befreiung der Ukraine. (238) [Abb.]: Von österreichisch=ungarischen Truppen auf dem Vormarsch nach Odessa gefangene Japaner. (239) [2 Abb.]: (1)May Senta Hauler, die Tochter eines auf dem italienischen Kriegschauplatzgefallenen österreichisch=ungarischen Offiziers, die sich als Schütze "Wolf Hauler" dem Württembergischen Gebirgsbataillon angeschlossen hat.(2) Die Vorhut der k. u. k. 30. Infanteriedivision (Feldmarschalleutnant v. Jesser) dringt am 13. März 1918 unter Führung des Generalmajors Alfred v. Zeidler von Norden her über den Frachtbahnhof in Odessa ein, während von Westen her zwei deutsche Bataillone die Stadt besetzen. (240) [Abb.]: Übergang deutscher Truppen über die Lys. ( - ) Die Geschichte des Weltkrieges 1914/18. Heft 191 (Heft 191) ([241]) [Abb.]: Der von den Franzosen gesprengte Oise=Aisne=Kanal, der über den Oisefluss führt. Rechts und links vom Kanal Sumpfgelände. ([241]) [2Abb.]: (1)Kartenskizze zu der Schlacht bei Armentiéres. (2)Kartenskizze zum Vorstoss der Armee Boehn zwischen Oise und Aisne. (242) [Abb.]: Das eroberte Chauny, das von den Franzosen vor ihrem Rückzug in Brand gesteckt wurde, aus 200 Meter Höhe von einem deutschen Flieger aufgenommen. (243) [2 Abb.]: (1)Deutsche Pioniere beim Überbrücken eines Minentrichters im Kampfgelände zwischen St. Quentin und Ham. (2)Zwei erbeutete englische Langrohrgeschütze auf einem Schienenstrang im Westen. (244) [Abb.]: Mit der Uhr in der Hand vor dem Sturm. Ein deutscher Sturmtrupp erwartet in einer Sappenkopfstellung den Befehl zum Vorbrechen. ([245]) [Abb.]: Aus der Hochburg des deutschen Kriegsmaterials: Lager von Rohgeschossen bei Krupp in Essen. (246) [3 Abb.]: Bei einer deutschen Batterie in Flandern. (1)Ein Geschütz wird gedreht. (2)Munition wird mittels kleiner Wagen zur Batterie gebracht. (3)Im Geschützturm einer schweren Küstenbatterie in Flandern. (247) Illustrierte Kriegsberichte. (247) Der Brigadier. (247) [2 Abb.]: (1)Kartenskizze zur Offensive in Finnland. (2)Russische Torpedoboote und Minenschiffe im Eis des Hafens von Helsingfors. Von einem deutschen Flieger aus 100 Meter Höhe aufgenommen. (248) [Abb.]: Landung deutscher Truppen im Hafen von Hangö in Finnland. ([249]) [2 Abb.]: (1)Deutsche Soldaten beim Bau von Unterkunftsräumen an der mazedonischen Front.(2)Auf einer Strasse am Wardar in Mazedonien: Am Bergrücken ein altes Kloster. (250) Kraftfahrer voran. (251) [Abb.]: Kriegerisches Strassenbild aus einer mazedonischen Stadt. (251) [2 Abb.]:(1) Deutscher Offizier reitet zur Front im Orient. (2)Österreichisch=ungarische Gebirgsartillerie auf dem Marsche im Tigristal. (252) [Abb.]: Deutsche Flieger bewerfen ein englisches Lager bei Jericho mit Bomben. Im Hintergrunde das Tote Meer und die Moabiter Berge. (253) [10 Abb.]: (1)General v. Eberhardt, dessen Truppen bei der erfolgreichen Umfassung von Armentiéres beteiligt waren. (2) General v. Quast, ein Führer der siegreichen deutschen Truppen in der Schlacht bei Armentiéres. (3)General v. Carlowitz, dessen Truppen mit denen des Generals v. Stetten den Feind in Richtung Baillent und Merville zurückwarfen. (4)Generalmajor v. Schippert, Führer einer württembergischen Division in der Grossen Schlacht in Flandern. (5)Generalmajor Höfer, der mit seinen Truppen den Übergang über die Lys bei Bac=St. Maux erkämpfte. (6)Leutnant Drebing, durch dessen schneidiges Zufassen der Übergang über die Lys bei Bac=St. Maux erzwungen wurde. (7)Oberleutnant z. S. Sprenger, erfolgreicher deutscher U=Boot=Kommandant im östlichen Mittelmeer (8)Leutnant v. R. Kroll, erfolgreicher deutscher Kampfflieger, Ritter des Ordens Pour le Mérite (9)Oberleutnant Fricke, erfolgreicher deutscher Beobachtungsflieger, Ritter des Ordens Pour le Mérite. (10)Oberleutnant z. S. Herm. Menzel, erfolgreicher deutscher U=Boot=Kommandant auf dem nördlichen Seekriegschauplatz. (254) [4 Abb.]: Deutsche Truppen in Livland. (1)Deutsche Radfahrerabteilung bei der Verfolgung raubender Bolschewikibanden. (2)Deutsche Radfahrerabteilung im Kampf mit raubenden Bolschewikibanden. (3)Ein nach Kampf mit den Bolschewiki erbeuteter russischer Panzerkraftwagen. (4)Deutsche Artillerie im Kampf mit einem abziehenden Panzerzug raubender Bolschewikibanden. (255) Krieg und Arbeitskräfte. (255) [Abb.]: Eine Kriegsauszeichnung für deutsche U=Boot=Besatzungen. Das aus patinierter Bronze hergestellte Abzeichen kann Offfizieren, Deckoffizieren und Mannschaften verliehen werden, die sich auf drei Fahrten gegen den Feind besonder hervorgetan haben. (256) [Abb.]: Aus den Kämpfen bei Langenmark. ( - ) Die Geschichte des Weltkrieges 1914/18. Heft 192 (Heft 192) ([257]) [Abb.]: Eroberte englische Stellung vor Armentiéres; durch deutsche Artillerie stark zusammengeschossen. ([257]) [Abb.]: Übersichtkarte zur Schlacht in Flandern (258) [6 Abb.]: Bilder aus der Schlacht bei Armentiéres. (1)Deutsche 21=cm=Mörserbatterie beim Stellungswechsel vor Estaires. (2)Eine Batterie deutscher 21=cm=Mörser im Feuer. (3)Erbeutete schwere englische Haubitze in Armentiéres (4)Österreichisch=ungarischer 30,5=cm=Mörser wird in Stellung gebracht. (5)Während des Kampfes überlaufende englische Soldaten werden von den Deutschen zu einer Sammelstelle gewiesen. (6)Ein Trupp der ersten aus der Schlacht eingebrachten englischen und portugiesischen Gefangenen. (259) [Abb.]: Der Deutsche Kaiser beobachtet auf einem Gefechtstande südlich von Armentiéres den Verlauf der Schlacht. Im Vordergrund ziehen Kolonnen mit Pioniergerät der vorstürmenden Infanterie nach. ([260 - 261]) [7 Abb.]: Hervorragende Kommandnaten deutscher Marineluftschiffe. (1)Korvettenkapitän Arnold Schütze. (2)Kapitänleutnant Flemming. (3)Kapitänleutnant v. Freudenreich. (4)1)RegimentskommandeurOberstleutnant Pohlmann, dessen Truppen in selbtstätigem Handeln die Höhe von Rossignol stürmten. (5)General Grünert, Führer deutscher Truppen in dem Kampfgebiet zwischen Bapaume und Peronne. (6)General Sieger, der Eroberer von Wytschaete, dessen Truppen auch an der Erstürmung des Kemmelberges beteiligt waren. (7)General v. Webern, siegreicher deutscher Truppenführer in dem Kampfgebiet zwischen Ham und Chauny. (262) [2 Abb.]: (1)Wie die Franzosen die deutschen Heldengräber schänden. Auf dem Holzkreuz eines Grabes auf dem Friedhof des wiedereroberten Nesle ist das Wort "Kameraden" vom Feinde mit schwarzer Farbe überstrichen worden. (2)Wie die Franzosen die deutschen Heldengräber schänden. Mutwillige Zerstörungen auf dem Friedhofe im wiedereroberten Nesle. Die Soldatengräber wurden von den französischen "Kulturträgern" vor ihrem Rückzug aufgerissen, die Holzkreuze gewaltsam zerbrochen, die Grabsteine absichtlich umgestürzt und die Inschriften mit den Namen der Toten und dem Zeichen des Eisernen Kreuzes vernichtet. Die deutschen Gräber wurden ausserdem von den übrigen durch einen Zaun aus Draht und Dachpappe getrennt. (263) [Abb.]: Deutsche Fliegeraufnahme der Kathedrale von Laon, die durch französisches Artilleriefeuer zerstört wurde. (264) Illustrierte Kriegsberichte. (264) Die Durchbruchschlacht in Frankreich. (264) [Abb.]: Deutsches U=Boot beschiesst Monrovia und Kap Palma in Liberia (Westafrika). ([265]) [Abb.]: Bau eines Bohrturmes in dem unter österreichisch=ungarischer Militärverwaltung stehenden rumänischen Rohölgebiet. (266) [Abb.]: Hochziehen eines österreichisch=ungarischen Fesselballons vom Meere aus. (267) [Abb.]: Eine Fahrt durch den Amanustunnel hinter der Palästinafront. (268 - 269) Darstellung der Befestigungswerke von Verdun. (268 - 269) [Abb.]: Reliefdarstellung der Befestigungswerke von Verdun in der Austellung "Die französische Festung und ihre Verteidigung" in den Austellungshallen am Zoologischen Garten zu Berlin. (268 - 269) Stosstruppen. Einbruch. Durchbruch. (271) [Abb.]: Fort Bauban, dritte Verteidigungslinie von Verdun. Im Relief wiedergegeben in der Austellung "Die französische Festung und ihre Verteidigung" in den Austellungshallen am Zoologischen Garten zu Berlin. (271) [Abb.]: Übung von Infanterietruppen im Zusammenarbeiten mit einem Infanterieflieger in einem hinter der Front dem Kampfplatz nachgebildeten Übungswerk. (272) Die Geschichte des Weltkrieges 1914/18. Heft 193 (Heft 193) ([273]) [Abb.]: Die Volksabstimmungen für den Rat von Flandern. Kundgebung der Flamen für ein selbstständiges Flandern. Umzug durch die Strassen Antwerpens. ([273]) [Abb.]: Erbeutete englische Flugabwehrkanone auf der Strasse nach Bapaume. (274) [2 Abb.]: (1)Generalleutnant v. Lindequist, einer der erfolgreichen deutschen Heerführer im Westen. (2)Ansicht des Kemmelberges mit Vorgelände. (275) [Abb.]: Die Eroberung des Kemmelbergs. (276 - 277) Illustrierte Kriegsberichte. (276 - 277) Die flämische Bewegung. (276 - 277) [Abb.]: Die Ruinen des Tuchhallen von Ypern und der Kathedrale St. Martin im Mondschein. (278) [2 Abb.]: (1)Die berühmte Jagdstaffel des Rittmeisters Manfred Freiherrn v. Richthofen, deren Führer nach Erringung von 80 Luftfliegen am 21. April 1918 einer feindlichen Kugel erlag. (2)Im Luftkampf an der Westfront aabgeschossener Sopwith=Kampfeinsitzer. In dem auffallend bemalten Rumpfvorderteil ist der Umdrehungsmotor sichtbar, darüber zwei starre Maschinengewehre. (279) [2 Abb.]: Zum missglückten englischen Handstreich auf Seebrügge und Ostende. (1)Fliegeraufnahme eines der versenkten englischen Sperrkreuzer , mit zahlreichen Spuren der Beschiessung durch die deutschen Küstenbatterien. (2)Fliegeraufnahme der versenkten englischen Sperrkreuzer "Brilliant" und "Sirius von denen der eine in Brand geschossen wurde. (280) Wehrhaft Kirche in St. Juvin. (280) [Abb.]: Kartenskizze zum missglückten englischen Handstreich auf Zeebrügge. a) Deutsche Prahmsperre, b) Einbruch der versenkten englischen Schiffe. (280) [Abb.]: Die wehrhaft Kirche in St. Juvin. ( - ) [Abb.]: Der missglückte englische Handstreich gegen Zeebrügge: Der Kampf auf der Mole. ([281]) [Abb.]: Die deutschen Linienschiffe im Eise vor Finnland. (282) Das Los deutscher Gefangener. (282) [3 Abb.]: (1)Einzug der deutschen Truppen in Helfingfors, die von den Bolschewiki geräumte Hauptstadt Finnlands. (2) Der Magistrat von Helfingfors begrüsst den deutschen General Grafen v. d. Goltz beim Einzug auf dem Platz vor dem Dom. (3)Die Einwohnerschaft von Helfingfors bringt ein Hoch auf Deutschland aus. Im Vordergrund links der Magistrat der finnischen Hauptstadt, rechts General Graf v. d. Goltz mit seinem Stab. (283) [2 Abb.]: (1)Der gestorbene bulgarische Gesandte in Berlin, Dr. Dmitri Rizow, der sich um das deutsch=bulgarische Freundschaftsbündnis sehr verdient gemacht hat. (2)Die Radobilj=Passstrasse zwischen Gradiska und Prilep in Mazedonien, eine der längsten Kehrstrassen der Welt, durch die eine 40 Kilometer lange Drahtseilbahn von Prilep nach Drenowo führt. (284) [Abb.]: Ein Zeppelin=Luftkreuzer über Kreta. (285) [Abb.]: Übersichtskarte vom südöstlichen Russland. (286) Die Durchbruchschlacht in Frankreich. (287) [2Abb.]: (1)Das erste Kriegschiff des Vierbundes im Hafen von Odessa: Der türkische kleine Kreuzer "Hamidie". (2)Ukrainischer Train auf der Brücke des von österreichisch=ungarischen Truppen besetzten Ortes Kamenez Podolski in der Ukraine. (287) [Abb.]: Ein feindlicher Handelsdampfer sucht einem deutschen U=Boot zu entkommen, indem er einen Rauch entwickelnden Behälter ins Wasser gleiten lässt, der durch die erzeugte Rauchwand das Schiff den Blicken der Angreifer entziehen soll. (288) Künstlicher Nebel als U=Boot=Abwehrmittel. (288) Die Geschichte des Weltkrieges 1914/18. Heft 194 (Heft 194) ([289]) [Abb.]: Nach der Schlacht am Kemmelberg: Verwundete Gefangene werden auf der Lys mittels Kähnen abbefördert. ([289]) [Abb.]: Meldung eine österreichisch=ungarischen Kommandanten bei seinem Eintreffen auf dem westlichen Kriegschauplatz (290) [ 3Abb.]: Bilder von der deutschen Beute im Westen. (1)Erbeutetes englisches Kriegsmaterial auf einer Sammelstelle. (2)Im Wasser stecken gebliebener englischer Motorschlepper für schwere Geschütze. (3)Ein unversehrt erbeuteter englischer 22=cm=Mörser (291) [Abb.]: Im Raume von St. Quentin-Noyon flüchtende Engländer werden von deutscher Artillerie unter Feuer genommen. ([292 - 293]) [Abb.]: Schematische Darstellung eines stark gesicherten englischen Geleitzugs. Die Frachtschiffe fahren in Doppelkiellinie und sind in der Mitte und an beiden Seiten - alles in entsprechenden Abständen voneinander - durch eine Anzahl bewaffneter Fischdampfer schützt. In Zickzacklinie seitwärts fahrende Torpedoboote sowie Spitzen= und Schlussschiffe mit Fesselballonen vervollständigen die Sicherung der wertvollen Transportzüge. (294) [5 Abb.]: Erfolgreiche deutsche U=Boot=Kommandanten. (1)Kapitänleutnant Hundius. (2)Kapitänleutnant Klasing. (3)Kapitänleutnant Neureuther. (4)Kapitänleutnant v. Glasenapp. (5)K. u. k. Offizierstellvertreter Kitz, erfolgreicher österreichisch=ungarische Kampfflieger, der 19 Gegner abschoss und dreimal mit der Goldenen, viermal mit der Grossen Silbernen, zweimal mit der kleinen Silbernen und mit der bronzenen Tapferkeitsmedaille ausgezeichnet wurde. (295) Illustrierte Kriegsberichte. (295) Die Durchbruchschlacht in Frankreich. II. Angriff. (295) [2 Abb.]: (1)Der ukrainische Hetman Pawel Petrowitsch Storopadski.(2)Der Führer der Bolschewiki=Organisation in Cherson am Dnjepr, der Matrose Wassiljew (in der Mitte sitzend), mit seinem Stabe. Nach einem beim deutschen Vormarsch nach der Krim in Cherson vorgefundenen Bilde. (296) [Abb.]: Einmarsch deutscher Truppen in Noyon. Im Hintergrund die Kathedrale ( - ) [Abb.]: Die Rote Garde in Finnland streckt nach fünftägiger Schlacht bei Tavastehus die Waffen. ([297]) Die Krim. (298) [3 Abb.]: Die Schweiz im Weltkriege. Schweizerische Grenzwacht an der elsässischen Grenze. Ein hochgebauter Beobachtungsturm auf einer die Umgebung beherrschenden Anhöhe mit starken Fernrohren. (298) [3 Abb.]: Die Schweiz im Weltkriege. Oberes Bild: Ablegen der Werkzeuge und Abmarsch nach Arbeitschluss im Stellungsbau. Mittleres Bild: Stellungsbau im Juragestein. Unteres Bild: Einfahren der Brückenkähne beim Bau einer Brücke. (299) [Abb.]: Das deutsche Abzeichen für Verwundete, das laut Kaiserlicher Kabinettsorder vom 3. März 1918 als besondere Anerkennung den im Dienste des Vaterlandes Verwundeten verliehen wird. (300) Die deutsche Getreidewirtschaft im Kriege. (300) [Abb.]: Einzug finnischer Truppen in die Festung Wiborg. ([301]) [2 Abb.]: (1)Teilansicht eines Musterraumes für eingelieferte Getreideproben. (2) Die Reichsgetreidestelle. Abteilung Mühlenbetrieb. (302) K. u. k. Sturmtruppen säubern eine von den Russen genommene Stellung in der südlichen Bukowina. (303) [2Abb.]: (1)Getreideuntersuchungsraum. (2) Die Reichsgetreidestelle. (303) [Abb.]: K. u. k. Sturmtruppen säubern in kühnem Gegenangriff eine von den Russen Tags zuvor besetzte Stellung in der südlichen Bukowina. (304) Das Tragtier in den Karpathen. (304) Die Geschichte des Weltkrieges 1914/18. Heft 195 (Heft 195) ([305]) [Abb.]: Granatwerfer 16 beim Schiessen von Sperrfeuer auf dem westlichen Kriegschauplatz. Ein leichter, allgemein in der deutschen Armee eingeführter Minenwerfer, der der Infanterie beigegeben worden ist und es ihr ermöglicht, sich selbst ihr Sperrfeuer zu legen oder feindliche Stützpunkte niederzukämpfen. Die Leute im Vordergrunde des Bildes machen die Wurfgranaten fertig: der andere Mann ist im Begriff, den Werfer abzuziehen. ([305]) [2 Abb.]: (1)Ein bedeutsamer Wegweiser in Flandern: Nach Nieuw=Kerke und nach Kemmel. (2) Bau einer Feldbahn im Kampfgelände von Kemmel durch deutsche Eisenbahntruppen. (306) [Abb.]: Die freie Fahrrinne im Hafen von Zeebrügge. Unsere Aufnahme zeigt die Wracke der v ersenkten englischen Schiffe und die völlig ungesperrte Hafenausfahrt als klarsten Beweis für das Misslingen des mit so schweren Opfern durchgeführten englischen Flottenangriffs. (307) [Abb.]:Übergabe der russischen Festung Kars an die siegreichen türkischen Truppen. ([308 - 309]) [2 Abb.]:(1) Die im Frieden von Bukarest festgelegte neue Grenzlinie zwischen Rumänien und Österreich=Ungarn (westlicher Abschnitt). (2)Kartenskizze der von Rumänien an den Vierbund abgetretenen Gebiete. (310) [2 Abb.]: (1)Die im Frieden von Bukarest festgelegte neue Grenzlinie zwischen Rumänien und Österreich=Ungarn (östlicher Abschnitt). (2)Zur Unterzeichnung des Friedensvertrages von Bukarest: Blick in den Sitzungsaal vor der Unterzeichnung der Schriftstücke. Um Tische von links nach rechts: der türkische Minister des Äusseren Ahmed Nessimy Bey, der österreichisch=ungarische Minister des Äusseren Graf Burian, der deutsche Staatssekretär des Auswärtigen Amtes v. Kühlmann, der bulgarische Ministerpräsident Radoslawow. (311) [Abb.]: Türkische Soldaten in der Wüste. (312) [Abb.]: In das eroberte Batum einziehende türkische Truppen werden von einer Abordnung der Bürgerschaft begrüsst. ( - ) [Abb.]: Die englische Niederlage am Jordan. ([313]) Illustrierte Kriegsberichte. (314) Erstürmung der letzten Forts von Batum durch die Türken. (314) [2 Abb.]: (1)K. u. k. Generalmajor Freiherr v. Zeidler, der Eroberer von Odessa. (2)K. u. k. Vizeadmiral Ritter v. Keil, wurde zum Admiral befördert. (314) [2 Abb.]: (1)Durchmarsch österreichisch=ungarischer Sturmtruppen durch Constanza am Schwarzen Meer. (2)Einschiffung österreichisch=ungarischer Sturmtruppen in Constanza zur Fahrt nach Odessa. (315) Die Eroberung der Krim. (316 - 317) [Abb.]: Einzug der deutschen Truppen in Sebastopol. (316 - 317) [Abb.]: Die von einem deutschen Infanterieflieger abgeschossene, mit einer Meldung versehene und Rauch entwickelnde Signalpatrone (Rauchmeldepatrone) wird von einem Infanteristen eingeholt. Die Rauchmeldepatrone ist eines der Mittel, wodurch der in 50-200 Meter Höhe fliegende Infanterieflieger die Verbindung zwischen der kämpfenden Infanterielinie und der Truppenführung herstellt, wenn bei schwerem Feuer alle anderen Nachrichtenmittel versagen. Er unterstützt die in den vordersten Gräben und Trichtern liegende Infanterie, beobachtet Angriffsabsichten des Feindes und kann hiergegen selbständig das Feuer der eigenen Artillerie anfordern. (318) Über die Verständigung zwischen Flieger und Truppe. (318) Charakterköpfe der Weltkriegsbühne. 10. Czernin. (319) [Abb.]: Die in der Rauchmeldepatrone enthaltene Meldung wird in der vordersten Stellung gelesen. (319) [2 Abb.]: (1)Wie die Franzosen den Krieg zu gewinnen gedenken: Ein in den deutschen Stellungen gelandeter französischer Werbeballon aus Papier, wie solche von den Franzosen häufig über die deutschen Linien abgelassen werden. Sie sind mit Zeitungen belastet, worin die deutschen Soldaten zum Überlaufen aufgefordert werden, da dann der Krieg bald beendet sei. Außerdem machen die Franzosen die verlockendsten Versprechnungen, weil sie einsehen, dass ihnen durch die Waffen der Sieg nicht zufällt. (2)Deutsche Soldaten belustigen sich an dem Inhalt der französischen Werbezeitungen. (320) Die Geschichte des Weltkrieges 1914/18. Heft 196 (Heft 196) ([321]) [2 Abb.]:(1) Meldung des Kommandanten der bulgarischen Ehrenkompanie in Küstendil. 1. Kaiser und König Karl. 2. König Ferdinand von Bulgarien. 3. Kronprinz Boris von Bulgarien. (2)Das österreichisch=ungarische Herrscherpaar auf der Reise nach Sofia und Konstantinopel. Ankunft in Konstantinopel. 1. Kaiser und König Karl. 2. Kaiserin und Königin Zita. 3. Sultan Mohammed V. ([321]) [Abb.]: Schipperarbeit in den flandrischen Dünen. (322) [2Abb.]: (1)Im offenen Kampfgelände am Kemmelberge erbeutete schwere englische Haubizenbatterie. (2) Deutsches Lazarett am Kemmelberge unter englischem Feuer. (323) [Abb.]: Innenansicht einer deutschen Marketenderei in einem ehemaligen französischen Basar in Laon. Zu den besetzten Gebieten werden von der deutschen Militärverwaltung zahlreiche vorbildliche Einrichtungen zum Wohle der Feldgrauen geschaffen. In diesen Verkaufsstellen können sich die Soldaten zu erstaunlich niedrigen Preisen erwerben, was ihnen vom Heere nicht unmittelbar geliefert wird. So kostet hier ein grosser Eimer der besten Marmelade, die in den eigenen Obstverwertungsanlagen der Militärverwaltung hergestellt wird, nur 3 Mark. (324) [Abb.]: Bei der grossen Bagage in der Nähe von Dixmuiden. ([325]) Illustrierte Kriegsberichte. (326) Rückeroberung der k. u. k. Feldwache II am Monticellohang im herbst 1915. (326) Charakterköpfe der Weltkriegsbühne. 11. Storopadski, der Hetman der Ukraine. (326) [8 Abb.]: Bilder von der deutschen Feldpost im Westen. (1)Ankunft der Heimatpost im besetzten Gebiet. (2)Im Sortierraum eines Feldpostamtes. (3)Ausladen der Heimatpost. (4)Abfahrt der Feldpost für eine Kompanie. (5)Eintreffen der Feldpostsäcke in den Stellungen. (6)Verteilung der Feldpost an die Gruppenführer der Kompanie. (7)Austeilen der Feldpost im Graben. (8)Beim Lesen der Heimatgrüsse. ([327]) [4 Abb.]: (1)Leutnant Löwenhardt, erfolgreicher deutscher Kampfflieger und Führer einer Jagdstaffel im Westen. (2) Oberleutnant z. S. Walter Schmitz, erfolgreicher Kommandant eines in Flandern stationierten deutschen U=Bootes (3)Leutnant Menkhoff, erfolgreicher deutscher Kampfflieger Ritter des Ordens Pour le Mérite (4) Korvettenkapitän Eckelmann, Führer des U=Kreuzers, der im Sperrgebiet um die Azoren 48247 Tonnen Schiffsraum versenkt hat. (328) [Abb.]: Rückeroberung der k. u. k. Feldwache II am Monticellohang. ( - ) [Abb.]: Das Heldenstück eines deutschen U=Bootes (Kommandant Kapitänleutnant Steinbauer ) im Hafen von Carloforte auf Sardinien im Morgengrauen des 29. April 1918 ([329]) [Abb.]: Die Kathedrale von Amiens, deren figurenreiche Eingänge durch Sandsäcke geschützt sind. Nach einer französischen Darstellung von Ende April 1918. (330) [Abb.]: Englands Hilfsvöker: In der Schlacht an der Lys gefangene Portugiesen in einem Lager hinter der deutschen Front. (331) Die Durchbruchschlacht in Frankreich. III. Die Schlacht an der Lys. (331) [Abb.]: Kurze Rast deutscher Truppen auf einem Platze in Armentiéres. (331) [Abb.]: Deutsche Pioniere beim Wegebau während der Durchbruchschlacht im Westen. (332 - 333) Krieg und Vermessungswesen. (332 - 333) [Abb.]: Die ersten amtlich ausgegebenen Flugpostmarken der am 1. April 1918 früh um 5 1/2 Uhr auch für den öffentlichen Verkehr eröffneten k. u. k. österreichischen Flugpost Wien-Krakau-Lemberg. Die erste Ausgabe besteht aus drei Werten zu 1,50, 2,50 und 4 Kronen. (334) 2 [Abb.]: (1)Der erste deutsche Flugpostdienst. Vor dem Hause des Kurierdienstes in Brest=Litowsk, in dem sich die Lufpost=Annahmestelle befindet.(2)Der erste deutsche Flugpostdienst. Verladen der Postsäcke aus dem Automobil in das Postflugzeug. (335) Das Flugzeug im Dienste der Post. (335) [Abb.]: Das ehemalige französische Unterseeboot "Turquoise", mit dem kurz nach seinem Stapellauf der damalige türkische Marineminister Oschemal Pascha eine Probefahrt machte, das infolge wohlgezielter Kanonenschüsse des türkischen Unteroffiziers Müstedjik Onbaschi in die Hände der Türken gefallen ist. Es wurde in Gegenwart des türkischen Kriegsministers Ender Pascha und des Admirals Souchon auf den Namen Müstedjik Onbaschi" getauft. (336) Das von den Türken eroberte französische Unterseeboot "Turquoise". (336) [Abb.]: Die Beschiessung Laons durch die Franzosen. Den Einwohnern der weit hinter der deutschen Front liegenden französischen Stadt verursachte die Beschiessung durch die eigenen Landsleute grossen Schaden. (336) Die Geschichte des Weltkrieges 1914/18. Heft 197 (Heft 197) ([337]) [Abb.]: Fort Malmaison am Chemin des Dames; im Hintergrund im Aisnetal das brennende Vailly. ([337]) [Abb.]: Vogelschaukarte zur Schlacht um den Chemin des Dames Ende Mai 1918. ([338]) [2 Abb.]:(1) Generalfeldmarschall v. Hindenburg an der Spitze seines früheren Regiments. (2)Generalfeldmarschall v. Hindenburg verteilt Auszeichnungen an Mannschaften seines Regiments. (339) [Abb.]: Die Einnahme von Vailly durch Sturmtruppen der deutschen Kronprinzenarmee. (340 - 341) [3 Abb.]: (1)Blick auf Berry au Bac am Chemin des Dames von einer deutschen Blinkerstation aus am Morgen des ersten Angriffstags. (2)Deutsche Minenwerfer überschreiten nach erfolgreichem Kampf die ersten englischen Stellungen bei Berry au Bac am Chemin des Dames. (3)Die ersten englischen Gefangenen aus dem Kampfgelände des Chemin des Dames werden bei Berry au Bac durch Laufgräben eingebracht. (342) [4Abb.]: (1)General v. Winckler, dessen Korps am 28. Mai die Beste überschritten. (2) (343) [Abb.]: General d. Inf. Fritz v. Below, Armeeführer der Heeresgruppe Deutscher Kronprinz. (343) [Abb.]: Karte zum Vordringen der Deutschen an die Marne. (343) [2 Abb.]:(1) Der Chemin des Dames wird von deutschen Truppen überquert. (2)Eines der bei Pargny am Chemin des Dames von den Deutschen erbeuteten schweren französischen Flachbahngeschütze, die durch ihre tägliche Beschiessung Laons schwere Opfer unter der französischen Bevölkerung forderten. (344) [Abb.]: Erstürmung von Soissons durch brandenburgische Pioniere. ([345]) [3 Abb.]: Bei einem deutschen Bombenflugzeuggeschwader. (1)Oben: Deutsches Grossflugzeug, abfahrtbereit. - (2)Mitte: Vorbereitung zum Flug, Prüfen des Maschinengewehrs und Einfüllen des Benzins. - (3)Unten: Aufhängen der Bomben unter dem Flugzeug. (346) Illustrierte Kriegsberichte. (346) Gedanken über die Ukraine. (346) [3 Abb.]: Bei einem deutschen Bombenflugzeuggeschwader. (1)Oben: Deutsche Fliegerbomben verschiedenen Kalibers (von links nach rechts 25 kg, 50 kg, 100 kg, 300 kg) - (2)Mitte: Eine 300=kg=Bombe zwischen zwei 50=kg=Bomben in der Aufhängewvorrichtung unter dem Flugzeug. - (3) Unten: Rumpfvorderteil eines Grossflugzeuges mit den Sitzen für Führer, Beobachter und Maschinengewehrschützen. (347) [Abb.]: Feltre in Oberitalien. Vor dem Stadttor zur oberen Stadt. (348) [Abb.]: K. u. k. Kaiserjäger werfen die Italiener aus ihren Stellungen auf der Zugna Torta. ([349]) [Abb.]: Deutsche Fliegerfunker bei der Aufnahme von drahtlosen Meldungen, die von einem schwebenden Flugzeug aus gemacht werden. Der Mann rechts gibt dem Flieger mit der Signalpistole das Zeichen, dass Verständigung erzielt ist. (350) Nachrichtenmittel im Felde. (350) [Abb.]: Deutscher Meldehund bringt in schwerem Feuer eine Nachricht aus der vordersten Stellung. (351) Generaloberst Freiherr v. Hazai. (352) [Abb.]: Generaloberst Samuel Freiherr v. Hazai, Chef des Ersatzwesens der gesamten bewaffneten Macht von Österreich=Ungarn. (352) [Abb.]: Der Deutsche Kaiser und Generalfeldmarschall von Hindenburg begegnen am 28. Mai 1918 auf dem Rückwege vom Winterberg dem Deutschen Kronprinzen. ( - ) Die Geschichte des Weltkrieges 1914/18. Heft 198 (Heft 198) ([353]) [Abb.]: Deutsche Munitionskolonne auf dem Vormarsch zur Marne in schwierigem Gelände ([353]) [Abb.]: Deutscher Posten mit Panzerhemd in vorderster Stellung an der Westfront. (354) [3 Abb.]: (1)Gefangene Franzosen und Engländer an einem amerikanischen Sanitätswagen in dem von den Deutschen erbeuteten Lazarett Mont Notre Dame im Kampfgelände um Fismes. (2)Einer der zwischen Aisne und Marne erbeuteten vollbeladenen Proviantzüge, von denen der Gegner infolge des überstürzten Rückzuges mehrere zurücklassen musste. (3)Massentransporte von Gefangenen in der Zitadelle von Laon. Vom 25. Mai bis zum 14. Juni 1918 wurden die Fochschen Reserven allein an Gefangenen um 55 000 Mann vermindert. (355) [Abb.]: Aus der Schlacht bei Soissons: Erstürmung der Höhen westlich von Chaudun durch die Truppen des deutschen Kronprinzen. (356 - 357) [Abb.]: Deutsches Sturmwagengeschwader in Bereitschaftstellung für die Schlacht bei Reims. (358) [3 Abb.]: (1)Das von deutschen Truppen eroberte Fort St. Thierry bei Reims. (2)Aus der grossen Beute: Beim Vormarsch der Deutschen zur Marne fielen bedeutende Viehbestände in ihre Hände. (3)Von den Franzosen in Brand geschossene Häuser in Soissons. (359) [4 Abb.]: (1)Oberleutnant z. S. Dönitz, erfolgreicher Kommandant eines deutschen U=Bootes im Mittelmeer. (2)Kapitänleutnant Prinz Heinrich XXXVII. Reuss i. L., erfolgreicher U=Bootkommandant. (3)Kapitänleutnant Werner, erfolgreicher deutscher U=Bootkommandant im Sperrgebiet um England. (4)Kapitänleutnant Freiherr v. Loe, erfolgreicher deutscher U=Bootkommandant im Sperrgebiet um England. (360) Illustrierte Kriegsberichte. (360) Die Versenkung des englischen Dampfers "Eyklops". (360) [Abb.]: K. u. k. Oberleutnant Arn. Barwig, der meistausgezeichnete Beobachteroffizier der österreichisch=ungarischen Luftfahrtruppen. (360) Der U=Bootkrieg an der amerikanischen Küste. (360) [Abb.]: Versenkung des englischen 9033=Tonnen=Dampfers "Eyklops" in dem durch Sperren geschützten und durch Flieger bewachten Hafen von Augusta (Sizilien) durch das deutsche U=Boot unter dem Oberleutnant z. S. Dönitz (siehe Bild Seite 360), das trotz feindlicher Gegenmassnahmen unbeschädigt den Hafen wieder verliess. Im Hintergrunde der Ätna. (361) [Abb.]: Rast einer türkischen Kolonne auf dem Taurus. (362) Die englischen Angriffe auf die flandrische Küste. (362) [2 Abb.]: (1)Von der Ausbildung türkischen Landsturms vor einem Zeltlager bei Drama an der Küste des Ägäischen Meeres. (2)Türkischer Landsturm auf dem Marsche zur Kaserne. (363) [3 Abb.]: (1)Der englische Angriff auf den Hafen von Zeebrügge in der Nacht zum 23. April 1918 in schönfärberischer englischer Darstellung , durch die eine englische Zeitschrift ihre Leser über den Misserfolg des Unternehmens zu täuschen versuchte. (2)Das italienische Motorboot Grillo, das in der Nacht zum 14. Mai 1918 in den Hafen von Pola einzudringen versuchte und durch das Artilleriefeuer der österreichisch=ungarischen Wachschiffe vernichtet wurde. (3)Das ehemalige englische Schlachtschiff "Vindictive", das bei dem zweiten misslungenen englischen Handstreich gegen Ostende von den deutschen Küstenbatterien zusammengeschossen wurde. (364 - 365) [Abb.]: Doppeldecker mit zwei Motoren und drei Mann Besatzung. Unter dem Rumpf Aufhängevorrichtung für Bomben. (366) Fliegerwaffen. (366) [4 Abb.]: (1)Oberhalb der Tragflächen eines englischen Doppeldeckers angebrachtes Maschinengewehr. (2)Auf einem französischen Voisin=Doppeldecker angebrachte 3.8=cm=Schiffskanone (3)Eine in Blech geschnittene Shilhouette eines deutschen Flugzeuges als Visiervorrichtung an einem französischen Flugapparat, die das Zielen beim Luftkampf erleichtern soll. (4)Beobachtersitz eines deutschen Zweisitzerdoppeldeckers mit luftgekühltem Maschinengewehr, das, auf dem Ring um den Sitz schwenkbar, mit einem auf eine Trommel gewickelten Patronengurt versehen ist. (367) [Abb.]: Ein Kaiserschütze stösst einen italienischen Alpino im Kampf in eine Randspalte am Corno Scuro im Tonalegebiet. (368) Ein Kaiserschütze stösst einen Italiener im Kampfe in eine Randspalte (Tonalegebiet). (368) [Abb.]: Rast deutscher Truppen in Soissons. ( - ) Die Geschichte des Weltkrieges 1914/18. Heft 199 (Heft 199) ([369]) [Abb.]: Zwischen Aisne und Marne von den Deutschen völlig unversehrt erbeutetes Riesengeschütz. ([369]) [3 Abb.]: Zum siegreichen deutschen Vorstoss zwischen Montdidier und Noyon und zwischen Aisne und Marne. (1)Deutsche Artillerie mit Maschinengewehrbedeckung auf dem Marsch durch Fismes. (2)Maschinengewehre werden von deutschen Soldaten in einem zerschossenen Hause in Stellung gebracht. (3)Deutsche Kavallerie auf dem Vormarsch. (370) [3 Abb.]: Zum siegreichen deutschen Vorstoss zwischen Montdidier und Noyon und zwischen Aisne und Marne. (1)Erbeutetes Kleinbahnmaterial in Bazoches, dessen Wegnahme eine empfindliche Schwächung der Fochschen Armee an Kriegsmitteln bedeutete. (2)Deutsches Regiment in Bereitschaftstellung dicht vor Tracy-le-Val. (3)Deutsche Munitionskolonne, deren Mannschaften und Pferde mit Gasmasken ausgerüstet sind, durchquert ein vergastes Waldstück. (371) [Abb.]: Der deutsche Vorstoss zur Marne. Stosstruppen und Flammenwerfer überrennen die feindlichen Stellungen (links deutsches Sperrfeuer). ([372 - 373]) [Abb.]: Beobachter Leutnant Eisenmenger (X) und Flugzeugführer Vizefeldwebel Gund (XX), die während eines Beobachtungsfluges am 23. Mai 1918 mit sechs englischen Kampfeinsitzern ins Gefecht gerieten und dabei vier Gegner abschossen (374) [2 Abb.]: (1)Flugzeugabwehrmaschinenkanone, die kleine Granaten verfeuert. Die Geschosse sind mit einem Gurtband auf die links sichtbare Trommel gewickelt. Die Mannschaft ist mit Stahlhelm und Gasmaske ausgerüstet. (2)Flugzeugabwehrmaschinenkanone. Man sieht in der Trommel deutlich die auf einen Gurt gereihten Grananten. (375) Illustrierte Kriegsberichte. (375) Über den Flugabwehrdienst. (375) [Abb.]: Die Tote=Mann=Mühle in dem Waldlager der Argonnen. Links französische Soldatengräber, von deutschen Landwehrleuten geschmückt. (376) Ein Beobachtungsturm im Argonnenwald. (376) [Abb.]: Der "Mudraturm". Beobachtungstelle in einem Truppenlager im Argonnenwalde. ([377]) [2 Abb.]: (1)Generalmajor Linder, erfolgreicher Führer finnländischer Truppen gegen die Rote Garde in Finnland. (2)Brand der Roten=Garde=Kaserne. Die Gebäude der Kaserne wurden von den darin untergebrachten gefangenen finnischen Roten Gardisten selbst in Brand gesteckt. (378) [2 Abb.]: (1)Einzug des finnischen Generals Mannerheim in Helsingfors. (2)Das Gefangenenlager Lahti für 20 000 Rote Gardisten mit ihren Frauen und Kindern und etwa 6000 Pferden und Wagen. (379) Finnlands Befreiung. (379) [Abb.]: Vertreibung plündernder russischer Roter Garden aus einem finnischen Dorfe. (380 - 381) Der Wetterdienst im Kriege. (382) [3 Abb.]: (1)Oberes Bild: Ukrainische Flugschüler beim Aufstellen eines sogenannten Böenmessers zur Ermittlung der Windgeschwindigkeit. (2)Mittleres Bild: Ausbildung ukrainischer Flugzeugbeobachter im Maschinengewehrschiessen durch Zielen nach kleinen Pilotballonen. (3)Unteres Bild: Prüfen der Wetterlage vor dem Aufstieg. (382) [ 5 Abb.]: (1)Ablesen der Temperatur und der Luftfeuchtigkeit an den Apparaten in der Thermometerhütte. (2)Beobachten des Windmessers (Schalenkreuzanemometers) auf der Erde. (3)Behelfsmäßiges Messen der Menge des Regens. (4)Beobachten des Pilotballons mittels des Anschneidegerätes. (5)Der Luftdruckmesser und =schreiber. (383) [Abb.]: Deutscher Landsturm in Strohmieten. (384) [Abb.]: Einbruch österreichisch=ungarischer Truppen in die italienischen Stellungen am Montello. ( - ) Die Geschichte des Weltkrieges 1914/18. Heft 200 (Heft 200) ([385]) [Abb.]: Feier des 30. Jahrestages des Regierungsantritts Kaiser Wilhelms II. im Großen Hauptquartier. Im Vordergrund von links nach rechts: Der Kaiser, Oberstleutnant Bauer, Generalfeldmarschall v. Hindenburg und der Deutsche Kronprinz. ([385]) [Abb.]: Der Deutsche Kaiser im Gespräch mit einem gefangenen englischen Brigadegeneral auf dem Winterberg. (386) [4 Abb.]: Rastende deutsche Kolonne bei St. Leger. (2)Lager württembergischer Truppen bei Irles. (3)Deutsche Lastwagen, sogenannte "Raupe". (4)Auf einem Verbandplatz im Westen während der Schlacht. (387) [Abb.]: Aus den Kämpfen um Cháteau=Thierry. (388 - 389) [Abb.]: Das zerstörte Fort Condé, 8 Kilometer östlich von Soissons. (390) [Abb.]: Zerstörungen im Fort Condé (391) Illustrierte Kriegsberichte. (391) Die Schlacht zwischen Soissons und Reims. I. (391) [4 Abb.]: (1)K. u. k. Generaloberst Erzherzog Josef. (2)K. u. k. General der Kavallerie Fürst Schönburg=Hartenstein. (3)K. u. k. Generaloberst Freiherr v. Wurm. (4)Kartenskizze zur Schlacht in Venezien im Juni 1918. (392) [Abb.]: Die Truppen des k. u. k. Generalobersten Freiherrn v. Wurm (Heeresgruppe Feldmarschall v. Boroevic) erzwingen sich den Übergang über den angeschwollenen Piavefluss und nehmen die beiderseits der Bahn Oderzo=Treviso eingebauten Stellungen der Italiener. ([393]) [Abb.]: Der Piavefluss mit den Bergen Tomba und Pallone sowie den Höhenzügen gegen Bassano. (394) Kraftfahrer Matthias. (395) [Abb.]: Blick auf das Gebirge zwischen Brenta und Piave, den Monte Pallone. Monte Spinuccia und Monte Grappa. (395) Die neuen polnischen Briefmarken. (396) [Abb.]: General Knoerzer, dessen Truppen westlich von Taganrog 10 000 Bolschewiki vernichtend schlugen. (396) Die Minenwerfer. (396) [Abb.]: Bolschewistische Banden werden bei Taganrog durch deutsches Feuer nahezu vernichtet. ([397]) [Abb.]: Schematische Darstellung eines schutzfertigen Minenwerfers. (398) [3 Abb.]: (1)Durchschnitt durch das Geschützrohr mit Mine. (2)Zündvorrichtung (Durchschnitt). (3)Durchschnitt durch das Geschützrohr mit Mine, die mit einem Zünder für Zeit= und doppelte Aufschlagzündung versehen ist. (399) [Abb.]: Eingebauter schwerer Minenwerfer vor dem Abschuss. (400) Einband ( - ) Einband ( - )

ILLUSTRIERTE GESCHICHTE DES WELTKRIEGES 1914/15. VIERTER BAND. Illustrierte Geschichte des Weltkrieges (-) Illustrierte Geschichte des Weltkrieges 1914/15. Vierter Band. (Vierter Band) ( - ) [Einband]: ( - ) [Abb.]: Erstürmung und Säuberung des Dorfes Douaumont nach kräftiger Artillerievorbereitung am 2. März 1916. ( - ) [Titelblatt]: Illustrierte Geschichte des Weltkrieges 1914/16. ( - ) [Impressum]: ( - ) Kriegskalender zur Original=Einbanddecke der Illustrierten Geschichte des Weltkrieges 1914/16. Vierter Band enthaltend die Ereignisse vom 1. Januar bis 31. Juli 1916. ( - ) Januar. Februar. ( - ) März ( - ) April. ( - ) Mai. ( - ) Juni. ([I]) Juli. ([I]) Ergebnis der zwei Kriegsjahre vom 1. August 1914 bis 31. Juli 1916. ([II]) Besetztes Gebiet: Kriegsgefangene: Kriegsbeute in Deutschland, Kriegsschiffsverluste Feindliche Handelsschiffsverluste: ([II]) Inhaltsverzeichnis. ([III]) Kunstbeilagen. (IV) Karten. (IV) Die Geschichte des Weltkrieges 1914/16. Heft 76 (Heft 76) ([1]) [Abb.]: Bayrische Gebirgsartillerie eine Passhöhe in Serbien überschreitend. ([1]) [Abb.]: Serbische Flüchtlinge verlassen mit ihrer Habe das Kampfgebiet. (2) [3 Abb.]: Bilder aus Serbien (1)Deutsche Trainkolonnen auf den durch Schnee und Regen überschwemmten Strassen des Moravatales. (2)Schweres Vorwärtskommen einer deutschen Munitionskolonne auf der grundlosen serbischen Landstrasse. (3)Erbeutete schwere Mörser mit Munition in Krusevac. (3) [Abb.]: Der Einzug deutscher und bulgarischer Truppen in Monastir, der Hauptstadt von Neuserbien, am 4. Dezember 1915. ([4 - 5]) [Abb.]: Griechisches Militär in Saloniki. (6) [Abb.]: Ein griechischer Transportdampfer lädt im Hafen von Saloniki Truppen des Vierverbandes aus. (7) [Abb.]: Strassenkampf zwischen Serben und Bulgaren. (8) [Abb.]: Kampf um den Brückenkopf von Görz. ( - ) [Abb.]: Vor der Morava: Deutsche Transportkolonne auf der Rast. ([9]) [Abb.]: Deutsche Trainkolonne passiert eine Brücke über den Ibar, einen Nebenfluss der Morava, der in den albanischen Alpen entspringt und sich durch die Schluchten= und wälderreichen Gebiete der "Schunadija" durchzwängt. Die Truppenbewegungen werden durch diese Eigenart des Geländes vielfach ungemein erschwert. ([9]) [Abb.]: Görz, das von den Italienern ganz nutzlos in einen Trümmerhaufen verwandelt wurde. - Von Podgora aus gesehen. (10) Illustrierte Kriegsberichte. (10) Der Kampf um den Brückenkopf von Görz. (10) [Abb.]: Abteilungen des Krainer Infanterieregiments Nr. 17 erobern die bei Oslavija vorübergehend von den Italienern besetzten Gräben zurück. ([11]) [Abb.]: Vogelschaukarte von Görz und Umgebung (12) [Abb.]: Österreichisch=ungarischer Soldat mit einem Sauerstoffapparat als Schutzmittel gegen die Gase der italienischen Chlorbomben. (13) [Abb.]: Gneraloberst Erzherzog Eugen, der Führer der heldenmütigen österreichisch=ungarischen Armee gegen Italien, und Erzherzog Joseph bei einer Besichtigung an der Isonzofront. (13) Die Versenkung eines italienischen Seglers durch ein österreichisch=ungarisches U=Boot im Beisein eines deutschen U=Bootes. (14) [Abb.]: Abzeichen und Kriegsauszeichnungen. Wiedergabe in etwa halber Grösse. 1. Deutsche Fliegerabzeichen. Abzeichen für Flugzeugführer (a), Abzeichen für Flugzeugbeobachter (b). 2. Hanseatenkreuze. Hamburg (a), Band rot=weiss=rot; Bremen (b), Band fünf weisse und vier rote Streifen; Lübeck (c), Band weiss=rot. 3. Reussische Kriegsverdienstmedaille für Frauen und Jungfrauen (a). Aufschrift: Für treues Wirken in eiserner Zeit; Band gelb, rot=schwarz eingefasst. Abzeichen der Mackensen=Armee (b). 4. Württemberg. Kriegsverdienstkreuz mit Schwertern (a). Kriegsverdienstmedaillen (b u. c). Band gelb mit schwarzen Streifen. (14) Das Passwesen im Kriege. (14) [Abb.]: Ein italienisches Segelschiff mit Karbidladung wird im Mittelmeer durch ein österreichisch=ungarisches Unterseeboot im Beisein eines deutschen Unterseebootes in die Luft gesprengt und versenkt. ([15]) [Abb.]: Einzug eines deutschen Infanterieregiments in Peronne (Nordfrankreich). (16) Ein weiblicher Kraftwagenführer an der Ostfront. (16) [Abb.]: Passzwang in den besetzten Gebieten Nordfrankreichs. Aufnahme einer Gruppe von Müttern mit kleinen Kindern. Die Bilder werden dem von der Behörde des besetzten feindlichen Gebietes ausgestellten Pass der betreffenden Person beigefügt. (17) [Abb.]: Bewohner eines französichen Dorfes werden von der deutschen Militärverwaltung zwecks Austellung der Pässe photographiert. (17) [Abb.]: Fuhrparkkolonne auf dem Marktplatz in Pillkallen. (18) Militärbrieftauben. (18) [Abb.]: An der Kirche in Laugszargen (zwischen Tilsit und Tauroggen), deren Turm von den Russen gesprengt wurde. ([19]) [Abb.]: Verwendung der Brieftauben im Kriege. Den Tauben werden Nachrichtenblättchen am Kiele der mittleren Schwanzfeder befestigt. Dann kommen sie in einen Korb und werden in demselben auf ein freies Feld geschafft.; hier wird der Korb geöffnet, worauf die Tauben ihrem Ziele zufliegen. (20) [Abb.]: Im Kampf um eine serbische Ortschaft. ( - ) Die Geschichte des Weltkrieges 1914/16. Heft 77 (Heft 77) ([21]) [Abb.]: Truppenbesichtigung nach einer Feldmesse vor dem Vormarsch gegen Pleblje. ([21]) [Abb.]: Montenegrinische Artillerie bringt ein schweres Geschütz durch einen Fluss. (22) [4 Abb.]: Bilder aus Albanien (1)Gesamtansicht von Skutari, der Haupstadt Albaniens. (2)Die Befestigungen auf dem Tarabosch bei Skutari. (3)Die Basarstraße in Skutari. (4)Eine Gruppe von Albaniern aus der Gegend von Skutari. ([23]) [Abb.]: General Todoroff, der bulgarische Sieger in Mazedonien, Oberbefehlshaber der zweiten bulgarischen Armee. (24) [Abb.]: Das Wardartal. (24) [Abb.]: Siegreicher Angriff der Bulgaren auf die Franzosen am Wardar. ([25]) [Abb.]: Gebirgsartilleriestellung an der montenegrinischen Grenze. (26) [Abb.]: Österreichisch=ungarische Tragtierkolonne auf dem Vormarsch gegen den Lim (Serbien). (27) Illustrierte Kriegsberichte. (28) General Todoroff. (28) [Abb.]: Leere Munitionswagen bringen verwundete Franzosen aus der Schlachtfront mit. (28) Eine Parade vor unserem glorreichen Generalfeldmarschall. (28) Erstürmung eines englischen Schützengrabens bei Hooge. (28) [Abb.]: Einnahme und Besetzung eines englischen Schützengrabens südlich von Hooge. (29) Die Niederlage der Engländer bei Ktesiphon. (30) [Abb.]: Zur Niederlage der Engländer bei Ktesiphon. (30) [Abb.]: Djemal=Pascha, der Oberkommandierende der türkischen Armee in Mesopotamien, mit seinem Stabe im Hauptquartier. (31) [Abb.]: Unsere Verbündeten an der Trakfront: Türkische Truppen auf dem Vormarsch südlich Bagdad. (31) [Abb.]: Zu den Kämpfen um Bagdad: Die Engländer werden auf Rückzuge nach ihrer Niederlage bei Ktesiphon von freiwillger türkischer Reiterei angegriffen. ([32 - 33]) Der Sturm auf Hennemont. (34) [Abb.]: Der Oberkommandierende der zweiten türkischen Armee, Feldmarschall v. der Goltz=Pascha (X), im Quartier des Oberstleutnants Wilhelmi bei einer Beratung. Links neben v. der Goltz: dessen Stabschef Oberst Schülri=Bey, Major Redschid, Stabschef des Oberstleutnants Wilhelmi, und als letzter links Hauptmann Adil, Adjutant des Feldmarschalls. Rechts neben v. der Goltz: Oberstleutnant Wilhelmi=Bey, Kommandeur der Arillerie an der Küste des Schwarzen Meeres (im Range eines Divisionskommandeurs), und sein Adjutant Hauptmann Riza=Bey. (34) [Abb.]: Die asiatische Türkei mit der Bagdadbahn. ([35]) [Abb.]: Eine der neuen mannsgrossen französischen Fliegerbomben. (36) [Abb.]: Französisches Kampfflugzeug und eine neue französische Fliegerbombe. (36) Vormarsch durch die Wildnis. (36) [Abb.]: Französischer Kampfdoppeldecker im Fluge. (37) [Abb.]: Eines der neuen französischen Kampfflugzeuge vor dem Aufstieg an der Front in Flandern. (37) [Abb.]: Zu dem Artikel "Die Sachsen in den Vogesen". (38) Die Sachsen in den Vogesen. (38) [Abb.]: Gefecht im Urwald von Bialowieska. (38) [Abb.]: Mit Schneeschuhen ausgerüstete deutsche Gebirgstruppen beim Vormarsch über eine Hochfläche in den Vogesen. (40) Die Geschichte des Weltkrieges 1914/16. Heft 78 (Heft 78) ([41]) [Abb.]: Italienischer Artilleriemunitionstransport auf enwegsamen, schwierigem Gelände im Gebirge. ([41]) Übersichtsskizze zu den Kämpfen am Isonzo (42) [Abb.]: Die vor ihrer Vertreibung innegehabte Stellung der Engländer und Franzosen auf der Halbinsel Gallipoli. (43) [Abb.]: An den Dardanellen gefangen genommene Engländer in ihrem Nachtquartier. (44) [Abb.]: Vertreibung der Engländer von der Suvlabucht auf Gallipoli. Blick gegen Nordwesten mit dem Kap Bujuk Kernikli und der Strandebene von Kutschuk Anafarta. ([45]) [Abb.]: Admiral v. Usedom Pascha, der Leiter der türkischen Dardanellenverteidigung, erhielt das Eichenlaub zum Orden Pour le Mérite. Der Orden selbst war ihm wegen seiner hervorragenden Leistungen im Chinafeldzuge verliehen worden. (46) [6 Abb.]: Bei unseren türkischen Verbündeten. (1)Das europäische Dardanellenschloss Kilid el Bahr. Im Vordergrund Steinkugeln für 72=cm=Bronzemörser, mit denen die Dardanellenstrasse zur Zeit der Segelschiffahrt an ihrer engsten Stelle gesperrt wurde. (2)Türkisches Truppenlager in einem der neuzeitigen Dardanellenforts. Die Aufnahme fand statt nach der grossen Seeschlacht vom 18. März 1915, bei der dieses Fort 6 Stunden unter dem Feuer der 38=cm=Kanonen der "Queen Elizabeth" gelegen hatte. (3)Blick vom Grossen Turm des Forts Tschimenlik auf die Dardanellenstadt Tschanak Kale nach der grossen Seeschlacht am 18. März 1915. (4)Der Hafen von Gallipoli mit Lazarettschiffen und Transportdampfern, auf denen die türkischen Truppen nach der Gallipolihalbinsel gebracht wurden. (5)Türkischer Transport auf dem Marmarameer wird von einem englischen Unterseeboot verfolgt. (6)Das erste deutsche Unterseeboot in den Dardanellen, befehligt von Oberleutnant zur See v. Voigt, wird von einem türkischen Torpedoboot durch das Marmarameer nach Konstantinopel geleitet. ([47]) [Abb.]: Deutschfreundliche Kundgebung in Konstantinopel. (48) [Abb.]: Sturm auf die Höhe 192 bei Tahure in der Champagne. Das Einbrechen der Bayern in die feindlichen Schützengräben. ( - ) [Abb.]: Ein türkischer Laufgraben an den Dardanellen, der bis zu den vordersten Schützengräben führt. (49) [Abb.]: Rast türkischer Truppen auf Gallipoli. (49) Illustrierte Kriegsberichte. (50) Erstürmung der Höhe 192 bei Tahure in der Champagne durch die Bayern. (50) Bulgarische Küstenwache am Ägäischen Meer. (50) [Abb.]: Bulgarische Küstenwache am Ägäischen Meer. Im Hintergrund die Bucht von Dedeagatsch und die Maritzamündung. (51) [Abb.]: Englische Soldaten in Ostafrika flüchten vor dem Angriff der Deutschen auf einen bewaffneten Zug der Ugandabahn. ([52 - 53]) Die Vorstösse der Deutschen gegen die britische Ugandabahn. (54) [Abb.]: Der Deutsche Kaiser in Ostgalizien beim Besuch der Truppen an der Strypa. Österreichisch=ungarische Soldaten werden vom Kaiser ausgezeichnet. (54) [Abb.]: Der Deutsche Kaiser in Ostgalizien beim Besuch der Truppen an der Strypa. Der Kaiser zeichnet einen jungen Soldaten durch Überreichung des Eisernen Kreuzes aus. (55) [Abb.]: Der Deutsche Kaiser in Ostgalizien beim Besuch der Truppen an der Strypa. Der österreichisch=ungarische Divisionskommandeur bringt ein Hoch auf den Deutschen Kaiser aus. Hinter diesem General Graf Bothmer. (55) [Abb.]: Die Front der Verbündeten in Südserbien. ([56]) Der Misserfolg der Orientarmee. ([56]) [Abb.]: Die Trümmer des serbischen Heeres nach der Schlacht auf dem Amselfelde. (57) [Abb.]: Von den Deutschen gefangen genommene französische Sanitätsoldaten werden von schweizerischen Truppen durch die Schweiz geleitet, um nach Frankreich zurückzukehren. (58) Deutscher Einspruch gegen die französische Kriegführung. (58) [Abb.]: Deutsche Soldaten vom Roten Kreuz, die von Belgiern gefangen genommen wurden. (58) [Abb.]: Eine Gruppe in deutscher Gefangenschaft befindlicher Soldaten vor ihren Baracken. (59) [Abb.]: Leben und Treiben der Gefangenen des grossen internationalen Gefangenenlagers zu Königsbrück (Königreich Sachsen). (59) [Abb.]: Kriegsopferstock in der Vorhalle zu den Geschäftsräumen der Union Deutsche Verlagsgesellschaft in Stuttgart. (60) Kriegsopferstöcke. (60) Die Geschichte des Weltkrieges 1914/16. Heft 79 (Heft 79) ([61]) [Abb.]: Die Einweihung der wichtigen Eisenbahnstation Birseba an dem gegenwärtigen Endpunkte der im Anschluss an die Bagdad= und die Hedjazbahn durch das Heilige Land bis in die Wüste südlich von Gaza geführten Bahnlinie, von Djemal Pascha und anderen hohen Offizieren und Beamten, deutschen und österreichisch=ungarischen Konsuln. ([61]) Karte von Westasien (Persien und Afghanistan) (62) Karte von Vorderindien. (63) [Abb.]: Bewaffnete Perser überschreiten die russische Grenze. (64 - 65) [Abb.]: General Botha im Gespräch mit dem Bürgermeister von Windhuk bei Übergabe der Stadt. (66) [Abb.] Boote, die für die Vierverbandsmächte in Greenport in Amerika erbaut wurden und bestimmt sind, Jagd auf die deutschen Unterseeboote zu machen, zur Abfahrt nach Archangelsk bereit. (67) [Abb.]: Österreichisch=ungarisches Unterseeboot in der Adria. Der zweite Seeoffizier von rechts ist Linienschiffsleutnant Singule. (68) [Abb.]: Krieger des Scheichs der Senussi vertreiben die Engländer aus Matruh, östlich von Solum. ( - ) [Abb.]: Beschiessung und Vernichtung italienischer Transportschiffe im Haften San Giovanni di Medua an der albanischen Küste durch ein Österreichisch=ungarisches Geschwader. ([69]) [Abb.]: Zu den Kämpfen in Westägypten. (70) Illustrierte Kriegsberichte. (70) Der Angriff der Araber und Senussi auf Solum und Matruh an der westägyptischen Grenze. (70) [Abb.]: Vom Besuch des Erzherzogs Friedrich bei der deutsche Südarmee. Vorbeimarsch der deutschen Ehrenkompanie vor dem Erzherzog. Der dritte in der Reihe der hinter ihm stehenden Offiziere ist General Graf Bothmer. (71) Sappensturm. (71) [Abb.]: Sappensturm. ([72 - 73]) [Abb.]: Das Ausladen von Stacheldraht in einem Pionierpark. (74) In einem Pionierpark. (75) [Abb.]: Blick in den Pionierpark eines sächsischen Armeekorps im Westen. (75) Eröffnungsfeier der Bahnstation Birseba. (76) Kriegszeitungen. (76) [5 Abb.]: Die Gazette des Ardennes", eine in französischer Sprache von den Deutschen herausgegebene Zeitung für die Bevölkerung des besetzten Gebietes. Sie erscheint wöchentlich dreimal in einer Auflage von 100 000 Exemplaren. (1)Der Setzmaschinensaal. Zwei "Maschinensetzer" sind beschäftigt, das Manuskript für die Zeitung auf der Maschine abzusetzen. (2)Der Handsetzersaal. (3)Anfuhr des Rotationsdruckpapiers für die Druckerei. (4)Der Zeitungsverkäufer. (5)Die Druckerei mit den Rotationsmaschinen. ([77]) Versenkung italienischer und montenegrinischer Transportdamper im Hafen von San Giovanni di Medua durch die österreichisch=ungarische Flotte. (78) [Abb.]: Maschinengewehrabteilung marschiert über ein schneebedecktes Feld in der Bukowina. (78) [Abb.]: Vernichtung eines russischen Reiterregiments bei Zaleszczyki. ([79]) [Abb.]: Die deutschen Postwertzeichen im besetzten Belgien. (80) Von den Kämpfen an der bessarabischen Front. (80) Die Geschichte des Weltkrieges 1914/16 Heft 80 (Heft 80) ([81]) [Abb.]: Explodierendes schweres Geschoss in flandrischer Landschaft. ([81]) [Abb.]: Französische Soldaten verladen eine 220 Zentimeter lange Bombe auf ein Kampfflugzeug. (82) [Abb.]: General Foch, der neu ernannte Stellvertreter des französischen Oberbefehlshabers Joffre. (83) [Abb.]: Sir Douglas Haig, als Nachfolger des Feldmarschalls French Befehlshaber der englischen Truppen in Frankreich und Flandern. (83) [Abb.]: General Castelnau, der neu ernannte Kommandeur der französischen Truppen an der Nordwestfront. (83) [Abb.]: Der große Kriegsrat der Verbündeten. Nach einer französischen Aufnahme im Hauptquartier zu Calais am 8. Dezember 1915. General Pellé. General Porro (Italien). Marschall French (England). General Joffre (Frankreich). General Gilinsky (Russland). Oberst Stefanowitsch (Serbien) (83) [Abb.]: Zurückeroberung des Hartmannsweilerkopfes durch die 82. Landwehrbrigade am 22. Dezember 1915. ([84 - 85]) [Abb.]: Schloss Hollebeke bei Ypern, der Schauplatz erbitterter Kämpfe in Flandern, gehörte früher dem König der Belgier. (86) [Abb.]: Das Westendhotel in Westende=Bad, das von den Deutschen als Verbandplatz eingerichtet war und von den Engländern zerschossen wurde, ungeachtet der Fahne des Roten Kreuzes, die auf dem Gebäude angebracht war. Vor dem Gasthaus ist ein kleiner Friedhof mit Soldatengräbern angelegt. (86) [Abb.]: Angeschossenes englisches Flugzeug, das bei Middelkerke in Flandern zum Landen gezwungen wurde. (87) [Abb.]: Maschinengewehr=Vorposten an der flandrischen Küste. (87) [Abb.]: Ein französisches Truppenlager bei Saloniki. (88) [Abb.]: Österreichisch=ungarische Landwehr vertreibt die in einen Kirchhof nördlich von Czartorysk eingedrungenen Russen am Januar 1916. ( - ) [Abb.]: Vergeblicher Ansturm der Russen auf die österreichisch=ungarischen Verschanzungen bei Toporoutz am 1. Januar 1916. Der Soldat rechts von der Mitte des Bildes schleudert ein Handgranate gegen den mit elektrischem Starkstrom geladenen Drahtverhau, um diesen durch Explosion zu sprengen. ([89]) [Abb.]: Novipazar. (90) Illustrierte Kriegsberichte. (91) Die Erstürmung von Bjelopolje durch österreichisch=ungarische Truppen. (91) [Abb.]: Krusevac. (91) [Abb.]: Deutsche Truppen auf der Rast an der serbisch=albanischen Grenze. (92) [Abb.]: Ein verlassenes Schlachtfeld im serbischen Gebirge. Im Vordergrunde serbische Gefallene, hinten eine deutsche Patrouille. (92) [Abb.]: Einnahme von Bjelopolje in Montenegro. ([93]) [Abb.]: Vom Rückzug der Serben. Beförderung von Verwundeten über eine fast ganz zerstörte Holzbrücke über die Morava. (94) Von Südserbien nach Montenegro und Albanien. (94) Die vierte Isonzoschlacht. (95) [Abb.]: König Peter I. von Serbien auf der Flucht in einem Ochsenkarren. (95) [Abb.]: Artilleriebeobachtungstand und Offizierunterstand an der Isonzofront. (96) [Abb.]: Aufklärungsflug über dem Isonzo. Rechts im Hintergrund am Fuss der Berge die Stadt Görz, dann isonzoabwärts Gradisca, daneben bei der Brücke Sagrado, weiter vorne, an dem mit dem Meere durch eine Kanal verbundenen Hafen, Monfalcone, rechts davon das vielumstrittene Doberdoplateau. Im Vordergrund die Bucht von Panzano ([97]) [Abb.]: Übersicht über die vom Zentralkomitee des Roten Kreuzes in den Austellungshallen des Berliner Zoologischen Gartens veranstaltete Austellung von Kriegsbeutestücken, die beinahe sämtliche von unseren Feinden gebrauchten Waffenarten umfasst: Panzerautomobile, Riesengeschütze und =geschosse, Mörser und Minenwerfer, Handfeuerwaffen, Kampfflugzeuge, zerschmetterte Geschützrohre und durchlöcherte Panzerplatten. (98) Pioniere als Taucher. (98) [Abb.]: Ein Taucher in voller Ausrüstung. (99) [Abb.]: Englands Missachtung fremder Hoheitszeichen. (99) [Abb.]: Vogelschaukarte des Gebietes Lovcen=Cetinje. (100) Die Geschichte des Weltkrieges 1914/16. Heft 81 (Heft 81) ([101]) [Abb.]: Kartenskizze zur Eroberung des Lovcen. ([101]) [Abb.]: Die Bucht von Cattaro. Im Hintergrund das Grenzgebirge Montenegros mit dem Lovcen in der Mitte. ([101]) [Abb.]: Die Hauptstrasse der montenegrinischen Hauptstadt Cetinje. (102) [Abb.]: Gesamtansicht von Cetinje. (102) [Abb.]: König Nikolaus I. von Montenegro. der am 17. Januar 1916 vor der österreichisch=ungarischen Armee bedingungslos die Waffen streckte. (103) [Abb.]: Das königliche Schloss in Cetinje nach der Einnahme der Stadt durch die österreichisch=ungarischen Truppen. (103) [Abb.]: Ein österreichisch=ungarisches Regiment bezieht seine Stellungen in schneebedeckter Höhe des Karstes. (104) [Abb.]: Tiroler Kaiserjäger beim Sturm auf eine Passhöhe. ([105]) [Abb.]: Ein italienischer Posten in Winterausrüstung in den tiefverschneiten Alpen. (106) [Abb.]: Gesamtansicht des Col di Lana von Buchenstein (italienisch Pieve die Livinallongo) bis zum Pass von Falzarego. (107) [Abb.]: Italienische Belagerungsbatterie nach achtstündigem ununterbrochenem Feuer gegen die feindlichen Stellungen. (107) [Abb.]: Englische 1=Pfund=Note mit türkischem Überdruck, wie solche von den Engländern zum Umlauf in der Türkei vorbereitet waren in der sicheren Voraussetzung der Einnahme der Dardanellen, Konstantinopels und weiterer türkischer Gebiete. Wie sehr die Engländer dort auf einen Erfolg gerechnet hatten, geht auch aus der Tatsache hervor, dass auf der Insel Mudros mehr als tausend Beamte versammelt waren, die sofort nach der Einnahme Konstantinopels die ihnen zugeteilten Ämter antreten und die Zivilverwaltung übernehmen sollten. (108) [Abb.]: Blick über das Deck des englischen Linienschiffes "Eduard VII." (108) [Abb.]: Erstürmung des Lovcen durch österreichisch=ungarische Infanterie nach dreitägigem Ringen am 10. Januar 1916. ( - ) [Abb.]: Eine deutsche Abteilung zieht durch Novipazar ([109]) [Abb.]: Beobachtungsballon steigt über einem bukowinischen Gehöft auf. (110) Illustrierte Kriegsberichte. (110) Die Erstürmung des Lovcen. (110) [Abb.]: Zu dem Artikel: "Der Fesselballon im Kriege". (110) [Abb.]: Zu dem Artikel: "Der Fesselballon im Kriege". (110) [Abb.]: Fesselballon im Westen, zum Aufstieg bereit. (111) [Abb.]: Einholung eines Fesselballons auf einer Waldlichtung in den Argonnen wegen Beschiessung durch feindliche Flieger. ([112 - 113]) [Abb.]: Deutsche Organisation in Flandern: Registratur des Generalkommandos des Marinekorps in Brügge. (114) Die Einnahme von Novipazar. (114) Der Feselballon im Kriege. (115) [Abb.]: Ein ehemaliger Pfedestall in Flandern wurde als Mannschaftskantine ausgebaut. (115) [Abb.] Maschinengewehr=Abteilung der Marineinfanterie mit belgischen Ponys auf dem Vormarsch. (116) Küstenwacht in Flandern. (116) [Abb.]: Ein Landsieg deutscher Marinetruppen in Flandern. ([117]) [Abb.]: Blick auf ein zerschossenes Dorf in Flandern. Die Schützengräben ziehen sich mitten durch den Ort. (118) [Abb.]: Durch englische Schiffsgeschütze zerstörte Häuser in Middelkerke. (119) Englands Missachtung fremder Hoheitszeichen. (119) Geistesgegenwart bei einer Erkundung. (120) [Abb.]: Geistesgegenwart bei einer Erkundung. (120) [Abb.]: Die Bucht von Phaleron. ( - ) Die Geschichte des Weltkrieges 1914/16. Heft 82 (Heft 82) ([121]) [Abb.]: Eine der eigenartigen, aus Holz erbauten russischen Dorfkirchen bei Buczaz an der Struypa. ([121]) [Abb.]: Vogelschaukarte zur Neujahrschlacht bei Czernowitz und Toporoutz. (122) [Abb.]: Russische Wolfsgrube. (123) [Abb.]: In Galizien gefangen genommene Russen lagern vor ihrer Abführung auf einem Kartoffelfelde. (123) [Abb.]: Auffahren schwerer russischer Artillerie zur Schlachtfront in Ostgalizien. (124 - 125) [Abb.]: Der Deutsche Kaiser in Nisch. Links der Kaiser im Gespräch mit General Schekow, dem Oberbefehlshaber des bulgarischen Heeres, rechts König Ferdinand von Bulgarien mit Generalfeldmarschall v. Mackensen. (126) [Abb.]: Junger persischer Soldat. (127) [Abb.]: Truppenbesichtigung unter Salar ed Dauley, dem Anführer der persischen Truppen. (127) Illustrierte Kriegsberichte. (128) Die Eisnacht an der Raska. (128) [Abb.]: Saloniki und Umgebung aus der Vogelschau. (128) [Abb.]: Fliegerangriff auf das französische Lager von Saloniki. ([129]) [Abb.]: Gesamtansicht des Piräus, des Kriegshafens von Athen. (130 - 131) [Abb.]: Gesamtansicht von Athen mit der Akropolis. (130 - 131) [Abb.]: Die Terrassen des Schlosses Achilleion, des Besitztums des Deutschen Kaisers, auf der griechischen Insel Korfu. (130 - 131) [Abb.]: Zum deutschen Fliegerangriff auf die englische Festung Dover in der Nacht vom 22. zum 23. Januar 1916. Blick auf den Hafen. (132) Die Verluste der Engländer in den afrikanischen Kolonialkämpfen 1914/15. (132) [Abb.]: Englischer 8000=Tonnen=Dampfer vor der Versenkung durch ein deutsches Unterseeboot. ([133]) Vogesenkämpfe. (134) [Abb.]: Der Grossherzog von Baden hält eine Ansprache an seine Landeskinder in den Vogesen. (135) [Abb.]: Hinter der französischen Front in den Vogesen. Präsident Poincaré schreitet auf dem Kamm eines Berges die Front eines Alpenjägerregiments ab. (135) [Abb.]: Von deutschen Pionieren neu hergestellter Brückenübergang. (136) Unsere Eisenbahner im Felde. (136) [Abb.]: Die größte von deutschen Pionieren erbaute hölzerne Eisenbahnbrücke in Nordfrankreich. (136) [Abb.]: Eisenbahner beim Bahnbau in Feindesland. ([137]) [Abb.]: Sprengung der Eisenbahnbrücke Kraglanken. (138) [Abb.]: Die Eisenbahnbrücke bei Nagybocsko in Oberungarn wurde beim Nahen eines russischen Truppentransports zerstört und dadurch 300 Russen der Rückzug abgeschnitten. (138) Panzerzüge und Panzerkraftwagen. (139) [Abb.]: Eine von den Franzosen gesprengte Eisenbahnbrücke der Strecke Thiaucourt-Toul, von der noch die Schienen in der Luft schweben. (139) [Abb.]: Eines der neuen italienischen Panzerautomobile. (140) [Abb.]: Österreichisch=ungarischer Panzerzug. (140) Die Geschichte des Weltkrieges 1914/16. Heft 83 (Heft 83) ([141]) [Abb.]: Der sinkende englische Kreuzer "Hermes", der schon am 31. Oktober 1914 8 Uhr morgens, als er von Dünkirchen aus die Straße von Dover passierte, von einem deutschen Unterseeboot torpediert wurde und innerhalb 45 Minuten versank. Unser Bild, das nur durch Zufall jetzt in die Öffentlichkeit gelangt ist, stellt die letzten Augenblicke des Untergangs dar. Die Besatzung bestand aus 418 Mann, von denen etwa 40 umgekommen sind. ([141]) [Abb.]: Amerikanische Kriegslieferungen für unsere Feinde auf dem Hafenkai in New York. Verpackte und sorgfältig verschalte Automobile und Teile von Lastwagen. (142) [Abb.]: Große Kupferplatten auf einem amerikanischen Dampfer im Eriebecken in Brooklyn (New York). Die Platten, deren jede 250 Pfund wiegt, sind zur Munitionsfabrikation für unsere Feinde bestimmt. (143) [Abb.]: Ein deutsches Marineluftschiffgeschwader belegt in der Nacht vom 31. Januar zum 1. Februar 1916 die Industrieanlagen einer englischen Hafenstadt mit Bomben. ([144 - 145]) [Abb.]: Französischer Gasangriff. Von einem Flieger aufgenommen in dem Augenblick, als die Gasbehälter geöffnet und das Gas vom Wind gegen die feindlichen Stellungen getrieben wurde. Hinter den Gasbehältern befanden sich die anstürmenden Truppen. (146) [Abb.]: Ein Kampfplatz bei Tahure in der Champagne. (147) [Abb.]: Flugzeugbeförderung in Flandern. (147) [Abb.]: Prinz Mirko (X), der zweite Sohn des Königs von Montenegro, der nach dessen Flucht im Lande verblieben ist. (148) [Abb.]: Von der Waffenstreckung der montenegrinischen Armee: Gewehrablieferung. (148) [Abb.]: Von den Kämpfen der Armee Kövesz im montenegrinisch=albanischen Gebiet. Skipetaren (mohammedanische Albanier) führen österreichisch=ungarische Infanteristen ins Gefecht. ([149]) Illustrierte Kriegsberichte. (150) Der Abschluss der Kämpfe gegen Montenegro. (150) [Abb.]: Albanier vor einem Zeitungsverkaufstand in Durazzo. (151) Was kostet ein Kanonenschuss? (151) [Abb.]: Der Hafen von Durazzo mit albanischen Typen. (151) [Abb.]: Zusammenbruch eines russischen Waffenangriffs in der Neujahrsoffensive in Ostgalizien. ([152 - 153]) Die Neujahrschlacht an Pruth, Onjestr und Strypa. (154) [Abb.]: Die Kämpfe an der Strypa. (154) [Abb.]: Österreichisch=ungarische Patrouille mit Schneemänteln in der Bukowina. (154) [6 Abb.]: Bilder aus dem zerstörten Dirmuiden. (1)Stellung am Yserkanal (2) Stellung in der Nähe des Yserkanals (3)In den Ruinen der Nikolaikirche (4)Stellung im alten Friedhof (5)Marktplatz mit Rathaus (6)Bataillonsunterstand in Dirmuiden. ([155]) [Abb.]: Generalmajor Tappen, Abteilungsvorstand beim Stabe des Generalstabs des Feldheers, erhielt den Orden Pour le Mérite (156) Die Ypernfront. (156) [Abb.]: Aus den Kämpfen um Ypern: Schwere Munitionskolonne in Deckung hinter einer Ferme in Fortnin. ( - ) [Abb.]: Rettung der Fahne des 61. Reserve=Infanterieregiments. ([157]) Rettung einer Regimentsfahne. (158) Marineluftfahrwesen und Flotte im modernen Kriege. (158) [Abb.]: Wasserflugzeug von der Seite. (158) [Abb.]: Wasserflugzeug im Fluge. (159) [Abb.]: Curtiss=Flugboot in Fahrt. (159) [3 Abb.]: Bilder von der Marinefliegerschule in Kiel. (1)Der Führer eines Wasserflugzeuges wird an der Landungstelle durch einen Matrosen in wasserdichtem Ölanzug an Land gebracht. (2)Ein Wasserflugzeug, zur Abfahrt bereit, wird von Matrosen auf das Wasser gebracht, wobei diese bis ins Wasser hineingehen. (3)Matrosen beim Einbringen eines Wasserflugzeugs am Landungsteg. (160) Die Geschichte des Weltkrieges 1914/16. Heft 84 (Heft 84) ([161]) [Abb.]: Vom Zeppelinbesuch in Paris am 29. Januar 1916. Ein fünfstöckiges Haus wurde von einer Bombe glatt durchschlagen. ([161]) [Abb.]: Frankreichs letzte Reserven. Einziehung der Jahresklasse 1917. Die jungen Leute, die fast noch Kindern gleichen wurden zu Beginn des Jahres 1916 in Frankreich unter die Waffen gerufen, um so rasch wie möglich zu Soldaten ausgebildet und an die Front geschickt zu werden. (162) [Abb.]: Zum grossen Erfolg bei Péronne und Frise. Über 900 gefangene Franzosen auf dem Marsche zum Bahnhof von Péronne. (163) [Abb.]: Durchmarsch französischer Gefangener durch eine von den Deutschen besetzte Stadt in der Champagne. (163) [Abb.]: Die Verladung der französischen Gefangenen zur Fahrt nach Deutschland. (163) [Abb.]: Österreichisch=ungarische Artillerie auf dem Vormarsch in Albanien. (164 - 165) [Abb.]: Die grosse Holzbrücke bei Sjak (die einzige Zufahrtstrasse nach Durazzo), die von dem zurückweichenden feindlichen Heer abgebrochen wurde. (166) Illustrierte Kriegsberichte. (167) Soziale Kriegsfürsorge. 1. (167) 1. (167) [Abb.]: Gesamtansicht von Durazzo. (167) [Abb.]: Deutscher Landsturm auf dem Marktplatz einer mazedonischen Stadt. (168) 2. (168) 3. (168) [Abb.]: Rettung der Insassen eines beschossenen österreichisch=ungarischen Flugzeuges aus Seenot bei Valona durch den Führer des Luftgeschwaders, Leutnant Konjovic, der trotz des Nahens feindlicher Zerstörer auf das Meer niederging und unbeschädigt mit den Geretteten landete ([169]) Schwebebahnen zur Beförderung Verwundeter. (170) Russische Kulturarbeit auf französischem Boden. (170) [Abb.]: Besuch des Grossherzogs Ernst Ludwig von Hessen an der Front. Der Grossherzog vor dem Unterstand eines Regimentstabes. (170) Das Ringen am Isonzo. (171) [Abb.]: Von einer Eisenbahn zu einem Magazin abzweigende Feldseilbahnlinie. (171) [Abb.]: Die Baukompanie an Station Falkenhausen der Bismarckfeldseilbahn bei deren Inbetriebnahme. (171) [Abb.]: Russische Kulturarbeit auf französischem Boden. ([172 - 173]) [Abb.]: Italienischer Pionieroffizier von der "Todeskompanie" in gepanzerter Rüstung und mit einer Drahtschere an langem Schaft. (174) [6 Abb.]: Vom Kriegschauplatz an der österreichisch=italienischen Grenze. (1)Schwere Haubitze (Lafette), auf Schlitten verpackt, wird auf 2500 Meter Höhe in Stellung gebracht. (2)Gebirgskanone auf 2500 Meter Höhe in gedeckter Feuerstellung. (3)Im Schützengraben auf 2400 Meter Höhe. (4)General N. (X) auf dem Weg zu seinen Truppen. (5)Heizbarer Behälter für die Wasserversorgung. (6)Der brave "Hektor" im Kriegsdienste. ([175]) Wie die Franzosen Sturm laufen. (176) [Abb.]: Ein italienischer Gasangriff am Isonzo. (176) [Abb.]: Niederlage der italienischen Garde durch österreichisch=ungarische Truppen, hauptsächlich Bosniaken, an der nördlichen Isonzofront. ( - ) [Abb.]. Ein missglückter französischer Bajonettangriff. ([177]) Marineluftfahrwesen und Flotte im modernen Kriege. 2. Erfolge im Marineflugwesen beim Bekämpfen der feindlichen Flotte. (178) [Abb.]: Flugzeugangriff gegen ein Geschwader. (178) [Abb.]: Österreichisch=ungarisches Marineflugzeug steigt zu Erkundungszwecken und zur Bekämpfung feindlicher Kriegsfahrzeuge in der Adria auf. (179) [Abb.]: Luftblockade. (179) [2 Abb.]: (1)Königreich Sachsen. Kriegsverdienstkreuz, Band Mitte grün, weiß=hellblau=gelb eingefasst. Grossherzogtum Oldenburg. Auszeichnung für Verdienste um das Rote Kreuz. Band dunkelblau mit zwei roten Streifen. (2)Fürstentum Lippe=Detmold. Kriegsverdienstmedaille. Band weiss mit rot=gelber Einfassung. Militärverdienstmedaille mit Schwertern. Band rot mit schmalem gelbem Rand. Grossherzogtum Hessen. Ehrenzeichen für Kriegsfürsorge. Band rot mit weissen Streifen. (180) [Abb.]: Neue Kriegsauszeichnungen. Königreich Bayern. König=Ludwig=Kreuz. Band hellblau, in der Mitte weiss durchwirkt. (180) [Abb.]: Türkische Flugzeuge auf einer Erkundungsfahrt am Suezkanal. ( - ) Die Geschichte des Weltkrieges 1914/16. Heft 85 (Heft 85) ([181]) [Abb.]: Eine Abteilung der nach Hunderten griechischen Arbeiter, die unter Befehl und Aufsicht englischer Soldaten bei den Befestigungsarbeiten in der Gegend von Saloniki helfen mussten. Die Arbeiter wurden dafür mit einem Franken für den Tag entschädigt. ([181]) [Abb.]: Der französische Panzerkreuzer "Admiral Charner", der am 8. Februar 1916 an der syrischen Küste südlich Beirut von einem deutschen Unterseeboot versenkt wurde. (182) [Abb.]: Kut=el=Amara am Ostufer des Tigris unterhalb Bagdads. In der Umgegend wohnt der Stamm der Amaras, nach denen die Stadt benannt ist. (183) [Abb.]: Englischer Schützengraben bei Kut=el=Amara (183) [Abb.]: Ausbau der englischen Stellungen am Suezkanal. (184 - 185) [Abb.]: Ein indischer Fürst mit seinem Stabe nimmt Abschied von französischen und englischen Offizieren beim Verlassen des westlichen Kriegschauplatzes. (186) [Abb.]: Beduinenlager in der ägyptischen Wüste in der Gegend von Solum. (187) [Abb.]: Höhlenwohnungen von Angehörigen des Stammes der Bischarin am oberen Nil. (187) [Abb.]: Eine Gruppe von Offizieren in Kamerun. In der Mitte Oberst Zimmermann, der den englischen Eindringlingen wirksam entgegentrat. Die andern Offiziere sind Distriktskommissare. (188) [Abb.]: Hauptmann v. Raben, der Held von Mora, der mit einer kleinen Schar deutscher und eingeborener Truppen bis zur letzten Möglichkeit den äußersten Nordwinkel Kameruns verteidigte. (188) [Abb.]: Deutsches Unterseeboot im Gefecht mit bewaffneten französischen Fischerdampfern im Mittelmeer. ([189]) [2 Abb.]: (1)General der Artillerie v. Lauter, Generalinspekteur der Fussartillerie. (2)Generalmajor v. Schoeler, Generalintendant des Feldheeres. (190) Illustrierte Kriegsberichte. (190) Fischerbarken an Stelle von Dreadnoughts. (190) [2 Abb.]: (1)Feldoberpostmeister Domizlaff. (2)Generalstabsarzt der Armee Dr. v. Schjerning, Chef des Feldsanitätswesens. (191) Charakterköpfe aus dem Grossen Hauptquartier. (191) [Abb.]: Fürst Solms=Buruth, Kaiserl. Kommissar und Militärinspekteur der freiwilligen Krankenpflege. (192) [Abb.]: Rückzug der Russen aus der Gegend von Czartorysk. ([193]) [Abb.]: Der lang entbehrte, bar bezahlte Gänsebraten. ([193]) Rückzug der Russen aus der Gegend von Czartorysk. (194) Soziale Kriegsfürsorge. (194) [Abb.]: Deutsche Soldaten kommen mit Gänsen von einem Markte in Russisch=Polen. (194) [Abb.]: Parade in einem von den deutschen Truppen besetzten russischen Ort hinter der Front. (195) [6 Abb.]: Zum Wiederaufbau Ospreussens. Das erste wieder aufgebaute Gut in Ospreussen: Neu=Waldeck.(1)Die Ruine des früheren Gutshauses. (2)Das Gutshaus Neu=Waldeck nach dem Wiederaufbau. (3)Die Ruine des früheren Pferdestalles. (4)Der Pferdestall nach dem Wiederaufbau. (5)Die Ruine des früheren Arbeiterhauses. (6)Das Arbeiterhaus nach dem Wiederaufbau. (196) [6 Abb.]: Neues Leben in dem zerstörten Ostpreussen. (1)Verkaufsstände vor zerstörten Häusern in Hohenstein. (2)Blick auf den Marktplatz in Lyck. (3)Händler hält an einer Strassenecke in Johannisburg seine Waren feil. (4)Zerstörung in Lyck. (5)Hauptstrasse in Ortelsburg, das unter der russischen Herrschaft sehr gelitten hat. (6)Marggrabowa: Deutsche Bauern bringen das ihnen von der Regierung zur Verfügung gestellte Vieh in die Heimat. ([197]) [Abb.]: Ein neuer deutscher Flugzeugtypus: Fokker=Eindecker, der durch seine grosse Schnelligkeit und eine Steigkraft von 24,4 Metern in der Minute dazu beitrug, den Deutschen die Überlegenheit im Luftkrieg zu verschaffen. Der deutsche Fokker=Eindecker ist ein kleines Flugzeug mit ausserordentlich schmalen Tragflächen und daher sehr wenig stabil. Er ist mit einem Mercedesmotor von 150 PS ausgerüstet. Seine Eigenart gestattet die oben dargestellte Angriffsweise. Der Fokker steigt sehr schnell und greift den flüchtenden Gegner von rückwärts unten an, indem er mit dem Maschinengewehr besonders gegen den Benzinbehälter unter dem Sitz des Beobachters feuert, dabei die Flieger verwundet und oft den Motor zerstört. Misslingt dieser Angriff, so wendet der Fokker, und während der Flieger mit der einen Hand einen neuen Ladestreifen in das Maschinengewehr einführt, wendet er mit der anderen das Flugzeug und greift im Steigen wieder von rückwärts an. Ein englischer Apparat in 2500 Meter Höhe wurde von einem startenden Fokker in verhältnismässig kurzer Zeit eingeholt und angegriffen. Der Fokker ist ein reines Verteidigungsflugzeug und erfordert eine sorgfältige Auswahl des Flugzeugführers. (198 - 199) Ostpreussen im Wiederaufbau. (198 - 199) Die deutschen Fokker. (198 - 199) [Abb.]: Eine englische Darstellung des neuen deutschen Fokker=Eindeckers mit Bezeichnung der einzelnen Teile nach englischen Angaben. Das Besondere dieses neuen Flugzeuges besteht neben der grossen Steigkraft und Schnelligkeit in dem vorn eingebauten unbeweglichen Maschinengewehr, mit dem zwischen den Flügeln des sich drehenden Propellers hindurchgeschossen werden kann, ohne sie zu beschädigen. (200) [Abb.]: Deutsche Torpedobootsbesatzungen retten englische Mannschaften nach dem Seegefecht an der Doggerbank in der Nacht vom 10. zum 11. Februar 1916. ( - ) Die Geschichte des Weltkrieges 1914/16. Heft 86 (Heft 86) ([201]) [Abb.]: Exzellenz Dr. Karl Th. Hefferich, kaiserlicher Staatssekretär im Reichsschatzamt. ([201]) [Abb.]: Vogelschaukarte des Hauptindustriegebietes in England, auf das der grosse deutsche 29. Luftangriff (siehe Seite 143) erfolgte. (202) [Abb.]: Kapitänleutnant Odo Löwe, Kommandnat des in der Nordsee untergegangenen "L 19", das von vorbeifahrenden englischen Seeleuten feige im Stich gelassen wurde. (203) [Abb.]: Der Untergang des Marineluftschiffes "L 19", dessen Besatzung mit dem Kommandanten, Kapitän Löwe, ertrinken musste, weil der Kapitän des englischen Dampfers "King Stephen", der der Katastrophe aus der Nähe zusah, die Rettung der Deutschen aus Feigheit verweigerte. ([204 - 205]) Illustrierte Kriegsberichte. (206) Austauschverwundete. (206) Unsere Torpedos. (207) [ 3 Abb.]: Aufnahmen von unserer Torpedobootflotte, die sich stets in Bereitschaft halten muss, um als Schutz= und Begleitboote für unsere grossen Panzerschiffe auf hohe See zu fahren und den schweren Dienst als Vor= und Wachtposten auszuüben. (1)Das Laden eines Torpedos. (2)Das Abfeuern eines Torpedos. (3)Blick in einen grossen Torpedolagerraum. (207) [Abb.]: Leutnant z. S. der Seew. II Hans Berg (Kapitän bei der Reederei Arentiel u. Klausen, Apenrade), der als Führer der Prisenbesatzung des gekaperten englischen Dampfers "Appam" diesen in kühner Fahrt über den Ozean brachte und in Norfolk in den Vereinigten Staaten von Nordamerika landete. (208) [Abb.]: Kartenskizze zur Kaperung des englischen Dampfers "Appam", der von dem Prisenkommando des deutschen Kreuzers "Möve" von Madeira nach Norfolk, einem Hafen des Staates Viginia an der Westküste Amerikas, gebracht wurde. (208) [Abb.]: Die Kaperung des englischen Schiffes "Appam" durch den deutschen Kreuzer "Möve" im Atlantischen Ozean am 16. Januar 1916. ([209]) Die Niederwerfung Montenegros und der Feldzug in Albanien. (210) [Abb.]: Der Hauptplatz in Skutari mit der katholischen Kirche. (210) Unser Reichsfinanzminister. (211) [Abb.]: Die Besatzung von "S. M. S. Möve" nach der Rückkehr in einen deutschen Hafen. Nach einer Aufnahme vom Atelier Kloppmann am 5. März 1916. Vorderste Reihe: 1. Assistenzarzt Dr. Pietsch. 2. Leutnant z. S. Meisel. 3. Leutnant z. S. Köhler. 4. Oberleutnant z. S. Bethke. 5. Oberleutnant z. S. Niedermaier. 6. Korvettenkapitän Burggraf und Graf zu Dohna=Schlodien (erhielt vom Kaiser persönlich den Orden Pour le Mérite überreicht). 7. Kapitänleutnant Fritz Wolf. 8. Oberleutnant z. S. d. Ref. Pohlmann. 9. Torpeder Oberleutnant Kuhl. - Zweite Reihe, von links nach rechts: 1. Vizewachtmeister d. Ref. Rosenbrock. 2. Zahlmeisteraspirant Schönwald. 3. Vizewachtmeister d. Res. Wellensliek (an Bord als Vizesteuermann eingestellt). (211) [Abb.]: Blick auf die albanische Stadt Tirana mit dem Marktplatz. (212) [Abb.]: Österreichisch=ungarische Truppen, die in Podgoritza einziehen, befreien gefangene Kameraden. ([213]) [3 Abb.]: Aus österreichisch=ungarischen Flüchtlingslagern. (1)Schuhverteilung an italienische Flüchtlinge in einer salzburgischen Gemeinde. (2)Mädchengruppe aus dem Lager für ruthenische Flüchtlinge in Gmünd (N.=Ö.). (3)Ansicht des mittleren Teils des polnischen Flüchtlingslager in Chotzen. (214) Österreichische Flüchtlingsfürsorge. (215) [3 Abb.]: Aus österreichisch=ungarischen Flüchtlingslagern. (1)Innenansicht der Baracke des Lagers für italienische Flüchtlinge in Pottendorf=Landegg. (2)Unterricht in der Gärtnerei im Lager für ruthenische Flüchtlinge in Gmünd (N.=Ö.). (3)Gesamtansicht des kroatischen Flüchtlingslagers in Steinklamm (N.=Ö.). (215) [Abb.]: Patrouille österreichisch=ungarische Husaren auf den Fersen des abziehenden Feindes in den Karpathen. (216) Die deutsche Kavallerie im jetzigen Kriege. (216) [Abb.]: Angreifende Dragoner. ([217]) [Abb.]: Rastende deutsche Kavalleriepatrouille in einem russischen Dorf. (218) [Abb.]: Deutsche Dragoner in der Nähe von Reims. (219) [Abb.]: Das Gedenkblatt, das die deutsche Reichsbank denen verleiht, die ihr wenigstens zweihundert Mark in Gold zuführen. (220) [Abb.]: Ein französisches Staatszeugnis für Patriotismus. Bestätigungschein für Zeichner der sogen Siegesanleihe, die in Wirklichkeit eine grosse Niederlage war. (220) Die Geschichte des Weltkrieges 1914/16. Heft 87 (Heft 87) ([221]) [Abb.]: Ansicht von Verdun. ([221]) [Abb.]: Kartenskizze zu dem Artikel: Die Sicherung der Vimyhöhe (222) [6 Abb.]: Aus dem Kampfgebiet der Vimyhöhe. (1) Strasse in Vimy. (2)Eroberter französischer Schützengraben auf der Vimyhöhe. (3)Sprengtrichter auf der Vimyhöhe. (4)Schützengraben bei Arras, vorderste Linie. (5)Strasse in St. Laurent bei Arras. (6)Schlosspark von Blangy bei Arras. (223) [Abb.]: Erstürmung der Vimyhöhe bei La Folie am 28. Februar 1916 ([224 - 225]) [Abb.]: Aure in der Champagne, ein Schauplatz heisser Kämpfe. (226) [Abb.]: Begegnung eines Trupps gefangener Franzosen aus den Champagnekämpfen vom Februar 1916 mit einem deutschen Infanterieregiment. (227) [Abb.]: Die bei Tahure gefangenen Franzosen auf dem Durchmarsch durch Vouziers. (227) [Abb.]: Deutsche Soldaten beim Füllen von Sandsäcken zum Verschanzen neu gewonnener Stellungen südwestlich von Ypern (Februar 1916). (228) [Abb.]: Sturm des Infanterieregiments Grossherzog Friedrich Franz von Mecklenburg=Schwerin (4. brandenburgisches) Nr. 24 auf die Panzerfeste Douaumont, den nordöstlichen Eckpfeiler der permanenten Hauptbefestigungslinie der Festung Verdun, am Nachmittage der 25. Februar 1916. Hauptmann Haupt und Oberleutnant v. Brandis, die als erste mit ihren Kompanien in das Fort eindrangen, erhielten aus diesem Anlass vom Kaiser den Orden Pour le Mérite. ( - ) [Abb.]: Vordringen grösserer deutscher Erkundungsabteilungen in die englischen Stellungen in Flandern. ([229]) [Abb.]: Französischer Offizier mit seiner kleinen Kanone an der Aisnefront. (230) Illustrierte Kriegsberichte. (230) Die Sicherung der Vimyhöhe. (230) [Abb.]: Unterstände am Aisnekanal (231) Die Kämpfe in Bessarabien. (232) [Abb.]: Karte des Kampfgeländes vor Verdun mit den eingezeichneten deutschen Frontlinien vor der Eröffnung des Angriffs am 22. Februar 1916 (-) und nach den durch die deutschen Generalstabsberichte bezeichneten Stellungen am 10. März (-.-). Die Pfeile deuten die Richtung der deutschen Vorstösse an. (232) [Abb.]: Der Sturm auf den Haumontwald, mit dem am 22. Februar 1916 der grosse Angriff auf die französischen Stellungen um Verdun einsetzte. ([233]) [Abb.]: Eine fast vollständig zerstörte Ortschaft in Bessarabien. (234) Joffre=Graben. (235) Schneeschuhläufer und Gebirgs=Maschinengewehrtruppen. (235) [Abb.]: Verlassenes Schlachtfeld in Bessarabien. (235) [3 Abb.]: Übungen österreichisch=ungarischer Schneeschuhtruppen in den Allgäuer Alpen. (1)Beim Aufstieg in einer Höhe von 2000 Metern. (2)Überqueren eines Schneeferners. Im Hintergrunde die Lechtaler Alpen (3)Wendungen mit Schneeschuhen (236) Die englischen Docks. (236) [Abb.]: Ein französischer Verbindungsschützengraben in der Champagne, der bis in die vordersten Linien führt. (237) Überwinden kleiner Gewässer. (238 - 239) [Abb.]: Durchquerung eines Wasserlaufes im feindlichem Feuer. (238 - 239) [Abb.]: Wasserdichte Zeltbahn als Umhüllung der Uniform und Ausrüstung. (238 - 239) Erzerum. (238 - 239) [Abb.]: Floss aus drei Zeltbahnen für Nichtschwimmer. (238 - 239) [Abb.]: Verwundete türkische Offiziere in Berlin auf dem Wege nach Wiesbaden, um dort in einem Offiziererholungsheim Genesung zu suchen. (240) [Abb.]: Gesamtansicht von Erzerum, der in Türkisch=Armenien unweit der russischen Grenze gelegenen Haupstadt des gleichnamigen Wilajets, die von den Türken gegen grosse feindliche Übermacht aufgegeben wurde. (240) Die Geschichte des Weltkrieges 1914/16. Heft 88 (Heft 88) ([241]) [Abb.]: Die Besprechung der beiden französischen Minister Bourgeois und Briand mit den italienischen Ministern Sonnino und Salandra (von links nach rechts) am 11. Februar 1916 in der Consulta zu Rom. ([241]) [3 Abb.]: Bilder von der Isonzofront. (1)Eine zerschossene Kirche bei Görz. (2)Österreichisch=ungarische Stellungen am Isonzo. (3)Drahtverhaue am Isonzo. (242) [3 Abb.]: Bilder von der Isonzofront. (1)Kloster Sansouci am Isonzo, das von den Italienern beschossen und zerstört wurde. (2)Bau eines Schützengrabens an der Isonzofront. (3)Beförderung von Sandkörben zum Ausbau der österreichisch=ungarischen Stellungen am Isonzo (243) [Abb.]: Überschreitung eines Flusses durch eine österreichisch=ungarische Abteilung. (244) [Abb.]: Österreichisch=ungarische Feldgeschütze werden im Hochgebirge in Stellung gebracht. (244) [Abb.]: Die erste italienische Niederlage auf albanischem Gebiet im Raume Preza (Presija) und Bazar Sjak. Im Hintergrunde Bazar Sjak mit der alten Holzbrücke über den Arzen. (245) [Abb.]: Vogelschaukarte von Durazzo und Umgebung. (246) [ 3 Abb.]: Auf dem Weg nach Albanien. (1)Frisch angekommene österreichisch=ungarische Soldaten beim Antreten in einer Straße Skutaris. (2)Brückenkähne werden von einer österreichisch=ungarischen Kolonne über die montenegrinischen Berge zum Skutarisee geführt. (3)Beförderung von Gebirgsgeschützen für das schwierige Gelände. (247) [Abb.]: Der Albanierführer und Anhänger der katholischen Partei Prenk Bib Dodo, Essad Paschas entschiedenster Gegner, der sich mit seinen waffenfähigen Leuten den österreichisch=ungarischen Truppen angeschlossen hat. (248) [Abb.]: Der Deutsche Kaiser nimmt auf der Zitadelle (Kalimegdan) von Belgrad am 20. Januar 1916 den Vortrag über den Übergang der deutschen und österreichisch=ungarischen Truppen über die Donau entgegen. ( - ) [Abb.]: Einnahme von Durazzo: Österreichisch=ungarische Truppen bringen am 27. Februar 1916 beim Morgengrauen in die brennende Stadt. ([249]) [Abb.]: Bulgarische Truppen in einer mazedonischen Stadt. (250) Illustrierte Kriegsberichte. (251) Besuch des Deutschen Kaisers auf dem Kalimegdan, der Zitadelle von Belgrad. (251) [Abb.]: Drahtverhaue vor den englisch=französischen Stellungen bei Saloniki. (251) Vor und hinter der Gefechtsfront. (252 - 253) [Abb.]: Eine russisch=kaukasische Batterie auf ihrem Vormarsch an der persischen Grenze von kurdischer Reiterei bei Kelhu Luren (Gegend von Kirmánscháh) überfallen. (252 - 253) [Abb.]: Stacheldraht in der Schneeregieon: Türkische Schützengräben im Kaukasus. (254) Württembergische Ruhmestage. (254) Die 8. Infanteriebrigade erstürmt südlich Baranowitschi die von Petersburg nach Ostgalizien führende Bahn. (255) Die Neutralität im Weltkriege. (255) [Abb.]: Armenische Truppen, die auf russischer Seite gegen die Türken kämpfen. (255) [Abb.]: Kartenskizze zu den Kämpfen um Messines im Herbst 1914. (256) [Abb.]: Die Reste einer von den Russen zerstörten Brücke bei Dünaburg. (256) [Abb.]: Die 8. Infanteriebrigade erstürmt südlich Baranowitschi die von Petersburg nach Ostgalizien führende Bahn, wobei die Scharabrücke, die eben von dem letzten russischen Munitionszug passiert wird, in die Luft fliegt. Im Hintergrunde links der Brücke ein von der Artillerie des Regiments Gerstenberg in Brand geschossenes Dorf, das mit russischen Reserven belegt war; rechts eine Windmühle, in der Artilleriebeobachtungsposten und Maschinengewehre aufgestellt waren. ([257]) [Abb.]: Oberst Sprecher von Bernegg, Chef des Generalstabes der Schweizer Armee. (258) [Abb.]: Schweizer Grenzbesatzung: Von Schweizer Truppen hergestellte Befestigungen. (258) Moderne Riesenflugzeuge. (259) [Abb.]: An der belgisch=holländischen Grenze in Kieldrecht. (259) [Abb.]: Schwedische Grenzwacht gegen Russland in Haparanda. (259) [Abb.]: Ankunft der russischen Post für die in Deutschland befindlichen Kriegsgefangenen in Haparanda. (259) [Abb.]: Eines der weittragenden 40=cm=Geschütze, die Amerika den Feinden der Mittelmächte liefert. (260) [Abb.]: Ein russisches Riesenflugzeug. Sikorski=Doppeldecker, der bei einem Gewicht von dreieinhalb Tonnen vier Motoren von 400-600 Pferdestärken hat und fähig ist sechzehn Personen zu tragen. (260) [Abb.]: Die Kämpfe im Jemen: Niederlage der Engländer bei Scheich Osmani. ( - ) Die Geschichte des Weltkrieges 1914/16. Heft 89 (Heft 89) ([261]) [Abb.]: Englischer Transportdampfer schifft bei Basra indische Truppen aus, die zu den englischen Streitkräften bei Kut=el=Amara an der Irakfront stossen sollen. ([261]) [Abb.]: Karte von Südarabien mit der Jemenfront. ([261]) [3 Abb.]: Bilder von der Bagdadbahn. (1)Türkische Reservisten im Taurusgebirge auf dem Marsche zum Gestellungsort (2)Türkische Reservisten erwarten auf einer Station der Anatolischen Bahn ihre Weiterbeförderung. (3)Stationsgebäude der Bagdadbahn am Amanusgebirge. (263) [Abb.]: Zu der Inspektionsreise des türkischen Generalissimus Enver Pascha nach Palästina. Enver Pascha (X) mit dem Kommandanten der syrischen Truppen, Dschemal Pascha (XX), treffen im Automobil vor der Kommandantur in Jaffa ein, wo sie von den Behörden festlich empfangen werden. (264) [Abb.]: Gefangene Engländer aus den Kämpfen bei Kut=el=Amara werden durch ein Beduinendorf gebracht. (265) [Abb.]: Korvettenkaptiän Burggraf und Graf Nikolaus zu Dohna=Schlodien, der kühne und erfolgreiche Kommandant S. M. S. "Möve". (266) [Abb.]: Der neue Staatssekretär des Reichsmarineamts, Admiral v. Capelle, der Nachfolger des Grossadmirals v. Tirpitz. (267) [Abb.]: Deutsches Unterseeboot beim Tauchen. (267) [Abb.]: Französische Soldaten vor Verdun beim Suppefassen. (268) [Abb.]: Eine von den Franzosen gebaute Feldbahn in der Champagne, die der Verproviantierung und Munitionsversorgung der ersten Linien dient. (268) [Abb.]: Zu den Kämpfen um Verdun: Erstürmung der französischen Verschanzungen im Walde von Caures. (269) [Abb.]: Französisches schweres Geschütz im Augenblick des Abfeuerns. (270) Illustrierte Kriegsberichte. (270) Admiral v. Capelle. (270) [Abb.]: General der Infanterie v. Guretzky=Cornitz, Kommandeur der 9. Reservedivision, unter dessen Führung die Posenschen Reserveregimenter Nr. 6 und 19 am 8. März in nächtlichem Angriff das Dorf und die Panzerfeste Baux stürmten. (271) Die Kriegsbrücke bei Grodno. (271) [Abb.]: Blcik in einen Teil der Woevreebene. Im Hintergrund die Cotes Lorraines, deren Fuss von den deutschen Truppen stellenweise erreicht wurde. (271) [Abb.]: Erstürmung des Dorfes Fresnes in der Woevreebene am 6. März 1916. ([272 - 273]) [Abb.]: Von den Russen auf ihrem Rückzuge zerstörte massive Eisenbetonbrücke über den Njemen bei Grodno. (274) Krieg und Kriegsfürsorge in Hamburg. (274) [Abb.]: Russisches 25=cm=Küstengeschütz in der äußersten Fortlinie der eroberten Festung Grodno. (275) [Abb.]: Russisches 15=cm=Küstengeschütz in der äußersten Fortlinie Grodnos. (275) [Abb.]: Eine schwierige Stelle in den Dolomiten. (276) [Abb.]: Beschiessung der Drei=Zinnen=Hütte durch italienische Artillerie. ([277]) [Abb.]: Eingang zum deutschen Friedhof in Lagny bei Noyon. Die Verzierungen an den Pfeilern sind aus französischen Blindgängern hergestellt (278) Beschiessung der Drei=Zinnen=Hütte durch italienische Artillerie. (278) [Abb.]: Beerdigung deutscher Soldaten in Noyon. Der Leichenzug auf dem Wege zum Friedhof. (278) [Abb.]: Kriegergrab am vordersten Graben in Flandern dicht hinter dem Drahtverhau. (279) Soldatengräber. (279) [Abb.]: Deutsche Soldaten pflegen die Gräber gefallener Kameraden in der Nähe der Unterstände in den Dünen. (279) [Abb.]: Das Grab von 23 deutschen Soldaten der Infanterieregimenter 78 und 91 bei Charleroi. (280) [Abb.]: Fliegergrab in Menin. (280) [Abb.]: Der in Torgau in Gefangenschaft befindliche französische Brigadegeneral de Vilaret begibt sich zur Beisetzung zweier gefangener Landsleute. (280) Die Geschichte des Weltkrieges 1914/16. Heft 90 (Heft 90) ([281]) [2 Abb.]: Von der Front im Elsass. (1)In den Felsen gesprengter Stollen von 15 Meter Länge. 30 Meter hinter der vordersten Linie. (2)Im Schützengraben im Münstertal Mannschaften mit Rauchmasken und Handgranaten. ([281]) [3 Abb.]: Der Minenkampf im Stellungskrieg im Westen. (1)Eingang zu einem Minenstollen. (2)Pioniere beim Bau eines Stollens (Blitzlichtaufnahme) (3)Erbeutete französische Minenwerfer mit Munition. (282) [Abb.]: Vogelschaukarte zu den Kämpfen um Reims und in der Champagne. ([283]) [Abb.]: Artilleriekämpfe um die Bastion am Yserkanal am 15. Februar 1916, abends 10 Uhr Die deutschen und englischen Stellungen lagen an diesem Teil des Kanals nur durch das Wasser getrennt einander gegenüber. ([284 - 285]) [Abb.]: Am Yserkanal. (286) [Abb.]: Gefangene Engländer bei Ypern. (286) [Abb.]: Zu den Kämpfen um Verdun. Französisches Lager von Geschossen schweren Kalibers, die mittels der Eisenbahn herbeigeschafft und durch Automobilzüge den Stellungen der schweren Artillerie zugeführt werden. (287) [2 Abb.]: Zum Wechsel im französischen Kriegsministerium. (1)General Gallieni, der zurückgetretene französische Kriegsminister. (2)Divisionsgeneral Roques, der neuernannte französische Kriegsminister. (288) [Abb.]: Die Teilnehmer an dem grossen Pariser Kriegsrat vom 27. März 1915. General des Castelnau (Frankreich) Sir Douglas Haig (England) General Wielemans (Belgien) General Pelle (Frankreich) General Gilinsky (Russland) General Joffre (Frankreich) General Porro (Italien) Oberst Pechitsch (Serbien). (288) [Abb.]: Zu den Kämpfen um Verdun: Erstürmung einer französischen Feldbefestigung nach vorhergegangener Beschiessung durch Artillerietrommelfeuer. ( - ) [Abb.]: Abgeschlagene französische Handgranatenangriffe in der Champagne Anfang März 1916. ([289]) [Abb.]: General der Kavallerie Emil Ritter v. Ziegler. (290) [Abb.]: Besuch des Kronprinzen Boris und des Prinzen Kyrill von Bulgarien an der Westfront (links Prinz Kyrill, in der Mitte General v. Einem, rechts Kronprinz Boris). (291) [Abb.]: Im Oberelsass abgeschossener französischer Kampfdoppeldecker neuester Bauart. (291) [Abb.]: Deutsche Soldaten am Entfernungsmesser, der besonders beim Feststellen der Entfernung von Flugzeugen eine wichtige Rolle spielt. (292) Illustrierte Kriegsberichte. (292) Das Bekämpfen feindlicher Flugzeuge. (292) Fliegerangriff auf einen Personenzug bei Donaueschingen (292) [Abb.]: Überfall zweier französischer Flugzeuge auf einen Personenzug bei Donaueschingen. ([293]) [Abb.]: Eine Proviant=Ochsenkolonne im Moravatal. (294) [Abb.]: Deutscher Train passiert eine neben einer gesprengten Eisenbahnbrücke erbaute Notbrücke bei Stalac im Moravatal. (294) Auf dem Vormarsch in Albanien. (295) [Abb.]: Deutsche Proviantkolonne begegnet bulgarischer Artillerie auf dem Marsche. (295) General der Kavallerie Emil Ritter v. Ziegler. (295) Im Oberelsass abgeschossener französischer Kampfdoppeldecker neuester Bauart. (296) Das Pontonieren. (296) [Abb.]: Gefecht einer österreichisch=ungarischen Kolonne in den albanischen Bergen mit Parteigängern Essad Paschas. Im Vordergrund Gebirgsgeschütze in Feuerstellung, im Tal entwickelt sich ein Infanterieregiment mit Tragtieren zum Gefecht. ([297]) [Abb.]: Skizze zu dem Aufsatz "Das Pontonieren": Schematische Darstellung eines Flussübergangs. (298) [5 Abb.]: Französische Pioniere beim Pontonbrückenbau. (1)Das Übersetzen eines Offiziers über den Fluss. (2)Die ersten Pioniere setzen über den Fluss, um den Brückenbau zu beginnen. (3)Ein Teil der Pontonbrücke wird über den Fluss geschleppt. (4)Vor der Vollendung. Die letzten Brückenkähne werden in Stellung gebracht. (5)Eine Ingenieurabteilung passiert als erste die Brücke. (299) Die erbeutete Kriegskasse. (299) [Abb.]: Der tägliche Mittagsgast bei den deutschen Soldaten (300) [Abb.]: Türkische Offiziere im Kasino eines Reservekorps beim Rauchen aus türkischen Nargilehpfeifen. (300) Die Geschichte des Weltkrieges 1914/16. Heft 91 (Heft 91) ([301]) [Abb.]: Schwierigkeiten des Gebirgskrieges. Italienische Alpini befördern ein Geschütz über eine schwierige Stelle im Gebirge. Nach einer englischen Darstellung. ([301]) [Abb.]: Österreichisch=ungarische Kriegsbeute: Italienische Fliegerwaffen. (302) [Abb.]: Österreichisch=ungarische Granatenwerfer am Isonzo erwarten einen Angriff der Italiener. (302) [Abb.]: Ein Trupp italienischer Gefangener in Tirol. (303) [Abb.]: Österreichisch=ungarische Arbeiterabteilung auf dem östlichen Kriegschauplatz im Walde während der Mittagspause. (304) [Abb.]: Russischer Vorstoss nördlich von Kozlow an der Strypa wird durch schwache Deckungstruppen der österreichisch=ungarischen vorgeschobenen Linien abgeschlagen. ([305]) [Abb.]: Vogelschaukarte zu den Kämpfen um Valona. (306) [Abb.]: Bulgarischer Grenzposten an der bulgarisch=griechischen Grenze. (307) [Abb.]: Überschiffung von Tragtieren über den Weissen Drin in Albanien. Im Hintergrund eine alte türkische Brücke, die durch Herstellung eines hölzernen Notsteges befahrbar gemacht wird. (307) [Abb.]: Kartenskizze zu den Kämpfen um Dünaburg. Widsy, Postawy. (308) [Abb.]: "Alarm". Jeder Mann führt auf Tornister ein Kommissbrot mit. (308) [Abb.]: Ein Landwehr=Feldlazarett im Stellungskriege hinter der Front. In der Luft ein deutscher Fesselballon, der von feindlichen Fliegern umstrichen und aus Abwehrkanonen mit Schrapnellen beschossen wird. ( - ) [Abb.]: Zur russischen Angriffsbewegung gegen das litauische Seengebiet. Zusammenbruch russischer Massenangriffe bei Postawy im deutschen Infanterie= und Maschinengewehrfeuer. ([309]) [Abb.]: Deutsche Truppen in Russland beim Überschreiten sumpfigen Geländes im Gebiet des Maroczsees. (310) Illustrierte Kriegsberichte. (310) Die Markwährung im Weltkrieg und der Devisenhandel. (310) Ein Landwehr=Feldlazarett im Stellungskriege. (311) [Abb.]: Offiziere eines deutschen Stabes auf dem östlichen Kriegschauplatz orientieren sich an einem Wegkreuz. (311) [Abb.]: Deutsche Trainkolonne zieht durch ein russisches Dorf in der Gegend von Dünaburg. (311) [Abb.]: Weiterbeförderung Verwundeter in den Tagen der grossen französischen Offensive von 25.-30. September 1915. (312 - 313) Erzherzog Karl Stephan. (314) [Abb.]: Zum Besuch des Erzherzogs Karl Stephan in Berlin: Vizeadmiral Erzherzog Karl Stephan mit seinem Adjutanten Major Slufarz. (314) Fahrbare Kriegsbüchereien. (315) [Abb.]: Blick auf das Kampfgelände vor Verdun westlich der Maas. In der Mitte des Bildes der von den deutschen Truppen am 7. März 1916 erstürmte Ort Forges, im Vordergrunde Confenvoye. (315) Aus der Verdunschlacht. (316) [Abb.]: Die erst fahrbare württembergische Kriegsbücherei, eine Stiftung des Kommerzienrats Robert Franck, Ludwigsburg. (316) [Abb.]: Fahrbare Kriegsbücherei: Blick in das Innere eines Bücherwagens. (316) [Abb.]: General der Infanterie v. Steuben besucht die Baracken eines Feldlazaretts. Zu dem Artikel "Ein Landwehr=Feldlazarett im Stellungskriege". ([317]) [3 Abb.]: Hinter der französischen Front vor Verdun. (1)Französische Ambulanz in einem zerstörten Dorfe hinter der Feuerlinie erwartet die Ankunft von Schwerverwundeten aus den Schützengräben. (2)Schwerverwundeter Franzose wird von französischen Hilfsposten weiterbefördert. (3)Grosse Kraftwagen bringen Truppen zu einer bedrohten Stelle an der Front. (318) [3 Abb.]: Hinter der französischen Front vor Verdun. (1)Französischer Offizier beobachtet eine von den Deutschen unmittelbar unter der französischen Front gesprengte Mine. (2)Baumstämme, die mittels schwerer Automobile an die Front geschafft wurden, um zum Bau neuer verdeckter Artilleriestellungen und bombensicherer Unterstände zu dienen. (3)Das Zurückweichen der französischen Truppen erforderte die Herstellung neuer Schützengräben und Unterstände, für die eine grosse Menge von in die Erde einzulassenden Eisenbogen an die Front gesandt wurden. (319) [2 Abb.]: Das erste in der Ruhmeshalle des Berliner Zeughauses ausgestellte serbische Feldzeichen. (1)Die Standarte des serbischen Reiterregiments 1, die in der Nacht vom 5. auf 6. Februar 1916 erbeutet wurde. (2)Rückseite der Standarte mit einem serbischen Heiligenbilde. (320) [Abb.]: Französische Drahthindernisse vor der ersten Verteidigungslinie im Rabenwalde bei Verdun. (320) Die Geschichte des Weltkrieges 1914/16. Heft 92 (Heft 92) ([321]) [Abb.]: Verlassene russische Stellung am Dünaufer. ([321]) [Abb.]: Die deutsche Front gegen Russland im April 1916. (322) [Abb.]: Deutsche Schneeschuhtruppen begeben sich in Stellung gegen Dünaburg. (322) [Abb.]: Vom östlichen Kriegschauplatz: Ankunft frischer deutscher Truppen in Baranowitschi. (323) [Abb.]: Brückenschlag über den Muchawetz, einen Nebenfluss des Bug. (324 - 325) [Abb.]: Persische Soldaten ziehen zur Truppenbesichtigung auf. (326) [Abb.]: Blick in eine türkische Militärsammelstelle am Tigris im Gebiet der türkisch=englischen Kämpfe zwischen Bagdad und Kut=el=Amara. (327) [Abb.]: Blick in den Hafen von Sunderland, wo die Dockanlagen bei den Zeppelinangriffen auf England Anfang April 1916 besonders schwer gelitten haben. Viele Werften, besonders die von Swan, Hunter u. Wigham sowie Richardson wurden beschädigt. Eine Helling wurde so getroffen, dass das darauf liegende Schiff umfiel. Auf einem Kreuzer, der in der nächsten Zeit vom Stapel laufen sollte, wurde grosser Schaden verursacht. Ausserdem sind noch andere Schiffe getroffen worden. Ausserhalb der Sindt wurden ferner mehrere Fabrikanlagen, darunter eine Munitionsfabrik, sowie eine grössere Anzahl Schuppen teils schwer beschädigt, teils vollständig zerstört. (328) Illustrierte Kriegsberichte. (328) Vereitelter Gasangriff. (328) [Abb.]: Deutsche Torpedoboote auf hoher See auf der Suche nach dem Feind. ( - ) [Abb.]: Vogelschaukarte von Nordengland, dem Angriffsziel deutscher Luftschiffe in der Nacht zum 3. April 1916. ([329]) [Abb.]: Karte von Holland. (330) [Abb.]: Englische U=Boote kreuzen an der flanderischen Küste. (330) [Abb.]: Schützengrabenübungen holländischer Soldaten. (331) [Abb.]: Holländische Infanterie auf einem dreitägigen Übungsmarsch nach dem Übersetzen über einen Kanal. (331) [Abb.]: Ein durch Trommelfeuer von 28=cm=Granaten (Flachbahngeschosse) vollständig zerstörter und eingebneter englischer Schützengraben an der Front bei Neuve=Chapelle. Die Besatzung des englischen Grabens war für einen von ihr bereits vorbereiteten Gasangriff mit Gasmasken ausgerüstet, die teils hell, teils dunkel und mit runden odr viereckigen Augengläsern versehen sind. ([332 333]) [Abb.]: 1. Der Eiserne Hindenburg auf dem Königsplatz in Berlin Nach dem Entwurf von G. Marschall. (334) [Abb.]: 2. Der Isern Kerl in Emden, der den ruhmreichen Führer der "Emden" Fregattenkapitän v. Müller verkörpert. Nach dem Entwurf von Bildhauer Liebsch. (334) [Abb.]: 3. Der Eiserne Michael zu Hamburg. Nach der Holzplastik von Anton Kling, Hamburg (334) Kriegsnagelungen. (334) [Abb.]: 4. Das Eiserne Kreuz in San Franzisko in Nordamerika, das zur Nagelung zugunsten der deutschen Kriegsfürsorge aufgestellt wurde und grosse Beträge einbrachte. (334) [Abb.]: Der Wackere Schwabe in Stuttgart. Nach dem Entwurf von Joseph Zeitler (335) [Abb.]: 6. Der Eiserne Landsturmmann der Insel Alsen in Sonderburg. Aus dem Stamm eines Apfelbaumes der Insel nach dem Entwurf von Heit. (335) [Abb.]: 7. Der Eiserne Wehrmann in Bielefeld. Nach der Holzplastik von Bildhauer Franz Guntermann. (335) [Abb.]: 8. Der Eiserne Adler zu Frankflurt a. M. Nach dem Entwurf von Bildhauer Stock. (335) Abweisung eines italienischen Angriffs an der Tosana. (336) [Abb.]: Feldgraue mit französischen Kindern, die zutraulich zu ihren deutschen Nachbarn herüberkommen, da sie wissen, dass immer etwas Gutes für sie abfällt. (336) Mit den Bundesbrüdern in den Karpathen. (336) [Abb.]: Abwehr eines Angriffs italienischer Alpini an der Tosana ([337]) [Abb.]: Feldbefestigungen zwischen den Aussenforts von Przemysl. Aufnahme von einem Flugzeug aus. (338) Fliegerphotographien. (338) Kämpfe um den Hartmannsweiler Kopf. (339) [Abb.]: Eine Lünette der Festung Przemysl mit deutlich erkennbaren Granattrichtern. Aufnahme von einem Flugzeug aus. (339) [Abb.]: Ballonaufnahme von verlassenen Stellungen hinter der deutschen Front in Flandern. (340) [Gedicht]: Schwertsegen! (340) Die Geschichte des Weltkrieges 1914/16. Heft 93 (Heft 93) ([341]) [Abb.]: Vertreibung der Franzosen aus dem Dorfe Malacourt vor Verdun am 30. März 1916. ([341]) [Abb.]: Die Aussenmauer der Feste Baux. (342) [Abb.]: Oberleutnant v. Brandis. erhielt für die Eroberung der Feste Douaumont den Orden Pour le Mérite. (343) [Abb.]: Hauptmann Haupt erhielt für die Eroberung der Feste Doumont den Orden Pour le Mérite. (343) [Abb.]: Dorf und Feste Douaumont, die Angelpunkte des deutschen Angriffs auf Verdun. (343) [Abb.]: Zu den Kämpfen um Verdun: Württembergische Landwehrbataillone erstürmen den Wald von Abocourt am 20. März 1916. ([344 - 345]) [Abb.]: Karte zwischen Aire und Maas Das Kampfgelände westlich von Verdun. (346) [Abb.]: Wie die französische Feuerlinie vor Verdun mit Mannschaften, Munition und Lebensmitteln verstärkt wurde. Material= und Personenwagen in langen Reihen auf den Zugangstrassen. Von einem neutralen Militärkritiker wurde Verdun als ein "Saugpumpe" bezeichnet, die die stärksten und kräftigsten Teile des französischen Heeres an sich reisse und die stärksten Kräfte Frankreichs von allen Seiten auf das Kampffeld bei Verdun führe. ([347]) [Abb.]: Die Mühle am Toten Mann bei Verdun. (348) [Abb.]: Ankunft französischer Gefangener aus den Kämpfen bei Reims auf dem Bahnhof in Laon. (348) [Abb.]: Handgranatenkampf in einem Minenstollen, in dem plötzlich Engländer und Deutsche einander gegenüberstanden. ([349]) [Abb.]: König Viktor Emanuel besichtigt eine Stellung der schweren Artillerie (26=cm=Batterie) am Isonzo. (350) [Abb.]: Gedeckte italienische Stellung. (351) [Abb.]: Blick in das Isonzotal. (351) [Abb.]: Luftschiffer Oberstleutnant Abercron, Kommandeur eines Reserve=Infanterieregiments auf dem westlichen Kriegschauplatz. Die angelegten Orden wurden ihm sämtlich im jetzigen Kriege verliehen. (352) [Abb.]: Ein deutsches Fokkerflugzeug im Kampf mit englischen Fliegern. Der Beobachter erwidert von einem Drehsitz aus das feindliche Feuer. ([353]) Illustrierte Kriegsberichte. (354) Fliegerkämpfe. (354) [Abb.]: Deutscher Eindecker stürzt sich auf einen französischen Doppeldecker. (354) [Abb.]: Die Trümmer eines bei Laon abgeschossenen französischen Doppeldeckers. (355) Die grosse russische Entlastungsoffensive. (355) [Abb.]: Eines der vier französischen Flugzeuge, die beim Angriff eines französischen Luftgeschwaders auf die offene Stadt Mühlhausen im Elsass am 18. März 1916 zum Absturz gebracht wurden. (355) [Abb.]: Bei dem Versuch eines italienischen Flugzeuggeschwaders, die Stadt Laibach mit Bomben zu belegen, wurde das italienische Führerflugzeug von den zur Abwehr aufgestiegenen österreichisch=ungarischen Fliegern umzingelt. Seinem Führer, Hauptmann Salomone, gelang es nur mit Mühe, sein Flugzeug zu retten, nachdem sein Begleiter schwer verletzt worden war. (356) [Abb.]: Zu den Kämpfen um Valona: Österreichisch=ungarische Soldaten in einem Gefecht mit Italienern. ( - ) Die Geschichte des Weltkrieges 1914/16. Heft 94 (Heft 94) ([357]) [Abb.]: Der deutsche Reichskanzler v. Bethmann Hollweg in feldgrauer Uniform. ([357]) [Abb.]: Bei den Einschliessungskämpfen von Valona gefangene Serben warten auf ihr Abführung. (358) [Abb.]: Wohnhäuser in der Stadt Doiran auf den Hügeln am Ufer des Doiransees an der griechischen Grenze, in deren Nähe Plänkeleien zwischen den Patrouillen der Mittelmächte und denen des Vierverbandes stattfanden. Der Ort hat 7000 Einwohner und liegt an der Eisenbahnstrecke nach Saloniki. (359) [Abb.]: Zur widerrechtlichen Besetzung Kretas durch den Vierverband. Beförderung von Gewehren auf der Insel. (359) [Abb.]: Hinter einem Eisenbahndamm verschanzte Russen werden nächtlicherweile beim Schein der Leuchtraketen unter schweren Verlusten zurückgewiesen. (360 - 361) [Abb.]: Übersichtskarte zu den Kämpfen am Naroczsee. (362) [Abb.]: Blick auf die Strypa in Ostgalizien, an deren Ufern heftige Kämpfe stattfanden. (363) Illustrierte Kriegsberichte. (363) Der Krieg in Ostafrika. (363) [Abb.]: Kaiserlich türkische Prinzen an der Ostfront beim Generalfeldmarschall Prinz Leopold von Bayern. In der Mitte: Prinz Leopold von Bayern; rechts von ihm: Prinz Osman Fuad, Leutnant á la suite des preussischen Leibgarde=Husarenregimentrs; links: Prinz Abdur Rahim, Leutnant á la suite des 2. preussischen Garde=Feldartillerieregiments; rechts hinter dem Generalfeldmarschall: Exzellenz v. König, Kommandeur einer Infanteriedivision. (364) [Abb.]: Kavallerie beim Überschreiten einer Schiffbrücke in der Gegend von Dünaburg. (364) [Abb.]: Protzen werden auf dem östlichen Kriegschauplatz in Deckung gebracht. ([365]) [Abb.]: Wirkung der Zeppelinbomben bei den Aprilangriffen auf England. (366) [3 Abb.]: Österreichisch=ungarische Kriegsbeutestücke im Wiener Arsenal, die ein beredtes Zeugnis von der Tapferkeit der Truppen ablegen. (1)Russisches 28=cm=Belagerungsgeschütz, das in Przemysl den österreichisch=ungarischen Truppen unversehrt in die Hände fiel Dahinter eine russische Fliegerabwehrkanone. (2)Volltreffer eines 30,5=cm=Mörsergeschosses in einem französischen Schiffsgeschütz, das am Lovcen aufgestellt war. Eine artilleristische Musterleisltung. (3) Französische Schiffsgeschütze, die bei Belgrad unbeschädigt erbeutet wurden. (367) [Abb.]: Das Kilimandscharogebiet, der Schauplatz des Heldenkampfes der deutschen Schutztruppen Ostafrika. (368 - 369) [Abb.]: Eine Strasse in Aruscha am Fusse des Kilimandscharo, das die Südafrikaner besetzten. (368 - 369) Aus der Verdunschlacht. (368 - 369) II. Im Walde von Hennemont. (368 - 369) [Abb.]: Militärstation Moschi am Kilimandscharo, die von den Südafrikanern besetzt wurde. (368 - 369) [Abb.]: Die Strasse zur Feste Bayr. Im Hintergrund die Umrisse der Feste. (370) [Abb.]: Beförderung von Geschützen auf Lokomobilen (westlicher Kriegschauplatz). (370) [Abb.]: Aus den Kämpfen um Verdun: Das von den deutschen Truppen eroberte Conflans=Geschütz, ein Marinegeschütz, mit dem die Franzosen ein Jahr lang den Bahnhof von Conflans vergeblich beschossen. Das Geschütz war so eingebaut, dass es von den Franzosen bei ihrem Rückzug nicht mitgenommen werden konnte. (371) [Abb.]: Bei Verdun gefangene französische Offiziere, die sich in ihrer Ausrüstung kaum von der Mannschaft unterscheiden. (371) [Abb.]: Sanitätskompanie mit Sanitätshunden auf dem Marsche in der Champagne. (372) [Abb.]: Kampf um Chaulnes. ([373]) [Abb.]: Vivatbänder. (374) [Abb.]: Vivatbänder (375) Vivatbänder. (375) Colmar Freiherr v. der Goltz. (376) [Abb.]: Generalfeldmarschall Dr, Colmar Freiherr v. der Goltz=Pascha, der Oberkommandierende der zweiten türkischen Armee, starb in seinem Hauptquartier in Mesopotanien nach zehntägigem Krankenlager am Flecktyphus. (376) Die Geschichte des Weltkrieges 1914/16. Heft 95 (Heft 95) ([377]) [Abb.]: Ansicht von Trapezunt am Schwarzen Meer. ([377]) [Abb.]: Schiffbrücke über den Tigris bei Bagdad. (378) [Abb.]: Die hauptsächlichen Kampfschauplätze im Orient. ([379]) [Abb.]: Die vergeblichen Entsatzversuche der Generale Gorringe und Keary für General Townshend in Kut=el=Amara. (380 - 381) [Karte]: Die umklammernden türk. Streitkräfte (380 - 381) [Abb.]: Das Wrack des englischen Unterseebootes E 15, das in den Dardanellen durch Treffer der türkischen Artillerie schwer beschädigt wurde und seine Flagge streichen musste. (380 - 381) [Abb.]: Der Turm des englischen Unterseebootes E 15, auf dem ein türkischer Offizier steht. Man sieht deutlich das von der türkischen Granante gerissene Loch. (380 - 381) [Abb.]: Ein mit Kamelen bespanntes Geschütz der südrussischen Artillerie im Gebiete des Kaukasus. Die Tiere haben sich bei den ausserordentlich schwierigen Bodenverhältnissen und dem steten Wassermangel sehr gut bewährt. (382) [Abb.]: Türkische Feldartillerie im Vormarsch. (382) [Abb.]: Artilleriestellung englischer Kolonialsoldaten am Suezkanal, wo sich nach englischen Angaben 240 000 Mann zur Verteidigung Ägyptens und des Suezkanals in Bereitschaft zu halten hatten. (383) [Abb.]: Gefangene Engländer werden von türkischen Offizieren verhört. (384) [Abb.]: Verteidigung einer eroberten englischen Stellung von etwa 350 Metern Frontbreite am Yserkanal nördlich von Ypern. ( - ) [Abb.]: Zu den siegreichen Kämpfen der Türken im Irak im April 1916. ([385]) Illustrierte Kriegsberichte. (386) Aus der Verdunschlacht. (386) III. Die Kämpfe westlich der Maas. (386) [Abb.]: Oberleutnant Berthold, der am 1. April 1916 das vierte feindliche Flugzeug und am 16. nordwestlich von Peronne das fünfte, einen englischen Doppeldecker, abschoss (386) [3 Abb.] : Oberes Bild: Ago=Kampfflugzeug. Mittleres Bild: Gefangener kanadischer Offizier mit seinem Flugzeug. Unteres Bild: Funkentelegraphenapparat eines abgeschossenen englischen Flugzeuges. (387) [Abb.]: Gefangene französische Soldaten erwarten im Steinbruch südlich von Haudromont ihre Abführung. (388) Im Krieg mit den Bergen. (388) [Abb.]: Der Kampf um den Minentrichter. Zu den Minen= und Handgranatenkämpfen bei Douaumont. ([389]) [Abb.]: Bulgarische Infanterie rückt aus Monastir zur Front ab. (390) Im besetzten Mazedonien. (390) Das Kriegsgeschick unserer Handelsflotte. (391) [Abb.]: Deutsche Truppen marschieren auf dem Wege zur Front durch eine mazedonische Ortschaft. (391) [Abb.]: Blick durch die Bogen einer Felsenhöhle in Mazedonien, die den hier nicht seltenen Adlern guten Unterschlupf bietet. (392) Die Vernichtung des französischen Unterseebootes "Culrie". (393) [3 Abb.]: (1)Marktplatz für den Ochsenhandel in dem mazedonischen Viertel von Monastir. (2)Eine schwierige Verständigung durch die Zeichensprache. Deutsche Offiziere erwerben eine Gans. (3)Deutscher Pionier kauft Eier ein. (393) Das englische Gefangenenlager auf der Insel Man. (394) [Abb.]: Deutsche Infanteristen mit den neuen Stahlhelmen in einer Strasse Berlins. (394) [Abb.]: Vernichtung des französischen Unterseebootes "Curie" in der Adria durch österreichisch=ungarische Küstenbatterien. ([395]) [Abb.]: Originalwiedergabe der Postkarte eines in russische Gefangenschaft geratenen Österreichers an seine Schwester. Die Mitteilungen an den leeren Stellen sind vom Zensor ausradiert, wobei ihm aber die Klage über das "schlechte Futter" und die " "Prügel" entgangen ist. (396) [Abb.]: Gesamtansicht des Gefangenenlagers von Knockalve (Peel) auf der englischen Insel Man. Nach der Zeichnung eines im Hauptgefangenenlager der Insel Man interniert gewesenen deutschen Architekten, der später ausgewechselt wurde. (396) Die Geschichte des Weltkrieges 1914/16. Heft 96 (Heft 96) ([397]) [Abb.]: Vogelschaukarte des Suganatales. ([397]) [Abb.]: In einem Tiroler Kloster untergebrachte italienische Gefangene bei der Mahlzeit. (398) [Abb.]: Ordensverleihung im Schützengraben an österreichisch=ungarische Soldaten, die sich bei der Abwehr der russischen Strypa=Offensive auszeichneten. (399) [Abb.]: Erbitterter Nahkampf am Col die Lana: Nachtangriff österreichisch=ungarischer Infanterie. ([400 - 401]) [Abb.]: In den Schützengräben vor Dünaburg. Entwässerungsarbeiten in den Zugängen zu den Schützengräben. (402) [Abb.]: Vorgehen deutscher Infanterie zum Sturm. (402) [Abb.]: Auffahrende österreichisch=ungarische Artillerie an der galizischen Front bei Tarnopol. (403) [Abb.]: Alarm in einem russischen Unterstand. Eine feindliche Patrouille wird gemeldet. (403) [Abb.]: Russische Kavallerie in einer Landschaft des Kaukasus. (404) Illustrierte Kriegsberichte. (404) Ein leichtsinniger Streich. I. (404) [Abb.]: Sturm der westfälischen Truppen auf die russischen Feldstellungen am Marocz=See und Ladischky=Bruch. ( - ) [Abb.]: Zu dem türkischen Erfolg am Suezkanal: Freischärler aus Medina vertreiben die Engländer aus der Oase Katia. (405) [Abb.]: General Townshend mit seinem Stabe bei einer Beratung in seinem Hauptquartier in Kut-el-Amara vor der Übergabe an die Türken. (406) Offiziere daheim. (406) [Abb.]: Zum russischen Vorstoss durch Persien. Ein Teil der alten Mauern von Ispahan. (406) [Abb.]: Brückenbahntransport durch türkische Soldaten im Irak. (407) Freiheit der Meere. (407) [Abb.]: Übergabe zweier von deutschen Juden in der Türkei gestifteter Feldküchen durch Dr. Nossig an den "Roten Halbmond". (407) [Abb.]: Türkische Etappenstation am Rande der Wüste. (408 - 409) [Abb.]: Auf dem Schlachtfeld bei Marcheville vor Verdun. (410) Die Schlacht vor Verdun im Urteil der Gegner. (410) [Abb.]: Gestürmte französische Stellung bei Fromesey vor Verdun (410) [Abb.]: Eroberte französische Stellungen im Caureswalde vor Verdun. (411) [Abb.]: Hütte im Waldlager vor Verdun. (411) Bei Exzellenz v. Dorrer. (412) [Abb.]: Generalleutnant Eugen v. Dorrer, Kommandeur einer Reservedivision, gestorben den 2. April 1916 an einer schweren Verwundung. (412) [Abb.]: Durch Belgien nach Nordfrankreich. ([413]) [Abb.]: Maschinengewehrabteilung in Stellung in den verschiedenen Stockwerken eines Bauernhauses. (414) Durch Belgien nach Nordfrankreich. (414) Bekämpfung von Tierseuchen im Felde. (415) [3 Abb.]: Die Bekämpfung der Tierseuchen im Felde. (1)Veterinär der Blutuntersuchgsstelle mit den verschiedenen Versuchstieren. (2)Im Versuchsraum, wo einem geimpften Hammel eine Blutprobe entnommen wird. Auf dem Tische geimpfte Meerschweinchen, die sich noch in Bearbeitung befinden. (3)Einem in Behandlung befindlichen Pferde wird eine Blutprobe entnommen. Rechts der die Eintragungen vornehmende Veterinär. (415) [Abb.]: Der Chef des türkischen Militärsanitätswesens, Professor Dr. Suleiman Ruman Pascha. (416) Der Ottomanische Rote Halbmond. (416) [Abb.]: Eine Abteilung des Ottomanischen Roten Halbonds. (416) [Abb.]: Die Seeschlacht bei Lowestoft am 25. April 1916. ( - ) Die Geschichte des Weltkrieges 1914/16. Heft 97 (Heft 97) ([417]) [Abb.]: Woodrow Wilson, Präsident der Vereinigten Staaten von Amerika. ([417]) 4 [Abb.]: Die englische Regierung in ihren bekanntesten Vertretern. (1)Asquith, englischer Ministerpräsident. (2)Lloyd George, englischer Munitionsminister. (3)Sir Winston Churchill, ehemaliger englischer Marineminister. (4)Sir Edward Grey, englischer Minister des Äußeren. (418) [Abb.]: Von der englischen Militärmacht mit Granaten zusammengeschossenes Stadtviertel bei der Connelsbrücke, der Hauptverkehrsader in Dublin. Hier fanden die erbittersten Kämpfe b ei der April=Revolution in der Hauptstadt Irland statt, wobei von den Engländern eine Reihe der schönsten Gebäude zerstört wurde. (419) [3 Abb.]: Die Gefahren der treibenden Minen (1)Ein Minensucher hat sich in dem Minentau verfangen und die Mine unter sich gezogen, wodurch er in höchster Gefahr schwebt, bis die Mine hervorgeholt werden kann. (2)Der Minenwerfer sichtet einen aus dem Wasser hervorragenden und ein Periskop vortäuschenden Pflock, der auf einer Mine befestigt ist. (3)Ein Unterseeboot in Gefahr. Die Mannschaft versucht, die Kette, an der die Mine befestigt ist, zu durchschneiden. (420) [Abb.]: Strandwache im Nebel an der flandrischen Küste. (421) [Abb.]: Frische englische Truppen mit den neuen Stahlhelmen auf dem erweiterten Teil ihrer Front in Nordfrankreich. (422) [Abb.]: Ein Abschnitt des Kampfgebietes im Westen, den die Engländer zur Entlastung der Franzosen übernahmen. Blick von den englischen Gräben aus. (423) [Abb.]: Die durch Ablösen der Franzosen erweiterte englische Front im Westen. Überblick über das Tal des Souchez=Baches von Carency durch den Schlosspark von Carleul nach Souchez und Lens. (423) Illustrierte Kriegsberichte. (424) Ein leichtsinniger Streich. II. (424) [Abb.]: Die von deutschen Pionieren erbaute 450 Meter lange Kriegsbrücke bei Sterpigny in Nordfrankreich. (424) [Abb.]: Zusammenbruch der französischen Angriffswellen vor dem Toten Mann bei Verdun. ([425]) [Abb.]: Ruinen einer Schule in einem von den Franzosen zerschossenen französischen Vogesendorfe. (426) [Abb.]: Wirkung der deutschen schweren Artillerie. Zerstörte französische Bahnlinie in einem in den Kämpfen um Verdun von den Deutschen besetzten Gebiet. (426) [Abb.]: Vogelschaukarte des Gebietes um den Toten Mann nordwestlich von Verdun. (427) Soziale Fürsorge nach dem Kriege. (427) [Abb.]: Erstürmung des Camardwaldes bei Verdun vor der Höhe 304 durch pommersche Truppen. ([428 - 429]) [Abb.]: Der Deutsche Kronprinz (X) beobachtet ein Gefecht bei Verdun. (430) [Abb.]: General Petain, der zum Oberbefehlshaber der französischen Armeen des Zentrums (Abschnitt von Soissons bis Verdun) ernannt wurde. (430) [Abb.]: In den Kämpfen vor Verdun gefangene Franzosen, Nordafrikaner, Kabylen und Turkos werden durch ein französisches Dorf abgeführt. ([431]) [Abb.]: Zur Verwendung russischer Truppen an der französischen Westfront: Ankunft des Transportdampers im Hafen von Marseile. (432) Deutsche Kavallerie im September 1915 bei Wilna. (432) [3 Abb.]: (1)Füllung eines Pilotierballons in einer Feldwetterstation in Albanien. (2)Der aufgelassene Ballon einer Feldwetterstation in Albanien wird zur Berechnung der Windstärke und =richtung beobachtet. (3)Tragbare Feldradiostation in Albanien. (-) [Abb.]: Reiterattacke bei Wileyka: Eine Husareneskadron greift eine russische Infanteriekompanie an. ([433]) [2 Abb.]: (1)Fesselballon mit Schwanztütenrute. (2) Deutscher Fesselballon mit Bespannung vor dem Aufstieg. (434) [Abb.]: Drahtseilspindelrolle einer Luftschifferabteilung in Nordfrankreich. (434) Feldwetterstationen (435) [Abb.]: Empfang von Mitgliedern der bulgarischen Sobranje in Dresden durch den Präsidenten der zweiten sächsischen Kammer, Geheimrat Vogel (im weissen Bart), und den Oberbürgermeister Blüher (zu dessen Linken). Die Rundreise der 15 bulgarischen Volksvertreter unter Führung des Vizepräsidenten der Sobranje (Landtag), Dr. Momtschilow, durch Deutschland geschah in der Absicht, "deutsches Land und deutsche Arbeit kennen zu lernen", wie es Reichskanzler Dr. v. Bethmann Hollweg in seiner Begrüssungsrede ausdrückte. Denn suchte auch Bulgarien mit seinem Anschluss an die Zentralmächte zunächst nur die Rückeroberung Mazedoniens zu erreichen, so verfolgt das Bündnis zugleich doch viel tiefere und wertvollere Ziele, nämlich gemeinsame Entfaltung aller wirtschaftlichen Kräfte in dem neuen Vierbund, in dem Bulgarien die Brücke zu bilden bestimmt ist zwischen der östlichen und den beiden westlichen Grossmächten. Nichts ist aber geeigneter, gegenseitige gründliche Kenntnis und Wertschätzung zu schaffen, als liebevolles Studium des andern seinem Wesen und seiner Arbeit nach. So wurde denn die bulgarische Abordnung, wie zuvor in Österreich=Ungarn, auch in Deutschland überall mit herzlicher Wärme aufgenommen. (436) Die Geschichte des Weltkrieges 1914/16. Heft 98 (Heft 98) ([437]) [Abb.]: Feldgottesdienst von Tiroler Standschützen in 2500 Meter Höhe in den Dolomiten. ([437]) [Abb.]: Das von den Italienern zwecklos in Brand geschossene Dorf Sexten in den Dolomiten. (438) [Abb.]: Ein italienischer Grosskampfdoppeldecker der Klasse "Caproni", der von österreichisch=ungarischen Fliegern im Luftkampf abgeschossen wurde. (439) [Abb.]: Aus den Kämpfen um den Besitz des Col di Lana. Im Vordergrunde rechts sowie am linksseitigen Höhenkamm feuern österreichisch=ungarische Gebirgsbatterien gegen die feindlichen Stellungen auf dem Felsmassiv des Col di Lana im Hintergrunde. Links Tiroler Landesschützenabteilungen im Vormarsch zum Sturm auf die italienischen Verschanzungen. ([440 - 441]) [Abb.]: In den Kämpfen bei Tolmein gefangene Italiener warten auf ihre Abführung. (442) [Abb.]: Gesamtansicht der Stadt Balona gegen das Meer zu. (443) Illustrierte Kriegsberichte. (444) Die Fürsorge für die Kriegsverletzten. (444) [Abb.]: Blick auf die Stadt Saloniki vom Bord eines englischen Kriegschiffes. (444) [Abb.]: Munitionstransport durch das zerschossene Dorf Condé in den Argonnen. ( - ) [Abb.]: Beschiessung des russischen Schiffes "Slawa" und eines feindlichen U=Boots im Moonsund durch ein Geschwader von deutschen Wasserflugzeugen. ([445]) Munitionstransporte. (446) [Abb.]: Soldatendorf an der Südostfront. (446) [Abb.]: Oberst Julius Planckh, der Held von Uscieczto. (447) [Abb.]: Oberstbrigadier v. Bolzano mit seinem Stabe, Kommandant einer Infanteriebrigade, die sich besonders im Kampf um den Haliczer Brückenkopf am Onjestr hervortat. (447) [Abb.]: Österreichisch=ungarische Soldaten während einer Gefechtspause an der Strypa. (448) [Abb.]: Die vorderste österreichisch=ungarische Stellung an der Strypa. (448) Die kulturelle Tätigkeit des k. u. k. Militärgouverneurs in Serbien. (448) [Abb.]: Die Russen werden zwischen Toporoutz und Bojan, nordöstlich von Czernowitz an der bessarabischen Front, in wildem Nahkampf aus ihren Schützengräben zurückgeworfen. ([449]) [Abb.]: Feldmarschalleutnant Weber v. Webenau, Militärgouverneur von Montenegro, dessen Infanterietruppendivision unter seiner Führung den Lovcen eroberte. (450) Die Aufteilung Europas. (450) [3 Abb.]: (1)Serbische Zigeunerfamilie vor ihrer Behausung. (2)Serbische Zigeunermutter mit ihren Sprößlingen. (3)Zigeunerjugend auf einer Dorfstrasse in Serbien. Die Militärmusik kommt. (451) [Abb.]: Das künftige Europa nach französischer Vorstellung. (452) Der neue italienische Stahlhelm. (452) [Abb.]: Abführung der englischen Besatzung von Kut=el=Amara durch die Türken nach der Übergabe des Generals Townshend. ( - ) Die Geschichte des Weltkrieges 1914/16. Heft 99 (Heft 99) ([453]) [Abb.]: General Bronfart v. Schellendorf, Chef des Generalstabs des türkischen Feldheeres. ([453]) [Abb.]: Türkisches Infanterieregiment in Paradeaufstellung. (454) [Abb.]: Djemal Pascha und General Trommer im Wüstenlager am Suezkanal. (455) [Abb.]: Bewaffnete und mit Sandsäcken geschützte englische Dampfboote auf dem Tigris von türkischen Landtruppen beschossen. (456 - 457) [Abb.]: Der Stab der vierten kaukasischen Jägerdivision auf dem Gipfel der Hochfläche von Kargabazar. Rechts neben der Wagenspur die beiden Empfangsmasten für drahtlose Telegraphie. (458) Illustrierte Kriegsberichte. (458) Die Fürsorge für die Kriegsverletzten. (458) [Abb.]: Teheran, die Hauptstadt Persien. Rechts die kaiserliche Bank. (459) [Abb.]: General Baratoff (X), der Oberbefehlshaber der russischen Streitkräfte in Persien, bei einer Truppenbesichtigung in Teheran. (459) [Abb.]: Mit Unterständen ausgebauter deutscher Sprengtrichter in Flandern. (460) [Abb.]: Skizze der Sprengungen bei St. Eloi am 27. März 1916. (460) [Abb.]: Skizze des Kampfraumes von Armentiéres bis Givenchy (460) [Abb.]: Vorstoss englischer Seestreitkräfte an die flandrische Küste am 16. Mai 1916, wobei auf englischer Seite besonders Panzerkanonenboote (Monitore) verwendet wurden, die wegen ihres geringen Tiefangs näher an die Küste herankommen können. Der Angriff wurde von den deutschen Torpedobooten und Bewachungsfahrzeugen abgewiesen. ([461]) [Abb.]: Englische Flugzeuge über dem Hoogeabschnitt bei Ypern. Verkleinerte Wiedergabe eines in England verbreiteten farbigen Kunstblattes. (462) Die Vergewaltigung neutraler Staaten durch Grossbritannien und Frankreich. (462) [Abb.]: Frankreichs algerische Truppen. Eine Abteilung Turkos auf dem Wege zur Front im Gebiete der Maas. (463) [Abb.]: Durch deutsche Geschosse zerstörte Strasse in Verdun. (464) [Abb.]: Erstürmung der französischen Gräben der Maas, beiderseits der Strasse Haucourt-Esnes, bis auf die höhe der Südspitze des Camardwaldes. ([465]) [Abb.]: Karte zur Vergewaltigung Griechenlands durch England und Frankreich. Der Blockadering der Ententemächte, der von Saloniki ausgehend über die griechischen Inseln zu den von Italien fett 1911/12 besetzten südlichen Sporaden und von da über Kreta Kephalonia und Korfu nach dem von den Italienern befestigten Walona führt. Von Korfu aus sollten die Reste des serbischen und des montenegrinischen Heeres über die griechische Eisenbahn Patras-Korinth-Athen-Larissa nach Saloniki geschafft werden, ein Plan, dem von der griechischen Regierung kraftvoller Widerstand entgegengesetzt wurde. (466) Aus den Tagen von Postawy. (466) [Abb.]: Eine englische Signalstation auf der griechischen Insel Wytilene. (467) [Abb.]: Blick auf die Insel Samos mit dem Hafen Bathy, dem Hauptort der Insel, die von den Engländern unter dem Vorwande, die türkische Bevölkerung unterstütze deutsche Unterseeboote mit Bannware, trotz Einspruchs des Präfekten beschossen wurde. (467) [Abb.]: Kartenskizze zu dem Artikel: Aus den Tagen von Postawy. (468) Gegen Tirol und Kärnten. (468) [Abb.]: Standhaftes Ausharren eines lothringischen Regiments gegen russische Massenangriffe. ([469]) [Abb.]: Blick auf eine von den Italienern zerschossene Ortschaft in Tirol. (470) [Abb.]: Erstürmung des Freikofels durch österreichisch=ungarische Truppen. ([471]) [Abb.]: Ankunft und Empfang der aus französischer Gefangenschaft entlassenen deutschen Austauschinvaliden auf dem Bahnhof in Davos (Schweiz), woselbst sie zur Erholung Aufenthalt nahmen. (472) [Abb.]: Nächtlicher Kampf bei den italienischen Werken von Campomolon auf ausgedehnten Schneefeldern in Höhe von 1500-200 Metern. Nach den feindlichen Berichten stürmten die österreichisch=ungarischen Truppen in Schneemänteln und weissen Kappenüberzügen. ( - ) Die Geschichte des Weltkrieges 1914/16. Heft 100 (Heft 100) ([473]) [Abb.]: Der österreichisch=ungarische Thronfolger Erzherzog Karl Franz Joseph, Führer der siegreichen Truppen in Südtirol, im Gespräch mit Offizieren einer Minenwerferkompanie. ([473]) [Abb.]: Vogelschaukarte zu dem österreichisch=ungarischen Vordringen in Südtirol. ([473]) [Abb.]: Österreichisch=ungarische Gebirgsartillerie bei der Beförderung eines Geschützes schweren Kalibers. Hunderte solcher Geschütze wurden bei der Offensive in Südtirol mit der grösstmöglichen Beschleunigung nach von geworfen, eine in den hohen Bergen geradezu ungeheuerliche Aufgabe. (474) [Abb.]: Blick auf Rundschein (Roncegno) im Suganer Tal, das am 19. Mai 1916 von den österreichisch=ungarischen Truppen besetzt wurde. (475) [Abb.]: Die österreichisch=ungarischen Truppen besetzen bei ihrem Vordringen im Südtirol die Stadt Burgen (Borgo) im Suganer Tal am 22. Mai 1916. Im Hintergrunde das bereits am 19. Mai genommene Rundschein (Roncegno). ([476 - 477]) [Abb.]: Die Hochfläche von Bielgereuth, auf der die österreichisch=ungarischen Truppen am 16. Mai 1916 die feindlichen Stellungen Soglio d´Aspio-Coston-Costa d´Agro-Maronia erstürmten, und von der aus sie nach Überschreitung der italienischen Grenze die feindlichen Werke Campomolon und Toraro eroberten. (478) [Abb.]: Zum Vordringen des österreichisch=ungarischen Heeres an der italienischen Grenze. Siegesfrohe Truppen rücken in ihren Kampfstand. (478) [Abb.]: Blick auf Lafraun auf der gleichnamigen Hochfläche in Südtirol. (479) [Abb.]: Gefangene Alpini aus den Kämpfen bei dem österreichisch=ungarischen Vorgehen in Südtirol. (479) [Abb.]: Im Hauptquartier des Kommandanten der österreichisch=ungarischen Südwestfront, Generaloberst Erzherzog Eugen. 1. Generaloberst Hoch= und Deutschmeister Erzherzog Eugen; 2. k. u. k. Kriegsminister Generaloberst Alexander Freiherr v. Krobatin; 3. Vorstand der Präsidialkanzlei im k. u. k. Kriegsministerium Generalmajor Karl Edler v. Bellmond; 4. Generalstabschef Feldmarschalleutnant Krauss. (480) [Abb.]: Erstürmung der Zugna Torta, südlich von Dovreit (Rovereto). durch österreichisch=ungarische Truppen in der Nacht vom 16. zum 17. Mai 1916. ([481]) [Abb.9: Das Gebiet der Scharmützel zwischen den deutsch=bulgarischen und den Vierverbandstruppen an der griechisch=bulgarischen Grenze. Die T=Zeichen bedeuten die Grenzpfähle. (482) Illustrierte Kriegsberichte. (482) Auf Patrouille*). (482) [Abb.]: Das Wardartal bei Gevgeli. (482) [Abb.]: Die auf steilem Felsstrand gelegene Altstadt des griechischen Hafenortes Kavalla, in dem von den Engländern Truppen gelandet wurden. (483) Feldherr und Chef des Generalstabs. (484) [Abb.]: Bulgarische Gebirgsartillerie am Warda. (484) [Abb.]: Abladen eines schweren Geschützes von einem Transportdampfer im Hafen von Saloniki, dem "zweiten Gibraltar". (485) [Abb.]: Deutsche Verpflegungskolonne beim Verlassen eines Lagers auf dem Wege zur Front in Mazedonien (485) Kriegsbeute. (486) [Abb.]: Kartenskizze zur Russenoffensive am Narotschsee vom 12. März bis 28. April 1916. (486) Am Narotschsee. (487) [Abb.]: Sammelstelle für Ausrüstungsgegenstände aus der Kriegsbeute, die hier verlesen und ausgesondert werden, um zur Umarbeitung und Wiederverwendung in die Heimat gesandt zu werden. (487) [3 Abb.]: Aus dem litauischen Seengebiet. (1)Quartier deutscher Soldaten in einem litauischen Dorfe. (2)Trainkolonne beim Haferladen am Njemen. (3)Litauisches Gespann. (488) [Abb.]: Deutsche Infanterie stürmt die russischen Stellungen im Sumpfgebiet des Narostschees. ([489]) Blindgänger. (490) [Abb.]: Unschädlichmachung eines französischen Blindgängers. (490) [Abb.]: Von der Beschiessung von Middelkerke=Westende durch die Engländer. (490) Die Fürsorge für die Kriegsverletzten. (491) [Abb.]: Von der Beschiessung von Middelkerke=Westende durch die Engländer. Nicht explodierte Seemine und französischer Lufttorpedo. (491) [Abb.]: Entladen einer angeschwemmten englischen Mine an der flandrischen Küste unter Aufsicht eines deutschen Offiziers. (491) [Abb.]: Ein Denkmal für gestorbene Kriegsgefangene Franzosen und Russen in Deutschland. Auf dem Friedhof zu Ebersdorf bei Chemnitz wurde im April 1916 in Gegenwart einer Abordnung von 250 kriegsgefangenen Franzosen und Russen ein Denkmal für deren im Gefangenenlager in Ebersdorf gestorbene Kameraden enthüllt. Nach den Reden des französischen und des russischen Geistlichen erkannte ein französischer Offizier in einer Ansprache dankbar die Förderung des Denkmals durch die Kommandantur des Gefangenenlagers an. Das Denkmal, ein Werk des kriegsgefangenen Bildhauers David Debrock aus Dünkirchen, stellt das um seine gefallenen Söhne trauernde Frankreich dar, gestützt auf die umflorte Trikolore. Eine Mohnblume versinnbildlicht den Todeschlaf, den Sockel schmückt ein Lorbeerzweig. (492) [Einband]: ( - ) [Einband]: ( - )

The College Metcufy. VOL. IV. GETTYSBURG, PA., JANUARY, 1897. No. 9, THE COLLEGE MERCURY, Published each month during the college year by the Students of Pennsylvania (Gettysburg) College. STAFF. Editor: ROBBIN B. WOLF, '97. Associate Editors : LEWIS C. MANGES, '97. ED, W. MEISEN H ELDER, SAMUEL J. MILLER '97. CHARLES T. LARK '98. JOHN W. OTT, '97. CHARLES H. TILP, '98. E. L. KOLLER, '98. Alumni Association Editor: REV. D. FRANK GARLAND, A. M., Baltimore, Md. Business Manager: HARRY R, SMITH, '97. Assistant Business Manager: JOHN E. MEISENHELDER, '97. mi™™./One volume (tenmonths). . . . $1.00 ILKMS. jslngleCOpies 15 Fayatle is advance All Students are requested to hand us matter tor publication. The Alumni and ex-members or the college will favor us by-sending Information concerning their whereabouts or any Items they may think would be interesting for publication. All subscriptions and business matters should be addressed to the business manager. Matter intended for publication should be addressed to the Editor. Address, THE COLLEGE MEKCUKY, Gettysburg, Pa. CONTENTS. EtllTORIAL, 13° CODBX SlNAITCUS, I31 THE COLLEGE LITERARY SOCIETY, - - - - - 132 BOOK REVIEWS, 135 NEW YEAR RESOLUTIONS, --- 135 COLLEGE LOCALS, 135 ALUMNI NOTES, --- 137 TOWN AND SEMINARY NOTES, --- 139 ATHLETIC NOTES, --- 139 Y. M. C. A. NOTES, 140 FRATERNITY NOTES, --- 140 LITERARY SOCIETIES, 141 EXCHANGES, -- 141 EDITORIAL THIS issue of the MERCURY appears some-what later than the usual time on account of the date of opening. . * ., COLLEGE reopened oir the morning of the fifth with the majority of the boys back on time, but the usual number of stragglers keep up the reputation of id genus omne. All re-port a pleasant vacation and many New Year's resolutions. The loss of several has been more than compensated by the arrival of new ones. Very few of the boys accomplished the work mapped out by themselves for the vacation, such as essays, Specttum and MERCURY work. Who can blame them ? The Christmas vaca-tion should be a real vacation, and the appear-ance of the boys after the examinations showed their need of rest. Now comes the hard work which the middle term always brings. How-ever, if the work is more arduous, it is to be remembered that this season is most propitious for close application. * * EVER since the MERCURY was given to the present Staff, extraordinary efforts have been made to increase the number of Alumni per-sonals. Our efforts have not been altogether unrewarded. But as this publication is main-tained chiefly in the interest of the Alumni, it is fitting that a yet greater portion of its space should be devoted to them. The present plan has been found inadequate. It is unreasonable to expect that two under graduates can keep themselves informed concerning the great body of Alumni scattered all over the habitable globe. The following plan commends itself as more likely to meet the end aimed at; That in lV THE COLLEGE MERCURY. every city or section of the country which has enough Alumni residents to justify it, some Alumnus regularly furnish such personal notes, one in such places respectively as New York, Philadelphia, Baltimore, York Altoona, New England and at two or three points in the South and West. This plan proposed only as tentative, at least deserves a trial, and personal letters will be written to those who are thought most willing to attend to the work and the names of those who accept will ap-pear in the MERCURY, so that all the Alumni in that section may send their personals to them. Any further suggestions which may improve this plan will be gratefully received. * *' * WE take pleasure in calling the attention of our readers to the article, in this issue, of Dr. J. W. Richard, and to the letter of Dr. J. H. W. Stuckenberg. We extend our hearty thanks to the gentlemen and commend their example to others. * * * THE Philadelphia Press of Jan. 4th, contains a striking editorial on the subject, Small Col-leges and degrees, the substance of which fol-lows. "At a meeting last week of representatives from the leading colleges of Iowa a resolution was offered asking the Legislature to change the law of that State concerning the conferring of college degrees. As the law now stands any three men can organize a college by in-corporating it under the laws of the State, and any college so incorporated can confer de-grees. Under the law there has sprung up a large number of so-called colleges in Iowa, and as all of them are handing out degrees lib-erally, much discredit is brought upon the honor. The struggle among them to attract students is fierce and many inducements are offered, one college agreeing to pay the mile-age of students in proportion to the length of time they remain in college. The question of college degrees was brought prominently before the public last winter by State Senator Garfield, of Ohio, a son of the late President Garfield. He introduced a bill in the Legislature of that State the object of which was to examine into and pass upon the fitness of colleges to confer honorary degrees. The bill provided for the creation of a univer-sity council consisting of ten members ap-pointed by the Governor. * * * When in the opinion of this council an institution did not have the requisite standing its right to confer honorary degrees should be taken away. New York has ahead}' conferred this power on the regents of the State University and this State should confer it on the University Council." * * * * * We are surprised that so eminent a journal does not know that this State has already taken a similar step, of which we are heartily glad, and that it has done away with the evil of a college like Gettysburg and others of a like high standard having the value of their degrees decreased by the host of small, so-called, colleges which are scarcely better than a good high school. Some estimable men of culture have refused the offer of a degree be-cause a degree has largely lost its significance. It is to be hoped that the Iowa Legislature will pass the bill and that all the other States will join in the movement to prevent charter-ing new institutions and withdrawing the charter from those whose standard does not justify their existence. CODEX SINAITICUS. THE CODEX SINAITICUS is the name given to a celebrated manuscript of the Bible, dis-covered by Prof. Dr. Constantine Tischendorf, February 4th, 1859, nl the Convent of St. Catharine, at the foot of Mount Sinai. The manuscript consists of 346^ leaves. Each leaf is 13^ inches wide and 14^6 high, and contains four columns of writing; and each col-umn contains forty-eight lines. It is supposed to have been prepared in Egypt, or at Con-j stantinople, about the middle of the fourth century of our era. It is written in what is known as uncial or capital letters. Each letter is separated from the others, and all are of the same size, except that frequentty a letter is re- ' duced in size in order to make it fit into the line. Tischendorf calls it "omnium codicum i unclalium sohis integei omniumque a?itiqtiissi- THE COLLEGE MERCURY. 132 mus." His designation solus integer is cer-tainly correct as applied to the New Testament portion, for it is the 011I5' known uncial manu-script that contains the entire text of the New Testament, without any omission, together with the Epistle of Barnabas and a part of the Shepherd of Hennas in Greek (147^2 leaves in all). The designation "antiguissimus." has been questioned, for it is thought by many scholars that the Codex Vaticanus at Rome, is at least as old, if not a little older. But it deserves to be called one of the two oldest, and one of the most valuable biblical manuscripts in the world. Tischeudorf having obtained possession of it as a loan, carried it to Cairo, where in two months, assisted by a German physician, and a druggist, he made a complete copy of it. Then having secured the permanent possession of it for the Russian government, he trans-ferred it to Leipzig, where a quasi-facsimile edition of three hundred copies was printed from types cast specially for the purpose. The original was then taken to St. Petersburg, where it is sacredly kept. The printed copies were distributed among the crowned heads and large libraries, mostly of Europe, except one third of the number which were placed at the disposal of Dr. Tis-cheudorf. Copies of this rare and valuable edition, which for the purposes of textual crit-icism are almost as good as the original, are in the libraries of the Theological Seminaries re-spectively at Gettysburg, Princeton, Union (New York), Andover, Rochester, Auburn, and in the Astor and Lenox Libraries and the library of the American Bible Society in New York, and in the University libraries of Har-vard and Yale. J. W. R. IT has been my privilege to address many students in Colleges, Universities, and Semi-naries; but I do not think I ever addressed any who were more attentive, more earnest, more appreciative, and more eager to learn, than those I recently met at Gettysburg. Compared with what I found there in the past it looks as if a new spirit had come with a quickening influence. The young men are evidently intent on understanding the age in which they live, through which must come all the influences which can affect them, and which is the only age which they can work on directly. They were anxious to know how they can use most effectively all that the school gives them of knowledge and wisdom. There were many evidences that the stu-dents want to make the most of their oppor-tunities in order to make the most of them-selves. With this object in view many ques-tions were asked respecting the best methods of study. It was gratifying to find that many are not content with being mere learners; they want also to become scholars and thinkers. For this purpose they strive to enter upon original research and seek to become indepen-dent investigators. The friends of higher edu-cation ought to see to it that the best means for this purpose are put within the reach of these young men. I saw evidence at Gettysburg that excellent teaching has been done in the College and Seminary. The church has reason to cherish the brightest hopes respecting these institu-tions if the aspiring and energetic spirit is pro-moted and developed. Connected with the earnest intellectual trend I found also a living faith and sincere devotion to the church. J. H. W. STUCKENBERG. Cambridge, Mass., Dec. 21, 1896. THE COLLEGE LITERARY SOCIETY. From no other source during his college course does a man receive so much training as he does from the literary society. He may be a good student and lead his class in scholarship, but if he does not make use of the advantages offered by the literary society he feels when he leaves college that he neg-lected that which would be of more practical good to him than much he learned in the class-room. The important feature of the literary society 133 THE COLLEGE MERCURY -is the training it gives a man for public speak-ing, so, that when he is called upon to make an address he has the ability to use the knowl-edge he has acquired and impart it to others in a manner easily understood. Another important feature is the knowledge of parliamentary rules' and the ability to pre-side at meetings which one receives from the literary society. After a man leaves college his influence is to a great extent measured by his knowledge of the qualifications just mentioned. We have attended meetings over which incompetent men have presided and we have noticed how uninteresting the proceedings have become and the inability of the chairman to decide questions of dispute. In some cases, perhaps, it was possible to overlook this incompetency, as in the case ot a man who has had no ad-vantages to gain any knowledge in such mat-ters ; but there is no excuse for a college man to be placed in such a position. If he should be, he can blame no person but himself, be-cause most of the institutions provide oppor-tunities for the acquirement of such qualifica-tions. . We thus see the college days are, above all others, the time, and the literary societies the place, to acquire those abilities which a stu-dent may be called upon at any time of his life to exercise. A society in order to be of any influence in the institutions in which it may exist must have members who are devoted to its welfare and who take an active part in its exercises. It is not the society which has the largest number on its roll which is the most prosper-ous, but the one in which the members work for their own good and the best interests of their society. Those who participate in the exercises because they are compelled so to do by the rules of the society do not receive nearly so much benefit as they who do so for the instruction and training derived from the participation in the exercises. The literary sotiety is the same as all other organizations in that it needs earnest, active and devoted members in order to make it a success. There has never yet been anything at-tempted for good which has not been sub-jected to influences which proved harmful to it. In many institutions the literary society is practically dead or rapidly declining. From one who is interested in the welfare of the lit-erary societies the following information was received concerning the condition of the so-cieties in about thirty-five representative in-stitutions: Eight institutions report the so-cieties flourishing. In sixteen they are rap-idly declining, some among this number are yet active and doing good work, but yet are no longer what they once were, while others have practically died as far as usefulness is concerned. In eleven of the thirty-five insti-tutions the literary society no longer exists. The societies are dying from New England southward. All institutions reporting their societies as dead are north of Pennsylvania. Those speaking of a decline are in the Middle States, while the flourishing ones are south and west of Pennsylvania. Some of the societies report the cause of their decay is the literary work done by the Greek Letter Fraternity and additional liter-ary work in the college curriculum. Other causes, such as over-prominence of athletics and the tendency of students to specialize in-stead of getting a general culture prove very detrimental to the welfare of the literary so-cieties. In the institutions in which the literary so-ciety has ceased to exist the Greek Letter Fraternities have been most full}' developed, and their influence is reported as the main cause of the society's decay. It is a question if the fraternities will ever take the place of the literary society, and if so, will they prove a satisfactory substitute. Personally, I do not believe the fraternity will supplant the society, notwithstanding the reports to the contrary. [ My opinion is the same as that of the college > president who writes: "I can conceive of no substitute for the literary societ}'." When there is anything to be neglected be-cause of press of class-room work or the meet-ings of any of the college' organizations the THE COLLEGE MERCURY. 134 duties of the literary society are invariably the first neglected. Instead of considering the weekly meetings of the society as the place to which "our duty calls us" and from which we should have a very good excuse to absent our-selves, we often think it is only the place to | pass the evening when we do not have an en-gagement for another place. The great attention given to athletics by the colleges of to-day detracts seriously from the interest in the literary society. The intense interest of the student body in one sphere is very likely to produce relaxation in others, especially in those in which the work is volun-tary. As said before, the literar)' society is the first to suffer from athletics. For some reason it has become the opinion of many peo-ple that there is more glory in the feats of brawn than those of brain. The contests to-day between the different institutions are more in athletics than in literary contests. Because of the great interest taken in athletics, Yale to-day enjoys the honor of holding the suprem-acy in athletics in the college world. In order to attain this position her literary work has suffered, and she, for this reason, meets defeat at the hands of Harvard each year in the lit-erary contests. Athletics are a good thing and cannot be denied the student, but a little less interest in them and more in the work of the literary society would prove of much advan-tage in many institutions. What is most needed by the students of to-day is a broad, liberal culture. But there are many who think this is not necessary, hence they begin early in their course to specialize. Consequently in those institutions which en-courage specializing we find less interest in the literary society. This seems contrary to what ought to be the case. If a student is unable to take a regular college course before he be-gins to specialize, he should take an active part in the literary society which would do something to aid him in securing the general culture needed to exercise the proper influ- • ence in society. The college man of to-day has much expected from him by the world be-cause of the advantages he has enjoyed. It has been said: "No one in England has any-thing to say but the scientific men, and they do not know how to say it.'' For these reasons we are led to believe the literary society has not outlived its day of use-fulness. The present time demands of men the qualifications which the work of the literary society gives. The first qualification is the art of public speaking. We notice to-day that the-number of able speakers is not increasing in the same proportion as the number of well-educated men. Public speaking is beginning to be spoken of as a lost art. The tongue is not the moving power it once was. Depew says: "In one respect the graduates of 1895 are far behind those of 1855. Few of the boys who leave college this year will be good speak-ers. They may be as good thinkers as those who were graduated four decades ago, but they will not be nearly so capable of telling what they know, or what they think, because of the decline of the debate as a means of training." In speaking about the decline of the debating society, he says: "I regard it as a national calamity." The man who desires to exert any influence in these days, when every question receives the attention of the people in public gatherings, should be able to express himself clearly and forcibly. Depew says again: "If the young college man only knew how to speak he wrould be invincible." The greatest difficulty college graduates ex-perience is that they are unable to think on their feet before an audience. As students they neglected this training and now they are at a great disadvantage in public meetings. H. R. S., '97. Where are our literary men ? Both the Spectrum and MERCURY editors would like to hear from them. Let some of our new men be heard from. There must be material in so large a class. Remember these two publica-tions depend upon the efforts you put forth in their behalf. Let us receive aid from every one. Try your hand. •35 THE COLLEGE MERCURY. BOOK REVIEWS. Abraham Lincoln—A poem by Lyma?i Whitney Allen ("Sangamon"),.pp. 112, 12 Mo. G. P. Putnam's So7ispublishers. This is the bc5und copy of the New York j Herald's $1,000 prize poem. The fact that this poem alone of all its competitors was se-lected by the set of competent judges, is the highest commendation. The poem gives a just portrait of one of America's greatest presi-dents and men. "A Princelonian," by James Ba?nes, pp. 4.31. G. P. Putnam's Sons, New York. This story of the college life of a Prince-tonian is particularly welcome just at this time, coming, as it does, not so long after this old and revered institution has celebrated its ses-quicentennial. It is written in a good and pleasing style and is sure to hold the interest of any reader from start to finish. But to the collage man, no matter where his Alma Mater may be, it strikes chords which find an an-swering vibration in his own breast ; and of his leisure hours he will regret none spent in reading it ; but once having begun he will look forward with pleasure to every succeed-ing hour's reading, and will close the book with a sigh because he has finished it. Besides furnishing a very vivid and delight-ful picture of college life, it is praiseworthy, as a piece of literature, for its character sketches, the character of the heroine being especially well delineated. The hero, Newton Wilber-force Hart, cannot but inspire in many a young man the ambition for a college life. The story, as a whole, reflects much credit on Princeton University and will surely bind the hearts of her sons more firmly to their Alma Afa/et and attract to her classic walls many whose ears had otherwise never heard her voice. Are you attending your literary society as regularly as you should ? If not, there must be a reason. Is it a good one? Men, be loyal! NEW YEAR RESOLUTIONS. Our resolutions good we plan, To take effect the first of Jan. Generally they're on the ebb As slowly creeps the first of Feb., And often sadly broken are As quicker dawns the first of Mar. They are nowhere unless on paper When Fool's Day comes, the first of Apr. Our minds now free, we're light and gay When flowers bloom, the first of May. The skies are fair, the earth in tune We have t/uod times the first of June. Days still more bright, why should we sigh? Speed quick the hours, first of July. Our memory, conscience in a fog. # The Summer glides, 'tis first of Aug. A good resolve we mijht have kept Come.1- stealing o'er us first of Sept. Our better selves by it are shocked As it grows clearer, first of Oct. "Bad habits old with which I strove Have mastered me." The first of Nov. "To give my troubled conscience peace, 'I now resolve' "—. The last of Dec. P. S.—The new resolution is, "I now resolve not to forget my resolutions." W. H. B. C, '99. COLLEGE LOCALS. EDMUND W. MEISENHELDER and E. I*. KOLLER, Editors. Mr. B., 1900 recently told an interesting story about the "Giant's Causeway" in the northern part of Africa. H., 1900, (speaking of Fred. I. in History)— "Every one in his time smoked beer and drank tobacco.'' Dr. M.—"I guess you don't know much about that, Mr. H.," "Do you?" Mr. F., '98, would like to know if "isolated means discovered.'' Mr. L,., '99, (in looking through a book) asked, "L,et me see the picture on the frontis-piece." A young lady of town recently asked our charming and bashful Mr. B., 1900, for one of his curls. We hear that "Brigy" is right in it. Recently Mr. L,., '99, listened to a young lady singing "Tell me do you love me?" After she had finished, George stood a short while in amazement. When he at last recov-ered himself he said: "Well, you do your share, I'll do mine." THE COLLEGE MERCURY. 136 Mr. E., '99, who has quite a reputation as a student of the Bible, told some boys that they should not tease old people, lest they would be devoured by the wolves, as were the children in the Bible. Dr M. (in French)—"What does ses mean ?'' Mr. F., 1900, (after thinking awhile)—"I don't think I can guess." Mr. H., '97, recently rendered effective service at a slight conflagration in a private house up town. "Hutty" cannot tell a lie, he did it with his big feet. Prof. H.—"Mr. T. What is a bias?" Mr. T., '99—"A part of a dress." hiforniation desired.—A Prep, would like to know what building that is with a balloon on top of it. Will some one please inform him ? Now is the time to hand in your applica-tions for the base ball team. Let every one who can play ball apply early. Don't wait to be coaxed ! There is material enough in college and prep, to make two first-class teams. Mr. E., '99, (in German declining "sich") "ich, er, sich." Well done, Luther ! Let the literary matter for the Spectrum be handed in as soon as possible. Let every one be represented. "Josey" K, '99, startled Dr. H. recently by affirming that "David was related to his grandmother, Ruth." The new men take well to "gym." work and we hope that the "good work may go on." The MERCURY extends its sympathy. Luther, '99, tells us that "the hills of Judea are west of the Mediterranean." A Freshman says that Sapho was the great-est poet of the 19th century. A Seminarian says the Mercury is going down. He meant that in the thermometer. Are we going to have field sports next term ? Some of the men in other colleges are at work indoors. Don't let us be behind time. Although guying seems to be one of the necessary evils of Gettysburg College, yet it certainly is out of place in Chapel and in the halls of the literary societies. Spayd, '99, has returned after his recent illness. F. & M. may not have a base-ball team this spring and will devote their time to the relay team, etc. As yet we have taken no definite steps in this direction. It is time. > The class in philosophy has been organized and has held some meetings. Prof. Klinger is the leader of the class. New members can join at any time. If you think you can be bene-fited, join. Nick got a "hair-cut." A Freshmrn lately asked one of the biolog-ical students when they were ' 'going to bisect that cat." K., '98, gives a new version of Oedipus' so-lution of the Sphinx's riddle. He says: "When a man is a baby he goes on four legs ; in middle age he goes on two, and when he is an old man he goes on one.'' H., '98, says that a certain old Greek was taunted with being a fondling \ F., '98, has discovered a new art—the "art of distance," and he says it is based upon Astronomy. Ask Johnnie M., '99, what kind of ham sandwiches they have at the Union Depot, Baltimore. Every student should be sure to attend the course of lectures given in Brua Chapel, under the auspices of the Y. M. C. A. The course this season is especially fine. The Juniors in their first recitation in Greek this term were not exactly conversant with the Oedipus mythus. Their intellects must have been dazzled by the new tables. K., '98, has coined a new word ; it is "rip-erable," and he uses it to describe the condi-tion of silk after having been acted on by nitric acid. Kitzmeyer and Wendt of '98, and Eberly, Koppenhaver and Wendt, of 1900, have not returned to college. It is gratifying to see the large number of new men who are connecting themselves with the literary societies of the college. It is a step in the right direction ; let the good work go on. Quite a number of 1900 men who thoughjt that the first term of Freshman was a "snap," were disagreeably surprised to find the "D's" and "E's" quite prominent on their reports. '37 THE COLLEGE MERCURY. ALUMNI. I,. C. MANGES and CHARLES H. TILP, Editors. '34. Jacob B. Bacon, after having spent a very eventful life as a professor and a contri-- butor to New York papers for more than a half century, died recently in New York. He was the first matriculate of the College and by his death his class becomes extinct. '42. The Lutheran Almanac and Year Book for 1897, is out in its familiar dress. Rev. M. Sheeleigh, D. D., has been editor of this val-uable pamphlet since 1871. '43. John Gneff made a very interesting Christmas address in St. Matthews church, Philadelphia Christmas evening. '44. Rev. P. Anstadt, D. D., of York, is translating Luther's "Commentary on the Gospel," which will soon appear in book form. '•57. Rev. Dr. Earnest closed his pastorate at Mifflinburg, Pa., with the close of the year and will rest awhile from public speaking, in hope of overcoming bronchial difficulty. '57. H. Louis Baugher, D. D., presided at thegreat Lutheran Home Mission Rally held in York,. Jan. 5th. '63. Volume IX of the Lutheran Commen-tary, prepared by Prof. E. J. Wolf, D. D., is in press. It contains the Annotations on the Pastoral Epistles and Hebrews. '64. Rev. J. G. Griffith, of Lawrence, Kan., has tendered his resignation to take effect the first of May. He expects to return B)ast in the early summer, and will work there if a field is opened to him. '67. Wm. E. Parson, D. D., of the Home Mission Board, delivered a very interesting ad-dress before that board on the subject, "Does Our Work Pay?" '67. Rev. C. S. Albert, D. D., editor of "Lutheran Lesson Helps," teaches the Bible lesson once a mouth at the Y. M. C. A. in Germantown. '67. J. Hay Brown, Esq., of Lancaster, was united in marriage with Miss Margaret J. Reilly on Wednesday, December 30th. It has been reported that Mr. Brown would be offered the Attorney Generalship in Mr. McKinley's cabinet. No other lawyer in Pennsylvania would be likely to fill the office with greater credit. '68. Rev. Geo. F. Behrniger, of Nyack, N. Y., delivered the discourse to the students of Cornell University on Sunday, Dec. 6th, in the regular order of the University, which en-gages clergymen of different denominations to officiate in turn. '69. Rev. E. T. Horn, of Charleston, S. C, has been delivering a course of lectures to the students of the Theological Seminary at New-berry, S. C. '69. In addition to his duties as president of Midland College Rev. Jacob A. Clutz, D. D., preaches every two weeks for the congrega-tion at Moray, Kansas. '72. Rev. Samuel A. Weikert presided at the anniversary meeting of the Y. M. C. A. held in Poughkeepsie. The Poughkeepsie Journal pronounces his address a masterpiece. '72. Rev. B. B. Collins and family, of Meyersdale, were somewhat surprised on Fri-day evening, Dec. 18, 1896, when a wagon well laden with provisions stopped at the par-sonage and began to unload its store. The mystery was cleared up later when a large number of the members of Zion church called to extend their greetings. The Luther League presented him with a purse. '75. Rev. M. L. Young, Ph. D., Meyers-dale, Pa., is contemplating a trip through the South in the interest of the "Young Luth-eran." '76. Rev. J. C. Jacoby, of Webster City, de-livered an address on the subject, "The Sab-bath in Relation to Our Civil Government," at the State Convention of the Sabbath Rescue Society, recently held in Des Moines. '77. Rev. F. P. Manhart, of Philadelphia, has been elected pastor of our Deaconess Motherhouse in Baltimore. '77. Wm. M. Baum, Jr., delivered a pleas-ing address during the Christmas exercises of his father's church, St. Matthew's, Philadel-phia, Pa. '78. Rev. Adam Stump, of York, Pa., has received notice from the Board of Publication that the second premium of the $300 offered last spring for two new Sunday school books, has been awarded to him. '78. Rev. C. L. McConnell, of Belleville, Pa., has been elected pastor of the Mifflinburg charge (Pa.) from which Rev. J. A. Earnest is about to retire. THE COLLEGE MERCURY. 138 '78. Rev. H. Max Lentz will complete the seventh year of his pastorate at Florence, Ky., in March, 1897. '80. Rev. C. W. Heisler, of Denver, Col., is President of the Colorado State Sunday School Association. '83. Longmans, Green & Co. have issued Macaulay's Life of Samuel Johnson with notes and an introduction by Prof. Huber Gray Buehler, of the Hotchkiss School. '83. The address of Rev. W. W. Anstadt is changed from Bedford to Hollidaysburg, Pa. '84. Rev. L. M. Zimmerman, of Baltimore, has lately issued a new book entitled "Sun-shine." '87. Rev. H. C. Alleman preached his in-troductory sermon as pastor of Christ church on Sunday, Dec. 13. He was greeted by a large congregation. '88. Rev. John E. Weidley, pastor of Beth-any Lutheran church, of Pittsburg, was kindly remembered by his congregation on Christ-mas with a purse of $70 and a set of Johnson's Cyclopaedias. '89. Morris W. Croll spent the Christmas holidays in Gettysburg with his mother. '90. On Thursday, Dec. 17th, Rev. U. S. G. Rupp, pastor of the Church of the Refor-mation, Baltimore, Md., was united in mar-riage to Miss Mary O. Sheeleigh, daughter of Rev. Dr. and Mrs. M. Sheeleigh, of Fort Washington, Pa. '90. Sanford B. Martin, Esq., of Hartford, Conn., spent the holidays with his parents, Dr. and Mrs. Martin. '91. Schmucker Duncan, of Yale College, spent the Christmas holidays in Gettysburg. '91. Rev. August Pohlman, M. D., has reached his field of labor in Africa and speaks very encouragingly of the prospects for the future. '92. Rev. H. E. Berkey, of Red Lion, Pa., is actively engaged in establishing and push-ing forward a new parish paper to be called The. Yotk County Luthetan. '92. Rev. Jesse W. Ball sent a very inter-esting paper to the Luthetan World last month, showing the prosperous condition of Southern California. '93. W. C. Heffner has received a call from the Fayetteville charge in the West Pennsyl-vania Synod. '92. Rev. E. E. Parsons, who is pastor at St. Clairesville, Bedford, county, Pa., is meet-ing with great success in his work. '93. Dr. Wm. H. Deardorff, of Philadel-phia, was hurt recently in a street car accident, but is on a fair road to recovery. '93. Rev. Ervin Dieterly filled the pulpit of the Fort Washington Mission at Fort Wash-ington, Pa., Dec. 18, 1896. '93. The beautiful Lutheran church at Silver Run, Md., Rev. W. H. Ehrhart, pas-tor, was dedicated on the 21st of December. Dr. Richard, of the Seminary, preached the dedicatory sermon. '93. Mr. J. F. Kempfer, who is one of the managers of the Alpha Publishing Co., was recently married to Dr. Darietta E. Newcomb, of Worcester, Ohio. Chas. Kloss, '94, was best man. '93. At the opening of the fortieth annual session of the Somerset County Teachers' In-stitute, on Dec. 7, Mr. Virgil R. Saylor, prin-cipal of the Salisbury schools, responded to the address of welcome in an eloquent and schol-arly manner, showing that he had carefully considered the diverse questions concerning the public schools, and was thoroughly equp-ped for the profession of teaching. '94. Rev. Paul W. Kohler, of the Semin-ary, filled his father's pulpit on Dec. 13. '94. Prof. Herbert A. Allison, of Susque-hanna University, spent the Christmas holi-days with his parents, near Gettysburg, Pa. '94. Fred. H. Bloomhardt and David W. VanCamp are doing creditable work in the Medical Department of U. P. '94. James W. Gladhill has entered the Philadelphia School of Pharmacy. '95. C. H. Hollinger and Edw. Wert are reading law with prominent lawyers in Har-risburg. '95. Herbert F. Richards is studying in Mt. Air}'. Seminary, Philadelphia, Pa. '95. M. G. L. Rietz and Roscoe C. Wright are pursuing their Theological studies at Hart-wick Seminary. '95. Fred. A. Crilly has entered his broth-er's store in Chicago as clerk. '96. Prof. D. E. Rice, of the Harrisburg High School, was in Gettysburg, Tuesday, ' Dec. 22, '96, visiting friends. 139 THE COLLEGE MERCURY. '96. Wm. Menges is at present engaged in his father's mill at Menges' Mills. "Bill's" flonr is the very best. TOW|\I /\|\ID SEWIINARY NOTES. S. J. MILLER, Editor. TOWN. It has been announced that an electric rail-way, recently surveyed, will be constructed from Washington to Gettysburg by way of Frederick next spring, or probably this winter if the weather be favorable. The company s corporating under a charter known as the Baltimore and Washington Transit Company, and under that charter it enjoys the privilege of operating throughout the State of Maryland. The capital stock is $1,000,000. A grand reception was given the newly elected pastor, Rev. D. W. Woods, Jr., of the Presbyterian church, on Friday, Dec. 4th. An attractive musical program was rendered and tea was served by the ladies of the congrega-tion. It was a most successful and enjoyable affair. At the exhibition of "Dolls," recently given by the ladies of the Reformed church, the neat little sum of $80 was realized for the benefit of the parsonage fund. Mr Frank Blocher, of this place, has been awarded the contract for furniture for the Meade High School, recently erected. He represents the U. S. School Furniture Com-pany, of Bloomsburg, Pa. Misses Ethel Wolf and Emily Horner spent their holidays at home. The former is attend-ing school at Lakeville, and the latter is at the Teachers' College, New York. The various churches observed the week of prayer and the services were conducted on the line of thought suggested by the Evangelical Alliance. The ninth annual reunion of Company C, Cole's Cavalry, was held a few miles from this place, on the 17th ult. Nineteen of the sur-vivors of the company, with members of their famjlies, comrades and others, assembled and had a very enjoyable time. After the banquet a business meeting and a camp-fire were held. At the business meeting the following persons from Gettysburg were elected officers for the ensuing year : President, W. H. Dot; Treas., J. E. Wible; Sec, Lieut. O. D. McMillan. Rev. H. C. Alleman spent Christmas with his parents at Lancaster. A jury of seven was recently appointed by Judge Dallas, in the U. S. Circuit Court, in the condemnation instituted by District At-torney Beck for aji additional strip of land wanted by the United States to preserve the battlefield. SEMINARY. Rev. J. Henry Harmes, of the Senior class, was unanimously elected pastor of Trinity church, Chambersburg, Pa. The call has baen accepted but he will not take permanent charge until his graduation the coming sum-mer. Rev. J. W. Richard, D. D., filled the pulpit of the Presbyterian church, this place, Sun-day, Dec. 26th. Rev. L. B. Hafer preached in the First Lutheran church, Chambersburg, Dec. 13th; at St. Thomas on Dec. 27th, and at Chambers-burg on Jan. 3d. Rev. J. C. Nicholas preached at New Free-dom during vacation. Rev. W. O. Ibach filled the pulpit of the St. Matthews Lutheran church, of Philadelphia, on Dec. 20th. Rev. R. W. Mottern preached at Dallis-towu on Dec. 13th; at the Memorial Luth-eran church, Harrisburg, on the 20th, and at Bethany Lutheran, Philadelphia, on the 27th. G. Z. Stup preached at Conshohocken, dur-ing vacation, Rev. J. F. Shearer, pastor. Among the others who preached during va-cation were: Messrs. Clare, Yule, Apple, Shinier, Yoder and Fulper. Rev. W. M. Cross preached in the Second Lutheran church, of Baltimore, on Jan. 3d, and in the Messiah Lutheran, of Harrisburg, on the 10th. Rev. Paul W. Koller assisted his father in the administering of the Hoi}' Communion on Jan. 10th. ATHLETICS. CHARLES T. LARK, Editor. Considerable interest has been manifested of late in the formation of a Basket Ball team. This game, as it requires considerable skill and activity, is fast winning its way, and de servedly so, into popularity amongst college THE COLLEGE MERCURY. 140 men. It is played somewhat on the order of foot-ball with perhaps the danger element eliminated. Basket ball would be a new departure in the athletics of our college and there seems to be no reason why we should not put a strong team in the field as we have abundant material from which to select. Our gymnasium affords excellent advantages for the game and it is just the thing for livening up the winter term. Let us, by all means, "get into the game." At a recent meeting of the Athletic Associa-tion, Charles J. Fite, '98, was elected as man-ager of next seasons eleven. Mr. Fite is, as a manager should be, a young man with honest business principles, and with plenty of push, in fact he is just the man for the place. Dale, '00, has been elected to the captaincy of the team for the season of '97. He is a brilliant, energetic player, and under his lead-ership "our kickers" will doubless make many additions to the list of victories. Y. M. 0. A. NOTES. The Association will observe the usual da}7 of Prayer for Colleges on Sunday afternoon, Jan. 31, It is hoped that Mr. Wile, of Car-lisle, will consent to come and address the stu-dents. The services will be made as interest-ing as possible, and the students of all three institutions are invited to attend From July 18-21. the twenty-ninth annual state convention of the Pennsylvania Young Men's Christian Association will be held at Reading. The Association will endeavor to have as many go as possible. Reading is not far from here, and we ought to send at least six and possibly more. We are glad to see the students take an in-terest in the coming course of entertainments. These alone vary the routine of the term. It is no easy task to arrange this course, and the committee deserve our approval and support. FRATERNITY NOTES. PHI KAPPA PSI. The Chapter was saddened by the news of the very sudden death of Frank K. Cessna, Pa. Eta, who captained the F. and M. eleven during the season which is just past. Rev. M. C. Horine, '62, was elected Presi- I dent of the East Pa. Conference of the Luth-eran Ministerium. Ed. C. Hecht, '91, for some years General Manager of the Real Estate Department of the Southern Railway Union, is now connected with the management of the Metropolitan Life Insurance Co. of New York City. White, '97, spent a portion of the holidays with Lark, '98. Weaver, '99, has been elected manager of the annual Tennis Tournament. Albert F. Smith, '00, and Frank P. Shoup, '00, were initiated Dec. 7th. PHI GAMMA DELTA. Bro. Sanford Martin, '90, spent the holidays with his parents in Gettysburg. Bro. Fichthorn, '94, is employed as draughts-man at Shiffler Bridge Works, Pittsburg, Pa. Bro. D. A. Buehler, '90, spent the holidays with his mother in Gettysburg. We were pleased to have with us during the past month Bros. Stahler, '82, and DeYoe, '86. The sympathy of the Chapter is extended to Bro. J. S. Kausler, '84, whose father died re-cently. Bro. H. L. Hoffman, '95, won the prize at the tumbling contest at Yale last term. SIGMA CHI. Henry Wolf Bikle, '97, Gettysburg, Pa., was initiated Jan. 5th, 1897. Frank Hersh, '92, was home for a few days at X'mas. Heindle, ex-'97, made us a visit several weeks ago. John Wendt, '98, who left college at the end of last term, intends to take a course in the Columbia Law School. Dale, '00, visited the Chapter at State Col-lege when home at X'mas. Norman and Will McPherson were home over X'mas. Leisenring, '97, visited the Chapter at the University of Pennsylvania a few weeks ago. Charles Wendt, '00, expects to enter a busi-ness college in New York City. PHI DELTA THETA. St. John McClean, of Gettysburg, was ini- i4i THE COLLEGE MERCURY. tiated into the fraternity at the end of last term. Ben. F. Carver, Hanover, Pa., was initiated Saturday, January 9th. Rev. Harry Lee Yarger, '83, Atchison, Kansas, field secretary of the Lutheran Board of Church Extension, attended a meeting of that body in York, Jan. 1. Singmaster attended the hop given last month by the Lehigh Chapter. Dave J. Forney recently returned from a visit to Carlisle. ALPHA TAU OMEGO. White Hutton, '97, represented the Chapter at the fifteenth biennal Congress of the Fra-ternity held at Cleveland, O. It was conceded by members of other Greek Societies to have been one of the greatest gatherings of its kind ever held. H. B. Cessna, 1900, of Bedford, Pa., was initiated into the Fraternity Jan. 5, 1897. We are glad to have Charles H. Spayd. '99, with us again, who was compelled to leave college on account of sickness. W. H. Menges, '96, will enter the Semi-nary at the opening of the next collegiate year. Maurice Zullinger, '98, who left college last year, is still confined to his bed. H. H. Jones, '92, is practicing medicine at Codorus, York county, Pa. LITEFJARY SOCIETIES. JOHN W. Orr, Editor. PHILO. Philo's business meetings have taken on a new interest lately owing to several heated ar-guments on different points of parliamentary law. This is a step in the right direction as many of our members will no doubt have use for a practical knowledge of the rules of pro-cedure after leaving college. Our last special program rendered on the evening of Dec. 11, was one of the best ever given. Instead of taking up an author as usual, Christmas furnished the special theme. Dr. Stuckenberg, an honorary member of Philo, who had been giving his course of lect-ures on Sociology here, gave us a very inter-esting talk on "Christmas in Germany." The doctor was especially pleased with the solo, "Stille Nacht." The only thing to detract from the pleasure of the evening was a bit of "guying" which took place before the exer-cises had begun. Philo takes this means of disavowing the action of those who forgot themselves, and promises its visitors that it will not happen again. It was attended by fully 300 persons who greatly enjoyed the following program: Music. Announcement to the Shepherds (Bible), - - ROLLER Announcement to the Shepherds (Ben Hur), - ENGLAR Hvmn 011 the "Morning of Christ's Nativity." - Miss SiEBER Music. Christmas: Historical Sketch, SMITH Christmas in Germany. Dr. STUCKENBERG Hymn—"Stille Nacht," Miss SIEBER Christmas in England, - HERMAN "Christmas," Irving, CLUTE Our Christmas, -.- ERB " 'Twas the Night Before Christinas," - - Miss MYERS Music. The new men initiated since the last issue of the MERCURY are: H. B. Cessna, W. B. Claney, R. Z. Imler, F. E. Kolb, W. G. Lawyer, F. P. Shoup, G. D. Weaver, of the the class of 1900; Evans and Mehring, of the class of 1901. The following officers were elected at the last meeting for the ensuing term: Pres., Clute; Vice Pres., Lutz; Cor. Sec, Tilp; Rec. Sec, Weaver, Sr., Treas., R. L. Smith; Asst. Libr., Hess; Critic, H. R. Smith. EXCHANGES. Said a biker to a farmer, * "Did a lady wheel this way ? " Said the farmer to the biker, "I'll be hanged if I can say," From the outfits they are wearing From the mountains to the sea, Whether the biker is a she or whether "Tis a he." WTe are glad to see that quite a number of our exchanges contain good, short stories. We think this more tasty than so many essays, yet a few good essays are not out of place. It is policy to endeavor to please the literary tastes of all. "Politeness," says Dr. Prather, "is like a pneumatic tire, there isn't much in it, but it eases many a jolt in the journey of life. An adveitisement in a Western paper read thus : Run away, a hired man named John, his nose turned up five feet eight inches with corduroy pants much worn. ADVERTISEMENTS. BASE- i/isitors to JO A I _J i_J Gettysburg College, $ . . SURRUES, . . Pipaldi i-)cr LeatjUQ Ball, jL J^litB, >'\a.sl-,.s, Qto. Managers should send for samples and special rates. Every requisite for TENNIS, GOLF, CRICKET, TRACK AND FIEID. GYMNASIUM EQUIPMENTS AND OUTFITS, COMPLETE CATALOGUE SPRING AND SUMMER SPORTS FREE. fi'~Ths Name the Guarantee." A. G. Spalding & Bros., NEW YORK, PHILADELPHIA, CHICAGO. 1108 CHESTNUT STREET, PHILADELPHIA fy/right's Qngraving ^jfouse *? /?AS become the recognized leader in unique styles of «^f COLLEGE and FRATERNITY EN-GRAVINGS and STATIONERY, College and Class-pay Invitations, engraved and printed from steel plates; Programmes, Menus, Wedding and Reception Invitations, Announcements, etc., etc. Examine prices and styles-before ordering elsewhere. 50 Visiting Cards frcm New Engraved Plate for $1.00. ERNEST A. WRIGHT, UOS Chestnut Street, PHILADELPHIA Hon. W. J. Bryan's Book All who are interested in furthering the sale of Hun. W.J. Bryan's new book should correspond immediately with the publishers. The work will contain . . AN ACCOUNT OP HIS CAMPAIGN TOUR, HIS BIOGRAPHY, WRITTEN Bi HIS WIFB HIS MOST IMPORTANT SPEECHES. THE RESULTS OP THE CAMPAIGN OF 1896. A REVIEW OF THE POLITICAL SITUATION. •••ACENTS WANTED••• Mi. Bryan DUB an-nounced his intention of devoting one-half of all royalties to furthering the cause of bimetallism. There are already indications of an enormous sale. Address W. B. CONKEY COMPANY, Publishers 341-351 Dearborn St.CHICAGO Settysburg, !Penn*a, WILL FIND THE-Cumberland Valley R. R. running in a South-Westerly direction froniHarrisbnrg, Pa., through Carlisle. Chambersburg, Hagerstown an 1 Martinsburg to Winchester, Va., a direct and available ^ route from the North, East and West to Gettysburg, Pa" via. Harrisburg and Carlisle. Through tickets via. this route on sale at all P. R. K. offices, and baggage checked through to destination. Also, a popular route to the South via. Carlisle. AS for your tickets via. Cnmberlauil Valley Railroad anil Carlisle, Pa, I. F. BOYD, Superintendent. H. A. RIDDLE, Gen. Passenger Agent. FPH. H. MlNNlCrl, Manufacturer, Wholesale and Retail Dealer in onfeetionepNj I OYSTERS AND G>dt fe=t fe=di&%f==/j) • CLOTHIER, * FASHIONABLE TAILOR, II GENTS FURNISHER. No. 11 Balto. St. - GETTYSBURG. J. E. BOYLE, OF LEECH, STILES & CO. EYE SPECIALISTS, 1413 Chestnut Street, Phila. Will be in Gettysburg, Pa., at W. H. TIPTON'S, THURSDAY, MX 10, From 9 a. m. to 3.SI) p. m. 'No charge for consulta-tion and examination and every pair of glasses or-dered guaranteed to be *■ satisfactory by LEECH, STILES, & Co. GOTO, ♦•HOTEL GETTYSBURG -XfiAilBER SHOPX- ^Photographer, No. 2g Baltimore St., GETTYSBURG SPECIAL ATTENTION PAID TO a-cnege (p.ins Collection of. BATTLEFIELD VIEWS _®ffixOa%s on hand. Centre Square. B. M. SEFTON. 2/ou ivili find a full lino of {Pure 'Drugs dc ^ine Stationery {People 'a Drug Store. ^Proscriptions a Specialty. MAIL ORDERS RECEIVE PROMPT ATTENTION. Latest Styles \% ipssfeg^ Sl|X5«^, Elliott ffyg^T