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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

Food, water, and shelter, as fundamental components of human existence are no less critical in an aviation unit than the number of enemies shot down, as a combat force can be made or broken over necessities. During World War II, Russian pilots returned to bases where food and housing were not to be taken for granted, and free time was dictated by forces largely outside their control. The overall living conditions of Russian pilots during the war were varied, unpredictable, and improvised. ; Winner of the 2020 Friends of the Kreitzberg Library Award for Outstanding Research in the Junior Arts/Humanities category. ; Borscht, Barracks, and Bears: How Russian Pilots Lived in WWII Sarah Clark HI 355: WW2 Colloquium Phase 3 Word Count: 3,307 December 6, 2019 Clark-Borscht, Barracks, and Bears-page 1 Introduction What were the living conditions of Russian pilots in WWII? Food, water, and shelter, as fundamental components of human existence are no less critical in an aviation unit than the number of enemies shot down, as a combat force can be made or broken over necessities. During World War II, Russian pilots returned to bases where food and housing were not to be taken for granted, and free time was dictated by forces largely outside their control. The overall living conditions of Russian pilots during the war were varied, unpredictable, and improvised. When the war began, pilots unused to wartime conditions had to adapt quickly to their new conditions. One pilot recalled: the sun was baking hot on the street. I walked slowly towards the airfield and came up to the dispersal area. It was like a disturbed anthill. They were repairing the old shelters. Here and there they were digging new ones. They assigned the headquarters dug-out for the use of the staff. Fyodorov and Godunov decided to use an enormous plywood container in which, at one time, an aircraft had arrived from the factory in parts…We had supper –field rations, as if we were at the front—and spent the night in the dug-out. Tired after the day's work and even more so after the previous sleepless night, everyone soon dropped off. Of course, after comfortable quarters, snow-white sheets and a soft bed, it is not cosy to sleep on a plank bed; but aircrew get used to anything.1 Food Sources Throughout the war, sources of food varied, but the three most common were rations, villagers, and American Lend-Lease food. Rations were the primary source of food for Russian pilots. The military had its own rationing system, separate from and prioritized above the civilian system.2 At first, most foods were produced and distributed by state associated farms and collectives. Throughout the war, more and more initiative was given to peasants to make food production a private enterprise to increase production and reduce the burden on state-owned 1 Kaberov, Swastika in the Gunsight, 5. 2 Ganson, "Food Supply," 78. Clark-Borscht, Barracks, and Bears-page 2 sources.3 Typical rations for the Russian armed forces consisted of a simple breakfast of porridge known as kasha, a type of soup called borscht for lunch, and bread with pickles or cucumbers for dinner, and for aviators 100 grams of vodka after combat missions.4 In general, variety and items such as meat, fat, and fresh fruits and vegetables were hard to come by. Throughout the war, Russians both were allocated and received fewer daily calories than the soldiers of several other countries. In early 1941, Russian infantrymen were allocated 2,954 calories a day, which was increased to 3,450 in September.5 Members of active flying units were supposed to receive 4,712.6 Compared to other Allied nations, this basic allowance was low. For instance, the United States allocated 4,748 calories for front-line soldiers, and Britain allocated 5,300 for soldiers fighting in cold weather.7 Despite official instructions, it was common for Russians to receive less than their daily allotted calories, placing them even farther below their Allied comrades. Pilots overcame the lack of food and added variety by trading with nearby villagers if based near or in a village. There are multiple accounts of pilots and technicians going into towns to exchange unused items such as underwear or more common items such as "tobacco, cigarettes, bread, and sugar for milk, sour cream, eggs, and butter and sometimes meat."8 Exchanges could be a one-time or reoccurring transaction. For instance, while in Romania, one squadron member paid a Romanian for a daily supply of ten eggs.9 However, making deals with the locals was not always favored by senior officers, as squadron members were arrested and 3 Moskoff, "The First Priority," 126; Ganson, "Food Supply," 75-76. 4 Collingham, "Fighting on Empty," 319. 5 Collingham, "Fighting on Empty." 319. 6 Moskoff, "The First Priority," 127. 7 Collingham, "Out of Depression," 434; Collingham, "Fighting on Empty," 319. 8 Noggle, A Dance with Death, 145, 186. 9 Mariinskiy, Airacobra, 142. Clark-Borscht, Barracks, and Bears-page 3 imprisoned in some units.10 Yet, the prevalence of such transactions illustrates the desperation for sufficient and adequate food. Pilots not only traded with villagers and peasants, but they also took advantage of their surroundings. They scavenged through the remains of old villages, especially on the way towards Berlin in 1944 and 1945.11 One of the most common items searched for was alcohol. For instance, one fighter pilot, heading towards Berlin, recalled that "in the deserted workshops of the sugar mill the omnipresent procurement officers…found tanks of spirits."12 In other locations, where natural resources such as rivers were more abundant, pilots occasionally resorted to fishing to provide fresh meat in desperate times, when the food supplied in the mess hall was either meager or nonexistent.13 Another way variety was increased was through the introduction of American Lend- Lease items, especially in 1943 and after. For instance, dairy items from America like dried eggs and milk powder, hard to come by in Russia, supplemented protein and fat intake, and packaged meats such as Spam were a welcome respite from dried fish.14 To show this one pilot reported that "American food, it was a feast—canned meat, dried eggs, canned milk."15 While American food was only a tiny sliver of what the air forces ate during the war, it certainly provided a respite from the standard fare. 10 Noggle, A Dance with Death, 145. 11 I Remember, "Airmen: Ivan Konovalov," https://iremember.ru/en/memoirs/airmen/ivan-konovalov/ [accessed 14 October 2019]. 12 Kramarenko, Combat over the Eastern Front, 77-78. 13 Timofeyeva-Yegorova, Red Sky Black Death, 114. 14 Collingham, "Fighting on Empty," 340; I Remember, "Airmen: Kolyadin Victor Ivanovich," https://iremember.ru/en/memoirs/airmen/ kolyadin-victor-ivanovich/ [accessed 14 October 2019]. 15 Pennington, Wings, Women, and War, 119. Clark-Borscht, Barracks, and Bears-page 4 Factors that Affected Food Squadron location, when correlated with timeframe, was one of the most significant factors affecting food availability and type, including geographic location, distance relative to frontlines, and proximity to inhabited villages. Geographic location was significant because Russia is a massive country, and front lines stretched for hundreds of miles. Food supplies were inadequate to begin with, and the distribution system was incomplete and inefficient. These issues were only compounded by the rapidly advancing German forces during Operation Barbarossa.16 Not every unit received equal amounts of food, and food reserves were not in place, especially at the beginning, resulting in troops at the front and rear being shorted.17 To show the variation, one fighter pilot, who spent some time near the front lines at Smolensk, wrote "I'm still amazed that—whether advancing or retreating—we were always well supplied with food."18 Conversely, other pilots reported periodic food shortages lasting several days near front lines.19 Therefore food availability varied greatly from one unit to the next. Distance from the front impacted food supply because it affected the ability of food to reach airfields. At the beginning of the war, food shortages were common in contested areas, such as the North Caucasus and Ukraine.20 Plus, reserves were either too far away or not built up enough to sustain prolonged shortages.21 During German advances supplies were not always able to be delivered, causing aircrews to survive on what meager items they had stockpiled.22 Other 16 Moskoff, "The First Priority," 113. 17 Moskoff, "The First Priority," 115. 18 Drabkin, Barbarossa, 85. 19 Noggle, A Dance with Death, 186. 20 Pennington, Wings, Women, and War, 79. 21 Moskoff, "The First Priority," 115. 22 Noggle, A Dance with Death, 186; Pennington, Wings, Women, and War, 79. Clark-Borscht, Barracks, and Bears-page 5 times, aircrews were forced to pick up supplies with their aircraft because the ground vehicles were unable to reach their airfields.23 The type of action an air unit was supporting, such as a retreat or an advance, also affected their food supply. When a regiment formally moved to a new airfield in preparation for an operation, and if time allowed, the airfield would be prepped by a service battalion consisting of combat support and maintenance personnel, who stocked up supplies and prepared the housing and airfield facilities for the arrival of the unit.24 Thorough preparation resulted in efficiency and ease of movement. However, when movement to a new airfield was either hastily planned or unplanned as a result of an unexpected retreat, there was no preparation, resulting in the opposite effect: no supplies. For instance, while retreating in 1942, one pilot wrote that upon reaching the assigned base they "found nothing there—no staff, no mess hall, no fuel" because the ground support had been unable to reach the base in time to prepare it.25 However, the unit in that scenario ended up being fed by a woman from a local village, illustrating the last essential component of location: proximity to an inhabited area.26 Airfields were frequently built near villages. Consequently, instead of official housing, pilots would be billeted with the town residents. Occasionally villagers had items unavailable to military members, such as fresh vegetables from their gardens or dairy products, such as milk. 27 One last factor to consider in analyzing food supply is unit type: bombers versus fighters. Food for both types of units was dreary and monotonous with occasional highlights of canned 23 Noggle, A Dance with Death, 67. 24 Bessette, "Soviet Military Transportation Aviation," 196. 25 Timofeyeva-Yegorova, Red Sky Black Death, 108. 26 Timofeyeva-Yegorova, Red Sky Black Death, 108. 27 Timofeyeva-Yegorova, Red Sky Black Death, 85, 176. Clark-Borscht, Barracks, and Bears-page 6 American food, items gained from the locals, or the rationed chocolate and Coca-Cola.28 For instance, in 1942, one bomber pilot reported eating brown bread, a lot of cereal, and in the fall-potatoes, while another bomber pilot reported eating a breakfast of gruel, bread, butter, and tea the following year.29 Fighter pilots reported similar types of food including soup, tea, and bread.30 Overall, food was more affected by location, type of action, and timeframe than type of unit because units across all aircraft types experienced times of relative abundance and shortage, based on locational and situational factors. Housing Housing was also based on location and situation. The spectrum ranged from sleeping in and under aircraft using tarps and covers as blankets to large houses in nearby villages, and later even villas. Pilots were usually billeted separately from the enlisted technicians. Commonly, the technicians were kept closer to the aircraft in dugouts, huts, or trenches, so that they were quickly accessible and ready for action, while it was more common for pilots to live outside the airfield. However, there were times when pilots and technicians lived together, such as one tail gunner who lived in the same local home as her pilot.31 Housing Situations One of the main differences in airfield accommodations was the age of the airfield. New airfields were usually less developed because they were formed during war when a base was needed during a rapid advance or unplanned retreat. Hasty quarters usually consisted of dugouts built into the ground, sometimes made by female workers from nearby cities, such as 28 I Remember, "Airmen: Kolyadin Victor Ivanovich," https://iremember.ru/en/memoirs/airmen/ kolyadin-victor-ivanovich/ [accessed 14 October 2019]. 29 I Remember. "Airmen: Kolyadin Victor Ivanovich," https://iremember.ru/en/memoirs/airmen/ kolyadin-victor-ivanovich/ [accessed 14 October 2019]; I Remember, "Airmen: Ivan Konovalov," https://iremember.ru /en/memoirs/airmen/ivankonovalov/ [accessed 14 October 2019]. 30 Kramarenko, Combat over the Eastern Front, 78. 31 Timofeyeva-Yegorova, Red Sky Black Death, 176. Clark-Borscht, Barracks, and Bears-page 7 Leningrad.32 Pilots also lived in trenches or around the aircraft until more permanent quarters could be made.33 Again, there were exceptions. New airfields were better prepared when movements were planned well in advance, and airfield service battalions were available to go to the airfield first and prepare it for the unit, which included billeting arrangements.34 Conversely, older airfields, many of which had been training schools or air bases before the war, already had a developed infrastructure. They had permanent quarters or at least buildings that could be readily turned into barracks. For instance, one pilot recalled living in an old school building on an airfield that had been a training school two years before the war.35 Even in 1944, when the Russians refitted three Ukrainian air bases for the Americans, they refitted an artillery barracks and school buildings for the Americans to live in.36 Also, as the Russians moved east in 1944 and 1945 they utilized barracks on former German airfields. If housing was not available on the airfield, pilots were billeted in the homes of villagers or other available buildings, within several miles of the airfield. Even within the homes there was a lot of variation. Usually the home's residents still lived there, and one of two scenarios occurred: either a couple or as many as possible pilots would be billeted there. For example, one pilot recalls that "the overcrowding was horrendous, but room was found for me. In a crooked hut…having delicately pushed the hostess to the oven in her kitchen."37 Houses could become crowded and uncomfortable when pilots, other officers, and non-maintenance personnel, were forced to live together. Alternatively, other pilots were billeted alone and given a lot of space and 32 Kaberov, Swastika in the Gunsight, 91. 33 Timofeyeva-Yegorova, Red Sky Black Death, 106. 34 Bessette, "Soviet Military Transportation Aviation," 196. 35 Reshetnikov, Bomber Pilot on the Eastern Front, 33. 36 Plokhy, Forgotten Bastards, 35. 37 Reshetnikov, Bomber Pilot on the Eastern Front, 138. Clark-Borscht, Barracks, and Bears-page 8 relatively nice accommodations. Also, nearby villages were occasionally abandoned, resulting in pilots living in vacant homes.38 Overall, village billeting was varied. Uncontrollable Factors Another variable that should not be overlooked is the effect of the war on housing options. Barracks and dugouts were not immune to German air raids. When permanent buildings or dugouts were destroyed, pilots slept in hastily rebuilt dugouts or under the aircraft. Combat readiness also dictated how close aircrews slept to their aircraft because if a raid was expected, pilots needed to be ready to defend their airfield at a moment's notice.39 Bombings, when the signal of a German advance, also contributed to units moving from new bases and having to find new quarters altogether. Other times, the housing at a new base was inhabitable. For instance, one mechanic wrote that "all of the habitable dwellings nearby were mined by the Germans, so we had to live under the wings of our aircraft."40 Therefore, stable and safe housing was not to be taken for granted in combat conditions. Weather also played devil's advocate with housing. Mud, rain, and snow are all part of life in Russia and had devastating effects on airfield usage and quality of life inside aircrew quarters. During the rainy season, dugouts were flooded with inches to feet of water, either forcing pilots to pump the water out in colder seasons or live under the aircraft in warmer weather.41 Snow, on the other hand, made its way into primitive buildings in the form of ice. Escaping the cold was impossible. Changes in weather patterns and the beginning of colder seasons also resulted in insect and animal infestations, such as fleas, rats, and mosquitos. One rat 38 Kramarenko, Combat over the Eastern Front, 26. 39 Tomofeyeva-Yegorova, Black Sky Red Death, 106. 40 Noggle, A Dance with Death, 151. 41 Noggle, A Dance with Death, 110, 173. Clark-Borscht, Barracks, and Bears-page 9 infestation was so bad a pilot remarked that "they were routinely crushed under people's feet."42 Overall, weather was just one more variable that made housing unpredictable. Commodities Not only was housing itself varied and often improvised, but commodities nowadays taken for granted were as well. Most of what the pilots had for furniture, light, and linens were makeshift. Oil drums and shell casings were used as crude lamps and stoves. Any available material was burned in those stoves, including used bomb fuse-boxes.43 Beds, tables, and any other furniture were typically cobbled together from planks, wood scraps, straw, and aircraft covers. Pillows were stuffed with everything from weeds to straw. Again, there were exceptions, especially later in the war, when air units took over German airfields or lived in residences currently or previously owned by the wealthy. For example, one pilot wrote that his unit was "billeted for a rest in some factory-owner's villa…on soft feather beds," and remarked that "the conqueror's position has its advantages."44 Overall though, pilots did not live in luxury. They made what they needed from what was available. Personal Free Time The small amount of free time in between tasking, or during rough weather, helped the pilots let loose and mentally cope with being in combat. On a personal level, people kept busy with what was available. Those who had books read them and then shared them, which led to book discussions.45 Games requiring little space, such as dominos, chess, and cards were played; although, some commands forbade cardplaying, calling it bourgeois.46 People who were musically gifted and carried their instrument, such as a guitar or accordion, around would play 42 Pennington, Wings, Women, and War, 116. 43 Noggle, A Dance with Death, 124. 44 Kramarenko, Combat over the Eastern Front, 73. 45 Reshetnikov, Bomber Pilot on the Eastern Front, 138. 46 Drabkin, Barbarossa, 42. Clark-Borscht, Barracks, and Bears-page 10 for their fellow airmen. Some of the women would knit, embroider, or sew new pairs of silk underwear. And everyone looked forward to letters from home, especially when the Germans occupied territory where their loved ones lived. For instance, one pilot wrote that when she received the first letter from her mother, five months into the war, she "felt such relief! All these months I had worried about my family, whether they were suffering somewhere under German occupation."47 Pilots were desperate for news about the wellbeing and whereabouts of relatives and friends. Unit Free Time Beyond the personal level, units organized events amongst themselves. Some had a newsletter that members would write in and distribute amongst the unit.48 Usually those had a political overtone. Nevertheless, they were an opportunity for people to use skills other than flying, such as creative writing, journalism, and drawing. Activities such as talent shows and performances were also organized, including events such as formal readings, performance of plays or sketches, and solo acts. For example, one squadron had the only Gypsy to fly for Russia in the war, who performed dances of his culture, until he died in combat.49 Parties and dances were also held, especially in some of the female units, to celebrate successful missions with dancing and singing.50 Celebrations were an outlet for the emotion created by the stresses of combat and unpredictable living conditions. Occasionally if located near a larger city, such as Leningrad, and if tasking allowed, pilots were able to partake in urban activities, such as movies, concerts, and dance classes. At times, events were formally organized by unit commanders to increase morale and let their 47 Timofeyeva-Yegorova, Red Sky Black Death, 81. 48 Kaberov, Swastika in the Gunsight, 6. 49 Kramarenko, Combat over the Eastern Front, 61. 50 Noggle, A Dance with Death, 71 . Clark-Borscht, Barracks, and Bears-page 11 personnel get away from the humdrum of front-line duties, while other times, attending a movie or performance was not command mandated. For instance, one corps commander gave circus tickets to his officers and ordered them to go on a night when no flights were scheduled.51 While in a different squadron a group of pilots was invited to a musical premiere in Leningrad while the city was being barraged by the Germans.52 Not only did pilots seek out entertainment, but entertainment sought them out, in the form of traveling performers, artists, and mobile theaters that traveled throughout the eastern front, providing performances for units unable to go to a city or populated area. Relationships Beyond mere activities, relationships were another way to pass the time. Wedding ceremonies were a change from the more frequent funeral ceremonies. Pilots married either pilots from other commands or members of various service battalions. To illustrate the difference between a funeral and wedding, an airman wrote, "the regiment personnel celebrated a festive and memorable event. And it had nothing to do with war, blood, or death. It was quite the opposite of a funeral."53 Joyous occasions were a welcome relief from the cruel ways of combat. Relationships were unavoidable in squadrons where technicians and combat support staff were frequently female. Even in units with only female pilots, relationships were not uncommon with male members of the same or other units. There was one female pilot, for example, whose former commanding officer proposed after the war ended.54 Relationships were crucial in motivating pilots to return from every flight and survive the war, while also serving to satisfy the soft side of human existence. 51 Reshetnikov, Bomber Pilot on the Eastern Front, 157. 52 Kaberov, Swastika in the Gunsight, 178. 53 Antipov & Utkin, Dragons on Bird Wings, 75. 54 Timofeyeva-Yegorova, Red Sky Black Death, 201. Clark-Borscht, Barracks, and Bears-page 12 However, humans were not the only ones to fulfill this need for affection, as pets were not forbidden. Often, stray dogs or cats were picked up when a unit passed by an abandoned area. They were either adopted by a whole unit or individuals, as was the case with the Gypsy and his dog, Jack.55 However, there were other scenarios, where a pet would be left behind by higher-ups who briefly visited the unit. For example, Alexander Novikov, then Air Force supreme commander, left behind a bear cub he had been given. At the squadron, the small cub ate and slept with the men, which became difficult as she grew. In the end, she was killed by outsiders, and the air unit refused to eat her.56 While an unusual scenario, it still shows the connections unit members made with animals that ended up in their possession. Focusing on caring for a pet was a needed distraction. Conclusion During World War II, the men and women in the Russian air forces lived an unpredictable life, dictated by the whims of combat. Food would be available one day and not the next. Moving from base to base increased unpredictability, as not all locations were supplied equally, especially when close to combat or advancing German forces. Air force units stretched from Leningrad to Ukraine, which strained the initially inadequate supply system. Time was not always available for building new housing, resulting in external billeting and quickly-built dugouts. Improvisation was the name of the game, as the pilots had to make do with the food, materials, and housing they could scavenge or trade for. Pilots with imagination and creativity were able to create a home away from home that at least met the bare minimum of their needs, despite limited free time to decompress and get away from combat stressors. 55 Kramarenko, Combat over the Eastern Front, 61. 56 Kramarenko, Combat over the Eastern Front, 69. Clark-Borscht, Barracks, and Bears-page 13 Research Question: What were the living conditions of Russian pilots in WWII?Outline 1. Introduction 1.1. Research question 1.2. Idea of the variability, range of living conditions 2. Living Conditions 2.1. Food 2.1.1. Food sources 2.1.1.1. Rations 2.1.1.1.1. Calorie comparison 2.1.1.2. Local sources 2.1.1.3. American food 2.1.2. Factors affecting food 2.1.2.1. Location 2.1.2.1.1. Timeframe 2.1.2.1.2. Movement type 2.1.2.1.3. Billeting 2.1.2.2. Unit type 2.2. Housing 2.2.1. Introduction 2.2.2. Housing Situations 2.2.2.1. New Airfields 2.2.2.2. Old Airfields 2.2.2.3. Living in Villages 2.2.3. Uncontrollable Factors 2.2.3.1. Combat Conditions 2.2.3.2. Weather 2.2.4. Commodities 2.3. Free Time 2.3.1. Personal Level 2.3.1.1. Hobbies: sewing, knitting, poetry, music 2.3.1.2. Letters from home 2.3.2. Unit Level Activities 2.3.2.1. Newspapers, performances 2.3.2.2. Nearby towns 2.3.2.2.1. Leader/command initiated 2.3.3. Relationships 2.3.3.1. People 2.3.3.2. Pets 3. Conclusion Clark-Borscht, Barracks, and Bears-page 14 Bibliography Primary Sources Drabkin, Artem. Barbarossa and the Retreat to Moscow: Recollections of Fighter Pilots on the Eastern Front. South Yorkshire: Pen & Sword Books LTD, 2007. I Remember. "Airmen: Kolyadin Victor Ivanovich." https://iremember.ru/en/memoirs/airmen/ kolyadin-victor-ivanovich/ [accessed 14 October 2019]. I Remember. "Airmen: Ivan Konovalov." https://iremember.ru/en/memoirs/airmen/ivan-konovalov/ [accessed 14 October 2019]. Kaberov, Igor. Swastika in the Gunsight: Memoirs of a Russian Fighter Pilot 1941-1945. Stroud: Sutton Publishing, 1999. Kramarenko, Sergei. The Red Air Force at War: Air Combat over the Eastern Front and Korea: A Soviet Fighter Pilot Remembers. Barnsley, England: Pen & Sword Military, 2008. Mariinskiy, Evgeniy. Red Star Airacobra: Memoirs of a Soviet Fighter Ace, 1941-45. Solihull: Helion & Company, 2006. Noggle, Anne. A Dance with Death: Soviet Airwomen in World War II. College Station: Texas A&M University Press, 1994. Reshetnikov, Vasiliy. Bomber Pilot on the Eastern Front: 307 Missions Behind Enemy Lines. South Yorkshire: Pen & Sword Books LTD, 2008. Timofeyeva-Yegorova, A. Red Sky, Black Death: A Soviet Woman Pilot's Memoir of the Eastern Front. Bloomington: Slavica Publishers, 2009. Scholarly Books Pennington, Reina. Wings, Women, and War: Soviet Airwomen in World War II Combat. Modern War Studies. Lawrence: University Press of Kansas, 2001. Plokhy, Serhii. Forgotten Bastards of the Eastern Front: American Airmen Behind the Soviet Lines and the Collapse of the Grand Alliance. New York, NY: Oxford University Press, 2019. Clark-Borscht, Barracks, and Bears-page 15 Scholarly Articles Bessette, John. "Soviet Military Transport Aviation" in The Soviet Air Forces edited by Paul Murphy, 188-211. Jefferson, NC: McFarland, 1984. Collingham, Lizzie. "The Soviet Union—Fighting on Empty" in The Taste of War, 317-346. New York: Penguin Press, 2012. Collingham, Lizzie. "The United States—Out of Depression and into Abundance" in The Taste of War, 415-466. New York: Penguin Press, 2012. Ganson, Nicholas. "Food Supply, Rationing, and Living Standards" in The Soviet Union at War, 1941-1945 edited by David Stone, 69-92. South Yorkshire: Pen & Sword Books Ltd, 2010. Moskoff, William. "The First Priority: Feeding the Armed Forces" in The Bread of Affliction: The Food Supply in the USSR During World War II, 113-134. Cambridge: Cambridge University Press, 2002. Additional Sources Antipov, Vladislav, and Igor Utkin. Dragons on Bird Wings: The Combat History of the 812th Fighter Regiment. Translated by James F. Gebhardt. 1st English ed. Kitchener, ON: Aviaeology, 2006.

THE USE OF MIND MAPPING TECHNIQUE TO TEACH WRITING OF NARRATIVE TEXT TO THE ELEVENTH GRADE Enty Novilasari English Departement, Languages and Arts Faculty, State University of Surabaya ndtired@gmail.com Himmawan Adi Nugroho, S.Pd., M.Pd English Departement, Languages and Arts Faculty, State University of Surabaya himmawan_95@yahoo.co.id Abstrak Bahasa Inggris adalah salah satu bahasa penting di dunia ini . Ini adalah salah satu dari banyak alasan mengapa kita harus belajar bahasa Inggris dalam kehidupan sehari-hari kita adalah untuk mendapatkan pekerjaan yang baik karena banyak perusahaan raksasa berasal dari negara-negara asing . Ini berarti salah satu persyaratan untuk mendapatkan pekerjaan yang baik adalah menguasai bahasa Inggris yang dianggap sebagai bahasa internasional . Ada empat dasar-dasar keterampilan bagi kita untuk menguasai bahasa Inggris. Salah satu keterampilan penting adalah menulis. Menulis dianggap sebagai keterampilan yang sulit , terutama bagi siswa yang belajar bahasa Inggris sebagai bahasa kedua. Hal ini didukung oleh Richard dan Renandya ( 2002) yang menyatakan bahwa menulis adalah keterampilan yang paling sulit bagi pembelajar bahasa kedua. Oleh karena itu guru harus memberikan teknik alternatif untuk membantu siswa dalam menulis. Karena kasus itu, teknik pemetaan pikiran dapat menjadi alat untuk membantu siswa mengatur ide-ide sebelum mereka melakukan proses penulisan mereka. Mind Mapping adalah sebuah organizer yang merupakan representasi visual dengan tema sentral dikelilingi oleh cabang , tema , gambar , gambar , pikiran , pola , dan ide-ide yang diambil dari informasi yang diberikan selama kuliah kelas ( Trevino , 2005). Dalam penulisan mengajar ada empat langkah yang digunakan dalam pelaksanaan pemetaan pikiran : penjelasan guru , memberikan topik ; membuat pemetaan pikiran ; dan proses menulis . Dan langkah-langkah yang diterapkan dalam kegiatan siswa selama proses belajar-mengajar . Penelitian ini dilakukan di MAN 2 Gresik . Subyek penelitian ini adalah 25 siswa kelas XI - A1 . Penelitian ini merupakan penelitian deskriptif kualitatif yang menggambarkan pelaksanaan pemetaan pikiran untuk mengajar menulis teks narasi Berdasarkan hasil penelitian ini , penggunaan teknik pemetaan pikiran adalah sebagai bantuan untuk mengatur ide-ide siswa sebelum melakukan proses penulisan . Guru menjelaskan bagaimana menggunakan pemetaan pikiran sebelum kegiatan . Para siswa menggunakannya dalam kelompok dan secara individu sebelum proses penulisan mereka . Guru telah mengingatkan siswa struktur generik dan fitur bahasa teks narasi tetapi tampak beberapa siswa lupa itu . Kemudian , ia mencoba menjelaskan lagi . Selama proses belajar-mengajar , para siswa tampak aktif dan antusias . Berdasarkan karya siswa , setelah peneliti menganalisis menggunakan Jacob Profil komposisi ESL . Hal ini diketahui bahwa sebagian besar siswa dalam kriteria baik . Ini berarti bahwa mereka dapat membuat se narasi dengan baik . Dengan demikian dapat disimpulkan bahwa pemetaan pikiran adalah efektif sebagai teknik untuk membantu siswa mengatur dan menghasilkan ide-ide mereka . Para guru masih harus memperhatikan kemampuan menulis siswa selama proses belajar-mengajar . Kata kunci : Menulis , Mind Mapping dan teks Narrative Abstract English is one of the important languages in this world. It is one of many reasons why we must learn English in our daily life is to get a good job because many giant companies come from foreign countries. It means one of requirements to get a good job is mastering English which is considered as an international language. There is four basics skills for us to master an English. One of the important skills is writing. Writing is considered as a difficult skill, especially for students who learn English as a second language. It is supported by Richard and Renandya (2002) who stated that writing is the most difficult skill for second language learners. Therefore the teacher should give an alternative technique to help students in their writing. Due to that case, mind mapping technique can be a tool to help students organize the ideas before they do their writing process. Mind Mapping is an organizer that is a visual representation with a central theme surrounded by branches, themes, images, pictures, thoughts, patterns, and ideas taken from information given during a class lecture (Trevino, 2005). In teaching writing there are four steps those are used in the implementation of mind mapping: teachers' explanation, giving the topic; making a mind mapping; and writing process. And those steps are implemented in the students' activities during the teaching-learning process. This research was conducted in MAN 2 Gresik. The subjects of this research were 25 students of class XI-A1. It was a descriptive qualitative research which described the implementation of mind mapping to teach writing of narrative text Based on the result of this research, the use of mind mapping technique is as a help to organize the students' ideas before doing the writing process. The teacher explained how to use mind mapping before the activity. The students using it in group and individually before their writing process. The teacher had reminded the students the generic structures and language feature of narrative text but seemed some of the students forgot it. Then, he tried to explain it again. During the teaching-learning process, the students looked active and enthusiastic. Based on the students' work, after the researcher analyzes using Jacob composition ESL Profile. It is known that most of students are in good criteria. It means that they can compose se narrative well. It can be concluded that a mind mapping was effective as a technique to help students organize and generate their ideas. The teachers still have to pay attention in students' writing ability during teaching-learning process. Keywords: Writing, Mind Mapping and Narrative text INTRODUCTION As we all know, in globalization era today, English is one of the important languages in this world. It can be seen from the great enthusiasm of Indonesian in learning English as a second language. One of the reasons why we must learn English in our daily life is to get a good job. Many giant companies come from foreign countries. It means one of requirements to get a good job is mastering English which is considered as an international language. Based on the explanation above, Indonesian government through the national education has determined that English must be taught from the elementary schools until senior high schools. By mastering English, it is easier for us to make a good relationship with other countries. In education context, English has function as a means to communicate in the daily communication, to get knowledge, to make interpersonal communication, to share information and to enjoy language lesson in English culture (Depdikbud, 2006). In Indonesia, English is taught in junior high school and senior high school, even in elementary school that is why studying English is not a new thing for the students of senior high school before. Although English is not the new thing for Senior high school students, in fact they still have many difficulties in studying English. In mastering a language, we have to pay attention to the important elements of the language. One of them is language skills including listening, speaking, reading, and writing. These four skills are really important. It can be concluded that in mastering English as a second language, we need these four skills in order to communicate by using this language. Based on the 2006 English standard competence, the purpose of English in literacy education is developing discourse competence. By improving four language skills (listening speaking, reading, and writing), students will be able to develop their discourse competence (Depdiknas, 2006). From the explanation above, writing is considered as one of language skills that has important role to help students develop their productive skill in English. Writing is a means of recording something, information, knowledge and history and express them in the form of written text. Writing is a personal act which writer draws on background knowledge and complex mental process in developing new insights (O' Malley, 1996:136). Writing is categorized as a productive skill because there is a process of creating something (Abbott et al, 1981: 143). From the explanation above we know that from this skill we get the product in the form of sentence, paragraph, and text. Productive skill consists of speaking and writing. Johnson (2001: 290), stated that writing and speaking are different. Everyone learns to speak but not everyone learns how to write. Writing is more organized and the reader cannot rely on repetition to clarify. Writing has an important role in human's activity. It creates ideas, information or something which can not be produced by spoken way. Writing also helps students to use language and to express what he wishes or needs to communicate. Furthermore, through writing ability, a student is guided to be an imaginative, creative and motivated person. In fact, writing is considered as the most difficult skill for students. It is supported by (Kroll, 1990) that writing in a second language is more complex, the act of writing in one's first language is not the same as the act of writing in one's second language. The difficulties come from the transformation of native language to foreign language. Bell and Burnabi (in Nunan,1991:6) stated that writing is an extremely complex cognitive activity that requires the writer to demonstrate control of several variables at once. At the sentences level, they include control of contents, format, sentence structure, the vocabulary, pronunciation, spelling, and letter formation. Beyond the sentence, the writer must be able to structure and integrate information into cohesive and coherent paragraphs and texts. From the explanation above, students have to think about many things in order to produce a good writing. They have to decide the ideas, vocabulary, and perhaps they worry about grammar and spelling. Those are problems that are faced by students in writing class. According to (Agustien, 2004) when the teachers teach English, their aim is to enable the students to create English sentence grammatically. It means that students who can arrangge sentence grammatically they will can create text in the english. As we know that there are many types of genres text. Agustien also added that every genre is characterized by orientation, complication and resolution. Therefore, when the teachers teach English, it is very important that they expose the learners to authentic English texts in the sense that the text contains grammatical sentences, acceptable expressions, and at the same time properly structured to serve the communicative purpose. The teachers also develop the learners' ability to write English texts in the way that is culturally acceptable in English culture. In spoken, there are also conversational moves that are common in English conversations. Those are reasons why the teachers need to address some English genres especially those that are often used in school contexts. Wells (1991) cited in Agustien (2004) explained that in teaching Senior High School students, the literacy target which is used is called informational level. It means that Senior High School graduates are expected to be able to access the accumulated knowledge because they are expected to communicate for academic purposes too. The learners are expected to be able to listen to short lectures, talk about serious matters, read popular and scientific texts, and write for different purposes. The kind of genre they learn should include those they are likely to encounter in their academic lives. According to NAEP (1987), the genre defines the style the writer will use and suggest choices about the language and structure of the composition. The text types (genre) which are taught to the Senior High School students are: recount, narrative, procedure, descriptive, news item, report, analytical exposition, hortatory exposition, spoof, explanation, discussion and review. Those texts are differentiated based on their communicative purposes, generic structures and linguistic features. In writing a purposive text or an essay, students will search their memory and recall their knowledge and experience. The knowledge divided into four types; knowledge of generating idea, knowledge of organizing the content, knowledge of discourse structures, and knowledge for integrating all other types of knowledge (O'Malley, 1996: 136- 137). Those areas of knowledge lead problems to the students especially in generating ideas and constructing the generic structure of a purposive text. According to them, getting started to write is the most difficult task in writing activity. They often do not know how to write and what to write about when faced with a topic and a blank piece of paper. This facts show that student dislike writing. According to (Farrugia, 2008) one major factor that shall be tackled to contribute to good writing skills is planning. When attempting any writing task, some people tend to start directly without planning their thoughts. The repercussions when adopting such a hapzard approach is that some ideas are left out and clarity is not achieved. Sorenson (2010) explained that usually, the pre writing activities help us to find a good topic, narrow topics that are too broad, and look at purpose. Listing, free writing, brainstorming, using graphic organizer or mapping and questioning are kinds of technique that used for pre writing activity (Gatz, 2004). Graphic organizers sometimes are also called as concept-maps, entity relationship charts, or mind maps. As Chan (2004) stated mind mapping as a pre writing technique or strategy goes by a variety of names : "mind-mapping", "clustering", "bubbling", "clumping" or "webbing". They refer to the same concept. Here the researcher uses the term mind mapping. Mind mapping will be implemented in teaching writing to the eleventh grade students. Because in the eleventh grade, the students are learned by many kinds of genre. This study will take narrative text to be applied to mind mapping. By using mind mapping, the students will easier to organize and generate their ideas for four english skills, especially writing. There were studies which conducted by (Umi nadifah, 2007) which analysed mind mapping as a technique to teach speaking and (Vibriyanida Musdalifah,2008) which use mind mapping to read report text. Mind mapping not only to help them well organized and generate their ideas, but also to help their brain more concentrate to structure and arrange the ideas into cohesive and coherent paragraph. Another reason why the researcher chooses narrative text is due to its subjective and objective details to tell or retell a story, while mind mapping is a technique of arranging and exploring ideas. By using mind mapping to narrative writing, the students are directed to tell or retell story in details systematically. From all of those reason above, the researcher is interested in conducting a study entitled "The use of mind mapping as a technique to teach writing of narrative text to the eleventh grade". The purpose of this study to know the implementation of mind mapping in teaching and learning process and analyze students' work after the application of mind mapping. The subject of this reaserch are the the teacher and eleventh Graders of Senior High School students especially Eleventh science 1. METHODOLOGY The research design that used in this study is descriptive qualitative. The data would be presented and analyzed qualitatively without using any statistical instruments because there was no control and treatment group as it is found in the experimental research. The data also be presented in the form of sentences. Thirsterson (2004:359) stated that the descriptive qualitative study is a research relying on the collection of qualitative data and non numerical data such as words and pictures. It means that collecting the information by using descriptive qualitative study were observing, recognizing and understanding what was happened in the classroom. Moreover, Huda (1999) explained that qualitative research is frequently associated with the technique of analyzing data and writing research report. Thus, this research was qualitative because this study focused on describing the implementation of the technique and analyzing the students' writing composition. The researcher acted as an observer during the teaching-learning process. She only observed, described, and then reported, everything she heared and saw during the class. She evaluated the teaching-learning process and took students' writing work when the test has held. The subject of the study were the teacher who involve in the teaching and learning process and the eleventh grader students of MAN 2 Gresik. which consist of four science classes and four social. The data of this study is in form of information through observation checklist. Observation checklist described the implementation of mind mapping as a technique in teaching writing narratve texts. Then, the source of data is teacher and students' activities which happened during the teaching and learning process in the classroom which reported by the researcher using observation checklist. The data of this study also is in form of students' writing work. They was collected to know the students' writing ability after they taught using Mind mapping. And The source of the data is the students' narrative text writing work which the teacher had given in the classroom to the students in the third meeting. Then, the resarcher will analyze the composition of students' narrative writing work which consist of content, organization, vocabulary, language use and mechanic using ESL Jacob Composition Profile. The instruments which were used in doing this study were observation checklist and students' work. Observation Checklist is used to describe the implementation of the media and what kind of activities which happened during the teaching learning process in the classroom. In this case, to support the data from the observation, the researcher also used observation checklist as a guidance to know all aspect in the use of mind mapping in teaching narrative text. The students' work was used by the researcher to conduct this study was the work that given to the students to write a narrative text after the implementation of mind mapping. It was considered as an essential instrument because by giving work to the students, the researcher would know the students narrative writing ability and how mind mapping motivate the students to produce a good narrative text. To collect the data in qualitative research, there are some commonly methods which are used. Wiersman (1991) explained the methods which are used to collect the data in qualitative research are interview, observation, and document collection. In this study, the researcher got the data from the observation by using observation checklist and collected students' work. After the researcher collected all the data through observation and students' work then the writer analyzed these data in descriptive way. The way to analyze the data, the data will be collected from the observation checklist which will be described and explained based on the data noted in indicator column with "yes/no" answer. Then, the researcher will analyze the data of the students' composition from the students' work. The writer will use Holly Jacobs' Composition Profile (1981: 91) to analyze the students' writing work. According to Holly Jacobs' Composition Profile, there are five aspects which will be analyzed by the researcher to answer the research questions of the study. They are content, organization, vocabulary, language use, and mechanic. The last, All of the data will be combined to make a conclusion and suggestion. The data which come from classroom observation will be analyzed by using descriptive analysis. Then, the researcher will analyze the students' writing work based on the rubric of ESL composition profile scoring by Jacob (1981). Finally, the researcher will describe the data by classifying them into parts based on the research questions. FINDINGS AND DISCUSSIONS Based on the findings, the implementation of mind mapping was done in three meetings by the teacher. The use of mind mapping technique is as a help to organize the students' ideas before doing the writing process. The teacher explained how to use mind mapping before the activity. The students using it in group and individually before their writing process. The teacher had reminded the students the generic structures and language feature of narrative text but seemed some of the students forgot it. Then, he tried to explain it again During the teaching and learning process, the teacher used mind mapping as a technique to teach narrative text. The technique was given clear enough for students. In the first meeting, the teacher introduced mindmapping technique to the students. In the second and third meeting, the teacher asked students to compose narrative text using mind mapping in pre writing activity. There were three topics that were given by the teacher. They were Sangkuriang, Snow White and The 7 Dwarfs and Cinderella. In the process of writing, the teacher did not apply all the process, they are pre-writing, drafting, revising and editing. He just focused in pre writing which the implementation use mind mapping technique, Although all the process of writing were not applied, the students can compose narrative text well. Before the teacher asked students to compose narrative text, he asked them to complete mind mapping on the board which was given by the teacher, they were very active. Most of them very enthusiastic to participate complete it. It means the students understand how to use and apply mind mapping. Then, when they asked to compose narrative, they can compose well. It could be seen that by using mind mapping, it can help students to organize and generate their ideas and make them compose narrative well. This is in line with Davis (2003). He stated that mind mapping can be implemented during class to help students, individually or in groups, explore a concept or issue. Then, after the researcher analyzed the students' work. Most of students can organize and generate their ideas, so they can compose an narrative text well. But, although they could organize and generate their ideas into a narrative text, some of them still had some problems in writing activities. The researcher found the problems related the use of grammar, they had difficulties in constructing sentences to make their writing understandable. The grammar mistakes were in using simple past tense, articles, preposition and pronoun. Beside the grammar mistakes, the teacher also found the problem in choosing and using the words. Some of the students still confused to use appropriate words, so they used inappropriate words that sometimes made the reader difficult to understand the content of the story and there was content that had lack information. Some of them also could not developed well the conflict of the story, some of them also made errors of spelling and capitalization in their writing. However, after the teacher analysed the students' writing composition, most of students are good criteria in term of content (tells the idea that the writer want to share), organization (deals with the generic structure of the text), vocabulary (describes the students' knowledge in vocabulary mastery), language use (describes tenses,number, word order or function, articles and prepositions which are in supporting good writing) and mechanics (describes on spelling punctuation and capitalization of writing). It can be said that the mind mapping technique was an effective technique to teach writing narrative. CONCLUSIONS AND SUGGESTIONS Conclusion In conclusion, there were two things that were focused in this study. They were implementation of mind mapping to write a narrative text and the students' writing ability after being taught by using mind mapping. The implementation of mind mapping of narrative text has several steps; explanation of the technique, grouping and individual works. In each step, the students' are taught how to use mind mapping in pre-activity to help them organizing their ideas. After making mind mapping, there were students' works. The process of writing was not apllied completely by the teacher. He just focused in pre-writing activity. During the teaching-learning process, the students were very enthusiastic in making mind mapping. They also very active when the teacher asked them to complete the mind mapping on the board. It could be seen from their direct responses during the teaching-learning process. After analyzed the students' work, it is known that student's writing ability is good. Most of students are good in term of content, organization, vocabulary, language use and mechanics. It can be said that the mind mapping technique was an effective technique to teach writing narrative. It can help the students in organizing and generating their ideas in writing. So, they can compose a narrative text well Suggestions Here the researcher would like to propose some suggestions. In the process of teaching English, the teacher should be more creative and selective in choosing the technique which can help them to develop their English skills, especially writing. Mind mapping is one of the the technique. It is implemented in the pre writing activity to help the students to organize and explore their ideas also when they are lacking the ideas. On the other words, it can be said that the teacher should make variations and choose the appropriate and effective technique to teach English, such as by using Mind Mapping. By using this technique, it should encourage the students to be more active and creative and reflect students' interest, so that they can understand the lesson and get pleasure. Beside that, the teacher should understand the students's characteristic in order to make the situations of the teaching learning process more enjoyable and make them easier to understand. The teacher should asked the students to practice more using this technique in writing. It can develop their writing skill. For the further reading, the reasearcher believes that there are still many technique that can be used to teach writing narrative text which can make the students more understand the subject. Mind mapping technique is just one of the techniques that can be used to help the students to develop and explore their writing. However it also can be used to teach other skills, such as: speaking and reading. REFERENCES Abbot, et.al. 1981. The Teaching of English as an International Language; A Practical Guide. Great Britain: William Collins Sons and Co.Ltd. Buzan, Tony. (2001). Mind Map untuk meningkatkan kreativitas. Jakarta. PT Gramedia Pustaka Utama. Buzan, Tony. (2006). How to mind map. Jakarta: PT.Gramedia Pustaka Utama Departemen Pendidikan Nasional. 2006. Standart isi dan Standart Kompetensi Lulusan: Mata Pelajaran Bahasa Inggris. Jakarta: Depdiknas. Gebhard, Jerry Greer. 1996. Teaching English as a Foreign or Second Language. USA: The University of Michigan Press. Harmer, Jeremy. 1992. The Practice of English Language Teaching. England: Pearson Education Limited. Harmer, Jeremy. 2002. The Practice of English Language Teaching. New York: Longman Johnshon, Keith. 2001. An Introduction to Foreign Language Learning and Teaching. English: Pearson Education Limited. Kroll, Barbara. 1990. Consideration for Teaching an ESL/EFL Writing Course; Teaching English as A Second or Foreign Language. USA. Heinle and Heinle. Lado, Robert. 1977. Language Testing: The Construction and Use of Foreign Language Test. London: Longman Group, LTD. Langan, John. 2005. College Writing Skills, 6th Ed. New York: The McGraw-Hill,Inc. Lewin, L. 2003. Paving the way in reading and writing: Strategy to Support Struggling Students in Grade 6-12. San Frasisco. United of America Nunan, David.1991. Language Teaching Methodology: A Textbook for Teachers. Great Britain: Prentice Hall International Ltd. O'Malley, J. Michael. 1996. Authentic Assessment for English Language Learners. USA: Addison- Wesley Publishing Company. Richards, J.C and W.A Renandya. 2002. Methodology in Language Teaching: An Anthology of Current Practice. Cambridge: Cambridge University Press.

THE EFFECT OF INFORMATIONAL GAP ACTIVITY TO THE UNMOTIVATED STUDENTS' ABILITY OF 8th GRADERS AT MTS AL HASANAH 1 SLAHUNG, PONOROGO Diyan Novika English Education Department, Language and Art Faculty, Surabaya State University. ndidy71@gmail.com Drs Fahri, M.A English Education Department, Language and Art Faculty, Surabaya State University. fahri@englishunesa.com Abstract The aims of this research is to find out the improvement of unmotivated students' speaking ability after treating by using Informational Gap Activity in teaching English of the eight grader of Mts Al Hasanah 1 Slahung Ponorogo. The method that is used in this study is a quantitative method. This design of study had more potential threat to internal validity as the time between pretest and posttest increases and as experimental situation become less controlled and contrived (Mc Millan, 1992 : 175) the design of single group of pretest and posttest. The data on students' English speaking ability were collected with a performance test. The hypothesis were tested with two-ways analysis using statistic calculation of T-test formula with significance degree 5% and 1%. And the other one is using questionnaire. The results of analysis showed that: (1) there were differences of the English speaking ability between the unmotivated students who learned through and that of the unmotivated students who learned through conventional method The result is 2,045 2,756 (2) and the other one is from their responses based on the questionnaire. The conclusion is that the implementation of Informational Gap Activity method has an effect on the English speaking ability viewed from students' verbal aptitude. Keywords: Unmotivated students, Informational Gap Activity INTRODUCTION English becomes the most essential language in the world. Almost all the people from many different countries around the world use it to communicate. The area of English has always become a special interest. It is spoken by millions of people all over the world. Genc (2007, p. 6) says that "when we learn a language, there are four skills that we need for complete communication. When we learn our native language, we usually learn to listen first, then to speak, then to read, and finally to write. These are called the four "language skills". As a consequence, English serves for many times many more people as a barrier between themselves and those some fields of interest, many people in their own countries will not be able to become doctors, for example if they cannot learn enough English. That's some reasons why English is important. Actually, learning process becomes the primary reference for determining success in learning. But, the more we get in our nation nowadays are most teachers do not pay attention and assume that this is not an important thing to discuss. On the contrary, it is very important for our education. According to the 2006 National Study of Junior/Senior High School Student Engagement (Yazzie-Mintz, 2007), two of three high school students are bored every day in class—typically, they say, because the work isn't interesting, challenging, or relevant for them. It seems that the classroom activities didn't interesting anymore for them. One more thing that we have to know is that the classroom is a social construct that is designed to facilitate learning. While learning can occur even when the only active participant is the student-as is the case when a person is reading a user manual the most effective learning scenarios are those that involve the proactive involvement of both instructors and students. The fundamental benefit of a personal student-teacher type of interaction is that the feedback and control mechanism is firmly established and can always be invoked to maintain the learning direction towards pre-set objectives. Moreover, the learning process is essentially affected by peer-group relationships within the classroom environment. That is, the interactions between teachers and students as well as among students constitute the learning network within which lesson concepts are shared, affirmed, and built upon. When disconnect occurs between teachers and students, the class becomes ineffective. Sutherland and Singh ( 2004 ) said "states that passive learning contributes to the failure of students". The lack of adequate student involvement almost certainly spells cognitive failure, especially when the opportunities to learn and practice English outside the classroom are rare or isolated. We can imagine what will happen with the student in that condition. Sure, unmotivated student will really increase just because of passive learning. And the more problem frequently found caused from that condition is that because of motivation lack to practice the second language in daily conversation. They are also too shy and afraid to take part in the conversation and afraid to make mistakes. Many factors can cause the problem of the students. Speaking skills here namely the students that learning language. Interest the material and the media among others including the technique in teaching English. Educator in general will agree with the importance of motivation as a key to success in language acquisition as it's both of condition and a result of effective interaction (winne and mark, 1989) "journal of information management education volume 11, 2012" Now, let's compare between what Yazzie-Mintz and Genc. Yazzie-Mintz said based on their research that there are two of three high school students are bored every day in class and the typically cause is that the work isn't interesting, challenging, or relevant for them. It seems that the classroom activities didn't interesting anymore for them. The second is about Genc statement (2007, p. 6) he said "when we learn a language, there are four skills that we need for complete communication. In the other hand, the class activity should be continuing as well as possible to make the student able to speak English, at least they have braveness to speak. Especially for the unmotivated student, and there should be good activities to face them. Of course the methods/activity should be interesting. One of them is by giving students information – gap activity which might make the students interact easily in speaking activity. Sari (2008,p. 3) says, "the core of information gap method is a corporation between groups and pairs". Information gap activities involve the learners in sharing the information that they have in order to solve a problem, gather information or make decisions (Rees,2005, p. 156). So, English language learning students should be involved in as many situations as possible where one of them has some information and another does not, but has to get it. In other words, situations containing an information gap between the participants are very useful. Neu and Reeser (1997, p. 127) said that in an information gap activity, one person has certain information that must be shared with others in order to solve a problem, gather information or make decisions. Information gap is a useful activity in which one person has information that the other lacks. Another advantage of information gap activities is that students are forced to negotiate meaning because they must make what they are saying comprehensible to others in order to accomplish the task (Neu and Reeser, 1997, p. 128). For these reasons, the writer is interested in analyzing the effect of Information Gap Activity to the unmotivated students' speaking ability of 8th graders at Mts Alhasanah 1 Slahung, Ponorogo METODE This section presented the steps how the researcher conducts the study. It covers the research design, participant of study, research instrument, procedure of collecting data, and data analysis. This research was an experimental research. It was done to find out the effect of Information Gap Activity to teach the unmotivated students speaking ability of the eight graders junior high student of Mts Al-Hasanah 1 Slahung. The method that is used in this study is a quantitative method. The study is based on both library and a field research. In the field research, the writer collected the data by using observing teaching and also treat the student (teaching English using information gap activity) learning the subjects. In this study, the researcher just used one group an experimental group. It is called as single group pretest-posttest design. And the results were determined by comparing the pretest and posttest scores. This design of study had more potential threat to internal validity as the time between pretest and posttest increases and as experimental situation become less controlled and contrived (Mc Millan, 1992 : 175) the design of single group of pretest and posttest is presented below: Table 2 Single group pretest and posttest design Group Pretest Treatment Posttest A Y1 X Y2 In which: A : The group of subjects Y1 : The pre-test given before treatment X : The independent variable or treatment where information gap activity was applied Y2 : The post-test given before treatment There were two variables in this study. There were dependent variable and independent variable. In this case, the independent variable is the teaching technique "informational gap activity". And the dependent variable would be the students' speaking ability. Based on (Mc Millan, 1992:22) stated that independent variable is the first thing that influence or predict the result. As the dependent variable is the students' speaking score. According to Mc Millan (1992:22), dependent variable is something that affected and predicted by the independent variable. The Participants of the study is ninth graders of mts Al Hasanah 1 Slahung, Ponorogo. It is located at Jalan Ponorogo-Pacitan. The researcher chose the place because the researcher graduated from there so that it makes the researcher easier to conduct the research there. There is one instruments use by the researcher in his study. There is: speaking performance (which is the score of pronunciation, grammar, vocabulary, fluency and comprehension) that would be applied using pre-test and post-test. The data from the score of speaking performance test are collected from two tests which are pre-test and post-test. And the data is presented in quantitative manner since the study is experimental research. These tests are to find out the unmotivated students' speaking ability. Before implementing the technique, the researcher teaches them without using Information Gap Activity. Then the researcher administered pre-test to the students. The students are asked to perform their speaking in front of the class with their friend then the researcher asked the some question about the materials about telling the time. In the next day the researcher gives them two times treatment or teaching speaking using Information Gap Activity then he gives the post-test to know the result by using rubric of speaking as below: a. Accent Pronunciation frequently unintelligible. Frequent gross errors and a very heavy accent make understanding difficult, require frequent repetition. "Foreign accent" requires concentrated listening and mispronunciation lead to occasional misunderstanding and apparent errors in grammar or vocabulary. Marked "foreign accent" and occasional mispronunciations which do not interfere with understanding. No conspicuous mispronunciations, but would not be taken for a native speaker. Native pronunciation, which no trace of "foreign accent". b. Grammar Grammar almost entirely inaccurate except in stock phrases. Constant errors showing control of very few major patterns and frequently preventing communication. Frequent errors showing some major patterns uncontrolled and causing occasional irritation and misunderstanding. Occasional errors showing imperfect control of some patterns but no weakness that causing misunderstanding. Few errors, with no patterns of failure. No more than two errors during the interview. c. Vocabulary Vocabulary inadequate for even the simplest conversation. Vocabulary limited to basic personal and survival areas (time, food, transportation, family, etc.) Choice of words sometimes inaccurate, limitation of vocabulary prevent discussion of some common professional and social topics Professional vocabulary adequate to discuss special interest; general vocabulary permits discussion of any non-technical subject with some circumlocutions. Professional vocabulary broad and precise; general vocabulary adequate to cope with complex practical problems and varied social situation. Vocabulary apparently as accurate and extensive as that of an educated native speaker d. Fluency Speech is so halting and fragmentary that conversation is virtually impossible. Speech is very slowly and uneven except for short or routine sentences. Speech is frequently hesitant and jerky; sentences may be left uncompleted. Speech is occasionally hesitant, with some unevenness caused by rephrasing and grouping for words. Speech is effortless and smooth, but perceptibly non-native in speed and evenness. Speech is on all professional and general topics as effortless and smooth as a native speaker's. e. Comprehension Understanding only slow, very simple speech on common social and touristic topic; requires constant repetition and rephrasing. Understanding little for the simplest type of conversation. Understanding careful, somewhat simplified speech directed to him, with considerable repetition and rephrasing. Understands quite well normal educated speech directed to him, but requires occasional repetition and rephrasing. Understands everything in normal educated conversation except for every colloquial or low-frequency items, or exceptionally rapid or slurred speech. Understands everything in both formal and colloquial speech to be expected of an educated native speaker. To know the result of teaching speaking by using Information Gap Activity, the writer gives oral test to the students. Because the test is oral test, the writer divided the score into five criteria, which are the scores of pronunciation, grammar, vocabulary, fluency and comprehension. Then, the data from pre-test, they were analyzed and processed by using statistic calculation of T-test formula with significance degree 5% and 1%. The formula as follows: To = TO : Test observation MD : Mean of differences; the average score from the differences gained scores between I variable and II variable, which are calculated with the formula; MD = ΣD : Total score between I variable (X variable) and II variable (Y variable). And D is gained with formula; D = X-Y N : Number of cases SDD : The standard deviation from differences between score of X variable and Y variable, which is gained with the formula; SDD = -[ ]2 SEMD : The standard error from mean of differences that is gained with the formula; SEMD = DF : Degree of freedom with formula: N-1 The other data will be done by giving questionnaire to students, and giving the some causes that usually make the boring and ask them to make list based on their opinion. From the questionnaire that had been answered and the list had been arrange it will answer question number one and. Table 3. Conversion Table Total score FSI Level 16 – 25 0+ 26 – 32 1 33 – 42 1+ 43 – 52 2 53 – 63 2+ 63 – 72 3 73 – 82 3+ 83 – 92 4 93 – 99 4+ RESULT AND DISCUSSION Result In this chapter the researcher presented and analyzed the data. Dealing with analyzing the data, the researcher used t-test formula. The data were obtained from the test had been done previously. A. Description of Data After conducting the research, the writer obtained two kinds of data the scores of pre-test and the scores of post-test. And the other one is questionnaire. 1. Pre-test and Post-Test data a. The Pre-Test Scores The data of the pre-test scores can be seen in the table 4 below: No P G V F C T 1 75 53 52 63 52 295 2 76 73 60 68 73 350 3 74 75 68 70 73 360 4 60 85 74 65 86 370 5 72 95 73 77 93 410 6 64 76 73 73 74 360 7 56 48 55 43 45 250 8 56 48 55 43 45 250 9 - - - - - 10 64 76 73 73 74 360 11 77 93 83 78 90 421 12 55 45 60 45 47 252 13 55 56 77 54 54 296 14 53 55 52 53 50 263 15 64 66 62 62 66 320 16 64 66 62 62 66 320 17 72 95 73 77 93 410 18 64 76 73 73 74 360 19 62 74 60 66 68 330 20 63 57 55 60 65 300 21 55 90 65 65 90 365 22 65 84 86 73 82 390 23 63 57 55 60 65 300 24 58 55 55 50 55 273 25 58 55 55 50 55 273 26 65 84 86 73 82 390 27 55 67 55 58 63 298 28 55 67 55 58 63 298 29 64 66 62 62 66 320 After the data is analyzed, it shows that the mean ( x ) is 328 the standard deviation is 15,55 the median is 350 the highest score is 421 and the lowest score is 250. b. The Post-Test Scores The data of the post-test score can be seen in the table 5 below: No P G V F C T 1 82 93 90 80 93 438 2 82 96 80 81 91 430 3 82 92 80 74 93 421 4 74 90 82 74 90 410 5 83 90 82 75 90 420 6 75 90 70 71 90 497 7 82 80 74 72 80 388 8 72 74 72 75 72 365 9 - - - - - 10 82 93 85 72 93 425 11 76 90 82 82 90 420 12 74 90 82 74 90 410 13 80 84 75 75 80 394 14 84 90 83 83 90 430 15 66 70 70 64 72 342 16 74 80 82 74 80 390 17 82 92 80 76 84 416 18 75 90 76 73 90 404 19 75 80 74 71 80 380 20 80 90 82 76 90 418 21 73 90 80 65 90 398 22 82 92 90 84 92 440 23 74 90 82 74 90 410 24 64 72 70 65 72 343 25 72 62 70 55 60 319 26 72 84 80 74 82 392 27 74 70 64 62 70 340 28 74 70 64 62 72 342 29 73 80 65 72 80 370 After the data is analyzed, it shows that the mean ( X ) is 398,28 the standard deviation is 67,684 the median is 394 the highest score is 497 and the lowest score is 319. c. The Comparison of the Test Result The comparison of the test result can be seen in the table 6 below: No Pre Post D D2 1 295 438 -143 20449 2 350 430 -80 6400 3 360 421 -61 3721 4 370 410 -40 1600 5 410 420 -30 900 6 360 497 -137 18769 7 250 388 -138 19044 8 250 365 -115 13225 9 - - - - 10 360 425 -65 4225 11 421 420 1 1 12 252 410 -158 24964 13 296 394 -98 9604 14 263 430 -167 27889 15 320 342 -22 484 16 320 390 -70 4900 17 410 416 6 36 18 360 404 -44 1936 19 330 380 -50 2500 20 300 418 -118 13924 21 365 398 -33 1089 22 390 440 -50 2500 23 300 410 -110 12100 24 273 343 -70 4900 25 273 319 -46 2116 26 390 392 -2 4 27 298 340 -42 1764 28 298 342 -44 1936 29 320 370 -50 2500 N:29 ΣX = 9184 ΣY = 11152 ΣD = -1976 ΣD2 = 203480 Based on the data in table 5, the researcher calculated the result of ΣD = -1976 and ΣD2 = 203480. Then, he tried to find out the standard deviation of differences (SDD) with the formula: SDD = 2 SDD = 2 SDD = SDD = SDD = SDD = 48,72 To find out the mean of differences (MD) between variable X and Y, the researcher used the formula: MD = ∑ MD = MD = 68,13 After gaining the result of SDD = 68.13 the researcher calculated the standard error from mean of differences (SEMD) between variable X and Y: SEMD = SEMD = SEMD = SEMD = SEMD = 9,22 The last calculation is determining the result of t observation (to) of the test with formula: To = To = To = 7,389 The result 7,389 indicated that there was a difference of degree as much as 7,389. Regardless the minus, it doesn.t indicate negative score. Then, to complete the result of the research, the writer finds out the degree of freedom (df) with the formula: df = N - 1 = 29-1 = 28 df = 28 (see table of .t. value at the degree of significance of 5% and 1%) At the degree of significance 5% = 2,045 At the degree of significance 1% = 2,756 The result is 2,045 2,756 The result of analyzing the data by using the above formula shows that the coefficient is 7,389. It means that there is a significance improvement after the informational gap activity is used to teach speaking. B. Discussion After doing the research and analyzing the data. Let me analyze in other way as below : Table 7. The Result of Pre-test and Post-test Group Pre-test Post-test Observed-t Pre-Test and Post-test Single Group 328 398.28 7,389 From the table above, it showed the mean score of pre-test is 328 and the mean score of post-test is 398.28 It means that there was really significant difference and improvement of the score between them. Based on the result of the data analysis, it is proven that the students. Score of speaking taught by using Informational Gap Activity is better. It means that the use of information gap activity in teaching speaking is quite effective. Another reason based on the students. Responses are because most students find that information gap activity is enjoyable. This reason leads to better attention in learning and stimulate them to participate in information gap activity. But the problem that they faced mostly is lack of confidence and lack of vocabulary. In the early stages of the Informational Gap Activity the students were uncomfortable and uncertain. This led to initial lapses of silence. But soon they began helping one another to decide who should speak. Towards the end, their shyness left them and they began prompting each other with ideas. It can be told that "Informational Gap Activity" is the one of methods that can be used to teach and improve unmotivated students' speaking ability. The prove is that there is improvement of students' speaking score after treated by using Informational Gap Activity and that is really good effect of Informational Gap Activity. CONCLUSION AND SUGGESTION Conclusion Based on the research, the writer concludes that: From the result of the analysis of the research, it is proven that the students. Score of speaking taught by using Informational Gap Activity is better than before. And based on the result has answered by the research question, shows that using information activity in teaching speaking is quite effective. The use of information activity makes teaching learning and speaking activity more enjoyable and interesting. Simply that the technique the teacher use is quite attracting them and helps the shy students by providing a mask, where students with difficulty in conversation are liberated. In addition, it is fun and most students will agree that enjoyment leads to better learning. Here, the students have to practice speaking and find the answer themselves of course by asking friend. It will make them confident to speak. In information activity, the world of the classroom is broadened to include the outside world. This offers a much wider range of language opportunities. So, the students can be anyone and in any situation they wish. The use of information activity makes the class more active and alive. Students are willing to participate without any forces from the teacher. The use of information activity makes the students more motivated in learning and easier to grasp the lesson. Problems that the students faced mostly in Informational Gap Activity are lack of confidence and lack of vocabulary. B. Suggestion The success in teaching doesn.t depend on the lesson program only, but more important is how the teacher presents the lesson and uses various techniques to manage the class more lively and enjoyable. Regarding to the teaching speaking by using Informational Gap Activity, the writer gives some suggestion for the teacher and students as follow: For the teacher: The teacher should choose the materials that are appropriate and not too difficult for the students. Before assigning the information activity to the students, the teacher should make sure that the students have fully understood and have the information they need. The teacher should keep control the student activities. The teacher should present the language in an enjoyable, relaxed and understandable way. For the students: The students are hoped not to be shy in acting out their role. The students are hoped to be active and creative in enriching their vocabularies. The students are hoped to use English when they practice Informational Gap Activity although it is hard for them. The students should take part REFERENCES Sasson, Dorit. 2008. Information Gap Activities: Working in Groups or Pairs during Cooperative Learning Lessons. Available on http://lesson-plan-help.suite101.com/article.cfm/ learning games Bartz, HE. 1976. Basic Statistical in Education and Behavioral Sciences. Burgess Publishing Company. Mc Millan, J. H. 1992. Education Research Fundamentals for the customer. New York: Harper Collin Publisher Beard, P. R. (2008, November Thursday 13). What is the Role of the Teacher Today? Teacher's quality. Brewster, C. &. (October 22, 2007). Increasing Student engagement and motivation. Donald ary, l. c. (2006). Introduction to research in education. Dornyei, Z. (1994). Motivation and Motivating in the Foreign Language Classroom.The Modern Language Journal, Vol. 78, No. 3, pp. 273-284 . Hicks, C., & Glasgow, N. &. ((2005)). what successful mentors do. Leech, B. L. (2003). Techniques for Semi-structured Interviews. Political Science and Politics, Vol. 35, No. 4. Defrioka, A (2009). Improving Students' Interaction in Speaking Class Through Information GAP Activities, Vol.3 No.2 33-45 Richards, k. (2003). Qualitative Inquiry in tesol. Qualitative Inquiry . Schmidt, B. &. (1996). Foreign Language Motivation: Internal and external connections. Path Ways to the New Century. Fitriah, M. 2010. Improving Speaking Ability of Descriptive Text Use "Three-Step Interview for Eight Graders of SMPN 26 Surabaya". Brown, H. Douglas. 1994. Principal of Language Learning and Teaching. Third Edition. New Jersey: Prentice Hall Tudor, Ian. 2001. The Dynamic of the Language Classroom. UK: Cambridge University

"DOLL STEPS" AS A BRAINSTORMING GAME TO IMPROVE THE SPEAKING SKILL IN PROCEDURE TEXT OF THE NINTH GRADERS OF SMPN I MOJOKERTO JOURNAL BY ELIASANTI AGUSTINA NIM. 102084007 ADVISOR Dra. THERESIA KUMALARINI, M.Pd. NIP. 19521014 197903 2 001 SURABAYA STATE UNIVERSITY FACULTY OF LANGUAGE AND ARTS ENGLISH EDUCATION DEPARTMENT ENGLISH STUDY PROGRAM 2014 "DOLL STEPS" AS A BRAINSTORMING GAME TO IMPROVE THE SPEAKING SKILL IN PROCEDURE TEXT OF THE NINTH GRADERS OF SMPN I MOJOKERTO Eliasanti Agustina English Study Program FBS Surabaya State University elia.englishedu2010@gmail.com Dra.Theresia Kumalarini, M.Pd. Lecturer of English Study Program FBS Surabaya State University kumala_rini52@yahoo.co.id ABSTRAK Pengajaran berbicara bahasa Inggris di banyak sekolah tidak memfasilitasi siswa untuk menjadi terampil. Akibatnya, keterampilan berbicara mereka masih kurang memuaskan. Dengan demikian, guru harus menggunakan cara yang tepat untuk mengajarkan keterampilan berbicara berdasarkan kebutuhan siswa. Di sini peneliti menyarankan guru untuk menerapkan permainan brainstorming bernama "DOLL STEPS" yang bertujuan untuk membantu siswa memiliki kesempatan yang sama untuk menjadi aktif dan kritis, membangun kebiasaan untuk berbicara menggunakann bahasa Inggris, berbagi dan mendapatkan pengetahuan, berbicara dengan fasih dan bebas , berkaitan dengan topik yang diberikan , siap dengan tugas inti dalam pelajaran berbicara, dan belajar untuk memperhatikan pembicara yang lain. Penelitian ini fokus pada berbicara teks prosedur. Penelitian kuantitatif eksperimental ini bertujuan untuk mengetahui bagaimana kemampuan berbicara siswa setelah penerapan "DOLL STEPS". Populasinya adalah siswa kelas Sembilan di SMPN 1 Mojokerto, sedangkan sampelnya adalah IX E sebagai kelompok eksperimen dan IX F sebagai kelompok kontrol. Untuk mendapatkan data, masing-masing kelompok diberi pre-test untuk menemukan kesetaraan kemampuan dan post-test untuk menemukan pencapaian yang berbeda. Peneliti menggunakan rumus t -test untuk menganalisa data. Hasil penelitian menunjukkan bahwa skor post-test dari kelompok eksperimen lebih tinggi daripada kelompok kontrol. Kesimpulannya, direkomendasikan kepada guru bahasa Inggris bahwa permainan "Doll Steps" dapat digunakan untuk mengajar keterampilan berbicara sehingga dapat mencapai target belajar bahasa Inggris . Keyword : "Doll Steps", Keterampilan Berbicara , Teks Prosedur ABSTRACT The teachings of speaking in many schools do not facilitate students to be skillfull in speaking. Consequently, their oral skill is still unsatisfactory. Thus, the teacher has to use an appropriate way to teach speaking based on the students' need. Here the researcher suggested the teacher to implement brainstorming game namely DOLL STEPS which aims to help students have the same chance to be active and critical, build a habit to speak English, share and get knowledge, speak in fluent and free way, be enganged with the topic given, be ready in the main speaking task, and learn to pay attention to other's talk. This study focuses on speaking procedure text.This experimental quantitative research aims to know how the students' speaking skill after the implementation of "DOLL STEPS" is. The population was the ninth graders of SMPN 1 Mojokerto, whose sample was IX E as the experimental group and IX F as the control group. To get the data, each group was given a pre-test to find their equality and post-test to find the different achievement. The researcher used t-test formula to analyze the data. The result of the study showed that the post-test scores of the experimental group were higher than those of the control group. Finally, it is recomended that English teachers use Doll Steps game in teaching speaking skill to meet the target of learning English. Keyword: Doll Steps, Speaking Skill, Procedure Texts INTRODUCTION English proficiency is a must in the era of communication and globalization. English is seriously learned by many people to have a good prospect in the communication and also to get more information of international world. It can be seen in Indonesia that English is learned by children from elementary school to students of higher education. Therefore, our government seriously provides the appropriate curriculum about this subject. English lesson in junior high school function as a tool of self-development of students in science, technology and art. After completing their studies, they are expected to grow and develop into individuals who are intelligent, skilled and personable also ready to take a role in national development. In line with the explanation above is Indonesian law number 20 year 2003 about National Education System Article 37 paragraph 1, one of them states that language study materials include a foreign language with consideration of foreign languages, especially English is an international language which is a very important utility in global society (2006 : 282). Hence, English language become the principle subject which determines student graduation. This is proven by the fact that English is the subjects that is always included in the national examination in accordance with the Regulation of the Minister of National Education Number 78 Year 2008 on National Examination for Secondary level in Article 6 states that the subjects tested in the examination include Indonesian, English, Mathematics, and Science. In the process of learning English, a teacher must be able to master the language pretty well. Moreover she must be able to master how to teach English properly and how to transfer knowledge and experience of the teacher to the learners. Thus, there has to be many efforts to do in order to create an interesting English learning that can motivate students to enhance learners' capacity in learning English. That is why, it is recommended that the teaching of English, should bring English atmosphere in it. Being a good teacher, she should be able to bring it in teaching and learning process, because if the atmosphere can not be brought into the process, the students will not get a clear purpose, why they have to learn the lesson and what is the importance of learning it for their daily lives. According to Depdiknas (2006:307), the teaching of English consists of four language skills, namely listening, speaking, reading and writing and other three components, pronunciation, vocabulary and grammar. Each skill has different purposes to help students master English. The uppermost important language skill in learning English is a skill in oral communication or generally called speaking. As declared by Aliakbar & Jamalvadi, speaking is crucial since it is the vehicle of social solidarity, social rank, the business world and as a medium for learning language. Learning objectives of speaking have been clearly stated in the English curriculum. The goal is students are able to communicate efficiently. "Learning speaking should improve the communication skills of learners to be able to express and learn to follow the appropriate social and cultural development" (Kayi, 2006: 1). Unfortunately the current condition shows that English Foreign Language (EFL) learners, in this term is Indonesian learners, are reluctant to speak English in the classroom. The problem is commonly found in EFL class. It is caused by some factors such as they do not have the confidence to do conversation in English, they are afraid of making mistakes and then laughed by their peers, they have limited vocabulary so that they know what to say in bahasa but not in English and many more. Sometimes the topic given is too high for them so they prefer to be silent. In addition, some students did not get a chance to speak in class because of the domination by particular learners. Consequently, students have fewer opportunities to learn from speaking than the more oral students. For sure it will affect to their ability and their score in speaking skill as well. Students who do not take charge in their learning are unable to take full advantage of learning opportunities. This is a problem that faces many Asian students who are generally more reserved than western students (Tsui , 1996). As teachers, we can try to overcome students' problem by using suitable warm-up activities, in this case called brainstorming game. Basically the use of brainstorming game in teaching and learning activities is not a must considering the effectiveness and time required. However, occasionally it is necessary to use the game to support the implementation of learning English. Brainstorming game can facilitate and create a strong positive effect on the atmosphere and also relaxed for students in doing classroom learning activities, considering that English is still a scourge for most students. That warm-up activity also helps students to have an overview about the main speaking task. In addition, the nature of game is fun so it can increase students' motivation and able to overcome shyness. Consequently, they will be able to express their ideas freely because through playing the game they may not consider that they are learning. Implementation of learning strategy in SMPN 1 Mojokerto strongly support the achievement of the speaking purpose itself. Learning strategy requires students to be independent, critical, and active in expressing their opinion. However at the presentation time most of the students do not focus in listening to the speaker. Sometimes they are busy with their own tasks even do not appreciate the presenter. Moreover, frequently there are learners who like to cut the talks of presenter with things that are not discussed. This affects condition of other students and causes confussion in the classroom. Teachers will be exhausted to remind them repeatedly. Dealing with the issues above, a teacher needs appropriate strategy and media which can control the class order and boost students' score in speaking English. There are some alternatives of speaking games that can be used in order to improve the students' speaking ability. One of the games that can be used is the Doll Steps game. This game is actually taken from the Chain Story ideas that are commonly used in the teaching of narrative text and also Talking Stick, but the writer gives a little modification in the content of the media itself, so that produces a new media that is Doll Steps game. As a result students will pay attention to the presenter when she is speaking. This teaching strategy can be used in teaching any texts. Based on Competence Based Curriculum Issued (KTSP) 2006, there are five genres that are introduced to Junior High school students. Those are procedure, descriptive, recount, narrative and report text. Those kinds of texts are expected to be mastered by the students well. Among those genres, a procedure text is easily understood by the students as it is commonly found in their environment. The text can be found on the sachet of instant foods and beverages also on the box of electronic machine. Additionally, procedure text is a genre which has to be mastered by students, especially the ninth graders as it is already stated in Standar Isi and Standar Kompetensi. In procedure text, students are told the way how something is achieved by doing sequence steps. The text includes set of suggestion on how to do something, how to operate something and how to get to a certain place or direction. To apply Doll Steps for procedure text, the speaker gives direction or step. All students will be treated fairly. They will get same chance to speak, so it is expected by applying this game, students will be able to speak English effortlessly and without hesitant. Doll Steps will be very advantageous for teaching speaking procedure text of the ninth graders in SMPN 1 Mojokerto. This study will discus the activities during the learning process using Doll Steps. The implementation here will be different from the concept in general as it will be modified by the music so that students feel comfortable. Researcher found a previous study on the use of brainstorming carried out in Oral Communication classes at a Japanese senior high school which was observed by Culen (1998) entitled, "Brainstorming Before Speaking Task". Brainstorming used was Information Gap. The evaluation of the study showed that an increase in speaking time and a more positive atmosphere are two benefits that brainstorming can bring to speaking class. Based on the background and the problems above, the research conducted to investigate how the students' speaking skill after the implementation of Doll Steps is. METHOD Concerning with the research question in the previous chapter, the writer used experimental quantitative research design. According to Ary, (1985) in Denik lejar (2012) Experimental design refers to the conceptual framework where the experiment is conducted. There were two groups involved in this study, experimental group (class IX E ) and control group (class IX F), which were randomly assigned. The two groups were given a pre-test to examine whether they were in the equal level or not. Then the experimental group was given a treatment by using Doll Steps in their teaching and learning process for several times. On the contrary, the control group was taught conventionally. At the end, both of the groups were given a post-test to measure the effectiveness of Doll Steps for teaching speaking procedure texts to Junior High school. The population used in this research was the ninth graders of SMP Negeri I Mojokerto. The researcher chose two classes randomly as the samples. In this research, the researcher chooses probability sampling, especially cluster random sampling. After getting two classes, the researcher randomly assigned which one was the experimental group and which was the control group. The two chosen classes should be equal, to avoid any unexpected effect. In this study, the sample was class IX E as the experimental group, and class IX F as the control group. Each of them consists of 26 students. This study used test as the instrument. The tests consisted of pre-test and post-test. The items used in the tests were exactly the same. The pre-test and post-test were administered to know whether the model of learning is successful or not. From the two tests, the researcher got scores of speaking tests as the data. Before the tests were administered, a tryout was conducted to analyze the reliability of the test be used for pre-test and post-test also to know the appropriate test items for the students' level. The try-out test was given to the students who were given neither pre-test nor post-test. The number of the test items was just 2 instructions in the form of oral test. The results showed that the test items had a high validity because all of the components of the test items were according to the standard competency (see table 1) and has been approved by the experts (lecture of UNESA and the English teacher of SMPN I Mojokerto). While to know the reliability, the researcher used interrater reliability method. It means, one test will be administered once, but it is scored by two people. If the result from those two people are same or almost the same, means the test are valid and can be used in collecting data. Therefore, for the results showed that the test items were in high validity and reliability. Table 1 Scale of Validity Test Item Standard Competency Validity How to send a picture through e-mail How to make a glass of iced lemon tea 4.2.1 Mengungkapkan makna dalam monolog pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dalam konteks kehidupan sehari-hari dalam teks berbentuk procedure Valid Valid When the students came in front of the class and produced a monologue related to the lesson given, their performance was analyzed and scored based on some aspects. They are pronunciation, grammar, fluency, vocabulary, organization and comprehension. Each aspect has its own point and description. The measurement adopted from Oller (Language Tests at School, 1979, pp. 320-323). A quantitative data analysis was conducted in this study. The scores of students' speaking tests were analyzed by using t-test­ formula because the result of the study was determined by the comparison of the post-test scores of the two groups. Moreover it is used to analyze the significant difference between the pre-test and post-test scores of the two groups. RESULT AND DISCUSSION Result The Implementation of Doll Steps in Teaching Speaking The research was done on December 9th up to 12th 2014. Furthermore, six meetings were needed to accomplish the research; try-out, pre-test, treatment 1, treatment 2, treatment 3, and post-test. It is held to find out the influence of using brainstorming game called "DOLL STEPS" to improve students' speaking skill in Procedure text. It was investigated through comparing the mean scores of the pre-test and post-test between the experimental and control group. Below is the statistics table of scores of both groups in pretest and posttest. Table 2 Scores of Pre-test for Experimental and Control Group Based on the calculation of the scores, it was found that the mean of the pretest scores of the experimental group was 70.2 and the control group was 65.4. From the table above, it can be seen that the Tvalue of pretest of the Experimental and control group with the level of significance of .05 and 58 (60) degree of freedom was 1.3 and the Ttable was 2,009. If the T table was higher than the Tvalue . it means that there is no significant difference between Experimental and Control group. Oller's speaking measurement considers that both of the groups belong to level 3. From those results, the researcher assumed that the members of the two groups had equal level of speaking ability before the treatments were given. Table 3 Scores of Post-test for Experimental and Control Group From the calculation, the Mean of Experimental group was 81.9 which belongs to level 3+ and the Mean of Control group was 66.8 which belongs to level 3. It was clearly seen that the scores of experimental group the Mean of experimental group was much higher than the Mean of control group. Moreover the level of experimental is one level above the control group. The scores also have a better improvement. It can be seen at the pretest, the mean of experimental group was 70.2 and belongs to level 3. It significantly increased at the post-test the mean of which 81.9 and belongs to level 3+. It is because the experimental group was given a treatment by using Doll Steps game. The game was able to help students to produce oral speaking text fluently. The significant difference of the post-test scores of experimental The T value of post-test scores of experimental and control groups with level significance .05 and 58 (60) degree of freedom was 8.9 and the T table was 2.009. From the table above, it can be seen that the result of T table was lower than the T value. Therefore, it shows that there was a significant difference between two groups. In other words, there was a significant improvement between those who were taught by using Doll Steps game. Discussion As stated in chapter II, Kattlen (2005:31) defines that speaking as an interactive process of constructing meaning involves producing, receiving and processing information. However, some teachers and pupils mean every sound which comes out of the mouth is called speaking activity. It is totally wrong since speaking is human daily activity in which human expresses the ideas through the oral words about his need, feelings and thought that he wants other people hear. It must use his oral words not the words from the texts, recorders or other people's words. In the second chapter, it can be seen that speaking is a productive skill not a receptive skill, so here the speaker must produce meaningful words not copying or imitating. Therefore, it is necessary that students not only be able to pronounce words correctly but also produce oral words fluently in order to improve the speaking skill of the students, in this case is in a procedure text. Then, the researcher favored Doll Steps game as an alternative way to ease students creates a procedure text orally. The oral words should create spontaneously which means that the words must be original words from the learners. Moreover from the contrasting scores of the post-test between two groups, it can be stated that Doll Steps game can be an effective game for teaching speaking procedure texts. The test items consisted of two instructions. In this section, the researcher tried to analyze the findings of the research which was conducted in SMP Negeri I Mojokerto. The first analysis was about the pre-test scores of the experimental and control groups. The result of the pre-test showed that there was no significant difference of both groups. It means that the two groups have equal ability. The second analysis was the post-test scores of Experimental and control groups. Table 3 shows that the mean of post-test scores for Experimental group was higher than that of the control group. Furthermore, the calculation of the t-test showed that there was a significant difference of post-test scores of Experimental and Control group. It seems that the treatments given to experimental group was successful. Table 3 describes clearly that Doll Steps game is effective for teaching speaking procedure texts. It is supported by the result showed that the scores between experimental and control were significantly different. It caused by the treatments given to experimental groups affected the students' speaking ability. The treatments were given three times. During the treatments, the researcher applied steps of Doll Steps game. At the first treatment, the researcher explained and modeled the steps of Doll Steps first. After the researcher explained the strategy and the material, the students were taught a procedure text by applying Doll Steps game. From several treatments, the researcher was sure that "Doll Steps" is effective as an alternative strategy for teaching speaking procedure texts for the ninth graders in SMP Negeri I Mojokerto. Applying Doll Steps allows the following benefits some of which are stated in the second chapter: It takes students to be a critical learner as they develop independence in practicing speaking. It allows students to practice freely. Here they may speak fearless as no one will cut or correct their says as long as it relates with topic given. All the students will be active speakers for they will get their turn to speak up. It engages students in speaking around the topic. It makes students learn to focus on what his friends' saying because in this game they should listen to the step mentioned by their friends to continue the next step. It scaffolds speaking with a variety of texts in all curriculum areas. It helps students to have a habit in speaking English. It makes students easy to produce the procedure text orally in the main activity since this game gives them chance to take and share knowledge with each other. It creates good English athmosphere in class which brings fun and purpossive learning activity. 10. Learners learn to appreciate one another. In conclusion, the calculation of the post-test from experimental and control groups using t-test showed that there was significant difference between them. Moreover the scores of Experimental group increased rapidly. It is statistically proved that Doll Steps game is effective for ninth graders in SMP Negeri I Mojokerto to improve their ability to speak the Procedure texts. CONCLUSION AND SUGGESTION Conclusion According to the findings in this research, in the previous chapter, it can be concluded that the post-test scores of the experimental group, who were taught by using Doll Steps game are higher than those of the control group who was taught as usual. It was proven by comparing the mean of post-test between the experimental (81.9) which is considered as level 3+ and control group (66.8) with just in level 3 which is clearly stated by the statistical computation between those two groups. Moreover, it was found that the t value of the t-test (8.9) was higher than the t table (2.00). The result of speaking ability of the experimental group students showed that most of them are very good in spoken procedure with the 3+ level. Some of them got excellent scores with the level 4 even 4+. It means that most of them were able to speak the language with suffecient structural accuracy and vocabulary to participate effectively in most formal and informal conversation on practical, social, and professional topics. Whereas some of them who got 4 and 4+ level were able to use the language fluently and accurately at all levels normally pertinent to professional needs (Oller:1979). Therefore, the research question of this study has been answered well. From the findings above, it can be stated that the Null hypothesis, which stated that there is no significant difference in the speaking ability of procedure texts between the students who are taught by using Doll Steps game and those who are not is rejected. On the other hand, the alternative hypothesis which stated there is a significant difference in the speaking ability of procedure texts between the students who are taught by using Doll Steps game and those who are not is confirmed. It can be assumed that teaching speaking procedure texts to ninth graders by using Doll Steps game helps the students to create a procedure text orally in a fluent way and reach a higher achievement. If the teacher implements the Doll Steps game to teach speaking of procedure texts, the students will be able to produce oral procedure text not only easily but also well structured and fluently because from the Doll Steps game they will become confident and critical learners, use their previous knowledge for the speaking task, feel free and confident through the game. Through their friends' sentences they will gain new knowledge such as new vocabulary and how to arrange a good procedure text, so that they can produce the oral text well. In conclusion, it can be said that Doll Steps game is one of the effective teaching speaking games that can be used to teach speaking production of procedure text in the classroom. Suggestion Based on the result of the study, the researcher recommends some advices which are essential. The suggestion may be beneficial for the English teachers and other researchers who conduct a study on speaking skill. For the English teacher Nowadays, when the teaching and learning process is no longer teacher centered but student centered, so the teachers should have some criterion namely: Creative teacher Creative means teachers can do variation in teaching process such as adapting and creating new technique, media, strategy or even game. Good facilitator It means that as a facilitator, teachers should be able to explore students' ability, for instance courage them to solve their learning problem, produce much ideas, give same chance to each students, and give supportive feedback. Selective teacher Teacher should selective in choosing the media, technique, strategy and game used to teach. The things must be appropriate to the curriculum, need, proficiency, and age of the students so that the learning process can meet the target. From all the characteristics above, students will be excited in practicing English orally Linked to the 2006 curriculum, the objective is to make learners able to express the text orally to be used for communication purpose (BSNP, 2006:24). Accordingly, the teacher should use suitable way, one which is giving Doll Steps game. Doll Steps game can give benefits and be implemented as an appropriate game for the students to produce oral procedure texts. For the other researchers Relating to the successful usage of brainstorming game called "DOLL STEPS" to boost speaking score of the ninth graders of SMPN 1 Mojokerto, other researchers who are interested in investigating speaking skill are recommended that they look further on other related aspects of this study. Furthermore, it is suggested to develop this study by exploring the use of this game for other kinds of genre, skills, and level of the students REFERENCES Ary, D., Jacobs, L. C., Sorensen, C. K., & Razavieh, A. (2010).Introduction to Research in Education (8th Ed). USA: Wadsworth engage Learning. Bartz, A. E. (2001). Basic Statistical Concept i Education and the Behavioral Science. Moorhead, Minesota: Concordia College. Brown, H. D. (2004). Language Assessment Principle ad Classroom Practices. San Francisco: Pearson Education. Cullen, B. (1998). Brainstorming Before Speaking Tasks. The Internet TESL Journal , VOL IV No. 7. Harmer, J. The Practice of English LAnguage TEaching (3rd edition ed.). Cambridge, UK: Longman. Hayriye, K. (2006). Teaching Speaking: Activities to Promote Speaking in a Second Language. The Internet TESL Journal , VOLl XII No. 11. Houston, H. (2006). A Brainstorming Activity for ESL/EFL Students. The Internet TESL Journal , Vol. XII, No. 12. Liu, T.-Y., & Chu, Y.-L. (2010). Using Ubiquitous Games in an English Listening and Speaking Course : Impact on LEarning Outcomes and Motivation. ELSEVIER , 1. Manshouri, F. (2008). Second Language Acquisition Research : Theory - Construction ad testinng. Newcastle, UK: Cambridge Scholars Publishing. Nunn, F., & Nunn, R. (2005). Guiding ESL Students Towards Independent Speech Making. The Internet TESL Journal , Vol. XI, No. 2. Oller, John. W. (1979). Laguage Tests at School : A Pragmatic Approach. Boston, Massachusetts, USA: Longman.

Why did Wilsonian ideals influence AEF actions in the First World War, and how did that affect the United States' involvement in the nation's first large-scale coalition operation? Wilsonian ideals influenced the AEF's actions in the First World War because most American leaders and soldiers shared Wilson's concepts of Progressivism and believed that the United States should play a role in saving Europe. Even if some did not agree with Wilson's politics, most doughboys shared his ideas of American Exceptionalism, and these views affected United States involvement in the nation's first large-scale coalition operation. In merging the two topic areas of Wilson's ideologies and AEF involvement in the war, this essay will attempt to answer how the American doughboy found motivation in the same principles that guided President Wilson. ; Master of Arts in Military History ; Week 11 Final Paper Wilsonianism in the First World War: Progressivism, American Exceptionalism, and the AEF Doughboy Brian P. Bailes A paper submitted in partial fulfillment of the requirements for the Master of Arts in Military History Norwich University MH 562B Dr. John Broom August 16, 2020 Bailes 2 While the duration of American Expeditionary Forces (AEF) involvement in First World War combat operations remained short compared to the armies of the European powers, the experience had a lasting impact on the United States' status as a global power. President Woodrow Wilson's mediation in the European affair throughout American neutrality, his integration of the AEF into Allied operations, and his contribution to the post-war peace process cast him as a central figure of the conflict as well as a harbinger of United States interventionist foreign policy. Through the more than a century since the end of the war, historians have analyzed and debated various facets of United States belligerency. Historians have explored President Wilson's ideologies and the decision making that ultimately led to him making his April 1917 appeal to Congress for American belligerency. Additionally, historians have expanded on AEF actions in Europe and argued how General Pershing's adamancy on maintaining an independent American command created tension with the Allied leaders. Historians have not connected these two topics to analyze how a reader can conceptually link Wilson's ideas and doughboy exploits in Europe. Why did Wilsonian ideals influence AEF actions in the First World War, and how did that affect the United States' involvement in the nation's first large-scale coalition operation? Throughout the historiography of United States involvement in the First World War, specific themes reoccur as significant areas of consensus. The historiography presents two primary arguments in which historians agree. Historians agree that Wilson's peace objectives drastically differed from those of the Allies, and historians agree that these differences motivated Wilson's decisions regarding how the United States would enter the war. Historians also agree that friction existed between General Pershing and the Allied Commanders once the AEF arrived in Europe and began combat operations. These two commonalities in the historiography remain Bailes 3 relatively constant throughout the past 50 years of historical research, and even when portraying more positive sentiments expressed between AEF and Allied soldiers, historians still note some tension between Pershing and the Allied commanders. Historians agree that Wilson's peace objectives differed significantly from those of the Allies. David Woodford argues that the gap between British imperial interests and Wilson's peace objectives affected the alliance between the United States and England throughout the war.1 William Widenor argues that Wilson failed in achieving his goals during the Versailles Peace Settlement because he attempted to make too many concessions for enduring peace, and he claims that Wilson grew at odds with the Allied leaders at the peace conference.2 George Egerton argues that British policymakers were closely monitoring the dispute within the United States Senate during the Treaty of Versailles conference, and he suggests that British leadership remained skeptical of Wilson's League of Nations.3 Historians capture Wilson's opposing peace aims throughout the European conflict, and they seemingly agree on how these aims influenced Wilson's policies and actions. Some historians cite the most significant gap in peace aims as existing between the United States and France. David Stevenson argues that French leaders were continually at odds with Wilson throughout the war as the French war aims focused much more on their national security, which they saw as requiring the destruction of Imperial Germany.4 Stevenson points out that while Wilson's peace aims differed from England as well as France, many French objectives 1 David R. Woodward, Trial by Friendship: Anglo-American Relations, 1917-1918 (Lexington: The University Press of Kentucky, 1993), 7-25, 35-43, 77-80, 125-9, 208-20. 2 William C. Widenor, "The United States and the Versailles Peace Settlement," Modern American Diplomacy, eds. John M. Carroll and George C. Herring (Lanham: SR Books, 1996), 46-59. 3 George W. Egerton, "Britain and the 'Great Betrayal': Anglo-American Relations and the Struggle for United States Ratification of the Treaty of Versailles, 1919-1920," The Historical Journal 21, no. 4 (December 1978): 885-911, https://www.jstor.org/stable/2638973. 4 David Stevenson, "French War Aims and the American Challenge, 1914-1918," The Historical Journal 22, no. 4 (December 1979): 877-894, https://www.jstor.org/stable/2638691. Bailes 4 were more aggressive against Germany as they involved reclaiming land lost to Germany in previous wars, specifically the 1870 Franco-Prussian War.5 Stevenson highlights the fact that Wilson could not get French officials to see the "two Germanys" concept that prevailed in American thinking at the time. While the American public generally saw two Germanys – the autocratic ruling party dominated by the Prussian elite and the German people living under that oppressive regime – Stevenson argues that France only saw Imperial Germany as a total enemy.6 Robert Bruce explains that during the post-war occupation period, the American doughboys perceived Frenchmen as distrustful and hateful toward German soldiers, and this sullied the alliance between France and the United States.7 In line with Wilson's ideology, historians cite Wilson's desire for Europe to achieve a "peace without victory" as he attempted to serve as a mediator during the United States period of neutrality. These historians ultimately conclude that Wilson believed any of the European powers achieving their aims through victory would lead to a continuation of balance of power politics in Europe. They argue that Wilson thought merely putting an end to the fighting would be the only way to achieve lasting peace. Ross Gregory argues that Wilson acted as a persistent mediator throughout the war as he strove for a "peace without victory."8 Arthur Link explains that Wilson believed a "peace without victory" and a "draw in Europe" proved the best solution for establishing a new system to replace the broken power structure in Europe.9 Ross Kennedy portrays Wilson as advocating the United States as a neutral mediator striving for a "peace 5 Stevenson, 884, 892-4. 6 Stevenson, 885. 7 Robert B. Bruce, A Fraternity of Arms: America & France in the Great War (Lawrence: The University Press of Kansas, 2003), 286-95. 8 Ross Gregory, The Origins of American Intervention in the First World War (New York: W.W. Norton & Company, Inc., 1971), 115-6. 9 Arthur Link, "Entry into World War I," Progress, War, and Reaction: 1900-1933, eds. Davis R.B. Ross, Alden T. Vaughan, and John B. Duff (New York: Thomas Y. Crowell Company, Inc., 1970), 141. Bailes 5 without victory" before the U.S. entered the war, then as an advocate of "just peace" after they entered the war.10 Kennedy argues that Wilson blamed the international system that led to power politics and wanted to have a separate voice in the peace process to shape a new diplomatic and global political order.11 Historians point to Wilson's ideology as a reason for his differing peace objectives, and historians point to Wilson's Christian faith as a significant motivation for his progressive philosophy. Lloyd Ambrosius highlights Wilson's four tenets of national self-determination, open-door economic globalization, collective security, and progressive history as the framework in which he envisioned a global order shaped by American democratic ideals that would bring the world to peace.12 Ambrosius examines Wilson's embrace of "American Exceptionalism" and looks at how his Anglo-American bias clouded his vision and prevented him from seeing the various cultural factors throughout the world.13 Ronald Pestritto examines Wilson's progressive form of history while arguing that Wilson saw democracy emerging within society as a phenomenon only natural to specific groups of people, and he only saw a few civilizations as "progressed."14 Pestritto notes Wilson's Christian inspiration, referencing early manuscripts written by Wilson titled "Christ's Army" and "Christian Progress."15 William Appleman Williams argues that Wilson maintained a Calvinist idealism that intensified the existing doctrine 10 Ross A. Kennedy, "Woodrow Wilson, World War I, and American National Security," Diplomatic History 25, no. 1 (Winter 2001): 15, 29, https://doi.org/10.1111/0145-2096.00247. 11 Kennedy, "Woodrow Wilson, World War I, and American National Security," 2-3. 12 Lloyd E. Ambrosius, Wilsonianism: Woodrow Wilson and His Legacy in American Foreign Relations (New York: Palgrave Macmillan, 2002), 2-47. 13 Ambrosius, Wilsonianism, 125-34; Lloyd E. Ambrosius, Woodrow Wilson and American Internationalism (New York: Cambridge University Press, 2017), 33-49; Lloyd E. Ambrosius, "World War I and the Paradox of Wilsonianism," The Journal of the Gilded Age and Progressive Era 17 (2018): 5-22, https://doi.org/10.1017/S1537781417000548. 14 Ronald J. Pestritto, Woodrow Wilson and the Roots of Modern Liberalism (Lanham: Rowman & Littlefield Publishers, Inc., 2005), 6-61. 15 Pestritto, Woodrow Wilson and the Roots of Modern Liberalism, 23, 40. Bailes 6 based on God's supposed ordination of American influence and expansion in the world.16 Richard Gamble explains that Wilson's vision and rhetoric nested with many of the Christian messages of progressive religious leaders in the United States during the First World War who saw the war as a Christian crusade to spread American ideals.17 Historians seem in unanimous agreement that Wilson's separate peace aims formed the primary impetus for him seeking an independent American presence in the war effort. David Esposito argues that Wilson wanted to have an American presence in the war because he realized that to establish a dominant American voice in the post-war peace talks, the United States needed to make a significant contribution to Allied victory.18 Edward Coffman details the United States' experiences in the First World War by explaining Wilson's desire to gain an independent voice in the peace process.19 David Trask maintains that Wilson wanted to "remain somewhat detached from the Allies" in defeating Imperial Germany to provide Wilson leverage so that he could directly influence the post-war peace process.20 Arthur Link explains that Wilson did see the benefit of not joining the Entente but keeping the United States independent of "any political commitments" with the Allies as providing a chance to ensure an American presence at the peace conference.21 Thomas Knock argues that Wilson faulted the "balance of power" politics of Europe and saw the United States as the actor to save Europe and create a new system of 16 William Appleman Williams, The Tragedy of American Diplomacy (New York: W.W. Norton & Company, 1959; New York: W.W. Norton & Company, 2009), 67-112. Page references are to the 2009 edition. 17 Richard M. Gamble, The War for Righteousness: Progressive Christianity, the Great War, and the Rise of the Messianic Nation (Wilmington: ISI Books, 2003), 22-3, 86-208, 254-5. 18 David M. Esposito, "Woodrow Wilson and the Origins of the AEF," Presidential Studies Quarterly 19 no. 1 (Winter 1989): 127-38, https://www.jstor.org/stable/40574570. 19 Edward M. Coffman, The War to End All Wars: The American Military Experience in World War I (Lexington: The University Press of Kentucky, 1968), 5-8. 20 David F. Trask, The AEF & Coalition Warmaking, 1917-1918 (Lawrence: The University Press of Kansas, 1993), 2-6. 21 Link, "Entry into World War I," 141. Bailes 7 diplomacy.22 Overall, historians agree that President Wilson desired very different peace outcomes for a post-war Europe, and this influenced him as he made decisions regarding United States actions throughout the war. In addition to the agreement that Wilson's peace aims differed from the Allies, historians also agree that once the United States did enter the war and the AEF arrived in Europe, friction quickly developed between General Pershing and the Allied commanders. David Trask argues many instances of "increasing friction" existed between Pershing and the French and British command. Trask includes a case where the Allies "attempted to bypass Pershing" by working directly with Wilson even though Wilson had appointed Pershing as Commander in Chief of the AEF.23 Trask argues that Pershing believed that the preceding few years of trench warfare had "deprived the French and even the British of offensive spirit," and he maintains that with Pershing's "open warfare" tactics, his methods of training drastically differed from the Allies.24 Michael Adas cites disagreement between Pershing and the Allied commanders immediately after Pershing arrived in France due to Pershing's unwillingness to listen to the experienced French and British leaders as they tried to suggest ways to employ the AEF.25 Adas argues that Pershing's desire to pursue "open warfare" did not take into account the realities of trench warfare and resulted in costly casualties.26 Russell Weigley cites frequent tensions between Pershing and the Allied commanders, including an example in September of 1918 in which AEF 22 Thomas J. Knock, To End All Wars: Woodrow Wilson and the Quest For a New World Order (New York: Oxford University Press, 1992; Princeton: Princeton University Press, 2019), 30-69. 23 Trask, AEF & Coalition Warmaking, 38-9. 24 Trask, AEF & Coalition Warmaking, 19. 25 Michael Adas, "Ambivalent Ally: American Military Intervention and the Endgame and Legacy of World War I," Diplomatic History 38 no. 4 (September 2014): 705-7, http://doi.org/10.1093/dh.dhu032. 26 Adas, "Ambivalent Ally," 710. Bailes 8 "traffic congestion" caused a significant disturbance in a visit from Georges Clemenceau.27 Weigley explains that Pershing's belief in "open warfare" would not work due to the enormous American divisions built for the trenches, arguing that Pershing would need "smaller, maneuverable divisions" if he wanted his open warfare to work.28 All historians agree that the issue of AEF amalgamation with the French and British forces served as the primary reason for the friction between the military leaders. David Woodford cites the notion that AEF amalgamation would "undermin[e] the significance of the American military role." Hence, Pershing remained adamant in his stance not to let the Allies use American soldiers to fight under French or British flags.29 Woodward notes that Pershing felt his AEF superior to the Allies as he "believed that the Americans had almost nothing to learn from French and British officers."30 Woodford explains that war aims and peace objectives formed the basis of a fractured Anglo-American relationship that finally crumbled during the peace conference.31 Mitchell Yockelson argues that despite tension between Pershing and the Allied leaders regarding the question of amalgamation, the 27th and 30th Divisions contributed significantly to the Allied effort under British command. Yockelson highlights a fascinating illustration of Pershing's stubbornness in noting that Pershing did not follow the exploits of these divisions even though they proved instrumental in the offensive against the Hindenburg Line.32 As an enduring theme throughout the amalgamation debate, historians point to Pershing's desire for the United States to deliver the decisive blow against Germany with an independent 27 Russell F. Weigley, "Strategy and Total War in the United States: Pershing and the American Military Tradition," Great War, Total War: Combat and Mobilization on the Western Front, 1914-1918, eds. Roger Chickering and Stig Förster (New York: Cambridge University Press, 2000), 333. 28 Weigley, "Pershing and the American Military Tradition," 341-2. 29 Woodward, Trial by Friendship, 57-8. 30 Woodward, 88. 31 Woodward, 7-80, 112-220. 32 Mitchell A. Yockelson, Borrowed Soldiers: Americans Under British Command, 1918 (Norman: University of Oklahoma Press, 2008), 92-228. Bailes 9 American army. Allan Millett argues that Wilson gave Pershing the explicit directive to keep the AEF separate from the Allies and allowed Pershing the freedom to make decisions on how to integrate the AEF.33 Millett cites Pershing's initial plan to use an AEF offensive on Metz as the critical blow that would decide the war and establish an American contribution to defeating Imperial Germany. Pershing would not have his AEF ready to carry out this offensive until 1919, and his stubbornness in dealing with the requests for amalgamation in the interim "frustrated the Allies."34 Bullitt Lowry narrates Pershing's attempt to shape the post-war peace terms by arguing that Pershing wanted to force Germany into an "unconditional surrender." While Lowry concludes that Pershing's effort to influence the political realm failed, he believed that the only way to "guarantee victory" would be to crush Germany in battle.35 David Woodward argues that Pershing believed that the AEF would decide the war by becoming "the dominant role in the war against Germany."36 Woodward cites Pershing's ideas regarding "the aggressive American rifleman, whose tradition of marksmanship and frontier warfare" could rid the Western Front of trench warfare and execute a great offensive against Germany.37 Historians cite the notion throughout the ranks of the AEF that the United States should remain independent from the Allies, and historians point to the fact that many doughboys saw themselves as superior soldiers to the Allies. Robert H. Zieger argues that "virtually the entire military establishment" agreed with Pershing's desire to have an independent American 33 Allan R. Millett, "Over Where? The AEF and the American Strategy for Victory, 1917-1918," Against All Enemies: Interpretations of American Military History from Colonial Times to the Present, eds. Kenneth J. Hagan and William R. Roberts (Westport: Greenwood Press, Inc., 1986), 237. 34 Millett, "Over Where?," 239. 35 Bullitt Lowry, "Pershing and the Armistice," The Journal of American History 55 no. 2, (September 1968): 281-291, https://www.jstor.org/stable/1899558. 36 Woodward, Trial by Friendship, 81. 37 Woodward, 89, 207. Bailes 10 command.38 Still, Zieger does note that this separate American command relied heavily on the Allies for logistics support, and the AEF "misunderstood the military dynamics of the Western Front."39 Richard Faulkner argues that Pershing's doctrine rested on his belief that the "superior American rifle marksmanship, aggressiveness, and skilled maneuvering" could win the fight for the Allies.40 Faulkner argues that American soldiers saw themselves as intervening in the war effort to help the failing French and British, taunting their British partners by claiming AEF stands for "After England Failed." He devotes a chapter named as such to explain the AEF belief in the superiority of the American fighting man.41 Harold Winton argues that Pershing believed that the United States soldier was superior to his European counterpart.42 Jennifer Keene argues that issues such as the treatment of African-American soldiers and disagreements about which nation contributed the most to the Allied victory created rifts between the two allies.43 In her full text, Keene narrates AEF interactions with their French Allies, and she claims that doughboys saw themselves as superior fighters who could help turn the tide of war.44 Michael Neiberg explains that United States citizens and soldiers came away from the conflict with the belief in the "inherent superiority" of the American system over that of Europe.45 38 Robert H. Zieger, America's Great War: World War I and the American Experience (Oxford: Rowman & Littlefield Publishers, Inc., 2000), 92-102. 39 Zieger, America's Great War, 96. 40 Faulkner, Pershing's Crusaders: The American Soldier in World War I (Lawrence: University Press of Kansas, 2017), 285. 41 Faulkner, 281-304. 42 Harold Winton, "Toward an American Philosophy of Command," The Journal of Military History 64, no. 4 (October 2000): 1059, https://www.jstor.org/stable/2677266. 43 Jennifer D. Keene, "Uneasy Alliances: French Military Intelligence and the American Army During the First World War," Intelligence and National Security 13, no. 1 (January 2008): 18-36, https://doi.org/10.1080/02684529808432461. 44 Jennifer D. Keene, Doughboys, the Great War, and the Remaking of America (Baltimore: The Johns Hopkins University Press, 2001), 105-11. 45 Michael S. Neiberg, The Path to War: How The First World War Created Modern America (New York: Oxford University Press, 2016), 23. Bailes 11 Even when historians convey a more positive relationship between the AEF and their Allied counterparts, they still address the tension between Pershing and Allied leadership. Robert Bruce portrays a much more positive partnership between the doughboy and his French ally. Bruce documents Marshal Joseph Joffre's visit to the United States after Congress declared war against Germany to muster American support for the French. By comparing France's visit to Britain's, Bruce argues that Joffre established the framework for an intimate Franco-American partnership.46 Bruce maintains that the French respected the American soldier and viewed the entry of the AEF into the war as the saving grace of the Allies. Bruce narrates a bond between doughboys and French troops that increased as they trained and fought together.47 Despite this positive portrayal by Bruce of the French and AEF bond, Bruce still highlights the tension in Pershing's interactions with French commanders as well as noting the general perception amongst French commanders that Pershing thought "he knew everything there was to know about modern warfare."48 Bruce adds that different peace aims and post-war sentiments towards Germany created disagreements amongst American and French soldiers that fractured the relationship built during the war.49 Of note, Bruce suggests that the doughboys harbored what they saw as a "perceived lack of aggressiveness in the French."50 After synthesizing the historiography, the question remains regarding how these two arguments can be linked. Why did Wilsonian ideals influence AEF actions in the First World War, and how did that affect the United States' involvement in the nation's first large-scale 46 Robert B. Bruce, "America Embraces France: Marshal Joseph Joffre and the French Mission to the United States, April-May 1917," Journal of Military History 66 no. 2 (April 2002): 407-441, http://doi.org/10.2307/3093066; Bruce, A Fraternity of Arms, 32-59. 47 Bruce, A Fraternity of Arms, 86-121. 48 Bruce, A Fraternity of Arms, 128, 143. 49 Bruce, A Fraternity of Arms, 286-95. 50 Bruce, A Fraternity of Arms, 122. Bailes 12 coalition operation? Wilsonian ideals influenced the AEF's actions in the First World War because most American leaders and soldiers shared Wilson's concepts of Progressivism and believed that the United States should play a role in saving Europe. Even if some did not agree with Wilson's politics, most doughboys shared his ideas of American Exceptionalism, and these views affected United States involvement in the nation's first large-scale coalition operation. In merging the two topic areas of Wilson's ideologies and AEF involvement in the war, this essay will attempt to answer how the American doughboy found motivation in the same principles that guided President Wilson. Perhaps a reader will identify that the AEF demonstrated trends in Europe that highlight an "American way of war" that still resonates in United States coalition operations today. When President Wilson brought the United States into the First World War in April of 1917, he sold it as an effort to make the world safe for democracy. In Wilson's war address to Congress, Wilson called Imperial Germany's resumption of their unrestricted submarine campaign "warfare against mankind."51 Wilson maintained that Imperial Germany had given the United States no other choice but to declare war when they resumed their submarine attacks on merchant ships in the early spring of 1917. Still, Wilson furthered his justification for war by appealing to the broader ideal of fighting to defeat the Imperial German autocracy. Wilson described the "selfish and autocratic power" against which a free people needed to wage war.52 Later in his address, Wilson stated that he found hope in what he saw as the restoration of power to the people demonstrated in the Russian Revolution. Wilson saw a pre-Lenin revolution as 51 Woodrow Wilson, "Address to a Joint Session of Congress Calling for a Declaration of War" in "President Wilson," Essential Writings and Speeches of the Scholar-President, ed. Mario R. DiNunzio (New York: NYU Press, 2006): 399, https://www.jstor.org/stable/j.ctt9qfgbg.15. 52 Wilson, "Declaration of War," 400. Bailes 13 bringing democracy to the people of Russia, and it opened the door for the realization that the Allies fought because "the world must be made safe for democracy."53 Arthur Link comments on Wilson's initial optimism on hearing of the Russian Revolution overthrowing Czar rule.54 While the Russian Revolution took a different turn in the following years, the initial news of the Russian people revolting against the Czar gave Wilson confidence that democracy could spread in Europe since now the Allies truly represented a democratic system. Wilson had spent the first years of the war trying to mediate peace in Europe through United States neutrality, and he tried to negotiate an end to the fighting without a victory for any of the imperial belligerents. Wilson did not see a lasting peace coming to Europe if any of the imperial powers achieved their peace objectives, so he attempted to mediate a truce. Kendrick Clements narrates how Wilson's desire to keep the United States neutral grew at odds with his economic support for the Allies. War for the United States rose to be more likely as Imperial Germany became increasingly aggravated with the United States for supplying aid to France and Britain while professing neutrality.55 Fraser Harbutt argues that at the initial outbreak of war in Europe, leaders as well as citizens of the United States concerned themselves with the economic impacts of the war primarily, and the United States benefited economically by supporting the Allies, specifically in the steel trade.56 Imperial Germany's resumption of unrestricted submarine warfare, as well as the capture of Germany's Zimmerman Telegram in January 1917, soliciting an alliance with Mexico, prompted Wilson to support waging war on Imperial Germany. Now American entry into the conflict presented Wilson with some new options for shaping the post- 53 Wilson, "Declaration of War," 401-2. 54 Link, "Entry into World War I," 122-3. 55 Kendrick A. Clements, "Woodrow Wilson and World War I," Presidential Studies Quarterly 34, no. 1 (March 2004: 62-82, https://www.jstor.org/stable/27552564. 56 Fraser J. Harbutt, "War, Peace, and Commerce: The American Reaction to the Outbreak of World War I in Europe 1914," An Improbable War? The Outbreak of World War I and European Political Culture Before 1914, eds. Holger Afflerbach and David Stevenson (New York: Berghahn Books, 2007), 320-1. Bailes 14 war world. Thomas Knock describes how even though the United States entry into the war meant the essential failure of Wilson's "Peace Without Victory," the international community had seemingly bought into Wilson's concept of "collective security."57 In the previous few years of American neutrality, Wilson had advocated for creating a collection of democratic nation-states to band together to prevent war, and by 1917 the international community seemed interested. Wilson would use American belligerency to shape his new world order for peace. Russia's withdrawal from the war in March of 1918 made the need for a United States presence all the more significant for the Allies. The American soldier would be a crusader of sorts, attempting to cure Europe of the diplomacy of old that had brought her to destruction. The European July crisis of 1914 that erupted in a full-scale war the following month proved to be the culmination of decades of the European balance of power diplomacy that led to rival alliances and an armament race between the feuding dynasties.58 European power politics had dominated the continent for centuries, which inevitably escalated into a world war, and the United States soldier would have the opportunity to save the nations from which most of their ancestors had descended. Michael Neiberg argues that by 1917, the American people felt an obligation to enter the war to save Europe. While the people of the United States supported neutrality initially, Neiberg explains that public opinion swayed over time toward a desire to save Europe from the terror of Imperial Germany.59 The United States Secretary of War from 1916-1921, Newton Baker, published a text almost two decades after the armistice in which he maintained that the United States went to war to stop Imperial Germany and make the world safe for democracy. Baker took issue with the 57 Knock, To End All Wars, 115. 58 James Joll and Gordon Martel, The Origins of the First World War, 3rd ed. (New York: Routledge, 2013), 9-291. 59 Neiberg, The Path to War, 7-8, 31-3, 235. Bailes 15 historians of the 20s and 30s who claimed that economic interest influenced the United States entry into the war, and he argued they ignored the necessity of U.S. involvement to stop Germany. Baker explained that the American public remained overwhelmingly critical of the German autocracy and desired to intervene to save the European people.60 Private Alexander Clay of the AEF's 33rd Division demonstrated this sense of duty as he wrote regarding his 1918 deployment to France. As Clay's ship passed the Statue of Liberty while leaving the New York harbor, he thought to himself of the French leader Lafayette's role in securing United States victory during the American Revolution. He wrote that the AEF went to France to "repay the debt of our gratitude to your country for your country's alliance with our country in obtaining liberty from an oppressor England."61 For the United States to effectively reshape the world, there needed to be an independent American command that would ensure the United States contributed to the victory over Imperial Germany, which would give Wilson his seat at the post-war peace talks. In a January 22, 1917 address to the Senate in which he articulated his vision for peace in Europe, Wilson claimed that the warring European nations could not shape a lasting peace. While Wilson still did not advocate for United States intervention at this point, he did state that to achieve peace "[i]t will be absolutely necessary that a force be created as a guarantor of the permanency of the settlement so much greater than the force of any nation now engaged or any alliance hitherto formed or projected that no nation, no probable combination of nations could face or withstand it."62 In this speech, Wilson advocated for a "peace without victory" because he did not envision a peaceful 60 Newton D. Baker, Why We Went to War (New York: Harper & Brothers, 1936), 4-10, 20, 160-3. 61 Private Alexander Clay in American Voices of World War I: Primary Source Documents, 1917-1920, ed. Martic Marix Evans (Chicago: Fitzroy Dearborn Publishers, 2001; New York: Routledge, 2013), 19, Kindle. 62 Woodrow Wilson, "Essential Terms for Peace in Europe" in "President Wilson," Essential Writings and Speeches of the Scholar-President, 393. Bailes 16 outcome if any of the imperial powers achieved victorious peace terms.63 Wilson reiterated his stance that the United States should play a decisive role in shaping post-war Europe and ensuring that "American principles" guided the rest of the world.64 When the United States declared war against Imperial Germany a few months after this speech, it essentially put Wilson's vision into motion. Diplomatic historian William Widenor argues that Wilson realized that the United States needed to participate in the war "rather than as an onlooker" to achieve his visions for peace.65 Widenor notes Wilson's desire for the United States to enter the war as an "associate" to the Entente as opposed to an "ally," and Widenor maintains that Wilson desired to change the world and "democratize and also, unfortunately, to Americanize it."66 The late international historian Elisabeth Glaser captures the Wilson administration's balancing between maintaining an economic relationship with the Entente powers while attempting to remain "an independent arbiter in the conflict."67 Wilson appointed General Pershing to lead the American effort, and Wilson gave him the simple instruction to keep the American Expeditionary Forces as a command separate from the Allies. In 1928, the Army War College published The Genesis of the American First Army, which documented the details surrounding how the War Department created an independent army of the United States. The text includes a caption from Secretary of War Baker's memorandum to Pershing. Baker informed Pershing of Wilson's order to "cooperate with the forces of the other countries employed against the enemy; but in so doing the underlying idea must be kept in view that the forces of the United States are a separate and distinct component of 63 Wilson, "Essential Terms for Peace in Europe," 394. 64 Wilson, 396-7. 65 William C. Widenor, "The United States and the Versailles Peace Settlement," 42. 66 Widenor, 42-3. 67 Elisabeth Glaser, "Better Late than Never: The American Economic War Effort, 1917-1918," Great War, Total War: Combat and Mobilization on the Western Front, 1914-1918, eds. Roger Chickering and Stig Förster (New York: Cambridge University Press, 2000), 390. Bailes 17 the combined forces, the identity of which must be preserved."68 The President did give Pershing the authority to decide how the AEF would integrate into Allied operations. Upon Pershing's June 13, 1917 arrival in Paris, he began making decisions regarding AEF employment as it pertained to logistics, training, and an initial American area of operations on the Western Front. With a plan of achieving a force of 1,328,448 men in France by the end of 1918, Pershing needed to ensure his troops were able to build combat power and prepare for war while simultaneously ensuring that he maintained a distinct American command.69 The following 17 months of conflict with American boots on the ground in Europe saw significant political and diplomatic friction between Pershing and the Allied commanders. Pershing attempted to keep his AEF intact while satisfying Allied requests for American soldiers to replace French and British casualties, especially when Germany launched their Spring 1918 offensives. Pershing described in his memoirs that the French and British requested American soldiers to fill their gaps on the front lines when they had each sent diplomatic missions to America shortly after the United States entered the war. Pershing maintained his adamancy against the United States "becoming a recruiting agency for either the French or British," and he recounted that the War Department retained his position as well.70 While Allied leaders ostensibly supported having an independent American army participate in the war effort, the need to replace casualties in the trenches proved to be their immediate concern. Russia withdrawing from the conflict allowed Germany to reinforce their strength on the Western Front and mount a series of offensives. Germany knew they had a limited window of time for victory 68 Army War College (U.S.) Historical Section, The Genesis of the American First Army (Army War College, 1928), Reprints from the collection of the University of Michigan Library (Coppell, TX, 2020), 2. 69 The Genesis of the American First Army, 2-9. 70 John J. Pershing, My Experiences in the World War, vol. 1 (New York: Frederick A. Stokes Company, 1931), 30-3. Bailes 18 with the United States continuing to build combat power, so they surged in the early months of 1918. Pershing faced a strategic dilemma of trying to support the Allies and get his troops in the fight while simultaneously attempting to build an independent American army. Ultimately, Pershing gave the Allies some of his army divisions as much needed replacements, and he made an effort to ensure that these divisions remained as intact as possible. Pershing endeavored to organize these divisions under a U.S. corps level command, but this corps command proved mostly administrative rather than tactical.71 By the time Pershing activated his independent American First Army, it only spent a few months in combat. The temporarily amalgamated doughboys Pershing gave to the Allies to meet their requests had contributed more to the defeat of Imperial Germany than Pershing's independent army. Mostly because Pershing had interspersed his divisions throughout the French and British fronts to meet the Allied requests for replacements, the American First Army did not activate until August of 1918. The September 20-25 Meuse-Argonne offensive would be the first significant operation for Pershing's independent army.72 David Trask concludes his critique of Pershing by recognizing the contribution that the American soldier played in providing manpower to the Allies. Trask commends the bravery of the American doughboy, but he argues that the amalgamated U.S. divisions contributed more to victory than the American First Army.73 In a similar vein, Mitchell Yockelson contends that the 27th and 30th Divisions who remained under British command throughout the war benefited over the rest of the AEF from extensive training led by the experienced British troops, and they contributed significantly to the Allied 71 The Genesis of the American First Army, 9-46. 72 John J. Pershing, Final Report of Gen. John J. Pershing: Commander-in-Chief American Expeditionary Forces. (Washington: Government Printing Office, 1919), 37-8; The Genesis of the American First Army, 45-58. 73 Trask, The AEF & Coalition Warmaking, 174-7. Bailes 19 victory.74 Pershing detailed his plans to capitalize on the initiative gained with his Meuse-Argonne offensive to deliver his decisive blow against Germany. The November 11 armistice came before he could achieve his grand vision.75 While the American doughboy played a critical role in providing an Allied victory over Imperial Germany, Pershing never realized his concept of an independent American command autonomously crushing the German army. The American soldier contributed most significantly to the Allied victory by taking part in offensives planned and conducted under the control of French and British Generals. Understanding American motivation during the war effort requires understanding the Progressive Movement taking place in the early-twentieth-century United States. Michael McGerr writes a detailed account of the cause and effect of the Progressive Movement. McGerr describes the wealth disparity brought about by Victorian society and the Gilded Age, and the class conflict emerging from this gave birth to a social and political movement that attempted to enact massive change in the American system.76 McGerr claims that the Progressive Movement attempted such major reform that no social or political action since has tried "anything as ambitious" due to the adverse reactions of such massive change.77 The Progressive Movement engulfed American society and brought about changes in family structures, race relations, and governmental powers. Herbert Croly illustrated the drive for monumental change rooted in the Progressive Movement with his text Progressive Democracy. In his narrative, Croly advocated for a complete overhaul of the American system to achieve freedom and alleviate wealth disparity. Croly saw governmental reform as the method for spreading democracy to all 74 Yockelson, Borrowed Soldiers, 213-23. 75 Pershing, My Experiences in the World War, vol. 2, 355-87. 76 McGerr, A Fierce Discontent, 3-146. 77 McGerr, 315-9. Bailes 20 citizens.78 In describing American public opinion during the time of United States entry into World War I, David Kennedy argues that for those Americans who championed progressive ideals, "the war's opportunities were not to be pursued in the kingdom of commerce but in the realm of the spirit."79 While the United States maintained a formidable economic link with the Allies throughout American neutrality, Wilson appealed to American ideals to garner public support for the war. United States entry into the war did not come as the natural development of the Progressive Movement. Still, the American public's reason for supporting the war certainly borrowed progressive sentiments. Wilson championed progressive initiatives that had ingrained themselves in the national mood of early-twentieth-century America. Wilson ran for President in 1912 on the principles he codified the following year in his text The New Freedom. Wilson argued that the Jefferson era of United States democracy had long ended. Wilson maintained that because of the new complexities found in American society, a "reconstruction in the United States" needed to occur to achieve real economic and social freedom.80 Ronald Pestritto articulates Wilson's vision for a governmental system as it relates to a society's history and progress. According to Wilson, the method of government that works for people depends on how far that population has progressed. In that manner, the government should always change to reflect the progression of its people best.81 Pestritto argues that a major theme found in Wilson's 1908 text Constitutional Government in the United States rests in the idea that: [T]here are four stages through which all governments pass: (1) government is the master and people are its subjects; (2) government remains the master, not through 78 Herbert Croly, Progressive Democracy (New York: Macmillan, 1914; New Brunswick: Transaction Publishers; Second printing 2006), 25, 103-18. 79 David M. Kennedy, Over Here: The First World War and American Society (New York: Oxford University Press, 1980; New York: Oxford University Press, 2004), 39. 80 Woodrow Wilson, The New Freedom: A Call for the Emancipation of the Generous Energies of a People (New York and Garden City: Doubleday, Page & Company, 1913), www.philosophical.space/303/Wilson.pdf. 81 Pestritto, Woodrow Wilson and the Roots of Modern Liberalism, 34-42. Bailes 21 force but by its fitness to lead; (3) a stage of agitation, when leaders of the people rise up to challenge the government for power; and (4) the final stage, where the people become fully self-conscious and have leaders of their own choosing.82 Wilson epitomized the Progressive Movement's ideals regarding the government adapting to the changes of the people to create a more representative system of government. He would appeal to these principles in advocating for United States intervention in Europe. An underlying sentiment existed within the Progressive Movement that sought to bring about massive change, and this energy extended into the war effort. Lloyd Ambrosius explains the rise of the United States as an imperial power during the Gilded Age and Progressive Era. The outcome of the American Civil War created a more powerful central government, and economic growth during the following decades allowed more opportunity for global expansion.83 As the United States extended its global presence, the ideals that formed the nation began to influence foreign policy. David Kennedy writes about the shift in prominent progressives toward support of the war effort. Kennedy references John Dewey as a significant advocate for utilizing the war to satisfy progressive initiatives. According to Kennedy, progressives found appeal in Wilson's reasons for American belligerency in Europe as "a war for democracy, a war to end war, a war to protect liberalism, a war against militarism, a war to redeem barbarous Europe, a crusade."84 Michael McGerr states that the First World War "brought the extraordinary culmination of the Progressive Movement."85 Regardless of the typical progressive view of war, progressives could find merit in Wilson's justification for United States involvement. 82 Pestritto, 37. 83 Ambrosius, Woodrow Wilson and American Internationalism, 26-32. 84 Kennedy, Over Here: The First World War and American Society, 50-3. 85 McGerr, A Fierce Discontent, 280. Bailes 22 Even though a vast segment of the United States population did not support going to war in Europe, the notion of saving Europe still permeated throughout American society. In a series of essays published in the July 1917 edition of The Annals of the American Academy of Political and Social Science, multiple thinkers of the time expressed the necessity of the United States entering the war to save Europe. Miles Dawson argued the importance of the United States' mission in the war by documenting the five "fundamentals" that made the United States unique, and he explained the importance of spreading those principles globally. Dawson advocated for the spreading of American ideals throughout the rest of the world.86 George Kirchwey argued that the United States must go to war to defeat Imperial Germany and secure peace. Kirchwey suggested that the war was a fight against an autocratic empire and a crusade to make the world safe for democracy. Kirchwey maintained that the United States needed to lead the effort in creating a world order for peace.87 Samuel Dutton saw the purpose of the United States as transcending party lines. Dutton suggested that the aim of defeating autocratic Imperial Germany needed to be a united American mission.88 Emily Greene Balch wrote that the United States "enters the war on grounds of the highest idealism, as the champion of democracy and world order."89 Walter Lippman argued that once the United States entered the war, they were obligated to fight to make the world safe for democracy. Lippman placed the blame for the war squarely on Germany and their aggression in Belgium and unrestricted submarine warfare. Similar to Wilson in his war address, Lippman drew parallels to the Russian Revolution and the 86 Miles M. Dawson, "The Significance of Our Mission in This War," The Annals of the American Academy of Political and Social Science 72 (July 1917): 10-13, http://www.jstor.com/stable/1013639. 87 George W. Kirchwey, "Pax Americana," Annals, 40-48, http://www.jstor.com/stable/1013645. 88 Samuel Dutton, "The United States and the War," Annals, 13-19, http://www.jstor.com/stable/1013640. 89 Emily Greene Balch, "The War in Its Relation to Democracy and World Order," Annals, 28-31, https://www.jstor.org/stable/1013643 Bailes 23 importance of it signaling that the Allies truly represented democracy.90 Wilson's reasons for war had found a voice in the academic circles of the United States, and they nested well with the progressive message. Wilson's goals for peace illustrate how Progressive initiatives manifested into the global sphere. In his August 18, 1914 address advocating for the American population to remain neutral during the European conflict, Wilson maintained that the United States held a responsibility "to play a part of impartial mediation and speak the counsels of peace and accommodation, not as a partisan, but as a friend."91 Similarly, when addressing the Senate over two years later communicating his persistent intent of mediating peace in Europe through American neutrality, Wilson criticized the demands for peace submitted by the Entente that sought revenge over Imperial Germany rather than a lasting peace. Wilson instructed that "peace must be followed by some definite concert of power which will make it virtually impossible that any such catastrophe should ever overwhelm us again."92 In line with his progressive ideology, Wilson believed in United States intervention in the European conflict that would fundamentally improve their diplomatic system entirely. The United States would intervene in Europe to not only end the conflict but restructure the political climate in a more peaceful, progressive manner. Kendrick Clements argues that Wilson's economic and diplomatic decisions throughout United States neutrality drew him into the war gradually as he continued to side with the Allies. Wilson attempted to maintain his ideals for peace as the United States continued to get closer to belligerency.93 When the United States entry into the war proved virtually inevitable, Wilson 90 Walter Lippman, "The World Conflict in Its Relation to American Democracy," Annals, 1-10, https://www.jstor.org/stable/1013638. 91 Woodrow Wilson, "An Appeal for Neutrality in World War I," 390. 92 Woodrow Wilson, "Essential Terms for Peace in Europe," 392. 93 Clements, "Woodrow Wilson and World War I," 63-81. Bailes 24 ensured that the reasons for fighting aligned with the progressive energy that moved within American society. A religious vigor inspired military action that can be seen as a product of the Progressive Movement as well. Richard Gamble narrates the origin of the opinion that the United States represented a light for the rest of the world, and he describes how this concept brought the nation into the war. Gamble argues that these Christian ideals drove the political climate as Wilson's vision echoed the religious sentiment, and they prompted men to fight.94 Gamble describes the "social gospel" movement that had energized progressive Christians in the United States as extending into the international realm. The same energy that had influenced Christians to enact domestic change had transcended into a desire to improve the world, and Wilson ensured these sentiments carried over into United States foreign policy.95 Ronald Pestritto argues Wilson's religious conviction and explains that Wilson linked his faith with his duty to help shape the rest of the world. Pestritto explains the belief that "America was a key battleground in the victory of good over evil."96 Richard Gamble's mention of literature such as Washington Gladden's 1886 "Applied Christianity" highlights the popular message of progressive faith that nests with Pestritto's argument.97 Wilson illustrated the linkage of religion and progressive reform when he spoke in Denver, Colorado, in a 1911 build-up to his run for the Presidency. Wilson commented that "liberty is a spiritual conception, and when men take up arms to set other men free, there is something sacred and holy in the warfare."98 Wilson went on to champion the necessity of finding truth in the Bible's message, and he concluded by warning against believing "that 94 Gamble, The War for Righteousness, 5-87. 95 Gamble, 69-87. 96 Pestritto, Woodrow Wilson and the Roots of Modern Liberalism, 40-3. 97 Gamble, The War for Righteousness, 49-67. 98 Woodrow Wilson, "The Bible and Progress" in "On Religion," Essential Writings and Speeches of the Scholar-President, https://www.jstor.org/stable/j.ctt9qfgbg.7, 54. Bailes 25 progress can be divorced from religion."99 To Wilson, Christianity taught the spiritual duty of working toward social progress, and most progressive men of faith believed in these same sentiments which carried over toward United States actions in France. At the core of this Progressive energy and Wilson's peace aims were the sentiments surrounding an idea of American Exceptionalism. Many of the same ideas found in the religious aspect of the need to work for social progression catered to a sense of American Exceptionalism. In the same May 7, 1911 address in Denver, Colorado, Wilson spoke of the greatness of the United States as a direct correlation to the religious zeal and Biblical principles with which the founders had established the nation. According to Wilson, "America has all along claimed the distinction of setting this example to the civilized world."100 Wilson believed that the United States should serve as the model of Christian values for the rest of the world as "America was born to exemplify that devotion to the elements of righteousness which are derived from the revelations of Holy Scripture."101 In his text In Search of the City on a Hill, Richard Gamble describes how the United States narrative utilized an interpretation of divine providence to create an image of a nation built on religious principles that should serve as an example for the rest of the world.102 Lloyd Ambrosius describes the prevalent belief in the early twentieth-century United States that considered the United States a "providential nation" as citizens attempted to justify global expansion.103 If the United States existed as a providential manifestation of God's will, then that could rationalize the spread of the American system into the international realm. 99 Wilson, "The Bible and Progress," 53-9. 100 Wilson, 56. 101 Wilson, 59. 102 Richard M. Gamble, In Search of the City on a Hill: The Making and Unmakng of an American Myth (London: Continuum International Publishng Group, 2012), 6-119. 103 Ambrosius, Woodrow Wilson and Ameriam Internationalism, 33. Bailes 26 Men of faith found a divine message in the need for the United States to intercede in the global sphere to mold the world in her image. Wilson's brand of progressive history nested well with his idea of American Exceptionalism. Lloyd Ambrosius explains Wilson's fundamental belief that "primitive peoples moved toward greater maturity over the generations."104 Wilson applied this to the history of the United States. As Ronald Perstritto describes, Wilson believed that "the history of human progress is the history of the progress of freedom."105 As people progressed, they, in turn, developed a governmental system that allowed for more representation for its citizens. According to Ambrosius, Wilson believed that "the United States represented the culmination of progressive historical development."106 The American people had achieved real progression in Wilson's historical model, and democracy achieved through the American Revolution solidified his theory. Wilson certainly made this point evident in his writings regarding history. Wilson suggests that "the history of the United States demonstrates the spiritual aspects of political development."107 The United States embodied the ideal form of Wilson's progressive history. Wilson saw it as the responsibility of the United States to spread its exceptional personification of progressive history with the rest of the world. Wilson acknowledged his views on the uniqueness of the United States in his New Freedom. While arguing for progressive reform in the states, Wilson stated that "[t]he reason that America was set up was that she might be different from all the nations of the world."108 Indeed, Wilson believed in the providential nature of the United States, and he desired to shape the rest of the world. 104 Ambrosius, Woodrow Wilson and American Internationalism, 236. 105 Pestritto, Woodrow Wilson and the Roots of Modern Liberalism, 37. 106 Ambrosius, Woodrow Wilson and American Internationalism, 236. 107 Woodrow Wilson, "The Historian," Essential Writings and Speeches of the Scholar-President, 216, https://www.jstor.org/stable/j.ctt9qfgbg.10. 108 Wilson, The New Freedom, 16. Bailes 27 Early in the war during the period of United States neutrality, Wilson's reasons for remaining neutral stemmed from his belief in the exceptional nature of the American system and his desire for the United States to stay clear of European affairs. Even in American neutrality, Wilson still sought to mediate a peace in Europe because he perceived a chance to spread the democracy of the United States to Europe. Wilson believed that he needed to mediate in the European conflict because "mere terms of peace between the belligerents will not satisfy even the belligerents themselves," and he questioned whether the Entente and Central powers fought "for a just and secure peace, or only for a new balance of power."109 Wilson's peace aims were in sharp contrast to the Allied leaders, which illustrated his emphasis that the United States should mold a post-war Europe, and this tied directly to American Exceptionalism. While the British leadership concerned themselves with imperial interests, the French sought revenge on Germany from the 1870 Franco-Prussian War. Wilson made it clear in his war address that the United States had "no quarrel with the German people."110 Wilson's vision for a post-war world remained focused on a lasting peace rather than what he perceived as selfish imperial gains or senseless revenge. American Exceptionalism formed the foundation for the interventionist foreign policy of the Progressive Era, and it profoundly motivated Wilson as well as the bulk of American society. Diplomatic historian William Appleman Williams details the rise of the United States as a global power. Williams argues that most Americans in the early twentieth-century United States agreed not only with "Wilson's nationalistic outlook," but they also agreed that the nation should serve as an example for the rest of the world.111 As mentioned previously, Miles Dawson contributed 109 Woodrow Wilson, "Essential Terms for Peace in Europe," 393. 110 Woodrow Wilson, "Declaration of War," 401. 111 Williams, The Tragedy of American Diplomacy, 86. Bailes 28 to the July 1917 The Annals of the American Academy of Political and Social Science to voice the justification of United States intervention in France. In his text, Dawson defined the five uniquely American fundamentals as: 1. The inalienable right of every man to life, liberty and the pursuit of happiness – not as a mere dead saying, but as a living reality. 2. The right of local self-government, within territories possessing or entitled to claim such right, embracing every power of government not expressly granted to the union. 3. The guaranty to each state of a forum for the redress of grievances of one state against another with full power to enforce the verdict of that forum. 4. The guaranty of a republican form of government to each constituent state. 5. The right and duty to maintain the union.112 To thinkers like Dawson, this unique set of traits not only provided United States citizens with a system of government that separated them from the rest of the world, but it inherently gave them a duty to spread the American ideology to the rest of the world. Fundamentally, the idea that the world should take the lead from the United States exemplified the broad theme of American Exceptionalism inspiring AEF actions in the war. With Progressivism and American Exceptionalism at the root of the war effort, the citizen-soldier of the AEF found inspiration in the same rhetoric. Nelson Lloyd described the "melting-pots" of the army cantonment areas in which soldiers who were born outside of the United States "have become true Americans. They have learned the language of America and the ideals of America and have turned willing soldiers in her cause."113 Michael Neiberg argues that a lasting legacy of United States involvement in the war became a unified American mission superseding any cultural allegiance, and "disagreements would no longer be based on ethnicity 112 Dawson, "The Significance of Our Mission in This War," 11. 113 Newson Lloyd, How We Went to War (New York: Charles Scribner's Sons, 1922), 58, https://archive.org/details/howwewenttowar00lloyrich/page/n7/mode/2up. Bailes 29 or religion."114 United States entry into the war gave the American citizen-soldier a reason for fighting to preserve a democratic system in Europe, and Wilson's belief that the United States would play a central role became widespread amongst the ranks of the AEF. Lieutenant Willard Hill of the Transport Division and 94th Aero Pursuit Squadron claimed when hearing of the United States entry into the war "that this war is not over yet and that the U.S. troops will play a very decisive factor."115 The purpose of United States entry into the war inspired an idealism that would unify soldiers and champion a belief that the AEF would save Europe from the autocracy of Imperial Germany. Private Willard Newton of the 105th Engineers, 30th Division, exclaimed his joy during the September offensives by stating, "[a]t last we are at the beginning of a real battle between Prussianism and Democracy! And we are to fight on the side of Democracy that the world may forever be free from the Prussian peril!"116 The sentiments of these soldiers expressed a voice that echoed Wilson's desire to utilize an American army to bring peace to Europe, and Pershing dutifully followed his instructions. Pershing's stubbornness in not giving in to the Allies' request to amalgamate troops remained the most significant source of friction between him and the Allied military leaders. Still, Pershing's belief that the doughboy remained a superior warrior to the French and British soldier intensified Pershing's negative feelings toward his Allied counterparts. Pershing did not hide his views regarding coalitions when he wrote early in his memoirs that "[h]istory is replete with the failures of coalitions and seemed to be repeating itself in the World War."117 Russell Weigley argues that Pershing believed "that only by fighting under American command would 114 Michael S. Neiberg, "Blinking Eyes Began to Open: Legacies from America's Road to the Great War, 1914-1917," Diplomatic History 38, no. 4 (2014): 812, https://doi:10.1093/dh/dhu023. 115 Lieutenant Willard D. Hill (Cleburne, Texas) in American Voices of World War I, 47. 116 Private Willard Newton (Gibson, North Carolina) in American Voices of World War I, 140. 117 Pershing, My Experiences in the World War, vol. 1, 34. Bailes 30 American soldiers retain the morale they needed to fight well."118 This assertion proved incorrect as those American doughboys who fought under French and British command performed extraordinarily.119 David Trask maintains that Pershing's "presumption that the American troops were superior to others in the war helps explain his stubborn insistence on an independent army even during the greatest crisis of the war."120 Although the German Spring Offensives of 1918 put the Allies in desperate need of replacements, Pershing held his ground in resisting amalgamation. He only agreed to temporary amalgamation after much deliberation. Pershing's plan required maintaining a separate and distinct American force if the United States was to play a critical role in defeating Imperial Germany. This plan did not always synchronize with General Foch's overall plan for the Allied strategy for defeating Imperial Germany. Mitchell Yockelson describes an instance in late September 1918 in which a newly established AEF officers' school near Pershing's headquarters pulled a bulk of American officers from the front lines, which "affected the AEF First Army divisions that were about to attack in the Meuse-Argonne operation."121 United States political leadership back home undoubtedly noticed the friction between Pershing and the Allied leaders. David Woodward mentioned that at one point, Wilson and Secretary Baker intervened to plead with Pershing to be more accommodating to the Allies. According to Woodward, "Pershing proved as immovable as ever when it came to wholesale amalgamation and introducing Americans to trench warfare before he deemed them ready for combat."122 118 Weigley, "Pershing and the U.S. Military Tradition," 335. 119 Weigley, 335. 120 Trask, The AEF & Coalition Warmaking, 61. 121 Yockelson, Borrowed Soldiers, 127. 122 Woodward, Trial by Friendship, 168-9. Bailes 31 Pershing's doctrine of "open warfare" proved predicated on a firm belief in the exceptional quality of the American fighting man. In his memoirs, Pershing documented his view that the results of the Battle of the Marne had placed the opposing forces in a trench defensive that had taken away their aggression and ability to fight an offensive battle. Pershing maintained that "victory could not be won by the costly process of attrition, but it must be won by driving the enemy out into the open and engaging him in a war of movement."123 Sergeant-major James Block of the 59th Infantry, 4th Division, wrote after an offensive near Belleau Wood that his troops "had proven to ourselves that we were the Hun's master, even in our present untrained condition. The Hun could not stand before us and battle man to man."124 David Trask argues that Pershing's reliance on the rifle and bayonet under his open warfare doctrine limited the AEF's ability to adapt to the combined arms fight as quickly as did the French and British.125 In his Final Report, Pershing praised the Allied training system that prepared his inexperienced troops for combat on the Western Front. Although he admitted that his soldiers needed to learn from the experiences of the combat tested French and British, he stated that "[t]he long period of trench warfare had so impressed itself upon the French and British that they had almost entirely dispensed with training for open warfare."126 Pershing relied heavily on his infantrymen, and he saw the rifle and the bayonet as the superior weapon. He did not factor advances in the machine gun, tanks, and artillery to integrate all lethal assets onto the battlefield. According to Richard Faulkner, Pershing planned on using his troops – who he believed were 123 Pershing, 151-4. 124 Sergeant-major James W. Block (Marquette, Michigan) in American Voices of World War I, 108. 125 Trask, The AEF & Coalition Warmaking, 19. 126 Pershing, Final Report, 13-5. Bailes 32 better suited for offensive warfare – to "force the Germans from their trenches into open terrain where the Allies' greater resources would then destroy the unprotected enemy army."127 Perhaps nothing exhibited Pershing's obtuse attitude toward his Allied counterparts more than his desire to beat the French in seizing Sedan from the Germans. Pershing outlined his wishes that his "troops should capture Sedan, which the French had lost in a decisive battle in 1870."128 Russell Weigley comments on Pershing's intent "to try to snatch from the French army the honor of recapturing the historic fortress city of Sedan, where the Emperor Napoleon III had surrendered to the Prussians on September 1-2, 1870."129 Sergeant-major Block described the fierce German resistance during the late September Allied offensives. Still, he claimed that "[o]nce the Americans penetrated that line, their advance northward would be comparatively easy. Sedan would fall next."130 The AEF performed well during the offensives in early November, and the crumbling Imperial German army made Sedan easily attainable for either Pershing's Second Army or the Franco-American armies.131 David Trask points out the diplomatic issue that would ensue if Pershing were to "deprive the French army of this honor."132 The new commander of the American First Army, General Liggett, ultimately did not carry out the attack, which undoubtably prevented a political and diplomatic disaster.133 Russell Weigley maintains that Liggett changed plans after "the offended French" updated him of Pershing's plans on November 7.134 The idea that Pershing wished to take away French retribution by giving 127 Faulkner, Pershing's Crusaders, 285. 128 Pershing, My Experiences in the World War, vol. 2, 381. 129 Weigley, "Pershing and the U.S. Military Tradition," 342. 130 Sergeant-major Block in American Voices of World War I, 135. 131 Bruce, A Fraternity of Arms, 282-3. 132 Trask, The AEF & Coalition Warmaking, 174. 133 Trask, 174, 134 Weigley, 343. Bailes 33 his troops a decisive victory and morale boost demonstrated his disconnect from the sentiments of his Allied counterparts. Pershing's belief in the superiority of the American soldier to his French and British counterpart extended to the lower ranks of the AEF. While perhaps sensationalizing his account, Scout Corporal Edward Radcliffe of the 109th Infantry, 28th Division wrote regarding actions around St Agnon "that the French of the 10th or 6th army had fallen back, their officers being shot by our men when they ordered them to retreat."135 In a post-World War I survey, Sergeant Donald Drake Kyler of the 16th Infantry, 1st Division answered a question about what he learned about America and Americans from the war. Sergeant Kyler stated that "Americans are inclined to brag about their systems and accomplishments which may or not be superior to those of other peoples or cultures."136 In many of the accounts of AEF actions in Europe, General Pershing and his doughboys showcased American Exceptionalism. Richard Faulkner devotes a chapter of his text to argue that most of the AEF doughboys perceived inferiority in the French way of life compared to the United States. The majority of white AEF soldiers came away from the war, believing that, in terms of technology as well as general health and welfare, American society remained superior to that of France and England.137 Faulkner makes note that "with the notable exception of the African Americans, the soldiers generally believed that their society was markedly superior to anything they encountered in Europe."138 Sergeant-major Block wrote a letter home to his parents during the post-war occupation period. He wrote of the perception that "Paris makes up for the backwardness of the rest of France."139 135 Corporal Edward Radcliffe in American Voices of World War I, 94. 136 Sergeant Donald Drake Kyler (Fort Thomas, Kentucky) in American Voices of World War I, 196. 137 Faulkner, Pershing's Crusaders, 188-93. 138 Faulkner, 189. 139 Sergeant-major Block in American Voices of World War I, 191. Bailes 34 While the bond formed between the French and British soldiers and the AEF doughboy proved strong, there still seemed to be a sentiment of American superiority amongst the AEF ranks. Tasker H. Bliss, who served as Army Chief of Staff from September 1917 to May 1918, documented the challenge of absent unified Allied command in a 1922 essay. Bliss wrote a detailed piece in which he criticized the lack of a unified Allied mission while praising General Foch and championing his eventual selection as "Allied Commander-in-Chief."140 Bliss condemned the Allied leaders for waiting so long before establishing any sort of unified command, and he argued that for the first years of the war, they fought for their national goals only. Bliss maintained that this hindered United States integration into the war effort as well.141 Charles Pettit wrote an account of his time on the Western Front. Initially serving in the British army, Pettit joined the AEF once they arrived and concluded his 42 months of combat with the Rainbow Division. Pettit commented that "[w]e know why the French and English didn't win the War. They was waiting for us."142 Robert Bruce expands on the relationship between the American and French soldiers during the post-war occupation period. The doughboys believed that the Allied victory had eliminated the threat of autocratic Imperial Germany. At the same time, the French soldiers still demonstrated distrust of the German for fear of a future war. According to Bruce, "Americans did not want to hear about the need to prepare for a future war with Germany. They believed that victory in the Great War and the conversion of Germany to a democracy was enough to end the menace; Americans were unwilling to do more."143 For the AEF doughboy, the United States' actions in the war had saved Europe from the threat of the 140 Tasker H. Bliss, "The Evolution of the Unified Command," Foreign Affairs 1, no. 2 (December 1922): 1-30, https://www.jstor.org/stable/20028211. 141 Bliss, 7-30. 142 Charles A. Pettit in Echoes From Over There: By the Men of the Army and Marine Corps who Fought in France, eds. Craig Hamilton and Louise Corbin (New York City: The Soldiers' Publishing Company, 1919), 107-9. 143 Bruce, A Fraternity of Arms, 289. Bailes 35 Imperial German autocracy. United States' involvement in its first large-scale coalition operation had solidified the dominance of the American soldier and the system for which he fought. The American doughboy contributed significantly to the Allied victory over Imperial Germany. Without American boots on the ground in France, Imperial Germany may have defeated the Allies. Allan Millett argues that Pershing's independent army did not achieve all that Pershing had hoped. Still, Millett maintains that an accurate assessment of the war would be that the "Allies might have lost the war without the American Expeditionary Forces."144 With the Russian withdrawal from the war and Germany's surge in the Western Front in the Spring of 1918, the Allies desperately needed more boots on the ground. AEF actions in Cantigny, Belleau Wood, and the attack on the Hindenburg line proved the value of the doughboys to the Allied victory over Imperial Germany and the Central Powers. Acknowledging the contribution of the American soldier to the Allied victory should remain a critical focus of any study of United States involvement in the war. While the presence of American troops on the ground benefited the Allies and did give Wilson his seat at the post-war peace talks, Pershing did not realize his grand vision of an independent American army crushing Imperial Germany. Bullitt Lowry documents Pershing's desire to capitalize on increasing the United States combat power to continue pressing a weakening German army and deliver a crushing blow.145 The Germans signed the armistice before Pershing could make this happen. While Wilson gained his seat at the peace conference and Pershing did not get his chance to win a tactical victory, the French and British still received their original desires and delivered Germany "harsh armistice terms."146 144 Millett, "Over Where?," 251. 145 Lowry, "Pershing and the Armistice," 286-91. 146 Lowry, 291. Bailes 36 With the eventual collapse of the League of Nations, Wilson never achieved his vision of a new world order for peace. Still, the United States government had established its importance and commenced its entry into the realm of global powers. United States involvement in the First World War helped solidify a national identity as well as establish an American presence on the international stage. Theodore Roosevelt Jr. wrote a letter on May 15, 1919, in which he documented the benefit of the war and what he saw as "Americanizing and democratizing" the soldiers through military service.147 Roosevelt commented that through service in support of the war effort, "love of the men for their country has been deepened, that their sense of real democracy has been sharpened and steadied and that insofar as any possible bad effect goes, the men are more than ever ready and determined to see order and fair play for all."148 In a similar vein, Italian born AEF Sergeant Morini wrote that the war provided him a chance "to make good on my Americanism."149 To Morini, fighting in the war provided him with "the right to the name Yankee all right."150 While the United States' efforts in the war were in support of the Allies, the war became a chance for the nation to claim its identity. A country that had been torn apart by civil war half a century before utilized the war effort to continue to unify and recover its self-proclaimed providence. The war ostensibly became an effort to Americanize its own citizens. The historiography of United States involvement in the First World War presents various arguments. Some historians such as David Trask and Russell Weigley remain critical of General Pershing and his decision making. While some scholarly history shows a narrative less scathing of Pershing, most of the description found in popular history showcases valiant actions of 147 Theodore Roosevelt in Echoes From Over There, 95. 148 Roosevelt, 95. 149 Sergeant Morini in Echoes From Over There, 115. 150 Morini, 115. Bailes 37 Pershing and his efforts in maneuvering the American Expeditionary Forces to achieve victory for the Allies against Imperial Germany. The fact remains that while the doughboys contributed significantly to the Allied victory, they helped the most when they were not fighting Pershing's fight. In his Final Report, Pershing highlights the benefit that the Allies provided to the American forces. In terms of training as well as logistics, the Allies provided the doughboys with the resources they needed to defeat Imperial Germany and the Central Powers effectively.151 Pershing recognized what the Allies had supplied him and his men, but his stubbornness and arrogance still clouded his vision to a degree. While Pershing did build a trusting relationship with the Allied commanders, and his troops were efficient, he did not always operate per their same vision. At times, Pershing's desire to maintain an independent American army superseded his desire to enable the Allied strategy. Pershing strived to meet Wilson's intent of keeping a distinct American command. The question remains if, in carrying out his President's instructions, Pershing prolonged the war and delayed the defeat of the Central Powers. Secondary and primary source literature from the First World War showcases both Wilson's peace aims – which were shaped by his ideology – as well as General Pershing and AEF actions while attempting to remain an independent command in the war. When war broke out in August 1914 in Europe, Wilson tried to mediate a peace while maintaining United States neutrality. When continued trade with the Allies brought the United States into the war in April of 1917, he seized the chance to shape a new world order by establishing an independent American command to defeat Imperial Germany. Primarily because of the Progressive Movement in the United States and the concepts surrounding American Exceptionalism, the American soldier embraced Wilson's ideologies for fighting and fought valiantly to defeat the 151 Pershing, Final Report, 90. Bailes 38 Imperial German autocracy. The Progressive Movement had established itself in American society by the time the citizen-soldier went to war in France, and the principles of American Exceptionalism permeated in virtually every facet of American culture. The American doughboy carried both of these concepts with him to France. Despite Pershing not attaining his decisive blow against the German army, and Wilson not achieving his vision for a new world order, the United States still met a significant amount of Wilson's original intent for entering the war. Wilson's ideologies influenced how the AEF fought in France. As the First World War shaped the United States standing as a global power, it also demonstrated the critical nature of maintaining relationships with coalition partners. Hew Strachan begins the conclusion to his history of the war by stating that "[t]he First World War was a coalition war."152 The American doughboy established a positive relationship with his French and British counterparts. The ability of the American soldier to learn from the experiences of the combat tested Allies, to adapt to the rigors of trench warfare, and to perform well in battle fighting beside his international partners shows the success of the AEF's performance in the nation's first large-scale coalition operation. Despite these successes, the AEF doughboy exhibited American Exceptionalism in the First World War. As the United States built its presence in the international realm over the following century, and the need for maintaining partnerships with allied nations continued to increase, the precedent set by the AEF in the nation's first large-scale coalition operation would be essential. 152 Hew Strachan, The First World War (New York: Viking Penguin, a member of Penguin Group, 2004; New York: Penguin Group, 2013), 303. Bailes 39 Bibliography Secondary Sources Adas, Michael. "Ambivalent Ally: American Military Intervention and the Endgame and Legacy of World War I." Diplomatic History 38 no. 4 (September 2014): 700-712, http://doi.org/10.1093/dh.dhu032. Ambrosius, Lloyd E. Wilsonianism: Woodrow Wilson and His Legacy in American Foreign Relations. New York: Palgrave Macmillan, 2002. Ambrosius, Lloyd E. Woodrow Wilson and American Internationalism. New York: Cambridge University Press, 2017. Ambrosius, Lloyd E. "World War I and the Paradox of Wilsonianism." The Journal of the Gilded Age and Progressive Era 17 (2018): 5-22, https://doi.org/10.1017/S1537781417000548. Bruce, Robert B. A Fraternity of Arms: America and France in the Great War. Lawrence: The University Press of Kansas, 2003. Bruce, Robert B. "America Embraces France: Marshal Joseph Joffre and the French Mission to the United States, April-May 1917." Journal of Military History 66 no. 2 (April 2002): 407-441, http://doi.org/10.2307/3093066. Clements, Kendrick A. "Woodrow Wilson and World War I." Presidential Studies Quarterly 34, no. 1 (March 2004): 62-82. https://www.jstor.org/stable/27552564. Coffman, Edward M. The War to End All Wars: The American Military Experience in World War I. Lexington: The University Press of Kentucky, 1968. Egerton, George W. "Britain and the 'Great Betrayal': Anglo-American Relations and the Struggle for United States Ratification of the Treaty of Versailles, 1919-1920." The Historical Journal 21, no. 4 (December 1978): 885-911. https://www.jstor.org/stable/2638973. Esposito, David M. "Woodrow Wilson and the Origins of the AEF." Presidential Studies Quarterly 19 no. 1 (Winter 1989): 127-140, https://www.jstor.org/stable/40574570. Faulkner, Richard S. Pershing's Crusaders: The American Soldier in World War I. Lawrence: University Press of Kansas, 2017. Gamble, Richard M. In Search of the City on a Hill: The Making and Unmaking of an American Myth. London: Continuum International Publishing Group, 2012. ———. The War for Righteousness: Progressive Christianity, the Great War, and the Rise of the Messianic Nation. Wilmington: ISI Books, 2003. Bailes 40 Glaser, Elisabeth. "Better Late than Never: The American Economic War Effort, 1917-1918." Great War, Total War: Combat and Mobilization on the Western Front, 1914-1918, edited by Roger Chickering and Stig Förster. New York: Cambridge University Press, 2000: 389-407. Gregory, Ross. The Origins of American Intervention in the First World War. New York: W.W. Norton & Company, Inc., 1971. Harbutt, Fraser J. "War, Peace, and Commerce: The American Reaction to the Outbreak of World War I in Europe 1914." An Improbable War? The Outbreak of World War I and European Political Culture Before 1914, edited by Holger Afflerbach and David Stevenson. New York: Berghahn Books, 2007: 320-334. Joll, James and Martel, Gordon. The Origins of the First World War. 3rd ed. New York: Routledge, 2013. Keene, Jennifer D. Doughboys, the Great War, and the Remaking of America. Baltimore: The Johns Hopkins University Press, 2001. Keene, Jennifer D. "Uneasy Alliances: French Military Intelligence and the American Army During the First World War." Intelligence and National Security 13, no. 1 (January 2008): 18-36. https://doi.org/10.1080/02684529808432461. Kennedy, David M. Over Here: The First World War and American Society. New York: Oxford University Press, 2004. First published 1980 by Oxford University Press (New York). Kennedy, Ross A. "Woodrow Wilson, World War I, and American National Security." Diplomatic History 25, no. 1 (Winter 2001): 1-31. https://doi.org/10.1111/0145-2096.00247. Knock, Thomas J. To End All Wars: Woodrow Wilson and the Quest For a New World Order. Princeton: Princeton University Press, 2019. First published 1992 by Oxford University Press (Oxford). Link, Arthur S. "Entry into World War I." Progress, War, and Reaction: 1900-1933, edited by Davis R.B. Ross, Alden T. Vaughan, and John B. Duff. New York: Thomas Y. Crowell Company, Inc., 1970: 108-148. Lowry, Bullitt. "Pershing and the Armistice." The Journal of American History 55 no. 2, (September 1968): 281-291. https://www.jstor.org/stable/1899558. McGerr, Michael. A Fierce Discontent: The Rise and Fall of the Progressive Movement in America. New York: Oxford University Press, 2003. Millett, Allan R. "Over Where? The AEF and the American Strategy for Victory, 1917-1918." Against All Enemies: Interpretations of American Military History from Colonial Times to the Present, edited by Kenneth J. Hagan and William R. Roberts. Westport: Greenwood Press, Inc., 1986: 235-256. Bailes 41 Neiberg, Michael S. "Blinking Eyes Began to Open: Legacies from America's Road to the Great War, 1914-1917." Diplomatic History 38, no. 4 (2014): 801-812. https://doi:10.1093/dh/dhu023. ———. The Path to War: How the First World War Created Modern America. New York: Oxford University Press, 2016. Pestritto, Ronald J. Woodrow Wilson and the Roots of Modern Liberalism. Lanham: Rowman & Littlefield Publishers, Inc., 2005. Stevenson, David. "French War Aims and the American Challenge, 1914-1918." The Historical Journal 22, no. 4 (December 1979): 877-894. https://www.jstor.org/stable/2638691. Strachan, Hew. The First World War. New York: Viking Penguin, a member of Penguin Group, 2004. Reprinted with a new introduction. New York: Penguin Group, 2013. Page references are to the 2013 edition. Trask, David F. The AEF & Coalition Warmaking, 1917-1918. Lawrence: The University Press of Kansas, 1993. Weigley, Russell F. "Strategy and Total War in the United States: Pershing and the American Military Tradition." Great War, Total War: Combat and Mobilization on the Western Front, 1914-1918, edited by Roger Chickering and Stig Förster. New York: Cambridge University Press, 2000: 327-345. Widenor, William C. "The United States and the Versailles Peace Settlement." Modern American Diplomacy, edited by John M. Carroll and George C. Herring. Lanham: SR Books, 1996: 41-60. Williams, William Appleman. The Tragedy of American Diplomacy. New York: W.W. Norton & Company, 1959. Reprinted for Fiftieth Anniversary with a foreword by Lloyd C. Gardner and afterword by Andrew J. Bacevich. New York: W.W. Norton & Company, 2009. Page references are to the 2009 edition. Winton, Harold R. "Toward an American Philosophy of Command." The Journal of Military History 64, no. 4 (October 2000): 1035-1060. https://www.jstor.org/stable/2677266. Woodford, David R. Trial by Friendship: Anglo-American Relations, 1917-1918. Lexington: The University Press of Kentucky, 1993. Yockelson, Mitchell A. Borrowed Soldiers: Americans Under British Command, 1918. Norman: University of Oklahoma Press, 2008. Zieger, Robert H. America's Great War: World War I and the American Experience. Oxford: Rowman & Littlefield Publishers, Inc., 2000. Bailes 42 Primary Sources Army War College (U.S.) Historical Section. The Genesis of the American First Army. Army War College, 1928. Reprints from the collection of the University of Michigan Library Coppell, TX, 2020. Baker, Newton D. Why We Went to War. New York: Harper & Brothers for Council on Foreign Relations, 1936. Balch, Emily Greene. "The War in Its Relation to Democracy and World Order." The Annals of the American Academy of Political and Social Science 72 (July 1917): 28-31. https://www.jstor.org/stable/1013643. Bliss, Tasker H. "The Evolution of the Unified Command." Foreign Affairs 1, no. 2 (December 1922): 1-30. https://www.jstor.org/stable/20028211. Croly, Herbert. Progressive Democracy. New York: Macmillan, 1914. Second printing in 2006 of new material edition with an introduction by Sidney A. Pearson, Jr. New Brunswick: Transaction Publishers, 1998. Page references are to the 2006 edition. Dawson, Miles M. "The Significance of Our Mission in This War." The Annals of the American Academy of Political and Social Science 72 (July 1917): 10-13. http://www.jstor.com/stable/1013639. Dutton, Samuel T. "The United States and the War." The Annals of the American Academy of Political and Social Science 72 (July 1917): 13-19. http://www.jstor.com/stable/1013640. Echoes From Over There: By the Men of the Army and Marine Corps Who Fought in France. Edited by Craig Hamilton and Louise Corbin. New York City: The Soldiers' Publishing Company, 1919. Evans, Martin Marix, ed. American Voices of World War I: Primary Source Documents 1917-1920. New York: Routledge, 2013. Kindle. Kirchwey, George W. "Pax Americana." The Annals of the American Academy for Political and Social Science 72 (July 1917): 40-48. http://www.jstor.com/stable/1013645. Lippmann, Walter. "The World Conflict in Its Relation to American Democracy." The Annals of the American Academy of Political and Social Science 72 (July 1917): 1-10. https://www.jstor.org/stable/1013638. Lloyd, Newson. How We Went to War. New York: Charles Scribner's Sons, 1922. https://archive.org/details/howwewenttowar00lloyrich/page/n7/mode/2up. Pershing, John J. Final Report of Gen. John J. Pershing: Commander-in-Chief American Expeditionary Forces.Washington: Government Printing Office, 1919. ———. My Experiences in the World War. 2 vols. New York: Frederick A. Stokes Company, 1931. Bailes 43 Wilson, Woodrow. Essential Writings and Speeches of the Scholar-President. Edited by Mario R. DiNunzio. New York: NYU Press, 2006. https://www.jstor.org/stable/j.ctt9qfgbg.1-18. ———. The New Freedom: A Call For the Emancipation of the Generous Energies of a People. New York and Garden City: Doubleday, Page & Company, 1913. www.philosophical.space/303/Wilson.pdf.

Issue 4.2 of the Review for Religious, 1945. ; ,~Befora wrlt[~9 to ~s~° pl:~'se'co~sult noilce ~a Inside. back ~ove,. VOLUME IV / MARCH"i'5. 1945 ¯ ,, + " " l~ItJMbl~l~,2 , CONTENTS, +, ., , SECOND YEAR OF NOVI:FIA'~E" Adam~C: Ellis, +g.J -. .-. 73,, BOiDKLETS . ? . ° . . .,\. HOLY COMMUNIO~ AND SPIRITUAL .~ROGRES~-- " ~- , Clarence McAuliffe; S.2 . ~. . . .- ,-'OUR CO~qT~IBUTORS + ' ' ' " ILL-HEALTH AND THE APOSTOLIC VOCATION~A Missionary" ~THREE PREVENTI'#ES OF, "EXHAUSTION"~ ' ' BOO~S,~i~CEIVED . . ~. ,, .' ' " ' ' . . ,10, THE FAST BEFORE COMMUNION--Gerald Kelly,~ S.J. .~. . .j :l o# L~+'DECISIONS OF ,THE HOLY SEE o. . 122 BOOKREVIEWS (Edited by Clement DeMnth, S.J.)-- '-+- TJ~e Man NeareSt to ChriSt: ~A Herolne~of the Mission Field:,~niroductio . : ~ in Codicerfi: A Prefad'e to Ne,wman's Theology; War'is My Parish; Secrets , . ' ." 124~"~ of ghe Saints: Our Lad, y of Fauma '. , ,.~,, . COMMUNICATIONS ;' . . ' ; . -+. ; . .'+I~0 QUESTIONS AND' ANSWERS-- " '" Absences froXm the Novitiate: ,General+Pei'missions to Spend Small Sfims:' . +Soliciting Votes at General Chapter: Meaning 6f the Perio,dic "General r +Abso ut on":~ Use'+of Old Albs ahd ~eligious Habits: Plenary 'Indu"lge~ce . ~n articulo morris and thd_He~oic Acf; Plenary Indulgence~for.~Communion of Reparation: Nbvitia~e.+at Ordinary House and NoviCes at Community Recreation: Power to Ex't~ndoTime °of Novitiate;'Per'mission for Reli-gious to Donate Blood: Renewal,of Altar Breads: Banner b~fore Blessed, ~5" S,acrament, during Office: Oinission of Sign 'of Cross during the PassiOn; Right"to Admit Can, didate.s . " . ¯ " . ' " " i~ . ~ 136 SUMMER S~HOOL 'DIRECTORY O" --" " " " ~,~'-- ' '~; " " "" EX'PLANA:FI.ON OF THE MASS . " 14'4 ~'MARYKNOLL MISSION LETTERS . ' .- A 144 REVIEW FOR°REI~IGIOUS, Mar~h. 1945". Vol.°IV, No. 2. Publis~'ed +.+~n°ntb] y ; .~January'o March,. , May, July,. Sel~tember;and November, at"~he College.,,, +press,, '606 H;~rnson Street, T, opeka, Kansas,. by St. Mary s College, St. Marys, Kansas; with ecclesmsttcal, approba~t ¯i o- n , E n t ,e- r e d a s s e c o n d c ,lass matter ,January 15 1942o+ at thePost Of~ce~ Topeka,~Kansasi under'the act of March 3, 1879. ¯ '- ~ 'Editofialfl3oard: Adam C. Ellis, S~. G. Augustine Ellard. S.3. Gel:~ld¢K~ll~,, S.3. Editorial Secretary: Alfred F. SchnetderJ S.J. . C6pyright. 1'945. by Adam C. ,Elli,s. Permission' is hereby granted fo~ quotati~nS '~of reasonable~ length, provided due~ credit be giyen this rewew and .tile ,au'thdr. Subscriptioii pric~: 2 dollars a year. ,~, ' Prifited in'U.- Second- Year of Novi :iat:e Adam C. Ellis, S.J: ,7T H| "EE mFRpEirNe,C aHnd R oet~hoelru p'toil0inti,c 3aol sthepehoir~iems iinni mthiec Aalu tsot rtihaen Church had all but ~estroyed the .religious life in: ~ Europe by the end of the eightdenth century. V.ery many,, monasteries and convents had either been Suppresse'd or were, f6rbidd~n to take novices. As a restilt ¯many" b~n~fi~ent labors~of the religious, in behalf Of the social needs 6f the:J "Church ~ere brought to a standstill. BU~ it was imperative that these spiritual and corporal.~works of mercy should hot'be abandoned altogether. Divine Providence inspired dd~'oted laymen and women to step into the-breach~ ~ to.take.up the task of teaching Christia_n Do~.r.rine ~to chil- ~dren, and of caril~g for the sick, .th~ aged, and the orphans. - Eventual.ly th~se zealousla~borers ,bhnded tbgether into .~,~smallgrout~s in order to work together more efficiently.; then-they began to live toge'ther in community,'and with ¯ the-permission of their local Ordinary they took simple, private vows and wore a common garb. Recognized offi-cially neither by Church nor State, the.y carried on their work valiantly. Eventually the Church rewarded thei~o °o zealous efforts. At first approval was given only 'to" their "constitutionsi but, especially during the second half~ of the nir;eteenth century,,, the Holy See .appro.ved the institutes .themselves as congregations with simple vows. Many of the founders of these modern congregations o realize'd that men.~and women whose vocation it was to-strive for perfection, in the active life needed a longer period " of' ptobation than the single year of novitiate commgnly ~-,,prescribed for cloistered religious. Hence these founders.~ ordained that all c.andidates undergo a second year of novi-. , 73~ ADAM C. ELLIS -.tiate~before the "firs~ Reoieto for R~ligiou.s profession+ of vows.° Furthermore, - some provided in their constitutions that the noviCesshould b~ employed in the external works of the congregatiffn during their second year. "This was done to determine whether they were fitted for this kind of work, and to give them opportunity to adjust their spiritua! life to the dis-tractions and trials+of the actiye apostolate. The Sacred Congregation of Religious consistently-refused to permit novices to be so employed during,the first year of nov.itiate.~ This practice of the S. Congregatt0n passed into the legislation of the NOrrnae of /901. 'After . stating in Art. 73 tfiat novices were n~t to be engaged in the ¯ study of the arts and sciences nor in theeexternal work of the institute, Art. 7"4 continued as follows: "Where there are tyro years of novitiate,the first is to follow all the i~r~- scriptio, ns laid down above for the one (canonical) year. During the second year, howe('er, the novices may engage moderately in studies or in other works of the institute ¯ always under the direction and vigilance of the master; this is to be done in the novitiate house itself, but" not outside of it, unless-grave, reasons advi~e otherwise." - The Code of-Canon Law was promulgated on.Pente-- cost.Sunday, May 27, 1917,, and.began t6 bind on Pen-tecost Sunday,. May 19, 1918. ~ Since the l~gi_slation of the Code sut~'erseded .the old Noi'rnae, upon which most of the cons~titutions of modern congregations were based, it became necessary for all religious institutes ~o revise their constitutions .in order (o bring ~hem into con-" ?;forniity with the Code. Superiors, therefore, were inter-i~ sti~d to find out what theCode had to say in regard t6 the second year of novitiate. They fo'ufid very little. 'Canon 5.55,"§ 2 allo~ed a second year df nowt~ate tf the+constitu-tions prescribed it,- but stated that this second year was not required for the validity of the subseqUent profi~ssi6n of 74 - w.hich were eventually-.sent tothe :Congregation of Reli-,. giou~ fora solution.Since canon 565, § 3-forbade n6vices _to engage in studies or in the. external' Works'of the institut~ "::during the year of novitia'te," did the s~im~ prohibition apply also'to the second year? Again, some congregatidns that employed, novices in external work, as was permitted' .![ b}'~ their, constitutions, preferre,d t6 do this during "the firs.t "~°~' year (as a means-dr trying out th,e:no~rices), and then~ to- ~ devote the Second ~ear exclusively to their spiritual f0rma/ ~ ., tion. Was this permitted under the new Cod~? -Such ";questi0ns,land others similar to-them, ~ind the fact that ~, various .provisions .concerning this rhatter.were found in many constitutions which had been revised according to the Code and submifted to the Itoly See for approval ~ill induced }he Congregation of Rdigious to make a careful 0 study of the subjgct. This study resulted in the "Instruc- [ion on the Second Year of Novitiate'" in .which all~ such 0_. questio~s~ gre. ~nswered and the fundamental :prinCiples-- which governed the pr.acticeof the Church during the.past ninety years are brought to the attention of all superiors of ~instit'utes having, two years of novitiate, . " There are fdur cardinfil points.in the instruction,~ ¯ Let us~consider each one in turn, I,. SpiritaalTormation of the Nboice is thO Principal ~ Purpose of the Second" Year. " -, "It is qui'te right that a i~ovitiate of more than one yearo~ be prescribed in. some institutes, especiz[lly, among those. '~Whose members ~are emp~loyed in external works, since they, distracted by various cares and more exposed ~o the dangers ~For thcr. tegt of "this Instruction see pp. 122-1.23 of this- issue. ~ Mar~b, 1945 " SECOND YEXR OF NOQI'rlAT[~ - ~ 'thereby serve You-in serving them for the mission. I was "~ " d~sconsolate at the thought that I'had"lost my work in the. mission and~had been given none in the province: ai~d al~l, the~while Your loving mercy was gig, ing me a-~hr~e~f01~t work, TO. YOU, IN MY FELLOW RELIGIOUS,. FOR° .~ December 1,Sth. It ~toesn't matter what I do if-I~-do .~ ~. God's will, if I: obey,-if [ love. God w~nts not my:~vork, ~ but. my love. ~o - . December 20.th. There is NO VACATION for ~a.'., " religic~us. Is no work ass{gned'or°allowed? Then must ,~' ¯ ~l.eisure be used to work the ~arder at becoming a saint, oat ~ ~. .- loving God more, at intercedifig and atoning more for souls~ ~ December 29th. -A ciborium full of hosts was conse- -, ~ated at Mass and then ,pushed ,back to the co~ner 6f the :~. /. corporal so 'that.it would not interfere with the l~Ias~s beingsaid. I waiat to be like that ciborium. Even though ; :'~ I am not a~llowed to return to the mission or am not givdn- " " ~" "~ ' work elsewhere, I wa~t to~do God's holy .will quietly and. entirely a'nd unostentatiously like that.citmfium-~-not hin~- derin~g .the great work of lorethat others'are carrying.on, ~- - and yet keeping Jesus all the while in my heait, read,r to ~.7" impart Him~without losing Him~to the souls, whoeve~ and wherever they be,to which "the servants of our Lord, .my'superi°rs, may. take me. . . \ Three Preventives" "' ot: "l xhausfioh" -. G. Augustine Ellard, S:J. ~, ~ ECENTLY it was announced that l~sychiat/isti i~n th~ United. States-ArmY have discovered threeLfactors, which tend to prevent "exhaustion" or "combat: :fatigue,".,that is,~a~bndition of certain soldiers who with~" Out being wounde~lbr, diseased.bave become more: or lels, iinfit to continue fi~hting, They may have fought long and ourageously: :but now, though apparently physicall_y well, they feel incapable of doing more; they are "exhaustedT'. too grdatly_ fat.igued to go on. The three preventives are: ~-edprit de corps, gooffleadership, and~reasons for fighting2 ,, ~Ivappears not unlikely that among- religious there may sometimes be an amilogous condition of "exhaustion," "and that it may be avoided by. the same three means. The first pre~;entive is esprit de corp.s. Amon~ Ameri-can~ service units its character and efficacy, are best illustrated _~.perhaps by the Marines. A Marine ~is taught f~om the beginning to feel that he is in thd greatest fighting group in all the world. ~Hence the~re is every reason why he should have the ti'tmost confidence in all his t~eilow Marines,' and why. he in turn must measure up to their exp,ectations. The ~Mdrines' records ar~ most glorious:, they must not be allowed to be'stained with ~nything that would dim their ~ luster.0 Everybody, atleast everybody in the American ~world, expectsofily what is most excellent~and heroic"from the Marines: he mu~f not disappoint.them. The'importance ~ of esprit.de co.rps is recognized by the Aimy and Nawy to be _so gregt that they are careful to f~reserve the distinctive "ide~nti~y and"historical ;ontinuit.y, with all their ~raditions ~> " - '- G,~ "AuG~-STINE EELAR~ ~ ¯ ; " Reoied) fo~ Relioious," aitd glories, of each s~parat'e u.n.i~ or division.--.The "~ight- -ingoSixty-hinth'' would be another ~xample of a. gtou_p in the American/~rmy that is.noted for its esprit de dorps. - ,.Religious orders and cbngregations also have their own esprif db corps., ' Sometimes it leads 'them intb faults,, for example, corporate pride or envy. But that is n6reason why it should not be cultivated f0r the good th~it is in it." A teligious:naturally and rightly tikes a cett~iin pride "in belonging to his 6rder-=-otherwise why did he-join it?-- an-d if h~ shoul~l 'feel~ deeply' and tritimatelywith regard to it: What is. meant by .noblesse oblige; that ~sense could be powerful aidto, livin_g up.t.o tile ideals andtoattaining t,ile ::purpose~ of the o~der'. 'The.laistok~r.'andtraditions of the institiate can be'a perennial f6untainhead of .inspiration arid courage: Its professed aims are a standing.challenge a~nd stirhulation to renewed or greater,.exertion. The examples of the founder arid of distinguished member~ are a~ constant _ invit~tioh to.emulate them, and'a clear prbof of what mem-bers o{ the organization, can achieve-.:' One feels that it" Would be a sil~me not to give a good account oYoneself in Suchcompany or t9 disappoint their hopes. The laurels

The United States holds dear our values of democracy, civil liberties, and the separation of the branches of our government. In fact, every member of our armed services has sworn an oath to defend the parchment that declares these institutions sacred, and it is the obligation of the United States Armed Forces to preserve and protect those democratic liberties which we hold dear. Given this, it is surprising to know that US Army doctrine idolizes a military dictator, who knowingly seized complete control of his home state following political unrest. Intriguingly, this same figure, who was revered by his soldiers and that same state he commandeered, struggled with marital and familial conflicts his entire life. These statements may be confusing, as there couldn't have possible been a military coup in the United States, let alone a leader of that coup who is still beloved by his statesmen today. Ironically, this individual is no other than Civil War hero Joshua Lawrence Chamberlain. While the aforementioned facts are not popularly discussed in history, many Americans know and recognize Chamberlain and his contribution to the United States. He is remembered for his actions in battle which earned him the Medal of Honor later in life. Joshua L. Chamberlain is undoubtedly one of the most popularly researched and written figures in the American Civil War era. Moreover, there are a multitude of sources that further my research, answering the question of how Chamberlain was remembered during and after the war compared to evidence of the life he lived. Upon examination of several key books and articles that discuss the memory of Chamberlain, from during the war to the modern day, a baseline literature review can be made regarding the question as well as its answer. These selected works have all contributed to the field regarding Joshua Chamberlain and how he is remembered both in his own time and our modern age. ; Winner of the 2022 Friends of the Kreitzberg Library Award for Outstanding Research in the Senior Arts/Humanities category. ; Investigating Joshua L. Chamberlain; Distinctions Between the Memory and Reality of Maine's Famed Colonel Jacob Maker HI 430 A Professor Sodergren 12 December 2021 1 The United States holds dear our values of democracy, civil liberties, and the separation of the branches of our government. In fact, every member of our armed services has sworn an oath to defend the parchment that declares these institutions sacred, and it is the obligation of the United States Armed Forces to preserve and protect those democratic liberties which we hold dear. Given this, it is surprising to know that US Army doctrine idolizes a military dictator, who knowingly seized complete control of his home state following political unrest. Intriguingly, this same figure, who was revered by his soldiers and that same state he commandeered, struggled with marital and familial conflicts his entire life. These statements may be confusing, as there couldn't have possible been a military coup in the United States, let alone a leader of that coup who is still beloved by his statesmen today. Ironically, this individual is no other than Civil War hero Joshua Lawrence Chamberlain. While the aforementioned facts are not popularly discussed in history, many Americans know and recognize Chamberlain and his contribution to the United States. He is remembered for his actions in battle which earned him the Medal of Honor later in life. Joshua L. Chamberlain is undoubtedly one of the most popularly researched and written figures in the American Civil War era. Moreover, there are a multitude of sources that further my research, answering the question of how Chamberlain was remembered during and after the war compared to evidence of the life he lived. Upon examination of several key books and articles that discuss the memory of Chamberlain, from during the war to the modern day, a baseline literature review can be made regarding the question as well as its answer. These selected works have all contributed to the field regarding Joshua Chamberlain and how he is remembered both in his own time and our modern age. Academic books such as Hands of Providence by Alice Rains Trulock, John Pullen's Twentieth Maine, and Conceived in Liberty by Mark Perry portray Chamberlain in a prolific 2 light. They all generally revere him, initiating their books with praise calling him "a great American hero and a genuinely good man," as well as "remarkable" and a "graceful gentleman".1 Not only do these historians hold these ideals, but the US Army and other agencies openly promote Chamberlain for his heroics without analyzing the reality of who he was holistically.2 Hands of Providence is one of the more prolific biographies describing Chamberlain and the 20th Maine. Trulock writes of his life before, during, and after his war service. She accurately illustrates how Chamberlain's colleagues at Bowdoin, as well as others in his life, regarded him early in the war.3 Comparatively, she notes statements from his soldiers about how they viewed him during the war, both in good and bad lights.4 Pullen does the same, but instead focuses mainly on the unit instead of its commander. This also allows for more in-depth analysis of how his men, and soldiers of the Confederacy, viewed Chamberlain.5 He also describes his work ethic, intelligence, and leadership characteristics regarding how they effected his colonelcy and command during the war. Conceived in Liberty differentiates from the other works because it primarily focuses on the two commanders at Little Round Top and their lives before, during, and after the war. This includes some of the more unsavory events that Trulock and Perry omit, particularly how Chamberlain's home life regarding his wife Fannie's disappointment in their marriage.6 The mentioning of this, as well as information about the abovementioned 1880 affair make this source stand apart from the others.7 1 Trulock, Hands of Providence, xvii; Pullen, Twentieth Maine, 3. 2 United States Department of Defense, "Medal of Honor Monday," https://www.defense.gov/News/Feature-Stories/story/Article/2086560/medal-of-honor-monday-army-maj-gen-joshua-chamberlain/ [accessed 3 November 2021]; Weart, "Joshua Lawrence Chamberlain," https://themilitaryleader.com/leadership-action-chamberlain/ [accessed 3 November 2021]. 3 Trulock, Hands of Providence, 11; Trulock, Hands of Providence, 57; Trulock, Hands of Providence, 105. 4 Trulock, Hands of Providence, 305. 5 Pullen, Twentieth Maine, 128. 6 Perry, Conceived in Liberty, 4; Perry, Conceived in Liberty, 42; Perry, Conceived in Liberty, 333. 7 Perry, Conceived in Liberty, 387-392. 3 Edward Longacre's The Soldier and the Man is an interesting contradictory source. Instead of constant praise for Chamberlain, Longacre credits him for both his good and poor actions during the war. He calls into question his ego and insecurities, selfish desires for greatness above all else, and indifference towards soldiers to include ordering their execution.8 Longacre writes this from a different perspective, that of truth regarding Chamberlain's life both good and bad. There have also been two articles that discuss Chamberlain and his leadership both written by military officers. The first is "Leadership as a Force Multiplier" by Lieutenant Colonel Fred Hillyard, and the second is "Blood and Fire", written by Major John Cuddy. Hillyard focuses on Chamberlain's leadership characteristics while deeming if he deserves the high pedestal he is placed upon, while Cuddy analyzes how different scholars understood Chamberlain and his leadership philosophy. They both state how Chamberlain has been designated as a symbol of leadership within the military and agree that he received all his knowledge from his commander, Colonel Ames, who was West Point educated.9 Furthermore, they consider Chamberlain in a favorable light by calling him a military genius.10 This differs from other sources in that it outright debates his poor attributes instead of assuming him to be an admirable figure. These articles exemplify the dichotomy of reality and fiction regarding how Chamberlain is remembered. This literature provides insight on the dichotomy of thought regarding Chamberlain, with the more mainstream historians, like Trulock, Pullen, and Perry picturing him as an idyllic, humble, and professional gentlemen who represented the best of Federal officers. This is countered by more modern writers, such as Longacre, Hillyard, and Cuddy, understanding that 8 Longacre, The Soldier and the Man, 100; Longacre, The Soldier and the Man, 118. 9 Hillyard, "Force Multiplier", 4. 10 Cuddy, "Blood and Fire", 2. 4 Chamberlain was by no means perfect, and his flaws should be investigated as much as his successes. Chamberlain's life and legacy is extremely important because it effects how we remember him and his actions during the Civil War. Popular history tells us of Chamberlain's battlefield heroics and of his gentlemanly manner both in and out of battle. Yet, what has not been compiled popularly is the reality of his life, and the memory associated with it. Growing up in Maine, learning about Chamberlain and his regiment was common, mainly as a high point in Maine's history. However, it is increasingly important to recognize who our leaders and heroes were in their lives and hold them accountable for both the good and bad things they did over the course of their lives. Throughout the research, Joshua Lawrence Chamberlain was viewed in high regard by both his adversaries and peers during the Civil War, as well as in his post-war politics, continuing into today's popular history. Yet, there are differing opinions that emerge over time regarding whether his political skills were as impressive as portrayed as well as how multiple personal issues plagued him and his ability to execute the offices bestowed upon him. *** Joshua Chamberlain came from a respected family in Brewer, Maine, outside of Bangor. In the Bangor area, and later Brunswick, Chamberlain and his relatives were regarded as model citizens who held dear to principles of toughness, work ethic, and democratic values.11 He was raised with these morals and sought after them in his personal and professional life. Concepts of honesty and integrity became trademarks of the family, with his parents expecting those attributes from the Chamberlain children.12 Educated in religion at the Bangor Seminary as well 11 Trulock, Hands of Providence, 57; Longacre, The Soldier and the Man, 16. 12 Trulock, Hands of Providence, 57. 5 as traditionally at Bowdoin, he garnered a reputation as an astute academic who was a stickler for the rules and lived by a code of honor.13 Despite his found success in the classroom, Chamberlain had always fancied a military lifestyle, devoting one term of school at the Whiting Military Academy in 1843, as well as participating in several musters with the Maine Militia before entering service in the Civil War.14 Soon after his schooling, Chamberlain accepted a position as a professor at his alma mater, Bowdoin College. He influenced and instructed students on rhetoric and language prior to the war, even writing recommendations and using his political sway to help students gain commissions and enlistments.15 Eventually, his longing to serve coincided with the nation's necessity for leadership. Joshua Chamberlain's contributions to the preservation of the Union are undoubted, yet the perception of him by peers before and in the early years of the conflict indicate dissenting opinions from his popular reference as a revered leader by all. With the nation at war, Chamberlain's desire to serve increased daily as students graduated, or dropped their academics, and enlisted to serve the Union. In envy, Chamberlain utilized his familial and academic connections to pen a letter to the Governor of Maine, Israel Washburn. In this letter he states, "I have always been interested in military matters, and what I do not know in that line I know how to learn", pleading with the governor to allow a man with no military background or training a chance to command.16 Having claimed to be taking sabbatical in Europe, his colleagues detested his notion to leave Bowdoin and sent letters to the Governor urging him to not grant Chamberlain a commission declaring him to be "'no fighter, but only a mild-mannered common student'", "'nothing at all'", and "'good for nothing'".17 Evidently, despite he and his family's 13 Longacre, The Soldier and the Man, 20, 25-26. 14 Longacre, The Soldier and the Man, 18, 53. 15 Nespitt, Through Blood & Fire, 17. 16 Joshua Chamberlain, as quoted in Nespitt, Through Blood & Fire, 9. 17 Colleagues at Bowdoin, as quoted in Trulock, Hands of Providence, 11. 6 reputation throughout Maine, some harbored public doubts about his ability to lead men into battle, mainly because he was thought to be needed more in his role as a Professor at Bowdoin than in the army by some. Contrarily, there were others who supported Chamberlain's military ambitions full-heartedly. Brunswick's reputable physician, Dr. John D. Lincoln, wrote on Chamberlain's behalf, declaring him to be "'as capable of commanding… as any man out of… West Point" and that the enlisted men would surely "'rally around his standard as they would around a hero.'"18 It wasn't just family friends who supported Chamberlain, local newspapers deemed him "a capable and efficient officer" both fit for battle and the lieutenant colonelcy of the 20th Maine.19 The political sway of the his physician as well as the admirability of local press convinced Governor Washburn to grant Chamberlain's commission, yet opting instead to place West Point educated Adelbert Ames of Rockland as commander of the unit due to Chamberlain's lack of field experience and general military knowledge.20 Although there was noted dissent regarding his commission, his soldiers and fellow officers attest to his leadership attributes both under fire and while encamped. In accordance with what Dr. Lincoln wrote to Governor Washburn, he was commended by his troops as being "idolized" within the unit for his stature and leadership, unlike Ames who was viewed as tyrannical and cruel to his men.21 The men of the 20th Maine were driven towards Chamberlain's sympathetic, more egalitarian leadership style, as Ames gave his men no respect believing that military hierarchy should be placed above all else. The men of the unit rejected this, as in Maine 18 Lincoln, as quoted in Trulock, Hands of Providence, 11-12. 19 "Letter from the State Capitol," Portland Daily Press. 20 Longacre, The Soldier and the Man, 55. 21 Pullen, Twentieth Maine, 77. 7 they and their commander stood evenly on the social scale.22 Colonel Ames was detested for his constant drill and disrespect for his men, being proclaimed by his soldiers as a "'savage" whose "'men would surely shoot him'" when drawn into battle.23 Ames was blissfully unaware of these thoughts, but Chamberlain relished his public perception and continued to care deeply about his men and by extension his image. By default, the volunteers fell on Chamberlain for support and assurance, as they distrusted their Colonel. Chamberlain proved himself militarily at Fredericksburg, and most notably Gettysburg, as a great military officer and tactician. Although his actions are known and renowned, the perspective of him by others during battle is paramount to understanding how he was perceived. For example, over the course of the war Colonel Ames forced many of his regiment's officers to resign due to poor performance and lack of leadership, yet he referred to Chamberlain as his "'best officer'" who led from the front and modeled honor and bravery for his unit.24 Soldiers testified to an instance where his academic and military intelligence united to deceive the enemy by pretending to be a Confederate under the cover of darkness, fooling the enemy into believing the Union line was far away.25 They also pronounced his leadership as something that should be exemplified, as he refused to order his men into unnecessary danger and would not give them orders he would not execute himself.26 This praise was not solely from his soldiers, but other officers from around the army. The commanding general of the Fifth Corps, General Sykes, congratulated him after Gettysburg by saying that the actions of the 20th Maine, and Chamberlain's leadership thereof, were the most 22 Loski, Chamberlains of Brewer, 15. 23 Thomas Chamberlain, as quoted in Loski, Chamberlains of Brewer, 15. 24 Ames, as quoted in Trulock, Hands of Providence, 105. 25 Pullen, Twentieth Maine, 57. 26 Pullen, Twentieth Maine, 80; Trulock, Hands of Providence, 151. 8 important to occur during the battle and that if Little Round Top was lost so was the Union cause.27 His direct superior, Colonel Rice, declared "'your gallantry was magnificent, and your coolness and skill saved us.'" indicating a consensus amongst all involved that Chamberlain's actions were valiant and noble placing him amongst the army's most superb officers.28 His subordinates and supervisors agreed that Chamberlain was an exceptional officer, which is something to note considering some officers, like General Thomas, were liked by their men and hated by their leaders. While it is not surprising that comrades of Chamberlain praised him, the reactions and testimonies of his enemies are important as well. Colonel William Oates was the commander of the opposing 15th Alabama at Little Round Top, and remarkably only had good things to say about Chamberlain. Oates stated that the decisiveness taken by the 20th Maine made them the hardest fighting unit he had ever seen, and that their "'gallant Colonel'" possessed exorbitant amounts of "'skill and… great bravery'" that saved the Union from defeat.29 Another anonymous soldier recollected on how, during Little Round Top, he had a clear line of sight on Chamberlain, yet felt a strong feeling not to fire upon him. He adhered to this feeling, and later expressed how glad he was that he hadn't killed him in a letter to Chamberlain.30 However, it was not only units involved in direct conflict against Chamberlain that respected him. During the surrender at Appomattox, Confederate Major General John B. Gordon stated that the officer from Maine was "'one of the knightliest soldiers of the Federal army'" because of the respect Chamberlain had bestowed upon the surrendering forces.31 Instead of 27 Trulock, Hands of Providence, 155. 28 Rice, as quoted in Trulock, Hands of Providence, 155; Perry, Conceived in Liberty, 271. 29 Oates, as quoted in Pullen, Twentieth Maine, 128. 30 Pullen, Twentieth Maine, 122. 31 Gordon, as quoted in Trulock, Hands of Providence, 305. 9 humiliating the men as they laid down their weapons, Chamberlain ensured that they were treated fairly, yet still making it known who the victor was. In postwar years, editions of the Confederate Veteran painted Chamberlain in a similar fashion. They tell of how brilliant he and his unit were in battle, over 35 years after the end of hostilities.32 The magazine makes it known how great of a leader Confederate soldiers believed he was. In fact, he is cited as representing the Federal Army in 1913 at a monument dedication in Chattanooga, Tennessee. This reconciliatory monument represented the peace between the states by inscribing the names of both Confederate and Federal war dead. Furthermore, Chamberlain attended as a "distinguished soldier" and gentlemen in the eyes of former Confederates.33 It is common for friendly forces to recognize the brilliance of successful military actions; yet surprising that enemy combatants also revered Chamberlain and his actions despite their catastrophic impact on the Confederate war effort. Chamberlain is remembered after the war for his accolades as a representative of Maine while pursuing political aspirations and maintaining public appearances, yet his support never faltered, and he remained generally well respected despite familial disputes and marital issues that troubled his private life. Politically savvy since his days as a professor, Chamberlain made the jump from wartime commander to state executive in a matter of years after the conclusion of hostilities. An indication of his popularity with the people of Maine, he was elected with the largest majority of any gubernatorial candidate in his first election. He ran on the promise to ratify the 14th and 15th amendments, all while ensuring the former Confederacy paid for their sins while earning their right of federal representation. 34 32 "About a Distinguished Southern Family," Confederate Veteran. 33 "Herbert Head of Peace Memorial", Confederate Veteran. 34 Joshua Chamberlain, as quoted in Trulock, Hands of Providence, 337. 10 Chamberlain desired "'suspension of certain privileges'" and "'certain rights'" for former Confederates, of which he believed had been relinquished by waging war. 35 He appealed to Congress, arguing that war is not a game, therefore the losers should be held accountable for their transgressions. He was known for a conservative streak compared to other Republicans, which itself angered those radicals in Maine politics. For example, he publicly argued against allowing suffrage to freedmen, claiming it to be too much of a change too quickly.36 He also supported Maine's conservative senator in voting against the impeachment of Andrew Jackson, an obvious minority opinion in fiercely liberal Republican politics. 37 He was never a practical politician, but his neglect of party viewpoints disgruntled leaders within Republican forums. This was different from other reconstruction leaders, as many focused-on reconciliation instead of punishment and often sided with the powerful postwar party. Although popular among the citizens of the state, he was unprepared for the life of a politician. In essence, he was not prepared for dissenting opinion, and outright disregard for his point of view at times, as he was at this point used to military reverence for the commanders orders. He fought with the legislature on several issues, mainly temperance and the legality of capital punishment in the state, but also found common ground and gained support from both parties.38 Previous legislations had proposed and supported temperance committees that oversaw laws regulating alcohol use and distribution. They established "special police", which Chamberlain declared an unconstitutional infringement on the rights of Mainers.39 He wrote to the legislature describing his dissatisfaction regarding this bill yet felt it his duty as executive to 35 Joshua Chamberlain, as quoted in Trulock, Hands of Providence, 338. 36 Longacre, The Soldier and the Man, 264. 37 Trulock, Hands of Providence, 338. 38 Trulock, Hands of Providence, 338. 39 Trulock, Hands of Providence, 338; Goulka, Grand Old Maine of Maine, 25. 11 sign it nevertheless due to its success in the legislature.40 He angered many within the state with his conduct regarding this issue, refusing to attend temperance meetings and denying them public forums. Chamberlain took his position as governor quite literally, as is evident by his signing of bills he disagreed with instead of vetoing them. He believed it was his, and the government of Maine's, responsibility to enact and therefore enforce law. By extension, he brought this same fervor to the capital punishment debate saying that laws should either change or be enforced. He is quoted saying, "'If we cannot make our practice conform to our law, [we must] make our law agree with our practice'".41 This debate had been raging far before Chamberlain was Governor, with his predecessors simply tabling execution authorizations as it was state law the Governor had to authorize each death with a signature. Furthermore, he used his executive power to commute sentences, but insisted on carrying out many of them considering it, again, his elected duty.42 He confided in his mother that "'many are bitter on me about capital punishment but it does not disturb me in the least'", continuing to describe that some had sent threatening letters in response to his ordering of the executions. 43 He responded calmly "'The poor fool for whomever thinks he can scare me… is mistaken… I do not have a particle of fear in me of anything that walks or flies,'" assuring his mother of his safety.44 His administration was not without success, as garnered support on several important issues. Chamberlain's exoneration of Civil War veterans with pardons received support from both parties, and the people as well.45 Furthermore, the establishment of the Maine's agriculture 40 Goulka, Grand Old Maine of Maine, 79; Smith, Fanny and Joshua, 197. 41 Joshua Chamberlain, as quoted in Trulock, Hands of Providence, 339. 42 Trulock, Hands of Providence, 339. 43 Joshua Chamberlain, as quoted in Goulka, Grand Old Maine of Maine, 75. 44 Joshua Chamberlain, as quoted in Goulka, Grand Old Maine of Maine, 75. 45 Goulka, Grand Old Maine of Maine, 71. 12 academy, the predecessor of the University of Maine, under his administration again excited the people and both political parties.46 This school created another avenue of education for Maine's youth, one not affiliated directly with the little ivy elite of Bowdoin, Bates, and Colby Colleges. Despite his immense popularity, and the fact that both parties supported him in a fifth term, Mainers typically regarded him as an ineffective politician.47 Today, he is not remembered for his political career or exploits, with historians and everyday people recognizing him for his war exploits. Unbeknownst to the public, while Chamberlain pursued political and public aspirations, his family was disintegrating. Not only did he and Fannie have marital issues, but his siblings all experienced turmoil that was directly and indirectly caused by the patriarch's endeavors. During the war, it was known that Fannie and Chamberlain were often at odds regarding their marriage and the direction of their lives. While she begrudgingly supported her husband's military endeavors, she was often distant during the war and hoped that when he returned to Maine he would settle down and make time for her.48 According to letters between the two, it appears that Fannie would often neglect to return letters to Chamberlain, saying he had sent seven letters by October of 1862 compared to receiving only two from his wife.49 This pattern continues throughout the war with Chamberlain asking "'Where are you… I do not hear from you all this long while?. It is more than a month that I have heard a word from you?'".50 Fannie and Chamberlain's marriage was strained by the distance and lack of communication during the war, yet his issues would also follow him into his post-war career. 46 Goulka, Grand Old Maine of Maine, 25. 47 Goulka, Grand Old Maine of Maine, 25. 48 Perry, Conceived in Liberty, 333. 49 Nespitt, Through Blood & Fire, 23. 50 Joshua Chamberlain, as quoted in Desjardin, Life in Letters, 184. 13 Fannie understood how tenaciously ambitious her husband was. He was a man of perception, and it came to no surprise to her that he accepted the Republican nomination and subsequent election as governor. Unlike her support during the war, Fannie made it clear she did not and would not encourage him in this undertaking, as she felt neglected as a wife.51 She felt so strongly about this, she refused to accompany her husband in Augusta, instead opting to stay in Brunswick. He missed her dearly and wanted to share his experience as governor with her pleading, "'we are getting rather lonesome without you…'" while encouraging her to accompany him saying "'we are having some quite pleasant times, only you are wanting to complete our happiness.'"52 Still, despite his proposed love and longing for his wife, their marriage continued to decline throughout his term to the point of abuse accusations and threats of divorce. Fannie, extremely unhappy with her marriage by 1868, released public statements alleging physical and mental abuse during their marriage. Chamberlain's response was chilling, saying "'if it were not you… I should make quick work of these calumniaters…'".53 Seeming more concerned with his public image than his marriage or the state of his wife, he says his enemies will "'ruin'" him when they catch hold of the allegations.54 Chamberlain scolded her like a child, warning her of the perils that faced widows in their society, as well as the unsought humiliation a separation would bring for himself and their families.55 These marital issues continued for the remainder of their lives, with Chamberlain confused on how or why his wife remained so disappointed in their union. They came to a mutual agreement, that they would remain married to preserve public respect for themselves and their family while living separately 51 Perry, Conceived in Liberty, 334. 52 Perry, Conceived in Liberty, 334; Joshua Chamberlain, as quoted in Goulka, Grand Old Maine of Maine, 59. 53 Joshua Chamberlain, as quoted in Smith, Fanny and Joshua, 195. 54 Joshua Chamberlain, as quoted in Smith, Fanny and Joshua, 195. 55 Trulock, Hands of Providence, 341. 14 for much of the remainder of their lives.56 These public statements were used as fodder by his enemies but amounted to make little difference as Chamberlain was subsequently reelected. Despite this, it is important to understand these accusations to therefore appreciate Chamberlain holistically, and acknowledge their absence in popular history. During the war, Joshua's brother Tom fought alongside Chamberlain in the 20th Maine while the remaining Chamberlains awaited the return of their soldiers. Sarah, their sister, continued life at home while John, being chronically ill, served alongside his brothers as a Chaplain. Upon returning home, John became increasingly sick. Despite the ailments of his brother, Chamberlain ran and was elected for governor whilst his wife spent considerable time caring for John.57 Tom, meanwhile, was lost after his wartime service. He lived and worked in New York for a time, yet never found anything worthwhile. Soon thereafter, John died and Governor Chamberlain left his Tom to fend for himself, stranding him both financially and emotionally as Tom had come to rely on the hospitality of John in Chamberlain's absence.58 Later in life he did the same, as Tom returned to Maine in 1889 after failed pursuits in Florida. Chamberlain, now retired, refused to help him as he had his own financial problems. Tom, neglected to attend any reunions of the 20th Maine, therefore allowing his brother to obtain the spotlight.59 Upon Tom's death, Chamberlain retained the same mindset regarding his siblings. Despite this, Tom never resented his brother, in fact encouraging and supporting him until the day of his death.60 Joshua Chamberlain made himself a priority throughout his life, doing so by routinely disregarding the needs of his loved ones in exchange for his own. This is 56 Perry, Conceived in Liberty, 339. 57 Loski, Chamberlains of Brewer, 78. 58 Loski, Chamberlains of Brewer, 82. 59 Loski, Chamberlains of Brewer, 86. 60 Loski, Chamberlains of Brewer, 88. 15 another unknown aspect of Chamberlain's life, and something that he and popular historians do not want the public to see, as it would taint his image as a saintly officer and leader. Omitted from almost every contemporary textbook or lesson regarding Joshua Chamberlain is the 1880 Maine Gubernatorial crisis, termed the 'Count-Out Crisis'. Essentially, elected Democrat Governor Alonzo Garcelon sought reelection in 1879 against two opponents, Daniel F. Davis of the Republican Party and Joseph L. Smith of the Greenbacks Party. With the vote split between three candidates, 49.6% of the votes went to Davis with the remainder split between Garcelon and Smith. The Maine Constitution declared that without over 50% of the votes, no winner could be announced, and the legislature must elect the governor.61 Facing a Republican majority in the legislature, Garcelon manipulated the votes by casting aside Republican votes as invalid, causing the Supreme Court of Maine to declare his actions unconstitutional and award the governorship to Davis. Garcelon refused to yield his office and began appointing Democrat and Greenback Representatives and Senators while declaring himself the rightful governor. All sides began to mobilize paramilitary forces, forcing then Commander of the Maine Militia, Joshua Chamberlain, to intervene.62 Called upon by leaders of the elected legislature, Chamberlain swiftly took control of the government by using civilian police to oust Garcelon's staff and council before alterations could be made to the legitimate election results.63 Controlling the state as a military dictator, Chamberlain now faced the daunting task of relinquishing power to one of the three factions, retaining it for himself, or allowing the courts to decide. He was urged from all sides, with many pleading him to retain the democratic institutions in place.64 Chamberlain confides his great 61 Desjardin, Life in Letters, 239; Foley, Ballot Battles, 164. 62 Foley, Ballot Battles, 165-167. 63 Trulock, Hands of Providence, 356. 64 Desjardin, Life in Letters, 242. 16 responsibility in Fannie saying "'There is… No Governor, no legislature… I have been obliged to assume the defense… of the state… I am determined that Maine shall not become a Southern American State'".65 He is interpreted as referencing his Confederate counterparts and the lawlessness he associated with their secession and subsequent reintegration into the Union, as well as nations literally situated on the South American continent that were notable monarchies and dictatorships. Chamberlain's outlook on his role in this matter is that of a noble hero, something that surely inflated his ego as well as gave him a needed break from what he deemed to be a morbidly boring life as a civilian. Committed to solving the issue in a non-partisan and equitable manner, Chamberlain managed to enrage almost everyone in Augusta during his occupation. He was offered appointments as senator by each side, to which he adamantly refused stating it was the sole responsibility of the courts to decide the outcome.66 He was discouraged that his own party had amounted military forces and bribed him, and that they and the Democratic camp called him a traitor and usurper who abused his office as Commander of the Militia by intervening.67 Both sides plotted against him, threatened to kill or kidnap him, yet he stayed true to his goal of "'keep[ing] the peace'" and allowing laws to be executed rightfully.68 A local paper describes the scene as dire, where all of the power of the state was vested into Chamberlain until matters could be resolved.69 It was also cautionary, asking citizens to stay calm and avoid the capital, as infantry from Gardiner had been given authority to fire upon civilians or police should they act malicious.70 In the end, he gracefully guided Maine through twelve days of political and social 65 Joshua Chamberlain, as quoted in Goulka, Grand Old Maine of Maine, 138. 66 Trulock, Hands of Providence, 357. 67 Trulock, Hands of Providence, 357. 68 Joshua Chamberlain, as quoted in Trulock, Hands of Providence, 359. 69 "Chamberlain Holds the Helm," Daily Kennebec Journal. 70 "Chamberlain Holds the Helm," Daily Kennebec Journal. 17 unrest, ultimately allowing the court to empower the duly elected legislature to establish Davis as Governor. While Chamberlain fought to maintain his public image though marital and political disputes, today's scholars have begun to delve into his life and analyze his actions. Military writers, for example, annotate analysis his military exploits without necessarily focusing on other aspects of his life. By extension, these writers represent the popular memory of Chamberlain today. Military doctrine displays Chamberlain as the best and brightest military leader of the Civil War, yet writers like Hillyard, Cuddy, and Foley discuss his leadership style progression and whether he deserves the high pedestal he is placed in. Fred Hillyard points out in his paper that the Army uses Joshua Chamberlain as an example of leadership to be emulated, saying that the Army claims responsibility in developing leaders in his image through their education pipelines.71 Hillyard, in the 1980's, questions whether or not this selection is plausible, stating that the notion of military education is lost using Chamberlain as an example as he was schooled at a liberal arts college and volunteered for his commission without any prior military education.72 Hillyard also asserts that although the individual actions of Little Round Top are admirable, the tactics and leadership of the Civil War cannot be adequately translated to modern conflicts. He argues that "students may not relate to the muskets, bayonets, [and] bugle calls… when their thoughts are normally of sophisticated weapons systems… [and] the modern battlefield".73 Moreover, Hillyard continues to question the Army's position regarding Chamberlain, asking if his actions, although notable, were necessarily different from military actions of his time. 71 Hillyard, "Force Multiplier", 3. 72 Hillyard, "Force Multiplier", 3. 73 Hillyard, "Force Multiplier", 6. 18 Hillyard equates Chamberlain's war heroics to his personality, luck, and the fact that the pressure of the situation helped shape him into a military genius. Chamberlain's temperament and personal awareness were key to his success at Gettysburg, in that he was able to learn and adapt to the given situation.74 Hillyard also contributes Chamberlain's willingness to share in the suffering of his men as a motivator for them to follow his lead in battle.75 Unequivocally agreeing that his actions were great, he remains unconvinced that Chamberlain was a special instance of leadership. He determines that when people of character are placed in precarious situations, they usually will make consequential decisions.76 He concludes that Chamberlain is a great example of leadership, one that people can look to and learn from, but is not convinced he is the best example that the military should look toward. This exemplifies that, even in the 1980's, scholars viewpoints of him were changing as a holistic image of Chamberlain and his leadership attributes were being developed. In his paper, John Cuddy focuses on Chamberlain's leadership development over time, and how he became a symbol of leadership for the military and the public. Interestingly, Cuddy contradicts Hillyard by saying that his actions during battle were not a result of him being an exemplary human being, instead attributing his bravery to his personality, personal interactions with different role models, as well as his education and professorship at Bowdoin.77 These characteristics, Cuddy argues, projected him to success in leadership roles, and the evaluation of them and him can help others in the future. He also asserts that Chamberlain had an inert sense of entitlement for esteem and prestige citing his pleas to Senator Morrill regarding his permanent appointment to Major General following the war.78 Despite his ego, he was outwardly concerned 74 Hillyard, "Force Multiplier", 6. 75 Hillyard, "Force Multiplier", 8. 76 Hillyard, "Force Multiplier", 5. 77 Cuddy, "Blood and Fire", 4-5. 78 Cuddy, "Blood and Fire", 6. 19 for the welfare of his troops, yet also garnered the need for respect and order within his unit. He was sympathetic to his men but was also strict when called to do so. Cuddy attributes these and other personality traits to his success militarily and asks future students to analyze his self-need for adventure and validation as an example of poor leadership. Chamberlain's combination of humbleness regarding his troops and desire to prove himself made him daring yet conscious enough to lead gracefully in times of stress. Cuddy also determines that Chamberlain is an example of what good role models can do for leadership development, citing his boyhood idols as well as military leaders. Cuddy establishes that Chamberlain's upbringing was filled with military heroes, like his father and grandfather, of whom he always wanted to emulate.79 His childhood was filled with menial labor, hard lessons, and eventual academic prowess. Chamberlain was an advocate for hard work before the war and took these ideals with him into service. Never receiving formal military training, he yearned to prove himself in battle saying "'Soldiering in a time of peace is almost as much against my grain as being a peace man in time of war'" when asked prior to the war about militia service.80 His upbringing shaped his character, which Cuddy argues helped shape him into an effective military leader. Interestingly, we see Foley stray from the commonality of the other military writers, as he seems to agree with popular historians that Chamberlain was a "honorable" and "inspiring" man who answered his nation's call when needed.81 Foley neglects to mention his development as a leader, instead citing sources that clearly picture him as a leader born for greatness. He cites a plethora of Chamberlain's victories, both on and off the field of battle. These include early 79 Cuddy, "Blood and Fire", 15. 80 Chamberlain, as quoted in Cuddy, "Blood and Fire", 7. 81 Foley, "Citizen Warrior", 8. 20 military accomplishments, as well as earning the trust of his men.82 Foley concludes that Chamberlain was simply a military anomaly, crediting in part his successes to "'good genes'".83 He states that Chamberlain's intellectual prowess and desire for challenge fueled his military success, completely disregarding his development as a leader and person throughout his life.84 His lackluster analysis of Chamberlain's life and development is a discredit to leadership development of future military officers, as his paper clearly misinforms the reader by asserting that Chamberlain was a special instance of innate leadership capability. Chamberlain's preeminence is further celebrated today through monuments erected in his name and image. Intriguingly, these monuments were placed far after the Colonel's death in 1914. The first monument was raised on Veteran's Day, 1997, in Brewer near the Chamberlain home. 85 This monument is placed in a public park that is itself a replica of Little Round Top as well as an homage to the Underground Railroad. Named after Chamberlain, it serves to commemorate his battlefield heroics and those of the Hollyoke House that was an actual part of the railroad.86 It is interesting, noting Chamberlain's unfavorable opinions on voting rights for freedmen, that a memorial to him and his unit are placed at an extremely interesting and important historical site in terms of the Underground Railroad, of which Chamberlain was not involved. Yet, the contributions of the Holyoke Family are overshadowed by Joshua Chamberlain's legacy. It's date of completion, as well as location, are significant 82 Foley, "Citizen Warrior", 16. 83 Foley, "Citizen Warrior", 30. 84 Foley, "Citizen Warrior", 29. 85 Maine Civil War Monuments, "Brewer," https://www.maine.gov/civilwar/monuments/brewerchamberlainpark.html [accessed 3 November 2021]. 86 Maine Civil War Monuments, "Brewer," https://www.maine.gov/civilwar/monuments/brewerchamberlainpark.html [accessed 3 November 2021]. Chamberlain Park Statue, Brewer, Maine 21 Chamberlain Statue, Bowdoin College, Brunswick, Maine Maine National Guard Headquarters, Augusta, Maine Chamberlain Post Office, Chamberlain, Maine because it shows that his popularity continued to grow despite his actions having taken place more than 130 years before the monument was placed. The revival of Chamberlain and his exploits in the 1990's can also be explained by he and his unit's stardom in later media. Additionally, Chamberlain retains a second monument in Brunswick on the campus of Bowdoin College. Dedicated in 2003, it is not surprising that the college wanted to commemorate its most notable alumni.87 Yet, this is significant given that the school and its faculty denied his initial requests to serve and slandered him to retain him as a professor. Again, it is notable that almost one hundred years after his death, Bowdoin utilizes the popularity and prestige of Chamberlain's name and likeness to honor him on their campus. Both monuments indicate that Chamberlain's popular memory is alive and thriving in Maine and will be for the foreseeable future. They also indicate that his remembrance has grown in recent years, as these monuments were dedicated in the last twenty-five years. In addition to monuments, his memory lives through his posthumous appointment as the namesake of the Maine National Guard Headquarters in Augusta, dedicated in 2018, as well as an eponymous village in my hometown established sometime in the late 19th century. His legacy is an integral part of Maine's military and political lineage as identified through his idolization by local and state organizations. 87 Maine Civil War Monuments, "Brunswick," https://www.maine.gov/civilwar/monuments/brunswickchamberlain.html [accessed 3 November 2021]. 22 It would be absurd to diminish Joshua Chamberlain's importance to the Civil War and the Battle of Gettysburg. His decisive military actions and the courage of his unit earn him the distinction as a great officer in the history of our military. The memory displayed by both the northern and southern soldiery indicates just this and exemplifies his gentlemanly traits that are often noted by popular historians and the public. Yet, these examples do not demonstrate the holistic view of who Chamberlain was during his time on earth, both during and after his service in the war. While he was respected for his gallantry in battle by almost all, historians have regularly neglected or diminished his shortcomings in life. Understanding the totality of historically significant people's life is important because we cannot afford to remember people in a single-faceted sense. When looking back on the past, the public deserve to know the good and the bad about the people they are supposed to admire. A one-dimensional viewpoint on any figure has no benefit except to paint a false reality, one that hides reality in exchange for a rose-colored fallacy. Instead, we should be yearning to investigate the lives of our heroes to learn from both their mistakes and accomplishments. In essence, there is more to learn from the mistakes of others than from their successes. Joshua Chamberlain has rightfully been admired for his heroics in battle, yet his private life seemed secluded, isolated, and rarely discussed. Yet, as of late, writers have begun to acknowledge that the hero of Little Round Top was indeed human, with his own demons that menaced him throughout his life. Accusations of abuse, familial abandonment, and general neglect of those he loved has begun to threaten Chamberlain's legacy. Given these flaws and misdeeds being exhumed, will his reputation, for which he fought vehemently to maintain, be tainted or amended in the coming years? Will the lessons taught in Maine schools feature his military feats, as well as his personal shortcomings? This is a question for historians, both 23 professional and amateur, to answer. We hold the keys to truth through research and analysis, and despite the man's noted contributions to our nation, we also owe a debt to future generations to lay out the entirety of Chamberlain's story, and let our children decide the fate of Maine's famed Colonel. 24 Annotated Bibliography Cunningham, S.A. "About a Distinguished Southern Family," Confederate Veteran, 1900. This edition of the Confederate Veteran discusses an encounter between a former Confederate and Gen. Chamberlain years after the war, discussing what happened on the Gettysburg battlefield. The disagreement the two had regarding it, as well as the adjectives used to describe Chamberlain, are interesting and are noted in the paper. "Chamberlain holds the Helm," Daily Kennebec Journal, January 12, 1880. This news article discusses the Maine gubernatorial crisis in 1880 from their point of view. The article talks about Chamberlain being essentially inserted as a military governor, and the fear in the community regarding this. It is used to support research done in other sources. Chamberlain, Joshua. The Passing of the Armies: An Account of the Final Campaign of the Army of the Potomac, Based Upon Personal Reminiscences of the Fifth Army Corps. Lincoln and London, NE: University of Nebraska Press, 1998. Chamberlain's own autobiography is interesting because it was written out of necessity for money. It describes his own experiences of the war and why he believed certain instances occur. This is fascinating because others have differing accounts than he. I did not cite it in the paper, but it is listed in the bibliography. Cuddy, John F. "Training Through Blood and Fire: The Leadership Development of Joshua Lawrence Chamberlain." Air Command and Staff College (2015): 2-37. Major Cuddy's essay focuses on Chamberlain's progression as a military leader throughout the war. He states that by modern standards he was a great strategist and soldier yet did not learn at an academy or college. Cuddy advocates for the experiential learning that affected Chamberlain, which he says made him into a great officer. It is used as support for the changing of thought regarding Chamberlain as of late. Desjardin, Thomas A, ed. Joshua L. Chamberlain: A life in Letters: The Previously unpublished letters of a great leader of the Civil War. Harrisburg, PA: National Civil War Museum, 2012. This collection of letters from Chamberlain depicts his personal feeling throughout the war, his gubernatorial years, when he was President of Bowdoin, and throughout his life with his family and colleagues. These primary sources were used when discussing his marital issues, as well as personal feelings during his post-war life. 25 Desjardin, Thomas A. Stand Firm Ye Boys from Maine: The 20th Maine and the Gettysburg Campaign. New York, NY: Oxford University Press, 1995. Desjardin's work focuses exclusively on the Battle of Gettysburg and the actions taken on Little Round Top by the 20th Maine. Most of this book regards the tactics of the battle, but throughout there are personal quotes from soldiers that will be useful, as well as the final two chapters that deal with the immediate memory of the 'Count-on Crisis' and how that affected the remainder of his life. I did not cite this in the paper, but did research it. Foley, Edward B. Ballot Battles; The History of Disputed Elections in the United States. Oxford UK: Oxford University Press, 2016. This book has a chapter devoted to the Maine gubernatorial crisis, which was very hard to find research on. I used this source to provide context on the event and why it occurred, while highlighting the importance of Chamberlain's resulting actions. Foley, Chris M. "Citizen Warrior; Major General Joshua Lawrence Chamberlain; A Study in Command." USMC Command and Staff College (2012): 8-32. Foley offers a Marine Corps investigation into Chamberlain, who he was as a person, and his leadership characteristics. Like the other officers' papers on Chamberlain, he agrees that the man was a military genius but tends to agree with Trulock and Pullen that Chamberlain's knowledge was an anomaly. Goulka, Jeremiah E, ed. The Grand Old Man of Maine: Selected Letters of Joshua Lawrence Chamberlain 1865-1914. Chapel Hill, NC: The University of North Carolina Press, 2004. Goulka's collection of letters fits well with the subject of memory because these letters go from during the war until his death. They discuss in depth his time as governor and the issues regarding his family. They are used to support the secondary source work regarding his life and the events that occurred during it. "Herbert Head of Peace Memorial" Confederate Veteran, 1913. The source is another Confederate viewpoint on the Colonel of the 20th Maine. This, like many, portrays him in a positive light. It is regarding a monument displaying peace between belligerents in Chattanooga, Tennessee. This primary source shows an example of how Confederates and Federal troops viewed him during his life. Hillyard, Fred. "Leadership as a Force Multiplier: The Joshua L. Chamberlain Example." US Army War College (1983): 1-29. This essay is written by an Army officer at the War College. LTC Hillyard discusses Colonel Chamberlain's leadership attributes and if he deserves the high stature he has and still is placed in within the Army. He focuses on how Chamberlain was not a trained soldier, but instead an avid learner who used his ability to absorb knowledge from other professional soldiers. Cuddy's piece on the same subject will support this, and Hillyard's 26 article will be used to further demonstrate Chamberlain's reverence amongst the modern military and changing ideals today. "Indignation in Maine" New York Tribune, December 20, 1879. The New York Tribune article discusses again the situation in 1880 in Maine, but from the outside viewpoint of New Yorkers. It is more of how outsiders view the situation instead of Mainers. "Letter from the State Capital" The Portland Daily Press, August 9, 1862. In my research, this is the first instance I could find discussing then Lt Col Chamberlain and his appointment to the newly designated 20th Maine. It states who the officers and NCOs will be within the unit. It describes Chamberlain in a good light, before he was even in combat, which is important to the research. Maine Civil War Monuments "Brewer." https://www.maine.gov/civilwar/monuments/brewerchamberlainpark.html [accessed 3 November 2021]. This is the State of Maine website that documents all the monuments within the state. It gives the relevant information regarding when the monument was placed and by whom. I also will include personal photographs of the site in the final Draft. Maine Civil War Monuments. "Brunswick." https://www.maine.gov/civilwar/monuments/brunswickchamberlain.html [accessed 3 November 2021]. This is like the prior source, simply a different monument. They serve the same purpose and this one will have a personal photograph as well. Nespitt, Mark, ed. Through Blood & Fire: Selected Civil War Papers of Major General Joshua Chamberlain. Mechanicsburg, PA: Stackpole Books, 1996. This source will add to primary source collection off Chamberlain through letters but only includes works from 1862-1865. They will be used to express his personal feelings during the war regarding his service, his family, and hopefully any issues within his organization. It is used as supporting documents regarding how he was viewed in his time versus how he is remembered. New York State Military Museum and Veterans Research Center. "140th New York Infantry Regiment's Monument at Gettysburg." https://museum.dmna.ny.gov/unit-history/infantry-2/140th-infantry-regiment/monument-gettysburg [accessed 1 November 2021.] The site depicts the 140th New York Infantry's monument at Gettysburg, which is a statement itself about the men who fought with the unit. It stands as a simple memorial to those who died, including the regimental commander. 27 New York State Military Museum and Veterans Research Center. "44th New York Infantry Regiment's Monument." https://museum.dmna.ny.gov/unit-history/infantry/44th-infantry-regiment/monument-gettysburg [accessed 1 November 2021.] This huge castle is dedicated to the fighting men of the 44th New York, who were also alongside the 20th Maine at Little Round Top. It is a superfluous monument, given the fact their role in the battle was overlooked by the heroics of Chamberlain and his men. It has a lengthy inscription, unlike the 44th's, which describes what they did during the battle and how many perished. Both these sources will be used to show that some friendly soldiers harbored at least a little bit of jealousy and resentment for Chamberlain's popularity and recognition when they received little to none. Longacre, Edward G. Joshua Chamberlain: The Soldier and The Man. Conshohocken, PA: Combined Publishing, 1999. This book was one of the more helpful sources. It goes into who Chamberlain was as both a soldier and normal person, which my paper discovers through memory. This source helped me express to the reader who Chamberlain really was and how that relates to his popular portrayal. Also, it is one of the only sources that really questions Chamberlain and asks tough questions of his character and actions. Loski, Diana H. The Chamberlains of Brewer. Gettysburg, PA: Thomas Publications, 1998. Loski's book primarily confers how the entire Chamberlain family came to be, and their relevance throughout history. It not only discusses Joshua and Fanny, but also his brother Tom, his sister, other extended family, and of course his parents. I use it to discuss his familial life, mainly regarding how he abandoned them routinely. Norton, Oliver W. The Attack and Defense of Little Round Top, Gettysburg, July 2, 1863. New York, NY: The Neale Publishing Company, 1913. Norton's piece, while older, gives a lot of valuable insight into the battle itself. While this is important to compare thinking from the past to present, there are other sources that do a better job. I do not cite it in the paper Perry, Mark. Conceived in Liberty: Joshua Chamberlain, William Oates, and the American Civil War. Harmondsworth, Middlesex, UK: Penguin Books Limited, 1997. This is one of the more credible sources regarding Chamberlain and his memory, as it also discusses his adversary on Little Round Top and their parallels. Through this source, we can see how other officers and officials of the time viewed Chamberlain both during and after the war, and more importantly how his foes viewed him. Also, the book discusses some of his actions after the war, how it affected his personal life, and how others perceived him. This is a good source to use to refer to both how people thought about him but also the reality of his actions. Also, it is a beneficial source to see how adversaries thought of him, specifically William Oates who commanded the regiment that opposed him at Little Round Top. 28 Pullen, John J. The Twentieth Maine: A Volunteer Regiment in the Civil War. Philadelphia, PA: J.B Lippincott & Company, 1957. The book provides instances of how he is/was remembered. Mainly this source quotes Oates, Chamberlain's counterpart, but also Chamberlain's soldiers regarding their leader. Because the point of this paper is to focus on memory, this source will be helpful because it has a lot of points regarding how the people he commanded felt about Chamberlain. Smith, Diane Munroe, ed. Fanny and Joshua: The Enigmatic Lives of Frances Caroline Adams and Joshua Lawrence Chamberlain. Gettysburg, PA: Thomas Publications, 1999. Like the Chamberlains of Brewer source, this book will give greater understanding of the relationship of Chamberlain and his wife. Comparing to other sources, I will see if in fact their relationship was strained and if so why. It is mainly letters between the two, accompanied by brief excerpts describing the times and circumstances of the letters. These sources will help determine if his stately appearance was a public rouse or if he was privately a different man. Trulock, Alice Rains. In the Hands of Providence: Joshua L. Chamberlain and the American Civil War. Chapel Hill, NC: The University of North Carolina Press, 1992. Trulock's work is one of the prolific biographies of Joshua Chamberlain but is claimed by writers like Cuddy and Longacre to be one sided and only include the more cheerful instances in his life. Most of the work puts Chamberlain in a good light by designating him as a marvelous leader who was fair and beloved by his troops. Strangely, she does mention some of his more unsavory actions after the war, as well as explaining his resistance in allowing freedmen to vote. I use this source a multitude of times because the author covers almost every instance of Chamberlain's life. United States Department of Defense. "Medal of Honor Monday." https://www.defense.gov/News/Feature-Stories/story/Article/2086560/medal-of-honor-monday-army-maj-gen-joshua-chamberlain/ [accessed 3 November 2021]. This DoD article discusses Chamberlain as an astute, gentlemanly officer who was a gallant recipient of the Medal of Honor. While this is true, it again is an example of popular memory regarding Chamberlain. He is viewed only through his singular actions, not by a collection of them. Weart, David. The Military Leader. "Joshua Lawrence Chamberlain- Leadership in Action," https://themilitaryleader.com/leadership-action-chamberlain/ [accessed 3 November 2021]. Weart's online article does the same as the DoD's. It describes Chamberlain in a single faceted manner and neglects all the instances that made him human like everyone else.

EFEKTIVITAS PENEGAKAN HUKUM TERHADAP PENCEMARAN UDARA DI KECAMATAN GRESIK DAN KECAMATAN KEBOMAS Ridho Awalananda (S1 Ilmu Hukum, Fakultas Ilmu Sosial dan Hukum, Universitas Negeri Surabaya) ridhoawalananda@yahoo.com Emmilia Rusdiana (S1 Ilmu Hukum, Fakultas Ilmu Sosial dan Hukum, Univeritas Negeri Surabaya) emmiliarusdiana@gmail.com Abstrak Lingkungan sangat berpengaruh untuk kehidupan. Menurut Pasal 1 Undang-Undang Nomor 32 Tahun 2009 Tentang Perlindungan Dan Pengelolaan Lingkungan Hidup menyebutkan bahwa lingkungan hidup adalah kesatuan ruang dengan semua benda, daya, keadaan, dan makhluk hidup, termasuk manusia dan perilakunya, yang mempengaruhi alam itu sendiri, kelangsungan perikehidupan, dan kesejahteraan manusia serta makhluk hidup lainnya. Tingkat pencemaran udara di Kabupaten Gresik di ambang batas. Hasil pemantauan kualitas udara ambien di Jawa Timur menyebutkan Kabupaten Gresik memiliki kualitas udara terburuk. Data dari Dinas Lingkungan Hidup Kabupaten Gresik menyebutkan masih ada industri yang melakukan pencemaran dan kerusakan lingkungan. Berdasarkan Pasal 69 angka 1 huruf a Undang-Undang Nomor 32 Tahun 2009 bahwa terdapat larangan untuk melakukan perbuatan yang mengakibatkan pencemaran atau kerusakan lingkungan hidup. Tujuan penelitian ini adalah untuk mengetahui efektivitas penegakan hukum yang dilakukan oleh Dinas Lingkungan Hidup Kabupaten Gresik terhadap pencemaran udara di Kecamatan Gresik dan Kebomas serta untuk mengetahui kendala yang dihadapi oleh Dinas Linkungan Hidup Kabupaten Gresik dalam melaksanakan penegakan hukum terhadap pencemaran udara di Kecamatan Gresik dan Kebomas. Jenis penelitian ini yang akan digunakan dalam penyusunan penulisan skripsi ini adalah penelitian yuridis sosiologis yang merupakan ilmu yang tetap berbasis terhadap hukum normatif tetapi bukan mengkaji mengenai sistem norma, namun mengamati bagaimana reaksi dan interaksi yang terjadi ketika sistem norma itu bekerja. Hasil penelitian dan pembahasan mengenai efektivitas penegakan hukum terhadap pencemaran udara di Kecamatan Gresik dan Kebomas yaitu penegakan hukum administrasi. Penegakan hukum administrasi mengenai pencemaran udara di Kecamatan Gresik dan Kebomas melalui pengawasan preventif dan represif. Pengawasan preventif yang dilakukan oleh Dinas Lingkungan Hidup Kabupaten Gresik melalui tahapan penerbitan izin lingkungan, setelah itu melakukan pemantauan, pemeriksaan, dan pengujian. Pengawasan represif yang dilakukan oleh Dinas Lingkungan Hidup Kabupaten Gresik yaitu sanksi adminstrasi berupa teguran tertulis, paksaan pemerintah, pembekuan izin, dan pencabutan izin. Penegakan hukum yang dilakukan oleh Dinas Lingkungan Hidup Kabupaten Gresik berjalan kurang efektif karena Dinas Lingkungan Hidup Kabupaten Gresik kurang maksimal dalam menerapkan aturan hukum yang ada, kurangnya jumlah penegak hukum, industri yang masih melakukan pencemaran dan kerusakan lingkungan hidup, dan kurangnya kesadaran masyarakat untuk melapor. Kendala yang dihadapi Dinas Lingkungan Hidup Kabupaten Gresik dalam melaksanakan penegakan hukum adalah faktor penegak hukum yaitu kurangnya jumlah personel penegak hukum, sarana atau fasilitas yang belum memadai, serta kurangnya kesadaran masyarakat untuk melapor dan para pelaku usaha yang belum taat aturan dan masih melakukan pencemaran dan kerusakan lingkungan hidup. kata kunci : Penegakan Hukum, Pencemaran Udara, Kecamatan Gresik, Kecamatan Kebomas. Abstract The level of air pollution in Gresik Regency is on the threshold. The results of monitoring ambient air quality in East Java said that Gresik Regency had the worst air quality. Data from the Gresik Regency Environmental Service states that there are still industries that conduct pollution and environmental damage. Based on Article 69 number 1 letter a of Law Number 32 of 2009 that there is a prohibition to carry out acts that result in pollution or environmental damage. The purpose of this study was to determine the effectiveness of law enforcement carried out by the Office of Environment of Gresik Regency on air pollution in Gresik Regency as well as the obstacles faced by the Department of Living Environment of Gresik Regency in implementing law enforcement against air pollution in Gresik Regency. This study using juridical sociological research which is a science that remains based on normative law but does not examine the norm system in legislation, but observes how the reactions and interactions that occur when the norm system works. The results of the research and discussion on the effectiveness of law enforcement on air pollution in Gresik and Kebomas Districts are administrative law enforcement. Administrative law enforcement regarding air pollution in Gresik and Kebomas Districts through preventive and repressive supervision. Preventive supervision carried out by the Environmental Agency of Gresik Regency through the stages of publishing environmental permits then through, monitoring, inspection, testing. Repressive supervision by the Gresik Regency Environmental Agency is administrative sanctions in the form of written reprimand, government coercion, license suspension and license revocation. Law enforcement carried out by the Environmental Agency of Gresik Regency runs less effectively because the Environmental Agency of Gresik Regency is not maximal in implementing existing legal regulations, lack of law enforcement, industries that still pollute and damage the environment, and lack of public awareness to report. The constraints faced by the Gresik Regency Environmental Agency in carrying out law enforcement are law enforcement factors, namely the number of inadequate personnel, inadequate advice or facilities and the lack of funds in conducting sample tests requires considerable costs and the parties from the Environmental Service request assistance to examiners from the Province, as well as a lack of awareness of industry players to comply with regulations and protect the environment. keywords: Law Enforcement, Air Pollution, Gresik District, Kebomas District. PENDAHULUAN Lingkungan sangat berpengaruh untuk kehidupan, perubahan terhadap lingkungan seringkali diakibatkan oleh manusia untuk memenuhi kebutuhan dengan melakukan usaha dan dapat berakibat pada keselamatan, kesehatan dan kelangsungan hidup (Junctoko Subagyo,1992:3). Menurut Pasal 1 angka 1 Undang-Undang Nomor 32 Tahun 2009 Tentang Perlindungan Dan Pengelolaan Lingkungan Hidup menyebutkan bahwa "Lingkungan hidup adalah kesatuan ruang dengan semua benda, daya, keadaan, dan makhluk hidup, termasuk manusia dan perilakunya, yang mempengaruhi alam itu sendiri, kelangsungan perikehidupan, dan kesejahteraan manusia serta makhluk hidup lainnya". Lingkungan sangat penting bagi kehidupan manusia, hewan, dan tumbuhan. Maka dari itu kita harus menjaga agar kelestarian lingkungan tetap terjaga. Udara merupakan campuran beberapa macam gas yang perbandingannya tidak tetap, tergantung pada keadaan suhu udara, tekanan udara dan lingkungan sekitarnya. Dalam udara terdapat oksigen untuk bernafas, kabondioksida untuk proses fotosintesis, dan ozon untuk menahan sinar ultraviolet. Namun dengan meningkatnya pembangunan kota dan pusat-pusat industri, kualitas udara telah mengalami perubahan yaitu terjadi pencemaran udara dan jika hal ini tidak segera ditangani dapat berdampak pada kesehatan manusia, kehidupan hewan, serta tumbuhan (Muhammad Erwin, 2008: 35). Menurut Pasal 1 angka 1 PP Nomor 41 Tahun 1999 Tentang Pengendalian Pencemaran Udara menyebutkan bahwa "Pencemaran udara adalah masuknya atau dimasukannya zat, energi, dan/komponen lain ke dalam udara ambien oleh kegiatan manusia, sehingga mutu udara ambien turun sampai ke tingkat tertentu yang menyebabkan udara ambien tidak dapat memenuhi fungsinya". Namun dengan meningkatnya pembangunan kota dan pusat-pusat industri, kualitas udara telah mengalami perubahan yaitu terjadinya pencemaran udara yang berdampak pada kesehatan manusia, hewan dan tumbuhan (Bahrudi Supardi, 2009: 20). Kabupaten Gresik adalah kabupaten yang terkenal dengan sebutan kota industri. Alasan Kabupaten Gresik dikenal sebagai kota industri karena banyak berdiri industri-industri di Kabupaten Gresik. Industri yang paling banyak berada di Kecamatan Gresik dengan jumlah 304 industri dan Kecamatan Kebomas dengan jumlah industri sekitar 2.034 industri. Dengan banyaknya jumlah industri di Kabupaten Gresik, masalah-masalah lingkungan mulai bermunculan seperti pencemaran udara. "Terdapat salah satu berita pencemaran udara di Kabupaten Gresik di ambang batas. Tingkat polusi yang tinggi dari industri membuat geram masyarakat di Kabupaten Gresik. Pencemaran udara umumnya merata di wilayah terutama wilayah yang banyak industrinya". Dari hasil pengukuran indeks kualitas udara ambien yang dilakukan oleh Badan Lingkungan Hidup Provinsi Jawa Timur menunjukan bahwa Kabupaten Gresik memiliki kualitas udara terburuk di Jawa Timur dengan nilai 65.81. Pengukuran indeks kualitas udara ambien dilakukan ditempat pemukiman, lalu lintas dan area sekitar wilayah industri. Parameter yang dipantau meliputi Sulfur Dioksida, Karbon Monoksida, Nitrogen Dioksida,Ozon, PM10, dan Timbal. Dari hasil pemantauan kualitas udara ambien di Kecamatan Gresik dan Kebomas menunjukan adanya pencemaran udara berupa debu yang melebihi baku mutu udara ambien. Penyebab terjadinya pencemaran udara karena aktivitas industri Lokasi yang paling berdampak yaitu di Jalan Mayjen Sungkono di Kecamatan Kebomas dan Jalan Jaksa Agung Suprapto di Kecamatan Gresik. Berdasarkan Pasal 69 angka 1 huruf a Undang-Undang Nomor 32 Tahun 2009 Tentang Perlindungan Dan Pengelolaan Lingkungan Hidup menyebutkan bahwa "setiap orang dilarang melakukan perbuatan yang mengakibatkan pencemaran dan/atau kerusakan lingkungan hidup". Pasal ini menjelaskan bahwa ada larangang bagi setiap orang untuk melakukan kerusakan lingkungan hidup. Menurut Pasal 21 Peraturan Pemerintah Republik Indonesia Nomor 41 Tahun 1999 Tentang Pengendalian Pencemaran Udara menyebutkan bahwa "Setiap orang yang melakukan usaha dan/atau kegiatan yang mengeluarkan emisi dan/atau baku tingkat gangguan ke udara ambien wajib : a. Mentaati baku mutu udara ambien, baku mutu emisi, dan baku tingkat gangguan yang ditetapkan untuk usaha dan/atau kegiatan yang dilakukannya; b. Melakukan pencegahan dan/atau penanggulangan pencemaran udara yang diakibatkan oleh usaha dan/atau kegiatan yang dilakukannya; c. Memberikan informasi yang benar dan akurat kepada masyarakat dalam rangka upaya pengendalian pencemaran udara dalam lingkungan usaha dan/atau kegiataannya. Pasal ini menjelaskan bahwa bagi pelaku usaha untuk mentaati baku mutu udara yang sudah ditetapkan oleh pemerintah, melakukan pencegahan dan penanggulangan agar tidak terjadi pencemaran udara, dan memberikan informasi kepada masyarakat untuk upaya pengendalian pencemaran udara. Oleh karena itu dibutuhkan peran Dinas Lingkungan Hidup Kabupaten Gresik untuk melakukan penegakan hukum administrasi. Menurut Pasal 61 ayat (1) Peraturan Daerah Kabupaten Gresik Nomor 6 Tahun 2015 Tentang Perlindungan Dan Pengelolaan Lingkungan Hidup menyebutkan bahwa "Bupati menerapkan sanksi administrasi kepada penanggungjawab usaha dan/atau kegiatan jika dalam pengawasan ditemukan pelanggaran". Pasal 61 ayat (2) Perda Kabupaten Gresik Tentang Perlindungan dan Pengelolaan Lingkungan Hidup menyebutkan bahwa "bentuk sanksi administrasi terdiri atas : Teguran tertulis; Paksaan pemerintah; Pembekuan izin lingkungan; Pencabutan izin lingkungan; Pemberian sanksi administrasi dilakukan oleh satuan kerja perangkat daerah yang tugas pokok dan fungsinya bertanggungjawab di bidang lingkungan hidup untuk mencegah, mengakhiri, serta menanggulangi akibat yang ditimbulkan atas pelanggaran yaitu Dinas Lingkungan Hidup Kabupaten Gresik. Penulis memandang bahwa faktanya masih banyak industri yang melakukan pencemaran dan kerusakan lingkungan di Kecamatan Gresik dan Kebomas dan masih melanggar izin lingkungan, serta Dinas Lingkungan Hidup Kabupaten Gresik belum maksimal dalam menerapkan sanksi administrasi kepada industri yang melakukan pencemaran dan kerusakan lingkungan di Kecamatan Gresik dan Kebomas. Tujuan penelitian ini adalah untuk mengetahui efektivitas penegakan hukum yang dilakukan oleh Dinas Lingkungan Hidup Kabupaten Gresik terhadap pencemaran udara di Kecamatan Gresik dan Kebomas serta untuk mengetahui kendala yang dihadapi oleh Dinas Lingkungan Hidup Kabupaten Gresik dalam melaksanakan penegakan hukum terhadap pencemaran udara di Kecamatan Gresik dan Kebomas. Kajian Teoritik yang berkaitan dengan permasalahan mengenai efektivitas penegakan hukum terhadap pencemaran udara di Kecamatan Gresik dan Kecamatan Kebomas ialah efektivitas hukum, lingkungan hidup, penegakan hukum, dan izin. Efektivitas hukum merupakan proses yang bertujuan agar hukum berlaku efektif. Ketika berbicara sejauh mana efektivitas hukum maka kita pertama-tama harus dapat mengukur sejauh mana aturan hukum itu ditaati atau tidak ditaati. Jika suatu aturan hukum ditaati oleh sebagian besar target yang menjadi sasaran ketaatannya maka akan dikatakan aturan hukum yang bersangkutan efektif (Achmad Ali, 2009: 375). Teori efektivitas hukum menurut Soerjono Soekanto ditentukan oleh lima faktor yaitu (Soerjono Soekanto, 2000: 80) : a. Faktor hukumnya sendiri; b. Faktor penegak hukum; c. Faktor sarana atau fasilitas; d. Faktor masyarakat; e. Faktor budaya. Lingkungan adalah jumlah semua benda kondisi yang ada dalam ruang yang kita tempati yang mempengaruhi kehidupan kita. Secara teoritis lingkungan tidak terbatas jumlahnya, oleh karena misalnya matahari dan bintang termasuk di dalamnya. Namun secara praktis kita selalu memberi batas pada ruang lingkungan itu. menurut kebutuhan kita batas itu dapat ditemukan oleh faktor alam seperti jurang, sungai atau laut, faktor ekonomi, faktor politik atau faktor lain. Tingkah laku manusia juga merupakan bagian lingkungan kita, oleh karena itu lingkungan hidup harus diartikan secara luas, yaitu tidak saja lingkungan fisik dan biologi, melainkan juga lingkungan ekonomi, sosial, dan budaya (Otto, 2009: 48). Penegakan hukum dalam bahasa Belanda disebut dengan rechtoepassing atau rechtshandhaving dan dalam bahasa inggris law enforcement meliputi pengertian yang bersifat makro dan mikro. Bersifat makro mencakup seluruh aspek kehidupan masyarakat, berbangsa dan bernegara, sedangkan dalam pengertian mikro terbatas dalam proses pemeriksaan di pengadilan termasuk proses penyelidikan, penyidikan, penuntutan hingga pelaksanaan putusan pidana yang telah mempunyai kekuatan hukum tetap (Chaerudin, 2008: 87). Secara umum izin merupakan suatu persetujuan dari penguasa berdasarkan undang-undang atau peraturan pemerintah dalam keadaan tertentu menyimpang dari ketentuan larangan perundang-undangan. Dalam izin dapat dipahami bahwa suatu pihak tidak dapat melakukan sesuatu kecuali diberi izin, artinya kemungkinan seseorang atau suatu pihak tertutup kecuali diizinkan oleh pemerintah. Dengan demikian pemerintah mengikatkan perannya dalam kegiatan yang dilakukan oleh orang atau pihak yang bersangkutan (Pudyatmoko, 2009:7). METODE Penelitian ini menggunakan penelitian yuridis sosiologis. Penelitian yuridis sosiologis merupakan ilmu yang tetap berbasis terhadap undang-undang tetapi bukan mengkaji sistem norma dalam aturan perundang-undangan, namun mengamati bagaimana reaksi dan interaksi yang terjadi ketika sistem norma itu bekerja (Mukti Fajar dan Yulianto Achmad, 2017: 47). Penelitian ini bertujuan untuk menggambarkan dan mendeskripsikan mengenai efektivitas penegakan hukum serta kendala yang dihadapi Dinas Lingkungan Hidup Kabupaten Gresik dalam melaksanakan penegakan hukum administrasi terhadap pencemaran udara di Kecamatan Gresik dan Kebomas. Lokasi penelitian ini diantaranya Dinas Lingkungan Hidup Kabupaten Gresik, Kelurahan Ngipik, Perumahan GKGA Kedanyang, Kelurahan Indro, PT Wilmar Nabati Indonesia, PT Newera Rubberindo, PT Gramitrama Jaya Steel. Informan dalam penelitian ini yaitu Kepala Bidang Pengendalian Pencemaran dan Kerusakan Lingkungan Hidup dan Kepala Seksi Pengendalian Pencemaran dan Kerusakan Lingkungan Hidup Dinas Lingkungan Hidup Kabupaten Gresik, Ketua RT 02 Perumahan GKGA Kedanyang, Ketua RT 03 Kelurahan Ngipik, Ketua RT 03 Kelurahan Indro. Jenis data dalam penelitian ini yaitu data primer dan sekunder. Data primer adalah data yang diperoleh langsung dilapangan melalui wawancara dengan informan. Data sekunder adalah data yang diperoleh melalui bahan kepustakaan yang berupa buku, jurnal, dan referensi lainnya. Teknik pengumpulan data dalam penelitian ini melalui tahapan observasi dengan cara melalui pengamatan terhadap objek penelitian setelah itu mencatat dengan sistematis hasil dari observasi. Setelah itu melalui wawancara dengan cara melakukan tanya jawab dengan informan, dan melalui dokumentasi yang dapat berupa dokumen berbentuk tulisan, gambar, atau karya-karya monumental dari seseorang. Teknik pengolahan data dalam penelitian ini melalui teknik klasifikasi yaitu proses pemilahan data. Hasil data melalui wawancara, observasi, dan dokumentasi diklasifikasi sesuai dengan kategori berdasarkan pertanyaan dalam rumusan masalah dalam topik penelitian ini. Setelah itu mengedit yaitu kegiatan mengolah data dengan cara melakukan proses pemeriksaan ulang data yang telah diperoleh dari penelitian. Teknik analisis data dalam penelitian ini dengan melalui proses mengorganisasikan dan mengurutkan data ke dalam pola, kategori, dan satuan uraian dasar sehingga dapat ditemukan tema dan dapat dirumuskan ide yang disarankan oleh data. Kegiatan analisis data dalam penelitian ini yaitu reduksi data. Reduksi data adalah merangkum, memilih hal-hal pokok, memfokuskan pada hal-hal yang penting setelah itu dicari tema dan polanya. Jadi reduksi data yaitu menentukan data yang telah diproses dari hasil observasi, wawancara, dan dokumentasi di lapangan, setelah itu disesuaikan dengan tema dalam penelitian ini yaitu mengenai efektivitas penegakan hukum administrasi terhadap pencemaran udara di Kecamatan Gresik dan kebomas. Teknik analisis data selanjutnya yaitu Penyajian data. Penyajian data adalah cara merangkai data untuk mempermudah dalam hal membuat kesimpulan. Data yang diperoleh dari penelitian akan dikategorikan sesuai dengan pembahasan dan akan disajikan dalam bentuk bagan, tabel, dan sejenisnya. Kegiatan analisis data yang terakhir yaitu verifikasi data dan kesimpulan. Verifikasi adalah mengecek kembali data yang sudah terkumpul untuk mengetahui keabsahan datanya agar sesuai dengan tema penelitian ini.verifikasi dilakukan dengan cara mendengar, membaca, dan mecocokan kembali hasil dari observasi, wawancara, dan dokumentasi yang sudah dilakukan oleh peneliti di lapangan. HASIL DAN PEMBAHASAN 1. Efektivitas Penegakan Hukum Yang Dilakukan Oleh Dinas Lingkungan Hidup Kabupaten Gresik Terhadap Pencemaran Udara di Kecamatan Gresik dan Kebomas Penegakan hukum dalam bahasa Belanda disebut dengan rechtoepassing atau rechtshandhaving dan dalam bahasa inggris law enforcement meliputi pengertian yang bersifat makro dan mikro. Bersifat makro mencakup seluruh aspek kehidupan masyarakat, berbangsa, dan bernegara, sedangkan dalam pengertian mikro terbatas dalam proses pemeriksaan di pengadilan termasuk proses penyelidikan, penyidikan, penuntutan hingga pelaksanaan putusan yang telah mempunyai kekuatan hukum tetap (Chaeruddin, 2008: 82). Penegakan hukum pada dasarnya yaitu sepenuhnya untuk upaya tegaknya atau fungsinya norma-norma hukum secara nyata dalam masyarakat sebagai pedoman perilaku dalam bermasyarakat, berbangsa, dan bernegara (Soerjono Soekanto, 2012: 5). Proses penegakan diharapkan dapat membantu melaksanakan kebijakan yang telah ditetapkan dapat membantu melaksanakan kebijakan yang telah ditetapkan untuk mencapai tujuan yang telah direncanakan secara efektif dan efisien (Soerjono Soekanto, 1996: 19). Penegakan hukum lingkungan merupakan upaya untuk mencapai ketaatan terhadap peraturan dan persyaratan dalam ketentuan hukum yang berlaku secara umum dan individual, melalui pengawasan dan penerapan atau ancaman sarana administrasi, kepidanaan, dan keperdataan (Siti Sundari, 2005: 214). Menurut Soerjono Soekanto faktor-faktor yang mempengaruhi efektif atau tidaknya suatu hukum yaitu (Soerjono Soekanto, 2012: 8) : a. Faktor hukum itu sendiri, yang dimana dalam tulisan ini dibatasi pada undang-undang. Mengenai berlakunya undang-undang tersebut terdapat beberapa asas yang tujuannya adalah agar undang-undang itu mempunyai dampak yang positif. Artinya, supaya undang-undang tersebut mencapai tujuannya sehingga efektif dan dapat diterima oleh masyarakat. b. Faktor penegak hukum, yakni pihak-pihak yang membentuk maupun menerapkan hukum itu. masalah peranan dianggap sangat penting, oleh karena pembahasan mengenai penegak hukum sebenarnya lebih banyak tertuju pada diskresi yang dimana diskresi tersebut menyangkut pengambilan keputusan yang tidak sangat terikat oleh hukum, dimana penilaian pribadi juga memegang peranan. c. Faktor sarana atau fasilitas yang mendukung penegakan hukum, artinya sarana dan fasilitas mempunyai peranan yang sangat penting untuk penegakan hukum. tanpa adanya sarana atau fasilitas tersebut, tidak mungkin bagi penegak hukum untuk menyerasikan peranan yang seharusnya dengan peranan yang aktual dan nyata. d. Faktor masyarakat, yakni lingkungan atau wilayah dimana hukum tersebut berlaku atau diterapkan. Dimana penegakan hukum itu berasal dari masyarakat dan bertujuan untuk mencapai kedamaian dan ketertiban di dalam masyarakat. Oleh karena itu jika dipandang dari sudut tertentu, maka masyarakat dapat mempengaruhi penegakan hukum. e. Faktor budaya, yakni sebagai hasil karya, cipta, dan rasa yang didasarkan pada karsa manusia di dalam pergaulan hidupnya. Kebudayaan hukum mencakup nilai-nilai yang mempengaruhi konsepsi-konsepsi abstrak mengenai hal yang dianggap baik dan buruk. Penegakan hukum ditujukan guna meningkatkan ketertiban dan kepastian hukum dalam masyarakat. Hal ini dilakukan antara lain dengan menertibkan fungsi, tugas, dan wewenang lembaga-lembaga yang bertugas menegakan hukum menurut proporsi ruang lingkup masing-masing serta didasarkan atas sistem kerjasama yang baik dan mendukung tujuan yang hendak dicapai (Soerjono Soekanto, 1996: 19). A. Pengawasan Preventif Pengawasan preventif dilakukan oleh Dinas Lingkungan Hidup Kabupaten Gresik terhadap izin lingkungan yang dimiliki oleh industri. Secara umum izin merupakan suatu persetujuan dari penguasa berdasarkan undang-undang atau peraturan pemerintah dalam keadaan tertentu menyimpang dari ketentuan larangan perundang-undangan. Dalam izin dapat dipahami bahwa suatu pihak tidak dapat melakukan sesuatu kecuali diberi izin, artinya kemungkinan seseorang atau suatu pihak tertutup kecuali dizinkan pemerintah. Dengan demikian pemerintah mengikatkan perannya dalam kegiatan yang dilakukan oleh orang atau pihak yang bersangkutan (Pudyatmoko, 2009: 7). Tahapan dalam penerbitan izin lingkungan yaitu : a. Konsultasi; b. Persiapan Amdal; c. Proses Penilaian Dan Pemeriksaan; d. Penyusunan Izin lingkungan; e. Penerbitan Izin Lingkungan. Setelah diterbitkannya izin lingkungan, Dinas Lingkungan Hidup Kabupaten Gresik juga melakukan pengawasan untuk mengetahui industri tersebut dalam melakukan kegiatan seperti pembuangan emisi gas, limbah, instalasi, dan sebagainya sudah sesuai dengan izin lingkungan atau tidak. Proses pengawasan yang dilakukan oleh Dinas Lingkungan Hidup Kabupaten Gresik yaitu : a. Pemantauan Pemantauan dan pengawasan yang dilakukan oleh Dinas Lingkungan Hidup Kabupaten Gresik dilakukan dengan cara melihat langsung ke lapangan sebagai informasi untuk mengetahui kemungkinan terjadinya pencemaran dan kerusakan lingkungan hidup. b. Pemeriksaan Pemeriksaan yang dilakukan oleh Dinas Lingkungan Hidup Kabupaten Gresik terhadap pelaku usaha industri merupakan tindakan mencari dan mengumpulkan fakta yang berkaitan dengan pencemaran dan kerusakan lingkungan hidup. Dalam hal ini Dinas Lingkungan Hidup Kabupaten Gresik memeriksa dokumen izin serta instalasi saluran pembuangan limbah. c. Pengujian Pengujian baku mutu udara dilakukan secara langsung oleh tim dari Dinas Lingkungan Hidup Kabupaten Gresik dan dari Badan Lingkungan Hidup Provinsi Jawa Timur dengan melakukan percobaan dan penelitian atas hasil sampel dari bagian obyek yang diuji agar dapat mengetahui terjadinya pencemaran dan kerusakan lingkungan hidup, berdasarkan hasil pengujian baku mutu udara ambien yang dilakukan oleh Dinas Lingkungan Hidup Kabupaten Gresik, menetapkan kualitas udara ambien di Kecamatan Gresik dan Kebomas melampaui ambang batas. B. Pengawasan Represif Dinas Lingkungan Hidup Kabupaten Gresik diberikan wewenang untuk melaksanakan kebijakan daerah tentang perlindungan dan pengelolaan lingkungan hidup. Wewenang Dinas Lingkungan Hidup Kabupaten Gresik diatur di dalam Pasal 57 Perda Kabupaten Gresik Nomor 6 Tahun 2015 Tentang Perlindungan Dan Pengelolaan Lingkungan Hidup Kabupaten Gresik yang menyebutkan bahwa: "Untuk mewujudkan keterpaduan dan keserasian pelaksanaan kebijakan daerah tentang perlindungan dan pengelolaan lingkungan hidup, Bupati dapat melimpahkan wewenang tertentu dalam perlindungan dan pengelolaan lingkungan hidup kepada Satuan Kerja Perangkat Daerah yang bertanggungjawab di bidang lingkungan hidup". Penegakan hukum administrasi dianggap sebagai upaya hukum yang terpenting, karena selain bertujuan untuk menghukum pelaku pencemar (Sukanda Husin, 2009: 92). Pengawasan secara periodik dilakukan terhadap kegiatan yang memiliki izin lingkungan sebagai upaya pemantauan penataan persyaratan perizinan oleh instansi yang berwenang memberi izin lingkungan (Suparto.2017:10). Penerapan sanksi merupakan konsekuensi lanjutan dari tindakan pengawasan. Sanksi administrasi mempunyai fungsi instrumental pengendalian perbuatan terlarang yang terdiri dari (Suparto, 2017: 15) : a. Paksaan pemerintah; b. Uang paksa; c. Penutupan tempat usaha; d. Penghentian kegiatan mesin perusahaan; e. Pencabutan izin. Dinas Lingkungan Hidup Kabupaten Gresik memberikan sanksi administrasi berdasarkan hasil pemeriksaan dan pengujian sampel pada tahapan pengawasan preventif. Dinas Lingkungan Hidup Kabupaten Gresik memberikan sanksi administrasi kepada industri yang melakukan pencemaran dan kerusakan lingkungan hidup. Sanksi administrasi yang diberikan oleh Dinas Lingkungan Hidup Kabupaten Gresik bagi industri yang melakukan pencemaran dan kerusakan lingkungan hidup yang pertama yaitu teguran secara lisan. Teguran lisan ini dilakukan apabila tim pengawas menemukan adanya pelanggaran yaitu pencemaran dan kerusakan lingkungan yang dilakukan oleh pelaku usaha industri. Sanksi berikutnya yaitu teguran tertulis. Teguran tertulis akan diberikan kepada pelaku usaha apabila setelah adanya teguran secara lisan pelaku usaha tersebut masih melakukan pencemaran dan kerusakan lingkungan hidup, dengan catatan bahwa teguran yang diberikan baik secara lisan atau tertulis menjadi upaya awal terhadap penegakan sanksi administrasi terhadap pelaku usaha industri yang melakukan pencemaran dan kerusakan lingkungan hidup. Sanksi kedua yaitu paksaan pemerintah. Paksaan pemerintah yang dilakukan oleh Dinas Lingkungan Hidup Kabupaten Gresik dapat berupa tindakan menyingkirkan, menghalangi, atau mengembalikan keadaan seperti semula. Selanjutnya yaitu pembekuan izin, pembekuan izin akan diberikan kepada pelaku usaha apabila melakukan kegiatan selain yang tercantum dalam izin lingkungan. Sanksi administrasi terakhir yaitu pencabutan izin lingkungan. Sanksi ini merupakan sanksi administrasi terakhir yang akan diberikan kepada pelaku usaha apabila memang terdapat pelanggaran izin lingkungan. Efektivitas merupakan tingkat keberhasilan dalam pencapaian tujuan. Efektivitas adalah pengukuran dalam arti tercapainya sasaran atau tujuan yang sudah ditentukan sebelumnya. Ketika kita ingin mengetahui sejauh mana efektivitas hukum, maka harus dapat mengukur sudah sejauh mana hukum itu ditaati oleh sebagian besar target yang menjadi sasaran ketaatannya (Achmad Ali, 2009: 375). Dalam penegakan hukum tentunya tidak terlepas dari faktor-faktor yang mempengaruhi tegaknya penegakan hukum itu sendiri. Faktor-faktor yang mempengaruhi penegakan hukum yaitu : a. Faktor hukum; b. Faktor Penegak Hukum; c. Faktor Sarana atau Fasilitas; d. Faktor Masyarakat; e. Faktor Budaya. Aturan sebagai pedoman penegak hukum yang mengatur mengenai perlindungan dan pengelolaan lingkungan hidup tertulis dengan jelas di dalam Undang-Undang Nomor 32 Tahun 2009 Tentang Perlindungan Dan Pengelolaan Lingkungan Hidup, Peraturan Pemerintah Nomor 41 Tahun 1999 Tentang Pengendalian Pencemaran Udara, dan Peraturan Daerah Kabupaten Gresik Nomor 6 Tahun 2015 Tentang Perlindungan Dan Pengelolaan Lingkungan Hidup, maka sudah dibilang aturan yang mengatur mengenai perlindungan dan pengelolaan lingkungan hidup di Kabupaten Gresik sudah terpenuhi. Penegak hukum yang dimaksud yaitu Dinas Lingkungan Hidup Kabupaten Gresik yang memiliki peran untuk melaksanakan aturan terkait penegakan hukum terhadap pencemaran udara di Kecamatan Gresik dan Kebomas tidak terpenuhi. Alasannya karena penegak hukum yang memiliki kewenangan untuk melakukan penegakan hukum di bidang lingkungan hidup belum maksimal dalam menerapkan aturan yang ada sehingga kurang berdampak signifikan kepada masyarakat. Sarana atau fasilitas juga ikut mendukung proses jalannya penegakan hukum yang dilakukan oleh Dinas Lingkungan Hidup Kabupaten Gresik. Sarana atau fasilitas yang dimaksud yaitu seperti alat uji, laboratorium, dan lain-lain yang dapat membantu proses penegakan hukum yang dilakukan oleh Dinas Lingkungan Hidup Kabupaten Gresik dalam melakukan penegakan hukum lingkungan. Dalam hal ini sarana atau fasilitas yang dimiliki oleh Dinas Lingkungan Hidup Kabuapten Gresik masih terbatas. Masyarakat di Kecamatan Gresik dan Kebomas juga ikut andil dalam proses jalannya penegakan hukum yang dilakukan oleh Dinas Lingkugnan Hidup Kabupaten Gresik terhadap industri yang melakukan pencemaran dan kerusakan lingkungan hidup. Tetapi, masyarakat di Kecamatan Gresik dan Kebomas belum memiliki kesadaran hukum dalam hal ini kesadaran masyarakat untuk melakukan tindakan seperti melapor ke Dinas Lingkungan Hidup Kabupaten Gresik masih kurang karena masyarakat masih belum paham dengan aturan yang ada, dan pelaku usaha yang masih melakukan pencemaran dan kerusakan lingkungan hidup di Kecamatan Gresik dan Kebomas. Budaya merupakan nilai-nilai yang tumbuh di dalam pergaulan hidup masyarakat yang mencakup nilai-nilai yang dianggap baik dan buruk untuk dilakukan. Dalam hal ini budaya masyakarat di Kecamatan Gresik dan Kebomas sudah terpenuhi karena nilai-nilai untuk menjaga kebersihan dan tidak melakukan pelanggaran yang mengakibatkan merugikan lingkungan sudah diajarkan di dalam proses pendidikan. Menurut hasil temuan dari Dinas Lingkungan Hidup Kabupaten Gresik, bahwa masih banyak industri di Kecamatan Gresik dan Kebomas yang diduga melakukan pencemaran dan kerusakan lingkungan hidup. Beberapa industri sudah diberikan sanksi administrasi. Dari jumlah industri di Kabupaten Gresiksekitar 2.300 industri, kira-kira 1000 industri yang masih melakukan pencemaran dan kerusakan lingkungan hidup dan masih ada industri yang belum memiliki izin lingkungan. Dinas Lingkungan Hidup Kabupaten Gresik dalam memberikan sanksi administrasi tidak hanya sebatas terguran tertulis saja, seharusnya industri yang melanggar izin lingkungan diberikan sanksi administrasi berupa pencabutan izin atau pembekuan izin lingkungan dengan segera agar memberikan efek jera kepada industri yang melakukan pencemaran dan kerusakan lingkungan hidup agar tidak merugikan lingkungan dan masyarakat di Kecamatan Gresik dan Kebomas. Kendala yang Dihadapi Oleh Dinas Lingkungan Hidup Kabupaten Gresik dalam Melaksanakan Penegakan Hukum Terhadap Pencemaran Udara Di Kecamatan Gresik dan Kebomas Dinas Lingkungan Hidup Kabupaten Gresik dalam melaksanaan penegakan hukum terhadap pencemaran udara di Kecamatan Gresik dan Kebomas terdapat beberapa kendala yaitu : a. Faktor Penegak Hukum Dalam melakukan pengawasan dan penegakan hukum, Dinas Lingkungan Hidup Kabupaten Gresik kekurangan personel. Dinas Lingkungan Hidup Kabupaten Gresik hanya memiliki tiga personel pengawas, dan Dinas Lingkungan Hidup Kabupaten Gresik juga belum mempunyai tim ahli untuk melakukan uji sampel sehingga Dinas Lingkungan Hidup Kabupaten Gresik meminta bantuan tim ahli dari Dinas Lingkungan Hidup Provinsi Jawa Timur. b. Faktor Sarana atau Fasilitas Kendalal berikutnya yaitu Dinas Lingkungan Hidup Kabupaten Gresik belum memiliki sarana atau fasilitas yang memadai. Dinas Lingkungan Hidup Kabupaten Gresik belum memiliki laboratorium penguji sampel dan alat penguji sampel yang sudah tidak layak. Hal ini disebabkan karena keterbatasan dana. c. Faktor Masyarakat Kendala yang terakhir yaitu kurangnya kesadaran dari pelaku usaha industri untuk mentaati peraturan dan menjaga lingkungan. Hal ini didasarkan pada hasil temuan dari Dinas Lingkungan Hidup Kabupaten Gresik pada tahun 2017 masih ada industri yang melakukan pencemaran dan kerusakan lingkungan hidup di wilayah Kecamatan Gresik dan Kebomas dan masih banyak industri yang belum memiliki peralatan yang memadai untuk mengelola hasil limbah industri. PENUTUP Simpulan Berdasarkan hasil dari pembahasan yang dilakukan oleh penulis berdasarkan dengan rumusan masalah maka penulis berkesimpulan sebagai berikut: 1. Penegakan hukum yang dilakukan oleh Dinas Lingkungan Hidup Kabupaten Gresik terhadap pencemaran udara di Kecamatan Gresik dan Kebomas berjalan tidak efektif, karena Dinas Lingkungan Hidup Kabupaten Gresik tidak maksimal dalam menerapkan aturan hukum yang ada, jumlah personel penegak hukum yang tidak kompeten baik dari segi kualitas dan kuantitas, ada beberapa industri yang masih terbukti melakukan pencemaran dan kerusakan lingkugan hidup, dan juga kesadaran masyarakat yang rendah. 2. Kendala dalam proses penegakan hukum yang dilakukan oleh Dinas Lingkungan Hidup Kabupaten Gresik yaitu masih kurangnya tenaga personel. Kendala berikutnya masih ditemukan pelaku usaha yang belum taat aturan dan masih melakukan pencemaran dan kerusakan lingkungan hidup, kurangnya kesadaran masyarakat untuk melapor, dan kendala berikutnya sarana atau fasilitas yang belum memadai. Saran Berdasarkan kesimpulan dari hasil pembahasan di atas, maka peneliti memberikan saran sebagai berikut: 1. Bagi Dinas Lingkungan Hidup Kabupaten Gresik dalam melakukan penegakan hukum terhadap industri yang melakukan pencemaran dan kerusakan lingkungan perlu dilakukan penambahan jumlah personel. Selain itu perlu dilakukan sosialisasi dari Dinas Lingkungan Hidup Kabupaten Gresik kepada para pelaku usaha industri agar mereka selalu menjaga lingkungan dan taat aturan hukum yang berlaku di Kabupaten Gresik. 2. Bagi para pelaku usaha diharapkan untuk selalu menjaga lingkungan sekitar agar lingkungan di Kabupaten Gresik khususnya di Kecamatan Gresik dan Kebomas tetap bersih dan nyaman bagi masyarakat dan juga harus memperhatikan masyarakat sekitar yang merasa terganggu dengan polusi yang dihasilkan dari kegiatan industri. 3. Bagi masyarakat, perlunya kesadaran hukum dari masyarakat di Kecamatan Gresik dan Kebomas untuk melapor ke Dinas Lingkungan Hidup Kabupaten Gresik jika ditemukan industri yang melakukan pencemaran dan kerusakan lingkungan hidup di wilayah Kecamatan Gresik dan Kebomas. DAFTAR PUSTAKA Buku Ali Achmad. 2009. Teori hukum (Legal Theory) dan Teori Peradilan (Judicialprudence) Termasuk Interpretasi Undang-Undang (Legisprudence), Jakarta: Penerbit Kencana. Danusaputra, Munadjat. 1985. Hukum Lingkungan Buku II. Bandung: Nasional Binacit. Erwin, Muhammad. 2011. Hukum Lingkungan Dalam Sistem Kebijaksanaan Pembangunan Lingkungan Hidup. Bandung: Refika Aditama. Fajar, Mukti dan Yulianto, Achmad. 2017. Dualisme Penelitian Hukum Normatif dan Empiris. Yogyakarta : Pustaka Pelajar. Hamzah, Andi. 2005. Penegakan Hukum Lingkungan. Jakarta: Sinar Grafika. Soebagyo, Juntoko. 1992. Hukum Lingkungan. Jakarta: Rineka Cipta. Soekanto, Soerjono. 2014. Pengantar Penelitian Hukum. Jakarta: Universitas Indonesia. Soekanto, Soerjono. 1996. Sosiologi Hukum Suatu Pengantar. Bandung: Rajawali Pers. Soekanto, Soerjono. 1985. Efektivitas Hukum dan Peranan Sanksi. Jakarta: Rajagrafindo Persada. Soekanto, Soerjono. 2012. Faktor-Faktor Yang Mempengaruhi Penegakan Hukum. Jakarta: Rajagrafindo Persada. Soemarwoto, Otto. 2008. Ekologi Lingkungan Hidup Dan Pembangunan. Jakarta: PT. Bumi Perkasa. Supardi, Bahrudi. 2009. Berbakti Untuk Bumi. Bandung: Rosdakarya. Sundari, Siti. 2000. Hukum Lingkungan Dan Kebijaksanaan Lingkungan Nasional. Surabaya: Airlangga University Press. Syaiful, Chaerudin. 2008. Hukum Lingkungan Di Indonesia Sebuah Pengantar. Bandung: Refika Tama. Wibawa, Samodra. 2000. Efektivitas Kebijakan Kelembagaan Pengawasan. Jakarta: Rajagrafindo Persada. Perundang-undangan Undang-Undang Nomor 32 Tahun 2009 Tentang Perlindungan Dan Pengelolaan Lingkungan Hidup Lembaran Negara Republik Indonesia Tahun 2009 Nomor 140 Tambahan Lembaran Negara Republik Indonesia Nomor 5059. Peraturan Pemerintah Republik Indonesia Nomor 41 Tahun 1999 Tentang Pengendalian Pencemaran Udara Lembaran Negara Republik Indonesia Tahun 1999 Nomor 86 Tambahan Lembaran Negara Nomor 3853. Peraturan Daerah Kabupaten Gresik Nomor 6 Tahun 2015 Tentang Perlindungan Dan Pengelolaan Lingkungan Hidup Lembaran Daerah Kabupaten Gresik Tahun 2015 Nomor 026.

A STUDY ON THE RELEVANCE OF MATERIALS IN ENGLISH TEXTBOOK "BRIGHT" FOR SEVENTH GRADERS OF JUNIOR HIGH SCHOOL PUBLISHED BY ERLANGGA TO 2013 CURRICULUM Halimatul Kamila English Study Program, FBS, Surabaya State University halimatulkamila@gmail.com Ririn Pusparini, S.Pd., M.Pd. Lecturer of English Study Program, FBS, Surabaya State University rrn.puspa@gmail.com Abstract The Indonesia government has developed English standard competence which is stated in curriculum as the standard of teaching and learning English process. According to the curriculum, material is one of the important factors for determining the success of the teaching and learning process. The material which is usually used is in the form of textbook. Textbook must be in line with the components stated in curriculum. Although there are many textbooks that are claimed as a suitable material for 2013 Curriculum, it is not a guarantee that the textbook is relevant to the standard competences of the curriculum. An analysis to a textbook is needed, moreover after the new curriculum was launched. Based on the background of the case above, this study is conducted: 1) to analyze the relevance of the materials with the cognitive aspects which are contained in the 2013 English Standard Competence, 2) to analyze the relevance of the materials with the psychomotor aspects which are contained in the 2013 English Standard Competence. This study was designed in descriptive qualitative research because the object of the study was a documented book. Moreover, as the data was in the form of words and documents, so the data were analysed qualitatively. The instrument used to collect the data is observation in the form of checklists. After being analyzed, it is found that some of the materials are not relevant with the cognitive and psychomotor aspects which are contained in the 2013 English Standard Competence. However, there are more materials which relevant with with the 2013 English Standard Competence than the materials which not. Thus, it can be concluded that the materials in this textbook are quite relevant with 2013 curriculum, especially with the cognitive and the psychomotor aspects. Therefore, this textbook is appropriate with the 2013 curriculum and suitable to be used in order to help the teaching and learning process in the classroom. Keywords: analysis, relevance, materials, textbook, the 2013 Curriculum. Abstrak Pemerintah Indonesia telah mengembangkan standar kompetensi Bahasa Inggris yang disampaikan dalam kurikulum sebagai acuan dalam proses belajar mengajar. Berdasarkan kurikulum, bahan pelajaran adalah saah satu faktor penting untuk menentukan suksesnya proses belajar mengajar. Bahan pelajaran yang umum digunakan adalah buku teks. Buku teks yang digunakan harus sesuai dengan komponen-komponen yang disampaikan dalam kurikulum. Meski banyak buku teks yang telah dinyatakan sebagai bahan pelajaran yang sesuai dengan Kurikulum 2013, tidak menjadi jaminan bahwa buku teks tersebut relevan dengan standar kompetensi dalam kurikulum. Analisis terhadap buku teks sangat dibutuhkan, terutama setelah diluncurkannya kurikulum baru. Berdasarkan latar belakang tersebut, penelitian ini dilaksanakan: 1) untuk menganalisis kecocokan antara bahan pelajaran dalam buku teks "Bright" dengan aspek kognitif yang terdapat dalam Standar Kompetensi Bahasa Inggris 2013, 2) untuk menganalisis kecocokan antara bahan pelajaran dalam buku teks "Bright" dengan aspek psikomotor yang terdapat dalam Standar Kompetensi Bahasa Inggris 2013. Metode penelitian yang digunakan adalah deskriptif kualitatif karena objek yang menjadi bahan penelitian adalah buku. Selain itu, data penelitian dianalisis secara kualitatif karena data yang digunakan dalam penelitian ini berbentuk dokumen. Instrumen yang digunakan dalam penelitian ini adalah observasi dalam bentuk checklists. Setelah dianalisis, ditemukan bahwa beberapa bahan pelajaran di dalam buku teks tidak relevan dengan aspek kognitif dan psikomotor yang terdapat dalam Standar Kompetensi Bahasa Inggris 2013. Akan tetapi, lebih banyak bahan pelajaran yang sesuai dengan Standar Kompetensi Bahasa Inggris 2013 daripada yang tidak sesuai. Jadi, dapat disimpulkan bahwa bahan pelajaran dalam buku teks ini cukup relevan dengan kurikulum 2013, terutama dengan aspek kognitif dan psikomotor. Oleh karena itu, buku teks ini sesuai dengan kurikulum 2013 dan layak digunakan untuk membantu proses belajar mengajar di dalam kelas. Kata Kunci: analisis, relevansi, bahan pelajaran, buku teks, kurikulum 2013. INTRODUCTION English plays a very important role as a means of communication. It is because English is an international language that can be used for international communication. Knowing that English as an international language is necessary in facing globalization, English as a foreign language is being taught and learnt in many countries, included in Indonesia. As the main foreign language in this country, English has become a compulsory subject in Junior High School until Senior High School. Indonesia government has implemented English into the academic curriculum. The government has developed English standard competence which is stated in curriculum as the standard of teaching and learning English process. Curriculum is made based on the Indonesian learners' need and is developed to achieve the certain aim of education. Because of the development of the human needs, especially in education field, the Indonesian government always trying to make a better standard for teaching and learning process. As stated by Nunan (2003:5) that "For many years, the goal of language pedagogy was to find the right method." That is why, Indonesian government especially the National education department develops a new curriculum as the new standard for teaching and learning process. Recently, by Peraturan Pemerintah 32/2013, the educational system of Indonesia has launched Kurikulum 2013. Kurikulum 2013 is a school based curriculum, it is an operational curriculum which is constructed, developed, and implemented by each education unit (school). The purpose of the 2013 Curriculum is to draw up the next generations of Indonesia to be a religious, productive, creative, and innovative citizen who could contribute for the social life in the Indonesia and social life in all over the world (Permendikbud Nomor 68 Tahun 2013). The English standard competences in 2013 Curriculum are conducted in particular purposes, they are: the purpose of affective aspects, cognitive aspects, and psychomotor aspects (Amri, 2013:39). Affective is the aspect which related to emotion, feeling and attitude. Cognitive is the aspect which related to knowledge. While psychomotor aspect is related to motor skill. According to the curriculum, material is also important in creating a good teaching and learning process. Material is one of the factors for determining the success of the teaching and learning process. The material which is usually used is in the form of textbook. In fact, mostly Indonesian teachers use textbook in delivering the material. Textbook is one of the learning materials that can be used by teacher and students in order to help the teaching and learning process in the classroom (Tomlinson, 2003). Textbook is an important component in the process of teaching and learning. It is because textbook can be a main resource for the teachers in guiding them in the teaching and learning activity. Textbook must be in line with the components stated in curriculum. However, selecting a textbook is not an easy job for the teachers. They should be careful in choosing an appropriate textbook, it is a textbook which supports the implementation of the curriculum. As Byrd (2001) says, textbook evaluation should be viewed in terms of the relevance between the textbook and the curriculum. Although there are many textbooks that are claimed as a suitable material for 2013 Curriculum, it is not a guarantee that the textbook is relevant to the standard competences of the curriculum. Based on the explanation above, textbook analysis is one of the efforts that can be done in determining whether a textbook is appropriate with the curriculum or not. An analysis to a textbook is still needed, moreover after the new curriculum was launched. Thus, this study was conducted to analyse the materials in English textbook for seventh graders entitled "Bright" published by Erlangga. In this study, the researcher wanted to find out the relevance of the materials in the textbook to the 2013 English Standard Competence. Based on the elaboration above, the objectives of this study are formulated as follow: 1. To analyse the relevance of the materials with the cognitive aspects which are contained in the 2013 English Standard Competence. 2. To analyse the relevance of the materials with the psychomotor aspects which are contained in the 2013 English Standard Competence. Curriculum Teaching and learning process in a school is performed based on the curriculum. The curriculum is designed by the government, so that everyone could get same experience in education (Ali, 2009:1). The Indonesian government defines curriculum as a set of plan and systematization of aims, contents, materials as the guidance in the process of teaching and learning to achieve the certain goal (Permendikbud Nomor 68 Tahun 2013). According to Ali (2009:15), curriculum has a strong influence in the process of teaching and learning. The curriculum as the plan for learning contains of some aspects and purposes which are related to the teaching and learning activity. In the curriculum, also contain the objectives of the study which should be achieved by the learners. Therefore, the good teaching and learning process should be performed based on the curriculum. Oliver (1977:329) states that as the product of the thinking and action of human beings, curriculum should be improved. As the ideas of people change, as people's actions change, so does curriculum. Curriculum is developed based on the objectives and the learners' need. Therefore, the Indonesian government can change and improve the curriculum, if the previous curriculum is not suitable with the objectives and Indonesian learners' need. Recently, by Peraturan Pemerintah 32/2013, the educational system of Indonesia has launched Kurikulum 2013. The 2013 Curriculum The 2013 Curriculum is a school based curriculum, it is an operational curriculum which is constructed, developed, and implemented by each education unit (school) since 2013. The 2013 Curriculum is legalized by Ministry of National Education in 2013. The 2013 Curriculum contains of the plan for teaching and learning process, the rules of objectives and materials, and the method used in the process of teaching and learning (Permendikbud Nomor 68 Tahun 2013). The 2013 Curriculum is designed in three aspects, they are: affective, cognitive, and psychomotor. Affective aspects encourage students to; accept, perform, appreciate, and inspire. Cognitive aspects encourage students to; comprehend, apply, analyse, and evaluate. While psychomotor aspects encourage students to; observe, ask, try, find reasons, present, and compose (Permendikbud Nomor 65 Tahun 2013). The learning stages that are emphasized in the 2013 Curriculum are: 1) observing; the students collect the information, 2) questioning; the students are stimulated to question how the phenomena happen, 3) experimenting; the students try to apply the knowledge through some practice given by the teacher, 4) associating; the students try to relate the phenomena to the previous knowledge, and 5) communicating; the students tell others about their finding. The 2013 English Standard Competence contains some English basic competences which cover all of the English materials. According to the 2013 Curriculum, English Standard Competence contains two kinds of competences, they are: core competences and basic competences. Core competence is divided into four objectives. The first and second objectives emphasize on affective domain. The third objectives emphasize on cognitive domain, and the forth objectives emphasize on psychomotor domain. Each of the core competence is divided into basic competences which are used as a guideline in developing learning materials (Permendikbud Nomor 68 Tahun 2013). The Three Domains of Learning According to Krathwohl, Bloom and Masia (1973), objectives of study could be placed in one of three major domains, they are: cognitive, affective, and psychomotor. Bloom et al. (1956) in Ali (2009:78-81) explains about those three domains as follows: Cognitive Cognitive domain related to the learner's thinking. This objective emphasizes remembering or reproducing something which has been learned. Cognitive objectives vary from simple recall of material learned to highly original and creative ways of combining and synthesizing new ideas and materials. Bloom et al. (1956) states the learning level of cognitive domain, they are: knowledge, comprehension, application, analysis, synthesis, and evaluation. Anderson (2001) revises the cognitive domain in the learning taxonomy and made some changes. The most prominent changes are: 1) the names in the six categories from noun to verb forms, and 2) slightly rearranging them. The revised cognitive domain are: remembering, understanding, applying, analysing, evaluating, and creating. Affective Affective domain related to the learner's attitude. This objective emphasizes a feeling, an emotion, or a degree of acceptance or rejection. Affective objectives vary from simple attention to selected phenomena to complex. Krathwohl et al. (1973) mentions the affective domain as: receive, respond, value, organise or conceptualize values, and internalize or characterise values. Psychomotor Psychomotor domain related to the learner's skill. This objective emphasizes some muscular or motor skill, some manipulation of material and objects, or some acts which requires a neuromuscular co-ordination. Dave (1975) mentions the psychomotor domain as: imitation, manipulation, precision, articulation, and naturalization. Textbook Textbook is an important component in the process of teaching and learning. It is because textbook can be a main resource for the teachers in guiding them in the teaching and learning activity. However, selecting a textbook is not an easy job for the teachers. They should be careful in choosing an appropriate textbook. Byrd (2001) explains the criteria that should be used in evaluating and choosing a good textbook. They are: 1. The fit between the material and the curriculum Curriculum is a guidance of teaching and learning process, including the purposes of the program and the teaching procedures. Therefore, the fit between the material and the curriculum would help the students to achieve the goal of the program. 2. The fit between the material and the students Textbook is used by the students. Therefore, the materials should be fit with the students' needs, so that they can learn the materials effectively. 3. The fit between the material and the teacher Textbook is used by the teacher. Therefore, the materials in the textbook should help the teacher in organizing the process of teaching and learning effectively. Textbook is often used in schools, and schools follow the curriculum designed by the government to guide the teachers in developing the objectives of teaching and learning activities. Therefore, Tarigan and Tarigan (1990:22) add that a good textbook should be relevant with the curriculum. Textbook is very important in supporting teaching and learning process. Therefore, a textbook must be in line with the components stated in the curriculum. The materials in the textbook should be designed based on the competences stated in curriculum. A textbook should support the curriculum to achieve the instructional objectives. A textbook should support the three domains that become the objectives of the 2013 English Standard Competence, they are: cognitive, affective, and psychomotor. RESEARCH METHOD This research is concerned in analysing the relevance of materials in the English textbook entitled "Bright" published by Erlangga to the 2013 Curriculum. Whether the textbook presents the purposes of the 2013 English standard competence or not. Since this study dealt with analysis of the content of textbook especially the materials, the data were analysed qualitatively, without any statistical calculation. As Ary et al. (2010:424) states that qualitative researcher deals with data that are in the form of words or pictures rather than numbers and statistics. Moreover, as the data was in the form of words and documents, so the data were analysed qualitatively. The data of this study is an English textbook entitled "Bright" for seventh graders of Junior High School published by Erlangga. The data are in the form of documented materials existing in the textbook. The materials are divided into some activities. The data were analysed in order to answer the research problems stated in Chapter I. There are several instruments which were needed to collect the data. According to Ary et al. (2010:421), the primary instrument used for collecting the data in qualitative research is the researcher him- or herself, often collecting the data through direct observation or interviews. So, the first instrument for this study is the researcher herself, and the second instrument is observation in the form of checklists. They are two kinds of checklist that were applied to answer the research questions. First, the checklist used to analyse the relevance of the materials with the cognitive aspects which are contained in the 2013 English Standard Competence. Second, the checklist used to analyse the relevance of the materials with the psychomotor aspects which are contained in the 2013 English Standard Competence. The technique used to collect the data in this study was by conducting an observation. The observation dealt with all of the materials in the textbook and the relevance of it based on 2013 Curriculum. The researcher observed the data by using observation checklist. The observation was done through several steps. First, the researcher determined the textbook which is going to be analysed. Second, the researcher read and observed the materials of the textbook carefully. Third, the researcher compared the materials in the textbook with the 2013 English Standard Competence using checklist in order to know the relevance between the materials on the textbook to the 2013 English Standard Competence. The last, the researcher collected the data then analysed them. The data of this study were collected from English textbook entitled "Bright" for seventh graders of Junior High School published by Erlangga. In analysing the data, some steps were taken, they are: The researcher analysed the relevance of the materials with the cognitive aspects which are contained in the 2013 English Standard Competence. The researcher analysed the relevance of the materials with the psychomotor aspects which are contained in the 2013 English Standard Competence. The researcher described and elaborated the findings of the analysis. The researcher determined the conclusion. RESULT AND DISCUSSION The Presentation of the textbook entitled "Bright" "Bright" is an English textbook designed for seventh graders of junior high school. This textbook also designed to support the process of teaching and learning and it is developed for the compatibility to the 2013 English Standard Competence. "Bright" is printed in 196 pages. These pages are added with the preface, table of contents, feature of the textbook, mini dictionary, appendix, bibliography, and spaces for students' notes. In total, there are 204 pages printed on this textbook. There are eight units presented in this textbook. In the first semester, the students will learn unit 1 to unit 4; and the rest of it will be taught for the next semester. On each unit, the textbook provides fun corner and reflection table. In the fun corner, the authors give riddle question. For the reflection table, the students could use it after learning each unit as the reflection what they are good at, what they are ok at, and what they are bad at. Furthermore, for each unit in this book is divided into two parts: Listening and Speaking Activities and Reading and Writing activities. The first part focuses on listening and speaking skills. The latter part focuses in reading and writing. Expressions, grammar, explanations, and specific vocabularies that the students need for each activity and the students need to know are introduced and presented at the beginning of the activities, so that the students could understand the materials better. The Relevance of the materials in the textbook entitled "Bright" with the 2013 English Standard Competences Here are the tables to present the final result of the analysis to check the relevance of the materials in this textbook with the 2013 English Standard Competence. The researcher analysed the relevance of the materials based on the third and fourth basic competences. The Relevance of the Materials with the Cognitive Aspects Table 1. The Conformity of Textbook Materials to the Third Basic Competence The Relevance The Third Basic Competence Relevant Sub-basic competence 3.1.1, 3.1.3, 3.1.4, 3.2.1, 3.2.2, 3.3.1, 3.3.2, 3.3.3, 3.3.4, 3.3.5, 3.4.2, 3.5.2, 3.6.1, 3.6.2 Partly relevant Sub-basic competence 3.1.2, and 3.4.1 Not relevant Sub-basic competence 3.5.1, and 3.5.3 According to the table above, it can be seen that there are some materials which are relevant, partly relevant, and not relevant with the third sub-basic competence. The materials which relevant with the sub-basic competence are be able to fulfil the purposes of the topic, language features, and social functions that are intended to be achieve by the students. While the materials which not relevant the sub-basic competence are not be able to fulfil all of the purposes of the topic, language features, and social functions that are stated in the third sub-basic competence. There are two materials which partly relevant with the third sub-basic competence, they are: the 3.2.1 and 3.4.1 sub-basic competence. The 3.1.2 sub-basic competence is comprehending social functions, text structures, and language features in leave taking expressions and the responses according to the contexts. Leave taking expression is becoming one part of the greeting material and not being explained in-depth. Only few examples of leave taking expression occur in the table of greeting and the responses. There are not exercises for the leave taking expression, so that the social functions cannot be achieved. Thus, the materials are partly relevant with the 3.1.2 sub-basic competence. The textbook does have material of personal informtion that is stated in the 3.4.1 sub-basic competence. The goal of the competence is the students will be able to comprehend social functions, text structures, and language features from spoken text to mention personal information, while the material of personal information in the textbook is presented in the form of written texts and examples. Therefore, the materials are partly relevant with the 3.1.2 sub-basic competence. The Relevance of the Materials with the Psychomotor Aspects Table 1. The Conformity of Textbook Materials to the Fourth Basic Competence The Relevance The Fourth Basic Competence Relevant Sub-basic competence 4.1.1, 4.1.3, 4.1.4, 4.2.1, 4.3.1, 4.3.2, 4.3.3, 4.3.4, 4.3.5, 4.4.2, 4.5.2, 4.6.2, 4.7.2 Partly relevant Sub-basic competence 4.1.2, 4.4.1, 4.5.1, 4.7.1 Not relevant Sub-basic competence 4.2.2, 4.6.1, 4.6.3 According to the table above, it can be seen that there are some materials which are relevant, partly relevant, and not relevant with the fourth sub-basic competence. The materials which relevant with the sub-basic competence are be able to fulfil the indicators that are intended to be done by the students. While the materials which not relevant the fourth sub-basic competence are not be able to fulfil all of the indicators that are stated in the fourth sub-basic competence. There are four materials which partly relevant with the fourth sub-basic competence, they are: the 4.1.2, 4.4.1, 4.5.1, and 4.7.1 sub-basic competence. The textbook does have material of personal informtion that is stated in the 4.1.2 sub-basic competence. The goal of the competence is the students will be able to constructing spoken text in the form of leave taking with the appropriate social functions, text structures, and language features according to the contexts. However, the material of leave taking expression in this textbook is becoming one part with the greeting material. So the leave taking material is not being explained in-depth. Thus, there is no exercise that could help the students to achieve the goal of 4.1.2 sub-basic competence. Therefore, the materials in the textbook are partly relevant with the sub-basic competence. The goal of the sub-basic competence 4.4.1 is the students will be able to comprehend the meaning of spoken information. While the exercise and the example of personal information in the textbook is in the form written text. Therefore, the indicators cannot be fulfilled and the materials in the textbook are partly relevant with the sub-basic competence. The goal of the sub-basic competence 4.5.1 is the students will be able to construct spoken text for mentioning personal information with the appropriate social functions, text structures, and language features according to the contexts. The textbook does have material of personal information in unit 1. While the exercise of personal information in the textbook is intended to make students be able to construct personal information in the form written text. Therefore, the indicators cannot be fulfilled and the materials in the textbook are partly relevant with the sub-basic competence. The textbook contains of the sub-basic competence 4.7.1. The purpose of the materials is to construct written text in the form of labels with the appropriate language features according to the contexts.This textbook provide exercises about labels. However, there is no activity that aims students to construct their own labels. The materials cannot fulfil the indicators stated. Thus, this textbook does not provide activity to construct written labels. Therefore, the material in the textbook is not relevant with the sub-basic competence and the materials in the textbook are partly relevant with the sub-basic competence. CONCLUSIONS AND SUGGESTIONS Conclusions This study is intended to analyse the relevance of materials in English textbook for seventh graders entitled "Bright" published by Erlangga to the 2013 English Standard Competence. The researcher analysed the materials relevance to the cognitive and the psychomotor domains. From the analysis, it can be concluded that the English textbook "Bright" is quite relevant with the 2013 English Standard Competence. The materials in the textbook are quite relevant with the cognitive aspects which are contained in the 2013 English Standard Competence. According to the tables presented in the chapter four, the third basic competences which objectives emphasize on cognitive domain are quite relevant with the 2013 English Standard Competence. There are sixteen tables for the third basic competences. There are twelve tables which show the materials are relevant with the basic competences, these materials could fulfil objectives of the main topics, language features, and social functions stated. There are two tables which show the materials partly relevant with the basic competences, these materials could only fulfil one objective or two objectives stated. There are only two tables that show the materials are not relevant with the competences stated, these materials cannot fulfil all of the objectives. The forth basic competences which objectives emphasize on psychomotor domain are also quite relevant with the 2013 English Standard Competence. There are eighteen tables for the fourth basic competences. There are eleven tables which show the materials are relevant with the basic competences, these materials could fulfil all of the indicators. There are four tables which show the materials partly relevant with the basic competences, these materials occur in the textbook but cannot fulfil the indicators stated. There are only three tables that shows the materials are not relevant with the basic competences stated in the 2013 curriculum, these materials do not occur in the textbook. According to the elaboration above, the materials in this textbook are quite relevant with 2013 curriculum, especially with the cognitive and the psychomotor aspects. There are more materials which relevant with the 2013 English Standard Competence than the materials which not. Therefore, this textbook is appropriate with the 2013 curriculum and suitable to be used in order to help the teaching and learning process in the classroom. Suggestions After finishing this research, the researcher would like to give suggestion for the teacher, the textbook writer, and the next researcher. The first suggestion is for the teachers, the teachers should be careful and selective in choosing the textbook to be used in helping them in the teaching and learning activities. They should choose textbooks that contain materials appropriate with the curriculum. The selected textbook should support the curriculum to achieve the instructional objectives. For the textbook writers, they have to follow certain criteria in developing the materials. The materials should be in line with the English Standard Competence stated in the curriculum. Moreover, the materials should be able to fulfil all of the indicators, the objective of the main topics, the objective of the language features, and the objective of the social functions related to the competences. Thus, the textbook will be relevant with the curriculum and appropriate to be used by teachers and students. For the next researcher, they can conduct the study which is intended to analyse the relevance of the materials of the same textbook to the 2013 curriculum and focuses on the activities that intended to be taught in the second semester. Otherwise, the next researcher can study other textbook with the different grade of the study and analyse the relevance of the materials to the 2013 curriculum. REFERENCES Ali, Muhammad. 2009. Pengembangan Kurikulum di Sekolah. Bandung: Sinar Baru Algensindo. Amri, Sofan. 2013. Pengembangan dan Model Pembelajaran dalam Kurikulum 2013. Jakarta: Prestasi Pustaka Publisher. Anderson, Lorin W. & Krathwohl, David R. 2001. A Taxonomy for Learning, Teaching and Assessing: a Revision of Bloom's Taxonomy. New York: Longman Publishing. Ary, Donald. et al. 2010. Introduction to Research in Education. Canada: Wadsworth, Cengage Learning. Bloom B. S. 1956. Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc. Byrd. 2001. Textbook: Evaluation for Selection and Analysis for Implementation. In M. Celce-Murcia (Eds.), Teaching English as a Second or Foreign Language (3rd ed., pp. 415-427). US: Heinle & Heinle. Dave, R. H. 1975. Developing and Writing Behavioral Objectives. (R. J. Armstrong, ed.). Tucson, Arizona: Educational Innovators Press. Kementrian Pendidikan dan Kebudayaan. 2013. Kurikulum 2013: Kompetensi Dasar Sekolah Menengah Pertama (SMP)/ Madrasah Tsanawiyah (MTs). Jakarta: Mendikbud. Krathwohl, D. R., Bloom, B. S., and Masia, B. B. 1973. Taxonomy of Educational Objectives, the Classification of Educational Goals. Handbook II: Affective Domain. London: Longman Group Ltd. Nunan, David. 2003. Practical English Language Teaching. Singapore: McGraw Hill. Oliver, Albert. I. 1977. Curriculum Improvement: A Guide to Problems, Priciples, and Process, Second Edition. New York: Harper and Row, Publishers. Tarigan, H. G and Tarigan, D. 1990. Telaah Buku Teks Bahasa Indonesia. Bandung: Angkasa. Tomlinson, Brian. 2003. Developing Materials for Language Teaching. London: Continuum.

This is introduction, acknowledgements and dedication part from Scholarship and Teaching on Languages for Specific Purposes. Scholarship and Teaching on Languages for Specific Purposes is a collection of select peer-reviewed scholarly articles developed from concepts and positions presented and generated at the First International Symposium on Languages for Specific Purposes (ISLSP) celebrated on April 13–14, 2012 at the University of Alabama at Birmingham (United States). The symposium gathered 31 speakers and over 80 participants from all over the nation and other parts of the world. Each speaker brought a unique perspective of Languages for Specific Purposes (LSP), which was essential to pave the way to enlightening, fruitful and engaging discussions throughout the 2–day symposium. ; To cite the digital version, add its Reference URL (found by following the link in the header above the digital file). ; Scholarship and Teaching on Languages for Specific Purposes Lourdes Sánchez-López Editor UAB Digital Collections Birmingham, Alabama, March 2013 Scholarship and Teaching on Languages for Specific Purposes ISBN 978-0-9860107-0-5 UAB Digital Collections Mervyn H. Sterne Library University of Alabama at Birmingham March 2013 Editor Lourdes Sánchez-López University of Alabama at Birmingham Production Manager Jennifer Brady University of Denver Editorial Board Julia S. Austin University of Alabama at Birmingham William C. Carter University of Alabama at Birmingham Alicia Cipria University of Alabama Sheri Spaine Long United States Air Force Academy / University of Alabama at Birmingham Jesús López-Peláez Casellas University of Jaén Clara Mojica Díaz Tennessee State University Malinda Blair O'Leary University of Alabama at Birmingham Susan Spezzini University of Alabama at Birmingham Rebekah Ranew Trinh University of Alabama at Birmingham Lamia Ben Youssef Zayzafoon University of Alabama at Birmingham Table of Contents INTRODUCTION, ACKNOWLEDGMENTS & DEDICATION Lourdes Sánchez-López . x ON LSP THEORETICAL MODELS Continuing Theoretical Cartography in the LSP Era Michael S. Doyle . 2 ON THE CURRENT STATE OF LSP Language for Specific Purposes Job Announcements from the Modern Language Association Job List: A Multiyear Analysis Mary K. Long . 15 ON LSP PROGRAMS AND PRACTICES Spanish for the Professions: Program Design and Assessment Carmen King de Ramírez and Barbara A. Lafford . 31 Spanish for Professional Purposes: An Overview of the Curriculum in the Tri-state Region Leticia Barajas . 42 The Spanish for Specific Purposes Certificate (SSPC) Program: Meeting the Professional Needs of Students and Community Lourdes Sánchez López . 62 French for International Conference at The University of the West Indies, Mona: Total Simulation in the Teaching of Languages for Specific Purposes Marie-José Nzengou-Tayo and Gilles Lubeth . 73 ON THE UNEXPECTED LSP PARTICIPANT The Unexpected Spanish for Specific Purposes Professor: A Tale of Two Institutions Sheri Spaine Long . 88 A Doctoral Student's Shift from Modified AAVE to Academic English: Evidence for Establishing a Language for Specific Purposes Focus Susan Spezzini, Lisa A. La Cross, and Julia Austin . 99 ON METHODOLOGY Teaching Business Chinese: The Importance and Methodology of Building Pragmatic Competence and the Case of Buhaoyisi Yahui Anita Huang . 110 Enhancing Language for Specific Purposes through Interactive Peer-to-Peer Oral Techniques Susan Seay, Susan Spezzini, and Julia S. Austin . 121 Orchestrating a Job Search Clinic for International Scholars and Students Kristi Shaw-Saleh, Susan Olmstead-Wang, Helen Dolive, and Kent D. Hamilton . 129 iii Scholarship and Teaching on Languages for Specific Purposes (2013) Contributors Julia S. Austin, PhD is Director of Educational Services for the University of Alabama at Birmingham Graduate School and has been a university administrator and a teacher educator for 25 years. She has been continuously funded since 2000 by the US Department of Education National Professional Development grant program to prepare teachers to effectively serve English learners. Dr. Austin has published and presented on effective teaching practices, academic writing, authorship ethics, and collaborative mentoring. Leticia Barajas, MA is a doctoral student in the Second Language Studies program at the University of Cincinnati where she also teaches academic ESL. Her areas of expertise are Language for Specific Purposes, Spanish for professional purposes and Academic English. Prior to this position, she worked for the Spanish department at the University of Kentucky and developed curriculum for Business Spanish and Spanish for Law Enforcement courses in Mexico and Spain. Leticia Barajas is currently writing her dissertation on Spanish for professionals and working on teacher training for professional development. Jennifer Brady, PhD is the Assistant Managing Editor of Hispania and Lecturer of Spanish at the University of Denver where she teaches all levels of Spanish language and Iberian Culture and Civilization. Her research interests include masculinities in contemporary Spain, doubling and repetition in contemporary Spanish fiction, and modification and illness in physical bodies in Spanish fiction. William C. Carter, PhD is Distinguished Professor Emeritus at the University of Alabama at Birmingham. His biography Marcel Proust: A Life was selected as a ―Notable Book of 2000‖ by The New York Times, a ―Best Book of 2000‖ by the Los Angeles Times, and a ―Best Biography of 2000‖ by the Sunday Times of London. Harold Bloom has written that Carter's book, Proust in Love is ―a marvelous study of the comic splendor of the great novelist's of human eros and its discontents.‖ He co-produced the award-winning documentary Marcel Proust: A Writer's Life. His website is http://www.proust-ink.com. Alicia Cipria, PhD is Associate Professor of Spanish Linguistics at the University of Alabama. Her research interests include theoretical and applied issues of tense, aspect and aktionsart (Spanish and English), teaching methodology, Spanish/English contrasts, translation, and contact of Spanish with other non-indigenous languages. Helen Dolive, MA is the International Student Advisor at Birmingham-Southern College. She previously worked as an Immigration Advisor at the University of Alabama at Birmingham (UAB). She holds Master's degrees in English from Xavier University (Cincinnati, Ohio) and in teaching English as a Second Language from UAB. A British citizen, Helen completed her undergraduate studies in English at the University of Wales, Aberystwyth, during which she lived for a year in Belgium. Her research interests include ESL for adult learners, English for Specific Purposes, intercultural communication, sociolinguistics, and orienting new international students. iv Scholarship and Teaching on Languages for Specific Purposes (2013) Michael S. Doyle, PhD is Professor of Spanish and Latin American Studies at the University of North Carolina at Charlotte, where he chaired the Department of Foreign Languages from 1993–1999. He has also served as Graduate Coordinator (1999–2003 and 2005–2009), Director of the Certificate in Business Spanish (1998–) and Director of the undergraduate and graduate Certificates in Translating and Translation Studies (2000–2012). He received his PhD in Spanish from the University of Virginia in 1981. His specialties are Spanish for Business and International Trade, Business Language Studies (BLS), Translating and Translation Studies (TTS: language, discourse, and transcultural studies, literary and non-literary), and 20th-century Spanish literature. Kent D. Hamilton, MA Ed is a graduate of the University of Alabama at Birmingham Master of Education in ESL/EFL and is currently working southern Thailand at The Prince of Songkla University, Trang Campus as a lecturer in the Department of Languages. His teaching responsibilities include classes in listening, speaking, grammar, and assisting with professional and staff development classes to improve their English language proficiency. Before entering the field of education he had successful careers as a firefighter/paramedic and as an attorney Yahui Anita Huang, PhD is Assistant Professor in the Modern Foreign Languages Department at Birmingham-Southern College. Her principal academic specializations include Chinese linguistics, Semantics, Pragmatics, and language pedagogy. Her research includes the form and meaning of Chinese conditionals with a focus on quantification, presupposition, modal implications, pronoun occurrence as compared to English ―whatever‖ and ―whoever‖ sentences, and teaching Chinese for specific purposes with an emphasis on building students' pragmatic competence. She teaches Chinese language, culture, and linguistics courses and works as an interpreter and translator. Carmen King de Ramírez, PhD is Clinical Assistant Professor and coordinator for the Spanish for the Professions Program at Arizona State University. She teaches Latin American Culture for the Professions, Spanish in US Communities, Introduction to Interpretation, and Spanish for Health Care. Dr. King de Ramírez specializes in community based learning and professional internship placements for undergraduate students. Her current research interests include LSP programs, heritage learners, digital pedagogy, and service learning/community engagement. Lisa A. La Cross, MA is currently in a doctoral program in Linguistics at the University of Georgia. Her recent research has examined the sociolinguistic implications of the use of the schwa in French and the syntactical structure of African American Vernacular English (AAVE). Her future projects include investigating the role of the social variety of French and AAVE within education. Before moving to Georgia, she taught English as a Second Language (ESL) in an urban, public, high school in Birmingham, Alabama. Barbara A. Lafford, PhD is Professor of Spanish linguistics and heads the Faculty of Languages and Cultures for the School of Letters and Sciences at Arizona State University (ASU). Since arriving at ASU she has published in the areas of Spanish sociolinguistics, second language acquisition, Spanish applied linguistics, computer assisted language learning, v Scholarship and Teaching on Languages for Specific Purposes (2013) and Languages for Specific Purposes (LSP), including the 2012 focus issue on LSP that she edited for the Modern Language Journal. In her administrative role, she has overseen the creation of a Spanish for the professions minor/certificate focused on programs offered on the ASU Downtown Phoenix campus (e.g., education, healthcare, criminology, social work, journalism). Mary K. Long, PhD is Senior Instructor and Director of the International Spanish for the Professions major in the Department of Spanish and Portuguese at the University of Colorado at Boulder. Her publications in this area focus on cross-cultural communication and cultural sustainability in the global setting as well as LSP program development. She has also published about the role of artists and writers in the nation-building projects of 20th- and 21st-century Mexico and is co-editor of the volume Mexico Reading the United States (Vanderbilt UP, 2009), which explores the dialogue between the two countries from the Mexican point of view. Sheri Spaine Long, PhD is Professor of Spanish at the University of Alabama at Birmingham and is serving as Distinguished Visiting Professor at the US Air Force Academy (2011–2013). At the US Air Force Academy, she is engaged in research focused on the integration of foreign languages and leadership development. From 2006–2009, Long served as Editor-in-Chief of Foreign Language Annals, the journal of the American Council on the Teaching of Foreign Languages (ACTFL). In 2010, she began serving as Editor of the American Association of Teachers of Spanish and Portuguese's (AATSP) Hispania, where she is in her second term as Editor. Long's publications include eight coauthored college textbooks as well as over 40 scholarly articles, notes and reviews on literature, culture, and language education. Jesús López-Peláez Casellas, PhD is Professor of English and Comparative literatures at the Universidad de Jaén (Spain). Currently Research Project Manager, he coordinates an international team of scholars studying the construction of English early modern identities. He has published internationally on early modern English and Spanish literature, popular culture, Joyce, and comparative literature, and he has been visiting fellow at Michigan State University, Arizona State University, and Penn State University, and at the Folger Shakespeare Library. Between 1999 and 2006 he was Vice-rector for International Relations at his university. He is a Corresponding Member of the North American Academy of the Spanish Language (ANLE). Gilles Lubeth, MA is a native of Guadeloupe and a graduate from the Université Antilles-Guyane (UAG). He worked at The University of the West Indies, Mona as Assistant Lecturer from 2005–2010 where he taught French language from beginners to advanced level. At the advanced level, he taught the Translation into French module and French for International Conferences. He was the advisor for exchange students going to the UAG and International Relations students participating in the joint-degree program with University of Bordeaux IV-IEP/UWI/UAG. He is currently based in New York. Clara Mojica-Díaz, PhD is Professor of Spanish at Tennessee State University. She has taught elementary through advanced Spanish, foreign language teaching methods, culture and civilization, and studies in linguistics. She has presented papers on discourse analysis, cultural vi Scholarship and Teaching on Languages for Specific Purposes (2013) issues, second language acquisition, and language teaching at national and international conferences. She is co-author of the Pueblos Activities Manual (Cengage) and various professional articles. Marie-José Nzengou-Tayo, PhD is Associate Professor of French at The University of the West Indies, Mona and the former Chair of the Department of Modern Languages and Literatures (2005–2011). She is specialized in the Teaching of French as a Foreign Language and a researcher in the literature and culture of the French-speaking Caribbean. In 2004, she received the French order of the Palmes académiques (Chevalier). She is a past President of the Haitian Studies Association (2005–2006), and the recipient of the 2013 Principal's Award for Research for her article ―The Haitian Short-Story: An Overview‖ (Journal of Caribbean Literatures, 6[3]). Malinda Blair O'Leary, PhD is Assistant Professor of Spanish. At UAB, Dr. O'Leary teaches introductory, intermediate and advanced courses on Spanish language and cultures as well as Spanish for the professions and business. In addition to teaching, Dr. O'Leary serves as the foreign language student teacher supervisor in the UAB School of Education. Susan Olmstead-Wang, PhD an applied linguist, focuses on teaching English as an International Language and developing curriculum for English for Specific Purposes at the School of Education, University of Alabama, Birmingham. She is also adjunct instructor at the Paul J. Nitze School of Advanced International Studies, Johns Hopkins University, Washington, DC, where she teaches advanced graduate writing. Research interests include Mandarin-English code-switching and English for Medical Purposes especially in Chinese-speaking environments. Rebekah Ranew Trinh, MA is the Director of the English Language Institute at the University of Alabama at Birmingham, where she is responsible for development and oversight of the Intensive English Program and English for occupational purposes programs, advocacy for issues related to second language learners at the university, and management of ESOL teachers. She holds an MA-TESOL from the University of Alabama. Lourdes Sánchez-López, PhD is Associate Professor of Spanish and founding director of the Spanish for Specific Purposes Certificate program at the University of Alabama at Birmingham. She directed the First International Symposium on Languages for Specific Purposes (UAB, 2012). Her scholarship/teaching areas include: Spanish for specific purposes; second language acquisition; applied linguistics; cultural studies and foreign language pedagogy. She is co-author of a Spanish intermediate textbook and student activity manual and has published articles in various scholarly national and international journals. She is the editor of Scholarship and Teaching on Languages for Specific Purposes (2013). Susan Seay, PhD is Assistant Professor in the School of Education, Department of Curriculum and Instruction, at the University of Alabama at Birmingham. Her main research interests are reading instruction and English as a Second Language. She has been a classroom teacher, a reading program director, an ESL Resource teacher, and a family literacy teacher, and she has been involved in the field of education for over 25 years. vii Scholarship and Teaching on Languages for Specific Purposes (2013) Kristi L. Shaw-Saleh, PhD is Assistant Professor in the Master's Program for Teaching English as a Second Language at the University of Alabama at Birmingham. Her current research interests include identity, gender, and hybridity among distinct immigrant populations in Alabama in an effort to develop best practices for teaching English to these diverse groups of adult language learners. She is especially interested in the effectiveness of interactive teaching strategies and in addressing the need to identify and meet the goals of adult English language learners through job clinics and community-based programs. Susan Spezzini, PhD is Associate Professor of English Language Learner Education in the Department of Curriculum and Instruction at the School of Education, University of Alabama at Birmingham. She is also program director of Secondary Education and the principal investigator on two federal grants for training classroom teachers in the effective instruction of English learners. Her main research interest is promoting the scholarship of teaching and learning through collaborative mentoring, visual analogies, and oral interactive techniques. Before coming to UAB, Dr. Spezzini had been a teacher educator in Paraguay for over 20 years. Lamia Ben Youssef Zayzafoon, PhD is Assistant Professor in the Department of Foreign Languages and Literatures at the University of Alabama at Birmingham. She holds a BA in English from L'École Normale Supérieure of Sousse in Tunisia and an MA and a PhD in English from Michigan State University. Her areas of specialization are post-coloniality, feminist theory and African literature with a specific emphasis on the Maghreb. Her current research projects are: the Holocaust in North African Literature and Tunisian women during WWII. She is author of The Production of the Muslim Woman: Negotiating Text, History and Ideology (Lexington Press, 2005). viii Scholarship and Teaching on Languages for Specific Purposes (2013) INTRODUCTION, ACKNOWLEDGMENTS, AND DEDICATION ix Scholarship and Teaching on Languages for Specific Purposes (2013) Introduction Scholarship and Teaching on Languages for Specific Purposes is a collection of select peer-reviewed scholarly articles developed from concepts and positions presented and generated at the First International Symposium on Languages for Specific Purposes (ISLSP) celebrated on April 13–14, 2012 at the University of Alabama at Birmingham (United States). The symposium gathered 31 speakers and over 80 participants from all over the nation and other parts of the world. Each speaker brought a unique perspective of Languages for Specific Purposes (LSP), which was essential to pave the way to enlightening, fruitful and engaging discussions throughout the 2–day symposium. The keynote address was given by Business Language Studies and Translation Studies renowned scholar Dr. Michael S. Doyle (Theory and Method in Translation Studies (TS) and Business Language Studies (BLS): Illustrative Considerations for LSP in American Higher Education and Beyond). He accurately approached the need for a stronger research agenda in LSP studies (particularly in non-English LSP) while strengthening pedagogies and resources. Because of the discussions that occurred during and after the symposium, participants concluded the first ISLSP may have prepared a solid ground for something larger, collaborative and long-lasting, with strong national and international repercussions. To contextualize the current state of LSP it is helpful to briefly examine its history. The teaching of LSP originated in the 1960s in the United Kingdom and was established as a discipline as English for Specific Purposes (ESP). A landmark publication, The Linguistic Sciences and Language Teaching (Halliday, McIntosh & Strevens, 1964), called for linguists to carry out research based on samples of language in specific contexts to develop appropriate pedagogical materials. Moreover, the focus of the teaching of LSP has as its primary goal to fulfill the communicative needs of a specific group of people (Hutchinson & Waters, 1987). Since the 1960s, slow but steady global attention has been given to LSP in both research and the development of pedagogical materials for the classroom for the professions, such as medicine, law, sciences, social work, business, translation and interpretation, among others. However, the specificity of these types of programs does not root in the teaching of a specific language, neither it is determined by the specific professional context. The specificity of LSP depends largely on the students themselves. Courses vary depending on the students taking them, that is, a needs assessment analysis prior to the course development is paramount. Generally, these courses were—and today still are—geared towards adult learners (both traditional or regular/degree seeking and non-traditional or non-regular/non-degree seeking learners) preferably with a basic language background, who clearly necessitate the language in specific professional or academic contexts. Courses are usually developed according to: 1) the student level of communicative competence, 2) the urgency to use the language in a professional context, 3) the specific characteristics of such context, and 4) the design of a program that promotes the learning process (Hutchinson & Waters, 1987). For all these reasons, LSP represents the teaching of languages according to learners' characteristics, and its teaching is closely determined by these elements. Typically, the offering of LSP programs is mostly limited to adult or college students for two reasons: 1) the students must have a basic general target language background, and 2) the university system allows for more flexibility or experimentation in course offerings than elementary and secondary education (Almagro, 1997). Therefore, LSP is not considered a discipline separate from the teaching and learning of languages for general purposes, but x Scholarship and Teaching on Languages for Specific Purposes (2013) rather, it is as an extension (Sánchez-López, 2006). Most researchers agree that LSP pedagogy has been consistently learner-centered, long before the term became main-streamed in pedagogy. By definition, LSP ―attempts to give learners access to the language they want and need to accomplish their own academic or occupational goals.‖ (Belcher, 2004, p. 166) Overall, LSP has a number of weaknesses in terms of institutional recognition and teacher training (Swales, 2000). There are still few professorial positions worldwide in LSP. The majority of the instruction is delivered by adjunct instructors. However, this situation is slowly changing, and, most likely, will continue to change, as the demand for languages for the professions increases in light of recent data (―Foreign Languages and Higher Education: New Structures for a Changed World,‖ 2007; ―Report to the Teagle Foundation on the Undergraduate Major in Language and Literature,‖ 2009). Scholarship and Teaching on Languages for Specific Purposes is divided into five sections. In the first section, On LSP Theoretical Models, Michael S. Doyle expands on his previous work of constructing a theoretical framework in Translation Studies (TS) and Business Language Studies (BLS). He calls for the development of non-English LSP theory development working groups to further develop theoretical cartographies and narratives, which the gathering era of global LSP will require in American higher education. He urges non-English LSP scholars and educators to expand on their work in theory and methodology to devise a general non-English Language for Specific Purposes theoretical model, essential to the maturation of the field. The second section, On the Current State of LSP, Mary K. Long presents findings on a recent study of the LSP job announcements posted in the MLA Foreign Language Job Information List. Her study seeks to find answers to the new state of the foreign language profession in light of above mentioned MLA report ―Foreign Languages and Higher Education: New Structures for a Changed World‖ (2007), which recommended that the language disciplines decenter away from literature and design programs that are more directly related to everyday life and applied contexts. Long's article sheds new light on foreign language professions by presenting a multiyear analysis of LSP MLA job announcements. The third section, On LSP Programs and Practices, includes four chapters, each depicting an LSP program or curriculum currently offered in higher education. Carmen King de Ramírez and Barbara Lafford provide an overview of the Spanish for the Professions minor/certificate (SPMC) program at Arizona State University (ASU) and discuss student-learning outcomes. Leticia Barajas's study investigates whether the field of LSP has been influential in conceptualizing the design of the college-level Spanish curriculum in her region of Kentucky, Indiana and Ohio. Her findings shed light on the principal factors that affect the development of Spanish for Specific Purposes in the overall Spanish curriculum. Lourdes Sánchez-López describes the history, design, implementation and outcomes of the Spanish for Specific Purposes Certificate (SSPC) program at the University of Alabama at Birmingham. The goal of the SSPC is to fulfill the needs of its dynamic millennial students and of the increasingly diversified community. In the last chapter of this section, Marie-José Nzengou-Tayo and Gilles Lubeth present a general overview of the LSP context in the Caribbean region—as well as recent additions to the French for Specific Purposes courses offered at the University of The West Indies, Mona—the methodological choices made, and their implication for assessment. Section four, On the Unexpected LSP Participant, explores two different cases of unexpected LSP participants. Sheri Spaine Long chronicles her transition from professor of xi Scholarship and Teaching on Languages for Specific Purposes (2013) Spanish for general purposes (SGP) at the University of Alabama at Birmingham to professor of Spanish for Specific Purposes (SSP, with a military emphasis) at the United States Air Force Academy. Her reflection documents two transitions that mirror current curricular changes in undergraduate language programs in the United States. She urges foreign language educators to find common ground between SSP and SGP as they design hybrid programs to respond to multiple demands of today's Spanish learners. Susan Spezzini, Lisa A. La Cross and Julia S. Austin explore how a Language for Specific Purposes focus in a presentation skills course helped a doctoral student from a disadvantaged urban background shift from modified African-American Vernacular English to Academic English when giving course presentations. Their study suggests establishing an LSP focus when teaching, assessing, and researching speakers of social varieties who are learning to use an oral academic variety in a professional context. Finally, section five, On Methodology, presents three different methodological aspects of LSP. Yahui Anita Huang discusses issues in teaching Chinese to American college students for professional purposes while focusing on building students' pragmatic competence. Using the multivalent buhaoyisi as an example, Huang argues that in order to use and understand the language appropriately in a business context, pragmatic classroom-based methodology must be woven into the curriculum. Susan Seay, Susan Spezzini and Julia S. Austin propose Peer-to-peer, Oral Techniques (IPOTs) as a methodological tool to help learners understand and use language specific to a certain field or occupation. In their article, these authors describe several IPOTs that can help instructors implement effective strategies to promote interaction in the LSP classroom. And finally, Kristi Shaw-Saleh, Susan Olmstead-Wang, Helen Dolive and Kent D. Hamilton explore how a job search clinic for international scholars and students was conceptualized and implemented at their university. The goal was to help international students in negotiating a job search process in the context of the United States. Scholarship and Teaching on Languages for Specific Purposes intends be an important contribution to the LSP field. It is our wish to follow the path of previous, well-respected collections in the disciple (Lafford, 2012; Long, 2010). Collaboration, integration and unity are key elements for the success of our growing field. If this volume helps generate debate, thoughts, new ideas and fresh energy in the LSP profession, it will have achieved its purpose. Lourdes Sánchez-López Editor xii Scholarship and Teaching on Languages for Specific Purposes (2013) References Almagro, A. (1997). La relación entre el inglés para fines específicos y su proceso instructivo en la etapa de estudios universitarios. The Grove: Working Papers on English Studies, 4, 39–52. Belcher, D. (2004). Trends in teaching English for specific purposes. Annual Review of Applied Linguistics, 24, 165–186. Doyle, Michael S. (2012). Theory and method in Translation Studies (TS) and Business Language Studies (BLS): Illustrative considerations for LSP in American higher education and beyond. Keynote address given at the First International Symposium on Languages for Specific Purposes (April 13–14, University of Alabama at Birmingham). First International Symposium on Languages for Specific Purposes. Retrieved from http://www.uab.edu/languages/symposium Foreign languages and higher education: New structures for a changed world. (2007) MLA ad hoc committee on foreign languages. Profession published by the Modern Language Association. (May). Retrieved from http://www.mla.org/flreport Halliday, M., McIntosh, A. & Strevens P. O. (1964). The linguistic sciences and language teaching. London: Longman. Hutchinson, T. & Waters, A. (1987). English for Specific Purposes: A learning centered approach. Cambridge: Cambridge University Press. Lafford, B., ed. (2012). Languages for specific purposes in the United States in a global context: Update on Grosse and Voght (1991) [Special Issue]. The Modern Language Journal, 96, 1–226. Long, S. S., ed. (2010). Curricular changes for Spanish and Portuguese in a new era. Hispania, 93(1), 66–143. Report to the Teagle Foundation on the Undergraduate Major in Language and Literature. (2009). MLA ad hoc committee on foreign languages. Profession published by the Modern Language Association (February). Retrieved from http://www.mla.org/pdf/2008_mla_whitepaper.pdf Sánchez-López, L. (2006). ―La implementación de nuevos programas de español para fines específicos en la universidad estadounidense‖. Revista ALDEEU (Asociación de Licenciados y Doctores en Estados Unidos), 11, University of Jaén Publications. Swales, J. M. (2000). Languages for Specific Purposes. Annual Review of Applied Linguistics, 20, 59–76. Acknowledgments First, I would like to express my sincere appreciation to all the colleagues who participated in the First International Symposium on Languages for Specific Purposes and who contributed to its success. I am deeply grateful to the UAB Department of Foreign Languages and Literatures, and to the following individuals for their critical role in the planning and implementation of the symposium: Sheri Spaine Long, John K. Moore, Brock Cochran, Malinda O'Leary, Yahui Anita Huang, Rebekah Ranew Trinh, Susan Spezzini, Mike Perez, Niki Cochran and Karl McClure. I am also indebted to the symposium sponsors: UAB xiii Scholarship and Teaching on Languages for Specific Purposes (2013) Department of Foreign Languages and Literatures, College of Arts and Sciences; UAB Office for Research and Economic Development; UAB School of Medicine; Cengage Learning; and Pearson. I would also like to thank the colleagues who conducted the peer anonymous reviews of the proposals and to the colleagues who served as session chairs. Last but not least, I will always be indebted to Michael S. Doyle for promptly accepting my invitation to give the keynote address and for honoring us with his presence, expertise and leadership. I have no doubt that he was the perfect keynote speaker for the inaugural ISLSP. I am profoundly grateful to the Editorial Board of Scholarship and Learning on Languages for Specific Purposes who served as anonymous readers and offered invaluable feedback: Julia S. Austin, William C. Carter, Alicia Cipria, Jesús López-Peláez Casellas, Clara Mojica Díaz, Malinda Blair O'Leary, Sheri Spaine Long, Susan Spezzini, Rebekah Ranew Trinh, and Lamia Ben Youssef Zayzafoon. I would like to offer my sincere appreciation to Jennifer Brady for her exceptional and upmost professional work as production manager of this anthology. I would like to thank the UAB Mervyn H. Sterne Library for publishing this volume and to Heather Martin, who facilitated the process. And finally, I am most appreciative of my family, who is the source of my energy and motivation every day. Dedication This book is dedicated to all Languages for Specific Purposes educators and researchers around the world. xiv Scholarship and Teaching on Languages for Specific Purposes (2013)

, ri^iiifitiisiiriTrrirraxTTjfxxitrrrTf j,t. '■ ' I* ' i ixxiixu - mj.Jumin-Unxjt-' 'if'.' IJsH/iA ■ j.1 .1H Ml- £1 ri= * -:- THE ~:~ Gettysburg mERGURY. FEBRUARY—MARCH, 1898. CONTENTS: [ Biographical Sketch of Dr. S. S. Schmucker,(continued), P. Austadt, D. D 103 The Kalevala, E. M. Stahl, '94, 108 The Ocean of Sleep, 115 Parasites,. 116 Education Among the General Synod Lutherans in the East, Grayson Z- Stup, A- B., '96 nS American Humor,. 123 A Modern Bellerophon, 129 Look Before You Leap 130 , Winter Crystal, [31 Blossoms, 132 [Sifted from Our Exchanges, 132 Editors' Desk, 135 I Sheer Nonsense, '. : 13S ■ : • ■ ' &: m I. M LLHR, PRINTER GETTYSBURQ. Imjig IIII ! IV Q'BURG C. LIB. I yiii&ai ■i ■^■■H I FAVOR THOSE WHO FAVOR US. J. R. STINE & SON, Qepts' ••• pdrpis^er, CHAMBERSBURG ST. C. B. KITZMILLER, --DEALER IN— flats, fopg, Boots and jSjoeg, GETTYSBURG, PA. Ready for Fall ant Winter. Suits to Order—Prices $12.00 to $35.00; Trousers, #2.50 to $9.00 ALL KINDS OF REPAIRING DONE. All the new effects in Check and i iv.'i- Plaids you will 11 ml at THE LEADING TAILOR, CLOTHIER AND GENTS' FURNISHER, J. H- JVl/ers, 11 Balto. St., Gettysburg, Pa. S. B. ALCOTT, —AGENT l'UR— Browning King & Co., iiiTi-iiiiiii Tailor, New York. Suits #12.00 up, Overcoats #12.00 up, Pants #4.00. Fit and workmanship guaranteed. ■ ~R. A. WONDERS'" Corner Cigar Parlors. A FULL LINE OF Cigars, Tobacco, Pipes, &c. Scott's Cor. Opp. Eagle Hotel, Gettysburg EPH. H, MINNIGH, Manufacturer, Wholesale and Retail Dealer in Confectionery and Ice Cream, Oysters in Season. News Depot & Subscription Agency, MAIN ST. GETTYSBURG, PA. Sole Mauuf r of Dr. Tyler's Congh Drops SAMUEL FABER. FINE CIGARS .AND. SMOKER'S mm. Chambersburg St., GETTYSBURG JOJW Jfl. TO(G)i CONFECTIONERY AND ICE CREAM, OYSTERS STEWED AND FRIED. No: 17, BALTIMORE STREET. COLLEGE OK P^-sldans § Surgeons, BAI.TIMORK.MI>. The College of Physicians ami Surgeons of Baltimore, Maryland, is a well equipped school. Four ses-sions are required for graduation. For full information send for the annual catalogue, or write to THOMAS OPIE, M. D., Dean. Cor. Calvert and Sarato u r~ ■ •f \ \ \3 I S. S. S. SCHMUCKER, D. D. The [jeiifojglHtfij ^eiwij, Entered at the Post Office at Gettysburg as secoud-class matter. VOL. V. GETTYSBURG, PA., FEBRUARY, 1898. No. 10. STAFF: EDITOR-IN-CHIEF, AI.UMNI EDITOR, IV. H. Bruce Carney. ' should take more time to think before we act and not rush on as if there were no future. We must not permit our humor to satisfy our religion nor supersede it. The motto "be temperate in all things" applies here as elsewhere. Humor, the necessary product of our fundamental princi-ples of government, stands to us as an emblem of prosper-ity, wealth, happiness, pleasure, contentment and freedom. It is a wonderful national platform and if not carried to excess we can proudly boast as the most humorous of all people. w. E. B., '99. A MODERN BELLEROPHON. The boy was in a lonely mood, The common fate he shared ; Examination day was nigh And he was unprepared. He pondered long upon the thought How best he might proceed ; For willing though the spirit seemed The flesh was weak indeed. At length o'ercome by doubts and fears, He fell into a dream In which a Senior came to him And told him of a scheme. Said he, "Young man, arise at once, The bridle's by thy side ; Go quickly catch the winged steed And on thy foray ride." Up leaped the lad at break of day, Free from his grave despair ; To fou7itain Pen he sped in haste And caught Pegassus there. He bridled him and mounted him, And rode off with a zest; Assured that some day on his brow The ivy vine would rest. But sad indeed 'tis to relate, This verdant Freshman boy, Unlike Bellerophon of old, No triumphs could enjoy. 130 THE GETTYSBURG MERCURY. The Prof's, keen eyes in rolling round Soon saw the horse awing; And sending out a gad-fly stare Surprised him by its sting. The jade burst forth iu accents grave, And made a fearful balk ; He threw the lad ; but since I've heard It taught him how to walk. —J. 13. BAKER, 1900. LOOK BEFORE YOU LEAP." When we come to examine the different professions of life, we see many who do not and in fact can not, do honor to themselves nor to the profession in which they are. It is a fact and one much to he lamented that there are men at present in the Christian ministry and other respon-sible positions, whose proper positions would be on the farm or on the road. There is no one profession from the lowest to the high-est, but that is disgraced by men who are not able to fill honestly the positions which they occupy. If there are any who would inquire why this is so, they can themselves find by observation that many of the young of the present day, as it has been in the past, do not look rightly before they enter a profession. Many desiring to become rich as soon as possible, enter any profession whatever, providing it promises riches in the future. They rush forward and do not take into consideration their own qualifications nor the real nature of the vocation. Thus urged on not by reason and judgment, but by the golden fruit of riches, they behold in the distance the tree laden with glittering fruit, and may finally be able to grasp some of the golden apples, but alas ! they find them to be ashes. Either in an unpropitious moment the whole fortune may be taken away, or if it even remains in their hands it will be their eternal ruin. The weary traveler upon the desert journeys along hirsty and fainting, when all at once he beholds in the distant horizon, water glittering in the sun. He is urged THE GETTYSBURG MERCURY. 131 on by this glorious sight. Yet to his surprise, when he ar-rives at the spot the water is not there, but in some other position; thus as he advances the water recedes, and after some fruitless efforts he finds that he has been de-ceived by the mirage of the desert. Thus it is with these seekers after fame. They may even attain to their object in view but when they have fame it will give them about as much pleasure as the burning sands of the desert give to the weary traveler. The idea that one can enter any profession he desires is false, although we are free agents we must always con-sider before we choose a calling for life. We are not at liberty to do anything carelessly and with indifference. But it is our duty in all matters to act honestly and thoughtfully. It is our duty to examine ourselves truth-fully to see whether we have the real qualifications for the position we are about to assume. We often hear men say they can do as much good in one profession as in another. Perhaps they can, providing they enter with proper motives and with the conscious-ness that they are truly performing their duty. But how frequently men just enter upon a course the very oppo-site of what reason and their own consciences tell them to do. In consequence of the object of our creation we must choose such a course of life as will enable us to do most good in the world. We must not take our own selfish mo-tives into consideration, but the honor and glory of God and the welfare of humanity. c. s. B., 1900. WINTER CRYSTAL Sweet, in silent winter night, The little church stands out Against the landscape crisp and white, So pure aud so devout. The mellow light shines soft aud kind Upon the ice-bound stream, And o'er the traveler's weary mind Sheds peace and joy serene. "TiJSS.' MML 182 THE GETTYSBURG MERCURY. BLOSSOMS. The violet 'long the traveler's way, Its sweetness gives to cheer his weary heart; The rarest rose on royal breast Though worn by queens plays not a nobler part. No wild rose e'er has bloomed in vain, Though but a beggar stoop to offer praise, Who reads its message pure and sweet, And bows before the thoughts of better days. But sweeter far than lowly flower, The life, a true and loving heart unfolds; Its sweetest fragrance, purity, Inspires the soul, and noble action moulds. j. N. K H., 99- SIFTED FROM OUR EXCHANGES. Is the literary or debating society less worthy than in the days of our fathers, or do we, in the great wisdom of our age, have less need of the training they offer ? There is cause for concern and the "problem" should receive earnest consideration by every college man. Rival inter-ests are said to be the chief cause of decline. Athletics, fraternities, clubs, etc., are generally cited as being the means of diverting interest from the literary society. But why does the student allow himself to be diverted ? Temp-tation is almost as old as the race. None of these things are comparable in value to the good old literary society, and it is the mark of honor to stand by that which is best. Students in earlier times were no doubt tempted to give their time to other interests as much as we, but they made their literary society of first importance. The modern col-lege debater or essayist would feel justly ashamed were he to be transported for an evening back to the old literary society of Longfellow and Hawthorne. If the proper lit-erary zeal existed to-day, rival interests would not inter-fere. The problem must be solved in the individual. His honor as a student should direct him to active participa-tion in literary work.—Ursinus College Bulletin. THE GETTYSBURG MERCURY 133 I write, not in criticism of any deficiency in library facilities in any college, but in earnest desire to further your good purpose, and to increase interest among your fellow students in the use of libraries. First, books must be AVAILABLE. The college library must cease to depend upon the occasional donation of out-worn private libraries, or the whim of some special friend for special literary or other fads. The income for new books should be as steady and as reliable as for the endow-ment of any chair. This income should be wisely appor-tioned to the needs of all departments of instruction main-tained by the institution, without partiality or undue dis-crimination. It goes without saying that it should be ad-equate to actual needs. Second, the existing treasures on the shelves, and the new ones to be secured must be ACCESSIBLE, (a) There should be a general library with the reading room in close proximity, and also (b) special departmental collection in the several buildings devoted to their respective uses. The general library should be open for the consultation and drawing of books from 8 A. M. to 10 p. M., in winter, and 7 A. M. to 10 p. M., in spring and summer. It should be open on all holidays and on Sunday afternoons. The departmental libraries should be in charge of a student librarian for each, and be open as occasion may warrant. Free access to the shelves should be given to all users of the books. The seeing, the handling, the examining of books by young people is a very helpful part of their edu-cation. To be accessible is also to be arranged systematically, to be classified, scientifically, to be catalogued, and, in a degree, to be indexed.—Prof. William E. Martin, Librarian Bucknell University, in The Lafayette. T t t In my opinion the Ideal College Life embraces the fol-lowing elements : 1. The student should keep in constant view the ob- 134 THE GETTYSBURG MERCURY. ject for which he is sent to college and apply himself closely to his studies so as to maintain a good, honorable standing in his class for scholarship. 2. He should be careful to take the proper exercise to develop along with his intellectual attainments a sound, healthy body, and not weaken or enervate it. 3. He should cheerfully comply with all the rules and regulations of the college, so as to carry with him when he graduates the recollection that he was a loyal, faithful student, and did all in his power to maintain the honor and good name of his alma mater. 4. He should in all his intercourse with the Faculty and his fellow-students be manly and gentlemanly, so as to have the respect and esteem of all. 5. He should, along with his physical, intellectual and social culture, so develop his moral and religious na-ture as to blend them all in such delightful harmony as to attain the life of a Christian, the highest and noblest type of manhood.—Geo. W. Williard, D. D., L. L. D.,in College Student. ttt Two things may justly be expected of college students more than any uther class of men ; one may be a more difficult accomplishment than the other, yet both may be acquired and go hand in hand with one another. The first is the ability to read ; the second, the ability to think. —The Wittenberger. t t t It is no small part of a College education to form habits of observation, acquisition and application. What a man is when he leaves College he will be for life. Among the most subtle temptations that will come to the student is that of wasting what is most common and yet most precious—time. Small pieces of time are like small coins, they disappear very readily without leaving any trace. The man who can conserve the minutes will not waste the hours, and yet how much can be accomplished THE GETTYSBURG MERCURY 135 in a few stray minutes if we but seize the opportunities and make them count. It is so easy to sit down in one's chair and chat for five or ten minutes, or drop in on a neighbor, wasting his as well as our own time. It is not the minutes themselves that are so valuable ; it is the habit of wasting them that proves destructive. Formed while in college, it clings through after life, and its victim becomes one of those people who are always behind.—Vox Wesleyuna. EDITORS' DESK. We believe that books and articles which are not worth a second reading are scarcely worth the first. With this conviction in mind we endeavor to publish some real literature, something which will awaken thought and arouse sentiment, something which will be helpful to our varied class of readers. We are conscious that it is almost impossible to publish matters of value and interest alike to undergraduate whose life is young, spirits buoyant whose mind is centered upon the literature and questions of the past, and to our alumni sobered by the trials of life and occupied with the questions of the living present. However hard the task, we have relied upon your love for Alma Mater's interests to blind you to our short comings and to assist us in getting into the current of popular ap-proval. We have received many appreciated comments in the columns of our exchanges, clippings have been frequently made from our articles. Kind words and substantial evi-dence come in private letters, for all of which we are thankful; but we are grieved at the number who have asked for discontinuance and the tardiness of many de-linquents. We are passing through a crisis period in the history of our institution and especially is this true in re-gard to our publications. Although not in thick darkness* we will be lost if we do not go hand in hand as students and alumni, keeping cool heads and stout hearts, laboring not for selfish ends but for the common good of Gettys- 13(5 THE GETTYSBURG MERCURY. burg. Have you done your duty ? Let us in this day of patriotic awakening, rise also to a full measure of the de-votion due to Gettysburg and her interests. We are sorry that for causes which need not here be explained, the Feb. number of THE MEKCURY could not be issued. We have tried to make this number worthy your careful reading. Read everything, and the best things twice, not forgetting the advertisements. * * * "The Morning Watch." This subject was ably hand-led and forcefully presented at the last State convention. Every one prestnt could not help but realize the wonder-ful blessings, which came to all who faithfully observe it. If there is a class of people to whom the morning watch is more especially adapted than any other, it is the student. By the morning watch is meant the setting apart of a certain period of the early morn, say a half hour, to get alone with God, to meet Hira in some secret place, where silence reigns and the cares of this world are barred out. Where nothing interrupts the study of His Word, deep meditation, and sweet communion. Surely this ideal way of beginning the day cannot help but appeal to every reader. Do you want to develop character ? Do you want to be uplifted to higher planes of living ? Do you want to become more and more like the Master ? In short, do you want power ? Then observe the morning watch. Yours shall be the reward. Not infrequently does it happen that a student or stu-dents at a college or university have original ideas and plans by which the best interests of the institution might be advanced. It may be that these plans, if carried out. would meet a need which the particular institution has for a long time felt. It is, however, often the case that such plans and "schemes" are never put into execution for the simple reason that there exists no student organization of a kind to which such matters could be suggested, and THE GETTYSBURG MERCURY. i:)7 which would be competent to carry through, in a syste-matic way, any student undertaking arising in this manner. The originator of the ideas so far from taking steps to bring his plans to a successful issue, sometimes does not even mention them to his companions. In this way much valuable activity on the part of the stu-dents is often lost to an institution of learning. At Gettysburg the advantage of an organization of the kind indicated above, was recognized by an alumnus. He lost no time in making known to the students his views as to the good, he felt sure, would accrue to our college through such an organization. The student body heartily favored the movement; and the Society of Pen and Sword was organized. The scope of activity of this Society, prac-tically includes every field in which the college has inter-est. In athletics and the college publications the Society is particularly interested. The only conditions of election to membership in the Society are a manifestation on the part of the student of sincere and active interest in all matters which concern the good of the college, and unmistakable evidence of loy-alty t^> alma mater. It is hardly necessary to add that already, at the end of the first year of its existence, the Society has accom-plished a half dozen very important undertakings in be-half of Gettysburg. Let us all join in our hearty wishes for another successful year. * * * IT is most gratifying to every lover of Old Gettysburg to note the greatly increased spirit of activity which now prevails throughout our entire institution. This spirit is particularly manifest among the boys who are musically inclined, and, as a result, the College has musical organi-zations of which she may well be proud. Moreover the recent organization of a good second Glee Club makes the prospect for the future very bright. We heartily com-mend the zeal of the Clubs and predict for them great suc-cess in their coming trip. They deserve it. 138 THE GETTYSBURG MERCURY. THERE has been an unusual number of lectures and entertainments in Brua Chapel this year. In general they have been quite well patronized by the students and the citizens of the town. This is a commendable way of rais-ing money for worthy objects, but we fear that too many entertainments will have a bad effect on the regular Y. M. 0. A. course which is provided every year. Might it not be better to have less in number and then aim to secure only the best ? SHEER NONSENSE. "Genius is a diffikult thing to hide. I hav even seen it revealed in blowing the noze or handling a toothpick. "It iz a pleasant thing to kno that cunning men, sooner or later, git kaught in the traps they set for others. "There is now and then a man who can make a cir-kumstanse, but as a general thing, cirkumstanses make men."—Josh Billings. It seems the wittiest things e'er heard By him who hears them told, Are those which he himself relates No matter if they're old. Thus you see 'tis verified The sayiug old and true, I know not who it's author was "Laugh, the world laughs with you." -Ex. FOOT-BALL TERMS. First down—Chawlie's moustache. Half-back—$2.50 paid on a borrowed $5. -Ex. Breathes there a man with soul so dead, Who never to himself (?) has said, As he stubbed his toe against the bed: « i it in ? -Ex. THE GETTYSBURG MERCURY. 139 Some student, in searching through classic (?) literature, has come across the following fragment: "Darkibus uightibus, No lightiorum, Strikibus postibus, Breechibus torum."—Ex. Do you think she loves you? I don't know. I'm all in the dark. Well, if she entertains you that way, I think it's pretty good proof. There are two reasons why some people don't mind their own business. One is that they haven't any niiud, the other, that they haven't any business. —Han ard Lampoon. David Ward, the lucky gold miner, who brought back the news of a rich find of gold on the American side of Alaska, and who says that the rush next spring will be far down the Yukon on the American side, spent three years prospecting in Alaska, and in that time only received seven letters from home. Since his return he has had more than that many thousands of letters from would-be argonauts in three mouths. He is now in Philadel-phia, Pa., and tries to answer every inquiry concerning the Far North, its perils, rigors of climate and wonderful riches. His practical experience makes his advice highly valuable, and anyone interested in Alaska should avail themselves of his knowledge by writing to him. War Pictures. in beautiful colors. " ", u. "MAINE" and Battle-sfups .1NDIANAf" (Latter cleared for action) each i2xiS. North Atlantic Squadron, All ships of the line (in ac-tion) 12x36. Drawn from life by Reuterdahl. Finest pictures ever published. Mew York Bombarded. Transporting Troops to the Front. Artillery in Action. Storming Morro Castle. All the above beautiful colored pictures will appear in TRUTH. $1.00 will bring TRUTH for six mouths, in-cluding all the above and the follow-ing pictures on heavy plate paper for framing, will be given free as a premium. 1. Battle-ship "Maine," - 12x18. 2. " " "Indiana," 12x18. 3. Storming Morro Castle. Address, TRUTH, No. 40 Litho. Bldg. NEW YORK. WE RECOMMEND THESE BUSINESS MEN. TlQCJPriPr'Q lrt/HntPn Desiring position iu public or private I CO.L/IICI O VI CM I IX>U schools, Colleges or Universities, iu any slate in the Union, to apply through us. We charge no Commission on Salary for Se;uring Positions, Our facilities are the best. 5,000 vacancies last year. Life Membership and duplicate registration for one fee. 500 teachers wanted immediately to fill emergency vacancies on short notice. Graduate students iu great demand. H. H. HOPKINS SCO, Han:o?.'c, Maryland. You will find a full line of Pure Drugs & Fine Stationery PEOPLES' DRUG STORE. Prescriptions a Specialty. J. A. Sawney is ready to furnish clubs and board-ing houses with Bread, Rolls, &c, at short notice and reasonable rates. Washington and Middle Sta., Gettysburg David Troxel, DEALER IN FINE GROCERIES AND NOTIONS. . lias*. D. It., Manager. Pittsburg, Pa., Toronto, Can., New Or-leans, La., New York, N. Y., Wash-ington, D. 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Issue 70.2 of the Review for Religious, 2011. ; Virtue Movements Ignatian Insight Consecrated Life quarterly 70.2 2011 Review for Religious fosters dialogue with God, dialogue with ourselves, and dialogue with one another about the holiness we try to live according to charisms of Catholic religious life. As Pope Paul Vl said, our way of being church is today the way of dialogue. Review for Religious (ISSN 0034-639X) is published quarterly at Saint Louis University by the Jesuits of the Missouri Province. Editorial Office: 3601 Lindell Boulevard ¯ St. Louis, Missouri 63108-3393 Telephone: 314-633-4610 ¯ Fax: 314-633-4611 E-Maih reviewrfr@gmail.com ° Web site: www.reviewforreligious.org Manuscripts, books for review, and correspondence with the editor: Review for Religious ¯ 3601 Lindell Boulevard ° St. Louis, MO 63108-3393 POSTMASTER Send address changes to Review for Religious ° P.O. Box 6070 ¯ Duluth, MN 55806. Periodical postage paid at St. Louis, Missouri, and additional mailing offices. See inside back cover for information on subscription rates. ©2011 Review for Religious Permission is herewith granted to copy any material (articles, poems, reviews) contained in this issue Review for Religious for personal or internal use, or for the personal or internal use of specific libra~ clients within the limits outlined in Sections 107 and/or 108 of the United States Copyright Law. A copies made under this permission must bear notice of the source, date, and copyright owner on th first page. This permission is NOT extended to copying for commercial distribution, advertisinl institutional promotion, or for the creation of new collective works or anthologies. Such permissio will only be considered on written application to the Editor, Review for Religious. ~ gournal of Catholic ~piri~uali~ Celebrating 70 Years Editor Book Review Editor Scripture Scope Editorial Staff Advisory Board Michael G. Harter SJ Rosemary Jermann Eugene Hensell OSB Mary Ann Foppe Tracy Gramm Judy Sharp Paul Coutinho SJ Martin Erspamer OSB Margaret Guider OSF Kathleen Hughes RSCJ ¯ Louis and Angela Menard Bishop Terry Steib SVD quarterly 70.2 2011 contents prisms 116 Prisms 118 132 virtue movements Salesian Simplicity: How a "Little Virtue" Can Go a Long Way Thomas F. Dailey OSFS examines simplicity in the teaching of St. Francis de Sales and the religious life of the Visitation of Holy Mary, founded in 1610. He proposes that their "hidden life" of "little virtues" provides meaning even for those beyond the monastery's walls. Personal Reflection and/or Group Discussion Telling Ou.r Story: Movements of Transformation Beatrice M. Eichten OSF offers ideas for sharing the story of transformational moments in our lives to better under-stand what we have experienced and to allow God to be more alive and active in our lives. 146 ignatian insight 0 Approaching the Principle and Foundation from St. Ignatius's MysticalWorldview Edward McCormack builds on the insights of Gilles Cusson and Joseph Tetlow, and sets the Foundation within the context of Ignatius's mystical experience at Manresa and the resulting worldview in order to better understand the role the Foundation plays in the Exercises, particularly with regard to the preparatory period. Review for Religious 165 Discerning the Spirit: A Personal Journey Richard J. Hauser SJ testifies to the importance of appropriating the discipline of the discernment of spirits in our daily Christian living. 179 194 201 consecrated life @ Apostolic Visitations: Clare of Assisi's Insights from the Thirteenth Century John V. Kruse examines how Clare of Assisi responded nearly 800 years ago to papal visits that sought to shape the form of religious life that Clare desired to live. Her example has tnuch to say to women religious experiencing the Vatican visitation and investigation of women religious in the United States. Consecrated Life in the Ecclesiology of Vatican II Amy Hereford CSJ discusses the place of consecrated life in light of the ecclesiology of the Second Vatican Council, the new Code of Canon Law, and recent developments. Personal Reflection and/or Group Discussion A Grain of Hope: Canada's First Carmelite Nun Mary Patricia of the Holy Spirit OCD and Mary Ruth of the Sacred Heart OCD recount how deep desires and a providential encounter led to the founding of the first monastery of Discalced Carmelites in Canada. departments 209 Scripture Scope: Ezekiel: The Strangest of All the Old Testament Prophets 215 Book Reviews 115 70.2 2011 prisms 116 ~hen I was a young boy, my mother thought it would be good for me to know how to swim, so she took me to the local pool and arranged for me to take lessons. I found the whole experience a bit intimidating. But once I learned to overcome the fear of having my head underwater, I was quickly off to explore the deep end of the pool. While I am still a bit hesitant to jump into cold water, I have no fear of swimming., or taking on new challenges. That memory returned to me as I began editing Review for Religious. And though I am older now and have much more experience, old fears occasionally lurk in the shadows. When our publication was invited to attend a recent seminar on the theology of consecrated life sponsored by the USG/UISG, the unions of superiors general of men's and women's religious congregations, I began to wonder if I was getting in over my head. My long-time mentor, Dave Fleming, assured me that I would represent the Journal well and that it would be a most valuable learning experience. Twenty superiors general and thirty theolo-gians assembled in Rome between February 7 Review for Religious and 11 to "take careful stock of the situation of the the-ology of apostolic consecrated life at this present time; to identify the main questions and challenges being posed to this theology by the situation of the world and the church today, in view of the future journey of conse-crated persons and the Institutes to which they belong; and to catalyze renewed study and research in this field so as to enhance the vitality of the witness to be given by consecrated persons." The participants, equally divided between women and men, represented all the populated parts of our planet from Oceana through India, Africa, Europe, to North, Central, and South America. We looked at the context of religious life in the cosmos from the "big bang" to the eschaton. We talked about the tensions of living our traditional vows in a post-mod-ern- even post-Christian--globalized world. We strug-gled to be mindful of ecological issues and the need for collaboration among the old orders and with the laity and members of emerging new religious communities. The presentations were rich in diversity and were fur-ther refined and nuanced in the ensuing conversations in small work groups or over dinner. None of the participants had clear answers or simple solutions. That was not the goal of the seminar. We did, however, pledge ourselves to keep pursuing questions, exploring mystery, and sharing our discoveries. That is what Review for Religious has been doing for 70 years in simple and profound ways. We hope to be a vital medium to enable that conversation to continue. Immersion in a pool of such rich thinking and expe-rience was invigorating. It is reassuring to be reminded, once again, that we have good company in the deep waters of religious life. Michael .G. Harter SJ 117 70.2 2011 THOMAS E DAILEY Salesian Simplicity: How a "Little Virtue" Can Go a Long Way virtue movements Four hundred years ago, simplicity was retrieved by two saints and given a new form.~ In June 1610, Francis de Sales and Jane de Chantal established the religious order of the Visitation of Holy Mary in Annecy, France. Begun with three nuns who would spend their day in prayer and occasionally visit the poor and sick in town--a radically new apostolic twist at the time--the order now has numerous monasteries throughout the world and includes those sisters who took up residence in the "Mater Ecclesiae" monastery in the Vatican in 2009. The superior there succinctly describes the particular charism of this religious order in Thomas E Dailey OSFS holds the Fr. Louis Brisson Chair in Salesian Spirituality and is Professor of Theology at DeSales University, where he is also the founding director of the Salesian Center for Faith & Culture. He may be addressed at DeSales University; 2755 Station Avenue; Center Valley, Pennsylvania 18034. Review for Religious terms that match the focus of the conference at which this paper was originally presented: "The spirit of the Visitation is one of profound humility toward God, and great meekness toward the neighbor--a spirit that does not put the accent on exterior austerity. The sisters must supply it with interior renunciation and with a great simplicity and joy in the common life.''2 That spirit of simplicity aligns directly with Francis de Sales's vision of the virtuous Christian life and takes a distinct form within the contemplative life of the Visitation order. And, as we will suggest, this four-hundred- year-old tradition remains especially relevant for the pursuit of holiness in the hectic world of the twenty-first century. Simplicity as a Virtue in Salesian Spirituality For St. Francis de Sales, simplicity paves the way to holiness. In his classic book on that subject--an Introduction to the Devout Li~--this Doctor of the Church posited the then revolutionary idea that holiness is pos-sible for everyone, not just the professionally religious monks and nuns, and that this holiness is realized in and through one's vocation or state in life. In his view, what makes the possible actual is the life of virtue. Seeking to forge a middle ground for religious devo-tion between the supereminent tendencies of spiritual mysticism and the austere practices of ascetical, discipline, he champions the exercise of "little virtues"--those vir-tues that are able to be practiced in an ordinary way amid everyday relationships. He explains that "We do not very often come across opportunities for exercising" magnificent feats of virtue (like courageously saving someone from a burning building), but little ones-- like gentleness, modesty, and humility--are continually 119 70.2 2011 Dailey ¯ Salesian Simplicity What unites the various aspects and exercises of simplicity is the notion that this virtue entails being "transparent," called for as "graces which ought to color everything we do." Thus, he encourages the practice of "the best virtues, not those which are most highly esteemed; the most excellent, not the most visible; the truest, not the most conspicuous.''3 Concerning simplicity, which he names most often in the various lists of the "little virtues" that appear throughout his writings, de Sales suggests any number of ways in which this can be carried out in one's daily comportment. For example, in terms of fashion, simplicity shows itself in the propriety of one's clothing. Adding wit to his wisdom, he writes, "Old people are always ridiculous when . they try to make themselves pretty. Such folly can be put up with only in youth.''4 Or, in terms of language, simplicity calls forth words that are both frank and honest, while it challenges us to hold our tongue when called upon to speak about ourselves; as the saint explains, Without doubt, whoever speaks little of himself does so extremely well; for, whether it be that we speak in accusing ourselves or in excusing ourselves, in praising ourselves or in despising ourselves, it will always happen that our speech serves to entice us to vanity. If, therefore, some great charity draws us to speak of ourselves and our relatives, we must hold our tongue about it.5 Even more so, simplicity in speech is opposed to any sort of equivocation; in Francis's view nothing so out- Review for Religious rages truth as duplicity, "For those who attempt to shield truth by artifice actually kill and suffocate it.''6 Finally, in terms of relationships, where, according to Wendy Wright, Francis gives to simplicity its partic-ular nuance, to be simple means to act without cunning or guile.7 It enables us to avoid prosaic illusions, those illusions of grandeur which in reality are nothing more than mental temptations: There are souls that make great plans to do excel-lent services for Our Savior, by eminent actions and extraordinary sufferings--but actions and sufferings which there is no opportunity to carry out and per-haps never will be. Based on this, these souls think they have done some great thing in love; in this they are very often deceived, for while they embrace in desire what seems to them to be great future crosses, they anxiously avoid the burden of lesser ones that are present. Is it not an extreme temptation to be so val-iant in imagination, and so cowardly in execution?''8 Instead of being so deceived, devout persons seek simply to serve God, even if they do not experience contentment in doing so: It is necessary to consider that there is no vocation that does not have its trouble, its bitterness and its distaste; and, what is more, if this is so among those not fully resigned to the will of God, each would wish volun-tarily to change his condition to some other. From where comes this general inquietude of spirit if not from a certain displeasure that we have about what is contrary, and a malignity of spirit that makes us think that another is better than we are? But it is all the same: whoever is not fully resigned, who turns this way and that, he will never have rest . A person who no lon-ger has the restlessness of his own will is content with everything: provided that God be served, it does not matter in what manner God employs him: provided that he does his divine will, it is all the same to him.9 121 70.2 2011 Dailey ¯ Salesian Simplicity To use a modern term, what unites these various aspects and exercises of simplicity is the notion that this virtue entails being "transparent." As Wendy Wright describes it, in living a simple life [a]ll the ornament and artifice on the outside is peeled away; all the complicated criss-crosses of self-reflec-tion and multiple considerations on the inside are also gently relinquished and given second place . And that transparency then is a window through which God and the deepest center of the person can come together. Nothing remains between God and person.'° But the transparency of a virtuous life that is unadorned and unpretentious does not render simplic-ity a simple thing! On the contrary, this "little" virtue, when lived to its fullest, encompasses the whole of life in its adherence to the will of God in all things. In other words, it entails a perfect correspondence between who we are and how we act. That is the way of life sought by the Visitation sisters, for whom simplicity is consti-tutive of their particular charism in the church and for the world.~l 122 Simplicity as Sanctity in the Visitation Order For the Visitation sisters, the Salesian understanding of simplicity as a virtue extends beyond the practices of everyday life to encompass the totality of their exis-tence. Simplicity, in this sense, is an attitude of being more than an attribute of action. Cultivating this atti-tude is the direction that Francis de Sales sets for the spiritual life of Jarie de Chantal and for the religious order she would lead. From his first encounter with her in Dijon,12 Francis emphasized the need for Jane to develop a more simple life. As the amusing story is told, he took the opportunity Review for Religious at one of their first encounters to indicate blithely that her manner of dress should reflect her state in life as a widow: One day that Madame de Chantal had come to dine, she appeared a bit more dressed up and decked out than she ordinarily did. "Madame," said the bishop, "do you have plans to remarry? . Oh, no, Monsignor," she replied quickly. "Well then," replied the saint, "it should be necessary to take down the flag.''13 But more important would be Jane's interior focus; over the course of several years, his spiritual direction led her to simplify her entire life. That process of simplifi-cation- what Wendy Wright describes as St. Jane's own "call within a call"14--would also come to characterize the entire religious order that she established with him. Rooted in the twin Salesian virtues of humility and gentleness, the foundation of the Visitation order had only a simple aim, which Francis de Sales explains in a letter to the cardinal archbishop of Lyon, who objected to the sisters' practice of leaving the monastery to visit the sick. Francis writes that the purpose of this new group of nuns is to give to God daughters of prayer and souls so interior that they be found worthy of serving his infinite Majesty and of adoring him in spirit and in truth. Leaving the grand orders already established in the church to honor Our Lord by excellent exercises and brilliant virtues, I wish that my daughters would have no other intention than to glorify him by their abasement; that this little Institute of the Visitation be like a poor dove among innocent doves, whose care and concern is to meditate upon the law of the Lord without making themselves seen or understood by the world; that they dwell hidden in the cleft of the rock and in the secret of the recesses in order there to give to their Beloved, by their living and dying, '123 70.2 2011 Dailey ¯ Salesian Simplicity some proofs of the grief and the love of their hearts, expressed by their lowly and humble groaning.~s That "hiddenness" of their life discloses their sin-gularity of purpose. It also gives rise to a distinguishing feature of this new order, namely, the practice of admit-ting as sisters women who, through age or infirmity or widowhood, were too frail to undertake the penitential austerities of other contemplative orders. Instead, the Visitation sisters would practice an interior discipline, one cultivated through the progressive development of personal simplicity amid a joyful common life.16 The way by which the sisters would grow in simplic-ity is mapped out for them most clearly in the Spiritual Conferences--a compilation of informal question-and-answer sessions conducted in the courtyard or parlor of the monastery, in which the bishop clarified the distinctive way of life for the members of his new institute. Notwithstanding the limitations of the liter-arT form or the reliability of the published versions,17 these conferences do reveal the mindset of St. Francis de Sales, for whom simplicity is nothing less than the pursuit of perfection. That pursuit begins with the realization of what exactly this virtue is. The holy bishop tells the sisters, "Simplicity is nothing other than an act of pure and sim-ple charity that has only one goal, which is to acquire the love of God. Our spirit is simple when we have no other aim in all that we do or want."18 Then he indicates to them, by way of the biblical story of Martha and MarT, that simplicity and charity are inseparably linked, such Simplicity runs counter to any interior agitation. Review for Religious that the "act of simple charity allows us to look at and have no other goal in sight in all our actions.''~9 And this, he claims, is a distinctively Christian virtue. He then explains that the sisters' singularity of focus through simplicity2° will facilitate their pursuit of holiness by fleeing them from the torment of spiritual restlessness and inquietude. Born from the humility that recognizes the inevitable imperfection inherent to human nature, simplicity runs counter to any interior agitation, as the saint explains elsewhere: You know that God wishes, in general, that one serve him, by loving him above all things and our neighbor as ourselves . That said, it is necessary to do so in good faith, without finesse or subtlety, which would be in the manner of this world, where perfection does notreside, in a human way and according to this time, while waiting to do so in the divine and angelic world and according to eternity. Neither pressure nor agitation of purpose serve any good; desire is good, but let it be without agitation. It is this pressure from which I [wish to] shield you, as the mother imperfection of all imperfections.21 In more positive terms, simplicity is the corollary of that liberty of spirit that comes from love. Speaking again to the sisters, he claims that Simplicity banishes from the human spirit both the need and the anxiety that many develop, so they say, as they search for the ability to love God by the sheer number of exercises and other means. It seems to them that if they do everything that the Saints have done, they will most certainly be satisfied. What poor people! They are to be pitied! They torment themselves to find the art of loving God. They don't know that there is none except to love Him. They think that there is a certain ingenuity to acquire this love which is truly found only in simplicity.22 70.2 2011 Dailey ¯ Salesian Simplicity 1261 Ultimately, the sisters' simple love for God can and should integrate all the aspects of their life. In other conferences, their founder explains how related vir-tues can help them to practice this simplicity. Through humility they learn to embrace the mortifications and abjections of everyday life, for, in his words, "our misery is the throne of God's mercy.''23 Through wonder about their imperfections in contrast to the divine goodness exercised in their regard, they are invited to place their confidence entirely in God.24 Through the joy this con-templation brings, they are called to exercise holy indif-ference in all matters; on this point the saint concludes his final conference with this farewell: "I say, therefore, that it is necessary to ask for nothing and refuse noth-ing, but to be left in the arms of divine Providence, without bemusing ourselves about any desire, except to will what God wills of us . M1 our perfection consists in the practice of this point.''2s To summarize the teaching of the Spiritual Conferences, consider this image that Francis de Sales gives to the sisters: A child while she is young is in a state of such sim-plicity that she has no knowledge of anyone except her mother. She has only one love, which is for her mother, and in this love there is only one goal, which is her bosom. She wants nothing else. The Christian who enjoys perfect simplicity has only one love, only one goal, which is to rest on our heavenly Father's bosom and, once there, to be a loving child, rest-ing there and leaving every care of self to her good Father, without ever troubling [herself] about any-thing, except to dwell in this holy confidence.26 Imagined thus, the cultivation of perfect simplicity remains the particular charism of the Visitation sisters Review for Religious and distinguishes their monastic life from that of people living in the world. While the former "must place all their cares in the hands of God . . . leaving themselves totally in the arms of divine Providence," the latter must exercise another virtue. As the bishop notes, they must practice prudence in order to increase their means. They have a great concern about supporting their families; otherwise they would not fulfill their responsibilities. Even though they ought to depend more on Divine Providence than on their own strength, so they must not neglect thinking about their affairs. 27 Thus, the question remains: how do we retrieve sim-plicity from the four-hundred-year-old tradition of the Visitation in order to foster a life of virtue among those living in today's world? Retrieving Salesian Simplicity for Today's World In our contemporary culture, marked as it is by the notion that spirituality is separate from, or an addition to, the myriad cares and concerns of everyday life, the Salesian tradition of the devout life as a universal call to holiness, and the practice of virtue that attends it, holds great promise even for those who do not have the luxury of freedom from worldly pursuits. From this tradition, we can retrieve the simple life today through that humil-ity and wonder and joy by which we learn to "be real." To be real is, first of all, to accept the fact of our human condition. It is to "be who we are" in the hum-ble realization that we are not perfect. It recognizes that our progress in virtue is neither rapid nor permanent. To be who we are is simply to acknowledge our sinful nature. St. Francis de Sales gently notes, we are sometimes so busy being good angels that we neglect to be good men and women. Our imper- [127 70.2 2011 Dailey ¯ Salesian Simplicity 128 fections are going to accompany us to the grave. We can't go anywhere without having our feet on the ground, yet we don't just lie there, sprawled [in the dust]. On the other hand, we mustn't think we can fly, for we are like little chicks who don't have wings yet. We die little by little; so our imperfections must die with us, a little each day.28 In the second place, to be real is to accept the truth of our personal character. It is to "be what we are" in grateful wonder at having been created at all. It recog-nizes that our time and energy are wasted in dreaming of another life here below where the proverbial grass may be greener. To be what we are is simply to welcome the life we have been given. St. Francis de Sales humorously says, Let us be what we are and be that well, in order to bring honor to the Master Craftsman, whose handi-work we are. People laughed at the painter who, intending to paint a horse, came up with a perfect bull; the work was handsome in itself, but not much credit to the artist who had other plans and suc-ceeded in this one only by chance. Let us be what God wants us to be, provided we are His, and let us not be what we would like to be, contrary to His intention. Even if we were the most perfect crea-tures under heaven, what good would that do us if we were not as God's will would have us be?29 Finally, to be real is to accept the far-ranging vicis-situdes of this life as coming from the hand of God. It is to "be where we are" in the joyful awareness that whatever is happening in our lives (or not), this is where God is pleased to have us be. It recognizes that the pres-ent moment is the only time within our control. To be where we are is simply to embrace all that occurs each day. St. Francis de Sales wisely suggests, Let us be firmly resolved to serve God with our whole heart and life. Beyond that, let us have no care Review for Religious about tomorrow. Let us think only of living today well, and when tomorrow comes, it also will be today and we can think about it then. In all this we must have great trust and resignation to God's providence. We must make provision for enough manna for the day, and no more. Let us not doubt that God will provide more for us tomorrow, and the day after tomorrow, and all the days of our pilgrimage.3° In sum, the virtue of simplicity as it comes to us through Salesian spirituality promotes human integ-rity. It seeks a correspondence between what is interior and exterior, between our vision and our comportment. It leads to peace by focusing our pursuits clearly and squarely on the love of God. And it allows us to be real in a world that is fast becoming virtual, so that who and what and where we are in God's eyes is all we need be. Notes ~ Originally presented at the eleventh annual fall conference of the University of Notre Dame's Center for Ethics & Culture (18-20 November 2010), whose theme was "Younger Than Sin: Retrieving Simplicity through the Virtues of Humility, Wonder, and Joy." 2 Nicola Gori, "Le visitiandine in Vaticano," L'Osservatore Romano, 2 December 2009. 3 Introduction to the Devout Life, III:1. 4 Introduction to the Devout Life, III:25. s Oeuvres de Saint Francois de Sales, gdition complkte (Annecy: J. Nidrat, 1892-1964), XXV1:283. 6jean Pierre Camus, The Spirit of St. Francois de Sales, edited and newly translated and with an introduction by C.E Kelley (New York: Harper & Brothers, 1952), 124-125. 7 Wendy Wright, "Simplicity in the Salesian Sources," Salesian Living Heritage (Spring/Fall 1989): 8. "It is Francis's particular nuance. ¯. In a very sophisticated society with all types of people doing every kind of machination, cautious about the manner of approaching people and what should be said to whom and what effect one is making and what little white lies will make this effect and that effect, he says: 'No! We must be free of duplicity, free of guile, free of deceitfulness.'" 70.2 2011 Dailey ¯ Salesian Simplicity 8 Oeuvres V:329; see Oeuvres XXVI:366 - "Take care to manage these little encounters that God presents to you, put in them your virtue, and do not desire great works; for often one lets himself be knocked down by a gnat when he combats monsters by imagination." 9 Oeuvres XII:348. t0 Wright, "Simplicity in the Salesian Sources," p. 10. 1, Wright, "Simplicity in the Salesian Sources," p. I0: "Francis does make a distinction between religious and laity. He says that this kind of radical resting on the breast of God without care of self, without self-protection, is the particular charism of the Visitandines. ¯ . . Freedom from this demand [of worldly prudence] is the special luxury of the Visitation." 12 On 5 March 1604, Jane Frances Fr~myot, baroness de Chantal, attended the series of Lenten sermons hosted by her brother, the Archbishop of Dijon. The preacher was Francis de Sales. From their first encounter, and through his spiritual direction of her, a deep and lasting friendship was born. See Wendy Wright, "Spiritual Friendship and Spiritual Direction," Studia Mystica 12 (March 1989): 49-63. ~3 F. Vidal, Aux sources de la joie avec Saint Francois de Sales, 3rd edition (Paris: Nouvelle Librairie de France, 1964), p. 79: 14 Wright, "Simplicity in the Salesian Sources," p. 11: "In the early years of her relationship with Francis, Jane is a tremendously intuitive woman, with powers of discerning spirits within herself, a strong psychological sense. Part of her growth is in this simplification, moving away from examining every motive, looking at it, turning it over a million ways. She has becomes just simple, doing what needs to be done, looking to God in love." is Oeuvres 17:16-17, with reference to Canticle 2:14. 16 Nevertheless, the Visitation lifestyle would still seek simplic-ity through exterior comportment in terms of ~lress (by wearing a widow's habit), language (by promoting both cordiality and silence), and conduct (by the humble exercise of monastic ranks, which were to be changed each year). ~7 As a literary form, the "conferences" are actually recollections of the talks as written by nuns with an incredibly strong memory. As to which published texts are "true" or "false" versions, and what that means for the reliability of the saint's thought expressed there, see William Ruhl's introduction to his new English translation of the French text reconstructed by Roger Devos (available online at www. oblates.org/spirituality/spiritual_conferences). 18 Conference 14, "On the Subject of Simplicity" (Devos, p. 173). Review for Religious ,9 Conference 14, "On the Subject of Simplicity" (Devos, p. 173). 20 Don Luigi Scanu, "La semplicith secondo San Francesco di Sales," Rivista di ascetica e mistica 4/2 (1959): 144, describes it thus: "If the soul had eyes, simplicity could be compared to the lenses that render seeing more acute, (more) fixed on God." 2~ Oeuvres XII: 167. 22 Conference 14, "On the Subject of Simplicity" (Devos, p. 174). 23 Oeuvres VI:22. 24 Oeuvres Vl:20. 2s Oeuw'es VI:384. 26 Conference 14, "On the Subject of Simplicity" (Devos, p. 179). 27 Ibid., p. 180. 28 Francis de Sales, Jane de Chantal, Letters of Spiritual Direction, trans. P6ronne Marie Thibert VHM (New York: Paulist Press, 1988), p. 98. 29 Oeuvres Xli:53-54. 3o Letters of Spiritual Direction, pp. 98-99. Personal Reflection / Group Discussion At what times in your life have you felt the need to live more simply? What led you to move in that direction? What might have held you back? Are there other ".little virtues" that it would be good for us to work on in our community or for me as an individual to give more attention to? ,131 70.2 2011 BEATRICE M. EICHTEN Telling Our Story: Movements of Transformation Ware each born into a flowing moment of history, ¥ ¥ into a family, a culture, and a given set of circum-stances. All of these shape our story and our identity. We begin moving through life with a set of definitions and expectations given to us by our family, our soci-ety, and our church about who we are and who we are meant to become. At some point, however, we begin the journey of coming into our own. We begin to claim ourselves and engage in an ongoing process of trans-formation. I purpose to reflect on how we claim our story and enter into, understand, and use the inner gifts and sacred energy given to each of us by God. For those of us who chose to enter communal religious life, it is helpful to reflect on what called us to move out of a conventional life path and begin the journey of becom-ing and living as a vowed religious. We entered into a Beatrice M. Eichten OSF is a spiritual director and consultor for religious communities. Her address is 577 Huff Street, #1; Winona, Minnesota 55987. Review for Religious communal life of prayer and contemplation, of relation-ships that support and challenge, and of ministry that both fulfills and stretches us. Little did we know that immersion in our religious community with its unique charism would be a critical element of our ongoing dis-covery of the mystery and miracle of God alive in every aspect of our life. It is helpful to reflect on how this communal life has been important for our growth and development. Simply adopting a religious lifestyle is no guaran-tee of growth. Within religious communal life, we find God-- or God finds us-- through moments that deepen our identity and move us toward change and transformation. A moment of transformation can reverberate through all aspects of one's life, creating a foundation for living one's life fully as a person of integrity, as a member of one's religious community, and as a disciple. Each charism is imbued with language and practices that open one to transformation or conversion of heart. The Franciscan tradition places conversion at the heart of Franciscan identity as noted in the Franciscan Third Order Rule of Life: "With all . . . who wish to serve the Lord, the brothers and sisters of this order are to persevere in true faith and penance. They wish to live this evangelical conversion of life in a spirit of prayer, of poverty, and of humility." 1 Conversion is not a comfortable experience. Nor can it be programmed--"This year I will be converted to It is helpful to reflect on what called us to move out of a conventional life path. 133 70.2 2011 Eichten ¯ Telling Our Story 134 poverty." Typically, conversion comes unbidden, in unex-pected ways that surprise and confound. Ann Ulanov, a Jungian psychologist, says that "being truthful with our-selves can be messy business. [we think] the illusions we have created . . . will be more readily received than our true self.''2 We all have protective armor--which can look like virtue or competence or generosity--designed to hide our wounds and messiness and to keep us safe and protected. The human reality is that the wounds and messiness are often sacred places where our vulnerability and need create a crossing place for the Spirit.3 God will, however, find chinks in our armor and will slip through to unsettle us and to invite us to be changed into true disciples by God's abundant love. In any way of life, one can float on the surface, be carried along by others, and lead a "good" life to all appearances. But floating along does not give one passion and energy. An example. Our leadership team asked the sisters living at the motherhouse to spend time reviewing and reflecting on community--a kind of Community 101 refresher course--as part of a pro-cess of redesigning community living in our newly reno-vated physical space. We asked the sisters to focus on the choice they had made to say "Yes" to community--a Yes not limited by conditions. As we talked about it in small groups, a dear 84-year-old sister said quietly "I don't think I ever made that choice." She had lived her life with a gentle goodness, doing what she was told to do; but increasingly she suffered from low-grade depression and self-doubt. It is all too easy to find a comfortable niche and set-tle for comfort and security. However, settling in leads one, like standing water, to become stagnant and brack-ish. There is little one is able or willing to contribute to Review for Religious the great flow and energy of community life when one fears it will unsettle comfortable patterns of living and ministering. Any one of us could likely point to times when we have avoided,deciding or have opted for safety and comfort rather than for risk. It's not that we aren't involved in community life or engaged in a valued ministry, but rather that we are settling for comfort and for being "good enough" and begin living without zest or passion for life and minis-try. We can easily slip into being unwilling to risk and engage in change that might unsettle. Ron Rohlheiser says that the problem for religious today is not that we are not good people, doing good things. We are. The problem, he says, is that we are not great people. We have settled for giving 909/o of ourselves and have let go of the extra 10% that would give witness to the pas-sion and energy of God alive in and through us.4 When we entered, the assumption was that we wanted to give ourselves 100%. What are we holding back? How can we live more fully every moment of our life? Critical experiences and realizations lead us into moments of transformation and deepening maturity as committed religious women and men. How are those transformative moments still shaping our life responses today? How are we engaging them to create new responses for an unknown future? Claiming our Individual Stories We each have a powerful stoW of how God is alive and active in our lives. What is the stoW of your life and your transformative moments? What are the parts of your stoW that get said, and what remains unsaid? Christina Baldwin says "StoW is both the great revealer and concealer.''5 She goes on to say that "the tension 70.2 2011 Eicbten ¯ Telling Our Story between what is said and what is not said is . . . the dilemma of the human family. It takes courage to tell our stories. We need to believe that our stories will be received and held in respect.''6 Somehow, we have gotten the message that we should be perfect. But we are all too aware of our imperfections. We carry within ourselves negative mes-sages about our worth and our adequacy. We are created as human, finite, vulnerable and fallible people--that is the mystery of Incarnation. What are we to do with our imperfection? Dietrich Bonhoeffer--using the language of sin and sinner (not our most favorite images)--says that the gospel., confronts us with the truth and says that we are great, desperate sinners, but invites us, as the sin-ners we are, to come to God who loves us. God wants us as we are. God does not want anything from us--a sacrifice, a work---but simply wants us as we are. We can hide nothing from God. The masks we wear before others will do us no good before God. God wants to see us as we are, wants to be gracious to us. We do not have to go on lying to ourselves and our brothers and sisters as if we were without sin.7 Bonhoeffer goes on to say that sin isolates us. It "withdraws us from the community. The more isolated a person is, the more destructive will be the power of sin over them. The sinner surrenders, gives up all their evil, gives their heart to God and finds the forgiveness of sin in the fellowship of Jesus Christ and his sister and brother." Sin is a strong word and we avoid using sin language whenever possible. But we know the impact of sin in community when we see isolation, withdrawal from others, or picking and choosing what part of com-munity life we are willing to live.8 Review for Religious Angeles Arrien, in her workshops and various publi-cations, says that a group can only go as far as its weak-est link. And the weakest link, she says, is the person who consciously chooses not to participate. She chal-lenges us to choose to be consciously present in com-munity, not as a prisoner (I have to be here against my will), not as a tourist (I'll sample what's happening and drop in and out as I choose), and not as a sophisticate (I know it all already). Rather, she challengs us to be present as explorers with a spirit of equanimity (a serene presence that enables us to see without judgment), with a willingness to engage in fair self talk (what I say to myself), and with fair witness (saying what I see without judgment or blame).9 Not an easy challenge! Community challenges us to be open to the Spirit alive in and among us, leading us into the adventure and risk of discovering more about ourselves and about others. It challenges us to authentic presence to one another. When we listen to each other's authentic story, Christina Baldwin says, "something sparks between us that makes us smile or cry with recognition--not out of sentimentality, but out of commonality, waking our remembrance that we are each other.'''° While we live in the midst of our stories, we do not yet know the outcome of those stories. We need to keep telling our stories, bringing to consciousness what is happening so we can understand better what our stories mean. Our stories are made up of words and of silent, quiet presence. Contemplative moments alone and as a community help us to listen at a deeper level, help to give shape to the meaning of our stories. Contemplation helps us to know that there is always movement at the deepest level of our lives. We are guided along the course of our lives, whether we are 137 70.2 2011 Eicbten * Telling, Our Story 138 experiencing moments of rest or moments of radical change. Contemplation helps us to trust the source of life and to risk moving around the next bend in our lives toward the unknown. As we live together in community we are invited to share our personal stories and to listen with rever-ence to the stories of our sisters and brothers. This is a sacred charge--to give the gift of oneself and to receive the gift of the other, and, in both, to discover how God is alive and present. Community Stories Our stories are not simply individual stories, Baldwin says: "Individually, we first put our lives into language, and then we act upon what we have said and how we have defined ourselves. Our stories about ourselves become the basis for our identity and the way we hold each other accountable for our individual actions.''~ Our stories are always more than stories about indi-viduals. Our individual stories lead us into relationship. We come together as a community at a given time and place for a reason. Think of the stories communities tell about their foundation as a congregation--of the sig-nificant events that have shaped their collective realities. These stories are the lens through which a community sees reality. Again, Baldwin says that "Collectively, the community., first creates a mythic self-image and his-tory and then acts to fulfill this declaration of place and promise in the world . When our story and our behav-ior are consistent, we relax; when story and behavior are inconsistent, we get tense.''12 If there is a disconnect between our story and our behavior, it generates discomfort and anxiety. "If we cannot make story and action fit," says Baldwin, "we Review for Religious either have to make a new story or change the action.''13 Research shows that when the facts do not match the story, we tend to discard the facts and cling to the story. We opt for denial and blindness rather than face the truth of the facts. Many congregations have stories about themselves as a pioneering group, earthy and engaged in the lives of ordi-nary people. Such stories are cor-roborated by the stories of how sis-ters went beyond - the school and convent to interact with families of our parish schools, or how they cared for homeless men hop-ping the trains during the Depression, or how they estab-lished institutions to provide education and health care. Our ministries and lifestyle, however, have changed from those early pioneering days. We need to examine how our behaviors match our founding story as we live and minister in new ways. If our community story, the lens through which we see reality, is inconsistent with our actions, are we able to talk about it? Or have we agreed that there are certain things we can talk about and certain things we do not talk about, or only talk about in a certain way? Are there only certain people who are acceptable and others who are dismissed? Baldwin calls this a "social trance," the creation of an idealized group story--and perhaps an idealized group membership. "[Our] agreements," says Baldwin, "create a social story," which stresses "how we belong and who belongs. If there is a disconnect between our story and our behavior, it generates discomfort and anxiety. 139 70.2 2011 Eicbten ¯ Telling Our Story 140 Because the desire to fit in is a universal human trait, someone who breaks the trance of social story does so at great risk and, sometimes, great reward.''~4 Gerry Adams, the leader of the Irish Peace Process, insists that "the hardest dialog is not with the perceived enemy; it is with your own group.''~s Going beyond the accepted limits of our like-mindedness to ask the uncomfortable questions or to name the unpleasant reality with those to whom we have committed ourselves is scary. Standing up for the "other" puts us at risk of being criticized for being "disloyal" and of being symbolically or actually cast out and lumped with the other as an "outsider." The stories that we need to tell are not stories, from the past but, rather, today's stories, stories that help us know who we are. We are ourselves as individuals and we are each other. Talking about who we are today opens us to the promise of our future. Stories about large novitiate classes and of early years in institutional ministry are stories that have shaped and bonded those who experienced them. However, there are many in our congregations whose experiences are quite differ-ent (small entrance classes, individual ministries). Yet the old stories are often the ones thai get told and retold. Many did not have the experience of growing up when the community members lived and worked together in an institutional ministry. How do their sto-ries get told, and how well do we listen to them? What is the impact of their stories on our current communal and ministerial reality? Is the storytelling we do some-thing that enables us to move into discussion? Is it something that gives energy and hope for the present and the future? If we are to build a future together, we need to be together, knowing and embracing the truth of who we Review for Rdigiot~ are. We have an abundance of gifts and talents, and we need to trust that "there is enough and that we are enough.''~6 If we trust our sufficiency--what is inside each of us--we can act on it. While it would be good to have additional members, delaying decisions until more members appear is one more way of saying we are defi-cient or inadequate. It is not about having more bodies; having the heart and the willingness to let go and risk is what will make a difference. Tasks of Dialogical Communion The first task is to claim the gift of incarnation. Colleen Mallon 0P speaks of a new way of being disci-ples that might enliven our hope and deepen our aware-ness of God's loving grasp of our lives. She starts with the God-human relationship, which gifts us with God's love and goodness, which "points and directs us towards the places where mercy, peace, justice and reconciliation ache to be reaiized.''~7 The Incarnation acknowledges "the tension between transcendence and immanence; [Incarnation] is, in fact, to claim that tension is integral to our graced existence in this world, in these bodies, at this time in history," she says. "Our hope does not lie in some perfect world . . . but in our unflinching reli-ance on the gift of the Spirit as we humbly and confi-dently put our freedom at the service of the Love that has called us into existence." We are called into discipleship by our God for more than ourselves. Our charism is not about personal fulfill-ment, but about extending the loving, healing presence of God into our world. We are women and men called into discipleship--a discipleship that is sorely needed in our world. Mallon says that seeing our "discipleship as gift and task in a global world demands., a new asceti- 141 70.2 2011 Eicbten ¯ Telling Our Story 142 cism that curbs our penchant to overindulge in com-munities of like mindedness, that calls us to be different from narrowly framed groups around us," communities that protect us and keep us safe. The second task, Mallon says, is the hard task of dialogical communion, an asceticism that challenges us to "attend to how the Spirit continues to communicate God's life in and through our historical unity, a unity that is more than mere uniformity." Hunkering down into an enclave of uniformity and caution, into preserving our-selves in a terribly divided global world is a movement from discipleship toward stagnation and death. To build authentic relationships, we need to talk to each other. We need to go beyond our judgments and preconceived notions of the other, we need to speak and listen together, and in so doing find the source of unity deep within us. God has made us with diverse charac-teristics. If we are to listen and talk with each other, we need to start by accepting that people are different. Our religious communities are made up of women and men of varying ages and of differing cultures and mindsets. God has called u~ to come together in community to witness to a unity that is possible. In the diversity of our religious community, we have the opportunity to give witness of an "actual, historical community struggling to hold and engage the truths emerging from diverse God experiences." It is not an easy task to stay in communion. We have personal divi-sions, resentments, and grudges from past hurts. We hold different views of church and politics. And we get tired of the struggle and slip into weariness or apathy and find ourselves saying "I've done my share. Let someone else do it"--whatever "it" is: leadership, rec-onciliation, reaching out to the poor. We are invited to Review for Religious widen our tents to welcome the other, to allow them to be present as they are, and to engage with them with respect. This cannot happen without the acceptance of deep diversity and a deep curiosity about the other and about one's own response to the other. The third task is for each of us to cultivate skills and disciplines for dialog. The foundation for this task is the realization that God has created each one of us as beloved contributors to the building up of God's community on earth: everyone has a bit of wisdom to contribute. There are some basic human skills and dis-ciplines needed to honor diversity and to make space for the other.~8 ¯ Choose to be present with curiosity and open-ness to learning. ¯ Be aware of when you absent yourself. ¯ Track what is happening to you when you get defensive or resistant, when you move into blame, judgment, or negativity. ¯ Take responsibility for finding value in yourself and the other. ¯ Take seriously your ability to respond from your authentic self. ¯ Speak directly and speak for yourself use "I" language and avoid third-person statements ("They say." "The sisters want.") or behind-the-scenes networking and gossip. ¯ Be curious about the other, especially those with whom you may not agree or even understand. ¯ Respect the confidentiality of others. What gets said in the group stays in the group. The challenge of dialogical communion lies before us. We are invited to share our stories and to listen with love and respect to the stories of our sisters and broth- 1143 70.2 2011 Eicbten ¯ Telling Our Story 144] ers. To do that, we need to be aware of what is at the heart of our life and work. We need to challenge our-selves to risk sharing at that level with our sisters and brothers. In order to do that, we need to reflect on what we need to let go of to make space for the others. And we need to reflect on what we need from each other and what we can give to each other. Dialogical communion is a discipline that invites us to listen and share with one another, to "suspend our judgments so as to make space for each other and, in the very act of 'making space' encounter the God who does more in us and with us than we can ask or imagine.''19 St. Clare said it well when she admonished her sisters to "always be lovers of God and your souls and the souls of your sisters, and always be eager to observe what you have promised the Lord.''2° Colleen Mallon ends her article with the following challenge, and I can say it no better: "Hope lies in our courageous and sober confidence in the Spirit's power to bring all that is God's to fullness. In the spaces where fragile human hearts meet the Love and Truth that alone overcomes all alienation, there is the hope for a different kind of history, a different kind of humanity. The gift inspires the task. Shall we take up the task?''~1 Notes ~ Rule of the Third Order Regular of St. Francis, Chapter 1:2. 2 Margie King Saphier, Reflection on "Prayer as Primary Speech" quoting Ann Ulanov and Barry Ulanov (May 2008) at First Parish in Concord Unitarian Universalist Church, C. oncord, Massachusetts. Full text available at http://www.firstparish.org/cms/sermons/774- prayer-as-primary-speech. 3 Rev. Ann B. Ulanov, "Uncertain Boundaries, Dangerous Crossings," Plenary Address at 29th Annual Convention of the Review for Religious American Association of Pastoral Counselors, May, 1992, Charlotte, North Carolina. The full article can be found in Spiritual Aspects of Clinical Work (Daimon 2004) Chapter 9. 4 Ronald Rolheiser OMI, Presentation at National Religious Vocation Conference (September 2006). 5 Christina Baldwin, Storycatcher: Making Sense of Our Lives through the Power and Practice of Story, (Novato, California: New World Library, 2005), p. 17. 6 Ibid., p. 18. 7 Dietrich Bonhoeffer, adapted from Life Together (Harper & Row, 1954), pp. 110-111. s Ibid. 9 Angeles Arrien, from notes taken at a Thresholds of Collective Wisdom workshop, Sausalito, California. ,0 Baldwin, p. 24. ,i Baldwin, p. 78. 12 Ibid. 13 Ibid. ,4 Ibid., p. 83. 15 Colleen Mary Mallon OP, "Reclaiming Hope, Recovering Dialog," Review for Religious 66, no. 1 (January-March 2007): 51. 16 Lynne Twist, The Soul of Money, Reclaiming the Wealth of Our Inner Resources. (New York: W.W. Norton & Company, 2003), p. 74. 17 Mallon, pp. 40-57. Realizing many would not have read her article, and finding her thoughts very helpful, I rearranged and high-lighted portions of her article for this presentation. There are direct quotes intermixed with my comments. is Angeles Arrien, adapted from notes on Protocols for Collective Work taken at a Thresholds of Collective Wisdom workshop, Sausalito, California. ,9 Mallon, p. 54. 20 Regis Armstrong OFMCap Clare of Assisi: The Lady. (New York: New City Press, 2006), p. 67. 2, Mallon, p. 54. 70.2 2011 ignatian insight EDWARD McCORMACK Approaching the Principle and Foundation from St. Ignatius's Mystical Worldview The Principle and Foundation is one of the most important and perplexing parts of Ignatius of Loyola's Spiritual Exercises. The Official Directory of 1599 acknowledged its importance, stating it is "the groundwork of the whole moral and spiritual edifice.'" Located at the beginning of the First Week of the Exercises, the Foundation summarizes impor-tant themes found throughout the Exercises. It highlights God's creative activity, the end for which human beings are created, and the importance of indifference. Nevertheless, it poses problems for a guide because no indi-cation is given in the Exercises as to how the 146 Edward McCormack is an assistant professor of Christian spirituality and chair of the Christian Spirituality Department at Washington Theological Union. He may be addressed at 6896 Laurel Street; Washington, DC 20012. Review for Religious retreatant should use the Foundation. It is not called a meditation, a contemplation, or a consideration. Nor does Ignatius give any instructions to the guide as to how it should be used. So what is it and how is it to be used? The practice of the Exercises changed a good deal between Ignatius's death in 1556 and the publication of the Official Directory of 1599. According to Ignacio Iparraguire, the Exercises went through a real decline during this time)Jesuits began to debate how to use the Foundation when directing the Exercises. Iparraguire identified two trends emerging in the use of the Foundation by the 1570s. One trend, represented by Juan Polanco, Ignatius's secretary, focused on the rela-tionship between Christ and the retreatant which elic-ited experiences of gratitude, great desires, and active indifference. This approach went back to Ignatius's prac-tice of talking with the retreatant about the faith vision summarized in the Foundation in order to evoke a set of preparatory experiences. The other trend, represented by Juan Miron, treated the Foundation as a theory and idea.3 According to Iparraguire, Juan Miron's approach won out by making its way into the Official Directory of 1599.4 As a result, the approach to the Foundation taken by Ignatius and Polanc0 was neglected for almost four hundred years in favor of a heavily rational and theoretical approach. Certainly Ignatius's terse and scholastic writing style is par@ the reason people approached the Foundation in this way. It reads as follows: The human person is created to praise, rever-ence and serve God our Lord, and by so doing save his or her soul; and it is for the human per-son that the other things on the face of the earth 147 70.2 2011 McCormack ¯ Approaching the Principle and Foundation are created, as helps to the pursuit of this end. It follows from this that the person has to use these things in so far as they help towards this end, and to be free of them in so far as they stand in the way of it. To attain this, we need to make ourselves indiffer-ent towards all created things, provided the matter is subject to our free choice and there is no prohibition. Thus for our part we should not want health more than sickness, wealth more than poverty, fame more than disgrace, a long life more than a short one--and so with everything else; desiring and choosing only what conduces more to the end for which we are created,s Beginning in the seventeenth century the Exercises were treated as an ascetical handbook or school of per-fection. This approach continued through much of the twentieth century. In this context, great stress was placed on the human activity of indifference. After the resto-ration of the Society of Jesus in 1814, the Foundation was treated as a set of philosophical truth claims or as a statement of God's plan. An illustration of this approach comes from EX. McMenamy SJ, who served as tertian director in Cleveland from 1929 to 1949: First Principle and Foundation. A principle is a begin-ning for the mind, and a foundation is a beginning for the will. With this first principle we begin all our reasoning about human life. The truth about human life can be deduced from it; error cannot, but must have another beginning. Upon the same principle the will builds its moral life as upon a foundation. What is good fits upon it; what is bad does not, but must have another foundation. By means of this first principle the mind and will get a start in the process of discov-ering the secret of life--what is true in life, what is good in life. And at the very start they must find God.6 Notice how often the words "mind," "reasoning," and "truth" appear in McMenamy's reading of the Review for Religious Foundation. While offering clear and confident claims, this approach will not evoke an experience of God's creative love; nor will it generate the powerful desires that move people to serve Christ. This "rationalistic" approach represented by McMenamy's has lost touch with Igntatius's mystical experiences at Manresa that lie behind the words of the Foundation and give them their power. Two important twentieth-century commentators on the Exercises have suggested different ways to recover Ignatius's use of the Foundation. Gilles Cusson con-sidered the Principle and Foundation as a process the retreatant undergoes during the preparation period. He suggests "the Foundation will be, first of all, the occasion of initiating the exercitant into an inspiring pe.rspective, a vision of the whole--one which includes the chief ele-ments of Christian faith, though not in detail.''7 Cusson thinks the faith vision presented by the Foundation goes back to what Ignatius learned at Manresa, especially at the Cardoner River.~ Joseph Tetlow is critical of this approach. For him, the Foundation is not an "occasion" but an experience. Moreover, Tetlow thinks "vision" is not the appropriate metaphor for understanding the process of the Foundation. Instead, he suggests "hear-ing" as the appropriate metaphor because hearing inter-nalizes rather than objectifies an experience.9 According to Tetlow, the Principle and Foundation summarizes a set of religious experiences one undergoes during the preparatory period, the most important of which is the experience of God creating us from moment to moment.10 Although Cusson and Tetlow disagree about the role of the Foundation in the Exercises, they do agree in a number of important ways. Both authors think the 149 70.2 2011 McCormack ¯ Approaching the Principle and Foundation Foundation harkens back to Ignatius's mystical experi-ences at Manresa and the Cardoner River.~l Although Cusson emphasizes the faith vision of the Foundation, he believes it was meant to evoke a religious experi-ence characterized by the desire to make the Exercises and a disposition of generosity toward God.12 Likewise, Tetlow's emphasis on religious experience does not exclude the recognition that the Foundation is a "mini-directory that gives the substance and the procedure for spiritual conversation during the years, months, or at least days leading up to the full Exercises.''13 It is my contention that both dimensions of the Foundation described by Cusson and Tetlow must be emphasized by directors of the Exercises today. Recent research indicates that emerging adult Christians lack a robust understanding of the Christian worldview pre-sumed by the Exercises, and have had limited experi-ences of God the Creator's love.~4 Building on the insights of Cusson and Tetlow, I will set the Foundation within the context of Ignatius's mystical experience at Manresa and the resulting worldview in order to bet-ter understand the role the Foundation plays in the Exercises, particularly with regard to the prepara-tory period. Such an approach will bring to life the faith vision and religious experience that lay behind the concise and academic language of the Principle and Foundation.~s I will then describe the faith vision embedded in the Foundation and the religious experi-ences it summarizes, both of which will provide direc-tion as to the nature of the preparatory period. Ignatius's Spiritual Awakening The Christian faith vision and religious experience summarized by the Foundation originated from the spiri- Review for Religious tual awakening and personal transformation that Ignatius of Loyola underwent between May 1521 and February 1523. These events took place at the Loyola family home and the little town of Manresa in northern Spain. Ignatius was born in 1491 into a proud, power-ful, and important family from the Basque region of Northern Spain. In 1509 at the age of 15, he began to work in the castle of Juan Velfisquez de Cuellar, the high treasurer of Castile where he received training as a courtier. In 1518, he became a member of the house-hold of the Duke of Najera where he spent three years as a gentleman of the court. Many years later Ignatius summarized his life in the courts of Spain with these words: "up to the age of twenty-six he was a man given to the vanities of the world; and what he enjoyed most was warlike sport, with a great and foolish desire to win fame."16 Ignatius's spiritual awakening began in May 1521 after sustaining a life-threatening leg injury defend-ing a castle against the French in Pamplona. He spent the next nine months recuperating at the Loyola fam-ily home. After recovering from a number of grueling surgeries, Ignatius spent his days from August 1521 through February 1522, dreaming of returning to his old life in the courts, reading the lives of the saints and a life of Christ. He soon found himself wrestling with two contradictory visions of his future life. At times he imagined himself returning to his old life as a courtier, while at other times he considered becoming a poor pil-grim devoted to Christ. By February 1522, he decided to give up his career as a courtier, embark on a pil-grimage to Jerusalem, and imitate the saints by doing penance for his past life. On the way to Jerusalem via Barcelona he stopped by the little town of Manresa, 151 70.2 2011 McCormack ¯ Approaching the Principle and Foundation where he ended up spending eleven months from May 1522 through February 1523. It was at Manresa that the Lord transformed Ignatius from an imitator of the saints to a pilgrim devoted to the mission of the Lord. Ignatius's Spiritual Transformation During his stay at Manresa, the Lord transformed Ignatius through a series of mystical experiences into a new person with a new mind and a new vision of reality. These mystical experiences began one day while Ignatius was saying the office of our Lady on the steps of a local monastery in Manresa. Suddenly he found himself drawn into the mystery of the Trinity at work in the world. "His understanding began to be elevated so that he saw the most Holy Trinity in the form of three musical keys." "As a result, the effect has remained with him throughout his life of experiencing great devotion while praying to the Most Holy Trinity.''~7 Through this experience and others to follow, he claimed, "I beheld, sensed within myself, and penetrated in spirit all the mysteries of the Christian faith.''~s What mysteries? Ignatius describes being given the gift of experiencing the Triune mystery creating all things. Once, the manner in which God created the world was presented to his understanding with great spiritual joy. He seemed to see something white, from which rays were coming, and God made light from this.19 This mystical experience brought to full bloom a sensitivity to God's generosity that first emerged at Loyola when Ignatius would "gaze at the stars and sky [and] find himself moved by a great impulse to serve the Lord.''2° This experience taught Ignatius that all cre-ation comes streaming toward us from the Triune God. Ignatius also learned that the Trinity does not dwell Review for Religious apart from creation but dwells in all creatures, giving them existence and all the gifts their nature requires. No longer was God's creation of the universe an event in the past. Ignatius now understood that God's ever-flowing love cre-ates all things from moment to moment. For the rest of his life, he found himself moved to praise and reverence God as the source of all good found in creation. Ignatius's sensitivity to the gift character of all reality is reflected in an event described by his companion Jerome Nadal: [When Ignatius was] lifted up by anything what-soever, as happened, for example, one day when I was with him in the garden, and look-ing at the leaf of an orange tree, he went into a lofty, elevated discourse about the Trinity.2~ Ignatius understood that God's ever-flowing love creates all things from moment to moment. Throughout the rest of his life, Ignatius found him-self moved by creation to reverence God, as is evidenced by this episode recounted by Diego Lainez when he lived at the Jesuit house in Rome: At night he would go up on the roof of the house, with the sky there above him. He would sit there quietly, absolutely quietly. He would take his hat off and look up for a long time at the sky. Then he would fall on his knees bowing profoundly to God. Then he would sit on a little bench because the weakness of his body did not allow him to take any other position. He would stay there bareheaded and without moving. And the tears would begin to flow down his cheeks like a stream, but so qui- 70.2 2011 McCormack ¯ Approaching the Prindple and Foundation lY4] etly and so gently that you heard not a sob nor a sigh nor the least possible movement of his body.22 Ignatius was also given to penetrate in spirit the mysteries of Christ's presence in the Eucharist and the Incarnation. One day in this town while he was hearing Mass in the church of the monastery mentioned above, at the elevation of the Body of the Lord, he saw with interior eyes something like white rays coming from above . . . what he saw clearly with his understanding was how Jesus Christ our Lord was there, in that Most Holy Sacrament.23 "Often and for a long time, while at prayer, he saw with interior eyes the humanity of Christ.''24 These two experiences transformed Ignatius's under-standing of the Incarnation from an event in the distant past into the present activity of the risen Jesus in our world and in our lives. Ignatius realized that the Jesus who announced and enacted a kingdom movement in Galilee by gathering disciples, exorcising demons, and healing the sick was actively laboring in our world today to free the world from sin and bring about God's king-dom. 2s It was the crucified and risen Lord who rescued Ignatius from the "vanities of the world" and the fool-ish desire to gain fame. It was this same Lord Jesus who transformed him into a man with a new mind and new eyes. Ignatius felt called by the "divine Majesty" to be his companion and to cooperate with his worldwide mission. After these experiences, Ignatius's one desire was to live as an active companion of Jesus and do his will in every situation. This one desire was fulfilled years later as he and his companions Diego Lainez and Pierre Favre made their Way to Rome to offer their services to the pope. Ignatius had spent the previous year pre- Review for Religious paring to say his first Mass and asking Mary to place him next to her Son. During this time he experienced spiritual visions and supernatural experiences like those at Manresa. Stopping to pray at a chapel in the village of La Storta outside of Rome, he "experienced such a change in his soul and saw so clearly that God the Father placed him with Christ his son that he would not dare to doubt it.''26 Ignatius told Diego Lainez it seemed he could "see Christ with his cross on his shoulder and together with him the Father, who was telling him, 'I want you to serve us.'''27 What happened to Ignatius because of these mysti-cal illuminations? He tells us they "left his understand-ing so very enlightened that he felt as if he were a new man with another mind." "The enlightenment was so great that all things seemed to him altogether new.''28 It seemed that the Triune God invaded Ignatius's con-sciousness and restructured it so that from then on he perceived himself and the world from God's point of view. This was the source of his energy and life vision, and the real power behind his spirituality. A Trinitarian Worldview These mystical experiences led Ignatius to develop a trinitarian worldview that is the basis for the Spiritual Exercises.29 Let mesummarize the main features of his worldview. First, Ignatius viewed all creation com-ing from the Triune God and moving toward commu-nion with the Trinity. There is a dynamic movement at work in his worldview that begins with the coming of all people and all creatures in the entire universe from the Triune God, who is the one source of all good. As Creator, God is not just the source of all things but dwells in all creatures and continually creates them from 70.2 2011 McCormack ¯ Approaching the Principle and Foundation The vocation of all humanity is to cooperate with Christ's mission to heal and renew the world. moment to moment. Secondly, Ignatius believed that God's beautiful world is under attack by personal and social forces that seek to deface and destroy this world, especially humanity. The term Ignatius used for these forces was "the enemy of our human nature," which represents all the anti-creation and anti-human forces in our world. At the cen-ter of Ignatius's world-view is the crucified and risen Christ who labors in our world and in our lives through the Holy Spirit to rescue all humanity and cre-ation from the enemy, while bringing about God's new creation. In this context, the vocation of all humanity is to cooper-ate with Christ's mission to heal and renew the world. We are to make ourselves perfect instruments of God's grace and co-laborers in the sublime work of lead-ing God's creatures back to him as their supreme end. Unfortunately, human beings live out their vocation in the midst of the battle between Christ and the enemy of human nature. Mthough we are called by Christ to be a new creation and share in his mission, we are still infected by the sin of the world, which means our lives are in constant need of reform. The Faith Vision of the Foundation In the light of our study of Ignadus's mystical world-view, we are now in a position to draw out the implicit faith vision contained in the Foundation. The faith vision of the Foun&tion focuses on God the Creator, Review for Religious human beings, and the saving mission of Christ echoing key features of Ignatius's worldview. The activity of God the Creator plays an impor-tant role in the faith vision of the Foundation. This dimension of the Foundation deserves more atten-tion since commentators tend to focus on the vision of humanity presented by the Foundation with no men-tion of God's creation as a setting within which human beings know and serve Christ. The original Spanish text makes reference to God's creative activity five dif-ferent times.3° A careful reading of the Foundation in the light of Ignatius's worldview shows that every men-tion of humanity contains an implicit reference to the activity of God the Creator. For instance, the claim that "human beings are created to praise, reverence, and serve God" assumes God is creating humanity, the cosmos and all "other things on the face of the earth." It is God the Creator who fashions human beings with a purpose in mind. What motivates human beings to praise, reverence, and serve God is the abundantly gen-erous activity of God the Creator which moves human beings to gratitude and love of God. Finally, human beings are able to pursue the end for which they are created because the Creator God has given humanity all "other things on the face of the earth" as gifts with which to steward the garden.31 The Foundation presents humanity's role in creation in terms of three relationships. Our most fundamental relationship is to God the Creator, who is the source of all the good we have received throughout our lives. Praise, reverence, and service are the defining charac-teristics of our relationship to God the Creator. God deserves praise because of God's generosity, reverence because of God's holiness, and service because we are 70.2 2011 McCormack ¯ Approaching the Prindple and Foundation "To save ourselves" is Ignatian shorthand for our cooperation with the mission of the risen Lord, called to reflect God's generosity to us in our care of others. The Foundation also acknowledges our com-plicated relationship with other human beings and the rest of creation when it challenges us to be indifferent in the face of a choice between goods. Finally, human beings find meaning in life by pursing the end for which they were created. Implied here and in Ignatius's refer-ence to "Our Creator and Lord" is our relationship with Christ. He is our Creator and Lord; he is the source of our salvation whose mission is the "end for which we are created.''32 Just as God the Creator is missing from most dis-cussions of the Foundation, Christ's role in the faith vision of the Foundation has also been neglected. The reason for this is that while God and humanity are explicitly mentioned in the Foundation, Christ is not. Nevertheless, phrases such as "saving his soul," "the end for which we are cre-ated," "indifference," and "the magis" only make sense within the saving work of Jesus Christ. "The end for which we were created" is nothing less than the mission of the risen Christ. "To save ourselves" is Ignatian shorthand for our cooperation with the mission, of the risen Lord, not some Pelagian approach to Christianity. The practice of praising and reverencing God for all we have received motivates us to cooperate with Christ in service to the Father.33 "To make ourselves indifferent" is the Spirit-empowered free-dom to find and do the will of Christ, which anticipates Review for Religious the Election. The ability to "desire and choose what is more conducive to our end" is only possible because we know Christ and the power of the Holy Spirit. Religious Experience and the Foundation As we mentioned above, Joseph Tetlow argued that the Foundation summarizes a set of religious experi-ences one undergoes during the preparatory period. Our study of the faith vision contained in the Foundation suggests that the Foundation summarizes two different types of religious experience. The first type is an experience of God the Creator's personal love for us. The vision of God's creative activ-ity contained in the Foundation invites us to experience God's generous love in the beauty of all creation and in all the good we have been given throughout our lives. The common practice of praying over one's life story in a spirit of gratitude fosters this experience in the fol-lowing way. As we remember the gifts we have been given, we discover how much God has been involved in our lives and has loved us, which in turn generates a profound sense of gratitude and love for God. We remember people who cared for us and some of the wonderful events in our lives. We also recall being car-ried through difficult times and pulled out of chaotic situations into places of stability and peace. We may remember dark times when we discovered meaning in events that seemed meaningless. Prayer experiences like this can transform the many people and events in our lives from something we took for granted into events of gift and mystery, thereby changing how we understand our lives. The discovery of the gift character of one's life signals the emergence of a new level of consciousness in which we begin to experience all good things com- 70.2 2011 McCormack ¯ Approaching the Principle and Foundation ing from the Triune God. We begin to recognize that the many gifts we have received were vehicles through which God has loved us throughout our lives. A mount-ing sense of gratitude and praise transforms experiences remembered into an experience of the boundless gener-osity and love of God the Creator in the here and now. The Holy Spirit, who enabled us to discover God's love in our past, fills us with gratitude and now impels us to praise, reverence, and serve God in the present. The second type of religious experience comes in the form of a set of challenging reflections that antici-pate the First Week of the Exercises.34 For instance, the claim that "human beings are created to praise, reverence, and serve God" raises the following ques-tions. Do I praise and reverence God? Have I spent my life serving God? If not, then who or what have I been serving throughout my life? Why do I not feel moved to praise God? Other equally disturbing ques-tions may arise as I reflect on the claim that all other things are created as helps to the end for which I was created. How have I treated the people, gifts, and expe-riences God has given me? Have I used them in the service of God? Do I see them as gifts or as a means to get my needs met? Perhaps the strongest challenge posed by the Foundation comes from the call to be indifferent in our use of creatures. Do I desire God's will above my own comfort and reputation? Am I open to finding God not just when I am healthy, wealthy, and respected, but when I am sick, poor, and humili-ated? The Foundation emphasizes that human beings are created for a purpose and therefore should desire and choose what is more conducive to that end. This raises the problem of choosing from among the many ways one can serve God. How can I know what is the Review for Religious life direction I should choose, recognizing how easily one can be deceived in this matter? How can I discover Christ's desire for me amongst my many desires? These challenging reflections may move a person to surrender to God, once again preparing the person for the rest of the Exercises.3s Preparatory Period Our study of the Foundation raises questions about our contemporary approach to the preparatory phase of the Exercises. Contemporary commentators and authors of directories are divided over what to emphasize during this period. For instance, Gilles Cusson, John Futrell, and Michael Ivens all insist on the importance of promoting the faith vision of the Foundation.36 John English, John Veltri, and Joseph Tetlow tend to emphasize the impor-tance of religious experience.37 My suggestion is that our approach to the preparatory period must be based on our understanding of Ignatius's mystical worldview, especially as it illuminates the faith vision and religious experiences summarized in the Foundation. During the preparatory period the guide should discuss with the retreatant the faith vision behind the Exercises while offering mate-rial for prayer that corresponds to the two types of reli-gious experiences summarized by dae Foundation. This approach, which links understanding with experience, is consistent with the dialectical approach used by Ignatius through the rest of the Exercises. The time to discuss this worldview is when the guide offers points for prayer. The themes for prayer and the scripture passages selected must foster an experience of the activity and of God the Creator's love in the retreatant's life. Recent research on the faith life of young adult Catholics demonstrates how important this approach is for people making the :161 70.2 2011 McCormack ¯ Approaching the Prindple and Foundation 1.621 Exercises today. We are learning that this population has little knowledge of the Catholic worldview and little experience of the love and generosity of God the Creator. Before proceeding to the First Week of the Exercises, a guide must be sure a retreatant who fits this demo-graphic has a sufficient understanding of the worldview of the Exercises and some personal experience of the gift character of reality and God's love for them. Certainly some retreatants may require a prolonged discussion of the Christian worldview, while others may require more experiences of the love of God the Creator. Conclusion I have tried to crack open up the dense, academic language of the Foundation by presenting Ignatius's mystical experiences and worldview as the context for understanding the Foundation. Set within that context, one can understand the powerful faith vision contained in the Foundation and the religious experience it evokes. Understanding this twofold nature of the Foundation provides a warrant for a robust approach to the prepa-ratory period that includes discussion of our Catholic faith-vision and prayer experiences that lead a person into the boundless love God the Creator has for us and all creatures. Notes 1 Official Directory of 1599 translated and edited by Martin Pahner SJ in On Giving the Spiritual Exercises: The Early Jesuit Manuscript Directories and the Official Directory of 1599 (St. Louis: The Institute of Jesuit Sources, 1996), p. 311. 2 Ignacio Iparraguire, Hi~toria de los Ejercicios de San lg~mcio Volume 2 (Rome: Institutum HistoricumS.I., 1955), pp. 321-413. 3Joseph Tetlow SJ, "The Fundamentum: Creation in the Principle and Foundation," Studies in Jesuit Spirituality 21/4 (September, Review for Religious 1989): p. 37. 4 My own reading of the Official Directory of 1599 indicates that both approaches are held in tension in the directory. That said, in the subsequent history of the Foundation, Miron's approach does win out. s I am using the Michael Ivens translation in Understanding the Spiritual Exercises (Herefordshire: Gracewing, 1998), p. 29. 6 Francis Xavier McMenamy SJ, Eight-Day Retreat, Based on the Spiritual Exercises of St. Ignatius, ed. William J. Grace sJ (Milwaukee: The Bruce Publishing Company, 1959), p. 8. 7 Gilles Cusson SJ, Biblical Theology and the Spiritual Exercises, trans. Mary Angela Roduit RC and George Ganss SJ, (St. Louis: The Institute of Jesuit Sources, 1988), p. 50. 8 Ibid., p. 51. 9 Tetlow, p. 7. ,0Ibid. '~ Tetlow, p. 49; Cusson, p. 51. ~2 Cusson, pp. 50-51. L3 Tetlow, p. 51. ~4 Christian Smith and Patricia Snell, Souls in Transition: The Religious and Spiritual Lives of Emerging Adults (New York: Oxford University Press, 2009), pp. 118-132, 154-164. is Ivens, p. 27. ~6 Ignatius of Loyola, Autobiography (trans. Parmananda Divarkar sJ) in Ignatius of Loyola: Spiritual Exercises and Selected Works, ed. George Ganss SJ (New York: Paulist Press, 1991), p. 68. (Hereafter Autobiography) ~7 Autobiography, p. 79. 18 Fontes Narrativi. MHSI, MI Series 2, 123. Quoted in Hugo Rahner, Ignatius the Theologian. Translated by Michael Barry (San Francisco: Ignatius Press, 1990), p. 5. 19 Ibid., p. 80. 20 Ibid., p. 72. 2, Jerome Nadal, Platicas de espirituales del p. jeronimo Nadal, S.I., en Coimbra, 1561, edited by Miguel Nicolau sJ, 71, quoted in Joseph Conwell, Contemplation in Action: A Study in Ignatian Prayer, (Spokane: Gonzaga University Press, 1957), p. 30. ~2 Fontes Narrativi. MHSI, MI Series 4, 746-749 quoted in William Meissner SJ, Ignatius of Loyola: The Psychology of a Saint (New Haven: Yale University Press, 1992), p. 280. 163 70.2 2011 McCormack ¯ Approaching the Principle and Foundation Autobiography, p. 80. Ibid. 2s Charles J. Jackson SJ, "Something That Happened to Me at Manresa: The Mystical Origin of the Ignatian Charism," Studies in the Spirituality of Jesuits 38/2 (Summer, 2006): 7-18. 26 Autobiography, p. 96. 27 Cited in Pedro Arrupe SJ, "The Trinitarian Inspiration of the Ignatian Charism." Studies in Jesuit Spirituality 33/3 (May, 2001): p. 19. 28 Autobiography, p. 81. 29 See Cusson, pp. 51-76. 30In the Spanish Autograph the word criado or criadas appears five times, making the activity of God more obvious than in the English translations. 31 The implicit theology of creation contained in the Foundation becomes explicit in the Contemplatio, thereby illuminating and con-firming the implicit context of the Foundation. 32 Cusson, pp. 54758. 33 This is also the dynamic implied by the grace of the Contemplatio. 34 The idea of the Foundation being a challenge goes back to a suggestion made by Ignatius to Juan Alonso de Vitoria. See Palmer, p. 21. 35 Ibid. In Vitoria's account Ignatius claims "the Foundation" is surrender to God. 36 Ivens, p. 27; Cusson, pp. 47-52; John Futrell SJ and Marian Cowan CSJ, The Spiritual Exercises of St. lgnatius of Loyola: A Handbook for Directors (Le Jacq Publishing, Inc., 1981), pp. 23-25. 37 Tetlow, 7-8; John Veltri SJ, Orientations Volume I, pp. 46-48; John English SJ, Spiritual Freedom (Chicago: Loyola University Press, 1995), pp. 26-27. Review for Religious RICHARD J. HAUSER Discerning the Spirit: A Personal Journey Eoach summer I teach the course on discernment f spirits in Creighton University's graduate program in Christian Spirituality. I am always surprised to discover that most of the students have never had any formal education in the discernment of spirits. This is even more astounding since our students already have good theological backgrounds and many are pastoral ministers. Recently I gave presentations on discernment of spirits to two large groups of priests. I was surprised to learn that the majority in each group had never received any formal instruction on discernment. And I have to confess that I myself was unfamiliar with discernment of spirits until I was thirty-five years Richard J. Hauser SJ is professor of theology and director of the masters program in Christian Spirituality at Creighton University in Omaha, Nebraska. His address is Creighton University Jesuit Community; 2500 California Plaza; Omaha, Nebraska 68178. 70.2 2011 Hauser ¯ Discerning Spirit old--even though I had been through the entire Jesuit formation process and held a licentiate and doctorate in theology. Why has it taken so long for many of us to grasp this discipline, a discipline as central to spirituality as personal prayer is? I believe that the root of the inability to grasp dis-cernment of spirits can be traced back to the inability to appropriate personally the gift of the Holy Spirit given at Pentecost: "You must reform and be baptized, each one of you, in the name of Jesus Christ, that your sins may be forgiven: then you will receive the gift of the Holy Spirit" (Acts 2:38). Though we acknowledge intel-lectually that we have indeed received the gift of the Spirit at baptism, we have not learned the skill of rec-ognizing (discerning) when the Spirit is moving within our hearts. What inhibits our ability to recognize the Spirit's presence in daily life? The following is a partial list of theological and cultural assumptions affecting our Western consciousness and blocking the ability to dis-cern the Spirit. While these assumptions have been more dominant in the past, in my observation they con-tinue to affect our consciousness today. Further, they are so foundational that until we articulate them we are not even aware of how they affect our ability to discern the Spirit. I am aware that these descriptions are over-simplifications. Theological Assumptions We have an inadequate and incomplete image of God. We imagine God as totally transcendent but have no understanding of God as also immanent: God is "out there." This God, who may indeed be a loving God-- Review for Religious rather than a punitive Ruler-Judge--gives us directives on how to live our lives on earth fully. These directives flow from Jesus, church teaching, and, for some, from the rules of their religious order or institute (for me, the Society of Jesus). Our role is to follow God's will by following God's com-mandments. But since God is "out there," following God's will depends totally on our own initiative, with no help from God. We do indeed believe intellectu-ally that God is with us, but we really do not know how to identify that pres-ence in our lives--other than recognizing the special presence of Jesus after receiving Holy Communion. We have an inadequate understanding of human nature. Many of us see human nature as basically sin-ful and untrustworthy because of original sin. Freud's description of the self seems to dominate our under-standing. The self is basically sinful and is driven by instinctual desires to gratify personal needs, with no regard for God or others. This understanding resonates with our experience because it acknowledges the broken-ness of human nature due to original sin. Consequently since the self is basically self-centered and unconcerned with loving God and others, its inner promptings can-not be trusted. Therefore we are directed to live our lives in keeping with the external directives God gives through scripture, the church, and our religious groups. We have an inadequate understanding of holiness. Holiness is concerned primarily with obedience to God's will as known through scripture, church teaching, and We have an inadequate understanding of human nature and holiness. 167 70.2 2011 Hauser ¯ Discerning Spirit the rules of our religious groups. To the degree we are faithful in observing these directives, we are holy. I recall the mantra used throughout my Jesuit formation period: "You keep the Rules, and the Rules will keep you." Again, since we think of God as totally transcendent, we assume that obedience to God's will flows totally from our efforts, with no help from God. We identify holi-ness and external compliance with religious obligations, giving little consideration to the attitudes underlying the performance of those obligations. Additional misunderstandings regarding sanctify-ing grace and redemption exacerbate the problem. If pushed, many of us would describe sanctifying grace as a reward earned by our good deeds, given by God, and stored up in heaven. Though we believe that the Holy Spirit is the Sanctifier (the Father creates; the Son redeems; the Holy Spirit sanctifies), we don't connect sanctifying grace with the Holy Spirit as sanctifier. As far as I recall, the seminary treatments on sanctifying grace dealt primarily with theological disputes: the rela-tionship between original sin and grace, between free will and grace (predestination), between grace and good deeds (Augustine vs. Pelagius). I recall also a dispute between the Jesuits and Dominicans on the topic that became so heated that the pope had to forbid each order to discuss it. And we have an inadequate understanding of redemption. The traditional explanation of redemp-tion, the Satisfaction Theory of St. Anselm, teaches that Jesus as "God-Man" satisfied the debt owed to God by the human race because of Adam and Eve's sin. Since Jesus was truly human, he could represent the human race, and since he was truly divine, his suffering could satisfy the offended justice of the Divinity. Jesus' death Review for Religious saved us by repaying our debt and opening the gates of heaven. Whatever its strengths, this particular explana-tion of salvation does not focus on the sending of the Holy Spirit as the culmination of the Paschal Mystery. Cultural Assumptions Also contributing to our lack of understanding of the indwelling Spirit and discernment of spirits are sig-nificant cultural attitudes. Again, excuse my oversim-plifications. Our culture fosters a secular view of human behav-ior. Since the Enlightenment in the seventeenth cen-tury, we have divided the world into a sacred sphere and a secular sphere. Heaven, where God dwells, is sacred; earth, where we dwell, is secu-lar. Our understanding of human behavior is therefore entirely sec-ular. The theories of human behavior com-ing from the major schools of psychology following Freud, Skinner, and Maslow are agnostic. I recall rel-ishing Erich Fromm's The Art of Loving, in which he presents a cogent explanation of healthy active loving in psychoanalyti'c terms. Since Fromm is an agnostic, there is no mention of God. It was only years later that I real-ized that his psychological explanations were incomplete because they didn't include God. Christians believe that the source of all selfless love is God: God is love, and , where there is love, there is God. Our culture promotes a capitalistic view of rewards and punishments both for this life and for the next. Our culture fosters a secular view of human behavior. 169 70.2 2011 Hauser ¯ Discerning Spirit 170 We get what we deserve in life! When we are children, our parents reward or punish us for our behavior; when we are students, our teachers grade us according to our performance; when we are employees, our bosses com-pensate us according to our productivity. Our capitalistic mentality conditions us to assume that God acts in the same way and that God's lov;e is conditional and depen-dent on our behavior. We talk of "earning" grace and indulgences. A Puritan ethic built into our mentality even views our material prosperity and wealth as a reward or punishment for our fidelity in obeying God's laws. Our culture inculcates an individualistic view of our existence. We see ourselves as the cen-ter of the universe, existing independently of the larger human community, except for our fam-ily. From this center we earn our position in society by personal initiative and hard work and are indebted to no one but ourselves for our success. We earn mate-rial rewards from society and grace from God. We even assume that society and government exist primarily to help us maximize this self-interest. We are proud of the rags-to-riches stories characterizing new waves of immi-grants to America and our successful entrepreneurs. From this American individualism arises a fear of dependence both on one another and on God. We believe we are self-sufficient. Our cultural hero remains the cowboy clearing up outlaw problems and riding off alone into the sunset, needing nothing and no one. We even believe we are independent of God and have earned whatever we get from God, just as we have earned economic rewards from society. My students feel demeaned when they learn that God's grate is needed for all good deeds. I have to confess that to a greater or lesser degree I Review for Religious shared the above theological and cultural assumptions until 1974. Personal Crisis In 1974 my life reached a crises. After leaving stud-ies in the fall of 1972, I began my university teaching career. Very eager to be successful in my new ministry, I worked ten to twelve hours a day. I wanted to be a successful teacher. This demanded preparing new courses and then discovering how to pres-ent them effectively to students. I was in a department with several excellent teachers, and I was comparing myself with them and working to be as successful--and as popular--with students as they were. This caused stress and anxiety. I wanted to begin publishing. No one is awarded tenure at my university simply on the basis of good teaching. I was in a department with several outstand-ing scholars who wrote books and published regularly in refereed journals. I compared myself with them and wanted to be as successful in publishing as they were. But this meant I had to discover insights worth publish-ing and then find editors willing to publish them. More stress and anxiety. Finally, receiving tenure required university and community service. This meant I had to get myself known, respected, and elected by my peers to commit-tees in the department, college, and university; it also involved being invited to give presentations to local, regional, and national groups. More stress and anxiety. After two years of this I was exhausted. Providentially the time had arrived in my Jesuit formation when supe-riors invited me to do tertianship. Tertianship for Jesuits is the final period of spiritual formation, normally 171 70.2 2011 Hauser ¯ Discerning Spirit done after beginning a permanent ministry assignment. I asked to do this in two summers rather than in the usual nine-month format. I was afraid of interrupting my march toward tenure by taking off an entire year. In the summer of 1974 I arrived--exhausted--for tertianship. As I settled down and gained some perspec-tive on the previous two years, I began acknowledging my stress and anxiety. I recognized that I was function-ing rather well externally but that my ministry was tak-ing a great personal toll. I knew something was wrong, but I didn't know what. I was not experiencing the peace promised by the resurrected Christ: "Peace I leave with you; my peace I give you. Not as the world gives do I give to you. Do not let your hearts be troubled or afraid" On 14:27-28). Concluding that I did not want to live under this pressure and stress the rest of nay life, I decided to give my university ministry another year. If I continued to experience the same stress and anxiety, I-would ask to be assigned to a different ministry. Then we were introduced to discernment of spirits. At this point, I had no real understanding of discern-ment, even though the founder of my Jesuit Order, St. Ignatius of Loyola, is a major contributor to the litera-ture on discernment through his Rules for Discernment of Spirits in The Spiritual Exercises. During my time of formation in the Jesuits--the fifties and sixties--we did not receive any instruction on these rules. I assumed that the guidelines were meant solely to help retreat directors guide people though the thirty-day retreat for-mat given in The Spiritual Exercises. Obedience to the dictates of scripture, the church, and our Jesuit rules would guide my life. No need for discernment here. Indeed, I had a basic misunderstanding of discern- Review for Religious ment, viewing it as external conformity to God's will. I had been missioned by superiors to work in a uni-versity; discernment meant examining my fidelity to teaching, scholarship, and service. Yet I knew something was wrong. The anxiety remained troublesome; I often experienced myself as an empty man doing good deeds. After several presentations on discernment of spir-its, I began to realize that my stress and anxiety were signs I was frequently out of tune with God's pres-ence in my ministry. My life was not oriented to recognizing and respond-ing to the internal move-ments of the Spirit within my heart but to the successful fulfillment of external obli-gations in teaching, scholarship, and service. I became aware that much of my energy was driven by personal career goals rather than by following the Spirit in serv-ing God's kingdom. This was a watershed in my life. Though my external behavior was appropriate, I was not living a very deep spiritual life. After the summer program, I returned to my univer-sity. I resumed my regular practice of examen of con-science at noon and at night but with a different focus. Now I began reviewing my life not primarily for fidelity to performing external duties of ministry but for the quality of my heart underlying these duties. Basic ques-tions: Where was my heart loving and peaceful today? Where was it not? I was finally discerning my response to the Spirit's presence. At this point I began a new daily practice--journal-ing. Each morning I journaled on the previous day's Where was my heart loving and peaceful today ? Where was it not? 70.2 2011 Hauser ¯ Discerning Spirit fidelity to responding to the Spirit, noting particularly the stress and anxiety that resulted from not responding. I lived that year with much greater peace. The Holy Spirit in Daily Life The documents of Vatican Council II, with its reap-propriation of the role of the Spirit in Christian life, initiated major shifts that affected my understanding of the church and sanctifying grace, the self and redemp-tion, holiness and Christian spirituality. Additionally these documents along with subsequent church teach-ing on the Holy Spirit directly addressed each of the inade, quate theological and cultural assumptions that had blocked my understanding of the indwelling Spirit and discernment of spirits. The council transformed our understanding of the church and grace, moving us from a hierarchical model to a People of God model. Before the council we acknowl-edged that the Holy Spirit guided the church through the hierarchy. The Dogmatic Constitution on the Church taught that the Spirit also guided believers individually: The Spirit dwells in the Church and in the hearts of the faithful as in a temple (see 1 Co 3:16; 6:19). In them he prays and bears witness to the fact that they are adopted sons (see Ga 4:6; Rm 8:15-16 and 26). The Spirit guides the Church into the fullness of truth (see Jn 16:13) and gives her a unity of fellowship and service. He furnishes and directs her with various gifts, both hierarchical and charismatic, and adorns her with the fruits of His grace (see Ep 4:11-12; 1 Co 12:4; Ga 5:22). (4) And this shift initiated a new understanding of grace. I began identifying sanctifying grace with the indwelling of the Holy Spirit. I recall my exhilaration at the following insight, which I published in a 1986 Review for Religious article: "The Holy Spirit is the completion of what God has given us in Christ. Let us consider sanctifying grace as the power given us through the presence of the Spirit to enter into a deeper relationship with Christ and so become more like him." Flowing from a renewed theology of the Holy Spirit is an understanding of the self and human behavior that acknowledges the role of the Spirit. Pope John Paul II, in his 1986 encyclical Lord and Life-Giver, reiterated the intimate relationship between Jesus and the Holy Spirit and redemption, a connection I had never understood: The redemption accomplished by the Son in the dimensions of the earthly history of humanity., is at the same time, in its entire salvific power, trans-mitted to the Holy Spirit: the one who "will take what is mine." The words of the text of John indicate that, according to the divine plan, Christ's "depar-ture" is an indispensable condition for the "send-ing" and the coming of the Holy Spirit, but these words also say that what begins now is the new, salvific self-giving of God, in the Holy Spirit. (11) The entire effect of the redemption by Christ was transmitted to the Holy Spirit! Since we had received the gift of the Spirit we could now trust our inner selves. The Holy Spirit would guide and strengthen us. Finally the theology of the Holy Spirit transformed the understanding of holiness and spirituality. Holiness could not be equated with self-initiated obedience to external laws; more profoundly--and without ignor-ing exterior laws--holiness is a response to the Spirit-initiated interior law written on our hearts. Paul harshly criticizes those who felt that fidelity to the external law was sufficient for living their new life in Jesus. Paul emphasized that this new covenant in Jesus is not a writ-ten law but a law of the Spirit in our hearts: 175 70.2 2011 Hauser ¯ Discerning Spirit But now we are discharged from the law, dead to that which held us captive, so that we serve not under the old written code, but in the new life of the Spirit (Rm 7:5). This great confidence in God is ours, through Christ. It is not that we are entitled of ourselves to take credit for anything. Our sole credit is from God, who has made us qualified ministers of a new cove-nant, a covenant not of a written law but of spirit. The written law kills, but the Spirit gives life (2 Co 3:4-6). I realized for the first time a foundational truth of our faith: the Spirit of Christ in us initiates and brings to fulfillment every good desire of our heart: Remain in me, as I remain in you. Just as a branch cannot bear fruit on its own unless it remains on the vine, so neither can you unless you remain in me. I am the vine, you are the branches. Vv'hoever remains in me and I in him will bear much fruit, because without me you can do nothing (Jn 15:4-5). The heart of Christian spirituality is recognizing and responding to the movements of the Holy Spirit. Not surprisingly, during the year between my first and second summer of tertianship I began experiencing greater peace in my life--the peace that Christ prom-ised his disciples almost every time he appeared to them after the Resurrection: "Peace I leave with you; my peace I give to you. Not as the world gives do I give it to you. Do not let your hearts be troubled or afraid" (Jn. 14:27-28). Reflecting back upon this period I recognize that practicing the discipline of discernment of spirits "saved" my university ministry. Jesus and Discernment: An Afterword My conviction on the centrality of discernment of spirits for Christian spirituality was deepened when I Review for Religious realized another truth about the Holy Spirit: the Holy Spirit is also Jesus' sanctifier. In his 1992 exhortation I Will Give You Shepherds Pope John Paul II's assertion that the Holy Spirit is the source of Jesus' holiness and ministry initially shocked me: "The Spirit of the Lord is upon me" (Lk 4:18). The Spirit is not simply "upon" the Messiah, but he "fills" him, penetrating every part of him and reaching to the very depths of all that he is and does. Indeed, the Spirit is the principle of the "consecration" and "mis-sion" of the Messiah: "Because he has anointed me and sent me to preach the good news to the poor"(Lk 4:18). Through the Spirit, Jesus belongs totally and exclusively to God and shares in the infinite holiness of God, who calls him, chooses him and sends him forth. In this way the Spirit of the Lord is revealed as the source of holiness and of the call to holiness. As I reflected further I realized that this assertion makes complete sense. Jesus is truly divine; therefore, Jesus' historical existence can never be separate from the Holy Spirit and the Trinity. And Jesus is also truly human, like us in all things but sin; therefore, like us he also needs guidance from God. The following passage from the Pastoral Constitution on the Church in the Modern World is an eloquent reflection on Jesus' humanity: Since human nature as He assumed it was not annulled, by that very fact it has been raised up to a divine dignity in our respect too. For by His Incarnation the Son of God has united Himself in some fashion with every man. He worked with human hands, He thought with a human mind, acted by human choice, and loved with a human heart. Born of the Virgin Mary, He has truly been made one of us, like us in all things but sin. (22) 177 70.2 2011 Hauser ¯ Discerning Spirit This realization posed a new question: does Jesus discern the Spirit? As I reflected on the question it seemed that Jesus' regular rhythm of withdrawal from his ministry to pray was his way of searching for the Spirit's strength and guidance for the next right step for his ministry. This rhythm begins immediately after his baptism by John at the River Jordan. Aren't Jesus' forty days in the desert before initiating his public ministry a time of his discernment of God's will? Doesn't his reaction to the three temptations show his discernment between Satan's voice and the Spirit's voice? The conclusion: since discernment of the Spirit is central for Jesus, it is also central for us. Note: a complete treatment of Fr. Hauser's approach to discernment of the Holy Spirit can be found in his book Moving in the Spirit: Becoming a Contemplative in Action (New York: Paulist Press, 1986), $10.95. 178 Review for Religious JOHN V. KRUSE Apostolic Visitations: Clare of Assisi's Insights from the Thirteenth Century As is widely known, in 2008 the prefect for the Congregation for Institutes of Consecrated Life and Societies of Apostolic Life called for an apostolic visitation of women's religious communities in the United States. In 2009, the Vatican's Congregation for the Doctrine of the Faith initiated a doctrinal assess-ment of the Leadership Council of Women Religious, the largest organization of women religious in the U.S. Some women religious and American Catholics in general are skepti-cal of the Vatican's motives for the visitation and assessment. Is Rome trying to "rein in" women religious whom some members of the consecrated life John V. Kruse PhD is a historical theologian with exper-tise in Franciscan spirituality and the office of the papacy. Dr. Kruse, a resident of Wilmington, Delaware, is an assistant professor of theology at Neumann University. He can be addressed at Nemnann University; Departanent of Pastoral and Theological Studies; 1 Neumann Drive; Aston, Pennsylvania 19014. 179 70.2 2011 Kruse ¯ ~lpostolic Visitations hierarchy see as having strayed from their real mis-sion of supporting the hierarchy as it seeks to defend what is perceived as (or declared to be) orthodoxy? Is it trying to standardize women's religious life to a more pre-Vatican II model? Is it seeking to control the man-ner in which women religious strive to return to the original charisms of their orders, as instructed by the Second Vatican Council itself? Such papal visitations and assessments are not the first for women religious in the church's history. In the thirteenth century, Clare of Assisi faced her own apostolic visitations as she strove to live a life of absolute poverty based on the life of Christ and rooted in the spirit of Francis. Such a practice of poverty was practically unheard of for women religious of the time and ran contrary to the papacy's agenda to standardize women religious movements according to traditional monastic norms. Because of this, popes of the period and their representatives visited Clare in order to try to convince Clare to abandon her Franciscan charism and her call to absolute poverty so that she could embrace a life of strict enclosure and serve as a unifying force in their efforts to standardize women's religious life. An examination of Clare's response to these visitations uncovers insights into how women religious and other American Catholics might receive and respond to the visitation and assessment happening today. According to accounts of her early life, Clare (born c. 1194), a member of Assisi's noble class, seemed always to have had a special love of and concern for the poor. It was probably at a young age that she encountered the preaching and way of life of Francis, perhaps in the Cathedral of San Rufino near her childhood home. After meeting with Francis on a number of occasions, Revieva for Religious Clare sensed a vocation to follow him in living a life of radical poverty modeled on the example of Christ. On Palm Sunday 1212, after having given her dowry to the poor, Clare fled from her family to join Francis and his followers at the Church of St. Mary of the Angels (or the Porziuncola), where Francis tonsured her. Clare obviously could not take up residence with Francis's fri-ars. After she had lived for a short time in two other religious communities of women, Francis took Clare to the Church of San Damiano, in which Francis himself is said to have earlier heard the voice of Christ tell-ing Francis to rebuild his church. Clare sought to live a life different from the monastic model standard for women religious at that time. In fact, Jacques de Vitry, bishop of Acre, passing through central Italy during the first part of the thirteenth century, provides us with a first-hand description of the religious community of the first followers of Francis, whom he had come upon in the environs of Assisi. In a letter he wrote in 1216, he describes a unified group of "Lesser Brothers and Lesser Sisters" living the life of the "primit, ive church of which it is written: 'The multitude of believers was of one heart and one soul (Ac 4:32).'" He further describes the women as living in "hospices," not cloisters, and as living "from the work of their hands.''l In her Testament and Form of Life, Clare herself informs us that once Francis recognized that the com-munity of women living at San Damiano was committed to the rigors of poverty, he p.rovided them with a simple forma vitae based on the practice of absolute poverty.2 Francis's form of living for Clare and her sisters and the charism which Clare felt called to live did not neces-sarily fit into the church hierarchy's vision of religious life for women. At the time, there were a number of 181 70.2 2011 182 Kruse * Apostolic Visitations divergent women's movements in Italy living outside of strict religious norms and dedicated to poverty. Cardinal Hugolino of Ostia, papal legate of Northern Italy under Honorius III, set out to bring these divergent move-ments into conformity with the traditional monastic model of religious life, a model largely based on a system of endowments and a model which Hugolino believed was most beneficial to the overall well-being not only of the women religious but also of the church. Hugolino started to bring these different religious movements under the auspices of "the religion of the Poor Ladies of the Spoleto Valley or of Tuscany" (later to be called "The Order of Saint Damian"),3 a religious community he had founded and based on the Benedictine Rule and into which he desperately wanted to incorporate Clare's community at San Damiano. Doing so would not only bring Clare's community into conformity with the hier-archy's vision of religious life for women but would also add the prestige of Clare and especially of Francis to Hugolino's religious community and would guarantee the care of his order by the friars. In an ~ttempt to bring Clare's community into his order, Hugolino first visited Clare at San Damiano during Holy Week of 1220. To join her community to Hugolino's order would mean to accept the system of endowments and ownership of property implied in such a Benedictine model of religious life. This obviously would violate what Clare understood to be her voca-tion and driving charism. Neither The Acts of the Process of Canonization of Saint Clare, The Versified Legend of the ~rgin Clare, nor The Legend of Saint Clare mentions this visit of the papal legate. The Legend of Saint Clare, however, does mention an exchange of letters between Clare and Hugolino.4 One of these letters was written Review for Religious after his 1220 visit. In this letter, Hugolino indicates that he very much misses Clare. He implores Clare's prayers for his salvation5 and says that he will visit again at the earliest opportunity.6 More important for our purposes, Hugolino twice mentions conversation with Clare: "From that very hour when the necessity of returning here separated me from your holy conversa-tion., such a bitterness of heart, such an abundance of tears, and such an immensity of sorrow have overcome me . . .-7 and ". I remain desolate by your absence from me. For that glori-ous joy, with which I discussed the Body of Christ with you while celebrating Easter with you and the other servants of Christ, has forsaken me.''8 Clare not only engaged the papal legate Cardinal Hugolino in conversation but she also deeply impressed him with the witness of her way of life to the point that he became more aware of his own sin-fulness. He states, "And although I have always known and have considered myself to be a sinner, yet after hav-ing recognized a sure sign of your merits and having observed the rigor of your life, I have learned with cer-tainty that I have been weighed down with such a bur-den of sin., that I am not worthy to be. associated with the company of ~:he elect, unless your prayers and tears obtain for me pardon for my sins.''9 During this first visitation, Clare engaged the visiting papal legate in Clare not only engaged the papal legate Cardinal Hugolino in conversation but she also deeply impressed him with the witness of her way of life. 183 70.2 2011 Kruse * Apostolic Visitations warm and personal conversation and sought to demon-strate the spiritual value of her way of life by modeling it to him in spite of his desire that she abandon some aspects of that way of life (especially a commitment to absolute poverty) in order to fit into what he saw as the form of female religious life that could best promote the aims and purposes of the Apostolic See at that time. Hugolino next visited Clare as Pope Gregory IX (he had been elected to the papacy in 1227) during Francis's canonization in 1228. An account of this visit is described in The Legend of Saint Clare, which is sup-ported by witnesses at her process of canonization: When he was [attempting to] persuade her that, because of the events of the times and the dangers of the world, she should consent to have some pos-sessions which he himself willingly offered, she resisted with a very strong spirit and would in no way acquiesce. To this the Pope replied: "If you fear for your vow, We absolve you from it." "Holy Father," she said, "I will never in any way wish to be absolved from the following of Christ.''1° In spite of the pressures put on her by the pope to adopt his own model of religious life, Clare refused to abandon the model of absolute poverty that had been entrusted to her by Francis, who had based this model on the life of Christ. In refusing to accept Gregory's offer to have an exemption from her understanding of her vow of poverty, Clare was in effect claiming that she knew more about the intentions of Francis, a close friend of Gregory's, than did the pontiff, who, in the bull Quo elongati would point to his personal friendship with Francis as a qualification for interpreting Francis's intentions. Even more important, Clare indirectly implied that she knew more about the true meaning of Christian discipleship than the pontiff did and that she Review for Religious would never abandon the model of Christ even if the pontiff would permit her to do so.~l She clearly respected Gregory's office. Yet in spite of pressures applied by a pope during a personal visit, she could not and would not abandon her charism and her vision of what it meant to be a fol-lower of Christ even at the expense of dis-pleasing and alienat-ing the pope himself. She remained firm in her convictions although she had lit-tle external support from friars or others in the hierarchy of the church.12 Bowing to Clare's resistance and perhaps sensing he was in error, Gregory, in his bull Sicut mani-festum est (1228),~3 granted Clare the privilegium pauper-tatis (privilege of poverty) that she sought. Clare's determination not to bow to the pressure to abandon her Franciscan charism is seen not only in her concern to live a life of absolute poverty but also in her commitment to have her community remain integrally tied in a special relationship to the friars themselves. The question of the relationship of Clare's commu-nity at San Damiano to the friars was addressed in the previously mentioned bull Quo elongati. Gregory wrote this bull in response to the friars' own request for an interpretation of their Rule after Francis's death. After Francis died and as the Franciscan Order grew, diverse perspectives had developed in relationship to the cor- Clare could not and would not abandon her charism and her vision of what it meant to be a follower of Christ even at the expense of displeasing and alienating the pope himself 185 70.2 2011 Kruse * Apostolic l~sitations rect interpretation of the Rule. In Ouo elongati, Gregory effectively lumped San Damiano, Clare's monastery, in with all communities of poor sisters of the order he had established, and he limited San Damiano's direct, uninhibited access to the friars.14 Clare was livid. The Legend of Saint Clare, written in response to the need for "an official hagiographical statement''15 on the life of Clare and, thus, one not likely to include contrived blatant opposition to a pope, reflects her determination: Once, when Lord Pope Gregory forbade any brother to go to the monasteries of the Ladies without per-mission, the pious mother, sorrowing that her sisters would more rarely have the food of sacred teach-ing, sighed: "Let him now take away from us all the brothers since he has taken away those who provide us with the food that is vital." At once she sent back to the minister all the brothers, not wanting to have the questors who acquired corporal bread [those that collected alms for the sisters] when they could not have the questors for spiritual bread. W-hen Pope Gregory heard this, he immediately mitigated that prohibition into the hands of the general minister.16 Clare was so perturbed that the friars commissioned and entrusted with the spiritual care of her monaster-ies could not enter them without papal permission that she effectively threatened a hunger strike until Gregory backed down from his position. Clare was willing to be stubborn and even stomp her feet a bit in her efforts to remain true to her Franciscan identity. There is also evidence of Clare's persistence in remaining true to her Franciscan vocation in her own writings. In the face of Gregory's opposition, she most explicitly expressed her desire to defend her vision of absolute poverty in her second letter (1234-1238) to Agnes of Prague, daughter of the king of Bohemia, who Review for Religious had refused marriage to Emperor Frederick II. Agnes and Clare wished to transform the monastery of St. Francis of Prague from the forma vitae of Gregory IX to the model of San Damiano (that is, the)'brma vitae of Francis), a transformation that Gregory at first prohib-ited. 17 Clare instructs Agnes to remain firm: But because one thing is necessary, I bear witness to that one thing and enc

Issue 9.5 of the Review for Religious, 1950. ; A.M.D.G. Review for Religious °~Venial Sin r o P. De LeHer Sensitiveness . Winfrld He;bst On Family Spirit . . ¯ . Gerald Kelly Christ on W)nnincj Friends . Jerome Breunlg ~uestions and Answers Book Reviews Report to Rome VOLUME IX NUMBER RI::VII:::W FOR RI::LIGIOUS VOLUME IX SEPTEMBER, 1950 NUMBER 5 CONTENTS VENIAL SIN--P. De Letter, S.J . ¯ . 225 SENSITIVENESS---Winfrid Herbst, S.D.S ." . 233 FOR YOUR INFORMATiON-- Suggestions for Superiors General; Vocational Questions; Medlco-Moral Problems; Catholic Dailyi C~nfessors' ~Patron; Sisters of St. Joseph; "Mike"; Reprint Series . ~. 236 ON FAMILY SPIRIT--Gerald Kelly, S.J . 237 CHRIST SHOWS US HOW TO WIN FRIENDS--Jerome Breunig, S.J: 252 " BOOK REVIEWS-- Our Way to the Father; The History of the Popes; The Holy See at Work; .Little Meditations on the Holy Eucharist . 256 BOOK NOTICES . . , '. . . ' . 261 BOOK ANNOUNCEMENTS . 262 QUESTIONS AND ANSWERS-- 21. Jubilee Indulgence . , 265 22. Permission for Trips . 265. 23. Authority to Change a Custom . 266 24. What are Norrnae? . 266 25. Collective Nouns Applicable to Sisters . 267 26. Meaning of "the rule." . . 268 OUR CONTRIBUTORS . 268 REPORT TO ROME . 269 REVIEW FOR RELIGIOUS, ,September, 1950. Vol. IX, No. 5. Published bi-monthly: January, March,May, July, September, and November at the College Press, 606 Harrison Street, Topeka, Kansas, by St. Mary's College, St. Marys, Kansas, with ecclesiastical approbation. Entered as second class matter January" 15, 1942, at the Post Office, Topeka, Kansas, under the act of March 3, 1879. Editorial Board: Adam C. Ellis, S.J., G. Augustine Ellard, S.3., Gerald Kelly, S.3. Editorial Secretary: Jerome Breunig, S.J. Copyright, 1950, by Adam C~ Ellis, S.J. Permission is hereby granted for quota-tions of reasonable lengtb, p~ovided due credit be given this review and the author. Subscript,on price: 2 dollars a~year. Printed in U. S. A. Before writin9 to us, please consult notice on Inside beck cover. Venial Sins " P. De Letter, S.J. \ SPIRITUAL authors commonly teac, h that a sure sign of fervor in a religious is the hab.itual avoiding of venial sins, just as tepidity betrays itself in frequent and lightly-committe, d daily faults. Between these two dispositions which are neatly character-ized in their, extreme types is a nearly indefinite number of degrees. The steady effort of good religious aims at approaching the ideal of fervor, which implies a constant care to exclude from one's daily life whatever is sinful. It is worthwhile to consider this negative aspect of the striving for religious perfection, not because it is more important than the positive practice of virtue, especially of charity tov)ard~ God and neighbor, but because this refraining from all that is evil is easily ascertainable and consequently serves as an unmistakable indication of genuine fervor. Concerning this negative aspect of perfection, two questions may be asked: (1) when exactly do we commit a venial sin? (2) what is normally possible, or not possible, as regards the avoidance of venial sins? The first question aims at outlining clearly the scope of the matter under discussion with a view to cen-tering our attention on the really sinful objects and not on what is mistakenly called sinful. The second purposes to define the bound-ari4s within which our efforts may be successful, thus eliminating the danger of expecting what may well be beyond human powers. 1) When do we commit a venial sin? The question is clear and simple. And so is the answer--in the-ory. But how does it work out in practice? When is a thought or a desire or a word or an action a venial sin and not merely a positive imperfection, that is, something which is less good than its opposite .or than its omission but which is not sinful in itself?1 The question lln holding firmly to a distinction between venial sin and positive imperfection, Father De Letter is following what seems to us to be the more common and the better opinion. For a very fine presentation of the contrary opinion, especially with reference to the teaching of St. Thomas and the Thomistic school, see The Morality of Imperfections, by J. C. Osbourn, O.P. We might add here that even theologians holding the same opinion as Father De Letter might find difficulty in agreeing on a list of examples of either small venial sins or positive imperfections. For instance; one of the examples that Father De Letter later gives of venial sin ("deliberate thoughts or words of vanity which reveal an inordinate self-concern or self-esteem") might also be given as an example of a positive imperfection. 225 .P. DE LETTER Ret~ietu/:or Religious is worth asking because-a different, judgment isto be made of what is sinful and what is riot. We commit a sin whene~'er we knowingly and voluntarily go against the manifest preemptive will of God, that is, when we do or choose what He forbids, or neglect what He commands. The sin is venial only, and not mortal, when either the knowledge or advertence or the voluntariness is imperfect or partial (even though the matter be grave), or when the object of the sinful act itself is light whether of itself, as in a harmless lie, or because of parvity of matter, as in a small theft. Accordingly there is a first category of venial sins which may be called defective or miscarried mortal sins. Though of less practical importance for our present purpose, these must be mentioned briefly. They are the sinful actions (or thoughts, etc.) which ordinarily would be grave sins but happen to be venial sins on account of incomplete advertence or voluntariness. In other words, since they are imperfect as human acts, they are also .imperfect as sins. This may be the case with thoughts or desires against purity which are o.nly half noticed or half consented to; or with words or actions against chhrity when the gravity or harm involved is in good faith neither realized nor intended. Though faults of this kind may evi-dently occur in the life of a religious, they are not the ordinary "daily" sins which we are here .considering. Consequently a mere mention of them suffices. The other class of venial sins consists of those thoughts, desires, words, or deeds which of their nature involve only light guilt. Yet, even these are not subjectively sinful unless they are deliberately willed with the realization that they are sinful. In other words, these three conditions must be fulfilled, even in a venial sin: (a) actual knowledge-~either implicit or explicit, clear or confused--that some-thing is sinful; (b) some degree of voluntariness, at least incom-plete; and (c) an evil object, that is, the thing done is, or is thought to be, contrary to a divine command or prohibition. Whenever any one of these three elements is entirely absent there can be no question of even venial sin (except in so far as a culpable negligence might be at the root of them). According to these requirements, an unnoticed distraction in prayer is not a venial sin (as long as it is unnoticed); nor is an unheeded imagination or thought of self-complacency; nor a reflex reaction to some exterior stimulus, such as a sign of impatience; nor an uncharitable thought or unkind word which, without any fault 226 September, 1950 VENIAL SINS of our own, we fail to perceive. In all these cases the first element required for a venial sin--namely, actual knowledge--is lacl~ing. Similarly, the element of voluntariness is absent, for example, in the case of a harassing distraction in prayer which is noticed but not accepted (that is, sincerely rejected); or in a persistent but resisted unkind thought; or in an uncharitable remark that escaped before we could control ourselves. Finally, no positive command of God is disregarded by the omission of an exercise of devotion which is not obligatory; or by not choosing a more perfect andmore difficult way of performing one's duty; or by contenting oneself with what is good without preferring the better; or by recreating well and taking natural relaxation with less supernatural motives; or by talking during times of silence without necessity though not without some usefulness. All these actions .are in themselves good, even though they are less good than other ways of acting. There is not, how-ever, on that score, anything sinful in them. But when thoughts, desires, words, or deeds combine all three elements mentioned: awareness, voluntariness, evil object, they must be called what they are, venial sins. Noticed and accepted distractions in prayer mean irreverence towards the Almighty and consequently are sinful. Thoughts or words against charity which are conscious and voluntary go against the good will we owe all children of God and therefore are sins. The same must be said of a lackof self-control which is voluntary, and of wilful impatience by which we deliberately cause pain to others. Deliberate thoughts or words of vanity which reveal an inordinate self-concern or self-esteem are venial sins because they offend against truth and humility. Thefts of small things, or a lie which is not unjust, a lack of self-control in the matter of food, all these are, supposing some awareness and voluntariness, venial faults because they involve an evil object. Since in all these failings the degree of conscious and free consent may vary, the degree of guilt will also vary accordingly. At times the guilt will be slight, at other times more serious. Often enough it will be difficult for us to determine bow much wilfulness and guilt is involved. But then we may safely leave the estimate to Him who reads the hearts of men. All this teaching of the spiritual authors and moralists looks elementary enough, and so it is. Yet it might be good to stress this one particular point: when in our own daily lives we find defective ways of thinking, speaking, or acting which totally lack any one of 227 P. DE LETTER Ret;iew ~'or Retigious the three conditions of venial sinfulness, we may truthfully and peacefully consider that they are not sins--unless, perhaps, there be some more.or less guilty negligence in their root cause. Consequently, we need not confess them nor endeavor to be sorry for them though we can rightly be sorry for the previous negligence which may be the cause of them. They may well be humbling and unpleasant defects which serve to mortify us. But before God and in our conscience they do not harm us spiritually. No one will doubt all this. Yet it not infrequently happens (as personal experience amply proves) that although we realize full well what we should do from a theoretical point of view, nevertheless, in pr.actice, we are unable to act accord-ingly. If the aforementioned defects are not sinful, there is no humil-ity or sanctity in speaking or acting as if they were. (This does not mean, of course, that there can be no true humility in acknowledging our negligence which is the cause of them.) If they are not evil they do not give rise to th~ spiritually harmful effects which are inherent in venial sins. More particularly, they do not cool the fervor of our charity towards God and neighbor, nor do they prepare the way for serious lapses. Whatever evil is in them lies in their root cause only. Shall we conclude that we need not concern ourselves about them at all? This conclusion would not be fully warrantdd and would not harmonize with the fundamental endeavor of religious life which aims at more than the avoidance of sin. It is right to conclude that we need not see sins where sins do not exist. We should, however, be careful about these morally guiltless defects which may well spring from some not guiltless negligence and easily turn us in the direction of sinfulness. Many of the examples quoted above would cease to be sinless as soon as some degree of awareness and wilfulness would enter into them. The care to be taken concerning them evidently does not consist in directly going against them; in most cases that is practically impossible. But they can be eliminated partially by slowly and patiently building up within ourselves strong psycho-logical habits, which incline us in the opposite direction. For example, if we develop a general disposition of kindness and good will, we slowly create in ourselves a "second nature" that will by itself prevent many an unkind thought or word. As to actual practice, must we believe that it is relatively easy for religious to commit venial sins? At times we are led to believe that we could hardly live an hour or fulfill our ordinary daily duties without committing some venial sin or other. Every idle word, every vain thought, every complacency in success seems to be sinful to 228 September, 1950 VENIAL SINS some extent. May we hope that this fear or opinion is somewhat exaggerated ? Different temperaments and different views may incline different people either to severity or to leniency. But no one will deny the principle which both the severe and the lenient must respect: that the degree of free consent to a forbidden object (which in the case of venial sins is something not grievously evil) constitutes the measure of guilt. Without voluntariness there is no guilt and no sin. The divergencies of opinion will, then, stem from the different estimates as to how much freedom of consent is involved in our defective actions. 2) What is normallv possible, or not possible, in avoiding venial sins? This question may seem somewhat surprising. But it is impor-tant that we ask it and find an answer to it if our endeavor to exclude venial sins from our lives is to be enlightened and effective. It would be useless and harmful in the long run to strive after what is impos-sible. SOoner or later such a course of action would inevitably lead to discouragement in the face of repeated apparent failures. So, too, it would be prejudicial to our spiritual progress if we mistakenly did not try to do what is feasible. In this matter we are not left to personal conjectures and reason-ings or to the teachings of private authors. The Church.has given bet own authoritative and even infallible teaching. Four centuries ago the Council of Trent defined against the Protestants that a man in the state of grace is unable "during the whole of his life to avoid all sins, even those that are venial, except by a special privilege from God such as the Church holds in regard to the Blessed Virgin." And when explaining bow venial sins of their nature do not destroy the state of sanctifying grace the same Council conceded that "during this mortal life men, however holy and just, fall at times into at least light and daily sins which are also called venial." This is a most precious hint which must preserve our endeavor both from presump-tion and from dejection. It clearly states what we'must not expect, and what, therefore need not surprise or disappoint us. We cannot hope to exclude from our whole lives all venial sins; we shall not succeed, however saintly or advanced in the spiritual life we may be. Unless we can count on a special privilege such as our Blessed Lady had received we should be trying and promising ourselves the impos-sible. And who would claim for himself this privileged treatment 229 P. DE LETTER Reoieto /:or Religious which is altogether exceptional (the Council of Trent mentions only one.exception, the Blessed Virgin) ? We need not, therefore, be aston-ished or disheartened if, in spite of our best efforts and after long fidelity to the inspirations of grace, we still at times fall into light or daily faults. This is the common lot, the Church says, of the saints. We surely do not expect to be better than the saints, nor shall we be disappointed when we come to know from experience that we are not. But lest some one might find in this doctrine of the impossi-bility of avoiding all venial sin a pretext for taking things easily, the Church has carefully weighed her words. She has infallibly defined only this: It is not possible without a special privilege to avoid all venial sins during an entire lifetime. Whatever is less than this no longer comes within her infallible teaching. Strictly speaking, therefore, it may be true that some saints, even without a special privilege, would commit, say, only two or three venial sins during their whole lives. Even then the Church's definition would remain intact. But this interpretation obviously minimizes her teaching. Her mind is clearly different. She grants that even saints sometimes fall into light sins. How often, she does not say. But she definitely seems to say, from time to time. And it would follow logically that this frequency will vary according to the degre~ of virtue or sanctity or moral strength which a saint has reached. The Church's. teaching, therefore, cannot offer any pretext for an easy-going life. But it is a valuable safeguard against presumption or discouragement. It pre-serves us from attempting the impossible. But the impossible is a distant limit to which we can always approach nearer and nearer, for we can almost indefinitely reduce the number of our small sins. In this connection we should recall the twofold division of venial sins commonly given by spiritual writers: first, the fully voluntary or deliberate venial sins which one commits calmly and with unham-pered freedom, precisely because they are onltj venial and nothing serious; secondly, the venial sins of weakness in which the volun-tariness is only partial and diminished by surprise, or inattention, or fatigue, or listlessness, or some other reason, but in which there still is a sufficient degree of advertence and free consent to make them guilty and to make us responsible for them. This difference in venial sins is well known from experience; each one can no doubt trace it in his own life. Now. it is clear enough that we are able with God's grace to exclude from our daily lives the first category of venial_sins. We can 230 September, 1950 VENIAL SINS make up our minds and be determined not deliberately to commit any venial sins. Since these are fully deliberate, it depends on our free wills alone to commit or not to commit them. From the very nature of the case, we are not here taken by surprise. If we were, there would no longer be question of fully deliberate faults. And our free will cannot be t:orced into a completely free consent; it is we ourselves who decide. Many theologians, it is true, declare that Christians do not in fact avoid all deliberate venial sins during a whole lifetime with the ordinary graces they receive. Because of our innate weakness we some time or other lose sight of the determina-tion not to sin venially. Yet, with growing fidelity to grace and growing abundance of graces these faults can, in those approaching to perfection and sanctity, be eliminated altogether from their daily lives. Accordingly, it is not this class of venial sins which the Church mainly had in mind when she declared tb~t it is impossible for a just man to avoid them entirely during his ~ hole life. What Trent infallibly declared pertains to the second kind of venial sins, which are not fully deliberate. Even saints cannot with-out a special privilege avoid all such sins of weakness. Will this sur-prise any one? Catholics who believe in the fall of m~n and in original sin with its moral consequences on our human nature and on its efforts for good, will expect this. Our weak human nature would require, in order never to be taken by surprise by attractive and pleasing but forbidden objects, a vigilance and self-control so con-stant and so uninterrupted that ir is normally beyond our human strength. Much, of course, depends on the environment in which we live and on the virtuous habits and moral strength we have acquired. Where little or no occasion or temptation arises it is not hard to maintain the degree of watchfulness which bars complete surprise. And for the advanced in virtue and the strong of character, for the humble and the recollected, the charitable and the pure, invitations to sin will be fewer and less attractive. Even they, however, will " have their moments of weakness when they are caught off: guard and when they ball-knowingly, half-willingly do, say, desire, or think what they should not. We cannot expect that this kind of venial sins will ever be fully banned from our lives. We can never feel entirely safe and secure against their attacks. All we can do, and all we oug~hot to do, is by indirect action to try to diminish their number and to decrease the measure of wilfulness and.guilt in them. This effort can and should advance on a nearly indefinite scale leading us always closer and closer to the limit pointed out in the Church's 231 19. DE LETTER Review For Religious teaching. And this goal is our best endeavor. Venial sins, even the semi-deliberate ones, do spiritual harm in many ways. The harm decreaseswith the decreasing guil't, but it remains proportioned to the guilt. From all this it f611ows that a twofold result can be achieved by all of us in the matter of avoiding venial sins. First, we can with the help of grace that is always at our disposal, bann from our lives all fully deliberate venial sins. Secondly, we are able, with the help of the same grace, notably to diminish the number and the guilt of the half-deliberate ones. As regards the avoidance of fully deliberate venial sins, nothing more need be said. The thing has only to be done. But to avoid the semi-deliberate sins, we must concentrate on indirect tactics. We can increase our watchfulness against surprise attacks and make sure that this watchfulness does not relax to the point of dangerous neglect. We can counterac' the causes of unguardedness. And that practically means to grow in virtue and moral strength; for strong virtue can counterbalance the weakness of human nature which is the root cause of our being caught unawares. This indirect action against venial sins is to be applied according to each one's special needs. Each one has to develop those virtues and that moral fortitude which go against the kinds of venial sin to which he is ordinarily tempted. Some insist on charity because they easily fail in that line; they ought to cultivate a general disposition of kindliness in thought, word, and deed; both in prayer and outside of prayer they can thus build up a habit which will be a permanent counterweight against hasty and almost reflex unkind actions. Others are prone to thoughtless and selfish words and actions which are prompted by a natural urge to self-seeking 'and self-assertion: they should develop recollected self-control with the natural means of peacefulness and will power and the supernatural aids of a living' spirit of faith, a sincere and exclusive desire of what God wants, and a spiritual depreciation of all that concerns self only. These examples indicate what is meant by in-direct action against half-deliberate venial sins. The idea is to coun-teract the roots of weakness and inattention from which these faults normally spring. It is possible to paralyze these causes of sins in an ever-increasing measure.' The more we grow in virtue and holiness, the less become our faults in number and guilt. Religious approach this ideal of purity of heart in the measure of their fervor. And their advance in the spiritual life also depends proportionately on the purity of their lives. It is, therefore, impera- 232 September, 1950 SENSITIVENESS tive to know and to do what can be done .with. regard to our daily faults. The more generous and sincere our endeavor in this regard, the more truly shall we be what the religious profession demands of its followers: .giving our best endeavor to acquire the perfection of the Christian life. SensiEiveness Winfrid Herbst, S.D.S. THyoAuT t hwea ost ha'e rv edrayy c. aInt dseide msesl ft-hreavt ealsa tai orne lwighioicuhs Iy ¯oruec weiavnetd t ofr obme as open as one can prudently be, as ~lear as water in a crystal vase. You tell me that you have marked down sensitiveness, ~/our inor-dinate sensitiveness, as your very character itself, .and that you have made resolutions accordingly. Humility in all its forms was, and is to be, your weapon,against this fault of character. You tell me that your sensitiveness is the direct offspring of pride and self-love, and that already¯ some years ago you recognized it as .the great enemy against which you must fight unceasingly. 7y'ou believe that you have made just a little headway against it but that much still remains to be done. Very frankly you tell me that your sensitiveness injures you somewhat as follows. Following a reproof, a censure, an admoni-tion, sometimes even the slightest, you become intensely excited interiorly; you feel bitter and hard. Then come unkind thoughts, bitter reflections, inconsiderate criticism, plans to drop or change reso-lutions, temptations against your vocation, discouragement. You state that absolute silence is your only safety then; for were you to speak you would become violent and say things which you would certainly regret, but which, because of your pride,, you might never retract, to your great spiritual danger. Often you are thrown into this state by a single look of disapproval or by something which is done by an individual or by the community that is not to your liking. You add that a strange phase of your sensitiveness is that it is often aroused even by things which are not intended as offensive. This being so, something must be done. And you ask me to tell you what. 233 WINFRID HERBST Review ~or Religious I do veril~r believe that you cannot get rid of your sensitiveness as such, as a natural quality. But in your striving after religious perfection you certainly can keep it down; you can direct it into the proper channels. You can be sensitive about your Heavenly Father's business. To say, "I will not let my pride get the upper hand in the future," would be a useless resolution. What you must do is con-vince yourself that there is nothing in you or about you in which you may of yourself glory and boast. In other words, as you your-self s~uggest, you must acquire humility; and since the best way to acquire it is to practice it, you must let no day pass without seeking occasions to do so and you must from time to time make it the sub-ject of your particular examen according to Rodriguez. But I would have you remember that humility is in every way compatible with manliness, courage, 'resolution, magnanimity, a longing to do great things, a will to win. With St. Paul you may say, "I can do all things." But you must not fail to add in all sin-cerity and humility, "In Him who strengthens me." Humility is truth; and this assertion of St. Paul's is always true. In the proper discharge of your duties you must have a certain confidence; in your studies you need a certain ambition. But all things must be with God and for God, not for self and for men. And, of course, this confidence, courage, and resolution should not show itself in self-praise. How can you boast of that which you have not of yourself, of that which has been given you? You have in a special manner received everything from God: your wonderful vocation, your remarkably good health, your mod-erate endowments, your love of order and exactness, your zeal in religious observance. You simply need confidence and resolution. Cultivate it, then, especially interiorly. I would really like to impress it upon you very earnestly that you may and must have con-fidence in yourself, provided always that self is wholly and humbly lost in God and leaning upon Him, upon Him in whom you can do all things. Confidence in yourself--yes; but at the same time be deeply im-bued with the conviction of your own nothingness. Be persuaded that it is vain and ridiculous to wish to be esteemed because of certain endowments received as a loan from God. Practice acts of meekness, patience, obedience, mortification, sor-row for sin, the renunciation of your own feelings and opinions, and the like. 234 September, 1950 SENSITIVENESS If no attention is paid to you, show no resentment but bear it with resignation and tranquillity. Do not condemn the" actions of others, interpret everything charitably, and, if the fault be manifest, strive" to attenuate it as much as possible. .And forget about it, unless your office obliges you to apply a remedy. In open questions do not contradict anyone in conversation; do not get overexcited in arffuing: if your opin, ion be considered of little worth give way quietly and remain silent. When you must defend the truth, do so courageously, but without being violent or. contemptuous. Lay up a good store of gentleness so that in all circumstances you may ~etain your equanimity. Do not nourish in your heart feelings of dislike and revenge against those who offend you. If anyone blames you or speaks ill of you, do not fly into a pas-sion bu't examine your shortcomings and humbly thank God for preserving you from such things. Whenever you are in.clined to be impatient or downcast, fight against such a temptation courageously, being mindful of your sins and of the fact that you deserve greater chastisements from God. If you .commit a fault and are despised for it, be sorry for the fault before God and accept the dishonor incurred 'as an expiation for it. Yes, I think you should concentrate on the practice of humility. Humility is a fundamental virtue, a sure pledge of sanctity, a token of predestination. A most important lesson taught us by the Divine Savior is this: "Learn of Me, because I am meek and humble of heart." In order to practice humility, be convinced that of' yourself you have nothing but sin, weakness, and misery; that all the gifts of nature and of grace which you enjoy you have received from God, who is the principle of your being; and that to Him alone is due all honor and glory---ornnis honor et gloria. But, you may exclaim, the program you outline is simply heroic. I'm glad you feel that way about it. A proper spirit of humility makes you realize that it will be difficult to live according to the out-line given and that you will be subject to many failures. But that should not prevent you from trying or cause you to give up once you have tried. Recently a religious wrote to me with reference to an article'that I had published on rel!gious observance: "I feel that I have you for a 235 WINFRID HERBST friend because of the barbs contained in your article on religious observance. Try as I might to rid myself of those timely printed remarks, I kept coming back and rereading the same. Ashamed is the right word, indeed. Yellow or coward would be the right word too. Why? I kept asking myself. After having to admit the truth the answer seemed to be: not wanting to be considered a goody-goody and not being concerned about being a perfect religious." To which I replied: "It is a good sign, this dissatisfaction with self. I am not worried about you, so long as you accept your short-comings without discouragement and try to profit by them. It is a sign of growth in humility." For Your Information Suggesfion for Superiors General The first annual report covering the year 1950 must be made by all religious superiors general (even by superiors of independent monasteries and houses) on the forms issued by the Sacred Congre-gation of Religious, not later than the end of March, 1951. During that same year all superiors general of lay institutes (Brothers and Sisters) in both Americas must send in the quinquennial report for the years 1946-1950. A new questionnaire has been published for this report. The English text of the questionnaire (342 questions) costs $1. The ten forms for the annual report including an explana-tory letter by,'the Cardinal Prefect of the Sacred Congregation of Re-ligious cost fifty cents. These forms and the English questionnaire should be ordered now. Send a bank check or an international postal money order (obtainable at any post office), for $1.50 made out in favor of Sacred Congregation of Religious to: Rev. Giulio Mandelli, Archivist, S. Congregation of Religious, Palazzo San Callisto, Rome, Italy. Be sure to register your letter at your postoffice to avoid losing it in the mails. We hope to publish some practical suggestions regarding the filling out of the annual report in the November issue; on the quin-quennial report in the January issue. gocaflonal Ouesflons An interesting and practical pamphlet is One Hundred Vocational (Continued on page 251) 236 On F: mily Spirit: Gerald Kelly, S.3. ~T IS TRADITIONAL usage in the Church to refer to a religious institute or community as "a religious family." This expression is rich in meaning; and all of us can profit by occasionally reflecting on it. The present article is designe~l to provide a stimulus for such reflections; it is by no means calculated to do full justice to the possibilities. . Leaving the Old In itself, the expression, "a religious family," has a positive meaning. It signifies that the religious community is a family in its own right with the duties and privileges that belong to real family life. But this positive element presupposes something negative: a break with one's natural family. Without separation from the old there can never be complete incorporation into the new. Logically, therefore, our reflections ought first to be directed towards this negative element, separation. It is well to note at the outset that separation from parents and relatives is not easy. It is very difficult indeed. Nevertheless, it is a mistake for religious to think that only they are called upon to make this sacrifice. As a matter of fact, even children who marry must effect the same separation if their married life is to be a success. All the best psychological studies of failures in marriage stress the fact that one of the principal causes is the fact that one or both parties remain "tied to their mother's apron strings." The truth of this research merely illustrates the inspired words of Genesis (2:24): "Wherefore, a man shall leave father and mother and shall cleave to his wife." Married people must realize that they are starting a new family, and that they must break definitely with the old. The same is true of religious. In this matter of separation we have both the example and the words of Our Lord to show us the way. When He was twelve He permitted the hearts of those He loved most dearly to be filled with anguish because He must be about His Father's business. Years later He parted definitely with the finest of mothers and the best of com-panions in order to give Himself to three tireless years of His Father's business and to climax it all with His crucifixion. And He confirmed 237 GERALD KELLY this example by strong words about the need of separation. In Matthew (10:37) we read: "He the( loveth father or mother more than me is not worthy of me; and he that loveth son or daughter more than me is not worthy of me." And in Luke (14:26) are the even stronger words: "If any man come to me and hate not his father and mother and wife and children and brethren and sisters, yea and his own life also, he cannot be my disciple." It is obvious that, despite the force of His words, Our Lord is not telling us that we must tear the love of parents and relatives out of our hearts. His own love for His Mother was deep, intense, and tender; and it remained so all His life. Yet it would have been an imperfect thing, and unworthy of Him, had it urged Him to stay with her one moment longer than the divine plan permitted, or had it been allowed in any way to interfere with His apostolate. This is the model of our own affection for parents and relatives. We are supposed to love them. We are bound to them by ties of blood and gratitude. But the love must be well ordered. It must not interfere, even slightly, with the purpose of our religious life, for to achieve that purpose is our Father's business. From the beginning of our r~ligious life we have to set ourselves resolutely to accomplish the physicai and mental separation from parents and relatives that allows us to give ourselves quietly and wholeheartedly to our religious duties. And one of the first and most important lessons we must learn is to entrust our dear ones to Divine Providence. It often happens that a religious has hardly entered the novitiate when he begins to receive distressing news from home. Father has lost his job; mother needs a serious operation; a baby niece has diphtheria; a nephew was in a terrible accident; the black sheep of the family has got .into some new trouble. News of this kind will be more or less frequent all through our religious lives. Unless we adjust ourselves properly to it, it can be the source of constant anxiety that spoils our mental prayer, diminishes the efficiency of our work, and even tempts us to abandon our religious vocation. Of course, it isn't easy to rid oneself of such anxiety. We cannot just.say, "I won't be anxious," and thus put all the worrisome thoughts to rout. But in a positive way we can cultivate the attitude that in leaving parents and relatives, we are putting them into the hands of God, and that if we give our thc~ughts to God and our own vocation, God'will take care of our dear ones. After all, we are not the only ones who need a great trust in Divine Providence. Letter-writing is another test of w.ell-ordered love of parents and 238 8eptembec, 1950 ON I~AMIL~ SPIRIT relatives. It is one thing for a young religious to write home every day; another to write so seldom that parents can justly complain of neglect. It is one thing to write pages and pages of small talk: another to write, "Dear Morn: I'm fine; hope you're the same. Love." These examples are extremes; but not entirely fictional. It is well for religious to cultivate the habit of writing home at regular intervals and to keep that habit as long as ~heir parents are living. The letters need not be long, but they should not be too short, either. A letter is neither a book nor a telegram. We should try to make our letters interesting, without at the same time revealing details that should be kept within the privacy of our community or of telling things that might cause needless worry. There are some mothers who, if they heard their beloved daughter had a sore knee, would immediately think in terms of an amputation. We learn through experience that innocent remarks in letters can easily assume explosive proportions. When I was a young religious I went to the hospital" for a check-up that was little more than routine. I mentioned this fact casually in a letter to a devoted aunt. Three weeks later my superior called me to his room. In his hand was a telegram from the same devoted aunt. She had just heard that her nephew had only a short time to live and she wondered whether she should come at once. That was the first news I had of my desperate condition. Upon investigation, I found that my aunt had told a friend of my check-up, and this friend had told another friend, and so on; and as the news passed from friend to friend my condi-tion grew steadily worse. Finally the original news, transformed by the ghastly details of my incurability, got back to my aunt. Then there are visits. Some time ago I presided at a discussion group made up of mistresses of novices and postulants of various institutes. One of the points discussed concerned the visits to pos-tulants and novices b.y parents and relatives. The customs varied greatly. One of the institutes simply has the absolute custom: no visits till first vows--and this institute has.a two-year novitiate. I am not exaggerating when I say that all the other novice-and postulant-mistresses gasped with envy when they heard this. All agreed that, hard though it seemed, this would be the ideal arrange-ment. All complained that when visits are allowed the day after the visit is like beginning the postulancy or novitiate over again. Some may disagree with me, but I think the religious who is stationed far from home is blest. This is true of monastic institutes because it prevents too much visiting from relatives. And it is even 239 GERALD KELLY Review for Religious more true of other institutes, for it not only prgvents the visiting on the part of relatives, but it helps to preserve in the religious himself the perfect interior liberty which keeps him at the free disposition of superiors. They can send him where he is most needed or most useful without fear of opposition. Occasionally there are good reasons for being stationed near one's home; but such reasons are rather rare and are usually of short dura-tion. Yet it is not unknown that some religious are ingenious at conjuring up reasons why they should be stationed in the shadow of their own home. And sometimes the relatives themselves exert pres-sure to this effect. These relatives have no ill will. They simply do not understand the nature of the religious life; and they need to be set right on this point. The religious who wants to be'a perfectly pliable instrument in the hands of God should not leave the burden of explanation to superiors. He ought himself to assume the respon-sibility of pointing out to his relatives that, in entering religion, he placed himself at the disposal of superiors, and that he wants to work where they think he should work. Living the New The preceding points could be amplified and similar ones added. But, since I have undertaken this article with the purpose of stressing the positive aspect of our family life, I wish to devote most of my space to the elements that contribute to genuine family living in religion. ' The first of these positive elements is paternal government. Some-one has said that government is paternal when it manifests the "gentleness, kindliness, and love of Christ." No doubt that expresses the idea most beautifully; yet, unless we translate "paternal" into terms of ordinary family life, we shall remain in the sphere of mere theory. A good father is supposed to be solicitous for each member of his family, while at the same time seeking the common good of the entire family. This is not easily accomplished even in a family of five or six children; it is certainly much more difficult in a religious community of ten, twenty, thirty, and even more subjects. Never-theless the ideal is there; and it cannot be lowered without prejudice to true family life. This ideal clearly rules out favoritism, as that word is ordinarily understood. But it hardly means that a superior cannot have any especially intimate friends within his community. It is commonly 240 September, 1950 ON FAMILY SPIRIT said that Our Lord had a special regard for St. John; yet no one would dare accuse Him of favoritism. In the best families, parents often have a special love for one child without in any sense neglecting the others. They do not love the others less because they love him more. _And we ourselves, as subjects, often have warm, intimate friendships with a few members of our community without in any way diminishing the charityw'e owe the others. This is human. Supe-riors do not (or should not) cease to be human when they take office. Nevertheless, special friendships present a danger; and superiors, even more than others, must guard, against the danger. Any superior who gives his friends privileges he would not give others, who violates confidences to satisfy their curiosity, who neglects the others Of his community to be with them, who allows them to have undue influence in the managing of the community is certain.ly not governing paternally. Solicitude for the individual must always be subordinated to the interests of the group. All of us, even without having been supe-riors, must have experienced at times the difficulty of living up to this standard. A teacher may have a boy in his class, a thoroughly like-able lad, who is constantly a drawback to the rest of the class in studies and in discipline. Or a prefect may have discovered that a youngster has been stealing or has other bad habits that are infecting the group; and he may be torn between the two unpleasant alterna-tives of having this boy dismissed with the probability that he will not go to another Catholic school or of keeping him in the school with risk of great harm to the others. In problems such as these the ultimate solution must be in terms of the greater good-~and that is usually the common good. We should do all we can to save the individual boy, but not at the expense of the group. And the supe-rior has to solve the similar problems that arise in community life in the same way. He will show great sympathy and tolerance for the wayward or cantankerous subject. But this tolerance has its just limit. The community has a right to its good name and to peaceful living; and its right should not be jeopardized for the individual. A good father likes to be with his family. Every institute, I suppose, prescribes that the superior be present at community meals and community recreations and that he stay home most of the time. This is not merely for the sake of discipline: it is a requisite for good family life. I might suggest, though, that the expression "most of the time" be emphasized. A wise old Father once remarked that a good superior will make it a point to get away from his community 241 GERALD KELLY Ret~iew for Reliqious occasionally. It is good for both the superior and the community. It is clearly a case in which "absence makes the heart grow fonder." And this is also true of ordinary family life. When parents get away occasionally both they and the children benefit by it. When we look back on our childhood, one of the things that very likely strikes us forcibly is the memory of how our parents adjusted themselves to us. When with us they lived in our world, the child's world; and they did not try to force us into theirs. I think that this fact helps to illustrate the full meaning of paternal government in religion. The good superior seeks the interests of his community; he lives in their world, not his own. For instance, he does not monopolize recreation with his own topics of conversation. Or, to put the same example in another way: he does not recreate the brethren; he recreates with the brethren. Paternal government neces- ¯ sarily implies that the superior look upon the members of his com-munity as his children. This is obvious; the correlative of "parent" is "child." But "child" in this context means "son or daughter"; it does not mean an infant or even an adolescent. The paternal supe-rior, therefore, treats his subjects as adults. He has respect for their age, their dignity, and their talents. Many other things could be said about the paternal superior. He can be stern; he is never harsh. He fosters religious idealism by his good example. He is a good provider in accordance with the means at his disposal and the purpose of his institute. He makes sure that his subjects have plenty of time to see him. He tries to employ them according to their strength and their talents. He encourages them to develop their talents for the good of the institute and ultimately for the greater glory of God. And so forth. I cannot develop these points without converting this into an article entitled, "How to be a good superior"-~by one who has ne~er been a superior. The next topic concerns us, the subjects. On the basis of experi-ence, I.should know much more about this. However, it is~rather human to know 'more about the other fellow's job. A friend of mine who was appointed a superior several years ago made a very appro-priate speech on the night of his installation. "A week ago," he said, "I knew everything a superior ought to do. Tonight I'm not so sure." In terms of the religious family, the correlative of paternal gov-ernment is filial confidence. This expression is not easily explained. It seems to signify something that we recognize almost instinctively --like the taste of chocolate--yet are only faintly able to describe. 242 September, 1950 ON FAMILY SPIRIT fundamental element seems to be confidence in the superior's judg-ment. And by this I am riot.referring to the fact that he is in the place of Christ. That tells me merely that I am right in obeying him: it does not tell me he is right in commanding. Religious life would be nothing short of a continuous miracle if all of us lived it day after day and year after year With the conviction that the supe-rior is wrong, but we are right. For ordinary peaceful living we need the confidence that at least generally speaking the superiors are right, that they govern well, that their natural judgment is good. We needn't endow superiors with either infallibility or impeccability in order to gain this confidence. If we may judge from the content of several anonymous letters sent to this review, some religious think that the first requisite for becoming and remaining a superior is stupidity. The attitude of such religious is not readily diagnosed. Perhaps the cause is indigestion, or sleeplessness, or some mental maladjustment. At any rate, it is certainly pathological. And we can all thank God for that: for, if that attitude represented the normal outlook of religious subjects, we should be in a sorry state. I am not saying there are no bad superiors--no unrealists, no martinets, no tyrants amongst them. But I do say most emphatically that there are enough good ones for us to preserve our confidence in the institution, even on a natural basis. And I believe that in saying this I am expressing the view of the general run of religious subjects. As a group we have a basic confidence that our superiors govern well. This does not mean that we do not occasionally, or even frequently, think we could plan things better. Nor does it mean that we never criticize. Most of us, no doubt, indulge in enough criticism of supe-riors to provide matter for a periodic particular examen, for confes-sion, and for good resolutions. We can and we should improve. Nevertheless, some criticism, provided it is not too frequent and especially that it is not bitter, is no major impediment to family life. In considering the paternal-filial relationship, reference, to the manifestation of conscience is inevitable. As has been remarked more than once in these pages, the fact that the Church has forbidden supe-riors to demand a manifestation'of conscience has been stressed to such an extent as to lead many religious to think that their conscience is simply none of the superior's business. The very nature of reli-gious .government shows this to be absurd. Superiors are supposed to assign subjects to places and offices in such a way that the individ-uals can save and sanctify their souls and that the general good of the 243 GERALD KELLY Reoieto t~or Religious institute is promoted. An assignment which defeats either of these ends defeats the purpose of the religious life itself. Yet, how is a superior to make a wise and provident disposition of subjects according to the two-fold purpose of the religious life unless he has an intimate knowledge of his subjects? And how is he to get this knowledge adequately without the help of perfect candor on the part of the subjects? It is very saddening to hear a religious whose assignment is actually proving his spiritual ruin, say: "I just couldn't tell my superior about this difficulty." The fault may be his; and it may be his superior's: in either case, the condition is lamentable and should never have been allowed to develop. Perhaps both superiors and subjects could profit by reflecting on the fol-lowing words of a saintly and experienced spiritual director: "Nothing helps so effectually to engender a paternal attitude toward a subject as the account of conscience; for, when I open my heart to my superior I constrain him to take a fatherly attitude toward me and a fatherly interest in my welfare. Thereafter he cannot remain just my superior if he be a man of normal humanity. Then, this bestowal of my inmost confidence upon my superior will be powerful to effect in my soul the reciprocal relation of filial trust and love. Conversely, when I withhold my confidence from the superior and refuse to open my heart to him, I make his position diffi-cult as far as fatherly feeling is concerned. Sometimes our superiors may seem to us to lack paternal interest. The fault may be theirs; but likewise it may be ours, due to the fact that we have never given them our confidence." Paternal government and filial confidence are the constituent ele-ments of family life in the superior-subject relationship. The third element is the bond of union among the members. ,~,11 that we gen-erally say concerning fraternal charity pertains to the explanation of this element. I shall content myself here with pointing out a few things that seem to have special relevance to our "family" charity. In our mutual relationships there ought to be no quarreling, no offensive teasing, no harsh words. This certainly is the ideal of our charity. Yet, ~i wholesome family spirit can exist among us without perfection in this ideal. Consider again the analogy with the good natural family. The brothers and sisters squabble a bit; the parents lose their tempers occasionally. But they "make up fast"--as the saying goes; a short time after the explosive incidents everyone is acting as if nothing disagreeable had happened. To strive for this is perhaps to have a more realistic goal in our community relationships. 244 ON FAMILY SPIRIT Despite the noblest of resolutions, we get out of sorts, and we fly off the handle. Given a group of normal human beings, these things can hardly be avoided entirely in the close associations that make up community living. But we can certainly avoid prolonged teasing that hurts, continued bickering, harboring grudges, and so forth. These are things that deeply wound family spirit. Our goal, therefore, is to love the members of our community in much the same way as the members of a good Catholic family love one another. It is hardly possible to accomplish this perfectly. There is truth in the old maxim that "blood will tell." On the purely natural plane it is often easy to preserve an intense affection for our blood brothers and sisters even when they possess characteristics that o'thers consider unpleasant. In our dealing with others, even with fellow religious, there is much greaterneed of explicitl~r stimulating motives for love. Certainly there are many powerful motives for mutual love among religious. One of these was expressed graphically by a mili-tary chaplain when he returned to his community after the last war: "You don't know how good it is to sit at table again with a group of men who are all in the state of grace!". These are startling words --perhaps even a bit exaggerated. Yet, isn't it true that they express a profound reason why there should be great peace in the companion-ship of religious? Day after day all of us say Mass or receive Holy Communion--a reasonably sure practical sign that we are living habitually in the friendship of God. There are many saintly people outside of religion, and many others who, if not canonizable, do live constantly in the state of grace. But there are many others who are unjust, obscene, blasphemous; and even good people in the World can scarcely avoid their companionship. In religion our lives and our recreations are spent with companions who, despite many small and irritating faults, are substantially good. Their supernatural goodness is not the only reason why the companionship of religious should be enjoyable. Even on the natural level religious are apt to have more likeable qualities than any average group of the laity. At any rate, that ought to be the case; we are screened for especially undesirable qualities when we apply for admission as well as on the occasions of our .vows. It is true that most of us look back and wonder how we passed the screening; and those of us who entered before the days of intelligence and per-sonality tests may frankly admit in the secrecy of our hearts that, if these tests had existed in our day, we should not have made the 245 GERALD KELLY Reuieu~ for Reliqiou~ grade. No doubt, despite all the screening, some serious mistakes are made. Some pass through t~he screening processes who later become real menaces to community life. But the general percentage of com-panionable characters should be and is much higher than would be found elsewhere. I mentioned before that it is not uncommon for children of the same family to fight among themselves. I have seen two small' boys, brothers, literally mauling each other over the possession of a small wagon. Then another boy appeared and attempted to align himself with one party. But the brothers would have none of that! In a flash their own quarrel was ended and they were united against the intruder. This is typical of good family life. No matter how much the members fight among themselves, they present a united front to outsiders. We religious should have that spirit of family loyalty. In some sense, at least, each of us must have looked on his own ¯ institute as the "best of all" when he entered religion; otherwise we would have joined another. Certainly it is the "best" for us now; and it is not only legitimate but laudable for us to foster a spirit of preferential love. I think it was St. Francis de Sales who sa'id: "For us there is no congregation more worthy of love and more desirable than ours, since Our Lord has willed that it should be our country and our bark of salvation." I have heard that Sisters attending summer school show great interest in the habits of other institutes and that sometimes they exchange habits. But they return to their own with the serene con-viction that, though the others have some good points, theirs is the best. This is not narrow-mindedness. A young man may have the most profound respect for other women yet very reasonably look upon his own mother as the best in the world. So, too, religious may have great esteem for the members, the habits, the customs, and the work of other institutes, yet they prefer and treasure their own above all the others. The well-ordered love of one's institute will not, however, blind us to its deficiencies, or prevent us from trying by legitimate methods to improve its customs. No institute is so perfect as to exclude the need of occasional changes, especially in non-essentials. It is not true loyalty, but sheer obstinacy, that urges us to hold fast to old things just because they are old; that resists any reasonable modi-fication in the habit or any change of customs. Even the general laws of the Church are not so perfect as to exclude change. Family loyalty will not blind us to the defects of our brethren; 246 September, 1950 ON F!kMILY SPIRIT but it will certainly prevent us from criticizing either our brethren or our institute to outsiders. These things are family secrets; outsiders have no right to know them. I am referring here to criticism of one's superiors or fell0w-religious before the boys or girls in school, before the nurses in training, before the p~rish priest, or before the men and women in the parish, and so forth. To reveal to such per-sons the real faults of the community is detraction; and to misrepre-sent the community is calumny. And the harm done by such gossip easily assumes serious proportions. In censuring disloyal speech, I am not thinking of revelations made to canonical visitors or of the unburdening of one's conscience in confession. The canonical visitor is deputed by the Church to ask questions, and in his exercise of this function he is not to be con-sidered an "outsider." The confessor is bound by the most absolute of secrets; and the community is sufficiently protected against harm, even when the religious, in explaining his faults or trials, must inci-dentally refer to the misconduct of others. Further Practical Suggestions I have tried to keep my explanation of the constituents of reli-gious family life from being too theoretical, and I hope I have suc-ceeded to some extent. I should like now to increase the practicality of this article by suggesting a few concrete ways of contributing to the family spirit of our institutes and communities. The purpose of a religious institute is to carry on the work assigned to it by the Church and thus honor God and further His kingdom in the souls of men. In the ordinary providence of God, the supernatural efficiency of the institute depends on its holiness, and this holiness is not some abstract thing; it is, concretely" speaking, the sum total of the holiness of the members. It is very true, there-fore, that each member can say: "The holier I am, the holier is my institute." This truth should be a source of great inspiration and encourage-ment to all religious who are devoted to their religious family. For, in the matter of holiness there is no distinction of grade or work. The general, the provincial, the local superior, the teacher, the nurse, the dean, the housekeeper, the cook, the sick, the retired, the contem-pla. tive, and so forth--all have an equal opportunity of promoting the family cause through an increase of holiness. The saintly cook, therefore, makes a much finer contribution to the most exalted pur-pose of his institute than does the tepid preacher or the worldly 247 GERALD KELLY Review ?or Reliqious teacher. Holiness, of course, includes the whole of one's life--prayer, work, suffering, and so forth--but it refers particularly to the interior life of prayer and penance. In these interior things every religious has great power to help his institute. For one thing, it is the interior spirit that gives the real supernatural value to our own work. Moreover, the interior life of one can have a tremendous influence on the apostolic, work of the others; and it is well for the contemplatives, for those who do the hidden, humble works, and for those who are ill or retired, to note this. This last point is of supreme importance, and I should like to illustrate it by a simple example. A priest seldom goes on'a mission, rarely enters the confessional, without the realization that he may have to de~l with some souls who are "stubborn" or "weak," souls that desperately need superabundant grace for their conversion and salvation. Some of these people seem to have the kind of devil that Our Lord said is driven out only by prayer and fasting. Yet they themselves are too weak or too hard to do the required prayer and fasting. If they are to be saved, someone must do it for them-- at least enough so that they will finally respond to the grace that enables them to carry on for themselves. ~Fhe priest, despite the best of intentions, cannot do it all. On occasions like this, I have always rejoiced in the realization that I have a n~amber of friends who gladly offer some of their pray-ers and sufferings for my apostolate. Shortly after my ordination I was privileged to meet a saintly nun, Sister Agnesetta, of the Sisters of Loretto. We became fast friends, and she was a great help to me until the day of her death. As a young Sister she had been reduced to the state of a helpless cripple. During her last years she could barely lift her tiny knotted hand to blow a whistle when she needed help. Exteriorly she was so cheerful that a casual visitor would think she enjoyed being bedridden. Yet interiorly, for upwards of twenty years she felt not only the physical pain of her illness but the much greater crucifixion of frustration, of "being on the shelf." I cannot express how much it meant to me to begin some apostolic work with the knowlkdge that some of her prayers and sufferings were being offered for me. I have mentioned Sister Agnesetta by name because she has gone to her reward and cannot be embarrassed by my words. I could mention many others and of different institutes, if they were not still living. And I imagine that every priest could do the same. 248 September, 1950 ON FAMILY SPIRIT What has all this to do with family spirit? The answer, at least as regards active institutes, seems obvious. For in the various active institutes, there are teachers who are trying to win wayward pupils, nurses who are trying to bring about deathbed conversions, preachers who must stir the hearts of the impenitent, confessors who must draw penitents away from habits of sin. These and others exercising the apostolate need supernatural help. And what is more natural than that they look for this help from the members of their own institute? I do not mean that our vision should not take in the whole Church, with its entire apostolate; I simply mean that our own institute should normally have the first place in our apostolic intentions. My remaining suggestions will be very brief. First, there is our work. The work of a religious institute is teamwork; it is not the accomplishment of any individual. Each of us contributes to the cause; and it is only by the complete co-operative effort that the desired result is accomplished. In terms of family spirit, this is another consoling truth. It makes each of us realize that his job is important. Then there is charity. The finest act of charity a religious can show his brethren is good example. All of us know the force of example: how easy it is, for instance, to keep the rule of silence when everyone else observes it; and how difficult it is when even a few neglect it. And, speaking of example, I must at least mention our dealings with externs. They are prone to judge a whole institute by one member: hence each member has a tremendous responsibility to his religious family when he deals with them. The religious with true devotion to his institute will always try to act in the presence of externs in such a way as to cause them to esteem his community and his institute. Also, as regards charity, there is the matter of mutual correction. The very fact that we are a family gives each of us an added respon-sibility for the welfare of the others and, of course, for the reputation of the institute. In a family, when one of the children is making a fool out of himself, the other children tell him or their parents about it; and, observing the sound principles of fraternal correction, we religious have to do the same thing. Sometimes religious note that one of their brethren is on the verge of giving great scandal, yet they say nothing either to the individual or to superiors. This is shirking responsibility, a gross form of family disloyalty. Poverty offers a fertile field for the family spirit. The religious 249 GERALD KELLY Review [or Religious who fully realizes that community life is a sharing enterprise--that "he lives off the community, and the community lives off him," as the saying goes--will not refuse gifts just because he "would have'to turn them in," will not spend his time calculating how he might add some gift to his superfluities without sinning seriously against pov-erty. How would we live if no one were willing to. "turn things in"? And in a natural family, would it not be a strange father or mother or sister or brother who would refuse a generous gift because, "Really, I don't need it for myself; all I could do with it is give it to the family" ? Religious with a family spirit do not waste things. They do not leave it to someone else to turn off a radiator when heat isn't needed, to close a window when it is letting in too much cold air or when a storm is brewing and floors or furniture would be ruined. They do not get books, clothing, and other things that they do not need. In other words, like the members of any poor family, they economize. Perhaps I should add, by way of parenthesis, that when I speak of the need of dconomy, I am thinking mostly in terms of men. I have often wondered how we men could get along on Sisters' salaries, or how we could crowd our books, wardrobes, and various junk boxes into the cells or (more often) dormitories that make up the living quarters of our convents, or how we should look were our clothes subjected to the frequent mendings that give Sisters' habits such a long life on this earth. In my religious life I have heard much about obedience, but after the first few years I seldom heard anything new. A few years ago, however, I did hear a retreat master say something new--at any rate, it was new to me. He said, "The obedient man is the available man." This brief statement expresses in a practical, concrete way the whole secret of religious obedience. Our strength lies in the fact that a supe-rior can dispose of us according to the common need; that he can command us, or ask us, or merely suggest to us, and he always finds us ready. We don't shirk a job; we don't dodge responsibility. Few things can be harder for a superior than to have to approach a sub-ject whex~ he knows his request will be greeted by eithe} a growl or an alibi; and I imagine that few things are sweeter for the superior than the realization that his community is composed of available sub-jects, religious who graciously accept any assignment at any time. One concluding remark. To foster our humility, we are often told that if we were gone our place would soon be filled and the 250 community would not even miss us. Perhaps that aspect of our life is sometimes overdone. Perhaps it is good for us to think occasion-ally of how important we are, of how much we, as individuals, mean to the community. The thought can be very inspiring. I trust that some of the suggestions made here will help to provide this inspi-ration. FOR YOUR INFORMATION (Continued from page 236) Questions Asked bg Sisters. It contains questions and answers first printed in a quarterly entitled Vocational Notes for'Sisters. This reprint contains the first htindred questions which appeared in the Notes during 1949 and 1950. The prudent, informative answers are by the Very Reverend Father Clarence, O.F.M.Cap., and the Rever-end Father Jude, O.F,M.Cap. It can be obtained for 15 cents a copy from: St. Anthony's Vocation Club, 220 Thirty-Seventh St., Pittsburgh 1, Pa. Medlco-Moral Problems Modern medicine faces us with numerous ethical problems. Many of these problems are thoroughly discussed in two booklets, Medico- Moral Problems, I and II, by Gerald Kelly, S.J. The booklets are published by The Catholic Hospital Association, 1438 South Grand Blvd., St. Louis 4, Mo. Prices on each booklet are: 50 cents a copy; 12 for $5.25; 50 for $20.00. The Catholic Hospital Association also publishes in pamphlet form Ethical and Religious Directives for Catholic Hospitals. This is the revised medico-moral code which is now used in a large num-ber of dioceses throughout the United States and Canada. Price: 25 cents a copy: 12 for $2.75; 50 for $10.00. Catholic Daily A group of Catholic journalists are planning to publish a daily newspaper dedicated to reporting the news of the da~r in the context ,6f Christianity. The projected publication date is October 10, 1950. For the staff of this paper, The Sun Herald, the work is a vocation, an apostolate. The founders of the new paper have incorporated as The Apos- (Continued on page 264) 251 Christ: Shows Us I-low !:o Win Friends Jerome Breunig, S.J. SINC, E it was first published about fifteen years ago, Dale Carne-gie s book, How to. Win Friends and Influence People, found millions of buyers and readers and has become one of the most popular works of non-fiction in our time. It is obvious to .religious who have read the book that Dale Carnegie has many good ideas which would help them practice the virtue Christ recommended above all. Equally obvious is the shallow humanitarian viev~point and the mercenary self-interest that is illustrated in most of the ex-ample}. Since many of the people with whom we come into contact - are influenced more by the humanitarian mentality of this book than by the mind that is in Christ Jesus, it'might be useful to observe how much better Christ can teach us how to win friends-~even according to Carnegie's rules. Carnegie gives six rules for making people like you: (1) become genuinely interested in other i~eople; (2) smile; (3) remember that a man's name is to him the sweetest and most important sound in the English language; (4) be a good listener; (5) talk in terms of the other man's interest; (6) make the other person feel important, and do it sincerely. ' But the very idea of making people like you may seem foreign to religious and a sordid thought. The religious works only for God, seeks to be unknown, sees in superiors and others "no one but only Jesus." True enough, but the loftiest supernatural motives should not be high-lighted in such a way that they crowd natural means out of the picture. Christ, the Religious of religious, worked onl~r for God's glory. "The things that please Him, I do." To do this more effectively He tried to make people not only like but love Him. How else explain the Cross! And when man's love grew cold, Christ did not hesitate to dramatize His desire to win men's love by wearing H~s Heart on His breast, announcing to the world through St. Margaret Mary: "Behold this Heart, which has "loved men so much and receives nothing in return but ingratitude and indifference." Christ was "genuinely interested in other people." He was 252 CHRIST SHOWS US HOW TO WIN FRIENDS moved with compassion for the multitudes because they were as sheep without a shepherd. He wept over ,Jerusalem. "How often would I ha,~e gathered together thy children, as the ben dotb gather her chickens under .her wings, and thou wouldst not." Christ's interest extended to individuals as well. He pitied the plight of the leper and healed him: "I will, be thou made clean." What interest He showed in Peter! On at least two occasions He insured a pros-perous catch of fish for him. At another time He cured his mother-in- law. Interest is also shown by prayers. "I have prayed for you that your faith fail you not." Genuine interest in others is a big step towards developing that mind that is in Christ ~lesus. It dispels uncharitable thoughts. "The only person who does not improve on acquaintance is self," observes Father Faber. The same writer notes that kindness is not too diffi-cult, for though there are many unkind minds there are hardly any unkind hearts and that a kind mind can be developed by thinking about, being interested in, others. A kind mind implies much thifiking about others without the thoughts being criticisms. A retreat master developed the same thought by the following illustra-tion. A caricaturist seizes on a character weakness and emphasizes it out of all prop.ortion, while the artist is careful to shade the weak-nesses and make the finer qualities stand out. And the artist always comes closer to a true likeness. Dale Carnegie makes much ot: the. smile, featuring Charles Schwab whose smile was literally a million-dollar one. The Evan-gelists do not record the obvious. There is no written record of Christ's sm.ile, yet there is no room for doubting.that Our Lord smiled when He looked up and saw Zacheus, who had to climb a tree to catch a glimpse, when the quick-witted Phoenician woman an-swered, "Even the whelps are permitted to gather the crumbs," and when He surprised the apostles with the miraculous draughts of fish. More important than the smile is what is behind it, the cheerful, light-hea.rted disposition. Christ was a man of sorrows, but He did not let that cast a gloom around Him. He brought cheer to .the wedding feast at.Cana, did not want the Apostles to fast "when the bridegroom was with them," and celebrated Matthew's joining up by eating and drinking with sinners. Christ's doctrine fosters afun-damentally 'cheerful .disposition. "Come to Me all you that labor and are burdened and I will refresh you." "My yoke is sweet, my burden light." "When you fast, do not look gloomy like the hypocrites." 253 ~EROME BREUNIG Ret~iew ~or Religious . Professional personality-developers insist on the practice of saying "Good Morning" to develop the smile. "Good Morning" leaves a smile on the face. Religious should not need to paint a smile by any artificial means. Religious should be the happiest peo-ple on earth, and they are. Smiles come readily. Humility, chastity, and charity thrive in an atmosphere of cheerfulness. The best "propaganda" for vocations is a cheerful religious. An old Father observed that the number of vocations from a particular school was. in exact proportion to the number of cheerful scholastics on the faculty. "Remember that a man's name is to him the sweetest and most important sound in the language." Jim Farley could call fifty thou-sand men by their first name. Christ could call fifty billion by their names. "I am the good shepherd," Christ said, "and I know mine and mine know me." The comparison to a shepherd has a special reference to knowing by name. Shepherds in Palestine then and now have a special name for each of their sheep. The sheep recognizes and answers when its name is called. True Christian charity rather than the wisdom of this genera-tion should prompt a religious to pay the personal respect implied in remembering and using another's name. It is disconcerting to find one who should know our name remembering only our face. The inability to remember another by name leaves the impression that he does not impinge our consciousness to any extent. Our Lord paid this mark of respect to His fellow men. Mary Magdalen did not recognize Christ on Easter morning until He said, "Mary." There are other instances. "Lazarus, come forth." "Martha, Martha." "Simon, son of John, lovest thou Me?" On His very first public appearance we find Christ fulfilling the next rule for winning friends: "Be a good listener. 'Encourage others to talk about themselves." On this occasion we observe Christ as a youth in the temple "listening to them and asking questions." Whenever his enemies were baffled by His wise answers, we always have the assurance that C~ist heard them out first. "Is it lawful to give tribute to Caesar? . Of which of. the seven will she be wife at the resurrection?" His enemies thought they had a sure enveloping. pincer movement only to find themselves suddenly disarmed, by the. wisdom of the answer. But in every instance Christ did not inter-rupt them until they had finished. A beautiful instance of encouraging others .to talk about them-selves is seen on the road to Emmaus. While the two disciples were September, 1950 CHRIST SHOWS US HOW TO WIN FRIENDS con;cersing and arguing together, Jesus drew near and went along with them. He began the conversation, "What are these discourses that you hold with one another as you walk, and are sad?" "Art thou only a stranger in Jerusalem and hast not known the things that have been done there in these days?" "What things?" Our Lord encourages them. With kindly for-bearance He listens to the entire story. It is only after they have talked themselves out that He begins with Moses and the prophets and interprets to them the Scriptures. Perhaps Father Faber had Christ the Listener in mind when he wrote the paragraph on kind listening. "There is also a grace of kind listening as well as of kind speaking. Some listen with an abstracted air, which shows their thoughts are elsewhere. Or they seem to listen, but by wide answers and irrelevant questions show they have been occupied with their own thoughts, as being more interesting, at least in their own esti-mation, than what you have been saying. Some listen with a kind of importunate ferocity, which makes you feel that you are being put on trial, and that your auditor expects beforehand that you are going to tell him a lie, or to be inaccurate, or to say something of which h~ will disapprove, and that you must mind your expres-sions. Some hear you to the end, and then forthwith begin to talk to you about a similar exl~erience which has bet:allen themselves, making your case only an illustration of their own. Some, meaning to be kind, listen with such a determined, lively, violent attenti6n that you are uncomfortable, and the charm of conversation is at an end. Many persons whose manners will stand the test of speaking break down at once under the trial of listening. But all these things should be brought under the sweet influences of religion. Kind listening is often an air of the most delicate interior mortification and is a great assistance toward kind speaking." Christ, of course, is still listening. He listens to our prayers. He still hears, through His priests, our confessions. Christ "spoke in terms of the other man's interest." Without parables He did not speak to them. And the parables and illustra-tions were taken directly out of the lives ot: the listeners. Fishermen heard truths in terms of nets, farmers, of seed and crops, women, of house cleaning, etc. In the beatitudes Christ took what was closest to most of his hearers, poverty, suffering, lack of property, mourning, persecution, and showed how they could transform these liabilities into assets. 255 BOOK REVIEWS Review for Religious Finally, tracing out the pattern of Carnegie, we observe that Christ "makes the other person feel important and He does it sin-cerely." "You are the salt of the earth. You are the light of the world." To Nathaniel, "A true Israelite in whom there is no guile." To Peter, "Thou are Peter and upon this rock I will build my church." John and James were called "Sons of Thunder." Christ has a more sublime way of making others appreciate their dignity. "We will come to him and make our abode with him." The dig-nity of a Christian! As St. Paul echoes and reechoes: "You are temples of God and the Spirit of God dwells within you." All of Dale Carnegie's ways to make people like you are merely applications of the golden rule, which is of divine origin. In fact, the golden rule was formulated by Christ Himself in His sermon on the mount. "All things whatsoever you would that men should do to you, do you also to them." Of course, Christ both in His example and His teaching (He began to do and to teach), shows other ways to make people like you. For instance, "Greater love than this no man has than that a man gives his life for another." Not only does Christ show us how to win friends. The supreme friend-winner sfipplies the necessary and only adequate and enduring motivation. He seems to make the final judgment at the end of the world hinge on what we do or don't do for others. "As long as yofi did it to the least of my brethren, you did it to Me." Book Reviews OUR WAY TO THE FATHER: Meditations for each day of the year in four volumes. By Leo M. Krenz, S.,J. Pp. xx -I- 518: 411; 535, 516. The Bruce Publishing Company, Milwaukee, Wisconsin, 1950. $15.00 (set of four volumes). In "An Apologia" introducing this rich four-volume series of meditations and readings the author gives an account of "the pur-pose, plan, and method of this course of meditations for religious." Besides that portion of the text which constitutes the meditation proper and is printed in large type there are added paragraphs which in many various ways supplement what is primarily proposed for reflection and prayer. To each meditation is prefixed'a preamble, 256 September, 1950 BOOK REVIEWS consisting usualIy of some verses from Scripture, to strike as it were the keynote that characterizes the exercise. There are always two preludes, three points, and a colloquy. It is highly distinctive of this meditation-course that very often in smaller print there are additions "intended to afford further helpful explanations; to sup- . ply more pointed applications; to furnish pertinent biblical, his-torical, ascetical, theological, or philosophical information; or even to satisfy longings for better knowledge of some puzzling dogmatic truth or fact . It is hoped that these supplementary notes and additions may do helpful service as welcome material for pertinent spiritual reading, and at times even for deep study and possibly for round-table discussion." This expedient of appending further develop-" ments helps the author to achieve what seems to be one of his leading preoccupations, namely, to provide religious who make use of these four hundred meditations with a carefully planned and elaborate exposition of a fairly complete system of spirituality, comprising both instruction and motivation. Hence this work could be used for devotional reading in a way and to an extent that would not be true of typical meditation books. A special effort is made to keep in mind the needs of both beginners and proficients in the religious life and in mental prayer. The ways in which Christ and the Apostles instructed their first disciples are consciously imitated with the design of proposing the highest ideals, of getting them practically accepted, and at the same time of pointing out the discrepancies that are only too likely to exist between the profession and the performance of religious men or women. The epistles of the New Testament are also used to learn and copy the method and means by which the Apostles sought to transform recent converts from Judaism or paganism into "be-lievers . doers . and lovers." With this touch of antiquity goes a peculiar flavor of modernity, in that the spiritual lessons of these volumes are studiously adapted to the conditions of our times and place. Evidently it is the author's most earnest and zealous hope that those who use these suggestions for prayerful reflection will. become just what, in accordance with the highest religious ideals and their own special vocation and under present-day circumstances, they ought to be. The theme dominating the whole series of medi-tations is that God is an infinitely good and great father and is inviting us to" an ever closer union with Him. --G. AUGUSTINE ELLARD, S.J. 257 BOOK REVIEWS Reoieto for Reti~ious THE HISTORY OF: THE POPES. By Ludwig yon Pastor. Translated by E. F. Peeler. Vol. 3S: Benedict XIV (1740-1758). Pp. xllv -I- 516. B. Herder Book Co., St. Louis, Missouri. $S.00. It surely seems like a return to normalcy when Herder resumes the publication of the English translation of Pastor's great'History. This is the very volume that Pastor was working on when death snatched the pen from his hand in 1928. But so much work had been done upon the pontificates up to and including Plus VI (d. 1799), that these materials were later rounded out and .published with the aid of several scholars named in the introduction. There are thus several additional volumes to appear in English; we trust their appearance will not be further unduly delayed. Those who want their Church history to be nothing but "edi-fying" stories had better not take up this volume; those who have enjoyed--and been built up--by the previous ones of the series, will know what to expect here. They will see a Pope, sixty-five at his election, eighty-three at his death, patiently, even light-heartedly governing the Church in a setting of unparalleled diplomatic black-mail. "Our pontificate," he once said, "will be famous for the injuries we suffer" (p. 111). He more than once described himself as "working with a pistol at his head" (p. 273), carrying on in the face of disappointments, insults, frustration. But by every conceivable concession he prevented for those eight-een years all the gigantic conflicts of the day from reaching the explosions that carrie not long afterwards. The chief interest of this volume turns on that slippery story of the ,lansenists, who for a long time had enjoyed immunity and pro-tection, particularly in Fiance, in their defiance of papal authority. Many different factors complicated the "straight" religious issue, but at every turn it was the Church in France that was torn to shreds by parlement and prelates, by Pompadour's open immorality, and Louis XV's blundering ineptitudes. As early as 1750 Parisians were calling themselves "Republicans," and a French bishop recalled in a pastoral letter that an English king had been beheaded in 1649 (p. 225). But as Benedict passed from the scene the 3ansenists were still in the ascendant, and the party's gre~atest hour, the Synod of Pistoia (1786-87), was still in the making. It is almost another preview of history that in the early years of this pontificate a group of people came together in Rome to plot the total destruction of the Society of,lesus (p. 390). One of those 258 September, 1950 BOOK REVIEWS plotters was a young man named Ricci, who later achieved a baleful fame by presiding at the Synod of Pistoia as its bishop. It is one of the ironies of history that he was a nephew of a General of the desuits he had helped to destroy, and who had died in prison in 1775. Even in the Sacred College there were those who said: "Hold Rome in check by Gallicanism, but Gallicanism by means of Rome" (p. 287). In Benedict's lifetime this conspiracy was. contained, but later on the Tanucci-Pombal-Choiseul p~essure, not to mention the monarchs they served, produced the suppression of 1773. Benedict XIV had a scholar's reputation, particularly in histori-cal and canonical fields, when he came to the papacy. His has been an enduring influence, as organizer, legislator, reformer. His regula-tions for beatifications and canonizations still govern those functions. He .was hailed as "the greatest of the canonists" (p. 298), even as Gu~ranger later said of him that no Pope had ever possessed such a knowledge of the Roman liturgy (p. 301). The book's final section, treating of the missions, handles two other famous controversies he settled: the Chinese Rites (duly 11, 1742) and those of Malabar (Sept. 12, 1744). In this connection it is regrettable that the translation mirrors conditions as they were twenty years ago, for, owing to prgfound changes in the religious mentality of the Orient, it is precisely these acts of Benedict XIV that have been changed in our day by Plus XI and Pius XII. But that was in the interval between the writing of the book and this English translation.--GERALD ]~LLARD, S.d. THE HOLY SEI: AT WORK. B~/Edward L. Hes÷on, C.S.C;. Pp. x~v + 188. The Bruce Publishing Company, Milwaukee, Wisconsin. 1950. $2.50. This book gives us a popular but adequate explanation of how the Holy Father, supreme visible head of the Church, together with his Senate of Cardinals, governs the universal Church through the medium of the Roman Curia. After a brief introduction explaining the nature and meaning of the terms: Pope, Curia, and Cardinals, the author passes on to the most important part of the book--a one-hundred page account of the various Roman Congregations--in which he discusses the Con-gregations, first in general and then in particular, giving the origin, history, competency, and personnel of each. Part three does the same for the Tribunals ot: the Holy See: the Sacred Apostolic Penitentiary, the Supreme Tribunal of the Apostolic Signature, and the Sacred Roman Rota. The fourth and last section treats of the Offices of the 259 BOOK REVIEWS Revieu~ for Religious Holy See: the Apostolic Chancery, the Apostolic Datary, the Rev-erend Apostolic Chamber, the Secretariate of State with its associated Secretariates of Briefs to Princes, and of Latin Letters. A chapter on the Code of Canon Law, the official bod~ of ecclesiastical law for the Latin Church, and one on the election of a new Pope bring the work to a close. The Holy See at Work contains a wealth of interesting details, such as the process of a petition through one of the Congregations from beginning to end, the meaning of "the secret of the Holy Office," the appointment of bishops, the relation of the Churches of the Orient to the Latin Church, the various steps by which a diocesan religious congregation obtains the approval of the Holy See and becomes pontifical, the evolution of a mission from an apostolic prefecture to a diocese, steps to beatification and canonization, special procedure of the Sacred Penitentiary, process of a marriage case through the Rota, kinds of papal documents, the election of a new Pope. Priests and religious, as well as the interested laity, are indebted to Father Heston for having made all this information available in handy form and at a reasonable price. Twenty-two illustrations and three charts enhance the usefulness of the volume. --ADAM C. ELLIS, S.J. LITTLE MEDITATIONS ON THE HOLY EUCHARIST. By Rev. Thomas D. Williams. Pp. 319. The Bruce Publishing Company, Milwaukee, Wis-consin. $3.50. The Holy Eucharist deserves our whole-hearted appreciation and highest esteem. Yet, because it is shrouded in mystery, and our senses fail to penetrate the veil which hides the Real Presence of Jesus on our altars, we often fail to value this priceless Gift of God as we should. How can we become thoroughly acquainted with so inestimable a treasure, how acquire a conscious security of faith? By frequently meditating on the Real Presence, on the value of Holy Communion, and on the significance of the Sacrifice of the Mass. To make this easy and attractive, Father Williams offers a short meditation for every day of the year on some phase of the Eucharistic mystery. These considerations, based on the words of Scripture and the teachings of theology, are so clear and simple, so attractive and devotional, that any one who ponders them slowly and prayerfully will continually grow in knowledge and love of the Holy Eucharist. The author makes excellent and practical use of Scripture texts, which lend a stimulating touch to every paragraph. Throughout 260 September, 1950 BOOK NOTICES we sense a mellow tone of ~olid piety, and nowhere is there the least evidence of sentithentality or pious exaggeration. We highly recom-mend the book for use in visiting the Blessed Sacrament. --HENRY WILLMERING, S.J. BOOK NOTICES WE LIVE WITH OUR EYES OPEN is a sequel to the earlier work by Dom Hubert van Zeller, O.S.B., which was entitled We Die Standir~g Up. In his first book Father van Zeller treated chiefly the obstacles encountered in the quest for holiness. In the thirty-nine essays of the present volume he centers our attention on the means to sanctity. Here as before the treatment of his theme is straightforward and stimulating. Most of the essays discuss the use of creatures, in-terior prayer, mysticism, asceticism, and the proper orientation of the virtue of love in general and as applied to the sacrament of matri-mony. (New York: Sheed ~ Ward, 1950. Pp. x -q- 172. $2.00.) Richelieu's France of the seventeenth century was the scene for the life and work of Charles de Condren, the second superior of the Oratory in France. M. V. Woodgate's CHARLES DE CONDREN iS not a mere pious biography in the old tradition, but a balanced, though brief, account of a very human, holy, and at times, weak personality. (Westminster, Md.: The Newman Press, 1950. Pp. xi + 155. $2.25.) LITURGICAL PRAYER: ITS HISTORY AND SPIRIT, by Msgr. Fer-nand Cabrol, O.S.B., is an offset reproduction of a liturgical classic which first apeared in its French original in 1900. It was later trans-lated by a Benedictine of Stanbrook in a 1921 edition. The litera-ture and the notes cited are, therefore, of the last years of the last cen-tury, but the text, by a man who could combine deep knowledge with popular presentation, is as timely now as when first written. (Westminster, Md.: The Newman Press, 1950. Pp. xiv -t- 382. $3.50.) The important role of congregations of religious women in the development of the Church, and especially of Catholic education, in the United States cannot be overemphasized. One of the latest his-torical studies dealing with this theme is Sister Maria Kostka Logue's SISTERS OF ST. JOSEPH OF PHILADELPHIA. This carefully docu- 261 BOOK ANNOUNCEMENTS Reoieto for Religious mented, highly objective, and interesting work covers a century of growth and development of the Congregation in the eastern states from 1847 to 1947. (Westminster, Md.: The Newman Press, 1950. Pp. xii q- 380. $5.00.) Religious, by profession particularly interested in the hidden life of Christ with its message of self-effacement, obscurity and obedi-ence, should be grateful to Dr. Patrick J. Temple for PATTERN DIVINE: OUR LORD'S HIDDEN LIFE. This book fills a real need, for too many books on the childhood of Christ are either apologetic or piously exaggerated, while chapters in standard "Lives of Christ" are generally too meagre. Dr. Temple gives a detailed account of the exterior life of the Holy Family at Nazareth and presents the Jewish life, society and thought that affected the youthful Christ. Every page of the book is documented, and the explanations in the foot-notes justify the claim that the story of PATTERN DIVINE is not imaginative and fictitious, but sober truth and reliable fact. The devotional tone, which pervades the whole account, is conspicuous in a concluding summary paragraph for each chapter. A very copious bibliography and a detailed index are additional assets of the work. (St. Louis: B. Herder Book Company, 1950. Pp. xii-k 389. $5.00) PRAYER FOR _A_LL TIMES, by Pierre Charles, S. J., and trans-lated from the French by Maud Monahan, is a reprint of a spiritual classic that has already gone through seven editions. The publishers are to be congratulated for combining the former three separate vol-umes. into one. Each of the ninty-nine chapters of two and one half pages deals with some important point in the spiritual life. The book can be used either for spiritual reading or for points for medi-tation. One chapter at a time is sufficient since each chapter demands reflection, application, prayer. The deep spiritual insight and many practical suggestions are brought home in a kindly spirit and a graphic style. (Westminsier, Md.: The Newman Press, 1950. Pp. 328. $3.50.) BOOK ANNOUNCEMENTS [For the most part, these notices are purely descriptive, based on a cursory exam-ination of the books listed.] THE GRAIL, St. Meinrad, Indiana. THE HOLY RULE OF ST. BENEDICT. Pp. xiv q- 95. $1.00 (paper) ; $2.00. (cloth). 262 September, 1950 BOOK ANNOUNCEMENT8 SAINT BENEDICT THE MAN. By Dom I. Ryelandt, O.S.B. Translated from the French by Rev. Patrick Shaughnessy, O.S.B. Pp. 102. $1.25. The first book, a second printing, besides the Rule contains a Short biographical sketch of St. Benedict by Aidan Cardinal Gasque~ and a sermon on the saint by Pope Pius XlI. The second contains three studies of the inner life, "the moral physiognomy," of St. Bene-dict. The studies are based on an analysis of his Rule, on St. Greg-ory the Great's life of th~ saint, and on a comparative study of St. Benedict and St. Francis de Sales. B. HERDER BOOK COMPANY, St. Louis, Missouri. CHRIST THE SAVIOR. By Rev. Reginald Garrigou-Lagrange, O.P. Translated by Dom Bede Rose, O.S.B. Pp. iv + 748. $9.00. This is the English edition of Ft. Lagrange's Latin textbook, DE CHRISTO SALVATORE, a commentary on the Third Part of St. Whomas's SUMMA THEOLOGICA. A thirty-page "Compendium of Mari-ology" rounds out the volume. ISTITUTO PADANO DI ARTI GRAFICHE, Rovigo, Italy IL DIRITTO DELLE RELIGIOSE. By Rev. Louis Fanfani, O.P. Pp. xxii + 346. L. 1500. This is the third edition of the author's Italian LAW FOR RELIGIOUS WOMEN based on his larger Latin work, DE IURE RELIGIOSORUM. "It has been brought up to date with the most recent decisions of the Holy See, and has been improved in some points by a more accurate exposition of the canons of the Code referring to religious women." NEWMAN PRESS, Westminster, Margland. REVOLUTION IN A CITY PARISH. By Abb4 G. Michonneau. Pp. xxi -~- 189. $2.50. The city parish is in the mission of France among the working class population in the Paris suburbs. A co-worker, Father H. Ch. Ch4ry, O.P., and the Abb4 discuss in dia-logue form the needs and difficulties, the objectives and methods in their missionary apostolate. SAINT PAUL AND APOSTOLIC WRITINGS. By Sebastian Bul-lough, O.P. Pp. xviii q- 338. $3.00. This latest volume in the series of Scripture textbooks for use in Catholic schools in England deals with the Pauline Epistles, the seven Catholic Epistles, and the Apocalypse. Ft. Bullough's exegesis and commentary provide a valuable background for a more intelligent and fruitful understand-ing of these important New Testament writings. 263 BOOK ANNOUNCEMENTS Ret;ieto for Religious SERMON NOTES ON THE SUNDAY PROPERS. By Rev. F. H. Drinkwater. Pp. 119. $2.00. A reprint. The author derives useful themes from parts of the Mass propers exclusiye of the epistles and gospels. SOME RARE VIRTUES. By Raoul Plus, S.J. Translated from the French by Sister Mary Edgar Meyer, O.S.F. Pp. vi q- 213'. $1.75. All virtues are rare, but some that Fr. Plus treats of are especially rare, such as "Knowing how to be grateful," "Good use of time" and "Pity for the sick and afflicted." It is the first English publication of this work. THE. SUPPLICATION OF SOULS. By St,f Thomas More. Edited by Sister Mary Thecla, S.C. Pp. xiii -{- 187. $2.50. This book is Thomas More's refutation of the heretical work of Simon Fish,' SUPPLICATION FOR THE BEGGARS. This is an instance to prove Father J. J. Daly's remark "More's was the" only pen at the service of the Church to do battle in the vernacular against heresy." In the book St. Thomas defends the clergy against irreverent and unfair attack and upholds the doctrine on purgatory, making a moving ap-peal for the poor souls. The book is mostly, but not exclusively, of historical interest. FOR YOUR INFORMATION (Continued from page 251) tolic Press Association, a non-profit organization. One departure from existing journalism is the financing of the paper. Instead of advertising it will depend on circulation revenue. And for initial expenses the founders are enlisting the charity of those Catholics who believe there is a need for such a paper. There will be five issues weekly, and two editions: one local and one national. The national edition will be delivered by air cargo and should reach most subscribers on the day of publication. Prices for one year are: $14.00 for the national edition; $12.50 for the local. For the scale of prices on shorter terms, as well as for other informa-tion, write to: The Sun Herald, 702 East 12th St., Kansas City 6, Mo. Confessors' Patron St. Alphonsus Liguori, founder of the Redemptorists, has long (Continued on page 280) 264 ues!: ons Answers ~2 Im We wish to gain the Jubilee indulgence. Our local ordinary has made no pronouncement on the subject. Have our i:onfessors the authority to prescribe the necessary conditions for gaining this indulgence? Is it neces-sary to go to confession and to receive Holy Communion each time? As Father Bergh pointed out in his article on "The Holy Year of 1950" in the January number of the Reuieto, the general require-ments for gaining the Jubilee indulgence in Rome are: reception of the sacraments of Penance and.the Eucharist,-and visits to the four major Roman basilicas in which certain prescribed prayers must be said. Outside Rome, for those who are entitled by way of exception to gain the Jubilee indulgence at home (all women religious among others), the local ordinary or any confessor delegated by him may substitute other works, of religion, piety, and charity in place of the visits to the four Roman basilicas. In places where the local ordinary has, made no provision, confessors may presume that they have received tacit delegation to make the substitution. Confession and Holy Communion are required for each gaining of the indulgence. ~22m Is it in accord with canon law for religious 1o be given permissibn ÷6 take trips during the summer if their relatives pay the expensesmeven if those trips are pilgrimages to Rome and to various shrines? The obligation to common life which is imposed upon all reli-gious by canon 594 forbids superiors to allow certain members of the community to take a trip (even though it be a pious pilgrimage) merely because parents, relatives, or friends are willing to pay the expenses. Common life requires that the community supply a reli-gious with whatever he needs, just as everything which comes to him as a religions must be put in the community funds. Common life also requires that, generally speaking, equal opportunities be given to all members of the community. Hence a superior could allow the members of his community to make a pious pilgrimage provided that he supplied the necessary expense money for such members of his community as do not have relatives or friends who are willing to pay for them. Again, the constitutions of the community would have to be consulted to see whether such trips, pious or otherwise, are allowed. An article explaining this matter of common life in 265 QUESTIONS AND ~NSWERS Review for Religious detail will be found in this Review for January, 1948, pp. 33-45. When we say that common life generally requires that equal opportunity be given to all, we do not mean that it is a~ainst com-mon life to allow certain privileges (like a pilgrimage) to jubilari-ans, to the perpetually professed, and so forth. In such cases, how-ever, the use of the privilege should be extended to the whole group and should not be limited to those who can procure the necessary funds from relatives or friends. --23- Has a meeting of provincial superiors presided over by the superior general and his councilors the authority to change a custom which has been observed in the congregation for over one hundred years, or is such a change reserved to the general, chapter? Only a general chapter can change customs which are common t~ a religious congregation. The constitutions could give the power to the superior general and his councilors, but this would have to be stated explicitly. --24~ What precisely are the Normae, so often referred to in leglslation for religious communities? How much authority is aHached to them? Must all constitutions and custom books of nuns conform to these Normae? About the year 1860 the Sacred Congregation of Bishops and Regulars, then in charge of all religious orders and congregations, began to establish uniform regulations for the new religious congre-gations, especially of women, which were increasing in number. More or less uniform sets of constitutions were given to them on trial, until they took permanent shape for each congregation in the draft which was given final approval. In the course of forty years some things were changed, others were added, and some were dropped. These regulations, in the shape of a set of model constitutions for religious congregations with simple vows, were published on June 28, 1901 under the title of Norms according to which the Sacred Congregation o~ Bishops and Regulars is accustomed to proceed in the approval of new institutes with simple vows. The Normae did not establish any formal legislation for religious congregations, but were published for the sole use of the Sacred Congregation as a guide in the composition and construction of constitutions for new congre-gations with simple vows seeking the approval of the Holy See. Thus most of the congregations approved during the last part of the nine- 266 September, 1950 QUESTIONS AND ANSWERS teenth century and first part of the twentieth (until the new Code of Canon Law in 1918) are based exclusively on the Normae. These old constitutions had to be revised in order to bring them into con-formity with the new Code of Canon Law. However, most of the matter contained in the Normae was incorporated into the Code, with modifications, omissions, and additions, of course. Hence the Normae are useful even today because they give us a better under-standing of the canons of the Code which deal with similar matters, as well as of the constitutions themselves in which the wording of the Normae has been retained in great part. To answer our question-: New constitutions and customs need not and should not conform to the old Normae but exclusively to the present Code of Canon Law. --25~ Is ÷here any difference in ÷he meanlncj and in the use of the followin9 words applicable to Sisters taken collectively: community, order, sister-hood, congregation, institute? In everyday life these general terms are used indiscriminately to signify a group of religious women. Canonically speaking, how-ever, there is a difference in their meaning, which is contained in the definitions provided for us in canon 488 of the Code. Thus: (1) An "institute" (religio) is any society, approved by legitimate ecclesiastical authority, the members of which tend to evangelical perfection, according to the laws proper to the society, by the profes: sion of public vows, whether perpetual or temporary. (2) An "order" is an institute whose members make profession of solemn vows. (3) A "religious congregation" or simply a "congregation" is an institute whose members make profession of simple vows only, whether perpetual or temporary. The canon does not define the terms "community" and "sisterhood," but it does define (4) "nuns" as religious women with solemn vows or, unless it appears other-wise from the nature of the case or from the context, religious women whose vows are normally solemn, but which, by a disposition of the Holy See, are simple in certain regions; whereas "sisters" are reli-gious women with simple vows. The term "community" is not used officially in canon law. It popularly indicates either an "institute," which is a general term in-cluding both orders and congregations, or it is used to identify a local group of religious, classified in canon law as a "religious house." "Sisterhood" is a popular term for an institute of religious women, 267 QUESTIONS AND ANSWERS whether of nuns or of sisters, though technically it should be restricted to an institute of sisters only. 26 Do the words: rule, holy rule, constitutions, and customary, represent distinct thlncjs, or has the term "the rule" the same meanincj as "constitu-tions"? Technically the term '"Rule" always refers to one of four great rules which most religious orders followed down to the sixteenth century, and which they still follow, and which are followed by a number of modern religious congregations. These are: the Rule of St. Benedict, the Rule of St. Basil, the Rule of St. Augustine, and the Rule ot: St. Francis. To these four rules, which are stable and unchangeable, other regulations regarding details not contained in the rules have been added, and these additions were called "constitu-tions." In the sixteenth century the new orders of clerics regular who did not adopt any of the four great rules, introduced a new system whereby the fixed and stable parts of their legislation were called "constitutions" while other minor regulations which were changeable were called "rules." Modern congregations, even though they follow one of the four great rules, have a body of practical legislation known as "constitu-tions," and approved either by the local Ordinary or by the Holy See. Minor observances are called "regulations" or "rules." The term "customary," or "book of customs," and the like, indicate observances usually brought into being by custom or usage, first in one community, then in another, and finally in a whole insti-tute. These may be changed by a general chapter, but no general chapter has the right to change the constitutions approved by the Holy See or by the local ordinary. OUR CONTRIBUTORS P. DELETTER is a member of the faculty of St. Mary's theological college, Kurseong, India. WINFRID HERBST, writer, retreat master, former master ot~ nov-ices, is on the faculty of the Salvatorian Seminary, St. Nazianz, Wisconsin. GER-ALD KELLY and JEROME ]~REUNIG are members of the editorial board of the REVIEW FOR RELIGIOUS.Fr. Breunig succeeds Father Alfred Schneider as editorial secretary. 268 Report !:o Rome [In the following pages we conclude the publishing of the List of Questions to be answered in the quinquennial report by pontifical institutes. We have printed these questions, not only as an aid to superiors who must answer, them, but also as a means of giving all religious a better knowledge of the Church's law concerning religious. The questions are published exactly as they appear in the official English trans-lation. Questions marked with an asterisk (*) concern only institutes of men: those marked with a cross ('1") refer only to institutes of women. For information about the means of obtaining the copies of the questions, see p. 236.--ED.] ARTICLE III Coneernlncj those who have departed or been dismissed, and others who leave the Institute Concerning those who haue gone out from the Institute 248. a) How many in the Institute and in each Province, at the expiration of their vows did not renew them, either because they chose not to do so or because they were not allowed to do so. b) How many of the professed of temporary vows were dis-pensed during their vows, and how many of the professed of per-petual vows were dispensed. 249. Were those who were dispensed from tbeir vows at their own request or with their consent, forced, or without serious and grave reasons and precautions permitted, to leave the religious house before the rescript was duly executed. 250. How many transfers, if any, were there to another In-stitute. C6ncerning apostates and fugitiues 251. a) How many apostates and fugitives, if any, were there during the five-year period. b) Did the Society or Institute observe the provisions of law concerning apostates and fugitives, by seeking them (c. 645 § 2),and if this proved fruitless, by proceeding against them according to law, so that their juridical condition should be clearly defined. Were the provisions of law regarding those who came back observed (cc. 2385, 2386), and is watchful provision made for their spiritual good. Concerning those dismissed bg Superiors and those not admitted to profession 252. a) Since the last Report, how many of the professed of 269 REPORT TO ROME Review for Religious temporary v, ows and how many of the professed of perpetual vows have been dismissed, according to Provinces. b) In the dismissal of religious, whether of temporary or of perpetual vows, were the norms of the common law (cc. 647 § 2, 649-672) as well as those of the Constitutions observed. c) Was the same done in regard to not admitting the professed of temporary vows to the renewal of their vows or to perpetual profession (c. 637). 253. Were the dismissed of temporary vows, while the recourse duly made within ten days was pending (c. 647 § 2; S. C. of Reli-gious, 20 July 1923, AAS, XV, I923, p. 457), and the dismissed of perpetual vows, before the decree or judgment of dismissal had been confirmed by the Sacred Congregation (cc. 652, 666), forced to leave the Institute. 254. Are the dismissed who are not in sacred orders released from their vows by the dismissal (c. 669 § 1); and if the vows remain, does the Institute show solicitude regarding their condition (c. 672 § 1). Concerning those dismissed by the law itself and those sent back to the world 255. What were the cases, and the causes which led to them, for both the professed of temporary and those of perpetual vows, where they were either sent back to the world on account of grave scandal or very grave harm (co. 653, 668) or dismissed by the law itself (c. 646). 256. Were steps immediately taken according to the Code (cc. 646 § 2, 653, 668) to determine the condition of those dis-missed by the law itself and of those sent back to the world. 257. Is there any such person whose condition still r~mains undetermined. 258. What cases if any have occurred of the reduction to the lay state of religious who had received sacred orders; how many were voluntary and how many penal. Concerning those who were exctoistered 259. How many cases of exclaustration were there, if any; are the causes carefully and conscientiously pondered in the presence of God before the petition is recommended and the rescript executed. 260. Does the Institute take care: a) That if it seems necessary to ask for an extension of the 270 September, 1950 REPORT TO ROME indults, they be renewed in due time. b) That the persons who are excloistered lead a worthy reli-gious llfe and return as soon as possible to some house of the Insti-tute. 261". Likewise does the'Institute take care regarding those who have been secularized on trial, and regarding their return to religion if at the expiration of the three-year period the indult is not renewed or they are not accepted, by the Ordinary. Concerning absences from the house ¯ 262. Do Superiors see to it that subjects remain out of the house only for a just and grave reason and for the shortest possible time, according to the Constitutions (c. 606 § 2). 263. For absences which exceed six months, except for studies or ministries according to law and the Constitutions, was the permis-sion of the Holy See always obtained (c. 606 § 2). 264. Is it allowed by reason or under color of a vacation, that time be spent with one's parents or outside a house of the Institute. Concbrning the deceased 265. Were the prescribed suffrages faithfully and promptly per-formed for all the deceased. ARTICLE IV Concernincj the various classes and conditions of religlous § 1. - CONCERNING CLERICS (This is dealt with in the Report on formation and studies). § 2. - CONCERh~ING Conversi OR COADJUTORS Concerning their education and training 266. Do Superiors, in accordance with c. 509 § 2, 2° give to those religious who belong to the class of conversi, instruction in Christian doctrine; and do Superiors, both before and after their pro-fession but especially during the earlier years, carefully attend to their spiritual, intellectual, civil and technical education according to the functions which they have to fulfill. 267. Are the religious allowed to engage in works which do not seem to be suitable to the religious state. 268. Do Superiors with paternal charity diligently provide also for the bodily health of the conversi or coadjutors. 271 REPORT TO ROME § 3. CONCERNING THOSE WHO ARE APPLIED TO MILITARY SERVICE Concerning the profession of those who are to be called for the first time to active militarg service 269*. Did Superiors regulate according to the decrees of the Holy See the temporary professions of those who are to be called for the first time to active military service or its equivalent. 270*. Were perpetual professions permitted before the first active military service or its equivalent, to which the young men are liable to be called. Concerning the religious during their militarg service 271". a) Did Superiors take care of their members in the service, watch over their life, communicate frequently with them, requiring a periodical account of their conduct, their actions and exercises of piety, etc. b) What special means were used to secure their perseverance. 272*. In cases of dismissal for just and reasonable causes, or of voluntary s.eparation from the Institute, did the Major Superior fol-low the p~escribed procedure and faithfully conserve all the docu-ments in the Archives. Concerning the renewal of temporarg profession after military service and the making of perpetual profession 273*. For admission to the renewal of temporary profession, was everything done which is prescribed by the common law and in the decrees regarding this matter. 274*. Was the prescribed time of the temporary profession com-pleted after military service, and also the time of the temporary vows which is prescribed by law and by the Constitutions before the making of the perpetual profession. CHAPTER III CONCERNING THE WORKS AND MINISTRIES OF THE INSTITUTE ARTICLE I Concerning minis÷ties in general Concerning the special end and the works of the Institute in general 275. Were the ministries proper to the Institute abandoned or neglected. 276. Were any works engaged in which are not contained in the 272 September, 1950 REPORT TO ROME special end of the Institute; if so, with what permission was this done. Concerning abuses in the exercise of ministries 277. Were any abuses in the exercise of ministries introduced during this time; if so what were they. 278. Is all appearance of avarice carefully avoided on the occasion of ministries. 279. Was begging from door to door, according to law (cc. 621, 622) and the Constitutions, done with the required permissions. 280. Moreover, in begging, were the rules of law (c. 623), the instructions of the Holy See (c. 624) and the norms of the Consti-tutions observed. 281. By reason of or under pretext of ministries, are an excessive or too worldly communication with seculars and frequent and pro-longed absences from the religious house permitted. 282. What precautions are taken in this communication in order to avoid harm to the religious and scandal to seculars. Concerning difficulties with the secular clergy or with other Institutes, etc. because of the ministries 283. On the occasion of the ministries did any friction occur with ecclesiastical Superiors, with pastors and the secular clergy, with other Institutes or with Chaplains. What were the chief instances of such difficulties and where did they occur. 284. What probable reasons can be assigned for these difficulties. and what remedies can be suggested for their avoidance. ARTICLE II Concerning special ministries Concerning Missions among infidels and heretics 285. In the Missions, or in any one of them, did the religious life suffer any harm, and if so, what were the reasons for this. 286. What safeguards were used or should have been used so that in the apostolate the faithful observance of religious discipline and the care of one's own sanctification be better secured. 287*. In the Missions, is the internal religious Superior distinct. from the ecclesiastical Superior. 288*. Did this union of offices in the same person result in advantages or rather in disadvantages. 273 REPORT TO ROME Review for Religious Concerning Parishes, Churches and Sanctuaries 289*. For the incorporation or union of parishes, was an indult of the Holy See obtained, according to cc. 452 § 1, 1423 § 2, so that there should be a union or incorporation properly effected. 290*. In what form were Parishes united to the Institute: pleno iure (absolutely, at the will of the Holy See), in temporalibus, etc., and from what date. (A copy of the document should be sent if there is one). 291". Was an agreement made with the Ordinary of the place to accept any parish. (Send copies of the agreements made during the five-year period). 292*. How do Superiors watch over and assist those of their subjects who are pastors (c. 631 §§ I-2), and in case of need admonish and correct them. 293*. Was the office of local Superior ever united with that of pastor, observing c. 505; did this union give rise to difficulties, or was it on the contrary attended with good results. 294*. Did the Institute obtain from local Ordinaries that Churches or Sanctuaries should be entrusted to it; if so, with what permission and on what terms and conditions was this done. 295*. How do all Superiors see to it that religious discipline suffer no harm from the ministries engaged in by the religious in parishes or in public churche~ which are entrusted to them. Concerning Colleges, Schools and Seminaries 296,*. Has the Institute entrusted to it any Seminaries of clerics, and if so on what terms. (Documents and agreements entered into regarding this matter during the five-year period should be attached). 297*. In these Seminaries, are there any difficulties with the Ordi-naries, concerning either the religious life and discipline or the gov-ernment of the Seminary. 298*. What measures and efforts are employed toward the sound and thorough training and religious education of the students. 299. Are there houses for the residence of young people who are attending public schools. 300. In these cases is very special care taken to see that the schools are safe from the standpoint of both instruction and education; especially is a careful supervision maintained over the instruction and religious education; and if there are any deficiencies are they carefully remedied. 301t. Are there schools which are attended by both sexes; 274 September, 1950 REPORT TO ROME as regards fixing the age beyond which boys may not be admitted or retained, have the prescriptions made by the Ordinaries been observed. 302. Do Superiors strictly see to it that Rectors, Prefects, Teach-ers and Professors receive adequate preparation for their work: a) Scientifically, by acquiring knowledge which corresponds adequately to the grade of the class, and by obtaining degrees and certificates, even such as are recognized outside ecclesiastical circles. b) Pedagogically, by the study and practice of the art of teaching. c) Spiritually, so that they may exercise the office of teaching with a genuine zeal for souls and make it a means of sanctification for themselves and others. 303. Do Superiors carefuIly see to it that the work of teaching be properly harmonized with religious discipline. 304. Did they promptly remove from the office of teaching those who in practicing it make light of the religious life and are not a good example to the students. Concerning the practice of the corporal works of mercg 305. Does the Institute practice the corporal works of mercy toward the sick, orphans, the aged, etc. 306. Are there: a) Guest-houses and hospital

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Siddharth Mallavarapu on International
Asymmetries, Ethnocentrism, and a View on IR from India












How is the rise of the BRICs in the international
political and economic system reflected in our understanding of that system?
One key insight is that the discipline of International Relations that has
emanated from the northern hemisphere is far less 'international' than is
widely thought. Scholars from the 'Global South' increasingly raise important
challenges to the provincialism of IR theory with a universal pretense.
Siddharth Mallavarapu's work has consistently engaged with such questions. In
this Talk, Mallavarapu, amongst
others, elaborates on IR's ethnocentrism, the multitude of voices in the Global
South, and why he rather speaks of a 'voice from India' rather than an 'Indian
IR theory'.




Print version of this Talk (pdf)






What is, according to you, the biggest challenge / principal debate in
current IR? What is your position or answer to this challenge / in this debate?



One of the things I constantly contend with in my work
is to think of ways of how we can widen our notion of the international. IR has been too closely linked to the fortunes of
the major powers, and this has been to our detriment, because it has
impoverished our sense of international. I think the spirit of what I contend
with is best captured by what Ngugi wa Thiong'o in his book Globalectics:
Theory and Politics of Knowing concerns himself with, namely '…the
organization of literary space and the politics of knowing'. My interest is to
grapple with the manner in which the discipline of International Relations in
its dominant mainstream idiom orchestrates and administers intellectual space
and the implications this carries for the broader politics of knowledge. Simply
put, the principal challenge is to confront various species of ethnocentrism –
particularly Anglo-American accents of parochialism in the mainstream account
of International Relations.



I am also keenly sensitive to some disciplinary biases
and prejudices, which I think sometimes take on tacit forms and sometimes more
explicit forms, and in which provincial experiences are passed off as universal
experiences. The whole question of 'benchmarking' is problematic, in that a
benchmark is set by one, and others are expected to measure up to that
benchmark. Then there is the question of certain theories, for example the idea
that hegemony is desirable from the perspective of international stability –
think of the Hegemonic Stability Theory in the 1970s, or the Democratic Peace Theory that assumes that liberal democracy is an unsurpassed
political form from the perspective of peace. Then there is human rights
advocacy of a particular kind, and the whole idea of the 'Long Peace' applied
to the Cold War years. In reality, this was far from a 'long peace' for many
countries in the Third World during the same era.



I am also interested right now in the issue of the
evolution of IR theory, and was really intrigued by the September 2013 issue of
the EuropeanJournal of International Relations, with its focus on 'the End of International Relations Theory': I find
this fascinating, because just at a time when there are new players or re-emerging and re-surfacing
players in the international system, there is a move to delegitimize IR Theory
itself. So I am curious about the conjuncture and the set of sociologies of
knowledge that inform particular terms and turns in the discipline.



My response to this challenge
is to consciously work towards inserting other voices, traditions and
sensibilities in the discipline to problematize its straightforward and
simplistic understanding of large chunks of the world. My work is informed by
what international relations praxis looks
like in other places and how it is locally interpreted in those contexts. There
are gaps in mainstream narratives and I am interested in finding ways to create
space for a more substantive engagement with other perspectives by broadening
the disciplinary context. This is not merely a matter of inclusive elegance but
a matter of life and death because poor knowledge as evident from the
historical record generates disastrous political judgments that have already
resulted in considerable loss of human life, often worst impacting the former
colonies.



The global south holds a particular attraction for me
in this context, especially given its often problematic representations in
mainstream IR discourse. The underlying premise here is that the discipline of
IR will stand to be enriched by drawing on a much wider repertoire of human
experiences than it currently does. The normative imperative is to nudge us all
in the direction of being more circumspect before we pronounce or pass quick
and often harsh political assessments about sights, sounds, smells and
political ecologies we are unfamiliar with. IR as a discipline needs to reflect
the considerable diversity.  



My doctoral research on the role of the International Court
of Justice advisory opinion rendered in July 1996 on the legality of the threat
or use of nuclear weapons provided an opportunity to probe this diversity
further. While advancing a case for categorical illegality of nuclear use under
all circumstances, Judge Christopher Gregory Weeramantry discusses at length the multicultural bases of
international humanitarian law. In doing so, he combines knowledge of world
religions, postcolonial histories and canonical international law to frame his
erudite opinion, which displays a thoughtful engagement with often neglected or
obscured sensibilities.



These examples can be exponentially multiplied. Such a
sentiment is most succinctly captured by Chinua Achebe in Home and
Exile where he argues that '…my hope for the twenty-first [century] is that
it will see the first fruits of the balance of stories among the world's
peoples'. It most critically calls for '…the process of 're-storying' peoples
who had been knocked silent by the trauma of all kinds of dispossession'. I would treat this as an important charter or
intellectual map for anybody embarking on the study of International Relations
today. I would also like to add that this storytelling would inevitably
encounter the categories and many avatars
of race, class, gender and nationality crisscrossing and intersecting in all
sorts of possible combinations generating a whole host of political outcomes as
well.  



The skewed politics of knowledge is most evident when
it comes to theory with a big 'T' in particular. Most theories of International
Relations emanate from the Anglo-American metropole and little from elsewhere.
This is not because of an absence of theoretical reflection in other milieus but
due rather to a not so accidental privileging of some parts of experiential
reality over others. IR has been too caught up with the major powers. I could
think of conscious efforts to theorize both in the past and in the present
elements of reality hidden from conventional vantage points. One recent illustration
of social and political theorizing from the context I am more familiar with is an
account by Gopal Guru and Sundar Sarukkai titled The Cracked Mirror: An Indian Debate on Experience and Theory. There
are on-going theoretical engagements in Africa, the Arab world, Asia and South
America reflecting an intellectual ferment both within and outside of these
societies. International Relations as a discipline has to find ways of
explicitly engaging these texts and relating it to prevailing currents in world
politics rather than carry on an elaborate pretence of their non-existence. I
am more troubled by claims of an 'end of International Relations theory' just
at a moment when the world is opening up to new political possibilities
stemming from the projected growth in international influence of parts of Asia,
Africa, the Arab world and South America. IR has to move beyond its obsession
of focusing on the major powers and seriously democratize its content. The
terms 'global' or 'international' cannot be a monopoly or even an oligopoly.
Such a view has severely impoverished our understanding of the contemporary world.





How did you
arrive at where you currently are in IR?



I cannot really claim that this was a neatly planned
trajectory. I stumbled upon the discipline by chance not design. My initial
curiosity about the world of social cognition emerged from a slice of my medical
history. When I was at school in my early teens, I developed a condition referred
to as Leucoderma or Vitiligo which involved skin depigmentation. I enjoyed
writing from an early stage and recall recording my observations of the world
around me in a piece titled Etiology
Unknown borrowing language from the doctor's diagnosis. I recall an urgency
to comprehend and make sense of what I perceived then as a fast changing world
where old certitudes were dissolving on a daily basis. I felt an outsider at
some remove from my earlier self and it gave me on retrospect a distinct
vantage point to witness the world around me. It was impacting who I thought I
was and thereby compelled me to confront issues of identity – individual and
social. An extremely supportive family made all the difference during these
years.



The turmoil and confusion in those years led me to
develop a deeper interest in understanding more loosely why people reacted in
particular sorts of ways to what was in medical terms merely a cosmetic change.
It also led me to informally forge community whenever I saw anybody else experiencing
similar states of being. I also internalized one of the first ingredients of
good social science – the capacity to be empathetic and put ourselves in others
shoes. I learnt that the discipline of Sociology among the available choices in
my milieu came closest to allowing me to pursue these concerns more
systematically further. I applied to a Sociology master's programme after my
undergraduate years at Jawaharlal Nehru University in Delhi, but I had also
applied simultaneously to the International Relations programme since in my
understanding it after all concerned the wider world – an extension of scale
but similar I imagined in terms of the canvas of concerns. The numbers in India
are large, the competition is stiff: I made it to the IR programme but did not
make it to the Sociology programme.



Having got there, I had some outstanding influences,
and I soon realized that one could also think about issues of identity (then
cast by me in terms of simple binaries – home and the external world, the
relationship of inside and outside, victors and the vanquished) in the
discipline of IR. I decided to stick the course and delve into these questions
more deeply while keeping up with a broader interest in the social sciences.



I could list a few influences that were critical at
various stages of my academic biography: at high school, an economics teacher S.
Venkata Lakshmi was very encouraging and positive and confirmed my intuitive
sense that I would enjoy the social sciences. Subsequently at college I had in
Father Ambrose Pinto a fine teacher of Political Science. He would take us on
small field excursions to observe first hand issues such as caste conflicts in
a neighbouring village, and all that helped me develop a sharper sense of the
political which moved away from the textbook and was strongly anchored in the local
context.



At the graduate level of study, Kanti Bajpai who later also became my mentor and advisor in the doctoral programme
exercised an enormous influence as a role model. I was convinced that a life of
the mind is worth aspiring and working towards once I came into contact with
him in the classroom. He also exposed me to all the basic building blocks of an
academic life – reading, writing, researching, teaching and publishing,
demonstrating at all times both patience and unparalleled generosity. We have
collaborated on two edited volumes on International
Relations in India and I continue to greatly value an enduring friendship.



For over a decade, I have also had the good fortune of
coming into contact with B.S. Chimni who is an exemplary scholar in the Third World Approaches to
International Law (TWAIL) tradition. It has been a great joy bouncing off ideas and discussing
at length various facets of International Relations, International Law and
Political Theory together over the years. I have learnt much from this rich and
continued association. In 2012 we worked jointly on an edited book titled International Relations: Perspectives for
the Global South.



I have also learnt (and continue to do so) from my
students both at Jawaharlal Nehru University (JNU) and at the South Asian
University (SAU). At JNU, I made my beginnings and continue to take some pride
in being intellectually home spun at one of the foundational and premier
crucibles of International Relations scholarship in India. I have also
thoroughly enjoyed my interactions over the years with the students drawn from
diverse backgrounds. At SAU, I have in the space of a short period been exposed
to some fine students from across the South Asian region. I have often been
impressed by their understanding of politics and on occasion have marvelled at
their demonstration of a maturity beyond their years. There is much I learn
from them particularly from their insider narratives of the unique political
experiences and trajectories of their specific countries.



Himadeep Muppidi has also been a remarkable influence
in terms of clarifying my thinking about the workings of the global IR episteme.
His receptivity to hitherto neglected intellectual inheritances from outside
the mainstream and most evidently his capacity to write with soul, passion and
character while retaining a deep suspicion of the 'objectivity' fetish in the
social sciences has alerted me to a whole new metaphysics and aesthetic of
interpreting IR. The thread that runs through all these interests and
influences is firstly the issue of context, and secondly the question of agency
–what it meant to be marginal in some sense, how could one think about
theorizing questions relating to dispossession, relating to a certain degree of
marginality– and also the broader issue of the politics of knowledge itself: of
how certain attitudes and concepts seem to obscure or deface certain
conditions, which seem to be quite prevalent.



I have also found excellent academic conversationalists
with sometimes differing perspectives who help sharpen my arguments
considerably. I would like to make special mention of Thomas Fues and the fascinating
global governance school that he offers intellectual stewardship to in Bonn. In
the years to come, I look forward to further intellectual collaborations with
scholars from Brazil and South Africa and other parts of South America and
Africa as well as the Arab world.





What would a
student need to become a specialist in IR or understand the world in a global
way?



The key without a doubt is curiosity. I do my best to
feed that curiosity as a teacher. I also think Gerardo Munck and Richard
Snyder's counsel and interviews in their book, Passion, Craft and Method in Comparative Politics are a useful
resource for students wanting to study International Relations. I also feel
strongly that classics need to be read and engaged with, by bringing them into
play in our contemporary dilemmas. I find that many of the questions we ask
today are not necessarily entirely new questions: there is a history to them
and there has been some careful thought given to them in the past, so it is
important to partake of this inheritance.



Then there is language: it is vital for students to
break out of one particular region or one particular set of concerns which flow
from a limited context, and in this way to become willing to engage with other
contexts. In this sense, language learning potentially opens up other worlds. I also believe that some exposure to quantitative methods is important:
you need to be able
to both contextualize and interpret data with some degree of confidence and not
overlook them when approaching texts. Not
everybody may choose it but we need to make the distinction between The Signal and the Noise as Nate Silverreminds us. I have found Marc Trachtenberg's The Craft of International History (chapter 1 in PDF here) a very useful text in providing
some very practical advice in fine tuning our research designs to weave the
past into our present. D.D. Kosambi's essay on 'combining methods' (PDF here) still
provides important clues to thinking creatively about method.



I also think it is important for students to avoid the
temptations of insularity and also pose questions in a fashion that allows them
to explore the workings of these questions in diverse settings. They should be open to a
diversity of methods from different disciplines such as ethnography, and
develop a deeper historical sensitivity, all these are crucial to shaping up as
a good scholar.



In sum, the importance of classics, fieldwork and
language acquisition cannot be emphasized sufficiently. Classics bring us back
to refined thought concerning enduring questions, language opens up other
worlds, and field work compels one to at least temporarily inhabit the trenches,
dirty your hands and acquire an earthy sense of the issues at hand.





Given the
importance you attach to the learning of language, among other things, and the
linguistic diversity that characterises India, do you often perceive language
to be a barrier to understanding?



I think language works in two ways. On the one hand,
each language has a specific manner of framing issues and a specific set of
sensibilities associated with it which in some respects is quite unique.
However, languages also lend themselves to different cross-cultural
interpretations and adaptations. Kristina S. Ten in an evocative piece titled 'Vehicles for Story: Chinua Achebe and Ngũgĩ wa Thiong'o on Defining African Literature,Preserving Culture and Self' maps some key lines of an enduring debate. Thiong'o
has a particularly strong position on this question of language: he says he no
longer wants to write in the English language, but instead in his native Gikuyu,
as well as Swahili. He argues that language has to do with memory, has to do
with what he calls a soul, and he maintains that language hierarchies are very
real and that we must contribute to enriching our own pools of language to
begin with, if we are to contribute to a much wider, global repertoire of
languages. In contrast, Chinua Achebe whom I mentioned earlier, very often wrote
in English and held the position that it was important to be accessible to more
people and to reach diverse audiences who would not necessarily be from his
home country. He said it was possible to use a language like English and permeate
it with local texture, wisdom and pulse – something he has exemplified in his
own work. I consider his writings a testimony to how well that can be done.



So there is a bit of a divide in terms of how one can
look at this question of language, but teaching in India I know that there are
students who may be very bright but who are constrained by the fact that they
have not had the same access to English schools, and therefore are restricted
to the vernacular. These students may have some very good ideas, but they feel disadvantaged
by the fact that their command of the English language is not sufficient to
guarantee close attention to what they wish to say. Some work hard to overcome
these challenges and meet with considerable success. While I think it is
wonderful to learn another language, it does not need to entail a diffidence or
neglect of one's own native language or any other vernacular language. My
impression is that if unimaginatively pursued something is lost in the process
and students end up feeling diffident and apologetic about their native language
which is entirely undesirable. I believe therefore that while one should enthusiastically
embrace new languages, the challenge is to accomplish this without unconsciously
obscuring one's native tongue. Having said that, all of us in India are keen to
go to English language schools. Vernacular languages have often lost out in the
process. So there is something to be said about this concern about language. We
have to tread carefully and remain attentive to how language hierarchies are
positioned and deployed for advancing particular species of knowledge claims.





From the
language issues flow conceptual questions: Asia is a Western construct, and
South Asia an extension of that. You reluctantly use this term, South Asia, in
what you call shorthand, and similarly terms "nation" and "state". How can we
break away from these concepts if we don't have a new vocabulary?



This really flows from the fact that IR is still very
much an ethnocentric construct. We are also suggesting in the same breath that
there is a particular form in which most concepts and categories tend to be
employed. I think IR language is imbued at least partly with the vocabulary of
the hegemon or of the dominant powers, so that it shares with the area studies' legacy the political connotations that are still very much with us. One
way that I try to break away from this when I introduce students to these
concepts and categories is by focusing on the lineage and the broader
intellectual history and etymology of concepts which come into play in IR.
Students are in any case acutely aware of the fact that there is a strong area
studies tradition which has mapped the world in a particular way which was not an
innocent discursive formation by any stretch of imagination. They also
recognize that this is not the only framing possible. The challenge for us is
of course to introduce new concepts and categories. I noticed for instance that
South Asia has become 'Southern Asia' for some strategic commentators (StevenA. Hoffmann among others) because 'Southern Asia' also includes China. However,
when it is done from the perspective of strategy there are other interests intertwined
such as specific geopolitical assessments.



What I try to do, rather, is to draw on the deeper
histories within the region itself, in order to arrive at concepts and
conceptions which are more germane to our context. I don't think I've succeeded
in this project as yet, but one of the reasons why I think it's important to
historicise these elements and even categories is to open up the possibility of
thinking about different imaginaries and along with that different categories.
I don't want to call it an alternative vocabulary, because I think that some
sensibilities have been given short shrift in history, and some provincial
experiences have more successfully masqueraded as universal experiences. Therefore,
part of the challenge is to call that bluff, while another part of the
challenge is to reconstruct and offer fresh perspectives. These may even be
questions about traditional issues such as order or justice, questions of
political authority, political rule or legitimacy. These are questions which
are of concern to all societies though individual responses may not echo the
language and slants of conventional IR theory. However, they may throw up some
sophisticated formulations on these very issues. A part of the challenge for
the IR scholar, then, is to recover and bring these ideas into the sinews of the
mainstream IR academia.



It is equally important to avoid any sort of nativism,
or to suggest that this is necessarily 'the best' approach, but to widen the
inventory before moving on to stimulating a real conversation between divergent
conceptions. We must avoid falling into the trap of what Ulrich Beck among
others has referred to as 'methodological nationalism'. I am by no means
suggesting that there is 'an Indian theory' of IR, but what I am curious about
is how the world is viewed from this particular location. That is quite
different from suggesting that there is a national project or a national school
of IR. I think that distinction needs to be made more subtly and needs to come
through more clearly, but one of the projects I am currently involved in is the
chronicling of a disciplinary history of IR in India and what that tells us
about Indians and their readings of the world outside their home. In that
process, I ask what the key issues that animated particularly an earlier
generation of scholars - how did they present these ideas and why did they
avoid using certain forms of presentation and framing? What were some of the
conspicuous presences and nonappearances in their work? Exploring these sorts
of issues will lead us forward by, firstly, bringing to bear all these pieces
of work which I feel have been ignored or have not received their due, and secondly,
by showing that there is a fair amount of diversity of thinking even in the
earlier generations of IR scholarship. The intent is to avoid a monolithic
conception of IR that emerges from India. I will have to make this point much
more clearly and emphatically in the future, and hope that my focus on
disciplinary history will contribute to some critical ground clearing. Similar
inventories of IR scholarship need to be assembled in different locations from
Africa, South America, other parts of Asia and the Arab world.



Many of these projects then also link up to very
practical questions. One of the issues that is of interest to me in this
context is that of South-South cooperation, such as for instance the IBSA Dialogue Forum, or the grouping known as BRICS, or the broader forum of
the G-20. There is evidence that the traditional structures and ways of doing
things are increasingly suspect and being viewed with suspicion by some actors
within the international system. It is therefore more important now to reopen
some of these questions and to think afresh about such things as institutional
design: what does it mean to be talking about "democratising international
relations"? How can we think of more inclusive and legitimate institutions? How
can we think about ways in which we can cooperate for the provision of global
public goods, but in a manner which is historically more legitimate and fair?
How can we address previous asymmetries that are not necessarily going to just
disappear? How do we deal with old power structures and their residual
influences in terms of the Westphalian state system? What legacy has been
enshrined for instance in the Bretton Woods institutions and what has that
legacy meant? What happened to non-alignment? Vijay Prashad chronicles
vividly the promise and unfulfilled promise of the non-aligned movement in
his fascinating account titled The Darker
Nations: A People's History of the Third World. How the past plays out in
terms of contemporary global governance questions and arrangements is fundamental
to my research interests. I have recently intervened on the Responsibility to
Protect (R2P) doctrine and its practice. I have been rather critical arguing that it
cannot be disassociated from a longer history of interventionism by the major
powers in the global south however benign its dressing. A thread that runs
through my work is to demonstrate how historical asymmetry continues to manifest
in terms of how the contemporary international system is structured. And I ask if
we are to arrive at a more legitimate, inclusive and effective international
system, then what are the mechanisms and steps which we need to work towards?





What do you
imagine that process might look like? Do we need to return to a 'world of
villages' (the 1300s) before we can reinvent IR, the national and the global?
Do we need micro histories before we can reassemble a bigger history or is a
subtle shift possible?



There are two levels on which this can happen: on one
level the changes that seem to work are incremental changes and not
lock-stock-and-barrel fundamental changes. In terms of scale, different
scholars do different things. Some scholars are interested in micro histories,
others are interested in macro histories and asking the big questions.



I imagine both these projects are important and there
should be more scholars from the global south as well who ask the big macro questions.
What has happened for too long is that we have relegated this responsibility to
the traditional post Second World War major powers and they have treated it as
natural to offer us macro-historical narratives and pictures. I think scholars
from the global south need now to attend to both tasks: to write good micro
histories as well as reframe the larger questions of macro history. I would add
that normative concerns such as the content and feasibility of global justice needs
also to be an integral part of contemporary international relations
scholarship. For instance, it would be fair to ask that in a world of plenty,
why do so many people go hungry?



So if you were to ask me about my dreams and my hopes,
I still think that the 1955 Bandung Conference and subsequent nonalignment visions
remain unfinished business. I hope that within the span of the current
generation there is greater egalitarianism accomplished in the international
system and ultimately a balance not just in terms of what Achebe called the stories
of the world, but also in terms of actual institutional designs and political outcomes.
This should translate into much better provision of various public goods to global
citizenry with special attention to those who have been historically
disadvantaged. For assorted reasons there have been deep asymmetries within the
international system which have persisted and resulted in diminishing the life
chances and collective self-esteem of various peoples in the global south. There
is an urgent need to both acknowledge and remedy the situation in the world we
live in.





In your
experience, what is the role of the IR scholar in India in relation to the
foreign policy establishment and the policy makers?



It is quite hard to find traction of one's ideas in
terms of any influence of scholars or groups of scholars on the social or
political establishment. Overall I would say that academia has for  a long time not been taken seriously by the
foreign policy establishment, and that has more to do with the institutional
structure where there is a pecking order and the bureaucracy sees itself as
being better informed. Even in academic conference settings, one could periodically
expect a practitioner of foreign policy to argue that they know best having
been present at a particular negotiation or at the outbreak, duration and
conclusion of any recent episode in diplomatic history. This does not in reality
translate into the best knowledge because there is the possibility that besides
the immediate detail, the absence of a larger historical context or even
unaccounted variables in terms of the contemporary political forces at work
during that moment could be blind spots in the narrative. It is fair to say
therefore that the influence of academia on the Indian foreign policy
establishment by and large has tended to be minimal. However, one could make
the argument today that there are some early stirrings of changes in the offing.




Quite evidently, the Indian Foreign Service is far too
miniscule for a country of India's size and desired influence in the
international system. There is a perceived need from within the foreign policy
establishment to draw on expertise from elsewhere and on occasion they do turn
to the academia to invite counsel on specific issues. From the perspective of
the IR academic, it is perhaps equally important to be not too close to the
corridors of power as it could alter the incentive structure to the detriment
of independent opinion making for securing short or long term political
patronage.





Siddharth Mallavarapu is currently Associate
Professor and Chairperson at the Department of International Relations at the South
Asian University in New Delhi. He is on deputation from the School of
International Studies at Jawaharlal Nehru University. He completed his doctoral
thesis on the politics of norm creation in the context of an Advisory Opinion
rendered by the International Court of Justice in 1996 on nuclear weapon threat
or use. This culminated in his first book, Banning
the Bomb: The Politics of Norm Creation. His principal areas of academic
focus include international relations theory, intellectual histories of the
global south, disciplinary histories of IR, global governance debates and more
recently the implications of recent developments in the field of cognition on
the social sciences. Mallavarapu retains a special interest in issues related
to the politics of knowledge and examines the claims advanced in the discipline
of International Relations through this perspective. His immediate teaching
commitments include a graduate course on 'Cognition and World Politics' and a
doctoral level course on 'Advanced Research Methods'. He has co-edited (with
Kanti Bajpai) two books on recent Indian contributions to International
Relations theory. In 2012 along with B.S. Chimni, he co-edited International Relations: Perspectives for
the Global South.





Related links

Faculty Profile



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Read
Mallavarapu's Dissent of Judge
Weeramantry (2006 book chapter) here (pdf)
Read
Mallavarapu's Indian
Thinking in International Relations here (pdf)
Read
Mallavarapu's Because
of America here (pdf)
Read
Mallavarapu's Nuclear
Detonations: Contemplating Catastrophe here (pdf)


Print version of this Talk (pdf)