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Article by Morris Arnold on the Arkansas Legal System during the Colonial Period. ; THE ARKANSAS COLONIAL LEGAL SYSTEM, 1686-1766 Morris S. Arnold* Except for the silence of its final letter, there is nowadays noth­ing very French about Arkansas. Yet before the American takeover in 1804 the great majority of the European inhabitants of the area presently occupied by the state were of French origin. There is s9me visible proof of this in the names, many now mangled beyond e:asy recognition, which eighteenth-century voyageurs and coureurs de bois gave to a good many Arkansas places and streams; 1 and there are, as well, a number of Arkansas townships which bear the names of their early French habitants .2 While these faint traces of a remote European past survive, ab­solutely nothing remains of the laws and customs which the ancient residents of Arkansas observed. This is no accident. It was a favor­ite object of Jefferson to introduce the common law of England into the vast Louisiana Territory as quickly as he could. In the lower territory he waited too late. New Orleans had had a large French population and a somewhat professionalized legal system for some time, and the civilian opposition, given time to congeal, proved to * Ben J. Altheimer Distinguished Professor of Law, University of Arkansas at Little Rock. B.S.E.E. 1965, LL.B. 1968, University of Arkansas; LL.M. 1969, S.J.D. 1971, Harvard Law School. This article is the first chapter of Professor Arnold's book, UNEQUAL LAWS UNTO A SAVAGE RACE: EUROPEAN LEGAL TRADITIONS IN ARKANSAS, 1686-1836, which will be published later this year. l. See generally Branner, Some Old French Place Names in the State of Arkansas, 19 ARK. HIST. Q. 191 (1960). The etymology of some of these names is difficult and interesting. Who would guess very quickly, for instance, that Smackover in Union County is Chemin Couvert (covered road) in disguise? Id. at 206. Tchemanihaut Creek (pronounced 'Shamanahaw") in Ashley County is a good deal easier: Chemin a haut (high road) must have been its original name. Its initial letter, one local historian has plausibly suggested, is probably attributable to "a misguided attempt to derive the name from the Indian lan­guage." Y. ETHERIDGE, HISTORY OF ASHLEY COUNTY, ARKANSAS 17, 18 (1959). Other names should on sight be instantly intelligible to a modern Parisian, though their current pronunciation might cause him consternation: Examples are the Terre Rouge (red earth) and Terre Noire (black earth) Creeks in Clark County, the L 'Angui!le (eel) River in north­east Arkansas, and La Grue (crane) township in Arkansas county. 2. Vaugine and Bogy Townships in Jefferson County, Darysaw (Desruisseaux) Town­ship in Grant County, and Fourche La Fave (Lefevre) Township in Perry County are good examples. 391 392 UALR LAW JOURNAL [Vol. 6:391 have sufficient muscle to win a partial victory.3 As a result, as to substantive civil matters the state of Louisiana is today a thoroughly civilian jurisdiction. In the upper territory, however, by a piecemeal process beginning in 1804, the English common law was insinuated into the legal system, until, in 1816, it was at last adopted virtually wholesale by the General Assembly of the Missouri Territory.4 The purpose of this article is to explain why civilian legal institutions proved so weak in Upper Louisiana and especially in Arkansas. It turns out that the smallness and character of the European popula­tion in Arkansas was the main cause for the vulnerability of Euro­pean legal norms there. The reception of the common law in Arkansas was simply one element in a more general exchange of cultures which occurred following the Louisiana Purchase. I At ten o'clock on the morning of March 12, 1682, Robert Cava­lier, sieur de la Salle, having been commissioned four years earlier by Louis XIV of France to explore and take possession of the Mis­sissippi and its tributaries, drew near the Quapaw Village of Kappa. The village was located on the right bank of the Mississippi River about twenty miles north of the mouth of the Arkansas. From the war chants emanating from the Indian town, La Salle judged that he was in for a hostile reception; so he hastily constructed a "fort" on an island opposite the village and awaited developments. Soon, however, the Quapaw chief sent the calumet of peace, and La Salle and his men went to Kappa where they were received with every possible demonstration of affection both public and private. Asked by the Quapaws for help against their enemies, La Salle promised that they could thenceforth look for protection to the greatest prince of the world, in whose behalf he had come to them and to all the other nations who lived along and around the river. In return, La Salle said, the Quapaws had to consent expressly to the erection in their village of a column on which His Majesty's arms were to be painted, symbolizing their recognition that he was the master of their lands. The Indians agreed and Henry de Tonti, La Salle's lieutenant 3. See generally G. DARGO, JEFFERSON'S LOUISIANA: POLITICS AND THE CLASH OF LEGAL TRADITIONS (1975). 4. 1 LAWS OF A PUBLIC AND GENERAL NATURE, OF THE DISTRICT OF LOUISIANA, OF THE TERRITORY OF LOUISIANA, OF THE TERRITORY OF MISSOURI, AND OF THE STATE OF MISSOURI, UP TO THE YEAR 1824, ch. 154 (1842). 1983) COLONIAL LEGAL SYSTEM 393 and commandant of one of the two brigades in the company, imme­diately caused the column to be fashioned. On it was painted a cross and the arms of France, and it bore these words: Louis the Great, King of France and of Navarre, rules. 13th of March, 1682. Tonti then conducted the column with all the French men-at-arms to the plaza of the village, and, La Salle taking up a position at the head of his brigade and Tonti at the head of his, the Reverend Fa­ther Zeno be Membre sang the hymn 0 crux, ave, spes unica. The company then went three times around the plaza, each time singing the psalm Exaudiat te Dominus and shouting vive le roy to the dis­charge of their muskets. They then planted the column while re­peating the cries of vive le roy, and La Salle, standing near the column and holding the king's commission in his hand, spoke in a loud voice the following words in French: On behalf of the very high, very invincible, and victorious prince Louis the Great, by the grace of God, King of France and of Navarre, the fourteenth of this name, today, the 13th of March, 1682, with the consent of the nation of the Arkansas assembled at the village of Kappa and present at this place, in the name of the king and his allies, I, by virtue of the commission of His Majesty of which I am bearer and which I hold presently in my hand . , have taken possession in the name of His ffi.ajesty, his heirs, and the successors to his crown, of the country of Louisiana and of all the nations, mines, minerals, ports, harbors, seas, straits, and roadsteads, and of everything contained within the same . . . . After more musket-firing and the giving of presents the Indians cele­brated their new alliance throughout the night, pressing their hands to the column and then rubbing their bodies in testimony to the joy which they felt in having made so advantageous a connection. Thus did France gain sovereignty over and ownership of Arkansas. The reason that we know all these details and more about La Salle's activities in Arkansas is that he had requested, and received, from Jacques de la Metairie, the notary who was in his company, a lengthy proces-verbal describing the events at Kappa and officially attesting their occurrence.5 This was Arkansas's first exposure to civilian legal processes. It would be almost 150 years before the influence of the civil law ceased to make itself felt there. 5. 2 P. MARGRY, DECOUVERTES ET ETABLISSEMENT DES FRAN<;:AIS DANS L'0UEST ET DANS LE SUD DE L'AMERIQUE SEPTENTRIONALE, 1614-1754 (1881). 394 UALR LAW JOURNAL [Vol. 6:391 II Arkansas Post was the first European establishment in the lower Mississippi valley. It was first located about twenty-seven miles by river from the mouth of the Arkansas on the edge of Little Prairie at what is now called the Menard Site. (See Figure 2). Set­tled in 1686 by six tenants of Henry de Tonti to whom La Salle in 1682 had granted the lower Arkansas as a seignory, 6 it was to serve as an Indian trading post and as an intermediate station between the Illinois country and the Gulf of Mexico.7 Tonti's plans for the place had been large indeed. In 1689 he promised the Jesuits to build a house and chapel at the Arkansas and to grant a resident priest a sizeable amount of land; while there, Tonti confidently asserted, the priest could "come and say mass in the French quarter near our fort."8 No priest in fact established himself during Tonti's ownership of the Arkansas and his French quarter and fort never materialized. When in an undated grant of land to Jacques Cardinal, one of his men at the Post, Tonti styled himself seigneur de ville de Tonti (lord of the town of Tonti),9 he was in the grips of an excessive enthusi­asm. There is no evidence that the European population of the place ever exceeded six. In fact, when Joutel arrived there in 1687 there were only two Frenchmen remaining in residence; 10 and the single log house he descpbed is apparently the only structure ever erected at Tonti's Post. Joutel remarked of Tonti's two traders that "if I was joyous to find them, they participated in the joy since we left them the wherewithal to maintain themselves for some time." Indeed, he said, "they were almost as much in need of our help as we of theirs." He ridiculed the whole idea of a post at that location. "The said house," Joutel noted sarcastically, "was to serve as an 6. See Faye, The Arkansas Post ef Louisiana: French Domination, ;26 LA. HIST. Q. 633, 635-36 ( 1943). 7. Such was the view of Father Douay, a Jesuit who described Tonti's post in 1687. See M. THOMAS, THE ARKANSAS POST OF LOUISIANA, 1682-1783 (M.A. Thesis, University of California, 1948). 8. Tonti's grant to the Jesuits is quoted in 1 M. GIRAUD, A HISTORY OF FRENCH LOUI­SIANA 8 (J. Lambert trans., 1974). 9. The grant is translated in THE FRENCH FOUNDATIONS 396 (T. Pease & R. Werner eds., 1934). 10. Faye, supra note 6, at 735. 1983] COLONIAL LEGAL SYSTEM Henry de Tonti, lieutenant of La Salle. He founded Arkansas Post in 1686 and in the late seventeenth century styled himself seigneur de ville de Tonti. He was the first European to possess judicial authority in Arkansas. (Courtesy of the Museum of the History of Mobile). 395 396 UALR LAW JOURNAL · [Vol. 6:391 entrepot [way-station] for the French who travelled in these parts, but we were the only ones whom it so served." 11 Short of supplies and virtually inaccessible, the tiny outpost never prospered. The war with the Iroquois closed the route to Ca­nada and made trade to and from Arkansas impossible much of the time until 1693.12 By 1696, Jean Couture, Tonti's lieutenant and commandant at the Post, had deserted to the English, 13 and in 1699 Jesuit missionaries to the Quapaws found no trace of a French set­tlement. 14 By then the French had evidently abandoned the Arkan­sas, though there may have remained behind a "few white savages thereabouts as wild as red savages." 15 However grandiose and ambitious had been the schemes of Tonti, they would soon come to seem tame. In 1717 the Mercure de France, a Paris newspaper, began advertising the riches of Louisi­ana to its readers: Gold and silver could be mined there "with al­most no labor." The mountains situated on the Arkansas River would be explored, and there, one correspondent exuded, "we shall gather, believe me, specimens from silver mines, since others al­ready have gathered such there without trouble." When Cadillac sensibly protested that "the mines of the Arkansas were a dream" he was promptly committed to the Bastille "on suspicion of having spo­ken with scant propriety against the Government of France."16 The man behind the propaganda campaign was John Law, a Scot, who owned a bank in Paris and who had in 1717 succeeded in securing for his Compagnie d'Occident a monopoly on Louisiana trade. Law's company recruited thousands of colonists to settle in Louisiana and the king granted it authority to grant land from the 11. Joutel Remarques sur /'Ouvrage de Tonti Re/at(( a la Louisiane ( 1703), Archives Service Hydrographique (Paris), vol. 115-9, no. 12 (Typescript in Little Rock Public Li­brary). The translation in the text is mine. 12. Faye, supra note 6, at 638. 13. IBERVILLE'S GULF JouRNALS 144 at n.98 (R. McWilliams ed. 1950). 14. 18 COLLECTIONS OF THE WISCONSIN HISTORICAL SOCIETY 427, at n.37 (1908). 15. Faye, supra note 6, at 646. See also I M. GIRAUD, supra note 8, at 8: "When d'Iberville reached the Mississippi [i.e., in 1699] the post had been abandoned." Some writ­ers are reluctant to say that the Arkansas was completely devoid of Europeans at this time. See, e.g., P. HOLDER, ARCHAEOLOGICAL FIELD RESEARCH ON THE PROBLEM OF THE LOCA­TIONS OF ARKANSAS POST ARKANSAS 4 (1957): "The French occupation of the general area along the lower courses of the Arkansas and White Rivers was virtually continuous from the 1680's onward." The truth is that the sources simply fail to mention any Europeans in Ar­kansas, except Jesuit missionaries, between 1699 and 1721. It is, however, hard to resist believing that a few hunters and trappers ventured from time to time into the area and established temporary camps there. Almost certainly no real settlement existed however. 16. Faye, supra note 6, at 653. 1983] COLONIAL LEGAL SYSTEM 397 Royal domain. Proprietors of the company's land grants (conces­sionaires) were given considerable latitude in choosing the spots for their settlements, since the interior of Louisiana was not well known; and they therefore exercised much discretion in locating their colonists on arrival. 17 However, the company early on had recognized the Arkansas River as an important spot, since it was thought that it might well be the best route to the Spanish mines of Mexico. Thus the company specifically directed where the Arkansas concession should be located and ordered that it be the first occu­pied. 18 It granted this concession to Law himself. In August of 1721, a group of Law's French engages (perhaps as many as eighty) took possession of land on Little Prairie at or near the site of Tonti's abandoned trading post. 19 (See Figure 2). Although Law was by then bankrupt and had fled France, the news did not reach Louisiana until after Jacques Levens, Law's director in Louisiana, had caused the Arkansas colony to be established under the command of some of his subordinates.20 By December of that year Bertrand Dufresne, sieur du Demaine, replaced Levens as director for Arkansas, and in March of 1722 he took possession of the concession and began an inventory of its effects and papers.21 On his arrival he found only twenty cabins and three arpents (about 2.5 acres) of cleared ground. He reported a total of about fifty men and women resident,22 tristes debris, Father Charlevoix called them,23 of Mr. Law's concession. They had produced only an insig­nificant harvest. Lieutenant la Boulaye was nearby with a military detachment of seventeen men.24 (See Figure 1). Despite the existence of a company store at the Arkansas con­cession, both the colony and the military establishment were in con­siderable difficulty.25 Dufresne therefore immediately released twenty of the engages from service and gave them lots to cultivate in the hopes that a better harvest of corn and wheat would be realized in 1722. In February of the following year there were only forty-one colonists remaining, divided now into two small farming communi- 17. 4 M. GIRAUD, H!STOJRE DE LA LOUISIANE FRANc_;;AISE 198 (1974). 18. Id. 19. Id. 20. Id. at 199. 21. Id. at 271. 22. Id. at 272. 23. 6 P. CHARLEVOIX, JOURNAL D'UN VOYAGE FAIT PAR ORDRE DU Roi DANS L'AMERIQUE SEPTENTRIONNALE 164 (1744). 24. 4 M. GIRAUD, supra note 17, at 273. 25. The following paragraph is based on Id. at 273-74. 398 UALR LAW JOURNAL [Vol. 6:391 ties: Fourteen men and one woman at Law's concession under Dufresne, and sixteen men, some with families, two leagues down the river with the troops. Among this latter group there lived six black slaves. 26 Benard la Harpe, while exploring the river in 1721, had predicted, or at least hoped for, a turn in the fortunes of the struggling colony, but that hope proved false and in 1727 Father Paul du Poisson, the Jesuit missionary to the Arkansas, reported that only about thirty Frenchmen remained behind.27 The military post had been abandoned two years previous. 28 Village des Arcan~as ---N Poste francais commande par le S. la Boulaie 0 - - - -, ·: ·Concession de M. Law I I L. --- ' MISSISSIPPI Figure 1 Sketch of the location of Law's colony by Du­mont de Montigny,Archives Nationales, Paris, 6 JJ-75, Piece 254. All this seemed worth recounting in some detail because for generations historians of Arkansas have believed that a colony of Germans once occupied their river. Law did recruit many Germans for settlement in Louisiana, and they were destined for the Arkan­sas, but as soon as the news of Law's bankruptcy reached the colony 26. Recensement General des Habitans Estab!ys,,.SoteJouy Arkansas et d~s Ouvrier~ ~e la Concession cy devant Apartenant a M. Law, 18 February, 1723. (Transcnpt at Lomsiana History Center, Louisiana State Museum, New Orleans). 27. Du Poisson to Father___, translated in Falconer, Arkansas and the Jesuits in 1727-A Translation, 4 PUBLICATIONS OF THE ARKANSAS HISTORICAL ASSOCIATION 352, at 375 (1917). 28. Faye, supra note 6, at 670. 1983] COLONIAL LEGAL SYSTEM 399 in June of 1721, the Compagnie des Indies took over the direction of his concession;29 and when the time arrived to transport the German immigrants to Arkansas, the company, in an economy move, de­cided instead to send them to Delaire's grant in Lower Louisiana.30 In short, none of Law's Germans ever reached Arkansas. This is a pity, as the prospect of discussing, or at least imagining, a group of German immigrants living under French law on the Arkansas River was an intriguing one--one of which the facts have now unfortu-nately deprived us. · III Before 1712, the colony of Louisiana, with a population of only a few hundred, had been entirely under military rule and regular civil regulation was altogether lacking. On September 19, 1712, the Crown granted a trade monopoly to Antoine Crozat but he was given no governmental authority: As Henry Dart noted, the charter was "only an operating contract with the duties of government re­tained in the Crown."31 However, the charter did adopt as law for the colony "nos Edits, Ordonnances Et Coutumes Et !es usages de la Prevoste Et Vitf/omte de Paris--our edicts, ordinances, and customs, and the usages of the Provostry and Viscounty of Paris."32 The Cou­tume, despite its name, was actually a small code of some 362 titles first reduced to writing in 1510,33 and treating both substantive and adjective law. It was itself terse, indeed epigrammatic; but the com­mentary on it by the time of its adoption in Louisiana was volumi­nous. 34 Annotated versions of the Coutume were therefore very popular in France and in time they found their way to Louisiana.35 Also in 1712, by a separate instrument, a new and important institution was created for the colony, the Superior Council of Loui­siana. 36 Modelled on the governmental arrangements already in 29. 4 M. GIRAUD, supra note 17, at 216. 30. Id. at 248. 31. Dart, The Legal Institutions of Louisiana, 3 SOUTHERN LAW Q. 247 (1918). This article also appears in 2 LA. HIST. Q. 72 (1919). 32. The charter is printed in 4 PUBLICATIONS LA. HIST. Soc. 13, at 17 (1909). 33. For a precis of its provisions, title by title, see Schmidt, History ef the Jurisprudence of Louisiana, l LA. L. J., no. l, l (1841). 34. The most useful eighteenth-century commentary is C. FERRIERE, CoMMENTAIRE SUR LA CouTUME DE LA PREVOTE ET VICOMTE DE p ARIS. It is available in several editions. 35. Dart, The Law Library ef a Louisiana Lawyer in the 18th Century, 25 REPORTS OF THE LOUISIANA BAR ASSOCIATION 12, at 22 et seq. (1924). 36. See Dart, supra note 31, at 249 et seq. See also, for some discussion of the work of this body, Hardy, The Superior Council in Colonial Louisiana, in FRENCHMEN AND FRENCH 400 UALR LAW JOURNAL [Vol. 6:391 place in other French colonies, the Council had original and exclu­sive jurisdiction to decide disputes arising anywhere in Louisiana. It consisted of the Lieutenant General of New France; the Intendant of the same; the Governor of Louisiana; a first councilor of the king; two other councilors; the attorney general; and a clerk. Judgments in civil cases required the concurrence of at least three members and in criminal cases at least five. The Council was originally created to exist for three years, but on September 7, 1716, it became by virtue of a Royal Edict a permanent institution.37 In 1717 a fundamental change occurred in the government of Louisiana. In that year Crozat, having lost an enormous sum under his operating charter, surrendered it, and John Law's Compagnie d'Occident was given a monopoly over trade in the colony. In addi­tion, unlike Crozat's company, the Compagnie d'Occident was granted extensive governmental authority: It had the power to ap­point the Superior Council, to name governors and military com­mandants, and to appoint and remove all judges. The charter also provided that "Seront tous !es juges Etbalis en tous !es d. Lieux tenus de juger suivant !es Loix Et ordonnances du Royaume Et se Con-former a la Coutume de la prevoste Et Vicomte de Paris. . . ."; that is, that "all the judges established in all the said places shall be bound to judge according to the laws and ordinances of the realm, and [shall also be bound] to conform to the customs of the Prevostry and Viscounty of Paris."38 This portion of the charter obviously provided for the reception of general French legislation and the Custom of Paris. In addition, it has been shown that subsequent French legislation, as soon as it was registered in the colony, and the legislation of the Superior Council itself, formed part of the body of colonial Louisiana law.39 The subsequent French legislation was of three distinct sorts: (a) general legislation; (b) special colonial legis­lation; ( c) colonial legislation passed specifically for Louisiana. 40 Two years later we hear for the first time about inferior courts for outlying portions of the colony. On September 12, 1719, the king noted the need to appoint persons to act as judges "to facilitate w A YS IN THE MISSISSIPPI v ALLEY 87 (J. McDemott ed., 1969); Micelle, From Law Court to Local Government: Metamorphosis of the Superior Council of French Louisiana, 9 LA. HIST. 85 (1968). 37. The edict is printed in 4 PUBLICATIONS LA. HIST. Soc. 21-23 (19CS). 38. Id. at 48. 39. Baade, Marriage Contracts in French and Spanish Louisiana: A Study in "Notarial" Jurisprudence, 53 TUL. L. REV. 3, 9 (1978). 40. Id. 1983] COLONIAL LEGAL SYSTEM 401 the administration of justice in places distant from the place where the Superior Council holds it sessions."41 The "heads or directors" of concessions along with "other of our subjects, capable and of pro­bity" were to "exercise both civil and criminal justice." The edict went on to provide that, even in these inferior courts, "three judges shall sit in civil matters and in criminal matters five judges . " The plan, evidently, was to have a kind of provincial council at each settlement. The king further provided that an appeal from these lo­cal tribunals would lie in all cases to the Superior Council.42 All this was being done, of course, to make ready the way for Law's coloniz­ing schemes. In 1720 or 1721 Louisiana was for the first time divided into districts (or counties). Arkansas was one of the nine districts origi­nally created, and a local commandant and a judge was assigned to each "to put justice with greater ease in reach of the colonists."43 Presumably, and understandably, the plan to establish local councils outside New Orleans was abandoned at this time. The sources sim­ply fail us on the question of whether more than one person was expected to sit on local courts, but it could not have proved worka­ble in remote places like Arkansas to assemble a multi-member ju­dicial body. In May of 1722 the Regent issued an order creating a provincial council for Illinois, the jurisdiction of which supposedly extended from "all places on and above and Arkansas River . . . to the boundaries of the Wabash River." The commandant of the Illinois, Lieutenant de Boisbriant, was to serve as "chief and judge" of this so-called council, which in fact had only one other member.44 It thus seems to have been the plan to abolish the Arkansas district and annex its territory to its nearest northern neighbor; and the Illi­nois provincial council was directed "to hold its sessions at the places where the principal factories of the company shall be estab- 41. The edict is printed in 4 PUBLICATIONS LA. HIST. Soc. 63 (1908). 42. The translation in the text is mine. The entire edict is translated and discussed in Dart, supra note 31, at 261 et seq. Further discussion of this edict can be found in Dart, The Colonial Legal Systems of Arkansas, Louisiana, and Texas, 27 REPORTS OF THE LOUISIANA BAR ASSOCIATION 43 at 52 (1926). 43. Id. at 267. The other districts were New Orleans, Biloxi, Mobile, Alibamous, Natchez, Yazoo, N atchitotches, and the Illinois. 44. Translated extracts from this order appear in 2 J. WHITE, A NEW COLLECTION OF LAWS, CHARTERS, AND LOCAL ORDINANCES OF THE GOVERNMENTS OF GREAT BRITAIN, FRANCE, AND SPAIN, RELATING TO THE CONCESSION OF LAND IN THEIR RESPECTIVE COLO­NIES . 439-40 (1837). 402 UALR LAW JOURNAL [Vol. 6:391 lished."45 This language could have been construed to require the Illinois council to sit at the Arkansas. It is, however, very much to be doubted that such a session was ever held, and certainly it is not believeable that anyone would repair from Arkansas to Illinois to settle a grievance in 1722. It seems probable, then, that whatever judicial functions were exercised at the Arkansas were entrusted to its resident directors even after the supposed creation of the council of the Illinois. The only resident director that the Arkansas ever had was, as we saw, Bertrand Dufresne, sieur du Demaine, who arrived at the Post March 22, 1722, and he was evidently the judge from that point on. Prior to that, Jacques Levens had been director, but as he never took up residence in Arkansas we have to presume that if judicial func­tions were undertaken by anyone, it was by one or more of the three subordinates to whom Levens had entrusted the management of the struggling colony: Jean-Baptiste, Menard, Martin Merrick, and Labro.46 When Dufresne left the Arkansas around 1726 we can hardly guess the means resorted to for the settlement of disputes. Probably Father Paul du Poisson, the Jesuit missionary resident from 1727 to 1729, used his good offices to maintain order among the approximately thirty Frenchmen who had remained behind.47 It seems probable, therefore, that Arkansas's first sustained ex­posure to European legal proceedings and principles occurred in the period during which Law's Company held sway in Louisiana. Tonti's seventeenth-century feudal seignory no doubt carried with it the right to render justice. Though his charter from La Salle has not as yet come to light,48 other conveyances of La Salle's are extant; and in them he gave his grantees judicial power over small cases ("low justice" this is called) while specifically reserving important cases ("high justice") to himself. (Cases of the latter type he di­rected to be heard by the judge "who shall be established at Fort St. 45. Id. at 440. 46. 4 M. GIRAUD, supra note 17, at 272. Menard left the Arkansas in 1722 (jd., 275) and was in New Orleans in 1720. Index to the Records efthe Superior Council of Louisiana, 4 LA. HIST. Q. 349 (1921). 47. Dufresne appears in the Arkansas census of January !, 1726; but on October 21, 1726, he is described as a "settler in Arkansas, but now domiciled with Mr. Traguidy [in New Orleans]." Index to the Records of Superior Council of New Orleans, 3 LA. HIST. Q. 420 (1920). In 1727 there was no director at the Arkansas, as Father Du Poisson tells us that he took up evidence in "the India Company's house, which is also that of the commandants when there are any here . " See Falconer, supra note 27, at 371. 48. For a charter from Tonti to Jacques Cardinal, one of his men at the Arkansas, see THE FRENCH FOUNDATIONS, supra note 9, at 396. 'Fhla is tlae Olll)' grant gf Tgati's eKtastF 1983] COLONIAL LEGAL SYSTEM 403 Louis.")49 We do not know whether Tonti's charter contained iden­tical provisions but it certainly would have contained similar ones. But during the fifteen years or so that Tonti held the right to dispose of certain cases arising in his seignory, it hardly seems credible that he or his deputies ever held anything resembling a court, or even executed many instruments or documents.50 IV In 1731 the Compagnie d'Occident surrendered its charter to Louis XV, and for the rest of the period of French dominion Louisi­ana was a Crown Colony. Late that same year a military garrison was re-established in Arkansas; it consisted of twelve men com­manded by First Ensign de Coulange and was located again on the edge of Little Prairie. 51 (See Figure 2). It was apparently during the reorganization of the colony in 1731 that civil and military authority at the outposts of Louisiana were combined in the commandant of the garrison-an arrangement that would survive into the Spanish period and even for a short time during the American regime. Part of a post commandant's civil authority was to act as notary and judge. The exact scope of his judicial jurisdiction during the French period is obscure, there being no document of which I am aware which describes it specifically. Parkman, writing of condi­tions in the Illinois in 1764, says that the "military commandant whose station was at Fort Chartres on the Mississippi, ruled the Col­ony with a sway as absolute as that of the Pasha of Egypt, and judg­ed civil and criminal cases without right of appeal."52 Captain Phillip Pittman, an English engineer and Mississippi explorer who was writing at almost exactly the same time, gives a slightly different version. According to him, the Illinois commandant "was absolute 49. Concession in fee by La Salle to Pierre Prudhomme, in id. at 32. 50. When Tonti petitioned for confirmation of his charter, he was evidently refused. The petition is printed in E. MURPHEY, HENRY DE TONTI, FUR TRADER OF THE MISSISSIPPI 119 (1941). It is possible that La Salle did not have the power to make permanent grants and that may be the reason that Tonti needed confirmation. The Letters Patent of May 12, 1678, giving La Salle the right to explore "the western part of New France" in the king's behalf, gave him the power to build forts wherever he deemed them necessary; and he was "to hold them on the same tern1s and conditions as Fort Frontenac." See T. FALCONER, ON THE DISCOVERY OF THE MISSISSIPPI 19 (1844). La Salle said expressly in 1683 that this allowed him to "divide with the French and the Indians both the lands and the commerce of said country until it may please his majesty to command otherwise . " See THE FRENCH FoUNDATio~;upra note 9, at 43. The language is ambiguous, but on one permissible read­ing it indicates a specifically reserved power in the king to revoke grants made by La Salle. 51. Faye, supra note 6, at 673. 52. Quoted in Dart, supra note 31, at 249. 404 UALR LAW JOURNAL [Vol. 6:391 in authority, except in matters of life and death; capital offences were tried by the council at New Orleans."53 Of course, the Arkan­sas commandant's judicial jurisdiction was not necessarily as exten­sive as that possessed by the commandant of the Illinois. He may very well have been subordinate to the Illinois commandant during most of the French period. Some fitful light is thrown on the judicial authority of the Ar­kansas commandant by an interesting proceeding which took place at the Post in 1743.54 In October of that year, Anne Catherine Chenalenne, the widow of Jean Francois Lepine, petitioned Lieu­tenant Jean-Francois Tisserant de Montcharvaux, whom she styled "Commandant for the King at the Fort of Arkansas," asking him to cause an inventory and appraisal to be made of the community property in her possession. The object in view was to make a distri­bution to the petitioner's son-in-law and daughter who had the pre­vious May lost all their goods when attacked by Chickasaws on the Mississippi not far below the mouth of the Arkansas. They had nar­rowly escaped with their lives.55 Widow Lepine had decided to make a distribution to "her poor children, at least to those who have run so much risk among the savages." She was preparing to marry Charles Lincto, a well-to-do resident of the Post, and she wished to dissolve the old community which by custom had continued after her husband's death in her and their children. The commandant informed Madame Lepine that on 26 Octo­ber, 1743, he would inventory the "real and personal property de­rived from the marital community" and would bring with him two persons to look after the widow's interest and two to represent the children. The idea was that each party in interest should have in­dependent appraisers present to insure the impartiality of the inven­tory and evaluation. De Montcharvaux in the presence of these and other witnesses caused the inventory to be made on the appointed day. The estate was fairly sizeable, being valued at 14,530 /ivres and 10 sols. It contained a great deal of personalty, including four slaves, a number of animals, 1600 pounds of tobacco, and notes and accounts receivable; the realty noted was "an old house" with three small outbuildings. Interestingly, no land was mentioned. There are two possible explanations for the absence of land in S3. P. PITTMAN, THE PRESENT STATE OF THE EUROPEAN SETTLEMENT ON THE M1ss1s­SIPPI S3 (1770) (Reprinted with intro. by R. Rea 1973). S4. The relevant documents are translated in Core, Arkansas through the Looking Glass ef 1743 Documents, 22 GRAND PRAIRIE HISTORICAL SOCIETY BULLETIN 16 (1979). SS. This incident is reported and discussed in Faye, supra note 6, at 677-78. 1983] COLONIAL LEGAL SYSTEM 405 the inventory. One is that land may not have been actually granted to Arkansas settlers but only given over temporarily to their use. The other possibility is that the land on which the house was built had belonged to Lepine before the marriage and had remained his separate property under his marriage contract or under the general provisions of the Coutume de Paris. The Coutume, which, as we have seen, was in force in French Louisiana, provided that all mov­ables (personalty), belonging to a husband or wife, whenever ac­quired, became part of the community; but only certain immovables (realty) acquired after the marriage were so treated.56 This rule could be altered by contract, but in Louisiana, as in France, the Cou­tume was often specifically incorporated into marriage contracts by future spouses in defining the regime that would rule their prop­erty; 57 and if there was no contract provision creating a property regime, the Coutume of course automatically applied. The inventory is said to have been made "Pardevant nous Jean Francois Tisserant Ecuyer Sieur Demoncharvaus Commandant pour le Roy au Fort des Arkansas." The formulapardevant nous ("before us") is Parisian notarial boiler-plate and indicates that the comman­dant was acting in his surrogate notarial capacity. To an American common lawyer, the notary is not a member of the legal profession, not even a paralegal. But in seventeenth- and eighteenth-century France he enjoyed a much more elevated status, as indeed he still does in that country. Originally an official of the medieval Euro­pean ecclesiastical courts, the notary developed into a nonconten­tious secular legal professional in France. In England, partly because the canon and secular laws were not on speaking terms, "the notarial system never took deep root."58 For one thing, an im­portant aspect of the notary's duties, his authority to "authenticate" documents, was of little use to the English. The whole notion of a state-sanctioned authenticator of private acts was entirely foreign to the common law: Whereas in France we see notaries "making" and "passing" contracts, the common law left that to the parties. The state was very much in the background in England, and was called upon only to enforce obligations that arose by force of nature. The other aspect of the French notary's duties, the drafting of instruments, conveyancing, and the giving of legal advice, was per- 56. See Baade, supra note 39, at 7, 8. 57. Id. at 25. 58. l F. POLLOCK & F. MAITLAND, A HISTORY OF ENGLISH LAW 218 (2d ed., reissued with intro. by S. Milsom 1968). 406 UALR LAW JOURNAL [Vol. 6:391 formed by the regular legal profession in England. It is true that there was a scriveners' company organized in London in the six­teenth century which was granted a charter in the reign of James l.59 Members were empowered to draft legal documents, especially obli­gations (or bonds), and they gave a certain amount of low-level le­gal advice particularly in commercial and banking matters. 60 The few secular notaries who practiced in London at that time con­cerned themselves mainly with drafting documents relevant to inter­national trade, and they were members of this company.61 But in the eighteenth century the company lost its effort to keep common­law attorneys from competing, and in 1804 parliament made con­veyancing the monopoly of the regular legal profession.62 In con­trast, the French notary's duties by the eighteenth century had come to include not only the familiar ones of administering oaths, taking acknowledgements, and giving "authenticity" to "acts" of private persons by attesting them officially, but they also ran generally to the drafting of documents, conveyancing, and the giving of practical legal advice.63 It is not surprising, therefore, that notaries would 59. See 12 w. HOLDSWORTH, A HISTORY OF ENGLISH LAW 70 (1938). See generally on the notary in England, Gutteridge, The Origin and Development ef the Profession of Notaries Public in England, in CAMBRIDGE LEGAL ESSAYS 12 (1926). 60. 12 w. HOLDSWORTH, supra note 59, at id. 61. 5 w. HOLDSWORTH, supra note 59, at 115 (3d ed. 1945). 62. 12 w. HOLDSWORTH, supra note 59, at 71-72; T. PLUCKNETT, A CONCISE HISTORY OF THE COMMON LAW 227-28 (5th ed. 1956). 63. As draftman of wills, marriage contracts, and conveyances, Mons. le Notaire has survived in France as a much respected person, especially in the country villages. He is a general non-forensic legal practitioner, his part in the legal scheme "being confined to vol­untary as distinct from contentious jurisdiction." Brown, The office of Notary in France, 2 INT'L & COMP. L. Q. 60, at 64 (1953). Indeed, the French notary is close to the equivalent of the English solicitor, except for the latter's participation in litigation. Thus one modern-day commentator opined that "a solicitor would feel much at home in the etude of the French notary, though he would be surprised, and perhaps disappointed, by the cordiality of the morning post." Id. at 71. Today in Louisiana as well the notary enjoys considerable powers. See Burke & Fox, The Notaire in North America: A Short Study of the Adaptation of a Civil Law Institution, 50 TUL. L. REV. 318, at 328-32 (1975); Brosman, Louisiana-An Accidental Experiment in Fu­srim, 24 TUL. L. REV. 95, 98-99 (1949). The Louisiana notary has the power "to make inventories, appraisements, and petitions; to receive wills, make protests, matrimonial con­tracts, conveyances, and generally, all contracts and instruments of writing; to hold family meetings and meetings of creditors; . to affix the seals upon the effects of deceased per­sons and to raise the same." LA. STAT. ANN.§ 35:2 (1964). When the Louisiana legislature defined the practice of law, and prohibited all but licensed attorneys from engaging in it, it therefore remembered to except acts performed by the notary which were "necessary or incidental to the exercise of the powers and functions of (his] office." LA. STAT. ANN. § 37:212(B) (1974). A walk through modern-day New Orleans will reveal a number of signs proclaiming the existence of "Law and Notarial Offices", a combination having an odd ring in the ears of an American common lawyer. The Louisiana notary is simply "a different and 1983] COLONIAL LEGAL SYSTEM 407 make an appearance in eighteenth-century Louisiana. In New Orle­ans, of course, there was much work for them, but there were also provincial notaries operating in Biloxi, Mobile, Natchitoches, Pointe Coupee, and Kaskaskia.64 Since De Montcharvaux acted as notary for the Lepine inven­tory, it is reasonably clear that there was no provincial notary resi­dent at the Arkansas at that time. This comes as no surprise since in 1746 there were at the Post only twelve habitant families, ten slaves, and twenty men in the garrison, 65 hardly a sufficient European pop­ulation to require or attract a law-trained scrivener. When it was time to have their marriage contract made, the widow Chenalenne and her future spouse executed it in New Orleans. No doubt there was available there legal advice on which they might more comfort­ably rely.66 Besides, there was at that time no resident priest at the Post to perform the marriage. v On May 10, 1749, an event occurred that considerably reduced the European population of Arkansas and also made it difficult to attract settlers there for some time. On that day, the Post was at­tacked by a group of about 150 Chicaksaw and Abeka warriors. Their coming was undetected67 and thus they caught the small habi­tant population altogether unaware. They burned the settlement, killed six male settlers, and took eight women and children as slaves.68 The census taken later that year shows, not surprisingly, that the population had decreased since the previous census. Seven more important official person than is the notary public in other jurisdictions of the United States." Brosman, supra at 98. 64. See Baade, supra note 39, at 12. 65. Memoire sur /'Eta! de la Colonie de la Louisiane en 1746. Archives des Colonies, Archives Nationales, Paris [hereinafter cited as ANC], Cl3A, 30:242-281, at 249, (Typescript of original document available at Little Rock Public Library). As the average family size in Arkansas in the middle of the eighteenth century was about four, this would put the number of habitant whites at the Post at about forty-eight. 66. For an abstract of this marriage contract, see Records o.f the Superior Council o.f Louisiana, 13 LA. HlsT. Q. 129 (1944). 67. However, the habitants may have had a warning that something was afoot, for on May l, Francois Sarrazin had written from Arkansas that "two savages have killed a man and a woman and burnt a man in the frame." Records efthe Superior Court o.f Louisiana, 20 LA. HlsT. Q. 505 (1937). This incident may have been connected with the attack nine days later. 68. Vaudreuil to Rouille, September 22, 1749, calendared in THE VAUDREUIL PAPERS 59-60 (B. Barron ed., 1975). See also Faye, supra note 6, at 684 et seq. W. BAIRD, THE QUAPAW INDIANS: A HISTORY OF THE DOWNSTREAM PEOPLE 34 (1980), gives the number taken as slaves as thirteen. 408 UALR LAW JOURNAL [Vol. 6:391 men, eight women, eight boys, and eight girls remained, a total of only thirty-one white habitants at the Poste des Akansa .69 Nor did all this mark an end to serious trouble. When in June of 1751 First Ensign Louis-Xavier-Martin de Lino de Chalmette, the comman­dant of the Post, went uninvited to New Orleans to consult with the governor, his entire garrison of six men took the opportunity to de­sert. 70 Things were obviously at a critical juncture. When later in 17 51 Lieutenant Paul Augustin le Pelletier de la Houssaye took command at Arkansas he found there a post recently rebuilt by its habitants and _voyagij,tfrs and probably already relo­cated to a spot ten or twelve miles upriver at the edge of the Grand Prairie. (See Figure 2). It is clear that Governor Vaudreuil had determined to hold the Arkansas even if the cost proved high, for he assigned to De La Houssaye a large company of forty-five men.71 The lieutenant was also authorized to build a new fort; government funds being lacking, he undertook the construction at his own ex­pense in return for a five-year Indian trade monopoly.72 This new beginning could, in the nature of things, have given only a slight lift to the prospects for sustained settlement in the Ar­kansas country. Late in 1752 Governor Vaudreuil was informed that the Osages had attempted an attack on Arkansas Post but had failed. 73 While this indicates a stability of sorts for the l?ost, thanks no doubt to the size of the new garrison, still the perceived danger must have been so high as to discourage all but the most intrepid from taking up residence at the Arkansas. Mentions of Arkansas in the legal records tend to emphasize the dangerousness of the place. For instance, a couple from Pointe Coupee, on the verge of leaving for a hunting trip to the White River country, thought it best to deed their property to a relative, with the stipulation that the deed was to be void if they returned.74 It is not surprising, therefore, that even as late as 1766, the last year of French dominion, only eight habitant families, consisting in all of forty white persons, were resident at Arkansas Post.75 69. Arkansas Post Census, 1749, Loudon Papers 200, Huntington Library, San Marino, CA. There were also fourteen slaves resident at the post and sixteen voyageurs who had returned after their winter's work. There were five hunters on the White River and four on the St. Francis. Thirty-five hunters had failed to return from the Arkansas River. 70. Faye, supra note 6, at 708. 71. Id. at 211. 72. Id. 73. THE VAUDREUIL PAPERS, supra note 68, at 136. 74. Index to the Records of the Superior Council of Louisiana, 24 LA. HlsT. Q. 75 (1941). 75. See Din, Arkansas Post in the American Revolution, 40 ARK. HIST. Q. 3, at 4 (1981). 1983] COLONIAL LEGAL SYSTEM 409 All of these difficulties, and others, made for a place in which it might be regarded as too polite to expect the presence of much which corresponds to a legal system. In addition, political exigen­cies sometimes interfered to such an extent that the application of even-handed legal principle became inexpedient and thus entirely impracticable. For instance, the continued existence of the Arkan­sas settlement depended heavily on the loyalty of the Quapaws and their wishes were therefore relevant to any important decision made there. Their influence could extend even to the operation of the le­gal system as the following incident demonstrates. On 12 September, 1756, a meeting was held in the Government House in New Orleans to hear an extraordinary request from Guedetonguay, the Medal Chief of the Quapaws.76 His tribe had captured four deserters from the Arkansas garrison and had re­turned them; but the chief had come on behalf of his nation to ask Governor Kerlerac to pardon the soldiers. One of those captured, Jean Baptiste Bernard, in addition to having deserted, had killed his corporal Jean Nicolet within the precincts of the fort. The chief, obviously a great orator, said that he had come a long distance to plead for the soldiers' lives despite the heat and the demands of the harvest; and in his peroration he said that his head hung low, hi~ eyes were fixed to the ground, and his heart wept for these men. He knew, he explained, that if he had not come they would have been executed, and this was intolerable to him because he regarded them as his own children. He recited many friendly acts of the Qua paws to prove the fidelity of his people to the French. Among them was the release of six slaves (perhaps Chicaksaws cap­tured by the Quapaws) "who would have been burned" otherwise, and the recent capture of five Choctaws and two trespassing Eng­lishmen. He himself, he noted, had recently lost one son and had had another wounded in the war against the Chickasaws; and he . counted this "a mark of affection for the French." In recompense he asked for the pardon of the soldiers. The chief added that this was the only such pardon his nation had thus far requested, and he promised never to ask again. He did not doubt that Kerlerac, "the great chief of the French father of the red men," charged to govern them on behalf of "the great chief of all the French who lived in the 76. What follows is based on a memorandum entitled "Harangues faites dans /'assemb/ee tenue a /'hotel du gouvernment cejourdhui, 20 Juin 1756," found in ANC, Cl3A, 39:177-180 (Transcript at Little Rock Public Library). The translations are mine. 410 UALR LAW JOURNAL [Vol. 6:391 great town on the other side of the great lake," would listen and do the just thing. Guedetonguay left his best argument for last. He maintained vigorously that, under his law, any criminal who managed to reach the refuge of the Cabanne de Valeur where the Quapaws practiced their religious rites was regarded as having been absolved of his crime. It was their custom everywhere that the chief of the Cabanne de Valeur "would sooner lose his life than suffer the refugee to un­dergo punishment for his crime." Evidently the soldiers were claim­ing this right; and Ouyayonsas, the chief of the Cabanne de Valeur, was there to back them up. This last argument was an excellent one because it called upon the French to recognize an established Indian usage not dissimilar from the European custom of sanctuary. And the argument carried with it a threat of violent reaction if the cus­tom were not allowed. Kerlerac answered the chief that he was not unmindful of the past services of the Quapaws, nor was he ungrateful for them. "But," he said, "I cannot change the words declared by the great chief of all the French against such crimes, and . . . it would be a great abuse for the future" to pardon the soldiers. So, he continued, "despite all the friendship that the French have for you and your nation, these men deserve death." The great chief stood for a long time with his head down and finally answered ominously that he could not be responsible for the revolutions which the chief of the privileged house might stir up-­revolutions which he said ''would not fail to occur." The argument continued and the governor offered to grant the chief "anything else except these four pardons." But Guedetonguay stubbornly main­tained that "the sole purpose of his journey was to obtain the par­don of the four men." In the end the Governor extracted from the Quapaw chiefs "publicly and formally their word . . . that they would in the future deliver up all deserting soldiers as malefactors or other guilty persons without any restriction or condition whatso­ever, and that . pardons would be accorded at the sole discretion of the French." No immediate decision was reached by the Governor, but later that day some of his advisors, having reflected on what they had heard, reckoned "that a refusal of the obstinate demands of these chiefs . . . the faithful allies of the French would only involve the colony in troublesome upheavals on the part of the said nations who have otherwise up to the present served very faithfully." They con- 1983] COLONIAL LEGAL SYSTEM 411 eluded that "saving a better idea by Monsieur le Gouverneur it would be dangerous, under all the present circumstances, not to sat­isfy the Indians with the pardons which they demanded." The governor took the advice but evidently did not write to Berryet, the French Minister of the Marine, for some time to tell him about it. From the comfort of Versailles it was easy for Berryet to pick at Kerlerac's decision.77 In responding to Kerlerac, Berryet first made the point that Bernard's case was different from that of the other captured soldiers since he was accused of homicide in ad­dition to desertion. Then, too, the minister had a lot of questions. Could not the difference in Bernard's case have been urged on the Arkansas chiefs to get them to relent in his case? Where was the record of the legal proceedings which should have been conducted relative to the killing? If this was a wilfull murder the pardon had been conceded too easily. "It would be dangerous," the minister warned, ''to leave such a subject in the colony, not only because he would be an example of impunity but also because of new crimes that he might commit." (The arguments of general and specific de­terrence are not very recent inventions.) Finally, the governor was sternly admonished "not to surrender easily to demands of this sort on the part of the savages . If on the one hand it is necessary, considering all the present circumstances, to humor the savages, it is also necessary to be careful of letting them set a tone that accords neither with the king's authority nor the good of the colony." Nevertheless, the minister talked to the king and he ratified the governor's decision. Writs of pardon were therefore issued under the king's name for each of the Arkansas soldiers. Because the homicide committed by Bernard was not a military crime and was cognizable therefore by the Superior Council of Louisiana, his par­don was directed to the Council. Interestingly, though Berryet ad­mitted knowing nothing of the circumstances surrounding the killing, the pardon recited that a quarrel had arisen between Ber­nard and Nicolet, that they had beaten each other, that Bernard : "had had the misfortune to kill the said Nicolet," and that the death "had occurred without premeditated murder."78 Thus Louis XV pardoned Jean Baptiste Bernard for killing by mischance when there was no evidence adduced as to the facts resulting in Nicolet's 77. What follows is based in Berryet's letter to Kerlerac and Bobe Descloseaux dated July 14, 1769. ANC, B, 109:487-88 (Transcript at Little Rock Public Library). The transla­tion is mine. 78. The pardon (brevet de grtJce) was enclosed in the letter and is ANC, B, 109:489 (Transcript at Little Rock Public Library). The translation is mine. 412 UALR LAW JOURNAL [Vol. 6:391 death. The decision was generated simply by a desire to accommo­date an important ally. Faithful adherence to legal principle some­times had to take a back seat to the more compelling demands of politics. VI Father Louis Carette, the Jesuit missionary who came to the Post of Arkansas in 1750, nevertheless attempted to bring some or­der to the legal affairs of the place. As he noted in a procuration (power of attorney) dated at Arkansas in 1753, he was "authorized by the king to make in every post where there is not a Notary Royal all contracts and acts . "79 There is no evidence that he had any formal legal training, but he was a Jesuit, and thus a learned man, one of a handful of such who would make their residence in eight­eenth- century Arkansas. The 1753 procuration is itself of some interest, as it sheds light on how litigants whose cases were technically beyond the jurisdic­tion exercised by the Arkansas commandant (whatever that was) might have had their cases heard if they wanted to resort to regular methods of dispute settlement. As incredible as it seems, it is prob­able that the only court of general jurisdiction in the entire colony was the Superior Council of Louisiana. Now, in 1763 La Harpe said that it was a two-week boat trip from the Arkansas to New Orleans, and six to eight weeks back.80 Obviously, the procuration was an important device for people in remote posts like Arkansas, for it enabled them through their attorneys, in the language of the docu­ment under discussion, "to act . . . as though they were personally present."81 Convoys or individual vessels travelled down the Mis­sissippi frequently enough to make this means of tending to legal affairs more tolerable than it might otherwise have been. In this case, the attorney chosen was Commandant de la Houssaye, and he was deputed to act in a probate matter at Pointe Coupee for Etienne de Vaugine de Nuysement and his wife Antoinette Pelagie Petit de Divilliers. An interesting feature of procurations which increased their utility and flexibility was that they were assignable. This fea­ture came in handy in this instance since De La Houssaye, having 79. Index to the Records of the Superior Council of Louisiana, 22 LA. H!sT. Q. 255 (1939). 80. La Harpe to Chosseul, August 8, 1763, ANC, Ci3B, 1 (Typescript in Little Rock Public Library). 81. Records, supra note 79, at id. 1983] COLONIAL LEGAL SYSTEM 413 been detained at the Arkansas due to illness, simply transferred the power of attorney to a member of the Superior Council "to act in my place as myself."82 Perhaps one of the reasons that Carette had acted as notary in this instance was that the only other person in the little community authorized so to act, the commandant, was a party to the instru­ment. But in the French period priests were given general notarial powers and could act even in the absence of circumstances disabling the commandant. For instance, Carette acted as notary, and thus probably draftsman, for a marriage contract in which the comman­dant was not interested. This was the marriage contract of Francois Sarrazin and Francoise Lepine, executed at Arkansas Post on Janu­ary 6, 1752. Marriage contracts have no exact parallel in common-law prac­tice, and it thus seems worthwhile, before discussing the particulars of the Sarrazin-Lepine contract, to devote some time to their expla­nation and description. In a recent seminal study, Professor Hans Baade has outlined the provisions which one typically finds in mar­riage contracts executed in accordance with eighteenth-century Pari­sian notarial practice.83 The first and invariable undertaking by the future spouses was a promise to celebrate their marriage in facie ec­c! esiae. The parties would then choose the regime which would govern their property during the marriage. Next would come a dec­laration that the ante-nuptial debts of the parties were to remain their separate obligations; this was followed by a disclosure of the parties' assets, a requirement for the validity of the previous provi­sion. The dowry brought to the marriage by the wife was next re­cited; and delineating preciput, the right of the spouse to specific property in the event of dissolution of the community, frequently followed. Finally came the donation clause, usually a reciprocal grant of all or part of the predeceasing spouse's estate. In Louisiana, this donation, in order to be valid, had to be registered with the Superior Council in New Orleans. An inspection of the Sarrazin-Lepine marriage contract reveals that it very clearly drew on these French notarial precedents, and it reflects, moreover, an awareness of the practical requirements of the Louisiana registration provisions. It contained a promise to cele­brate the marriage in regular fashion, the creation of a community property regime, a clause stating the amount of the wife's dowry, a 82. Id. 83. What follows is taken from Baade, supra note 39, at 15-18. 414 UALR LAW JOURNAL [Vol. 6:391 mutual donation to the survivor of all property owned at death, and an undertaking to have the contract registered in New Orleans.84 While there was no clause dealing with ante-nuptial debts and no mention of preciput, it is quite obvious that the good Jesuit knew more than a little about French notarial practice, and may well have had at his disposal a form book on which he could draw. He was, for all practical purposes, for a time the "lawyer" of the post as well as its cure. Before we leave this interesting document there is an aspect of it which bears detailed attention. The property regime chosen by the parties included in the community "all property, movable and immovable"85-as common lawyers would say, all property, both personal and real. In this respect the contract departs from the Cus­tom of Paris which included in the community all movables but only certain immovables (conquets) acquired after marriage. 86 Par­ties were allowed in Louisiana to contract almost any property ar­rangement they wanted, 87 and Sarrazin and Lepine had elected a somewhat unusual variety of community. Curiously, however, the contract reckoned that this regime was "in accordance with the cus­tom received in the colony of Louisiana." A few months after the execution of this contract Commandant de la Houssaye wrote to the governor to say that Monsieur Etienne V augine, a French officer, was of a mind to marry Madame de Gouyon, the commandant's sister-in-law, and he sent along "the proposed conditions for the contract of marriage."88 This was a draft of the contract, as De La Houssaye asked the governor to pass "/'exemplair du contra!" along to the New Orleans notary Chantaloux if the governor decided to give his permission for the marriage. Chantaloux was "to make it as it should be."89 Three weeks later the governor wrote to say that the contract would be sent back soon and that Chantaloux had left it intact except for one rea­sonably minor alteration.90 In 1758 Father Carette, dismayed by the irreligious inclination of his flock, left the Arkansas and no replacement was sent. In 17 64, 84. Records of the Superior Council of Louisiana, 25 LA. HlsT. Q. 856-57 (1942). 85. Id. at 856. 86. Baade, supra note 39, at 15. 87. Id. 88. La Houssaye to Vaudreuil, Dec. l, 1752, LO 410, Huntington Library, San Marino, CA. 89. Id. 90. THE v AUDREUIL PAPERS, supra note 68, at 152. 1983] COLONIAL LEGAL SYSTEM 415 Captain Pierre Marie Cabaret Detrepi, commandant at the Arkan­sas, after Madame Sarrazin had found herself widowed, passed a second marriage contract for her which was extremely unsophistica­ted and rudimentary.91 It contained only a promise to marry regu­larly and a mutual donation. Perhaps the good widow had by this time tired of long-winded formalities. Just as likely, the Post was feeling the absence of Carette's drafting skills. VII As tiny, remote, and inconsequential as the Arkansas settle­ment was, then, it is nevertheless clear that at least some of its peo­ple were part of the time adherents to French legal culture. Of course almost everyone who lived at the Post during the period of French domination was either a native of France or French Cana­dian; and by the end of the French period a substantial number of native Louisianans were there. It is most interesting to find the sur­vival of civilian legal form in so remote an outpost of empire. Obvi­ously, not all of Arkansas's residents lapsed into a kind of legal barbarism. There were, however, circumstances at work which would make it impossible for some time to establish a community which could be expected to value the observance of legal niceties very highly. As we have already seen, the Post could not have been very attractive to the more civilized settler owing to its dangerous loca­tion. Arkansas Post, moreover, over the years experienced an ex­treme physical instability since it was necessary to relocate it several times due partly to flooding. (See Figure 2). The Arkansas River was in the eighteenth century "a turbulent, silt-laden stream, subject to frequent floods which were disastrous along its lower course."92 This proved to be a considerable disincentive to settlement. Add to that the enormous expanse occupied by the alluvial plain of the Mississippi and the difficulty becomes plain enough. Almost any site within thirty miles of the mouth of the Arkan­sas carried with it a considerable risk of floods. Law's colony, on the Arkansas twenty-seven miles or so from its mouth, was said in 1721 to be "in a fertile sector but subject to floods."93 The success of the attack by the Chickasaws in 1749, when the Post was at the same 91. Records of the Superior Council of Louisiana, Feb. 11, 1764, Louisiana History Center, Louisiana State Museum, New Orleans. 92. P. HOI.DER, supra note 15, at 152. 93. 4 M. GIRAUD, supra note 17, at 273 (1974). 416 UALR LAW JOURNAL [Vol. 6:391 location, was made possible by the absence from the neighborhood of the Quapaws: Because of recent floods they had abandoned their old fields for a more promising place upstream.94 This place, called Ecores Rouges (Red Bluffs) by the French, was about thirty-six miles from the mouth of the Arkansas and was at the present loca­tion of the Arkansas Post Memorial.95 After the attack, the Post was moved to join the Indians at Ecores Rouges so as to provide for mutual protection.96 The new spot was free from floods but proved unsatisfactory from a strategic standpoint because of its distance from the Missis­sippi. The location delayed convoys and Governor Vaudreuil ex­pressed the view that "a post on the Mississippi would be more practical."97 Therefore in 1756 the Post was moved back downriver to about ten miles above the mouth. But the inevitable soon oc­curred. In 1758 heavy flooding, graphically described in a letter of Etienne Maurafet Layssard the garde magasin (storekeeper) of the Post, caused heavy damage, almost undoing the work of builders and architects who had been at work for the better part of a year. The houses were saved by virtue of being raised on stakes against such a day as this; but the habitants' fields, everything but Lays­sard's garden for which he had providently provided a levee, were entirely inundated.98 It was in fact a small enough loss. From the beginning, and understandably, the attempt to make a stable agricultural commu­nity of the Arkansas had failed miserably. There is no doubt that the European population of Arkansas during the French period con­sisted almost entirely of hunters and Indian traders. In 1726 the reporter of the Louisiana census remarked of the Arkansas that "all the habitants were poor and lived only from the hunting of the Indi­ans." 99 A 1746 report said of the twelve Arkansas habitant families 94. Faye, supra note 6, at 717-19. 95. See figure 2. 96. For details, see Appendix II to my forthcoming book, UNEQUAL LAWS UNTO A SAV­AGE RACE; EUROPEAN LEGAL TRADlTIONS IN ARKANSAS, 1686-1836. 97. THE VAUDREUIL PAPERS, supra note 68, at 118. 98. Faye, supra note 6, at 718-19. A detailed description of the repairs made in the summer of 1758, evidently necessitated by these floods, is in ANC, CBA, 40:349-50 (Type­script in Little Rock Public Library). In addition to making repairs, the builders constructed a house 26 feet long and 19 wide just outside the fort for the Indians who came there on business. It was of poteaux en terre construction, was covered with shingles, and was en­closed with stakes. The report describing the renovation and construction work of 1758 is signed by Denis Nicol~s Foucault, chief engineer of the Province of Louisiana. 99. ANC, GI, 464 (Transcript at Little Rock Public Library). 1983] COLONIAL LEGAL SYSTEM • DeWitt ARKANSAS COUNTY • Dumas I I I 0 1. 1686-1699; 1721-1749 N 1 DESHA COUNTY T I I 4 I 8 mi Figure 2 Locations of Arkansas Post, 1686-1983 2. 1749-1756; 1779-1983 3. 1756-1779 JB Based on a map drawn by John Baldwin which appeared in Arnold, The Relocation of Arkansas Post to Ecores Rouges in 1779, 42 ARK. HIST. Q. 317 (1983). Used with permission of the Arkansas Historical Association. 417 418 UALR LAW JOURNAL [Vol. 6:391 that "their principal occupation is hunting, curing meat, and com­merce in tallow and bear oil." As for cultivating the soil, the same source reported that the habitants grew "some tobacco for their own use and for that of the savages and voyageurs." 100 In 1765 Captain Phillip Pittman, an Englishman, said that there were eight families living outside the fort who had cleared the land about nine hundred yards in depth. But, according to him "on account of the sandiness of the soil, and the lowness of the situation, which makes it subject to be overflowed," their harvest was not enough even to supply them with their necessary provisions. Pittman noted that "when the Mis­sissippi is at its utmost height the Lands are overflow' d upwards of five feet; for this reason all the buildings are rais'd six feet from the ground." Thus the residents of the Arkansas, he said, subsisted mainly by hunting and every season sent to New Orleans "great quantities of bear's oil, tallow, salted buffalo meat, and a few skins." 101 Both Layssard102 and Father Watrin103 hint that the discour­agement produced by the frequent flooding contributed to Father Carette's decision to leave. However that may be, it must be clear that during the period of French dominion the Post did not provide fertile soil for either crops or religion. Would regular bourgeois le­gal procedures have generally been afforded a more cordial accept­ance? Even absent direct evidence, this would in the abstract seem most unlikely. Unsafe, unstable, and uncomfortable, the Arkansas Post of Louisiana during the period of French dominion must surely also have been largely unmindful of bourgeois legal values. It is true, as we have seen, that some of the Post's residents tried to maintain a connection between their remote outpost and Euro­pean legal culture. But the few legal records that chance has al­lowed to come down to us from the French period are remarkable not only for their small number but also for the social and economic characteristics they reveal of the people who figured in them. They were an elite, related by marriage and blood, struggling under the difficult circumstances of their situation to participate in regular le- 100. Memoire, supra note 65 (Transcript at Little Rock Public Library). 101. P. PITTMAN, supra note 53, at xliv, 40-41. 10+. See ANC, Cl3A, 40:357 (Transcript in Little Rock Public Library). Layssard there remarks that the inhabitants at Arkansas were too poor to build a levee, and that "the Father would rather leave than go to such an expense. He is very poor." 103. See J. DELANGLEZ, THE FRENCH JESUITS IN LOWER LOUISIANA 444, where Watrin is quoted as saying that, despite there being little hope for conversion of the Quapaws, Fa­ther Carette "nevertheless followed both the French and the savages in their various changes of place, occasioned by the overflowing of the Mississippi near which the post is situated." 1983] COLONIAL LEGAL SYSTEM 419 gal processes. The probate proceeding of 1743 was instituted by one of the most well-to-do residents of Arkansas in the person of Anne Catherine Chenalenne, widow of Jean Francois Lepine. The com­munity property inventoried included four slaves. 104 Her future husband Charles Lincto became the most substantial civilian resi­dent of the Post. The 17 49 census, if one excludes from it for the moment the commandant and his household, reveals that Lincto's household accounted for eight of the twenty-nine white habitants and seven of the eleven slaves at the Arkansas. 105 Etienne de Vau­gine de Nuysement who executed the procuration of 1753 was a member of one of the most distinguished French families of Louisi­ana; 106 and he granted the power to Commandant de la Houssaye who would soon become a Major of New Orleans and a Knight of the Royal and Military Order of St. Louis. 107 Vaugine and De la Houssaye married sisters. The marriage contract executed at the Arkansas in 1752 was entered into by the Post's garde magasin and Francoise Lepine, a daughter of Anne Catherine Chenalenne the petitioner in the probate proceeding of 1743; and the bride's dowry had resulted from the dissolution of the community which had been the aim of that proceeding. Finally, Francoise Lepine's second mar­riage contract, passed by Detrepi in 1764, was prelude to her mar­riage to Jean Baptiste Tisserant de Montcharvaux, officer and interpreter at the Post and son of the commandant who executed the 1743 inventory. We are dealing with a propertied and intercon­nected gentry here, a tiny portion of what was anyway a very small population. How the other, the major part of the Arkansas populace regu­lated their lives during the French period will, in the nature of things, be difficult to document. But there is some evidence on this point and it indicates that there was a good deal of lawlessness on the Arkansas. According to Athanase de Mezieres, the Lieutenant Governor at Natchitoches, the Arkansas River above the Post was inhabited largely by outlaws. "Most of those who live there," he claimed, "have either deserted from the troops and ships of the most Christian King and have committed robberies, rape, or homicide, 104. For a translation of this inventory, see Core, supra note 54, at 22. 105. Resancement General des Habitants, Voyageurs, Femmes. En.fans, Esclaves, Clzevaus, Beufs, Vaclzes, Coclzons du Foste des Akansas, 1749. Lo. 200, Huntington Library, San Ma­rino, CA. 106. On the Arkansas Vaugines, see Core, T!ze Vaugine Arkansas Connection, 20 GRAND PRAIRIE HISTORICAL SOCIETY BULLETIN 6 (1978). 107. Faye, supra note 6, at 709. 420 UALR LAW JOURNAL [Vol. 6:391 that river being the asylum of the most wicked persons, without doubt, in all the Indies." 108 On another occasion, De Mezieres sin­gled out as a particularly heinous offender an Arkansas denizen nicknamed Brindamur, a man "of gigantic frame and extraordinary strength." Brindamur, De Mezieres complained, "has made himself a petty king over those brigands and highwaymen, who, with con­tempt for law and subordination with equal insult to Christians, and the shame of the very heathen, up to now have maintained them­selves on that river." 109 He had been resident on the Arkansas for a long time, as his name appears in the census of 1749. Interestingly, it is placed at the very head of a considerable list of "the voyageurs who have remained up the rivers despite the orders given them." 110 All persons hunting on the rivers were supposed to return every year as passports were not issued for longer periods. But there were large numbers of hunters who lived for twenty years or more in their camps without ever reporting to the Post. They constituted a large proportion, indeed sometimes a majority, of the European popula­tion in Arkansas during the French period. The 17 49 census, for instance, lists a habitant population of only thirty-one, including the commandant and his wife. But there were forty hunters on the Ar­kansas River whose passports had expired, and nine on the White and St. Francis Rivers. Sixteen hunters were said to be at the Post being outfitted to return to the hunt. Brindamur, the bandit King, was murdered by one of his men after the end of the French period, "though tardily" De Mezieres reckoned, and "by divine justice."111 In the Spanish period an effort was made to rid the river of these malefactors. VII Since no records of litigation initiated at the Arkansas during the French period have survived, if indeed any were ever kept, very little can be said directly on how lawsuits were conducted there. However, in 1747 Francois Jahan initiated a suit in the Superior Council in New Orleans against one Clermont, a resident of Arkan­sas Post, claiming damages for the conversion of a cask of rum at Arkansas. 112 The Superior Council, as we have shown, had jurisdic- 108. 1 ATHANASE DE MEZIERES AND THE LOUISIANA-TEXAS FRONTIER, 1768-1780 166 (H. Bolton ed., 1914). 109. Id. at 168-69. 110. Resancement, supra note 105. 111. t\. BOLTON, supra note 108, at 167. 112. Index lo the Records of the Superior Court of Louisiana, 17 LA. HIST. Q. 569 (1934). 1983] COLONIAL LEGAL SYSTEM 421 tion throughout Louisiana, and this case reveals how it was exer­cised against a defendant in the hinterlands. The summons was served on the Attorney General of Louisiana; thus, as Henry Dart pointed out, "it would seem . . . that a resident of the Post of Ar­kansas could be sued in New Orleans by serving the citation on the Procureur [Attorney] General."113 How the case would have, in the ordinary instance, proceeded from there is difficult to say. Probably the Arkansas commandant would have been asked to act as a master to gather facts and to report to the Superior Council. But it seems that the commandant had already ruled independently on the matter. Commandant de Monbharvaux's statement on this case, which is entered in the record a'few days after the suit was initiated, indicates that he had held a hearing on the matter at the Arkansas, had taken testimony as to the rum, and had "sentenced Clermont to pay for it."114 Apparently he had kept no record of the proceeding, as none was offered: The good lieutenant bore his own record. It is interesting to note, however, that this case was evidently not brought to enforce the commandant's judgment but was an independent action. How did the justice provided by the Post commandant during the French period measure up? In the absence of litigation records, this is the hardest kind of question to answer. We know, however, that whatever jurisdiction was exerciseable by the commandant, he acted alone, without official advisors and without, of course, a jury. To say that rule is autocratic is not to say

To many observers, the leadership of President Joe Biden and Prime Minister Narendra Modi has marked an emerging shift in the Indo-American relationship, pointing towards a new era of mutual alignment. A plethora of bilateral summits proclaiming a "high-level of engagement" to craft "an enduring India-U.S. partnership," expanded joint-defense collaboration, the 2+2 Ministerial Dialogues, deepening technological linkages, and shared security interests regarding the rise of China indicate there may have been a substantial shift in Indian strategy.While relations are undeniably strong, policymakers should remain skeptical that this stems from an underlying geopolitical alignment. Despite moving closer to the Western camp, India maintains a strategy of multi-alignment and will likely continue to do so in the coming decades.We Have Been Here BeforeThis is not the first time that there has been an apparent Indo-American rapprochement. India's doctrine of nonalignment, combined with their linkages to the Soviet Union and American diplomatic relations with Pakistan, caused distrust throughout the Cold War. Yet, the partnership blossomed after the turn of the millennium under the Bush administration, with significant cooperation in counter-terrorism, advanced technological development, democracy promotion, and environmental protection.Despite India's nuclear program and subsequent nuclear tests violating the Nuclear Non-Proliferation Treaty (NPT), George W. Bush lifted economic and military sanctions in 2001. In 2006, India and the United States signed the Civil Nuclear Cooperation Agreement, which allowed access to civilian nuclear reactor technology.Much like today, there were several joint agreements. If you file off the dates, many mirror Biden and Modi's pledges, with commitments to expand joint exercises, defend democracy, and create cooperative groups such as the Defense Policy Group (DPG), which resulted in new American arms sales to India.There was considerable optimism at the start of the Obama administration that India would officially pivot into the Western camp. However, this hope was illusory. New elections in India brought in elites who favored strategic autonomy. Obama inflamed fears around American credibility by improving relations with China and discussing a potential G-2, a core Indian concern. Despite inching closer towards alignment for the past decade, India rapidly flipped away from the United States by joining China-led initiatives such as the Shanghai Cooperation Organization, BRICS, and the Asian Infrastructure Investment Bank. Furthermore, India continued to maintain its reliance on Russian arms, which limited the potential for joint military planning.Obama tried to mend the rift, but it was too little, too late, and the alliance has maintained a distinctly transactional feel until the present day. A lesson should be learned: seemingly strong Indo-American bonds can crack when security interests shift.Flashpoints for TensionsMuch like in the Obama administration, a confluence of factors could easily reverse recent gains. India and Russia remain partners despite the invasion of Ukraine. In line with much of the Global South, they have consistently abstained from condemning Russian actions and refused to sanction Russian oil (although allegedly this may have been in line with Washington's desire to stabilize oil prices). Perhaps most importantly, India's military remains reliant on Russian arms. Recently, they started to somewhat distance themselves from the Russian defense industry, but India still calculates that a strong relationship with Moscow is necessary to prevent isolationism that would push them further into China's strategic orbit.This limits India's commitment to one of the main American security architectures in the Indo-Pacific, the Quadrilateral Security Dialogue (QUAD). Russian arms are not interoperable with the rest of the QUAD's forces, which could dampen air and sea superiority in a crisis. But even if India tried to fully transition away from Russian arms, Russia has sold them the largest share of weapons for decades. The limited interoperability of Russian and American arms complicates any large-scale shift by magnifying costs and risking Indian defenses in the meantime. Regardless of how the American relationship develops, Russia will continue to be a fixture in Indian security interests for the foreseeable future. India has new concerns about American reliability, especially after the withdrawal from Afghanistan. Already, there are concerns that the weapons left behind are arming Kashmir separatists trying to split from India in favor of Pakistan. While relations under the Trump administration were not hostile, a return to an 'America First' foreign policy could make India calculate they need to hedge their bets away from the United States if they don't trust Trump's willingness to assist in a crisis.Perhaps the most recent flash point in the relationship was the attempted assassination against Sikh activist Gurpatwant Singh Pannun, an American citizen, on American soil. All signs point to Indian officials being directly involved with the plot, which could be unacceptable to the United States.This points to a broader divergence between New Delhi and Washington: Indian democratic backsliding. It seems increasingly doubtful that Indo-American relations, as some have argued, can be grounded by shared ideological values. The rise of Hindu nationalism has tarnished Indian democracy, leading to discriminatory legislation against Muslim Indians and a substantial increase in hate crimes. Modi himself recently implied Muslims were "infiltrators," a common Islamophobic trope in Hindu nationalist hate speech. Outside extra-judicial killings, Modi's Bharatiya Janata Party (BJP) has increasingly escalated assaults against India's democratic principles. Political opponents, from politicians to activists to journalists, have been jailed under the pretense of anti-corruption measures, with peaceful protests violently stamped out. Most measurements of democratization have downgraded democratic India's status to "partly free" or even an "electoral autocracy."None of this is to gloss over the United States' electoral flaws, but India's trajectory is directly contradictory to the "shared values" expressed in the joint summits and implies that should security interests diverge, there won't be much tethering Indo-American coordination.Indian Multi-Alignment and Great Power AmbitionsIt is undeniable that Modi's foreign policy choices are motivated by great power desires. India is the world's most populous country and in a position to surge economically. A consumer boom and wage growth are likely incoming, with plenty of room for industries to meet the needs of the growing consumer class. Its population size will create a powerhouse working class to power growing markets for emerging technologies, clean energy, and businesses seeking new supply chains outside of China. Additionally, India is increasingly trying to position itself as the voice of the Global South, which often puts it in opposition to American and European interests. India has one of the strongest militaries in Asia and the ability to project power regionally. The Indian Ocean's name is no coincidence. India will not give up regional hegemony without a fight. To achieve these goals, India cannot play second fiddle to America forever. It is increasingly clear that India's strategic approach is to keep its options open so it can take advantage of whatever side best suits its interests. This is not to imply that there will be an imminent breakup. For the time being, there is a growing bipartisan understanding in Washington that China is the largest long-term threat to American security, which makes for a natural partnership with India, which fears Chinese territorial encroachment. India's threat perceptions seem to be locked in after military crises in 2014, 2017, 2020, and 2022.As of now, the BJP is positioned to maintain power after the 2024 election, making it unlikely to impact the trajectory of the relationship barring an unforeseen anti-American faction gaining footing. Should the party expand its hold over Parliament, the surface of the relationship may remain the same, but centralizing Modi's power would only exacerbate his authoritarian and hawkish leanings.Still, India's growing illiberalism shouldn't be a barrier for the moment. The United States has a long history of working with dictatorships that have questionable human rights records. Saudi Arabia, Turkey, and Pinochet-controlled Chile immediately come to mind. Security interests frequently trump moral qualms. But should the security situation change — as a result of U.S.-China rapprochement, a surprise change in Indian or American leadership, or a crisis of credibility — policymakers may find that there is not much at the core of the relationship. India may be useful to American strategists who want to balance China for now, but make no mistake, India will not sacrifice its core interests to appease the United States. Security relationships can seem momentarily strong, but they are a house of cards vulnerable to shifting geopolitical winds.

This dissertation holds the objective to contribute to an assessment of the climate-migration-conflict nexus as applied to the Syrian conflict. It does so by investigating how displaced Syrians perceive and react to the alleged climate-conflict links in the Syria-climate conflict thesis, and exploring their perceptions and experiences of the unrest that in Syria from 2011 and onwards. Overall, the dissertation contributes to discussion over what constitutes 'knowledge' in a time when 'facts' and 'truth' are publicly contested, and debate over how human life will be affected by the very real anthropogenic climate change problem we know is both accelerating and exacerbating. The Syrian War has according to the Syrian Network for Human Rights claimed the lives of 227,413 civilians, including 29,457 children. Over 5.6 million people have fled Syria, and 6.6 million are internally displaced, accounting for the world's largest forcibly displaced population (UNHCR 2020). The magnitude of devastation left behind by a revolution gone bad, and the conflict's ongoing protraction is undeniable. Given this backdrop, it is little wonder that the war has been subject to proliferating analyses, with debates over its triggers coming under increasing scholarly scrutiny. Among the explanations of the cause of the Syrian war is the Syria-climate conflict thesis, which views climate change as a threat multiplier. The thesis argues an alleged link between antecedent anthropogenic drought in northeastern Syria, mass internal migration, which eventually fuelled Syria's descent into civil war. Such narratives supposedly depict what conflictual circumstances await humanity under warmer conditions in the human-induced 'Anthropocene'. This study directs a critical eye toward the contents and methods of the Syria-climate conflict thesis by means of qualitative and political ecology-aligned analysis. Little testimony from Syrians themselves is currently part of the thesis' foundation - a gap this dissertation aims to fill by negotiating 'insecurity' definitions with 'locals' themselves. Based on four focus group discussions and fifteen semistructured interviews with a total of 79 Syrian participants, I argue that the Syrian conflict was neither scarcity nor climate-driven, but rather a result of coarse living conditions that generations of Syrians had endured under Baʿathist rule, that culminated in a widespread uprising after key events in early 2011, such as the Arab Spring. My analysis uncovers colonial, Malthusian, and environment-centric undercurrents in the Syria-climate conflict thesis as well as in broader securitised notions of climate change found in the nexus literature. It is also critical of the widespread endorsement climate-conflict narratives enjoy in the media and 'grey literature' without, from my perspective, possessing the empirical backing to do so. Using the analytical tools of narrative analysis and political ecology, I call for a decolonisation of the Syria-climate conflict thesis with recognition and senses of justice as key components. Humanity does have an environmental crisis on its hands, but as with the Syrian War, its genesis appears to have had a more human creator, rather than 'natural' one. ; Denne oppgaven har målet å bidra til en evaluering av klima-migrasjon-konflikt forbindelsen slik den anvendes den syriske konflikten. Oppgaven gjør dette ved å utforske hvordan syrere oppfatter og reagerer på de påståtte sammenhengene mellom klimaendringer og konflikt funnet i den såkalte 'Syria-klimakonflikt avhandlingen' og ved å se på deres persepsjoner og erfaringer med uroen som preget Syria fra 2011 og utover. Alt i alt, bidrar denne oppgaven til diskusjonen om hva som utgjør 'kunnskap' i en tid der 'fakta' og 'sannhet' er offentlig bestridt, og debatten om hvordan samfunnet vil påvirkes av de veldig ekte og reelle problemene menneskeskapte klimaendringer bærer med seg. Endringer vi vet er under stadig akselerasjon og forverring. Den syriske krigen har ifølge det Syriske Nettverket for Menneskerettigheter tatt livet av 227,413 sivile, inkludert 29,457 barn. Over 5.6 millioner personer er drevet på flukt utenfor Syria og 6.6 millioner internt, hvilket utgjør verdens største fordrevne befolkning (UNHCR 2020). Omfanget av ødeleggelsene etterlatt av en mislykket revolusjon og konfliktens fortsettelse er unektelig. Det er derfor ikke overraskende at den syriske krigen har vært i fokus i flere analyser, og at krigens utløsende årsaker har skapt het debatt. Blant forklaringene på utbruddet av krigen er Syria-klimakonflikt teorien som definerer klimaendringer som en 'trusselmultiplikator'. Teorien påstår at forutgående menneskeskapt tørke i nordøstlige Syria utløste massemigrasjon internt i Syria, og deretter bidro til å trigge borgerkrig. Slike narrativer forsøker å beskrive hva slags konfliktfylte scenarier venter menneskeheten under varmere omstendigheter i det menneskeskapte 'Antropocen'. Denne oppgaven retter et kritisk blikk mot innholdet og metodene til Syria-klimakonflikt avhandlingen ved hjelp av kvalitative metoder og en politisk økologisk analyse. Det er foreløpig få syriske stemmer inkludert i avhandlingens bevisgrunnlag - noe denne oppgaven forsøker å gjøre noe med ved å forhandle definisjoner av 'usikkerhet' med 'lokale' selv. Basert på fire fokusgrupper og femten semi-strukturerte intervjuer med totalt 79 syriske deltagere, argumenterer jeg for at den syriske konflikten var hverken knapphets- eller klima-drevet, men heller et resultat av dårlige leveforhold for flere generasjoner under Baʿath styre, noe som kulminerte i bred oppstand tidlig i 2011 etter sentrale begivenheter som den arabiske våren. Analysen min avdekker kolonialistiske, Malthusiske og miljøsentriske understrømmer i Syria-klimakonflikt teorien så vel som literaturen som anvender en sikkerhetsforståelse av klimaendringer. Det er også kritikkverdig at klimakonflikt narrativer har så bred tilslutning i media og 'gråliteratur' uten å, etter min mening, ha empirisk bevis for rettferdiggjøre det. Ved å bruke analytiske verktøy som narrativ analyse og politisk økologi, oppfordrer jeg til en 'avkolonisering' av Syria-klimakonflikt teorien med 'anerkjennelse' og 'rettferdighetsforestillinger' som nøkkelkomponenter. Menneskeheten har en miljøkrise i hendene, men som med den syriske krigen, har dens opphav en tydelig menneskelig skaper, mer enn en 'naturlig' en. ; ملخص الأطروحة تھدف ھذه الأطروحة إلى المساھمة في تقییم العلاقة بین المناخ والھجرة والصراع بالطریقة التي یتم تطبیقھا على الصراع السوري. تقوم ھذه الأطروحة بمثل ھذا التقییم من خلال استكشاف الطریقة التي یدرك بھا السوریون ویتفاعلون مع الروابط المزعومة بین تغیر المناخ والصراع الموجود فیما یسمى (أطروحة الصراع السوري وتغییر المناخ) وأیضا ومن خلال النظر إلى تصوراتھم وتجاربھم بشأن الاضطرابات التي تمیزت بھا سوریا منذ عام 2011 فصاعدًا. بشكل عام، تساھم ھذه الأطروحة في مناقشة ما یشكل "المعرفة" في الوقت الذي تكون فیھ "الحقائق" محل نزاع علني، والنقاش حول كیفیة تأثر المجتمع بالمشكلات الحقیقیة المتعلقة بالتغیرات المناخیة الناتجة عن الانسان وما تنتج عنھا من تحدیات بحیث ان التغییرات التي نعرفھا تخضع للتسارع والتدھور المستمر. خلال فترة الحرب السوریة فقد 227،413 مدنیاً حیاتھم من بینھم 29،457 طفلاً، بحسب الشبكة السوریة لحقوق الإنسان. كما أجبر أكثر من 5.6 ملیون شخص على الفرار خارج سوریا و 6.6 ملیون شخص تم تھجیرھم داخلیًا، وھذا یشكل أكبر عدد من النازحین في العالم (حسب المفوضیة السامیة للأمم المتحدة لشؤون اللاجئین 2020 ). حیث لا یمكن إنكار حجم الدمار الذي خلفتھ الثورة التي لم تنجح ببلوغ اھدافھا واستمرار الصراع داخل الأراضي السوریة. لذلك لیس من المستغرب أن تكون الحرب السوریة في بؤرة التركیز في العدید من التحلیلات والدراسات، وأن الأسباب التي أدت إلى اندلاع الحرب قد خلقت جدلاً محتدمًا. من بین تفسیرات ونظریات اندلاع الحرب ھي نظریة الصراع المناخي في سوریا والتي تعرّف عامل تغیر المناخ على أنھ (عامل مضاعف للتھدید). النظریة تنص على أن موجات الجفاف والتصحر السابقة والتي كانت من صنع الإنسان في شمال شرق سوریا تسببت في ھجرة جماعیة داخلیة في سوریا، ثم ساھمت بعد ذلك الى إشعال فتیل الحرب الأھلیة. تحاول مثل ھذه الروایات وصف نوع النتائج الملیئة بالصراعات التي تنتظر البشریة في ظروف أكثر دفئًا في الأنثروبوسین من صنع الإنسان. تلقي ھذه الرسالة نظرة نقدیة على محتوى وطرق أطروحة الصراع المناخي السوري باستخدام الأسالیب النوعیة والتحلیل البیئي السیاسي. ھناك عدد قلیل جدا من الأصوات السوریة المدرجة في قاعدة الأدلة الخاصة بالأطروحة وھو أمر تحاول ھذه الأطروحة أن تفعل شیئًا حیالھ من خلال التفاوض على تعریفات مثل "انعدام الأمن" مع "السكان المحلیین" أنفسھم. استنادًا إلى تصریحات أربع مجموعات تركیز قابلتھم وخمسة عشر مقابلة شبھ منظمة مع ما مجموعھ 79 مشاركًا سوریًا، زعمت لھم أن الصراع السوري لم یكن نادرًا ولا مدفوعًا بالعوامل المناخیة، بل نتیجة لسوء الأحوال المعیشیة لعدة أجیال في ظل حكم البعث، والتي بلغت ذروتھا في انتفاضة واسعة في أوائل عام 2011 بعد أحداث رئیسیة مثل الربیع العربي. دراستي ھذه تزیل الغطاء عن تیارات استعماریة ومالثوسیة متمحورة حول البیئة في نظریة الصراع المناخي في سوریا وكذلك الأدبیات التي تستخدم الفھم الأمني لتغیر المناخ. من المستھجن أیضًا أن روایات الصراع المناخي تحظى بھذا الدعم الواسع في وسائل الإعلام و "الأدب الرمادي" دون وجود اي دلیل ملموس یبرره، حسب رأیي الشخصي. باستخدام أدوات تحلیلیة مھمة مثل التحلیل السردي والبیئة السیاسیة، أدعو إلى "إنھاء استعمار" نظریة الصراع المناخي السوري مع اضافة "الاعتراف" و "مفاھیم العدالة" كمكونات رئیسیة. أخیرا تواجھ البشریة أزمة بیئیة حقیقیة، ولكن كما ھو الحال مع الحرب السوریة، فإن أصول ھذه الازمة البیئیة یقف خلفھا مسبب بشري واضح، أكثر من ما ھي مسببات طبیعیة. ; M-IES

This article was co-published with The New Arab.Close watchers of Israel's war in Gaza have faced a question in recent months: If the U.S. is rushing weapons to Israel, then why hasn't the public heard of any arms sales besides two relatively small transfers late last year?The Washington Post delivered an answer last week. Reporter John Hudson revealed that the Biden administration has approved over 100 smaller weapons packages for Israel since Oct. 7 that fell under the $25 million threshold for formally notifying Congress — and thus the public — about the transfers. In total, these mini sales could add up to more than $1 billion worth of U.S. military aid.The decision to deliver U.S. aid in smaller packages is far from unusual. The U.S. government has done so in the past for practical and nefarious purposes alike; only about 2% of weapons transfers occur above the threshold to notify Congress, according to former officials. But what is abnormal is the fact that many of those weapons were likely pre-positioned on Israeli territory before the war. Unlike other countries, Israel has a stockpile of American weapons on its soil to which it has privileged access. When a U.S.-made bomb slams into Gaza, there's a real chance that it started the day in an American facility, managed by American soldiers and governed by American law."It's clear that it's been a major source of arms for Israel," said Josh Paul, a former State Department official who resigned in protest of U.S. support for Israel's war. Unfortunately, Paul added, "it's an opaque process, so it's hard to say exactly what weapons they're getting" from the stockpile.This cache of arms is just a small piece of the puzzle. Taken as a whole, U.S. efforts to shield Israel from human rights restrictions and guarantee its access to continued military aid go further than for any other country, according to experts and former senior U.S. officials. These advantages include modified human rights vetting, special access to U.S. weapons, and a veto on American arms sales to Israel's neighbors. Up to this point, the State Department hasn't carried out a formal assessment of Israel's compliance with the law in its Gaza war.Experts claim these arms transfer cutouts have continued or, in some areas, been expanded since Israel launched its campaign in Gaza, which has left over 31,000 Palestinians dead and much of the strip's population in famine or famine-like conditions. Even last month, as war crime accusations mounted, the U.S. reportedly gave Israel at least 1,000 precision-guided munitions and artillery shells."The bottom line is that either you have human rights standards and legal standards or you don't," Paul said. When U.S. officials fail to hold Israel accountable for alleged abuses, "it not only creates an exception for Israel, but it also undermines your diplomacy with other countries," he told Responsible Statecraft/ The New Arab."I have serious concerns that the continued transfer of weapons to Israel is facilitating indiscriminate bombing that may violate international humanitarian law," Rep. Joaquin Castro told Responsible Statecraft/ The New Arab in a statement. "Congress needs to push the Biden administration to hold Benjamin Netanyahu accountable for any use of U.S. security assistance that violates international law."State Department spokesperson Matthew Miller told Responsible Statecraft/ The New Arab that all transfers to Israel since Oct. 7 have followed U.S. law and policy, including notifications to Congress. "We have followed the procedures Congress itself has specified to keep members well-informed and regularly brief members even when formal notification is not a legal requirement," Miller said in a statement, adding that claims that the U.S. has cut up weapons packages in order to avoid public scrutiny are "unequivocally false."The White House did not respond to a request for comment.Exceptions make the rulesWhen a Middle Eastern country asks the U.S. for weapons, American officials' minds go straight to Israel. Would Tel Aviv approve of the transfer? Could new fighter jets give Egypt an edge over Israel on the battlefield if their peace deal fell apart? Would Israeli officials come around if we offer them better weapons to sweeten the pot?This line of reasoning doesn't have anything to do with the personal opinions of U.S. officials. In fact, U.S. law explicitly states that the U.S. must give Israel a "qualitative military edge" over its neighbors to counter a threat from "any individual state or possible coalition of states or [...] non-state actors."U.S. partners are starkly aware of — and unhappy about — this reality, according to a former senior U.S. military official in Cairo who requested anonymity to speak freely about his experience. Egyptian officials would sometimes request high-tech weapons just to "watch us squirm and come up with some way to say 'no' without saying the Israelis won't approve it," the former official recalled."This is another place where it's very explicit that Israel has a special status that no other country enjoys," said John Ramming-Chappell of the Center for Civilians in Conflict.This qualitative advantage is enforced by the quantitative side. Since World War II, Israel is far and away the largest recipient of U.S. military aid. Washington's funding for the Israeli military, which now totals $3.8 billion per year, makes up about 16% of its total budget, according to the Congressional Research Service. Israel, which can spend part of its U.S. aid on Israeli weapons, gets this cash in an interest-bearing account in New York, making it one of only two states that get a multimillion-dollar tip on top of baseline U.S. support.When it comes to human rights, Israel also gets special protections. Take the Leahy law, a statute that prevents specific units of foreign militaries from receiving U.S. aid if American officials have evidence they've committed "gross violations of human rights." For most countries, Leahy vetting happens before aid is disbursed. Israel gets the equipment first, and the ensuing vetting process looks different than for other countries. Lower-level State Department officials have found multiple cases in which Israeli units should lose access to American weapons under U.S. law, but those cases are consistently blocked by higher-ups in government who usually don't weigh in on such cases for other countries, according to Paul.The result is that, unlike Egypt and other U.S. partners in the Middle East, no Israeli unit has ever been sanctioned under the Leahy law despite numerous credible allegations of human rights abuses, a fact that the statute's namesake has loudly railed against. The State Department has previously justified this disparity by pointing to Israel's judicial system, which U.S. officials believe is capable of handling human rights violations internally.In recent weeks, congressional attention has focused on whether Israel is violating a U.S. law that prevents countries from receiving American weapons if they block U.S. humanitarian aid in whole or in part. While the statute has rarely been enforced, the Biden administration promised to hold states accountable to the law in a recent memorandum.At this point, many experts and lawmakers believe Israel is in clear violation of this law given how little aid now enters Gaza. Yet the White House has still not offered a reason — or a formal waiver — to justify its failure to enforce its own commitment."I really haven't heard a good response to the question of why we should not apply existing U.S. law [...] to ensure that U.S. military assistance is used in accordance with our values," said Sen. Chris Van Hollen (D-Md."Given the evidence that Israel is intentionally blocking the passage of humanitarian aid to Gaza, the Biden administration has an obligation to enforce Humanitarian Aid Corridor Act and move towards limitations on further offensive aid to Israel as long as the aid blockade continues," Rep. Castro said.'As supportive as possible'When the White House moved to expedite weapons transfers to Israel after Oct. 7, it faced an unusual problem. The president already had more than enough authority to make this happen, but officials wanted to signal that they were being "as supportive as possible." The solution was to further loosen laws around U.S. arms transfers, according to Paul, who still worked in government at the time.
"It's not that those were things that we'd been previously thinking about," Paul said. "The previous position within government had been [that] Israel already has more than you could possibly want in terms of authorities and funding."
Now, the Senate's supplemental spending package for Israel has provisions that would dramatically expand the secretive U.S. stockpile on Israeli soil while loosening public reporting requirements about transfers from it. A bill with similar changes passed the House as well, signaling broad support for the proposal in Congress.
Alongside already existing loopholes, these new restrictions weaken America's case that it is committed to protecting human rights on the world stage, according to Ramming-Chappell.
"The exceptional status that Israel enjoys in U.S. arms transfer policy and law, when taken in conjunction with the devastating effects of Israel's current campaign in Gaza, really undermines U.S. leadership and claims to moral authority in the international sphere," he said.

The Situation In The Middle East ; United Nations S/PV.8228 Security Council Seventy-third year 8228th meeting Tuesday, 10 April 2018, 3 p.m. New York Provisional President: Mr. Meza-Cuadra . (Peru) Members: Bolivia (Plurinational State of). . Mr. Llorentty Solíz China. . Mr. Wu Haitao Côte d'Ivoire. . Mr. Tanoh-Boutchoue Equatorial Guinea. . Mr. Ndong Mba Ethiopia. . Mr. Alemu France. . Mr. Delattre Kazakhstan. . Mr. Tumysh/Mr. Umarov Kuwait. . Mr. Alotaibi Netherlands. . Mr. Van Oosterom Poland. . Mr. Radomski Russian Federation. . Mr. Nebenzia Sweden . Mr. Skoog United Kingdom of Great Britain and Northern Ireland . Ms. Pierce United States of America. . Mrs. Haley Agenda The situation in the Middle East This record contains the text of speeches delivered in English and of the translation of speeches delivered in other languages. The final text will be printed in the Official Records of the Security Council. Corrections should be submitted to the original languages only. They should be incorporated in a copy of the record and sent under the signature of a member of the delegation concerned to the Chief of the Verbatim Reporting Service, room U-0506 (verbatimrecords@un.org). Corrected records will be reissued electronically on the Official Document System of the United Nations (http://documents.un.org). 18-10187 (E) *1810187* S/PV.8228 The situation in the Middle East 10/04/2018 2/21 18-10187 The meeting was called to order at 3.20 p.m. Adoption of the agenda The agenda was adopted. The situation in the Middle East The President (spoke in Spanish): In accordance with rule 37 of the Council's provisional rules of procedure, I invite the representatives of Canada, the Syrian Arab Republic and Turkey to participate in this meeting. The Security Council will now begin its consideration of the item on its agenda. Members of the Council have before them document S/2018/175, S/2018/321 and S/2018/322, which contain the texts of three draft resolutions, respectively. The Council is ready to proceed to the vote on the draft resolution contained in document S/2018/321, submitted by Canada, France, the Netherlands, Peru, Poland, Sweden, Turkey, the United Kingdom of Great Britain and Northern Ireland, and the United States of America. I now give the floor to those members of the Council who wish to make statements before the voting. Mr. Delattre (France) (spoke in French): For years, as part of its responsibilities for maintaining international peace and security, the Security Council has been mobilized on the issue of chemical weapons. After the chemical attacks in Ghouta in 2013, the Security Council adopted resolution 2118 (2013), which provided for the complete dismantling of the chemical arsenal of the Syrian regime. Russia, as co-sponsor of that resolution, had guaranteed its implementation. Despite that guarantee, the Damascus regime has never complied with its obligations under resolution 2118 (2013) and has never renounced — as we saw again on 7 April — the use of chemical weapons against its civilian population. Five years after the Council's adoption of resolution 2118 (2013), we note that the general subject of chemical weapons remains tragically topical. The upcoming voting marks our fourth meeting in less than a week on this issue. Yesterday we met in an emergency meeting (see S/PV.8225) following a new chemical-weapons massacre in Douma, Syria, whose appalling images left us shocked. Last month we met to discuss the unacceptable attack in Salisbury (see S/PV.8203). Last year we met day after day after the terrible attack of Khan Shaykhun. That shows the deterioration of the situation and how serious the stakes are today for our security. The use of chemical weapons is so abominable that it has been banned for almost 100 years, and the international community began years ago to eliminate them. As such, the chemical non-proliferation regime, which we have patiently developed and strengthened, is one of the pillars of our collective security architecture, at the heart of our security system. Yet today it is under serious threat. We face the cynical, barbaric and all-out use of chemical weapons against civilian populations. The Douma attacks once again illustrated the abject brutality of the Syrian regime's resolute military strategy. Such acts constitute war crimes or even crimes against humanity. They increase the risk of dangerous normalization — tolerating the return of these agents of fear and death is nothing more than a blank cheque to all those who would like to use them. To allow the normalization of the use of chemical weapons without responding is to let the genie of the proliferation of weapons of mass destruction — which pose an existential threat to us all — out of the bottle. It would mark a serious and reprehensible setback to the international order that we have all patiently helped to develop. The consequences would be terrible, and we would all pay the price. That is why we cannot accept it. France will do all it can to prevent impunity for the use of chemical weapons. It is in that spirit that we launched an international partnership last January. The demise of the Organization for the Prohibition of Chemical Weapons (OPCW)-United Nations Joint Investigative Mechanism in November, due to the Russian veto to protect Al-Assad's regime, sent a dangerous signal of impunity. It deprived us of an essential deterrent tool. It left a vacuum that the Syrian regime has rushed to exploit, and which yesterday's atrocities have tragically reminded us of. The American initiative to re-establish an independent mechanism, based on a balanced approach and taking into account the concerns expressed by every member of the Council, enables us to fill that glaring void. Such a mechanism would support the inquiry that has already been launched by the OPCW. It would also respect the essential criteria of independence, 10/04/2018 The situation in the Middle East S/PV.8228 18-10187 3/21 without any interference, and impartiality to which each member of the Council has committed. Such a mechanism would have a mandate to attribute responsibility for the attacks. Only the combination of those two criteria — independence and a mandate to attribute responsibility — will make that mechanism effective, and therefore dissuasive. Let me be clear: in view of the gravity of the 7 April attack, France will not accept any third-rate or sham mechanism whose independence and impartiality would not be genuinely ensured. That is what the Security Council owes today to the Syrian victims of chemical attacks and to the entire international community, whose security is threatened by the chemicals in the hands of the regime of Bashar Al-Assad. Since the threat is of an existential nature for us all, combating the proliferation of weapons of mass destruction must, more than ever, be among the top priorities of the Security Council. If there is one area in which the Council has a moral and political responsibility to convene and act, it is this one. If there is one domain for which the credibility of the Council is at stake, where tactical games have no place, it is this one. This is one of those moments when we have no choice but to act because what is at stake is essential. We cannot allow the chemical non-proliferation regime, and with it our entire security architecture — along with the principles and values that underpin our action — to crack and disintegrate before our very eyes. Today's vote is one of those key moments, one of those moments of truth. On behalf of France, I therefore call on each member of the Council to properly gauge and assume its responsibilities now and to vote in favour of the American draft resolution (S/2018/321). Mrs. Haley (United States of America): We have reached a decisive moment as the Security Council. On Saturday the first haunting images appeared from Douma, in Syria. We gathered around this table yesterday (see S/PV.8225) to express our collective outrage. We then collectively agreed that the Council needed to take steps to determine exactly what happened in Douma and to put an end to these barbaric attacks. The United States has put forward a draft resolution (S/2018/321) that accomplishes those shared goals. For weeks we have been working with every single delegation on the Council to develop a new attribution mechanism for chemical-weapons attacks in Syria. We held open and transparent negotiations so that every delegation could provide its input. And we went the extra mile for one Council member. We adopted paragraph after paragraph of Russia's proposed draft resolution (S/2018/175). We tried to take every Russian proposal that did not compromise the impartiality, independence or professionalism of a new attribution mechanism. After the Douma attack, we updated our draft resolution with common sense changes. Our proposal condemns the attack. It demands unhindered humanitarian access for the people in Douma. It calls on the parties to give maximum cooperation to the investigation. And it creates the attribution mechanism that we worked so hard with each member to develop. The draft resolution is the bare minimum that the Council can do to respond to the attack. The United States did everything possible to work towards Council unity on this text. Again, we accepted every recommendation that did not compromise the impartiality and independence of the proposed attribution mechanism. I want to say a brief word about Russia's draft resolution, which is also before us for a vote. Our draft resolutions are similar, but there are important differences. The key point is that our draft resolution guarantees that any investigations will truly be independent. Russia's draft resolution gives Russia itself the chance to choose the investigators and then to assess the outcome. There is nothing independent about that. The United States is not asking to choose the investigators, and neither should Russia. The United States is not asking to review the findings of any investigation before they are final, and neither should Russia. All of us say that we want an independent investigation. Our draft resolution achieves that goal. Russia's does not. This is not an issue that more time or more consultations could have resolved. At a certain point, you are either for an independent and impartial investigation or you are not. And now that the Douma attack has happened, this is not a decision that we can delay any longer. The United States calls on all Security Council members to vote in favour of our draft resolution and to abstain or vote against the Russian draft resolution. The Syrian people are counting on us. Mr. Nebenzia (Russian Federation) (spoke in Russian): Today the delegation of the United States is once again trying to mislead the international S/PV.8228 The situation in the Middle East 10/04/2018 4/21 18-10187 community and is taking yet another step towards confrontation by putting to a vote a draft resolution (S/2018/321) that does not enjoy the unanimous support of the members of the Security Council. It is not true that it meets almost all our requirements. The text is nothing more than an attempt to resurrect, unchanged, the former Organization for the Prohibition of Chemical Weapons-United Nations Joint Investigative Mechanism (JIM), established to investigate cases of the use of chemical weapons in Syria. Russia has always emphasized that it will not support that approach. The JIM became a puppet in the hands of anti-Damascus forces, and it covered itself with shame when it issued a guilty verdict for a sovereign State without credible evidence. The American draft resolution represents an identical reproduction of all of the former Mechanism's flawed working methods. The new mechanism would conduct investigations as it sees fit, with no reference to the standards of the Chemical Weapons Convention. That has nothing to do with independence, which the draft resolution's sponsors and its closest allies only pretend to care about. We know the worth of such independence. It is true anarchy and manipulation. At every stage of our work on the American initiative we have insisted that the Secretary-General should select the staff for the investigative mechanism on the basis of the broadest possible geographic representation, with subsequent approval by the Security Council. Visits to the sites of the incidents and strict adherence to the principle of sequential actions while ensuring the preservation of the material evidence should be not optional but mandatory working principles. In a collective decision, the Security Council would determine who was responsible in any given case of the use of chemical weapons, based on reliable evidence that would leave no room for doubt about the correctness of the conclusions. There is nothing about this in the American draft resolution. The authors know that it goes against the Russian position and will not be adopted. But they are obstinately sticking to their line. It is clear that today's provocative step has nothing to do with a desire to investigate what happened in Douma, Syria, on 7 April. An attributive mechanism is not necessary in order to initially establish the facts. Even if we could conceive of the improbable scenario in which the draft resolution creating the mechanism was adopted today, it would take several months to put the mechanism together and fine-tune its operations. Establishing who is to blame is the final link in a very long chain of actions. Here, in front of everyone, I would once again like to ask the sponsors why they need the mechanism when they have already identified the guilty parties before the investigation. They do not need it. They do not want to hear anything. They do not want to hear that no traces of a chemical attack were found in Douma. They have simply been looking for an excuse the whole time, and the provocateurs among the White Helmets have very kindly provided it. This is all reminiscent of a kind of spring fever. Exactly a year ago, in April 2017, a similar scenario unrolled with the chemical provocation in Khan Shaykhun, followed by a missile strike. The fact is that the authors of the draft resolution are motivated by completely different priorities. They have pinned their hopes on the assumption that the draft resolution will not be adopted. That is what they want, and it is something that they can bank along with the rest of their reasons justifying the use of force against Syria. For several days now, the Administration in Washington, D.C., has been keeping the international community in suspense while discussing the so-called important decisions being prepared. Only yesterday we heard how anxiously Special Envoy Staffan de Mistura spoke about the current escalation extending beyond Syria's borders (see S/PV.8225), and we know that the Secretary-General is also very concerned about that. It is clear that Russia will once again be the target of the propaganda cannons. My American colleague will painstakingly enumerate the Russian vetoes on Syria. It is not impossible that she has taken upon herself a capitalist commitment to using the reckless policies of the United States to achieve some sort of personal record in that regard. We are using the veto to protect international law, peace and security and to ensure that the United States does not to drag the Security Council into its misadventures. The United States representative says that we are covering up for someone. Russia is in Syria at the invitation of its lawful Government in order to combat international terrorism, in accordance with the Charter of the United Nations, while the United States is covering up for militias and terrorists. If the United States has decided to carry out an illegal military venture — and we still hope that it will think better of it — it must answer for that itself. It wants to dump this draft resolution, which has been sitting on the shelf for a long time, onto the Security Council in order to find a pretext. The United States representative 10/04/2018 The situation in the Middle East S/PV.8228 18-10187 5/21 herself has said repeatedly that if the Council does not make a decision, the United States will make a decision on its own. Why is the suta purposely undermining the Council's authority by promoting a draft resolution that we know will not go through? And a lot of people said that yesterday during consultations. We urge the Americans to give sober consideration to the potential this presents for confrontation, to think better of it and to withdraw its draft resolution from a vote. Russia cannot support it. The President (spoke in Spanish): I shall first put to the vote the draft resolution contained in document S/2018/321, submitted by Canada, France, the Netherlands, Peru, Poland, Sweden, Turkey, the United Kingdom of Great Britain and Northern Ireland and the United States of America. A vote was taken by show of hands. In favour: Côte d'Ivoire, Equatorial Guinea, Ethiopia, France, Kazakhstan, Kuwait, Netherlands, Peru, Poland, Sweden, United Kingdom of Great Britain and Northern Ireland and United States of America Against: Bolivia (Plurinational State of), Russian Federation Abstaining: China The President (spoke in Spanish): The draft resolution received 12 votes in favour, 2 against and 1 abstention. The draft resolution has not been adopted, owing to the negative vote of a permanent member of the Council. I shall now give the floor to those members of the Council who wish to make statements following the voting. Ms. Pierce (United Kingdom): This is a sad day for the Security Council; it is a sad day for the cause of universal norms and standards; and it is a sad day for the non-proliferation regime. But, above all, it is a very sad day for the people of Douma, who now are without the protection that the international system was set up to provide for them. This is the fourth time in six days that the Council has discussed chemical weapons. Yesterday 14 members of the Security Council called for an investigation. Several members called on the permanent five (P-5) to assume their responsibilities to uphold the universal prohibition on weapons of mass destruction (WMD). As a P-5 member, the United Kingdom was ready to do that and was joined by France and the United States. Conversely, by vetoing, Russia has crossed a line in the international order, and worse, if possible, history is repeating itself one year on from Khan Shaykun. Russia helped to create the original independent investigation that attributed Khan Shaykun to the Syrian regime and concluded that sarin, which can be developed only by a State actor, had been used. But last autumn, Russia vetoed renewal of that mechanism on not one but three occasions. The reason is clear: it is because Russia would rather cross the WMD line than risk sanction of its ally Syria. Instead, we are asked to believe that the Russian version of this latest attack should be the one that the Security Council believes. Russia is not authorized by the Security Council to carry out an investigation in Syria. Russia says that there were no traces of a chemical attack. No traces were found by whom? I repeat: Russia is not authorized to carry out an investigation on behalf of the Security Council. We need an independent investigative mechanism for that purpose, and only that sort of mechanism can have the confidence of the Security Council, the confidence of the membership of the United Nations and the confidence of the people of Syria. Sadly, reports of chemical-weapon attacks in Syria have continued since the original Russian veto, in November. It has become very clear that Russia will do what it takes to protect Syria, whatever the compelling evidence of the crimes committed, and to shut down further investigation and discussion of those crimes. This has come at the cost of Russia's own obligations and credibility as a permanent member of the Council, as a State party to the Chemical Weapons Convention and as a declared and supposed supporter of peace in Syria. The Security Council has been unable to act solely because Russia has abused the power of veto to protect Syria from international scrutiny for the use of chemical weapons against the Syrian people. Even today open-source investigations have located a chlorine cylinder, the same kind that the Joint Investigative Mechanism has found that the Syrian regime used, atop a house in Douma full of people who had clearly died from respiratory problems. S/PV.8228 The situation in the Middle East 10/04/2018 6/21 18-10187 I frankly doubt that in 48 hours Russia has verified all similar reports and can conclude that they are all fake. They are not fake; they need to be looked at and investigated by a proper independent mechanism such as the Council was prepared today to pass. Russia's credibility as a member of the Council is now in question. We will not stand idly by and watch Russia continue to undermine the global norms that have ensured the security of all of us, including Russia, for decades. As a P-5 member, the United Kingdom will stand up for international peace and security; it is our moral duty. It is a matter of shame that Russia has once again blocked a draft resolution. The Russian Ambassador mentioned that it was not a question of counting the number of Russian vetoes. I beg to differ. To quote Lenin, quantity has a quality all of its own. Russia's actions today are a step against the rules and authority of the Security Council and the wider United Nations. They are a step against international peace and security and non-proliferation, and they are a step against humanity. Mr. Wu Haitao (China) (spoke in Chinese): China is deeply concerned at reports that the use of chemical weapons has caused civilian deaths and casualties in Syria. We are firmly opposed to the use of chemical weapons by any country, organization or individual, under any circumstances. This has been China's clear and consistent position. China supports the carrying out of a comprehensive, objective and impartial investigation into the use of chemical weapons in Syria so as to achieve results that are based on substantial evidence and can pass the litmus test of history and truth, bringing the perpetrators and the parties responsible for the use of chemical weapons to justice. There should be no prejudgment of the outcome or arbitrary conclusions. The Security Council has a consensus on condemning the chemical-weapons attacks in Syria, establishing a new investigative mechanism and identifying the perpetrators of the chemical-weapon attack in Syria. All members of the Security Council should remain united and insist that the Council and the Organization for the Prohibition of Chemical Weapons be the main channel for dealing with the Syrian chemical-weapon issue, in an effort to seek an appropriate solution through consultations. The draft resolution that was just put to the vote in the Security Council (S/2018/321) had elements of consensus, including condemning the chemical-weapons attacks in Syria, establishing a new investigative mechanism and urging all parties to cooperate with the investigation. However, on some specific measures, it does not take full consideration of some of the major concerns of certain Security Council members on improving the mechanism's working methods and ensuring an objective and impartial investigation. Against that backdrop and in the light of our long-standing position on the question of chemical weapons in Syria, China abstained in the voting on the draft resolution. The issue of Syria is currently at a critical juncture. China remains firmly seized of the situation and is deeply concerned at the developments on the ground. China has always called for respecting the sovereignty, independence, unity and territorial integrity of Syria and insists on seeking a peaceful solution to the dispute. We oppose the use or threat of force in international relations and believe that any action taken should be in accordance with the Charter of the United Nations. The international community and all parties concerned should stand firm on the imperative need to seek a political solution to the question of Syria, step up their support for the United Nations main channel of mediation, and push for all Syrian parties to seek a Syrian-led and Syrian-owned political solution to the question of Syria, in accordance with resolution 2254 (2015). China is ready to work with all parties in an effort to push for a political solution to the issue of Syria. Mr. Tanoh-Boutchoue (Côte d'Ivoire) (spoke in French): My delegation voted in favour of the draft resolution initiated by the United States (S/2018/321) for two main reasons. With regard to the first reason, Côte d'Ivoire believes that the draft resolution conforms to our firm belief that any and all use of chemical weapons in wartime as in peacetime must be condemned and requires investigation to determine those responsible for such acts to hold them accountable. In that regard, the draft resolution submitted by the United States clearly conveys the resolve of the international community to see perpetrators of chemical attacks identified and prosecuted so that they are accountable for their acts. Concerning the second reason, Côte d'Ivoire believes that the text of the draft resolution provides 10/04/2018 The situation in the Middle East S/PV.8228 18-10187 7/21 guarantees with regard to the credibility of the outcome of investigations. The text insulates such investigations from any political influence and clears a path for the experts' professionalism and independence and the impartiality of the mechanism itself. By voting in favour of the draft resolution, the Ivorian delegation wanted to show its solidarity with Syrian victims who are suffering from the consequences of an endless war and to help meaningfully safeguard international peace and security. Sadly, my delegation notes that divisiveness within the Security Council prevented the adoption of the American draft resolution, which Côte d'Ivoire painfully regrets. It is time that efforts be made to unify the Council if we want truly to work to achieve international peace and security. Mr. Radomski (Poland): The use of chemical weapons is a serious atrocity, which may amount to a crime against humanity and a war crime. Accountability for such acts is a requirement under international law — and central to achieving sustainable peace in Syria. Draft resolution S/2018/321, presented by the United States, addressed the most pressing needs related to the use of chemical weapons in Syria, including the role of the Organization for the Prohibition of Chemical Weapons and its Fact-finding Mission, securing humanitarian access and, last but not least, creating a new, truly independent and impartial accountability mechanism. We thank the American delegation for its ongoing leadership in the negotiations. We appreciate its flexibility and fully understand and share the rationale behind putting this text to the vote today. Because of the use of the veto by the Russian Federation, the Security Council failed once again today to establish an accountability mechanism. By that act, Russia undermined the ability of the Council to fulfil its primary responsibility under the Charter of the United Nations: to maintain international peace and security. We are disappointed that, for some States, political alliances and calculations proved to be more important than the need to end the horrors confronting the civilian population and the unacceptable loss of human life in Syria. Poland supports the Independent International Commission of Inquiry on the Syrian Arab Republic, the Impartial and Independent Mechanism to Assist in the Investigation and Prosecution of Persons Responsible for the Most Serious Crimes under International Law Committed in the Syrian Arab Republic since March 2011, the International Partnership against Impunity for the Use of Chemical Weapons, and other instruments that might facilitate bringing the perpetrators of chemical attacks to justice. We will join all genuine efforts to achieve that goal. Mr. Llorentty Solíz (Plurinational State of Bolivia) (spoke in Spanish): Bolivia reiterates in the strongest terms its categorical condemnation of the use of chemical weapons and the weaponization of chemical agents as an unjustifiable and criminal act, wherever, whenever and by whomever they are committed, as such use constitutes a serious crime under international law and a threat to international peace and security. There is no justification for their use regardless of the circumstances and of who uses them. We therefore reaffirm the need to maintain the unity of the Security Council so as to ensure that those who have used chemical weapons are held accountable and brought to justice so that their actions do not go unpunished. In that regard, we reiterate our support for the work being carried out by the Organization for the Prohibition of Chemical Weapons and its Fact-finding Mission so that, in line with their mandates, they can carry out the work entrusted to them in the most methodical, technical and trustworthy manner possible with the support of an independent, impartial, complete and conclusive investigation. We firmly reiterate that the work of an investigative mechanism is essential to ensuring accountability for such terrible acts. To that end, it must be independent, impartial and representative so that a transparent, impartial, complete, reliable and conclusive investigation can be carried out, and, for that to happen, we face the great challenge and the responsibility of not politicizing or instrumentalizing the Security Council. My delegation voted against the draft resolution (S/2018/321) presented by the United States of America, first of all, because we regret that once again a draft resolution was put to the vote with the knowledge that it would not be adopted by the Security Council, and, moreover, because there has already been a series of threats of the use of force accompanied by threats of unilateral action, which, of course, runs directly counter to the Charter of the United Nations. Bolivia once again makes clear its firm rejection of taking unilateral actions, because any unilateral military action that does not enjoy the approval of the Security Council is entirely illegal and contravenes the principles explicitly set forth in the Charter. In addition, any unilateral S/PV.8228 The situation in the Middle East 10/04/2018 8/21 18-10187 military action would violate the sovereignty and territorial integrity of the Arab Republic of Syria, and would affect the stability of the political process and the agreements on which progress has been made under the auspices of the United Nations. Mr. Van Oosterom (Netherlands): In my statement yesterday (see S/PV.8225) I urged the Security Council not to stand idly by and watch as a spectator while chemical weapons were being used in Syria. In our opinion, the Council should act, condemn, protect, and hold to account those responsible. Those elements are all reflected in draft resolution (S/2018/321) put forward by the United States, and that is why the Kingdom of the Netherlands voted in favour of that draft resolution. We thank the United States delegation for drafting the text. We appreciate the earlier rounds of negotiations and the flexibility displayed at yesterday's late-night round. Together with others, we are extremely disappointed that an attempt to set up an effective mechanism of attribution on the use of chemical weapons has failed once again. Today we witnessed the twelfth overall Russian use of the veto concerning Syria, including six pertaining to chemical weapons. As I said yesterday, if the Russian representative claims that the chemical-weapons attack in Syria is a fabrication, he should not veto the draft resolution. By vetoing this draft resolution, the Russian Federation assumes a heavy responsibility for continued impunity and the horrible use of chemical weapons in Syria. Because of this permanent member, the Council is not even able to condemn the use of chemical-weapons attacks this past weekend in Douma, during which the White Helmets once again demonstrated their unwavering commitment to their life-saving work in the most difficult circumstances. With regard to the draft resolution proposed by the Russian Federation (S/2018/175), the Netherlands will vote against it. That draft resolution falls short in every possible way. It seems that the Russian Federation is unable to support an independent and impartial investigative mechanism. It seems that it can accept a mechanism only in which itself can decide when, where, how and by whom the investigation would be conducted, while leaving the mandate attributed to the Council subject to its veto. This cannot be the end of the issue. The Security Council cannot remain passive in the face of the atrocities being committed in Syria. We must continue to work for an effective attribution mechanism, inside and outside the Security Council. Impunity must not prevail. The President (spoke in Spanish): The Security Council is ready to proceed to the vote on the draft resolution contained in document S/2018/175, submitted by the Russian Federation. I shall now give the floor to those members of the Council who wish to make statements before the voting. Mr. Nebenzia (Russian Federation) (spoke in Russian): Before I speak about the draft resolution before us (S/2018/175), I would like to say that I am very happy that my British colleague is familiar with the classic works of Marxism-Leninism, although that is hardly surprising, because Marx, Engels and Lenin were frequent visitors to London — indeed, Marx is buried there. But I would like to cite another quotation from Lenin, who wrote an article entitled "Better Fewer, but Better". After the Organization for the Prohibition of Chemical Weapons-United Nations Joint Investigative Mechanism (JIM) on the use of chemical weapons in Syria ended, in November of last year, it was Russia that found itself in the forefront of the efforts to fill the resulting gap. We drafted a resolution on the issue that we submitted to our colleagues for their consideration on 23 January. The Western camp immediately gave the draft text a hostile reception, since it eliminated the loopholes that enabled investigations to be manipulated and handed over to the control of the opponents of Damascus, as occurred with the JIM and which was the reason for its premature demise. I want to emphasize that we have not invented anything new in our text, but have merely brought the principles for the work of the new mechanism in line with the standards of the Chemical Weapons Convention. We now have a real opportunity to create a genuinely independent and impartial working mechanism that would help the Security Council to identify those responsible for the use of chemical weapons in the context of the conflict in Syria. All that it needs is for Council members to vote in favour of our draft resolution, and we call on them to do that. The President (spoke in Spanish): I shall now put to the vote the draft resolution contained in document S/2018/175, submitted by the Russian Federation. A vote was taken by show of hands. 10/04/2018 The situation in the Middle East S/PV.8228 18-10187 9/21 In favour: Bolivia (Plurinational State of), China, Equatorial Guinea, Ethiopia, Kazakhstan, Russian Federation Against: France, Netherlands, Peru, Poland, Sweden, United Kingdom of Great Britain and Northern Ireland, United States of America Abstaining: Côte d'Ivoire, Kuwait The President (spoke in Spanish): The draft resolution received 6 votes in favour, 7 votes against and 2 abstentions. The draft resolution was not adopted, having failed to obtain the required number of votes. I shall now give the floor to those members of the Council who wish to make statements following the voting. Ms. Pierce (United Kingdom): As I have taken the floor once today already, I will be brief. With regard to Karl Marx, I think he must be turning in his grave to see what the country that was founded on many of his precepts is doing in the name of supporting Syria by condoning the use of chemical weapons on Syrian territory. We voted against the Russian draft resolution (S/2018/175) for a number of reasons. The Russian text is a distraction. It has lain dormant around the Security Council for weeks. There was no attempt to meet other Council members' concerns in its drafting, unlike the United States text (S/2018/321), which had adapted its original preferences precisely to try to meet those of the Russian Federation and others. The Russian text does nothing to bring a political process any closer. Specifically, it moves the parameters on access and imparts a quasi-judicial standard — "beyond a reasonable doubt" — that is inappropriate for the type of investigation that the Council wishes to establish. If the Russians want a criminal investigation, they could always suggest that we refer the matter to the International Criminal Court. Furthermore, there is selective quoting of the Chemical Weapons Convention to undermine the Organization for the Prohibition of Chemical Weapons-United Nations Joint Investigative Mechanism, and it takes a selective approach to the parameters of the Organization for the Prohibition of Chemical Weapons. But, above all, the text is unacceptable because it seeks to assert that sovereign States are above international law and international norms. That is breathtaking both in its arrogance and its ignorance, and for that reason alone, if not the others, we could not support it. Mrs. Haley (United States of America): Yesterday I said that history will record this moment (see S/PV.8225) as one when we as the Security Council either lived up to our responsibilities or showed our complete failure to protect the Syrian people. Today we have our answer. The votes have been cast. The record will show that today some countries decided to stand up for truth, accountability and justice for the Syrian people. Most countries saw the horror that took place in Douma last weekend at the hands of the Al-Assad regime and realize that today was a time for action. Month after month, the Al-Assad regime, with the full support of Russia and Iran, has strung the Security Council along. They ignored our calls for a ceasefire, for political dialogue and for deliveries of humanitarian aid. They ignored our calls to stop using chemical weapons — weapons that are universally banned from war. And then, last weekend, the Al-Assad regime forced a moment of reckoning on all of us by gassing people in Douma. The United States and the countries that joined us today could not allow that attack to go unanswered. The record will not be kind to one permanent member of the Council. Unfortunately, Russia has again chosen the Al-Assad regime over the unity of the Security Council. We have said before that Russia will stop at nothing to shield the Al-Assad regime, and now we have our answer. Russia has trashed the credibility of the Council. It is not interested in unity or compromise. Whenever we propose anything meaningful to Russia, Russia vetoes it. It is a travesty. It has now officially vetoed draft resolutions that would hold Al-Assad accountable for these barbaric chemical attacks six times. Things did not have to turn out this way. For weeks, the United States has led transparent, good-faith negotiations with all Security Council members to establish an attribution mechanism for chemical weapons in Syria. We started from the simple premise that every Council member would want to know who was responsible for using those barbaric and illegal weapons. We did everything to accommodate Russia's views. Russia surprised us with a proposed draft resolution (S/2018/175), calling all of us into the S/PV.8228 The situation in the Middle East 10/04/2018 10/21 18-10187 Security Council Chamber and handing out the draft text on the spot. After hearing widespread concerns about its draft resolution, Russia moved ahead anyway, accommodating no one's views. We could have done the same, but instead we tried to take as much as we could from Russia's draft text, while maintaining an impartial and independent process. We negotiated in good faith. Many aspects of our draft resolutions were similar. Russia said that the investigators should have safe access to the places where chemical weapons were used. We agreed. Russia said that it wanted an impartial, independent and professional investigation. We agreed. Russia said that the investigators should be recruited on as wide a geographical basis as possible. We agreed. Russia said that it wanted reports on the activities of non-State actors involving chemical weapons. Although that sounded to us like an attempt to distract from the Al-Assad regime, we included Russia's request. We even gave our mechanism the name that Russia wanted — the United Nations independent mechanism of investigation. There were really only two key differences between our draft resolution and that of Russia, but those differences speak volumes. First, Russia wanted to give itself the opportunity to approve the investigators who were chosen for the task. Secondly, Russia wanted the Security Council to assess the findings of any investigation before any report was released. Does any of that sound independent or impartial? Russia's proposal was not about an independent and impartial investigation at all. It was all about protecting the Al-Assad regime. This is a sad day. The United States takes no pleasure in seeing Russia exercise its sixth veto on the issue of chemical weapons in Syria. Only last week, we had hoped that the one-year anniversary of the Khan Shaykun attack might be the start of a renewed partnership to combat chemical weapons. However, those deadly weapons have been used on Syrian families again. When the people of Douma, along with the rest of the international community, looked to the Council to act, one country stood in the way. History will record that. History will record that, on this day, Russia chose to protect a monster over the lives of the Syrian people. Mr. Wu Haitao (China) (spoke in Chinese): China has stated its principled position on the chemical weapons attack in Syria. The draft resolution on the establishment of a new investigative mechanism submitted by the Russian Federation (S/2018/175) condemns the chemicals weapons attack in Syria and calls for the creation of a new investigative mechanism to establish the facts and the truth. We can all agree on those positive elements. In addition, it proposes improved working methods compared to previous investigative mechanism and set out concrete steps to carry out a robust on-site investigation on the ground and to ensure impartiality in the process of collecting evidence. As a result, the new investigative mechanism would be able to function with greater professionalism and to reach a truly credible conclusion. Those elements are in line with China's principled position. We support Russia's draft resolution. China regrets that the draft resolution was not adopted. Mr. Ndong Mba (Equatorial Guinea) (spoke in Spanish): I am taking the floor following the voting on the two draft resolutions (S/2018/175 and S/2018/321) above all to express our frustration over the fact that the Security Council was not able to adopt either the first or the second draft, which sought to give the Council an independent and professional mechanism with a mandate to attribute responsibility for the use of chemical weapons, despite the fact that all Security Council members expressed their desire in that regard. That is precisely why we voted in favour of both draft resolutions in the hope of having a new monitoring mechanism to attribute responsibility so as to protect people from the terrible and harmful effects of such chemical weapons. Despite the negative outcome of the voting on both draft resolutions, the Government of the Republic of Equatorial Guinea, whose position on the use of chemical weapons we have clearly set out during the debates on the issue, wants the members of the Security Council to seek and to explore other alternative draft texts that could merit the joint agreement or the consensus of the Security Council so that we can establish that new mechanism as soon as possible. That is what the people who are suffering, or in the future may suffer, the terrible effects of chemical weapons hope and expect of the Security Council. Mr. Alemu (Ethiopia): It is indeed regrettable that the Council could not adopt a resolution to establish a new mechanism that would identify those responsible 10/04/2018 The situation in the Middle East S/PV.8228 18-10187 11/21 for the use of chemical weapons in Syria. Establishing such a tool would have sent a quick and unified message regarding the resolve of the Council not to tolerate impunity. That is how we view the defeat of both draft resolutions (S/2018/175 and S/2018/321). However, we were not at all surprised. We voted in favour of both draft resolutions, consistent with our position in reaffirming the importance of setting up an independent, impartial and professional investigative mechanism with a view to ensuring accountability. No doubt, such a mechanism would clearly have addressed the existing institutional gap in that regard, which continues to be a source of major weakness in the fight against impunity. Both draft resolutions sought the establishment of such a mechanism. Clearly, there are differences, among others, concerning some aspects of the accountability mechanism. We believe that we have come some distance in bridging those differences. It would have been a major achievement, both functionally and from the point of view of enhancing trust, which is so greatly needed in order to address the challenge not only of ensuring non-proliferation but also of advancing the cause of international peace and security. That was why we were hoping that we could achieve consensus on the matter and unity within the Council. Frankly speaking, we do not like what we see. At the risk of sounding self-righteous — and the challenge that we face makes taking the risk appropriate — we must say that we are deeply disappointed about the situation that we are in. Since we have no alternative, it remains important that we all persevere in continuing our dialogue and supporting the efforts to ensure unity, without which the Council will not be in a position to discharge its principal responsibility of maintaining international peace and security, in particular repairing the damage to the chemical weapons disarmament and non-proliferation regime. Yesterday, we expressed our concern about the difficult situation we are currently facing (see S/PV.8225). We do not wish to repeat what we said, but allow me to state in closing that we look forward to handling the issue of the alleged use of chemical weapons in Douma, eastern Damascus, with a greater sense of responsibility. That is how we intend to look at the draft resolution from Russia before us, a draft which, in our view, is relatively similar to the draft resolution informally made available by Sweden yesterday, whenever the Council is ready to handle it. Mr. Alotaibi (Kuwait) (spoke in Arabic): I support the statement in explanation of vote on the American draft resolution (S/2018/321) made earlier in the meeting by the representative of the United Kingdom, who said that today is actually a sad day. It is a sad day for the non-proliferation regime, and a sad day for civilians — particularly women, children and the elderly — throughout Syria, and specifically Douma in eastern Ghouta. We ask their forgiveness because we have disappointed them once again. The Council has been unable to establish a mechanism that would hold accountable those who commit crimes by using chemical weapons in Syria. We ask their forgiveness because the Council has been unable to put an end to the serious and gross violations of international humanitarian law, human rights law and many Security Council resolutions condemning the use of chemical weapons in Syria. We ask their forgiveness because the Council has been unable to hold to account the perpetrators of crimes related to the use of chemical weapons in Syria. Our position has always been clear. We have called for consensus in the Council on this sensitive issue, which touches on accountability and impunity. We voted in favour of the United States draft resolution because it contains the basic elements that we think are necessary to establish any new accountability mechanism in Syria in order to guarantee its independence, neutrality and professionalism. The mechanism would identify the perpetrators responsible for any chemical attack, and then the Security Council would shoulder its responsibility in terms of sanctions. We abstained in the voting on the draft resolution presented by the Russian Federation (S/2016/175) because it did not include the elements to which I have referred. It would undermine the credibility of the new mechanism by depriving it of its fundamental terms of reference, namely, to determine whoever is responsible in the event of attacks using chemical weapons. We are very concerned about the result of voting today because it will encourage parties to the conflict to continue using chemical weapons in the absence of accountability. Kuwait supported the code of conduct whereby the States members of the Security Council would commit to not opposing draft resolutions dealing with crimes against humanity, genocide and war crimes. We also S/PV.8228 The situation in the Middle East 10/04/2018 12/21 18-10187 supported the French-Mexican initiative on abstention in the use of the veto in cases of human rights violations. As a result of the voting today, and based on our commitment to abiding by the four Geneva Conventions and their two Additional Protocols, international humanitarian law and the final outcome of 2016 World Humanitarian Summit, we call again for crimes against humanity and war crimes, as well as humanitarian issues, to receive due attention. That would include allowing the safe and sustainable delivery of humanitarian assistance and medical evacuations, and preventing the siege of residential areas. These should be treated as procedural issues; they should not be subject to a veto so that such human tragedies and sufferings are never repeated. Mr. Skoog (Sweden): Like everyone else, we deeply regret that today the Council was prevented once again from establishing a responsibility-attribution mechanism for the purpose of impartially identifying the perpetrators and organizers of the use of chemical weapons in Syria. I am sure we all share a sense of very tragic déjà vu as we repeat the scenario the Council faced in November when the renewal of the mandate of the Joint Investigative Mechanism was blocked. However — and I apologize to all of those who are tired of hearing me say this — we will not give up. Efforts to reach an agreement on a responsibility-attribution mechanism must continue, and we support all serious and genuine initiatives that aim to achieve this objective. We stand ready to help facilitatory efforts to find a way forward. Accountability for the use of chemical weapons is crucial. As we have stated before, the Syrian people suffering from more than seven years of conflict deserve no less from us. They want peace and justice, not further military escalation or impunity. A collective response to the most recent alleged chemical weapons attack in Douma therefore remains urgent and critical. The credibility of the Council is at stake. We must now come together to swiftly condemn the use of chemical weapons in Syria and express alarm at the alleged attack in Douma. We must support an immediate and further investigation through the Organization for the Prohibition of Chemical Weapons, and we must demand full, free and safe access without any restrictions or impediments to the fact-finding mission in its immediate deployment to Syria. Establishing the facts of what has taken place in Douma remains an essential first step towards confirming the alleged use of chemical weapons and finding the truth, and we need independent, impartial attribution of guilt followed by full accountability. The Council must remain seized and live up to its responsibility. That is why we circulated yesterday a draft text aimed at finding common ground. We stand ready to work tirelessly to find agreement on a robust, swift and immediate response. We need to come back together again after the failure that we have just witnessed. Mr. Tumysh (Kazakhstan): Our position remains unchanged and consistent. Due to well-known historical reasons, Kazakhstan has always taken a firm and resolute stance of uncompromising condemnation of any use of weapons of mass destruction, including chemical weapons. We do so as that is an extremely heinous action and an unacceptable war crime. We have also been in support of attaching paramount importance to the creation of a new investigative mechanism. That has been strongly reiterated, and we have pressed for its urgency. Impunity for chemical crimes is not acceptable. It sends the wrong signal to those who continue to use or intend to use such an extremely heinous weapon. However, in order to punish anyone, we must be able to prove guilt completely and irrefutably. In that regard, the creation of a full-fledged, impartial and independent investigative tool is of the utmost necessity for all. We have worked in earnest with the delegations of the United States and the Russian Federation. We must recognize that the use of chemical weapons in Syria continues, along with the persistent threat of chemical terrorism, to present a grave reality. In addition, many allegations of the use of chemical agents in Syria are still undisclosed. Based on the aforementioned circumstances and understanding the need to preserve this mechanism, we supported both draft resolutions intended to create new investigative mechanisms. We urge that we all work together for the maintenance and strengthening of international peace and security. Mr. Llorentty Solíz (Plurinational State of Bolivia) (spoke in Spanish): This meeting is an interesting one from a variety of perspectives. One is that Lenin and Marx, two anti-imperialists, have been invoked more than once. What we have seen today is related to that topic. It is a fact that all empires are under the illusion that they are morally superior to the rest of us, that they believe themselves to be exceptional and indispensable and that they are above the law. In this, as in other cases, they do not seek to advance democracy or 10/04/2018 The situation in the Middle East S/PV.8228 18-10187 13/21 freedom, but rather ultimately to expand their power and domination worldwide. What we have seen today is a sad reflection of what is happening on the battlefield in Syria and of those interests. I would like to echo the words of the Swedish Ambassador in urging the Security Council not to rest until we are united and can reach consensus, if indeed we believe in the purposes and principles of the Charter of the United Nations. It is the Charter, and whether the members of the Council can fulfil it, that is ultimately at stake. One of our responsibilities under it is to refrain from taking unilateral action. We hope that principle will be honoured. The President (spoke in Spanish): The Council is ready to proceed to the vote on the draft resolution contained in document S/2018/322, submitted by the Russian Federation. I shall now give the floor to those members of the Council who wish to make statements before the voting. Mr. Nebenzia (Russian Federation) (spoke in Russian): We too are sorry that our draft resolution (S/2018/175) was not adopted today, but at the moment neither it nor the United States draft resolution (S/2018/321) would have had any influence on the investigation of the alleged incident in Douma. Right now, that is not what they are about. There is no need to mislead anybody by saying that, or that there were intensive consultations on the American draft resolution but not on ours, or that most of our amendments were supposedly taken into account. Our colleagues will now tell the press that we vetoed their resolution, while modestly remaining silent about the fact that just as with the draft resolutions on the Organization for the Prohibition of Chemical Weapons-United Nations Joint Investigative Mechanism, they also vetoed ours. Yesterday, during the meeting on threats to international peace and security (see S/PV.8225), there was an emotional discussion of the event, or the alleged event, in Douma on 7 April. Based on the results of the inspection conducted by our specialists, we said that a chemical attack could not be confirmed. Nonetheless, we advocated for the speediest possible investigation of all of the circumstances by the Organization for the Prohibition of Chemical Weapons (OPCW) and affirmed our willingness to facilitate its work on the ground. The Government of Syria has sent the OPCW an official request that such a mission be dispatched to Douma as soon as possible. Yesterday, the Swedish delegation put forward a fairly constructive text for a corresponding draft resolution. Unfortunately, their initiative was undeveloped and was trampled down thanks to the confrontational efforts of the United States and its closest allies, which had decided to shift the focus away from the issue of an investigation of what happened on 7 April. That is understandable, because they have already identified the guilty parties. As far as they are concerned, the so-called regime, along with Russia and Iran, is always to blame for everything. The investigation does not interest them. Well, sometimes it does, but only if it is based on so-called exclusive data from the opposition's social networks. For the hundredth time, I would like to ask the same question yet again. Can someone here explain clearly and plainly why Damascus needed this alleged chemical attack in Douma in principle, especially since practically all of the militias had evacuated Douma by then? And the militias who were still being evacuated on 8 April knew nothing about the alleged occurrence of this chemical attack. I will answer my own question. The provocation was desperately needed by the militias who received that very timely support from the United States and other Western countries. We decided to develop the Swedish initiative, and our draft resolution notes the Syrian Government's invitation to the OPCW Fact-finding Mission to visit the site of the alleged event without delay. It welcomes the decision of the Director-General of the OPCW Technical Secretariat to send the Mission to Syria in order to conduct investigative work in line with Chemical Weapons Convention standards. It takes into account the guarantees of safe access provided by the Syrian authorities and Russian military forces. Fifteen days later, the Secretary-General would submit the first report to the Security Council. This is a strictly practical, non-confrontational and depoliticized initiative in support of the OPCW, which would help the specialists in this area determine what did, or rather did not, take place in Douma. And that is the priority now, not the draft resolution on a United Nations independent investigative mechanism, which was hastily submitted for a vote with the obvious aim of seeing both draft resolutions vetoed. We hope that Council members will give this initiative their unanimous support so that the process can begin as soon as possible. According to our information, two S/PV.8228 The situation in the Middle East 10/04/2018 14/21 18-10187 expert groups from the OPCW Fact-finding Mission should leave for Syria by the end of this week. Whatever the excuse that may be given, if the experts do not reach Douma because they have been prevented by those who continue to speculate about the chemical issue in order to smear Syria and Russia, that will be yet another piece of evidence showing that behind this thoroughly false story are dirty geopolitical games and, what is worse, aggressive military plans capable of reversing the positive trend in the resolution of Syria's conflict and inflicting a painful blow on a region already tormented by adventurist assaults. We are witnessing all of that literally in real time. We request that you put this draft resolution to a vote, Mr. President. Mr. Skoog (Sweden): We want swift and resolute action today, and we want the Security Council to shoulder its collective responsibility. But I am not sure that we have exhausted all the avenues that could get us there, nor am I sure that voting on this new Russian draft resolution (S/2018/322) will get us there either. We feel that we are at a very fragile stage of Council deliberations right now, and we need to reflect carefully on the way forward to ensure that we do not jump into further paralysis, with consequences that will be difficult to defend or repair. That is why I would like to ask you, Mr. President, to suspend the meeting right here and now so that we can all move into consultations and carefully and collectively reflect on the next step. The President (spoke in Spanish): The representative of the Russian Federation has asked to make a further statement. Mr. Nebenzia (Russian Federation) (spoke in Russian): We listened carefully to what the Permanent Representative of Sweden has just said. To be candid, we are somewhat puzzled by his statement, because the draft resolution that we submitted (S/2018/322) is, in essence, based on the same idea as the draft submitted yesterday by the Swedish delegation. I do not know what we are going to consult on in consultations. I believe we already consulted on this subject yesterday. However, out of respect for the Swedish delegation and those delegations who would like to hold consultations, we are not against that. But let me say right away that we intend to put this draft resolution to a vote today, after our consultations. We hope that the consultations will be constructive and will not drag on for long, because that is certainly not necessary at this point. We need to adopt this draft resolution in support of the mission of the Organization for the Prohibition of Chemical Weapons in order to establish the facts on the ground as quickly as possible. The President (spoke in Spanish): If there is no objection, I will suspend the meeting. We will continue after our consultations. The meeting was suspended at 4.40 p.m. and resumed at 5.45 p.m. The President (spoke in Spanish): I shall now put to the vote the draft resolution contained in document S/2018/322, submitted by the Russian Federation. A vote was taken by show of hands. In favour: Bolivia (Plurinational State of), China, Ethiopia, Kazakhstan, Russian Federation Against: France, Poland, United Kingdom of Great Britain and Northern Ireland, United States of America Abstaining: Côte d'Ivoire, Equatorial Guinea, Kuwait, Netherlands, Peru, Sweden The President (spoke in Spanish): The result of the voting is as follows: 5 votes in favour, 4 against and 6 abstentions. The draft resolution was not adopted, having failed to obtain the required number of votes. I shall now give the floor to those members of the Council who wish to make statements following the voting. Ms. Pierce (United Kingdom): I will be brief. In the Consultations Room just now, Mr. President, you and the representative of Sweden made valiant attempts at a compromise. We all appreciate what is at stake and thank you for your and Sweden's efforts. But, fundamentally, the United Kingdom could not vote for the Russian text (S/2018/322) because it does not establish an investigation into who was responsible for the attack. It only welcomes the Fact-finding Mission, which is already on its way. I repeat what I said in consultations: the Fact-finding Mission determines whether chemical weapons were used and, if they were, which chemical weapons were used. It does not, and cannot, establish who was responsible for 10/04/2018 The situation in the Middle East S/PV.8228 18-10187 15/21 their use — and thus start on the first step on the path to attribution and accountability. For that reason, we are not able to support the text. It would be like watching a fire, identifying that there was a fire, and doing nothing to put it out. The Russians invited us to return to the issue of an investigative mechanism on a separate occasion. I am afraid that the answer to that is 17 November 2017, when Russia vetoed a joint investigative mechanism that it had itself decided to set up. For all those reasons, all it would have taken is a written decision for an investigation set up by the Security Council. Russia could not take that small step, and therefore we were not able to support the draft resolution. I very much regret that, but the answer was in Russia's hands. Mr. Wu Haitao (China) (spoke in Chinese): Recent reports concerning the use of chemical weapons in Douma and the consequent civilian casualties have given rise to serious concern on the part of the international community. China has noted that the Organization for the Prohibition of Chemical Weapons (OPCW) has already asked its Fact-finding Mission in the Syrian Arab Republic to investigate the relevant reports. We support the OPCW in sending investigators to Syria so as to establish the truth. We call on all parties concerned to cooperate with the investigation. The draft resolution submitted by the Russian Federation (S/2018/322) expresses deep concern about the alleged use of chemical weapons in Douma on 7 April, strongly condemns the chemical-weapons attacks that took place in Syria and elsewhere, urges the OPCW Fact-finding Mission to carry out an on-site investigation, and provides that the Syrian Government and other parties will ensure the security of and safe access to investigators. The draft resolution is in keeping with China's principled position. China supports and voted in favour of the Russian draft resolution. Mr. Skoog (Sweden): We deeply regret that we have ended up here following a long day of serious efforts to move forward by some of us — I believe. We abstained in the voting on the Russian draft resolution (S/2018/322) a few moments ago because the attribution and accountability track, which we believe is important, lacked clarity. We called for consultations earlier because we felt that, provided there was political will, an opportunity remained for us to come together and shoulder our responsibility today. We put forward a draft resolution (S/2018/321) to all members that we felt was credible and assertive, and was intended to support the Fact-finding Mission of the Organization for the Prohibition of Chemical Weapons. It was also very clear in its determination to establish an impartial, independent and professional investigative mechanism, and we had suggested that the Secretary-General help us recommend the best way forward in that area and give him 10 days to come back to the Council. I believe that would have been a much better way forward than where we are right now. I am therefore very disappointed that we have not been able to move forward on this. I thank all those members of the Security Council that were ready to engage, and I just hope that we do not consider this the end with regard to ensuring that the facts will be established and that there will be true accountability and no more impunity for the horrendous use of chemical weapons in Syria and elsewhere. Mr. Ndong Mba (Equatorial Guinea) (spoke in Spanish): I once again express the frustration of our delegation over this afternoon's negative outcome. We abstained in the voting on the third draft resolution (S/2018/322), first of all because it was submitted only very late today and, secondly, because it is lacking compared to the two previous draft resolutions on which we voted in favour (S/2018/175 and S/2018/321). We believe that we should ask the representative of Sweden, Mr. Olof Skoog, not to withdraw his proposal so that following this meeting — perhaps tomorrow afternoon — as was suggested during consultations, we can continue considering and analysing it to see whether we can agree to vote on the draft resolution once we have introduced amendments and reached a consensus on the text that he has presented. Mr. Radomski (Poland): Poland voted against the draft resolution (S/2018/322) presented by Russia. We believe that the draft resolution submitted originally by Sweden was an honest attempt to enable the Security Council to respond promptly to the horrific act of violence that occurred in eastern Ghouta on Saturday. To that end, the Security Council needs to re-establish a professional, truly independent and impartial accountability mechanism. The draft resolution proposed by the Russian Federation is missing that important provision. That is why we had to vote against it. S/PV.8228 The situation in the Middle East 10/04/2018 16/21 18-10187 Mrs. Haley (United States): I thank you, Sir, and members of the Security Council for what has been another frustrating day. My parents always said that you should always see the good in everyone and in everything. I have therefore been trying to figure out what the good is in Russia. I believe that it is very good at being consistent, and I believe that it is very good at playing games. We saw that when we took up the issue of the Organization for the Prohibition of Chemical Weapons-United Nations Joint Investigative Mechanism. Russia loved the Joint Investigative Mechanism until we found one side guilty, and then it decided that it did not want it. We then adopted the ceasefire, and Russia loved the idea of the ceasefire until Al-Assad had a problem with it and subsequently violated it. Today Russia vetoed for the sixth time a draft resolution (S/2018/321) condemning Al-Assad for chemical-weapons attacks on his own people. No matter what we do, Russia will be consistent. Russia will continue to play games, and once again it is putting forward yet another surprise draft resolution (S/2018/322). The first time that any of us saw it was today at 11 a.m. The Russians held no negotiations. It took no input, and, when Sweden asked that the Council be allowed to discuss the draft resolution, Russia allowed that but did not want any changes to it. There is a reason for which Russia did not want to discuss its resolution, and that is because it does not accomplish anything. The draft resolution mainly asks for the Organization for the Prohibition of Chemical Weapons (OPCW) to send its Fact-finding Mission to Douma, but the Fact-finding Mission is already travelling to Douma. It already has a mandate to investigate and collect samples. What makes it worse is that Russia includes several provisions in its draft resolution that are deeply problematic and once again seeks to compromise the credibility of the international investigation. The draft resolution puts Russia and the Al-Assad regime itself in the driver seat for making arrangements for the Fact-finding Mission investigators. We are just supposed to trust that the same Government that says that everything concerning the Douma attack was fake will work in good faith with the OPCW. This draft resolution also tries to micromanage how the Fact-finding Mission should carry out its investigation, while dictating where the investigators should go. As we have always said, for an investigation to be credible and independent, the investigators must choose where they believe they should go. Members of the Council — least of all Russia — should not be calling the shots. For those reasons, the United States voted against the draft resolution. Mr. Alemu (Ethiopia): We voted in favour of the draft resolution (S/2018/322) because we saw value in its adoption as it offered, we thought, the possibility for the protection of the Organization for the Prohibition of Chemical Weapons Fact-finding Mission in the Syrian Arab Republic. Frankly, we tried to find weaknesses in the text. We could not. It is a matter-of-fact and uncomplicated draft resolution. We could not find any reason not to support it. Undoubtedly, it would not have made achieving attribution possible, but finding out whether chemical weapon were in fact used would have been a great achievement. Of course, so far the Russian position has been that there was no use of chemical weapons in Douma. Establishing the facts surrounding that assertion or position would have been a great achievement. We are not in a position to take advantage of the guarantee offered or the Council's strong support in that regard. We felt that the Fact-finding Mission needed the support. Mr. Nebenzia (Russian Federation) (spoke in Russian): Frankly speaking, I think all of us have seen everything for ourselves. Unfortunately, the failure to adopt draft resolution S/2018/322 really is a litmus test says a great deal and leaves us extremely apprehensive. We proposed a very innocuous draft resolution, which is moreover virtually a complete repeat of Sweden's draft text from yesterday. I find it difficult to understand which might be the parts where Mrs. Haley read between the lines to discover our scheming and our trickery. Perhaps the Permanent Representative of the United Kingdom answered that when she said that they could not adopt the Russian draft resolution — let us say it out loud — because it was a Russian draft resolution. Then everything was clear. The United States representative said that we are very good at playing games. I am not sure about that. What I am sure of is that she is very good at making threats, and the threats that the United States is making with regard to Syria should make us all extremely alarmed, because we may be standing on the threshold of some very sad and terrible events. I would once again like to ask the United States to refrain from executing the plans that it may be incubating for Syria. Unfortunately, the refusal of the United States to adopt the draft resolution speaks to the fact that our 10/04/2018 The situation in the Middle East S/PV.8228 18-10187 17/21 American partners and colleagues do not need any real investigation, which is something that we discussed earlier. We regret the fact that the draft resolution was not adopted, although it is true that the Fact-finding Mission will, I hope, reach Syria soon and be able to get to work on its principal mandate, which is establishing the facts about what really happened in Douma. To repeat what I have said once again, in all innocence, the Russian military and the Syrian Government will provide support to the mission in terms of ensuring its security. I hope that does not raise questions for anyone, because it is simply what must be done. We hope that the Mission will be able to make the trip effectively and without delay. Mr. Alotaibi (Kuwait) (spoke in Arabic): I would like to start by thanking Sweden for its efforts and attempts to achieve rapprochement and to smooth over the differences among the members of the Security Council. We are disappointed by the Council's inability to reach consensus on this important matter and by the fact that the divisions among Council members unfortunately continue. We abstained in the voting, despite the fact that the gist of draft resolution S/2018/322 calls for an investigation into what took place in Douma, which is what we called for. The investigation should be undertaken by an international, independent and impartial body, which in this case is the Organization for the Prohibition of Chemical Weapons (OPCW). However, the OPCW Fact-finding Mission will go to Syria anyway, and the Council welcomed that fact yesterday. There is therefore no need for a draft resolution. What we are looking for is an international, independent, neutral and professional body or mechanism that would investigate the incident and identify the party that has used chemical weapons, if it indeed determines that chemical weapons have been used. That approach will enable the Council to hold the perpetrators accountable, in accordance with resolution 2118 (2013). Mr. Umarov (Kazakhstan): I thank everybody for today's very difficult and unfortunately unproductive day. We voted for the Russian Federation's draft resolution (S/2018/322) on sending a fact-finding mission of the Organization for the Prohibition of Chemical Weapons (OPCW) as soon as possible because, as we said yesterday in raising this very simple question, we need to know what happened on the ground. Yesterday we were also very clear when we said that there were different and conflicting reports about the number of casualties and even about the very fact that the chemical attack had taken place. We requested and supported the important proposal that a fact-finding mission should go to Douma to establish the facts on the ground. We are not talking right now about who did it, but we are talking about the fact of the event itself. We needed to understand what was there and what had happened there. Sending a fact-finding mission was very important to us and to all the delegations that do not have a presence there to understand the objective reality of the place. Even if the only information obtained is about the kind of substance that was used, that would be very useful for us to understand who the perpetrators might be and at the very least establish the fact that a chemical attack took place. In this kind of understanding, we very much support sending OPCW experts to investigate on the ground in order to give us information on which we can base an objective opinion about the situation. We are not taking sides here, and we were very clear about that yesterday. We would like to receive full, objective, transparent and unbiased information about the facts that we are addressing here. We are therefore glad that the OPCW is sending a group to Douma, regardless of the results of today's voting on draft resolutions. We are hopeful that we can at least get this preliminary information about the situation in Douma. I would like to say once again that we in the Security Council should be objective and base our decisions on the simple facts that may be presented to us by the independent organizations that will determine whether there was a chemical attack or not. Mr. Delattre (France) (spoke in French): After having vetoed a draft resolution that sought to shed full light on acts of violence involving chemical weapons (S/2018/175), including those that took place last weekend, Russia persists in a dual strategy of obstruction and diversion on the matter. The only aim of the draft text on which we have just voted (S/2018/322) was clearly to confuse the issue. It is not a question of disputing the importance of an independent investigation by the Organization for the Prohibition of Chemical Weapons (OPCW) into what happened in Douma on 7 April. That is essential, and the investigation has already been launched. However, the Russian draft resolution, which we had to vote against, did not meet the challenges. S/PV.8228 The situation in the Middle East 10/04/2018 18/21 18-10187 Let us be clear: what we lack today, and what Russia continues to reject, is a truly independent and impartial mechanism that can attribute responsibility in order to prevent impunity. That was the raison d'être for the OPCW-United Nations Joint Investigative Mechanism. With the establishment of the Joint Investigative Mechanism, set up with the involvement of Russia, we put in place a tool for the essential deterrence of perpetrators of chemical attacks. That is clearly what we lack today. Let us be clear in saying that statements are not enough and that the Russian draft resolution is only a smokescreen that falls well short of the urgent response that the Council should provide. That is why France voted against the draft resolution and why the draft resolution was not adopted. Today I reiterate that France will spare no effort to ensure that the perpetrators of those chemical horrors are identified and held to account in an independent and impartial way. The stakes are extremely high, and we will not give up. Mr. Van Oosterom (Netherlands): We abstained in the voting on the draft resolution (S/2018/322) because we had serious hesitations about the text, as it differed in some crucial aspects from the Swedish text put forward yesterday. First of all, the text makes it insufficiently clear that the Organization for the Prohibition of Chemical Weapons Fact-finding Mission in the Syrian Arab Republic already has the mandate for on-site visits, as States have to comply with it. They do not need the Council's authorization. Secondly, the text is unduly restrictive. Paragraph 3 is not a correct reflection of the decision of the Director-General or of his existing mandate. The necessity of on-site investigations is up to the team to decide. My third point is that the fact-finding mission should be able to perform its mandate in complete independence. Fourthly, we do not want the precedent that Security Council authorization is needed for a fact-finding mission to do its work. We are convinced that those were issues that we could have solved if the draft resolution had been put forward for proper consultations. We received it this morning. We regret that those concerns could not be taken into account. My last point is that one colleague said that the litmus test of this evening, and of today, was the voting on this draft resolution. I disagree. The litmus test of today's meeting was the veto by one permanent member on the establishment of an effective attribution mechanism. Mr. Llorentty Solíz (Plurinational State of Bolivia) (spoke in Spanish): I shall be very brief. Bolivia voted in favour of the draft resolution (S/2018/322) for several reasons. One of those is that, although the nature of the events that have been condemned is unknown, the highest authorities of the Organization have pointed out that the United Nations is not is a position to verify the reports of such events. It is therefore essential to establish the truth by means of an independent and impartial investigation. Many of those reports come from non-governmental organizations (NGOs), and we know who finances those NGOs. Therefore, we must allow doubts with regard to such sources. Analysing the draft resolution submitted by the Russian Federation word by word, from the point of view of intellectual integrity, commitment to the Syrian people or international law, we found no reason to vote against the draft resolution. Nevertheless, what concerns us is what is being planned outside the structure of this edifice. While it was said today that Lenin and Marx would probably be turning in their graves, I do not know about that. But what is certain is that Churchill and Roosevelt, for example, are turning in their graves because, as founding fathers of the structure of this world order, they endowed the Security Council with the authority to use force to deal with threats to international peace and security. I am not sure that they would be very happy that the outcome of such events, without a full and conclusive investigation, is that some of its members undertake the unilateral use of force. In any case, we remain hopeful that the Security Council will shoulder its responsibility and that, through unity, it can help to identify the perpetrators of any attack against international peace and security, if that is the case. The President (spoke in Spanish): I shall now make a statement in my capacity as the representative of Peru. We regret that we were not able to achieve consensus this afternoon on a draft resolution with regard to the delicate situation in Syria. We underscore that the investigation being carried out on the use of chemical weapons must be complemented by an independent, impartial and professional mechanism that attributes 10/04/2018 The situation in the Middle East S/PV.8228 18-10187 19/21 responsibility. That is why we abstained in the voting on this occasion. We reiterate the need for the Security Council to regain its sense of unity on this very delicate subject so that it can fulfil its high responsibilities and thereby alleviate the suffering of the Syrian people. That is why we will continue to explore options on this important matter. I now resume my functions as President of the Council. I remind speakers of the content of presidential note S/2017/507 with regard to the length of statements. I now give the floor to the representative of the Syrian Arab Republic. Mr. Ja'afari (Syrian Arab Republic) (spoke in Arabic): I will give colleagues who are about to leave the Chamber some of my valuable time. They are afraid that I will beat them in the battle of arguments. They become terrified when they hear any opposing views. Those who just left the Chamber said in their statements that today was a sad day for the non-proliferation regime. I would like to refresh their memories and say that violation of the non-proliferation regime is the speciality of the following Western States. The United States of America used nuclear weapons in Japan. It used chemical and biological weapons in Viet Nam and enriched uranium in Iraq. France used Algerian human beings when it tested its first atomic bomb in the Algerian desert in 1960. In fact, it placed living Algerians in the desert tied to poles, and dropped on them the first French atomic bomb. Britain, of course, conducted all its nuclear tests in its colonies on islands in the oceans. The British Ambassador then says that day was a sad day for the people of Douma. English is not my mother tongue, but I know that there are no people of Douma. There are inhabitants in Douma. There are Syrian people. There are no people of Douma. However, beyond Marx, Engels and Lenin, I would like to quote from Shakespeare as saying: "Lies shame you. Speak the truth or remain silent". My British colleague said that Russia does not have the authority to go to Douma and establish whether or not chemicals were used there, stating that it is not within the jurisdiction of our Russian friends, who are on the ground, to go to Douma and investigate the scene. That is quite strange. Britain should have advised itself in the same manner when it sent intelligence officers to Khan Shaykhoun and conferred upon itself the authority to collect samples with the French. They took the samples to British and French laboratories, as they claimed, without coordinating with the Joint Investigative Mechanism (JIM) or the Fact-finding Mission. That is quite the paradox: giving themselves the very right that they deprive others. Approximately two weeks ago, Britain signed an agreement with the Crown Prince of Saudi Arabia for an arms deal worth $100 billion — much bigger than the Al-Yamamah deal — to continue killing people in Yemen, start new wars in the region with Iran and Syria and entrench never-ending wars throughout the entire region. That is what Britain is capable of doing. Mahatma Gandhi knew the British well, and he was right when he said, "If two fish broke out into a fight in the sea, everyone knows it was Britain that started it". The American colleague said that there is only one monster facing the entire world in defiance today. That monster has financed terrorists in Syria for seven years and provided them with arms. I would say that the monster is the United States, Britain and France. They sponsored terrorism in my country for seven years, and before that they did the same in Iraq, Afghanistan and Libya. They sponsored terrorist organizations starting with Taliban and Da'esh, down to the Al-Nusra Front, Al-Qaida, Jaysh Al-Islam, Faylaq Al-Rahman and the White Helmets, which British intelligence newly invented. The monster she spoke of unleashed lies in order to destroy, occupy and send troops thousands of miles throughout the world to destabilize international peace and security. The monster is the American who, thus far, refuses to destroy his chemical arsenal, as we know, yet lectures others on destroying chemical weapons. My French colleague said that he was horrified by the pictures he saw. But he was not horrified by the pictures of the hundreds of civilians who were killed in the 2016 French air strikes in Toukhar village in the rural area of Manbij. Two hundred civilians were killed, including entire families, by France's war planes. The French Ambassador must not have seen those pictures, and consequently they were not a source of horror for him. The concept of double standards is an understatement for those people. In response to the web of lies spread by some Western States against my country regarding the S/PV.8228 The situation in the Middle East 10/04/2018 20/21 18-10187 alleged use of chemical weapons in Douma on 7 April, the Ministry for Foreign Affairs and Expatriates of the Syrian Arab Republic sent today, 10 April, an official invitation to the Organization for the Prohibition of Chemical Weapons (OPCW) to dispatch a fact-finding mission to Douma in order to investigate the allegations of the use of chemical weapons there and to determine the facts about those allegations. I informed members of the Council of that invitation yesterday in this very Chamber (see S/PV.8225). The Syrian Arab Republic welcomes the visit of the fact-finding mission and stands ready to fully cooperate, provide all forms of assistance to the mission in the discharge of its duties and guarantee the safety of its personnel. It will also facilitate interviewing and sampling in accordance with the terms of reference. Syria looks forward to the fact-finding mission carrying out its work in a full, transparent and professional manner and while relying on credible and tangible evidence. If it does deploy, it will find Douma liberated and it will be granted full access to any location it wishes to visit. The situation is quite clear. The co-sponsors of the American draft resolution (S/2018/321) do not seek the truth, because it will simply expose them and their terrorist proxies on the ground. Instead of waiting for the OPCW fact-finding mission to determine whether or not toxic chemicals were used in Douma, they present draft resolutions that do not enjoy consensus, nor do they seek truth, but rather establish non-objective mechanisms that pre-empt results in support of their political accusations and agendas. They are aware that a clone of the JIM would not be accepted by the States in the Council that are dedicated to the quest for truth regarding who is using toxic chemicals against Syrian civilians. In that regard, I underscore that the United States, Britain and France made the JIM fail by thwarting it through politicizing its work, putting pressure on members of its leadership and blackmailing them. Consequently, the JIM lacked credibility and professionalism, as it fabricated reports that accused the Syrian Government based on the so-called open sources, of course including the White Helmets, and false testimonies and fabricated evidence emanating mostly from terrorist groups, most important of which is the terrorist Al-Nusra Front and the White Helmets, which is the British misleading media arm of the Al-Nusra Front. The scenario that we witness today is exactly similar to what we witnessed a year ago when the United States of America launched a wanton aggression on the Al-Shayrat air base, which was founded on flimsy arguments and fabricated pretexts stating that the Syrian Arab Army used chemical weapons in Khan Shaykhoun. Those allegations were proven false when the United States and its allies prevented the experts of the JIM from visiting Khan Shaykhoun and collecting samples from the Al-Shayrat air base. Things are crystal clear. The aggression of the United States and its accomplices, throughout history, thrives on lies, deceit and hegemony, as well as on the rule of the powerful. It is a brutal approach that will never respect the rule of law and international legitimacy. For seven years, my country, Syria, has been a stark example of what the United States and Britain did when they unleashed lies, misleading information and fabricated stories in this very Chamber in order to destroy and occupy Iraq. Their actions were grounded on the pretext of a significant lie, that is, the existence of the so-called weapons of mass destruction in Iraq. I am compelled each and every time to remind the Council of the position of former Secretary of State Colin Powell when, in this very Chamber (see S/PV.4701) — and I was sitting where the Deputy Permanent Representative of China is seated today — he presented tapes, documents, maps and pictures that were later discovered to have been produced, faked and fabricated by the American intelligence services for the purpose of invading Iraq. The operation was prepared in advance. The same scenario occurred with Libya. The truth must be revealed. For centuries the world has witnessed various instances of occupation and hegemony, whose sole purpose was to loot the wealth of nations, occupy land or impose a geopolitical agenda. However, political immorality has reached a depth today to the extent that Libya has been destroyed and many of its people killed to cover up cases of bribery and financial corruption involving the President of a permanent member of the Council that talks about democracy and freedom. It is so low today to the extent that a permanent State regrettably forces Arab oil-exporting countries to foot the bill for its ongoing aggression and military intervention in my country, Syria. It is a business deal forged between the corrupt with the financial means and a mercenary who has weapons and power. Some permanent members of the Council commit acts of aggression against sovereign 10/04/2018 The situation in the Middle East S/PV.8228 18-10187 21/21 countries simply to detract attention from domestic crises and ongoing controversy surrounding their political elite. Following seven years of a dirty terrorist war that was imposed upon us, we in Syria believe that clear options exist — but they pose a major challenge to the majority of Council members. The Council must refute the lies and reverse the political deterioration that the United States, Britain and France are trying to push the Council towards engaging in. It is up to the Council today, and in the future, to make its decision. World public opinion and the people of the free world will judge whether or not the Council has assumed its responsibility to uphold international legitimacy, maintain international peace and security and protect the world against the horrible terrorism that is used and exploited by those three permanent member countries to undermine the stability and self-determination of States. I call upon the members of the Council to uphold a global, ethical and multilateral political system that believes in international law and in the right of peoples to self-determination, and rejects military, political and economic hegemony. In conclusion, my country reiterates its condemnation in the strongest terms of any use of chemical weapons by any party, anywhere and under any circumstances. My country stands ready to cooperate with the Organization for the Prohibition of Chemical Weapons to reveal the allegations and lies being promoted by some Western parties so as to justify their aggression and serve their own political agenda. Their fleets are now in the eastern Mediterranean, waiting for the veto in order to start their aggression. I would like to inform those Western parties — and they must pay close attention to what I say — that their threats of aggression, manoeuvres, lies and terrorism will never prevent us — as one of the founding States of the Organization — from exercising our duties and rights under the Charter of the United Nations and our national Constitution to protect our sovereignty and territorial integrity and to fend off aggression from any source. We will not allow anyone — big or small, permanent member or non-permanent member — to treat us the way Iraq and Libya were treated. The meeting rose at 6.35 p.m.

1. IntroductionOver the last decade, increased attention has been paid to terrorism, particularly to the new wave of terrorist groups, fundamentalist movements, and extremist organisations such as Al‐Qaeda. September 11 marked the beginning of a turbulent phase in which states face a new kind of threat made up of a complex network of insidious revolutionary and nationalist forces. Such transformations have given rise to an unprecedented number of publications. However, both political violence and terrorism remain sources of endless disputes and controversies because of their political implications. At the same time, in the scientific community, terrorism studies lack conceptual and methodological uniformity. In his article, Domenico Tosini synthesises and discusses some major findings from this research. Courses using such a review will be confronted with the four major topics that any analysis of terrorism, to be comprehensive, should take into account: the definition of terrorism; its history and classification; its explanations; and an assessment of the consequences of counterterrorism policies.2. Literature recommendations Bjørgo, Tore (ed.) 2005. Root Causes of Terrorism: Myths, Realities and Ways Forward. London, UK: Routledge.In this book, based on the analysis of numerous case studies (e.g. Palestinian armed groups, the Liberation Tigers of Tamil Eelam, right‐wing extremists, state terrorism and state‐sponsored terrorism), experts in political violence examine the preconditions for the emergence of different types of terrorist organisations and the main factors that sustain terrorist campaigns. Cole, David 2003. Enemy Aliens: Double Standard and Constitutional Freedoms in the War on Terrorism. New York, NY: The New Press.Thanks to its analysis and evaluation of the consequences of counter‐terrorism measures, David Cole's Enemy Aliens is one of the most rigorous discussions of how states (like the United States since 2001) often combat terrorism by adopting emergency powers (such as the special detention at Guantanamo Bay), which, in turn, risk undermining civil liberties. della Porta, Donatella 1995. Social Movements, Political Violence, and the State. Cambridge, UK: Cambridge University Press.Based on empirical research that compares the origins and development of left‐wing terrorism in Italy and Germany between the 1960s and the 1990s, della Porta offers a middle‐range theory of political violence that combines an analysis of the political opportunities and ideological frames exploited by armed groups, a profile of their organisational structures, and an investigation of the typical patterns underlying their recruitment processes. Gambetta, Diego (ed.) 2006. Making Sense of Suicide Missions. Oxford, UK: Oxford University Press.In this book, a number of distinguished social scientists, while examining the use of suicide missions by political and religious groups (such as the Japanese Kamikaze, the Tamil Tigers, Palestinian organisations, and Al‐Qaeda), specify and discuss the most important methodological questions associated with definitions, data collection, and explanations concerning this form of political struggle. Hoffman, Bruce 2006. Inside Terrorism. New York, NY: Colombia University Press.The book introduces the most important issues of terrorism studies: the controversial problem of the definition of terrorism; a history of terrorism, from anti‐colonial struggles to international terrorism; an examination and explanation of the most recent waves of religious extremists and suicide terrorism; an analysis of the ways terrorist groups exploit old and new media such as the Internet; and, finally, an overview of the strategies, tactics, and organisational aspects of modern and contemporary terrorism. Horgan, John 2005. The Psychology of Terrorism. London, UK: Routledge.Horgan presents a critical analysis of our understanding of terrorist psychology; many shortcomings emerge, particularly the limitations of personality theories in attempting to explain militancy. Based on interviews with terrorists, the book considers the most relevant psychological and social factors underlying involvement and engagement in political violence, and the process of leaving terrorist organisations. Kalyvas, Stathis 2006. The Logic of Violence in Civil War. Cambridge, UK: Cambridge University Press.Scholars generally distinguish between terrorism and other forms of violence against civilians – tactics of guerrilla warfare or insurgency in civil wars, for example. However, this work makes a relevant contribution to terrorism studies. Kalyvas clarifies the rationality and micro‐processes of interactions during armed conflicts that account for indiscriminate and selective uses of violence against civilian populations by political actors. Kushner, Harvey W. 2003. Encyclopedia of Terrorism. London, UK: Sage.One of the most accurate and exhaustive dictionaries focusing on terrorism, with more than 300 entries concerning terrorist groups, key events, people, terms, and statistics, as well as biographical, historical, and geographical information. Free access is available at the Memorial Institute for the Prevention of Terrorism (MIPT) (http://www.terrorisminfo.mipt.org/eBooks.asp). Laqueur, Walter 2002. A History of Terrorism. London, UK: Transaction Publishers.Along with Laqueur's Guerrilla Warfare: A Historical and Critical Study (London: Transaction Publishers, 1998), this constitutes a pioneering history of armed organisations, from nineteenth century Europe, to the anarchists of the 1880s and 1890s, to the left‐wing clashes during the 20th century, and up to the most recent terrorist groups. Pape, Robert A. 2005. Dying to Win: The Strategic Logic of Suicide Terrorism. New York, NY: Random House.Over the last decade, suicide terrorism has become an alarming political threat and a crucial challenge for social scientists. In his work, which compares a number of organisations responsible for suicide attacks, Pape rejects the explanation of suicide terrorism based on religious fundamentalism. He argues for a correlation between the use of this tactic and specific kinds of groups engaged in separatist campaigns or in struggles for liberation from foreign occupiers. Ranstorp, Magnus (ed.) 2007. Mapping Terrorism Research: State of the Art, Gaps and Future Directions. London, UK: Routledge.In this book, distinguished scholars of terrorism studies discuss state‐of‐the‐art field research. In exploring new trends in this area – the most important questions about the explanation of recent terrorist organisations such as Al‐Qaeda, and about counterterrorism – these essays shed light on the strengths and weaknesses of our current knowledge of political violence. Reich, Walter (ed.) 1998. Origins of Terrorism: Psychologies, Ideologies, Theologies, States of Mind. Washington, DC: Woodrow Wilson Center Press.This is another seminal work on terrorism, bringing together some of the most well known experts in political violence. The variety of approaches used in the explanations of terrorist organisations and in the analysis of counterterrorism paves the way for a real interdisciplinary setting, which is absolutely crucial once the multi‐faceted nature of terrorism is clear. Sageman, Marc 2004. Understanding Terror Networks. Philadelphia, PA: University of Pennsylvania Press.Based on the analysis of biographical data for nearly 200 members of global Islamist extremism (of which Al‐Qaeda is a part), Sageman accounts for the origins and developments of this movement and specifies the crucial role played by social networks in the recruitment of individuals as Islamist militants. Wilkinson, Paul 2006. Terrorism versus Democracy: The Liberal State Response. London, UK: Routledge.Wilkinson examines major trends in international terrorism and liberal democratic responses. On the one hand, the book introduces the specificity of terrorism and offers a classification and explanation of the most important types of armed groups. On the other, in approaching how states deal with terrorist threats, this work discusses forms of counterterrorism, by taking into account their impact on the rule of law and on the protection of civil liberties.3. Online materials Agenzia Informazioni e Sicurezza Interna (AISI) (Agency for Internal Information and Security)(http://www.aisi.gov.it)The Agenzia Informazioni e Sicurezza Interna (AISI) is the branch of Italian Intelligence tasked with collecting and analysing information about any criminal and terrorist threat to security. Among other activities, the AISI distributes its own periodical, Gnosis, online, where a chronology of international as well as domestic terrorist attacks since 2004 (currently updated through 2007) is available.
Counterterrorism Blog
(http://counterterrorismblog.org)The Counterterrorism Blog is a multi‐expert blog devoted to providing a one‐stop gateway to the counterterrorism community. It offers, among other things, overnight and breaking news, with real time commentary by experts; reports on terrorist organisations; discussions of long‐term trends in counterterrorism; and summaries of and discussions about US and international law.
Center for Constitutional Rights

(CCR) (http://ccrjustice.org)Founded in 1966 by attorneys who represented civil rights organisations, the Center for Constitutional Rights (CCR) is a non‐profit legal and educational organisation dedicated to protecting the rights guaranteed by the United States Constitution and the Universal Declaration of Human Rights. It also offers information about important issues related to counterterrorism (e.g., the prolonged battle in defence of civil liberties associated with the special detention at Guantanamo Bay, Cuba).
Global Terrorism Database
(GTD)(http://www.start.umd.edu/data/gtd)The Global Terrorism Database (GTD) is an open‐source database on terrorist incidents around the world since 1970 (currently updated through 2004). It includes systematic data on international as well as domestic terrorist attacks. For each GTD incident, information is available on the date and location of the attack, the weapons used and nature of the target, the number of casualties, and (when possible) the identity of the perpetrator. Another important database, the Terrorism Knowledge Base (TKB) at the Memorial Institute for the Prevention of Terrorism (MIPT) (http://www.mipt.org/TKB.asp), has recently ceased operations and elements of the system have been merged with the GTD. Information on terrorist groups is now available at the Terrorist Organization Profiles (http://www.start.umd.edu/data/tops).
Human Security Report Project

(HSRP) (http://www.hsrgroup.org)The HSRP conducts research on global and regional trends in political violence, exploring their causes and consequences, and then making this research accessible to the policy and research communities, the media, educators, and the interested public. The HSRP's publications include the Human Security Report, the Human Security Brief series, and the Human Security Gateway. The recent Human Security Brief 2007, online, makes a relevant contribution in discussing the methodological issues associated with collecting data on terrorism and offers a comprehensive overview of terrorist incidents in the last decade.
Middle East Media Research Institute

(MEMRI) (http://www.memri.org)The Middle East Media Research Institute (MEMRI) explores the Middle East through the region's media with respect to a variety of topics including terrorism. MEMRI provides translations of Arabic, Persian, and Turkish media, as well as analysis of political, ideological, intellectual, social, cultural, and religious tendencies in the Middle East. A new section, the MEMRI's Islamist Websites Monitor Project, was launched in 2006 as part of the Jihad & Terrorism Studies project. Its aim is to keep Western audiences informed about the phenomenon of jihadist sites on the Internet, which are used by terrorist groups and their sympathisers to spread their extremist messages, to raise funds, and to recruit activists.
Uppsala Conflict Data Project

(UCDP) (http://www.pcr.uu.se/research/UCDP)The Uppsala Conflict Data Project (UCDP) collects data on armed conflicts around the world. A global conflict database is now available online. Data are useful for systematic studies of conflict origins, dynamics, and resolution.
Worldwide Incidents Tracking System
(WITS)(http://wits.nctc.gov)The Worldwide Incidents Tracking System (WITS) is the National Counterterrorism Center's (NCTC) database of terrorist incidents. NCTC serves as the primary organisation in the United States government for integrating and analysing all intelligence pertaining to terrorism and, at the same time, as the central and shared knowledge bank on terrorism information. Based on WITS, the NCTC provides an annual report and statistical information about terrorist incidents.
Additional Online Resources
Scores of additional organisations and centres (too many to list) conduct and disseminate research on issues related to armed conflicts, terrorism, terrorist groups, security, and counterterrorism. What follows is a list of some other key organisations and centres, with links to their websites:Australian Strategic Policy Institute (ASPI)(http://www.aspi.org.au)Centre for Asymmetric Threat Studies (CATS)(http://www.fhs.se/en/Research/Centers‐and‐Research‐Programmes/CATS)Center for Strategic and International Studies (CSIS)(http://www.csis.org)Centre for the Study of Terrorism and Political Violence (CSTPV)(http://www.st‐andrews.ac.uk/~wwwir/research/cstpv)IntelCenter(http://intelcenter.com)International Centre for Political Violence and Terrorism Research (ICPVTR)(http://www.pvtr.org)International Crisis Group (ICG)(http://www.crisisgroup.org)International Institute for Strategic Studies (IISS)(http://www.iiss.org)International Policy Institute for Counter‐Terrorism (ICT)(http://www.ict.org.il)Memorial Institute for the Prevention of Terrorism (MIPT)(http://www.mipt.org)Saban Center at the Brookings Institution(http://www.brookings.edu/saban.aspx)Senlis Council(http://www.senliscouncil.net)Southern Poverty Law Center(http://www.splcenter.org)Terrorism and Homeland Security at RAND Corporation(http://www.rand.org/research_areas/terrorism)Terrorism Research Center (TRC)(http://www.terrorism.org)Transnational Radical Islamism Project at the Norwegian Defence Research Establishment(http://www.mil.no/felles/ffi/english/start/research/Analysis_Division/_TERRA)United States Institute of Peace(http://www.usip.org/index.html)4. Sample syllabus Course Title: A Sociological Analysis of Terrorism and Counterterrorism Course Description In this course, we will explore the most relevant issues around terrorism and counterterrorism policies. Although we will largely approach this topic from a sociological perspective, this study is quite interdisciplinary. Consequently, we will be reading works from other academic disciplines, including history, psychology, political science, and economics. There are four major areas that any analysis of terrorism, to be comprehensive, should take into account: the definition of terrorism; its history and classification; its explanations; and an assessment of consequences related to counterterrorism. After an introduction to terrorism research (part 1), we will discuss the controversies related to the definition of terrorism (part 2) and to data collection (part 3), both necessary for an understanding of tendencies concerning terrorist incidents. A historical overview (part 4) will give us some preliminary information about the variety of terrorist campaigns – information that prepares us for the next exercise (part 5): grouping terrorist organisations by different types. Looking in more depth at the evolution of terrorism in the last decade, we will examine the case of Al‐Qaeda (part 6), and how this and other organisations exploit old and new media, especially the Internet (part 7). The next chapter will be the explanation of terrorism, that is, the specification of the main psychological, political, cultural, and religious factors underlying the emergence of a terrorist organisation and the unfolding of a terrorist campaign. Suicide terrorism will be used as a case study. More specifically, we will approach terrorism by examining the motivations and rationality of terrorist organisations (part 8), of the communities that support them (part 9), and of those who join them (part 10). We end the course by focusing on both the legal (part 11) and strategic (part 12) implications of counterterrorism measures adopted since 2001. Course outline and reading assignments Part 1. Terrorism Research An overview of the most important approaches to the study of terrorism and of the strengths and weaknesses of available analyses. Bjørgo, Tore 2005. 'Introduction' (pp. 1–15) and 'Conclusions' (pp. 256–264) in Root Causes of Terrorism: Myths, Realities and Ways Forward, edited by Tore Bjørgo. London, UK: Routledge. Crenshaw, Martha 2000. 'The Psychology of Terrorism: An Agenda for the 21st Century.'Political Psychology 21 (2): 405–420 (Doi: 10.1111/0162-895X.00195). Ranstorp, Magnus 2007. 'Introduction: Mapping Terrorism Research – Challenges and Priorities.' Pp. 1–28 in Mapping Terrorism Research, edited by Magnus Ranstorp. London, UK: Routledge. Silke, Andrew 2004. 'An Introduction to Terrorism Research.' Pp. 1–29 in Research on Terrorism: Trends, Achievements and Failures, edited by Andrew Silke. London, UK: Frank Cass. Sinai, Joshua 2007. 'New Trends in Terrorism Studies: Strengths and Weaknesses.' Pp. 31–50 in Mapping Terrorism Research, edited by Magnus Ranstorp. London, UK: Routledge. Turk, Austin T. 2004. 'Sociology of Terrorism.'Annual Review of Sociology 30: 271–286 (Doi: 10.1146/annurev.soc.30.012703.110510). Wilkinson, Paul 2007. 'Research into Terrorism Studies: Achievements and Failures.' Pp. 316–328 in Mapping Terrorism Research, edited by Magnus Ranstorp. London, UK: Routledge. Part 2. What is Terrorism? A discussion of one of the most controversial issues, the definition of terrorism, focusing on its political and methodological implications. Aly, Waleed 2008. 'The Axiom of Evil.'The Guardian, 8 July, http://www.guardian.co.uk/commentisfree/2008/jul/08/nelsonmandela.terrorism (last accessed: 8 July 2008). Hoffman, Bruce 2006. Chapter 1 (pp. 1–42). Inside Terrorism. New York, NY: Columbia University Press. della Porta, Donatella 2004. 'Terror Against the State.' Pp. 208–16 in The Blackwell Companion to Political Sociology, edited by Kate Nash and Alan Scott. Oxford, UK: Blackwell Publishing. Schmid, Alexander P. 2004. 'Frameworks for Conceptualising Terrorism.'Terrorism and Political Violence 16 (2): 197–221 (Doi: 10.1080/09546550490483134). Tilly, Charles 2004. 'Terror, Terrorism, Terrorist.'Sociological Theory 22 (1): 5–16 (Doi: 10.1111/j.1467-9558.2004.00200.x). Tosini, Domenico 2007. 'Sociology of Terrorism and Counterterrorism: A Social Science Understanding of Terrorist Threat', Sociology Compass 1 (2), 664–681 (Doi: 10.1111/j.1751-9020.2007.00035.x). Wilkinson, Paul 2006. Chapter 1 (pp. 1–19). Terrorism versus Democracy: The Liberal State Response. London, UK: Routledge. Part 3. Collecting Data on Terrorism Incidents An introduction to the challenges and solutions to the collection of terrorism data, a preliminary and crucial aspect of any scientific analysis. Buchalter, Alice R. and Glenn E. Curtis 2003. Inventory and Assessment of Databases Relevant for Social Science Research on Terrorism. Washington, DC: Federal Research Division Library of Congress, http://lcweb.loc.gov/rr/frd (last accessed 10 June 2008). Enders, Walter and Todd Sandler 2006. Chapter 3 (pp. 52–83). The Political Economy of Terrorism. Cambridge, UK: Cambridge University Press. Lafree, Gary 2007. 'Introducing the Global Terrorism Database.'Terrorism and Political Violence 19 (2): 181–204 (Doi: 10.1080/09546550701246817). HSP 2008. Human Security Brief 2007. Dying to Lose: Explaining the Decline in Global Terrorism. Simon Fraser University, Canada: Human Security Report Project, http://www.humansecuritybrief.info/HSRP_Brief_2007.pdf (last accessed 15 June 2008). Part 4. Waves of Terror: The Evolution of Terrorism A look at terrorism from a historical perspective in an attempt to identify continuities and discontinuities in the use of political violence. Abrahms, Max 2006. 'Why Terrorism Does Not Work.'International Security 31 (2): 42–78 (Doi: 10.1162/isec.2006.31.2.42). Duyvesteyn, Isabelle 2004. 'How New Is the New Terrorism?'Studies in Conflict and Terrorism 27 (5): 439–454 (Doi: 10.1080/10576100490483750). Hoffman, Bruce 2006. Chapters 2–4 (pp. 43–130). Inside Terrorism. New York, NY: Columbia University Press. Jenkins, Brian 1975. International Terrorism: A New Mode of Conflict. Research Paper n. 48, California Seminar on Arms Control and Foreign Policy. Kaplan, Jeffrey 2007. 'The Fifth Wave: The New Tribalism?'Terrorism and Political Violence 19 (4): 545–570 (Doi: 10.1080/09546550701606564). Laqueur, Walter 2002. Chapters 1–2 (pp. 3–78). A History of Terrorism. London, UK: Transaction Publishers. Münkler, Herfried 2005. Chapter 5 (pp. 99–116). The New Wars. Cambridge, UK: Polity. Rapoport, David C. 2004. 'Modern Terror: The Four Waves.' Pp. 46–73 in Attacking Terrorism: Elements of a Great Strategy, edited by Audrey Cronin and J. Ludes. Washington, DC: Georgetown University Press. Reed, Donald J. 2008. 'Beyond the War on Terror: Into the Fifth Generation of War and Conflict.'Studies in Conflict and Terrorism 31 (8): 684–722 (Doi: 10.1080/10576100802206533). Part 5. Typologies of Terrorist Movements An overview of the complex task of classifying terrorist organisations on the basis of characteristics such as political objectives, ideological frames, and the cleavages between them and their enemies. Goodwin, Jeff 2006. 'A Theory of the Categorical Terrorism.'Social Forces 84 (4): 2027–2046. Gunaratna, Rohan and Graeme C. S. Steven 2004. Chapter 1 (pp. 1–98). Counterterrorism. Santa Barbara, CA: Abc Clio. Schmid, Alexander P. and Albert J. Jongman 1988. Chapter 2 (in collaboration with M. Stohl and P. A. Fleming, pp. 39–60). Political Terrorism. London, UK: Transaction Publishers. Tosini, Domenico 2007. 'Sociology of Terrorism and Counterterrorism: A Social Science Understanding of Terrorist Threat.'Sociology Compass 1 (2), 664–681 (Doi: 10.1111/j.1751-9020.2007.00035.x). Wilkinson, Paul 2006. Chapter 2 (pp. 20–38). Terrorism versus Democracy: The Liberal State Response. London, UK: Routledge. Part 6. Al‐Qaeda and its Affiliates: Ideologies, Strategies, Structures A sociological look at the ideological, strategic, and organisational aspects of Al‐Qaeda's terrorism from the 1980s to its most recent campaign in Iraq. Al‐Zayyat, Montasser 2004. The Road to Al‐Qaeda. London, UK: Pluto Press. Gunaratna, Rohan 2002. Chapters 1–2 (pp. 21–126). Inside Al‐Qaeda. New York, NY: Berkley Books. Pape, Robert A. 2005. Chapter 7 (pp. 102–125). Dying to Win: The Strategic Logic of Suicide Terrorism. New York, NY: Random House. Sageman, Marc 2004. Chapters 1‐2 (pp. 1‐60). Understanding Terror Networks. Philadelphia, PA: University of Pennsylvania Press. Hafez, Mohammed M. 2007. Chapters 1–5 (pp. 35–162). Suicide Bombers in Iraq. Washington, DC: United States Institute of Peace Press. Part 7. Terrorism and the Media An exploration of the ways that terrorist organisations exploit old and new media, especially the Internet, as communicative channels (for staging their attacks, threats, demands, and propaganda) and as instrumental tools (for fund raising, coordination, and recruitment). Hoffman, Bruce 2006. Chapters 6–7 (pp. 173–228). Inside Terrorism. New York, NY: Columbia University Press. ICG 2006. In Their Own Words: Reading the Iraqi Insurgency. International Crisis Group: Middle East Report No 50, 15 February, http://www.crisisgroup.org/home/index.cfm?id=3953&l=1 (last accessed 5 February 2008). Rogan, Hanna 2006. Jihadism Online: A Study of How Al‐Qaeda and Radical Islamist Groups Use Internet for Terrorist Purposes. Norwegian Defence Research Establishment: FFI/RAPPORT‐2006/00915, http://rapporter.ffi.no/rapporter/2006/00915.pdf (last accessed 5 June 2008). Sageman, Marc 2008. Chapter 6 (pp. 109–123). Leaderless Jihad. Philadelphia, PA: University of Pennsylvania Press. Weimann, Gabriel 2006. Chapters 3–4 (pp. 49–145). Terror on the Internet. Washington, DC: United States Institute of Peace Press. Part 8. Terrorist Organisations and Their Logic An examination of the political objectives and ideologies of terrorist organisations and an overview of the rationality and strategies underlying their decision‐making in relation to the political opportunities and military events shaping their environment. Boyns, David and James David Ballard 2004. 'Developing a Sociological Theory for the Empirical Understanding of Terrorism.'American Sociologist 35 (2): 5–26 (Doi: 10.1007/BF02692394). Crenshaw, Martha 1998. 'The Logic of Terrorism: Terrorist Behaviour as a Product of Strategic Choice.' Pp. 7–24 in Origins of Terrorism, edited by Walter Reich. Washington, DC: Woodrow Wilson Center Press. Gambetta, Diego 2006. 'Can We Make Sense of Suicide Missions?' Pp. 259–299 in Making Sense of Suicide Missions, edited by Diego Gambetta. Oxford, UK: Oxford University Press. Hafez, Mohammed and Quintan Wiktorowicz 2004. 'Violence as Contention in the Egyptian Islamic Movement.' Pp. 61–88 in Islamic Activism: A Social Movement Theory Approach, edited Quintan Wiktorowicz. Indianapolis, IN: Indiana University Press. Kalyvas, Stathis 2006. Chapters 6–7 (pp. 147–208). The Logic of Violence in Civil War. Cambridge, UK: Cambridge University Press. Kramer, Martin 1998. 'The Moral Logic of Hezbollah.' Pp. 131–157 in Origins of Terrorism, edited by Walter Reich. Washington, DC: Woodrow Wilson Center Press. Pape, Robert A. 2005. Chapters 3–5 (pp. 27–60). Dying to Win. New York, NY: Random House. Tosini, Domenico 2009. 'A Sociological Understanding of Suicide Attacks.'Theory, Culture & Society (Forthcoming). Part 9. Mechanisms of Social Support A discussion of the economic, cultural, and political conditions which make possible the support for, and collaboration with, terrorist organisations by members of certain communities. Cook, David and Olivia Allison 2007. Chapters 1–5 (pp. 1–85). Understanding and Addressing Suicide Attacks: The Faith and Politics of Martyrdom Operations. Westport, CT: Praeger Security International. Chernick, Marc 2007. 'FARC‐EP: From Liberal Guerrillas to Marxist Rebels to Post‐Cold War Insurgency.' Pp. 51–120 in Terror, Insurgency, and the State, edited by Marianne Heiberg et al. Philadelphia, PA: University Pennsylvania Press. Hashim, Ahmed S. 2006. Chapter 2 (pp. 59–124). Insurgency and Counter‐Insurgency in Iraq. Ithaca, NY: Cornell University Press. Kalyvas, Stathis 2006. Chapter 4 (pp. 87–110). The Logic of Violence in Civil War. Cambridge, UK: Cambridge University Press. Merari, Ariel 2005. 'Social, Organizational and Psychological Factors in Suicide Terrorism.' Pp. 70–86 in Root Causes of Terrorism: Myths, Realities and Ways Forward, edited by Tore Bjørgo. London, UK: Routledge. Pape, Robert A. 2005. Chapters 6–8 (pp. 79–167). Dying to Win. New York, NY: Random House. Part 10. Social Networks and Recruitment An analysis of the motivations behind the process of joining terrorist organisations and of the role played by group dynamics and social networks. della Porta, Donatella 1995. Chapter 7 (pp. 165–186). Social Movements, Political Violence, and the State. Cambridge, UK: Cambridge University Press. Sageman, Marc 2004. Chapters 4–5 (pp. 99–173). Understanding Terror Networks. Philadelphia, PA: University Pennsylvania Press. Horgan, John 2005. Chapter 3 (pp. 47–79). The Psychology of Terrorism. London, UK: Routledge. Khosrokhavar, Fahad 2005. Chapter 3 (pp. 149–224). Suicide Bombers. London, UK: Pluto Press. Pedahzur, Ami 2005. Chapters 6–7 (pp. 118–181). Suicide Terrorism. Cambridge, UK: Polity Press. Stern, Jessica 2003. Chapter 9 (pp. 237–280). Terror in the Name of God. New York, NY: Harper Collins Publisher. Wintrobe, Ronald 2006. Chapters 5–6 (pp. 108–157). Rational Extremism: The Political Economy of Radicalism. Cambridge, UK: Cambridge University Press. Part 11. Counterterrorism I: Legal Implications An overview of the emergency powers of antiterrorism legislations and 'special measures', and an analysis of their legal impact on the protection of human rights. Cole, David 2003. Chapters 1–5 (pp. 17–82). Enemy Aliens. New York, NY: The Free Press. Haubrich, Dirk 2003. 'September 11, Anti‐Terror Laws and Civil Liberties: Britain, France and Germany Compared.'Government and Opposition 38 (1): 3–29 (Doi: 10.1111/1477-7053.00002). Parker, Tom 2005. 'Counterterrorism Policies in the United Kingdom.' Pp. 119–148 in Protecting Liberty in an Age of Terror, edited by Philip B. Heymann and Juliette N. Kayyem. Cambridge, MA: The MIT Press. Tosini, Domenico 2007. 'Sociology of Terrorism and Counterterrorism: A Social Science Understanding of Terrorist Threat', Sociology Compass 1 (2): 664–681 (Doi: 10.1111/j.1751-9020.2007.00035.x). Part 12. Counterterrorism II: Strategic Limitations An examination of the most important counterterrorism policies adopted since 2001, with special reference to the occupation of Iraq, and an assessment of their advantages and risks for combating and preventing terrorism. Nesser, Peter 2006. 'Jihadism in Western Europe After the Invasion of Iraq: Tracing Motivational Influences from the Iraq War on Jihadist Terrorism in Western Europe.'Studies in Conflict and Terrorism 29 (4): 323–342 (Doi: 10.1080/10576100600641899). Pape, Robert A. 2005. Chapter 12 (pp. 237–250). Dying to Win. New York, NY: Random House. Silke, Andrew 2005. 'Fire of Iolaus: The Role of State Countermeasures in Causing Terrorism and What Needs to Be Done.' Pp. 241–255 in Root Causes of Terrorism: Myths, Realities and Ways Forward, edited by Tore Bjørgo. London, UK: Routledge. Smelser, Neil J. 2007. Chapter 6 (pp. 160–199). The Faces of Terrorism: Social and Psychological Dimensions. Princeton, NJ: Princeton University Press. Tosini, Domenico 2007. 'Sociology of Terrorism and Counterterrorism: A Social Science Understanding of Terrorist Threat', Sociology Compass 1 (2): 664–681 (Doi: 10.1111/j.1751-9020.2007.00035.x). Wilkinson, Paul 2006. Chapters 5–6 (pp. 61–102). Terrorism versus Democracy: The Liberal State Response. London, UK: Routledge.5. Films and videos Al‐Qaeda Film on the First Anniversary of the London Bombings. 2006 (17 min)(http://www.memritv.org/clip/en/0/0/0/0/0/215/1186.htm)Excerpts from a message from 2005 London bomber Shehzad Tanweer and statements by Al‐Qaeda leaders Ayman Al‐Zawahiri and Adam Gadahn, posted on http://www.tajdeed.net.tc on 8 July 2006. A typical example of the communicative use of the Internet by Islamists in their attempt to frame terrorist attacks as legitimate acts of martyrdom, committed by courageous Muslims in defence of their brothers and sisters in occupied Muslim lands (e.g. Afghanistan, Iraq, Palestine). Al‐Qaeda Leader in Iraq Abu Musab Al‐Zarqawi's First Televised Interview. 2006 (17 min)(http://www.memritv.org/clip/en/0/0/0/0/0/344/1118.htm)A video posted by the Islamist web forum http://www.alsaha.com on 25 April 2006, in which the Al‐Qaeda commander in Iraq Abu Musab Al‐Zarqawi (killed by an airstrike on 7 June 2006) outlines all the typical condemnations (by Islamist extremists) of the Iraq occupation by the US‐led coalition, and calls for a jihad against its forces and allies. Propagandising the military capabilities of Al‐Qaeda, the video culminates in footage of Al‐Zarqawi with masked fighters, firing an automatic weapon, and 'new missiles' developed by 'the brothers'. Al‐Arabiya TV Special on the Culture of Martyrdom and Suicide Bombers. 2005 (7 min)(http://www.memritv.org/clip/en/0/0/0/0/0/215/807.htm)Excerpts from a show about the culture of martyrdom, aired on Al‐Arabiya TV on 22 July 2005. The documentary investigates some of the most relevant religious and political justifications and symbolic representations among Islamist extremists in favour of suicide attacks. In particular, it looks at the Palestinian organisations Hamas and Islamic Jihad, and at the Lebanese Hezbollah. The film includes an interview with Maha Ghandour, the wife of Salah Ghandour, who was responsible for a suicide attack carried out in 1995 on behalf of Hezbollah against an Israeli military convoy. Battle For Haditha. 2007 (93 min)(http://www.nickbroomfield.com/haditha.html)In this film, the director Nick Broomfield looks at the dramatic events surrounding an incident that occurred in Haditha, Iraq, when 24 Iraqis were allegedly massacred by US Marines, following the death of a Marine in a bombing perpetrated by Iraqi insurgents. The harsh reality of the war is viewed from three perspectives: that of the US troops, the insurgents who committed the attacks, and a civilian Iraqi family. Iranian Animated Film for Children Promotes Suicide Bombings. 2005 (10 min)(http://www.memritv.org/clip/en/0/0/0/0/0/215/906.htm)Including excerpts from an Iranian animated movie for children, aired on IRIB 3 TV on 28 October 2005, this film is an example of the mechanisms of de‐humanization of the enemy (the Israelis), based on a tale of the ferocious murder of innocent people by Israeli soldiers. This incident is followed by a bomb attack framed as an act of martyrdom by young militants in revenge of the previous assassination. Paradise Now. 2005 (91 min)In his film, the director Hany Abu‐Assad focuses on the final days of two Palestinian militants as they prepare to carry out a suicide attack in Tel Aviv. Once childhood friends Said (Kais Nashef) and Khaled (Ali Suliman) are offered such an attack, they feel a sense of purpose in serving their people's cause, whereas a young Palestinian woman, after learning of their plan, tries to dissuade them from carrying out their missions. Paradise Now has been viewed as a controversial attempt to examine the motivations of suicide bombers. The Reach of War: Sectarian War in Iraq. 2006 (7 min)(http://www.nytimes.com/packages/khtml/2006/12/28/world/20061228_SECTARIAN_FEATURE.html)The New York Times journalist Marc Santora reports on some of the most violent and bloody effects of the sectarian violence perpetrated in Iraq during the civil war between Sunnis and Shiites, which has followed the occupation by the US‐led coalition. The Road to Guantanamo. 2006 (92 min)(http://www.roadtoguantanamomovie.com)Directed by Michael Winterbottom, the film tells the story of four friends beginning a holiday in Pakistan. Through a series of interviews and news footage, the film shows how they end up in Afghanistan, where are then captured by American forces and kept in harsh conditions at Guantanamo Bay, Cuba, for over 2 years. The Role of Foreign Fighters in the Iraqi Jihad. 2006 (9 min)(http://www1.nefafoundation.org/multimedia‐original.html)In this video, NEFA Foundation expert Evan Kohlmann documents the phenomenon of foreign fighters in Iraq and their role within the Sunni insurgency. The video includes footage of senior figures from Abu Musab al‐Zarqawi's terrorist group (including Lebanese, Saudi, and Kuwaiti nationals) and scenes from Al‐Qaida training camps in Iraq. The Suicide Bomber. 2005 (12 min)(http://www.pbs.org/newshour/bb/terrorism/july‐dec05/bombers_11‐14.html)In this debate aired on PBS on 14 November 2005, three experts (Mia Bloom, Mohammed M. Hafez, and Robert A. Pape) discuss what motivates suicide bombers and their terrorist organisations, with special reference to the 2005 hotel bombings in Amman, Jordan, where a female militant joining these attacks was found alive after her bomb failed to detonate. The Terrorist Propaganda (three videos):
Indexing Al‐Qaeda Online.
2005 (6 min)(http://www.washingtonpost.com/wp‐dyn/content/custom/2005/08/05/CU2005080501141.html?whichDay=1)
Without the Video, It's Just an Attack.
2007 (5 min)(http://www.washingtonpost.com/wp‐dyn/content/video/2007/09/28/VI2007092800608.html)
Al‐Qaeda's Growing Online Offensive.
2008 (14 min)(http://www.washingtonpost.com/wp‐dyn/content/article/2008/06/23/AR2008062302135.html)Over the last decade, terrorist propaganda on the Internet has increased dramatically. In these videos, experts discuss how insurgent groups, in particular Islamist extremists in Iraq and Afghanistan, are using new media to spread their messages worldwide, to chronicle their operations (including the assembly and emplacement of roadside bombs targeting US forces), to recruit, and to raise money.6. Focus questions

What challenges do researchers interested in terrorism studies face and why? What are the most important theoretical and methodological weaknesses in current terrorism research?
How can we define terrorism? What political controversies affect the definition of terrorism? When comparing different terrorism data sets, what kinds of diagnoses can we make on the tendencies of terrorist incidents in the last decade?
How has terrorism changed in history? Based on the literature concerning Al‐Qaeda's ideology, strategies, and structures, what continuities and discontinuities can we identify with respect to previous forms of terrorism?
When dealing with the explanation of terrorism, what are the most significant factors to be taken into account? How can we learn from the current literature on suicide terrorism in order to build a comprehensive model for its explanation?
Given the legislative and military responses to September 11 and subsequent attacks (e.g. the 2005 London bombings), what have been the legal consequences affecting our societies and the strategic implications for combating and preventing terrorist violence?

7. SeminarsParticipants will be divided into small groups of about three persons. Each group will be asked to make a contribution to a sociological analysis (either written or presented) of a specific armed organisation, such as:Al‐Gama'a Al‐IslamiyyaAl‐QaedaAl‐Qaeda in IraqAl‐Qaeda in the Islamic Maghreb (formerly Salafist Group for Call and Combat)Ansar Al‐SunnahAnsar Al‐IslamArmed Islamic Groups (GIA)Army of GodAum ShinrikyoChechen separatistsEgyptian Islamic JihadEuskadi Ta Askatasuna (ETA)HamasHezbollahIrgun Zvai LeumiIrish Republican Army (IRA)Islamic Movement of UzbekistanJemaah IslamiyahKashmiri separatistsKu Klux Klan (KKK)Kurdistan Workers' Party (PKK)Liberation Tigers of Tamil Eelam (LTTE)Lashkar‐e‐JhangviLibyan Islamic Fighting GroupPalestinian Islamic JihadPalestinian Liberation Organisation (PLO)Red Army Faction (RAF)Red Brigades (BR)Revolutionary Armed Forces of Colombia (FARC)Taliban.For each armed organisation, each group will examine the following aspects:

data on its attacks – including information that justifies the label of 'terrorist organisation';
a historical account of its origins and developments;
an analysis of the strategy underlying its terrorist campaigns;
a clarification of its social support and collaboration (if any);
a profile of its militants and patterns of recruitment;
a discussion of the counterterrorism policies adopted by states and their impact on the terrorist organisation.

Note
* Correspondence address: Assistant Professor, Department of Sociology and Social Research, Piazza Venezia 41 – 38100 Trento, Italy, +39 0461 881324; +39 0461 881348 (fax); +39 347 2329219 (mobile); Email: domenico.tosini@soc.unitn.it http://portale.unitn.it/dpt/dsrs/docenti/tosini.htm

Transcript of an oral history interview with Joshua Fontanez, conducted by Sarah Yahm at Killeen, Texas, on 10 April 2015, as part of the Norwich Voices oral history project of the Sullivan Museum and History Center. Joshua Fontanez graduated from Norwich University in 2012; the bulk of his interview focuses on his experiences as a gay student at Norwich University, especially regarding the formation of the university's Lesbian, Gay, Bisexual, Transgender, Questioning, and Allies Club. His later work for OutServe-SLDN is also discussed. ; 1 Joshua Fontanez, NU 2012, Oral History Interview January 14, 2015 2015 Kingwood Dr. Killeen, TX 76544 Interviewed by Sarah Yahm SARAH YAHM: Can you tell me where you were born? Where are you from? JOSH FONTANEZ: I was born in Willingboro, New Jersey. I grew up – was raised my entire life in New Jersey. I lived in a small town called Browns Mill, New Jersey in the pine lands, cranberry bogs and blueberry bushes and right outside a huge military base, Fort Dix-McGuire in Lakehurst. SY: Sorry, I need to have you say your full name. If you will, just say who you are. JF: Yes, Joshua Aaron Fontanez. SY: Excellent. So you grew up next to a big military base, so when did you start being interested in the military? JF: Oh, I always wanted to be in the military. I can remember first grade my first grade teacher used to – her husband was in the military, and he used to come in and he'd talk all the time, so I always had that desire to be in the military. What rank or what job I wanted changed but I always had that passion that calling to be in the military in some form or fashion. SY: And you didn't come from a military family? JF: Neither of my parents were in the military. A lot of my aunts and uncles, my grandparents were all in the military. SY: Interesting. I've been asking everybody this question: did you play games as a kid? Did you play imaginary games where you were in the military? JF: We played like soldier and stuff like that. My dad still has pictures of me with tree branches running around outside, or you know not necessarily modern-day military but also like medieval times, sort of. My cousins and my sister and stuff like that or as I got older you got like little toy guns and stuff like that and we used to do war games inside the house clearing rooms and stuff like that, you know, hide and go seek with little toy guns and stuff like that. SY: Interesting. So you always kind of wanted to be in the military, when did you figure out that you were gay? 2 JF: So I look back in history and it's kind of like – Look, the signs were always there, when I look back, I think I first, I want to say, I first was kind of like okay I had a hint of it my freshman year of high school. That was when I started to actually, not just the emotional aspect but going into that part of my life becoming more sexually attracted to men and stuff like that. SY: And, how – were you freaked out about it? It's interesting because in all the interviews I've read with you and about you, you seem super confident, pretty angst free about being gay. So what that the case when you were fourteen? JF: It was not at all. It was even like the mentality – I look back and I want to give my fourteen year old self a big hug, and just tell him that it's going to be okay. It's going to be better. There was a lot of nervousness and even though like my parents are completely supportive of who I am and my lifestyle and stuff like that. I grew up in a Christian home – it did play a huge role in that. So I remember, I want to say it was like the first time I ever kissed a guy. I went outside to mow the lawn, and I was just praying that I would be healed and that I could be normal and stuff like that, almost to the point of tears. But, it was definitely a huge, huge struggle. A lot of loneliness, depression, not really understanding, a lot of denial at the same time, because you know even in high school you get the questions, Why don't you have a girlfriend? Why aren't you hitting on girls? You are going to this ball or this prom or this or that, why aren't you chasing after them or getting dates or anything like that? So— SY: Yeah, so did— were there adults or mentors who supported you? JF: I wasn't even out. I didn't come out until college, so no one really knew, like some people, like I talked to my sister now and she had like a hint later on in high school, but really no one really knew, just kind of like a couple of other gay people like I would meet knew, but usually they were all in the closet too. It was not something we were ever open about, and it was to a huge point in my life until I accepted who I was that the people who were even in high school who were out, both male and female— So you know, I was extremely mad at them and it was like the whole aspect of — I would make fun of them just as much as anyone else would and that's one of the things I look back, and I'm like "Wow, you were horribly wrong for doing that." It was part of my own insecurity of fear of if I can't be who I want to be they shouldn't be who they want to be either. SY: Were you is afraid that they would recognize something in you and out you in some way? JF: In some way, like, even when I talked to some of my friends a lot of them were like, Yeah, we knew. It was very clear and then I would respond, If you knew why didn't you say something and support me tell me and come up and confront me? There was a huge aspect of would they, 3 and it was even a societal thing because even in high school I got involved in student government or JROTC or the different mentoring things they had in high school, I always thought, I can't be that leader and that role model and be gay at the same time. I remember when I came out to my best friend, I told him— I came out to him, I want to say right after I graduated high school so it might have been like our first break back from Norwich. I told him, listen, I don't have this pressure on me to be this role model anymore for the high school, for all these leadership positions, so I want to tell you that I'm gay, and the reason why I never told you is because I never thought I could. Like, I couldn't be gay and be a leader. I couldn't be gay and be a role model at the same time. SY: So most people don't describe going to a military academy as realizing that they can be gay and be a role model, but it seems like that's what happened to you. So, what happened at Norwich that enabled you to come out that first semester? JF: So coming out to my – I only came out to my friends back at home. I didn't even come out. It wasn't until my senior year that I came out to friends at Norwich and that was a whole different fear, that was a huge fear under Don't Ask, Don't Tell, but I started out to my friends back at home just simply because I needed – it got to the point where I needed to tell someone. The pressure was just overwhelming. The additional stress that comes with going to college, being away from family for the first time, financial independency, all the different clubs and activities I was involved in, and to throw into that, ok now your emotional life, and this part of my life I was still, there were still times when I was like, maybe I can convince myself to be straight. Maybe if I just try hard enough that I can just overcome this. It did for a long time, like even, I want to say up until my junior year of college, a lot of depression, mental stuff. You know, because on the weekends, because it was a dry campus — so if we left campus to go drinking and stuff like that, a lot of binge drinking, it was just emotionally destroy me and physically it had a huge aspect on me as well. SY: Were you accessing like the gay community in Vermont? Or were you just pretty closeted? JF: So a little bit, so there was – you have like the gay, for one any community, ironically, I always laugh because it was like you would think a state as liberal as Vermont there would be a huge gay community, and there's a pretty good one that I found out later on definitely as I started getting more active in activism but it's like then you have Northfield. So even like my freshmen year, I didn't have a car in college until the second half of my junior year. Even trying to reach things, you have to go to Burlington, Vermont. Even in Montpelier there is a very, very small, in my opinion, community where you constantly can meet. Then a big aspect of it which we try to put out there is that no one knew. Like no one knew that there was all these different communities out there and organizations you can go to and different activities and conferences. I spend hours and hours and hours researching and sending out hundreds of emails to different 4 colleges and professors up and down the east coast trying to find out information, tons to people in the different colleges in Burlington, trying to get help from them, whether it was UVM or any of those different colleges. It was definitely difficult in that aspect. SY: I wonder if there was a point in your time at Norwich before you came out especially under Don't Ask, Don't Tell when you were like, Hey these two parts of myself are incompatible. Did you doubt being in the military? JF: I never doubted being in the military because like I said, my mentality was always this that I loved the military so much and I love— I'm such a patriot that is how I used to view it and I was so dedicated to serve my country and defend the Constitution and our way of life and I knew that I was willing to be trained and do things that my family couldn't do. I knew they couldn't defend themselves, and I was will to, so if sacrificing my happiness and sacrificing who I was as a person was something that I needed to do to accomplish those goals that was something that I was completely willing to do. To being able to complete my military service, to complete that obligation I feel I had to for my country, my values, my beliefs, I was willing to stay in the closet as long as I needed to be able to accomplish that mission. SY: So when did you decide to come out at Norwich? JF: We actually— I'm trying to remember when I first came out – see the first person I came out to, the very first person I came out to at Norwich was – okay when I say come out, there were a couple of cadets – when you found out who the gay cadets were, you talked or you know gay civilians, but actually openly came out to was, I want to say, was Dr. Newton, and it was, I want to say when it was, it was right after Junior Ring Ceremony of my junior year. In tradition of Junior Ring Ceremony, big party, big condo events, and stuff like that, and so everyone was drinking and at the party I kissed a guy. Just like the rumor mill spills, before I could get to campus the next day, everyone knew. I remember going to the office the following Monday, sitting down with Professor Newton and she saying like, You know Josh a couple of the cadets were talking and a couple of my students were talking and they said that you kissed a guy this weekend. And I was like, You know to be completely honest, Dr. Newton, I think I feel you already know but I do identify myself as a gay man. She said, "I know. I've known for a while." And at this time the repeal, Congress had officially passed it, but it didn't come into effect until the following, the upcoming fall. She said, just be careful there are some – at this time, I was still a very controversial leader on campus, even at this time. SY: Why were you a controversial figure on campus? JF: My junior year I was elected the student government president, and by this time I have accepted that I was gay. I knew I was gay, and I knew I wanted to start a club on campus. By 5 this time, we knew we had to wait. Everyone saw the writing on the wall. Sitting in ROTC classes, the instructors would talk about the repeal and the possibility of repeal and what we thought about it. SY: How would they talk about it? Would they talk about it in positive terms or negative terms? JF: They would pretty much just ask – They would just use the Socratic Method. They would just come in and be like, Hey, Congress is talking about repealing Don't Ask, Don't Tell. SY: And what would your classmates or rookmates— what type of things would they say and did that have you frightened? JF: Most of them would say, I really don't care, that's what would shock me the most. A lot of them say, Hey, I really don't care as long as they do their job. But, they would then go and make jokes, gay jokes, and they would still put down people if they thought they were gay and it was still viewed as a negative thing. SY: How much were slurs like faggot thrown around? How much were there gay jokes? Was the culture hostile in that way? JF: It was. Even to the point of my senior year, it was still a societal thing and in a lot of aspects it still is. Perfect example, my second semester, I got moved into a new room my freshmen year and Cadet [Ringcone? 0:18:28], now Lieutenant [Ringcone? 0:18:29] in the Army, he's an Apache pilot, probably my best friend. I was the best man at his wedding. But, his freshman year we got into a big discussion, and he swore that being gay was a psychological disorder and it could be fixed. And, he is now probably one of my biggest supporters after I came out. Even when the club came up, he was at every meeting, when we did Pride Week he was there cooking. When I got threats and different letters slid under my door and stuff like that, he would chase people down the alleyway trying to catch them after they did it, or he would walk with me around campus because certain staff members were afraid I would get jumped and stuff like that. One of my greatest supporters and still one of my closest friends, just seeing that change – Some of my other close friends, they would see how using words like "That's so gay" even something that is so easy and is used by society so much they would catch themselves and look at me and say, "Hey, I'm sorry. I didn't mean that." Or they would stop people and correct them, like an underclassman would come around and be like, Hey, stop being so gay, or they would use different slur words and they would stop them and be like, Are you serious? Well, what wrong with being gay? You'd see how much someone's attitude would completely change when they actually get confronted by someone. They did that. 6 SY: Just wondering, it sounds like when you were around people corrected their language and stuff, but I wonder how much it was a real part of them. What do you think? JF: I would say, if I was a betting man, I would say it probably it would still be a big part of the culture, because it takes someone who is consciously there holding people to standards. One of our biggest examples when we would have discussions, you wouldn't do it with race or with gender, but at the same time, someone can't hide their gender and they can't hide their race but if you make fun of someone so much and make the environment hostile enough you can force someone not to admit that they were gay. That was a big thing, even with the repeal people would be like, I have no problem with you being gay and being in the military, but just don't be gay around me. And we had this one student, he – long, long post – Pride Week was very controversial, and this guy who was a very popular guy in the Corps of Cadets came out as being gay, and put on Facebook that he didn't need a Pride Week to come out, and he pretty much said that, Me being gay makes my friends extremely uncomfortable and because it makes them uncomfortable that I have enough respect for them not to be gay around them. So pretty much it was the mentality – in my opinion it was like good that you came out but at the same time look at what you just openly admitted is. Who you are, who you can't change, the people you love, you're not even willing to show that emotion around people who claim to be your best friends because it makes them feel uncomfortable. That's what a lot of people would do, they would be – the aspect because all the conversations I used to have with newspapers and stuff like that, the university would make it very clear that they've never had a policy that would restrict students from being gay. They would never kick them out for being gay, but you look at our civilian population who is never restricted by Don't Ask, Don't Tell like our Corps of Cadet students were through their ROTC scholarships and stuff like that, but they still fully admitted, I'm scared to walk around campus holding my boyfriend or my girlfriend's hand. I'm afraid to bring them to the Junior Ring Ball. I'm afraid to show them affection and caring in an open environment because I don't know how people would react. I don't know how that would – so, in that aspect its different than being able to – you're never able to – used to say the term is, you know, you can serve freely not get kicked out but you can't serve openly. You can't be who you are. You couldn't, you know, because a lot of people would get a lot of looks or sayings and I mean, they were, they were pushed back into the, not into the closet, but people would know they were gay but they wouldn't ever bring their significant other around. We had our senior year, our regimental XO came out as being gay, and I knew he was gay since my freshman year. When he finally got the courage to come out, he came out in more anger because he didn't think— he though a lot of the attention on the gay community put a spotlight on it but even after he came out as gay, he was still afraid to bring the guy that he was dating to the Junior Ring Ball. So he didn't even show up to the event. It was that aspect of, Yeah, like okay, we know you are gay, the [real? 0:12:42] is done, but you just can't be gay around me. 7 SY: How did you know he was gay? Did he come out to you? Or was it a sort of sub-culture where people who were closeted on campus but out to each other? JF: Yes, so there were, so it was always that difficult thing, mentality of how to find out who was gay. You had a lot of different avenues. Clearly, we didn't have meetings or anything like that like we did when we had the club, but usually there were two different ways. There was an online dating site. You would go on there and you would see different people. SY: Online dating like Grindr or something and Norwich? JF: No, no, no, it was called, what was the name of it, this was old school, Manhunt. SY: Oh, Manhunt. JF: Yep, and I remember – I know what Grindr is, I didn't hear about Grindr, ironically it was my straight friend who told me about Grindr, but not until my senior year. Manhunt was like the big, back then, the big dating site. I remember being on one night, and I saw him on there, and we talked and stuff like that. Ironically, he lived three doors down from me. We lived on the same floor. So we would talk and stuff like that. So that was one way, but that wasn't a huge way, because unless you knew about the website, no one would go on it. The other event was, and yet again, unless you knew about it, you didn't go either, but it was – So Vermont doesn't have a gay club. Vermont has a gay night. So in Burlington, the club Higher Ground has what's called First Friday. So the first Friday of the month, the club is a gay club. People travel hours from all over Vermont to come there because it's really the only outlet, that one day a month. So you would go there and you would actually see different cadets there and stuff like that. SY: Can you talk about that a little more? Do you remember your first time going to Higher Ground, going to your first First Friday? How did you get there? Did you hitch a ride? Were you scared? JF: My very first time was— When was it? It wasn't until my junior year that I actually went to the club. I'd heard about it, but I really didn't know about it, and I went with a civilian who was – it was her and her girlfriend. I went as support. Because even all the equality stuff we did up to my junior year, I always did as an ally. No one else has the courage to stand up and do it that would be my line. So, I will be the one that takes the brunt force and stand up and help the people who have no voice. SY: Oh, I see, so when you were a controversial student council figure because you were doing equality work but you were doing it as a straight ally. 8 JF: Yeah, roger, one of the first things we passed, as student government president was, I passed an executive order that declared that the student government represented everyone equally and it was one of the first – My research, I hadn't been able to find any other documents, I mean, I'm sure there's a couple, but it listed based up on sexual orientation, gender identity, and of course it went through the standard stuff like, sex, age, student lifestyle whether they are civilian or Corps. We ended purposely with sexual orientation and gender identity, and that was like a huge thing. Strategically, we did that on purpose because we literally spent all of our junior year building up this controversy of having people start talking about it, breaking the ice, so that when we created the club, it wasn't such a – even though it was a huge shock, it wasn't as big of a shock. We went to Higher Ground, met a couple of cadets, saw a couple. It was really awkward because you walk in and you kind of like ignore each other. It's kind of like, Oh, I didn't just see this person here. We would do that, but we went a lot more often my senior year. We actually, as a club we would go up, and that would be like a club outing. We would also be networking because we would work a lot with the different universities would meet us up there and all the other kind of stuff. It was interesting, you'd find out, I actually met – so ironically, I know you mentioned how it worked with my military service. At the time, without mentioning names or rank, I remember being on Manhunt one night, and I saw an Army ROTC instructor on it, who was stationed at Norwich and worked there. It was kind of like the same thing. I didn't message him, he didn't message me. It was kind of just like, okay, log off real quick. I remember, at this time I was a work study at the Admissions Office. I used to work at the front desk as a, I want to say receptionist, but I guess, I don't know what the masculine term for that is, but I was there answering the phone and stuff and greeting people when they came in. He came in and he said, "Fontanez, can you help me carry some stuff back?" And, I was like, "No problem, sir," and I carried it back. He sat down and he asked me if I ever heard of this site Manhunt. By this time, I am terrified, my heart is beating, I'm thinking, I'm going to lose my scholarship, and I couldn't pay for Norwich without my Army scholarship. There was no way. And I was like, Sir, I don't think you can ask me that question, and I don't think I can answer that questions. Pretty much citing Don't Ask, Don't Tell, and he was like, Okay, that answers my question. He told me, "I just want to let you know that I saw you on the app and clearly I'm gay too." He was like, "Do you plan on having a family one day? Do you want to fall in love and stuff like that?" And I was like, Yeah, I do. He was like, "Okay, you need to not make the military your life then." He was like, because – In my mind when I look back, I think when he said that, he never envisioned the end of Don't Ask, Don't Tell, because he had served under it for so long, but he was actually getting out of the Army, so he could be with his significant other and moving away from Vermont. But that was his tip to me, Listen, if you actually want to be happy in life, you want to have a family, you want to have a significant other that you care about and can care about you and you can live your life openly, do your initial service and get out because you can't do it while you are in. 9 SY: How did you feel after that conversation? JF: I don't think what he told me really sunk in as much as I was scared out of my mind that he knew. Even going through my senior year, thinking about it, the mentality always shocked me how some people just can't envision it any better. Great guy, but he couldn't see it getting any better. He just saw the worst, and I see a bad situation I want to make it better, doesn't mean – I'm an extremely controversial person at nature. I have no problem, I don't care who you are or what your position is, if you are not doing something right or if I feel like I am being wronged then I'm going to say it. I will try to be political about it, I will be respectful but like, you can threaten me, you can do whatever, it really doesn't matter. I mean, I remember sitting in the office of the Commandant of Cadets and yelling at the top – We were pretty much yelling at each other and another commandant had to come in and pull him out, but I knew I was right and he knew I was right. He just wasn't willing to admit to me that he knew I was right. SY: What were you yelling about? JF: It was about Pride Week. He didn't agree that we should have a Pride Week. He didn't think that Don't Ask, Don't Tell was a big issue. He thought that everyone was fine with it, that society had changed. He quoted that he just got back from a deployment with the National Guard. He was like, We didn't have any issues with people who were gay on the deployment. We actually joked about them being gay and stuff like that. Did you just hear what you said? You just openly admitted that you were making fun of one of your soldiers on a deployment because of who they were. Just because you can joke with them, and maybe they laugh back with you, doesn't make it okay. We just got into the huge aspect of the culture of fear. I mean it was. The aspect of – It all came about because what we did to fund Pride Week we would go to each department, so we would go to Math and ask, Hey, can you sponsor an event? Like we had in seven days, we had over fourteen events. I want to say we had fifteen or sixteen events. Unprecedented. Some colleges like UVM and Saint Michael's and all the other colleges, they'd never even had anything like that before or to the level that we were having stuff. We had speakers coming in from all over the place, we had the Governor of Vermont come to an event. So we were just trying to get like, Hey, can you sponsor this event? We had a veteran who came in and he talked about how he was in the Navy under Don't Ask, Don't Tell, CID [criminal investigation division] would show up to the gay clubs and literally hunt them down, and he remembered like being in a club and someone coming in warning him and him having to run out the back door. So we got Veteran's Affairs to sponsor that event. We just had all these different things to sponsor, and we were trying to get the Corps of Cadets to sponsor an event. The commandant had a very religious and moral objection to it, not only the club but the lifestyle, so he wasn't willing to sponsor it. I said, "No problem, but at the beginning of every event, we are 10 going to list by name the organizations which support us, and it is going to be very evident that the Corps of Cadets did not. And, he was so upset about that. SY: He wanted it both ways, huh? JF: So he was like, You can't put us in the spotlight like that, and I was like, Listen, it's no problem, you can have your morals and beliefs but you need to be willing to publically stand by it. I was like, We will, yet again this is my real controversial part, I am going to put out a press release to everyone from CNN to NPR to – and I just listed all these different news agencies and they will know that you didn't stand with us. Then it escalated, because it was the mentality like, You are a child, we are the adults and you need to listen to us, and my aspect was like, I am a twenty-two, twenty-three year old tax paying citizen, don't call me a child. It would go on and on from there. SY: Let's step back for a second, and I wanted to ask you about the day you found out that Don't Ask, Don't Tell had been repealed, how you felt, and you had a meeting that day, didn't you? December 20th? JF: Yeah, so what we did was, well, so Congress passed it, as soon as Congress found out, they lost the majority in the House. They took a vote in December of 20 – so they took a vote on December, if I remember my history right, 2010, because they knew when January come around, they would lose the majority in the House. So this was literally the last time they could do it. So I remember, I remember joy, but at the same time, fear, because it was, like, now I have no excuse. Like, every excuse now has been removed from me actually being who I was. So at this point it came – like, the writing was on the wall. It was, like, listen, we have so much time to actually laying the foundation, if we want to get this club put out. And by this time we start networking, we start calling people. We actually started drafting executive orders to try to lay on the foundation, because, you know, the club just didn't pop up one day. It was pretty much two years in the working of just getting different clauses put into the student government bylaws, which would allow us to do stuff a year down the road that led to the club being successful and stuff like that. So after we knew the club was going to be founded, Don't Ask Don't Tell, the legislation passed 2010, they said they were going to give a year so the military knew how to respond to it. That spring of 2011, the – so this plays an important role, because I was going up for the regimental commander, I put my name in. And I was one of the top three who was almost going to be regimental commander. And I told myself if I got regimental commander, I could never focus on this fight. I couldn't do both at the same time. So after I wasn't chosen for regimental commander, I took that as a sign, like, listen, okay, this needs to be your role and your passion for the next year. So I remember sitting down that very 11 afternoon, because I was student government president with President Schneider, and I said, "Hey sir, I want you to know, I want to ask you, what is your – within six months the appeal's going to be up. What do we plan to do as a university?" And his answer to me was, "Well, we're going to wait to see what guidance the Department of Defense puts out." And I told him, "Sir, I think we're missing a huge opportunity. We've always been the first. We have ROTCs here, we don't have to wait for the Department of Defense." I was, like, "There are students here," you know, without coming out to him, I was, like, "You know, there are students here who are hurting. You know, they're suffering." And he said, "Okay." So then we went in the – we had the re-election for student government, and I didn't win, so at the inauguration of the incoming president, my last act as student government president was to pass an executive order which created the club. So the student bylaws for the student government allows a student government president to recognize a club up to 14 days; they have 14 days before the student body government, like, the Senate, had to pass that club. So there were only 10 days left in the school year. So we announced it that day so that the club would officially exist with full authority of the university throughout the entire summer, so we could strategically plan and set up. We had the full weight of going and saying we're a university club. So we announced it then, which of course you can imagine being shocked, like, sitting in – we used to do the inaugurations on the top floor of the Wise Campus Center, so everyone being, like, you know, holding their breath. But then we used the summer to start working with different news agencies and they did different articles about, you know, the first gay club at a military college. We used that time to do a lot of different strategical stuff when it came to planning conferences, and, you know, how are we going to do the club fair, and stuff like that? What type of videos are we going to do? And we came back, and by that time – we also used that time to, like, lobby our Senators, because, you know, by this time, though they weren't out, there were different elected officials in the student government who were gay, so we knew who they were. And you know, we went up to then, we're, like, listen, this is time for you to actually stand in defense of who you were. So we lobbied them and we utilized them to lobby their other friends. And by the time we came back, we had a unanimous vote, not one objection. And then like you said, we met on the same day the appeal ended, we met in the Kreitzberg Library. I was told Dean Mathis was really, really skeptical; she was more scared and more concerned for us than anything. She's, like, "Listen, Josh, if you can get five people there, it'll be a success." We had over 25 individuals there; top officials from the university, civilians, Corps of Cadets, straight, gay, bisexual. And it was just a good time. And people started talking; I mean, I remember one civilian stood up, and she's, like, "I've been at this university four years and I literally thought I was the only person here like me. To walk into this room and know that for four years, I actually wasn't alone; that I had people who were just like me. I had a family here." And she just broke down in tears. And 12 that meeting that day was probably one of the most memorable things in her life, you know? There was such a movement for her. And it just relieved so much weight off of her. And it was just a stepping stone. That meeting was really the stepping stone because we did it in a pu– and we did. We strategically chose the location. We wanted it to be in a library, you know, demonstrating knowledge. We made sure none of the blinds were closed. We wanted to make sure everyone knew what we were doing. We had a booth at the club fair, so everyone knew when the meeting was. Everyone was welcome. We had a newspaper reporter there, she did a news article on it. So yeah, I mean, it was definitely well thought-out, but it was just a starting point, because that was at the beginning of the year. And like I said, just that year went through the roof. So it was definitely a great starting point. SY: And yeah, I guess I want to talk about Pride Week, and I want to also talk about the response to – what was the response to that first meeting? JF: So the first meeting wasn't bad. It was kind of, like, real neutral. Because our aspect was, we initially started the club of – so a lot of people had different opinions. So a lot of people said, like, I want to be part of a club. But I'm not ready to be out. So they wanted the club to be held in, like, you know, a secret room where only you would be invited if your friend knew you were gay, or something like that. SY: Okay, great. JF: So no one would know. And then we had the aspect which I sided with, which we just asked if we struggled a lot with was, hey, this is our first year of the club, it's very controversial, we have to be public. SY: Right. JF: So it was, like, the aspect of, we still made sure we took precautions to make sure people who weren't out still had an avenue to come and talk with us. You know, we did some things behind the scene. But we moved our club meetings to the Wise Campus Center, that open – it was literally a full wall of glass. And we did it purposely during chow hour. So everyone had to walk by and had to see the club happening. You had to see people getting education on – you know, anti-bullying, anti-harassment, safe sex, the different political movements. How to get involved. You know, we had speakers from different places come in and talk to us and stuff like that. But no one could deny it; no one could say, "I didn't know." No one could say, "Why didn't you tell me?" Or, you know, "If I just knew." SY: Right. 13 JF: So the responses were mixed, because some people were, like, "Well, you're throwing it in my face." You know, I remember we had a staff sergeant in the Marine Corps who was a student there, he was a MECEP [Marine Corps Enlisted Commissioning Education Program]. And he said at a meeting once, he said, you know, "I have no problem that you're gay. You just need – the fact that pretty much that I have to see that you're gay, that you throw it in my face, that you make it public." SY: (inaudible) [00:09:08]. Because it seems like there are a lot of people who said that about Pride Week. They were, like, "Well, there's nothing wrong with being gay, but why do they have – why does it have to be a whole week? Why do they throw it in my face?" So what's your response to that statement? JF: I guess the best statement is, so we had a Pride Week, so that's one week out of the year. But we look at all these other weeks that are based around the heterosexual culture. We have Junior Ring Ceremony where you and your date walk under the sword arc, or you have Regimental Ball where you do pretty much the same thing. You dance, and you do this. We have the Winter Carnival, and all these different Valentine's Day, and just event after event after event. And Pride Week wasn't – the majority of Pride Week wasn't even about just for individuals who identified themselves as being homosexual. A lot of the knowledge behind it was, they were extremely controversial topics no one wanted to talk about. So we have this university full of 18-year-olds, depending on how long you're taking to graduate, 26, 27-year-olds, but who are extremely uncomfortable to talk about safe sex. So we had multiple seminars about safe sex, you know? What it means to actually be responsible and use a condom, and the different apparatuses out there for safe sex, including abstinency, so abstinence. So we covered every base. We had classes out there about bullying, which is not just an issue that happens – it wasn't even focused on a heterosexual versus homosexual kind of thing. It was just bullying in general. One of the events was an arts and craft event, which, ironically, was the most attended event. Because oh, I can get free stuff? I can get free food? OK, I'm going to show up. We had a movie about religion accepting all cultures, not just homosexuality, but different religions and different walks of life in a wide spectrum. We had the prom. We had a dance. So, I mean, it was just a wide, wide spectrum of events. Now, we purposely did say it was going to be a Pride – because there were, on the other end of that spectrum, there were different things that dealt directly with the homosexual community. I mean, we definitely were depending on some of the speakers we brought in, such as our veteran speaker, when he spoke about his fear living under Don't Ask, Don't Tell, and how his life had changed and stuff like that. But it was that aspect of, one, no one had to attend any of the events. 14 None of these events were mandatory at all. It wasn't any Corps of Cadets, you know, we have to do an afternoon training event where we march the entire Corps of Cadets down and they have to sit down and they have to listen about how difficult their life is going to be now that they have to treat everyone equally and with some dignity, no matter who they love. You know, they weren't giving up their Saturday afternoon to march down to the football field to sit and watch a drag show, or something like that. There were options. And I think more importantly, at least to me that spoke was, you know, the university – and I'm sure it will always maintain this line – that it never did anything to prevent an individual from being gay, but they never took steps and they never gave options for individuals who were gay. There were no options. And that's what we gave during Pride Week, was a unified effort to show that there were so many options. But at the same time, no matter if you were gay or straight, there are a lot of things that affect us all, like, bullying, alcoholism, depression, safe sex. Those go across it. So a lot of individuals just took it back and were like, OK, I don't need to go to these events, because I'm not gay. And some people didn't even show up who wanted to show up because they were so afraid. You know, the university had meetings after meetings about what happens if protestors show up? What happens if there's violence? What happens if someone gets jumped? You know, anything like this. But – SY: Did the university make any effort to keep people safe who were coming out? JF: I mean, they did. I got a lot of threats. Both my junior and senior year, I had a camera outside my door, my dorm room door, because I'd get threats. People would slide letters under my door or send me emails or Facebook messages, or cut things, you know, because we used to have our schedules, our door cards, and they'd cut it up, or they would throw trash at my door and stuff like that. Or, like, throw the entire – SY: How did you make sense of that, and how did that make you feel about Norwich? JF: It made me feel like I was doing something right. I mean, if people don't act out – I mean, there's always resistance. You look throughout history, I mean, there's always going to be resistance to change, right? If I was doing something right – if I wasn't doing something right, I'd probably be the most popular kid on campus. If I just went with the flow, you know, I disputed the lines of traditions, and this is how the old Corps was, and this and that, I'd probably be the most popular person in the world. Anytime anyone ever did something like that, it just motivated me. I knew I was doing something right. SY: And how did you feel, you know, how this fit into the idea of the citizen soldier? How did you feel like you fit into their idea? 15 JF: I mean, it's the aspect of, you know, what is citizenship? Unfortunately, I think a lot of the Corps of Cadets focus on the soldier aspect more than they focus on the citizenship aspect. And it makes me funny, because it's, like, okay, yeah, we're soldiers. But then sometimes it's like we're soldiers until it comes to discipline and, say, physical fitness. Because, like, you know, people talk about, like, you know, there's the alcohol policy on campus. So yeah, I'm a soldier, but then when it comes to following the rules, it's, like, well, I'm a college student, you know, don't get too crazy with that soldier stuff. And then it's, like, you know, well, physical fitness, which is one of the pillars for the university. And it's, like, well, at the same time, I'm a college student. Like, this is the time I'm supposed to live and stuff like that. Well, to be a soldier, you need to be physically fit. So we focused a lot on the soldier part, like, wearing the uniform, training the freshmen, you know, the rank structure, the saluting and whatnot, which are great; great disciplines, great lessons for life, no matter if you go military or civilian, it's a great foundation. And a lot of aspects, we do forget about the citizenship aspect, in my opinion, and we don't focus on it a lot. And I think that is the constant struggle between the academic professionals at the college and the Corps of Cadets in the Commandant's office at the university. Because I think one of the things that really made me the person I am is my education, is having professors, like Professor Miana and Professor, you know, Dr. Newton, who taught me so much in life. And definitely Dr. Newton, when it came to just politics in general, and being who you are, and the ability to articulate what you mean in an effective way, but at the same time being strategic. And there's always butting the heads, and I think they really do butt heads a lot, because you have, you know, well, what's more important? Sergeant's time training or actually doing your academic work? What's more important? You know, that parade we do on Friday, or making sure that our students go to an extra study hall session? And there's that constant thing. But at the same time, I mean, even citizenship on the aspect of – you know, I used to tell when I was battalion sergeant major, I used to tell my NCOs, I would, like, listen, got it. You have sergeant's time training. Now, what's going to do your cadet more – prepare them better for life? Are you going to sit there and have them remember all these dates in the Rook Book and in two years, they're not going to remember a single thing, because upper classmen aren't required to remember that? Or is it more important to understand, like, you know, at least 30 of your cadets are going to raise their hand and promise to uphold and protect the Constitution of the United States. Have they ever even read the Constitution? Other than the first amendments in our Bill of Rights, and most of them probably couldn't even tell you all of them, you know, could they even tell me what the Constitution had in it? What does Article 1 cover? What does Article 2 cover? You know, which one's more important? There was always the mentality, well, this is 16 how we did it when I was a freshman. This is how my father used to do it when he was here as a cadet. And we really do, we do miss the citizenship – and through that whole struggle of founding the club and Pride Week, and all the fallout and stuff like that, and the strategic planning over years, you know, I used to sit down with Dean Mathis, and I would sit down with her at least three to four times a week, if not daily, depending on the week. And I used to sit down with her, and my line to her would be, it's, like, "Dean," you know, "I sit back and I really do wonder, you know, if Captain Alden Partridge was here today, would he be proud of what he saw?" SY: What do you think he would say? And what do you think he would be and what do you think he wouldn't? JF: I think on the aspects of us as a university, I think we have some great values. I think we have some great foundations. I think we've put out some great leaders. I think that's what he would be proud of. I think he would be proud of the tradition, and the university still being there. You know, the university does have a very high academic standard, and it does. Every time Dr. Kelly would sit down with us and he said, there's no reason why our retention rate, academically, shouldn't be higher, and that's what we need to strive for. And the Corps of Cadets, even from my freshman year to my senior year, the focus on academics was improved greatly. And they do, they put out some great, great leaders throughout the world. But I think it would be – he would be ashamed on – for an individual who fought so hard to have women go to college, you know, you look at the archives, or you hear President Schneider talk about the archives, and how hard he tried to get women to come to college, to see professionals in that college discriminate against individuals for whatever reason. Or for the mentality of – you know, our college was founded on the mentality that he left West Point because he didn't like that, the mentality, the leaders could only come from that one avenue, that we weren't putting out civilian leaders simultaneously. To see such closed-mindedness. And that's what I used to tell them. I'm, like, listen, our college is great, because we are the first. The first Corps of Cadets to have women, the first Corps of Cadets to allow African American. These were extremely controversial things in the time. So why wouldn't' we want to be the first to have an open LGBT organization on college? You know, that is where I feel he would kind of shake his head, and say hey, what's happened? You know? And trying not to get so political, but a huge feedback we got was, do all the AARs [after action reports], because you can imagine Pride Week went up to the board of directors and back down, everyone did an AAR. And a lot of it had to do about the alumni and the funding, and the threats that came from funding from alumni. 17 SY: I'm glad you said that because it looks like nationally, Norwich's Pride Week got a ton of incredibly positive attention in the press. JF: Yes. SY: And within Norwich and some of the alumni it was, pardon my language, a shit storm. So what happened after the club fallout? JF: Well, here's what – I mean, simultaneously, like, even when Pride Week was happening, I used to get Facebook messages from alumni all the time. And they'd be, like, "Hey, you're destroying the university," you know, "You need to put a stop to this right now," and all this other kind of stuff. But the ball was rolling. So Pride Week wasn't just like a random event, right? We didn't just randomly say, OK, this week we're doing it. Like, over in January, we got approval from President Schneider to hold the event, like we had a full outline, we went to General Kelly, we went to President Schneider, we had a full event. They approved it all. Got funding. Now, our shield, on the strategic aspect was, we got two sitting Congressman, a sitting Senator and the Governor of the State to all support us. So President Schneider couldn't back out of it by this time. And then we got CNN, MSNBC, NPR and stuff like that to also do articles on it. So it was happening. And we purposely did it that way, and strategically did it that way, that no matter what type of pressure we got, it was going to happen. But they didn't tell the alumni. And that's something they personally take blame for; we didn't tell the alumni. But I remember sitting down – I'm trying to remember his name, unless it's Dave Whaley? Dave – no. I'm trying to remember who's the Head of Alumni Relations. But I remember – I can't remember his name now. But I remember him saying – I want to say this was right at the end of Pride Week when we were doing all the AARs, and then we knew it was just – I mean, the president had to go and put out a video because people were threatening not to come to Alumni Weekend; people were threatening not to donate, and it was crazy. But he – I remember the Head of the Alumni Relations said, "It's not the fact that you had the event, or that it was a gay event. It's the fact that you did it too soon." And pretty much what he was telling us was, "We're not telling you not to be gay. But the alumni aren't ready for you to be gay and the alumni aren't ready for a club like this. And because the alumni aren't ready, you shouldn't do this event." And he gave me a metaphor about a highway, like yeah, "We all have to travel on the same highway, and you guys just came out of the exit without thinking about the consequences, so quickly. And you cut off the vehicle in front of you and it caused this huge wreck." And my response to him was, "Well, sir, I remember a couple of years ago we had the second in the hundred-something year our university has existed, second female cadet Colonel. And that individual got a lot of hassle as well." And I 18 was like, "The alumni were not ready for that." I was like, "The alumni – she got so much harassment, I remember her very first meeting as a cadet Colonel, she said, 'I only think I got this position because I am a woman.' And the room went quiet. And I stood there in shock, I don't believe she just said this." So I told him, I was like, "I will not allow you sit here and put these people back in the closet because the alumni aren't ready for them. This is their life." Yet again, this is on the top floor, right outside the president's office, top floor, and I said, "I will not allow you to do that. They have their lives." I was like, "You cannot tell a 19-year-old to go back in because someone he's never met before isn't comfortable that he's gay at a university they attended 20, 30 years ago." I was like, "That is completely inappropriate." And yet again, I was like, "We are not living up to our values." You know, and we used to sit there when we did events and stuff like that, we'd list the different values of the university. We'd list down, this event is covering this value, you know? To not just act, but also to think, and things like that. But yeah, I mean it was – SY: It was really pretty brilliant. JF: So yeah, I mean, it took a while. I mean, I always used to tell Dean Mathis I find it funny that Norwich gave me the education to eventually cause them all this problem, all these problems. SY: Yes, that's right. JF: Because a lot of it did come from the academics that I learned from Norwich. I mean, at the least, they can at least know they were very successful in educating their student body. And knowledge is power, which yet again, they should be very proud of. But yeah, but I mean, so another result of it was, yet again, they waited until I graduated, because they knew if I was still there it wouldn't happen. But they literally waited until after I graduated, and President Schneider announced that the following year they wouldn't be holding a Pride event, that he felt – pretty much he said it caused too much hassle, like no club should have so much attention on them because it's not fair to the other clubs. Though, you know, yet again if I was still at the university, it would have been – I gave the students who were still there some tips and came back for Alumni Weekend and had some very nice conversations. But they waited until I was out the door to make that announcement, and they did that purposely. SY: And there hasn't been a Pride Week since? JF: There hasn't, no. The club still meets, they'll actually be meeting today – today's Thurs– no. No, they actually do have a – I'm trying to remember if I just saw the Facebook – they're meeting Thursday. So they still meet on Thursday. 19 SY: I'm going to interview Meche when we actually can line up our schedules. But he told me it seems like there's – he's really upset that the club's losing momentum. JF: Yeah, it is. I mean, so for a club like this, it takes a really, really, really strong – it takes a strong leader, because you have to be willing to be controv– as much as I hate to say it, you have to be willing to be controversial. You have to be willing to stretch the limits. You have to be willing to say, hey, this isn't right. And yet again, some people, they really do get tied up on rank, right? Like, okay, the cadet – the Commandant is a Colonel in the Vermont State Militia, I can never question that authority. I respect the authority, I'm not going to be disrespectful. But at a certain point, there's a lot of different avenues where I can question it if it's not being conducive to my life or to my education. SY: That's where I think the whole civilian soldier thing is interesting, because it seems like one side of Norwich teaches you to follow orders. And another side of Norwich teaches you critical thinking. And those two sometimes collide, right? JF: Oh, they do, yes. Very much so. SY: Yes. And so I guess in your time since Norwich, how do you think this, what you learned in Norwich, which, in some ways, is how to push to sort of improve and change a military system? How has it served you since you've left? JF: It served me pretty well, I mean, as soon as I graduated, I got some good news. We got invited to the White House. So we were able to go to the White House for a social there. I mean, it was – I thought it was kind of, like, I was like, I thought it was kind of a hoax, because I started getting some hate mail sent to my home address and then I got a letter, big card stock, saying, you know, from the White House. I'm like okay, this is kind of random. And yeah, it was an invite, like you know, we're having the first national LGBT Social at the White House, we would like you and a guest to attend. I'm like, no! And then I got an email, you know, from the head, like yeah, we need all this information because Secret Service has to do a background check on you. And I was like, okay, I was like, great! I was like – so I contacted a really good friend of mine, Sue [Follen?], she's a former Captain, she's a West Point grad, she's really involved at West Point. I was like, "Hey Sue, I'm going to the White House. Can I wear my uniform?" And she says, "Yes." She's like, "Because you know, if it's at the White House, it's not a political event, so you can still wear your uniform." We had JAG look into it, that was great. Perfect. So you know, brand new Second Lieutenant, and I got my dress blues on, I invited Rob Morris who's a Navy pilot now, straight ally, one of our best. He was actually our Coordinator of Allies for the club. I said, "Come on, man, you definitely deserve this." He 20 came, great. We met people from – there was a bunch of military people there we met. We got to witness the first same-sex engagement proposal at the White House. SY: That's neat. JF: Yeah. We got tons of pictures, like, we went in the China Room, we went in the First Lady's room, the Lincoln Room, the Green Room, just taking pictures, all that kind of stuff. And President Obama came out and gave a speech. Came up, you know, we were in uniforms, so he came and shook our hands, he thanked us for our service. But, I mean, we just met people, I mean, we met authors for NCIS from California, to lobbyists, the director of the – I don't know his official title, but he's, like, the advisor to the president when it comes to the AIDS epidemic, both in the United States and worldwide. So we got to meet with him and talked with him, and just made great connections. So that was a great experience. But from there there's a national organization called OutServe-SLDN [OutServe-Servicemember Legal Defense Network], so it's an international organization that represents LGBT soldiers and veterans. So we have – there's organizations and there's clubs, chapters. Anywhere there's a military base. So every state has a chapter. We have chapters in Korea, Japan, Germany, Italy, England, anywhere where there's a military presence, there's a chapter. So I met with them and I started getting involved with them. And then just about a year ago, I got invited to serve on the board of directors. So at 24 years old, I sit on the board of directors of an international nonprofit organization. We work with the White House, with Congress, the Pentagon, State legislatures, of course other nonprofits, like HRC and stuff like that. So I get invited to different events all the time, depending on my travel and stuff like that, I get to make some of them. But we get invited to the Pentagon from time to time. But now we're actually working on – because even with the repeal in place, there is no discrimination law protecting LGBT soldiers. So you can serve openly, but you can still legally be discriminated against, and nothing can happen to the person who's discriminating against you. So we're actually, as an organization, we're working with Congress and different DOD individuals to actually get in the EO policy LGBT. So one of the things that just happened was in July, I want to say, if I'm remembering my data properly, Secretary Hagel signed – added LGBT into the Military Human Rights Charter, which is the first step to getting the LGBT, or LGB since they still don't identify transgender as service members – SY: (inaudible) [00:34:04] in there, yeah. JF: Yeah, into the EO policy. SY: That's (inaudible) [00:34:07], right? JF: Yeah. So, I mean, it's helped me a lot, working out like I'm just – I mean, I'm about to go 21 down to Austin in a little bit to – in a little bit – but in a couple of days to start working and volunteering with HRC, now that my training is a little bit more steady. So it's been good. It definitely gave me the education, the foundation, the courage, the drive to do what I need to do to meet my goals and passions. SY: So I just want a couple more questions, and then you must be exhausted (inaudible) [00:34:44]. So first of all, I bet there were some gay alumni who contacted you, right? I would imagine that you've had positive encounters from alumni? JF: Yes. Yes, I mean one of the most positive – so when the news first broke out that we were going to have a Pride event, I remember one of my first messages I received was from a Board of Fellows, and she contacted me, and she was, like, "I want to start off with letting you know I'm extremely proud of you. Extremely proud to call myself a Norwich alum this day." She was, like, "I also want to warn you, though, that you're about to go through some hell." She says, you know, "Through this, I just want to let you know that I want you to stay strong. If you ever need someone to talk to, let me know. And I'll be there to help you, whether it's through a phone call," or, you know. And then we had just this past – I want to say it was just this past Alumni Weekend, this past one that we just passed, or maybe it was the one before that. A transgender Corps of Cadets member contacted me. So when she went through the Corps of Cadets, she was a he, and she just got interjected into the old guard. So she's saying, like, "I'm extremely proud of you guys," you know, "I'm going to this huge" – it's going to be, I mean, 70-something going into the old guard as a female, but went through the Corps of Cadets as a male – SY: This is Georgia? JF: Yes. SY: Yeah, I mean, I did interview her. I did. JF: Yeah. You know, so she contacted us. What was another really positive one? Even more recently, I had positive one. I was at the HRC dinner in DC, so thousands of individuals. And they hold it at the conference center there in DC. And this guy comes up to me, he says, "You're Joshua Fontanez, right?" And you know, by this time, I'm still in my dress uniform, this was – oh, when was this? This was recently. This was, like, this was in September of this year, so years after this all happened. So I'm like, "Yeah." He's like, "I'm on the Board of Fellows at Norwich." He's like, "I just want to let you know that even though it happened years ago, I still remember when the articles first came out. I'm extremely proud of you still. Keep up the good work. Keep in contact," like he handed me his business card. So yeah, we got a lot of positive support. And that was definitely one of the things we talked about, you know, when we talk about it strategically, is how do we get more alumni involved when it comes to the positive 22 aspect? And unfortunately, it was, like, yeah, of course we have a lot of pressure when it comes to alumni not liking organizations like this, or liking a movement like this or liking events like this, and they have financial influence to try to slow it down or stop it. So how do we find the alumni who actually have the money to push it along and stuff like that? SY: Well, one of the largest donors we have right now is Jennifer Pritzker. JF: Yeah. SY: So, I mean, you know, there's some hope in that direction, I would think. In terms of the LGBTQ. JF: Yes, because I remember, I think the Pritzker fund, the donations actually went up from – that was, like, one of the things – I think that was one of the things that really did save us, is their donations went up as this club got more notice. And that was one of the things that we were told. So that was definitely a saving grace in that aspect. SY: Yeah. And she gives millions of dollars to the university. JF: Yeah. SY: Another question I have, and this is, like, me putting my academic historian hat on, and like, we both know that, like, Norwich's gay history when, like, you know, your club had its first couple of meeting on September 20th, right? JF: Yeah. SY: And I wonder if there is any way to sort of capture some of these stories of the, like, many, many closeted years of Norwich's history. So if you can think of any alum who are up to talking with me about their experiences when they were here in classes, decades, you know, in the decades before this, that would be great. JF: Yeah, definitely. And I – SY: And have you heard any stories? Have you heard any stories that you can tell? JF: I haven't heard a lot of stories, so my stories have always been, like, second-hand stories, so, like, definitely to get the names of the individuals you want to talk to, the two people I would say talking to is Dean Mathis, because, I mean, she was there when it was still two colleges, you know, when we had the off-campus civilian college. And she tells stories all the time about 23 students coming up to her, begging her for a club like this, and her always telling them, I mean, and this was the one thing she always regrets, is she used to tell them, like, "Listen, I'm scared for you." Like, "It's not that I wouldn't support you, that I don't think the university needs it," she goes, "I don't think I could protect you." You know, "I think you would physically be assaulted," or, you know. And that would be her advice to them, it's, like, not that I don't want to support you, but my advice to you is to stay safe, and I don't think you can safely do this. So she could probably give you some good names, I mean some really good names. And at the same time, President Schneider. Because President Schneider use to tell, I don't know, I forget the alumni, but he used to tell me, "We have an alumni who works in the Pentagon who used to, I want to say he used to be in the Navy, and now he's just a civilian contractor in the Pentagon. So he'll bring interns in and stuff like that, and they'll work for him for a couple of months, and at the end, he'll tell them, like, 'Hey listen, it really doesn't affect your internship, but I want you to know that I'm gay, and that we worked together for this entire time. So now that you go through your life, you know that, one, there are successful gay people out there, and we're just like everyone else.'" And then I think the alumni – I don't know if you've been – I'm sure you have been – in the main building, is it Jackson? Jackman. It's only been a couple of years, I'm already forgetting – my memory – so Jackman Hall, they have the long Corps of Cadets pictures, where they used to put the whole Corps of Cadets and they have the long ones, I guess the photographer, whoever used to be the regimental photographer for that, who actually came up with the idea to do the photograph like that is gay, and is open. I can't remember his name, President Schneider used to mention him from time to time in our meetings, when we had our one-on-one meetings together. So those are two individuals I would say definitely sit down with and talk, because they can give you, like, 10, 15 years ago, you know – I can tell you a couple when – SY: I'd love to get 40 years ago. JF: Yeah. SY: You know? I would love to do that. But I, you know, and this is the problem, of trying to turn over a queer history, and it's hard to do. But, you know, it would be great if I could get somebody from the '50s or the '60s to talk. But I don't think that'll happen, sadly. JF: I mean, with timing, Alumni Weekend, or as you hit up one alumni, maybe they give you a couple other names. I mean – SY: Yeah, yeah. 24 JF: There's definitely that domino effect out there. SY: Yeah. Yeah, yeah. All right, so I'm just wondering, my last question, any other people I should talk to? Any other students that were active with you at the time who you feel would want to be interviewed? JF: So right now, and she just got back from her study abroad from China, Rickie [Feitner?]. If you try to look up her Norwich email, her real first name is Rebecca, but everyone calls her "Rickie." She was extremely, extremely active. She was a freshman my senior year. Extremely passionate. Dr. Newman is an individual I'd talk to. She currently doesn't work at the university, she works in Delaware. The head of the Civic Center – SY: Oh, yeah, I've already met with her. JF: OK. Perfect. Nicole. SY: Dominico. JF: Yeah, Nicole. Who else? The – Dr. Kelly. He's – SY: Dr. Kelly, oh, yes? JF: Because he's in the engineer department now, if I'm tracking correctly, still. SY: Yeah, no, he is. He's still here. Was he very supportive? JF: Yeah, I mean, he was. Because he was always that father figure, like, he was very – oh. He always had that aspect of, like, he knew – it's not necessarily like he agreed with the lifestyle, but he knew it was the right thing to do. And he used to have this story about, like, you know, I don't know if it was his sister-in-law, but she had a wife. And he said, "I've never seen two people ever show so much love for each other or so much care for each other, than these two." SY: I think it's his cousin. JF: It's his cousin? SY: She's (inaudible) [00:43:51]. JF: OK. So yeah, he used to have a family member, and he used to tell that story. 25 SY: Yes. JF: But him and his wife showed up to the prom that night, and he said, like, you know, "In all my years here in Norwich, it's the first time I ever saw two same-sex individuals actually dance together, with each other. And they didn't care that I was watching." As a Commandant, or head of Student Affairs at the time, you know, one of the top officials, you know, for the university. I mean, he was extremely, extremely supportive. He was always one who never spoke quickly. He used to think before he spoke. You could just look at his face, and you know he was thinking. He always took that time to think before he spoke, which unfortunately, in society today is a lost art. I'm trying to think of other students, I mean, I can email you a list of other students. SY: Yeah, why don't you email me, just when you think about it. JF: Yeah. I mean, I can get you a list, but I want to give you full names. I already have, like, four or five people in my head, like, both allies and individuals who identified as either being gay or lesbian. I'm actually thinking of people who were on both sides of the issues, because I definitely want to have a full 360 of the event and the issues, and stuff like that. I mean, it was. There were some individuals who were gay who didn't agree with the club, or who didn't agree with the movement, and who were very content on being in the closet and this being an issue that was never brought up. So I think they definitely deserve to be heard as well. SY: And I really do think, you know, 20, 30 years from now it will be, some historian is going to go into the archives and be, like, look at this moment on this military campus, right? Look at the controversies, right? So the more people I can talk to who can speak to the issue and all the complexities about it. JF: Yeah, and definitely on the historical aspect, I said, like, I'm sure you have or you will talk to President Schneider, because I remember he got a call from VMI. And the four-star there pretty much called him and said, "Listen, I have – because of your college having this club founded, students want to found one at my college. And I have no clue on how to react to this. How did you deal with this?" I got an email from a girl in Taiwan who wanted to know how we could help them found their club. We mentored both the West Point and the Air Force Academy with getting their clubs started. We sent students down to a private school in Massachusetts to do lectures with them on how to be supportive of LGBT students, and stuff like that. So the scope of just how much instantaneous in one year we affected multiple universities and high schools and stuff like that was astounding. 26 SY: Yeah, it's pretty amazing. Do you think you to some degree you shifted the culture of the university too? Maybe not even in terms of gay issues, but in terms of (inaudible) [00:46:44]. JF: I think so. I think, I mean, it made people – it called a lot of people out on an issue. Because, I mean, a lot of people, I would say the cultural aspect undoubtedly, because I remember everyone used to be, like, you know, in public, because you know, it's taboo to be, like, oh, "I hate" – to openly say, like, "I hate a gay student." No one would openly say that and keep their job. And I remember Dr. Kelly got every faculty member – so not the academic staff, but all the other faculty. So all the Commandants, all the Sergeant Majors, all the support staff, and he brought them down to the Milano Ballroom and had a meeting. And afterwards, I went to Dean Mathis, and went, "How was this meeting?" She's like, "Josh," she's like, "You don't believe the beehive you just smacked." She's like, "An individual who I literally work" – because her office was combined with one of the Commandants' office, because they were redoing his office. She's like, "He sits there every day, sees you come in and talk to me about this club and about your movements, and about this stuff." She's like, "He is probably one of your least supporters." She said, "Behind closed doors, he doesn't believe this club should exist, he doesn't believe in your lifestyle, he doesn't believe in what you do." And she said, "Let me tell you this right now." She's like, "General Kelly put them all on notice." She was like, "That meeting officially was their official warning to HR. If they do anything" – because the big mentality really was, their concern was that a Commandant would turn their back. Like, say, like hypothetically, I was getting jumped or something like that, that they would turn their back and not do anything about it. Or, like of an event happened and a Commandant – because if the Commandants had to be on duty during these events, like if they had to show up, that was their biggest fear, is, like, if they would see something happening or know something was going to happen and not do anything about it. Which is kind of a shame to say if, you know, a 40, 50-year-old adult who the majority of them had prior military service. SY: Yeah. JF: But he put them all on notice that day. And I mean, it's the mentality, this was our faculty and staff. It was like, now you – it wasn't even the student body, you know, LGBT members were scared of. It was their own professors, their on Commandants, their own mentors, you know? I think we destroyed a big culture of fear. We definitely established that students can make a change, and students can question and still be successful. But yeah, a lot of stuff when it came to bullying, when it came to acceptance, I mean – and I always find it funny, because some of our individuals who were completely against us in the gay community would have never came out unless there was this controversy. It was, like, some of these individuals who were, like, "Oh, I know you've been gay for a year," or two years or three years. "You never had plans on coming out, not until this" – "I don't even care if you were against us," I was like, "But you came 27 out." So I'll take that as a win, because I know you may not thank me now, but in five years when you find your significant other and you're extremely happy, you know, you're going to thank me for that, 'Hey listen, four years ago I came out,' you may regret why you came out, or the stance you took when you came out. But you're out." So it's like, I'll take – SY: People evolve, right – JF: Yeah. SY: I mean they feel when they first come out, it's better than when— Here's where they (inaudible) [00:50:15], I'm sure they changed their mind. JF: Oh, like I said, I have complete empathy, because I know, I was in their shoes. Like I said, I was in high school making fun of individuals who were out. So, I can – I never held that against them, because I knew the process of what I went through when I came out. And I knew the process, I know the fear, I knew the pain. I knew the loneliness that can be there and the reaction of human nature, I want to be – you know, if it was cool, if it was okay and accepted, you wouldn't be a minority, you know? People don't make fun of the majority of people, you know? So therefore, you want to be in the majority, you want to be the accepted person. You want to be the cool side of the lunchroom, or whatever. So you naturally migrate towards them. And unfortunately, unless you have individuals who constantly remind you or keep you accountable, you do give up some of the aspects of who you are, or what you believe in, to assimilate to that culture. SY: Yeah. Did you get physically attacked at any point? Or just a lot of threats? JF: Oh no, just a lot of – I was a big muscular guy, I mean, I could – SY: Right. JF: I could handle myself. SY: [That's good?]. JF: No, like, and I was never fear – I mean, there were, I mean, like I said, there were definitely some staff members who were extremely afraid that, you know, that I would be beaten up, or if, you know – I was told never to walk around, like, at night, you know, alone. They had the cameras outside my room and all this other kind of stuff. But I never had fear, I mean my mentality in life has always been, like, I'm destined for greater things than being beat up, or 28 pushed down some stairs, or something like that. I'm, like, you know, that was never a fear of mine. SY: I don't know if I have any more questions, any last things to add? We covered a lot. JF: I think we did. I mean, it's definitely – I enjoyed it. SY: You enjoyed the interview, or just other – JF: Oh, I enjoyed Norwich, I enjoyed the interview, I enjoyed the events, I mean – SY: So you did this, yeah, and that's what's going to be great, that you really did enjoy Norwich. Even through all of this, how do you feel – I guess that's it. How do you feel now when you reflect upon your four years at Norwich? JF: Oh, I'm extremely proud of – I mean, I would go back again. People tell me all the time, like, I mean, I have a lot of coworkers from all the different military colleges, whether it's Citadel, VMI, West Point. I think I'm the only one who says, like, yeah, I'd go back and do it in a heartbeat again. Absolutely. Met a lot of people. I don't know, maybe it's just my first – because I'm not sure, I met some people from Norwich who said, like, "No, I'd never go back," I mean, between the knowledge I gained there, the connections I gained, the friendships I gained, you know, the high-speed pace that was between, like, okay, have to balance classes. I mean, I literally would leave my room at 6:00 in the morning for PT and usually not get back until 8:00 at night, just because between classes, meetings, sitting in the board of director's office, with President Schneider, and you know, all the Commandants, and voicing the opinions of the student body, whether it was through student government or the Corps leadership, or working with volunteer organizations, through Nicole's office, or working with Greg and student activities. I mean, I loved it. It offered so much. That's why it was shocking when people say, like, "Oh, I'm bored at Norwich," or, "There's nothing to do." I'm like, "There's absolutely an amazing amount. Norwich gives you the potential to be whoever you want to be and do whatever you want to do. You just have to be willing to actually tap into that potential, tap into the resources that are there, utilize them properly." And I mean, what you can do, where you can go is unlimited. And some places don't give you that opportunity. And, I mean, Norwich gave me the opportunity, and I feel that I utilized it to the best of my ability. SY: Well, that seems like a good place to end. Thank you for talking today. END OF AUDIO FILE

Hamas's attack on Israel last week was what any reasonable person would consider an atrocity deserving of moral outrage. Hundreds of innocent civilians were killed, and dozens more were taken into captivity. It thus is understandable that such an event would elicit intense emotion and a thirst for revenge.Being understandable is not the same as being wise or effective, for Israel itself or for regional peace and security.Israel has now embarked on a violent offensive against the Gaza Strip and its residents. However, as much as that offensive may be defended as intended to establish deterrence or to destroy a hostile military force, it is in large part an act of raw revenge. It is a national catharsis amid an atmosphere of intense grief and anger.The casualty count from the Israeli bombardment of the Gaza Strip is rising too fast to venture an up-to-date figure, but Palestinian health authorities reported that as of Monday, 2,800 Palestinians had been killed and 10,000 wounded, with more than half of the dead being women and children. In addition, Israel — which already had maintained a blockade of Gaza — cut off all movement of food, fuel, water, and electricity to the territory. This is quickly generating a humanitarian disaster of a proportion commensurate with the Strip's population of more than two million, with specific consequences ranging from hospitals lacking the supplies and electric power needed to treat the wounded to families running short of food.On top of all this, Israel, through a pre-invasion warning leaflet, has told the more than one million residents of Gaza City and the rest of the northern half of the Strip to head south. Given the lack of food, water, and housing wherever those people could go, such a movement, as U.N. Secretary General Antonio Guterres has stated, ranges between the "extremely dangerous" and the "impossible." Evacuation does not even buy safety, as indicated by lethal Israeli attacks on convoys that were using what Israel had designated as a "safe route."The scale of physical human suffering in the Gaza Strip already exceeds what Hamas inflicted on Israel last week. And Israel is just getting started as the Israeli aerial assault is likely to transition to a ground offensive.Given the extensive and careful planning that clearly went into the recent Hamas attack, it can be assumed that Hamas's planning did not end there. The group surely anticipated a strong Israeli reprisal, has done all it can to prepare for that reprisal, and has calculated that when the whole episode is over it will have served Hamas's interests more than Israel's. Drawing Israel into an extremely difficult urban warfare campaign on Hamas's own turf may have been one of the group's objectives.The hostages Hamas seized in southern Israel (as many as 150) vastly complicates any Israeli military operation. Hamas claims that Israeli airstrikes already have killed 13 of the hostages — an unconfirmed but plausible claim given the destruction from the airstrikes. The remaining hostages will be in grave danger from a ground assault, regardless of whether Hamas positions them to function as human shields.Animosity across the region and much of the rest of the world will be substantial and will work against Israeli interests and Israeli security. Arab governments will be less inclined than before to expand relations with Israel.In the occupied West Bank — where even before October 7, anger over Israeli policies and actions made the chance of a new popular uprising or intifada significant — heightened anger over more Israeli killing of Palestinian brethren in Gaza increases that chance. There already are signs of the current violence in Gaza spilling over into the West Bank, with at least 46 Palestinians killed and 700 injured in clashes with Israeli security forces and settlers since the Hamas attack.In Gaza itself, an expansion of Israeli-inflicted bloodshed among the Palestinian residents will feed expanded anger against Israel among the remaining residents, with all the potential for new violence that such anger always has entailed. Destruction of Hamas's military capability, even if that could be completely achieved, does not remove the problem. Hamas was never the whole story of violent Palestinian reaction to Israeli policies. Much of the recent rocket fire from Gaza has been carried out by the Palestine Islamic Jihad, a smaller and more radical Gaza-based group. The anger and the violence will find other channels — perhaps through groups and cells not yet formed — even if neither Hamas nor the PIJ were still functional.The Israeli objective in a new ground invasion of Gaza may go beyond "mowing the lawn," to use the Israelis' term for their periodic surges in military attacks against Palestinians, and extend to destroying the ability of Hamas to function any more as Gaza's de facto government. But even if that objective is achieved, then a big unanswered question is, who does govern the Gaza Strip? The Palestinian Authority is widely discredited among Palestinians and seems unable to rise above its residual role as a security auxiliary to the Israeli occupation of the West Bank. Direct Israeli rule of Gaza would be a prescription for even more resentment over occupation and more potential for violent Israeli-Palestinian clashes.U.S. policy on the crisis shows signs of having been swept up in some of the same emotions and rage as most Israelis have. In this respect, the policy is tracking with a broader mood that the Hamas attack has generated in the American body politic, in which the safest public posture is expression of unflinching support for Israel. It is even more hazardous to one's political health than it usually is to say anything that places the crisis within the context of longstanding Israeli policies toward the Palestinians. Related to this, the Biden policy of essentially going all in with Israel likely has domestic political calculations behind it.The administration's pronouncements have often reduced the crisis to an easy-to-emote-over tale of good versus evil, which ignores likely motivations for what was a carefully calculated attack undertaken in response to Israeli policies and actions.Continuing this theme, administration officials have likened what Hamas did to the Islamic State or ISIS. The brutal tactics that Hamas used during its incursion into southern Israel can indeed be compared to some notorious actions by ISIS, but beyond that the comparison is meaningless. ISIS is not part of any longstanding situation comparable to the Israeli-Palestinian conflict and Israeli occupation of Palestinian territory. ISIS is an international terrorist group whose ideology and ambitions know no international boundaries.Hamas is a nationalist group seeking political power in a Palestinian state and has no interest in international terrorism beyond that theater. ISIS has never spoken about observing an open-ended truce to live peacefully next to a state that is currently its adversary. Hamas has. ISIS has never competed in, much less won, a free and fair election. Hamas has. Why and how the tactics and objectives of Hamas have evolved into what it displayed this month have to do with peaceful avenues of competition being closed. To reduce the entire conflict into a matter of one set of outrageous tactics is to miss all the other dimensions of that conflict.Meanwhile, Saudi Arabia has been calling for de-escalation. Russia and China have called for an immediate cease-fire, and Russia is proposing a U.N. Security Council resolution to that effect.The Biden administration is moving in the opposite direction. Secretary of State Antony Blinken on social media endorsed Turkish efforts to secure a cease-fire, but later deleted the post. While President Biden said on Sunday that Israeli occupation of Gaza would be a "big mistake," current administration policy is to otherwise endorse the escalation of the violence that Israel currently is conducting in the Gaza Strip.The administration should think carefully about how U.S. interests differ from Israeli interests and objectives. Israel violently exacting revenge in this case is not a U.S. interest. Given that the foremost responsibility of a government is ensuring the safety and security of its own citizens, one of the important U.S. interests at stake concerns how some of those citizens may have become hostages in the Gaza Strip and will be greatly endangered by escalated Israeli military attacks.In addition to Americans among the hostages Hamas seized, an estimated 500 to 600 other U.S. citizens — mostly Palestinian Americans — are in the Gaza Strip. They are hostages, too — trapped there after the Israeli shutdown of all movement in and out of the territory, and in serious danger of becoming casualties of Israeli air or ground operations. One of those Americans, a woman whose home is Salt Lake City and currently is stuck in Gaza with her family, said, "I feel like I've been abandoned by my country. We're American citizens and we're not being treated as American citizens."Another U.S. interest is preventing the current warfare to spread regionally. The more that the fighting involving Israelis and Gazans escalates, the greater is the danger of such spread, even though other actors in the region are not seeking a wider war. Those in the U.S. who habitually try to stir up conflict with Iran are using the current crisis to do more stirring. This is despite the fact that no evidence has emerged of any direct Iranian role in the Hamas attack — as attested to most convincingly by official Israeli spokespeople, given that the Israeli government usually is eager to implicate Iran in anything condemnable. Press reports citing sources within the U.S. government indicate that Iranian government officials were surprised by Hamas's action.The Biden administration nonetheless has foolishly picked this moment to draw Iran into the Gaza crisis in a way by reneging at least temporarily on its commitment, under a recent prisoner swap deal that freed five imprisoned Americans, to permit some frozen Iranian assets to be used for humanitarian purposes inside Iran. Accusations by opponents of the administration that this money had some connection, however indirect, with Hamas military operations are patently false, given that none of the money involved had yet been expensed. The administration's move will further damage U.S. credibility regarding a willingness to make good on commitments, thereby making it more difficult for the U.S. to reach beneficial agreements with any other government, not just Iran.The administration evidently wanted to make a critical statement about the longstanding and well-known supply relationship between Iran and Hamas. If a patron that has supplied arms or money to a client is to be punished — to the extent even of previous agreements being reneged upon — this raises a question about yet another U.S. interest at stake in the current crisis: avoiding opprobrium and repercussions stemming from some other state's actions.If Iran is to be condemned for any actions by Hamas, even actions Iran did not instigate or control, then what is the attitude to be taken toward the United States regarding destructive and anger-inducing actions in Gaza by its client Israel, the recipient of voluminous U.S. financial, military, and diplomatic support?The world won't likely remember gentle admonitions from President Biden about observing the rule of law. It will instead focus on the U.S. effectively giving a green light for — and materially assisting — an assault that not only flouts the laws of war but brings death and suffering to thousands of innocent persons.There will be hostile reactions to all this, including from violent extremist groups. Revenge is an urge that is not unique to Israelis. Those who are quick to make comparisons with ISIS should reflect on the fact that probably the most consistent theme in the propaganda, interrogations, and claims of terrorists — including al-Qaida — who have attacked U.S. interests has been U.S. support for Israel and its treatment of the Palestinians.

Transcript of an oral history interview with Reinhard M. Lotz, conducted by Sarah Yahm at Norwich University in Northfield, Vermont, on 10 April 2015, as part of the Norwich Voices oral history project of the Sullivan Museum and History Center. Reinhard Lotz graduated from Norwich University in 1960; the bulk of the interview focuses on his subsequent military career in the U.S. Army. ; 1 Reinhard M. Lotz, NU 1960, Oral History Interview April 10, 2015 Sullivan Museum and History Center Interviewed by Sarah Yahm SARAH YAHM: Could you introduce yourself on tape? RON LOTZ: Yeah, my name's Reynard M. Lotz, they call me Ron. And I'm living in St. Louis, Missouri at the time. I had 30 years in the army and retired in 1990. So that means I'm the class of 1960. So again, it means that I'm in my 77th year. SY: Seventy seventh year, congratulations. So where were you born? RL: I was born in Jamestown, New York in 1938. SY: Where is Jamestown? RL: Jamestown is a town that I spent about four months in and then I really grew up in Waterbury, Connecticut. That was an industrial town, blue collar town, brass center of the world during the 19 -- actually up until after the war, until the 1950s. I can remember World War II and the blackouts. I can remember going by the factories that used to run 24 hours a day seven days a week and all the machines click clacking away. And they were making shell casings and that for the war effort. SY: And what were your parents doing during the war? RL: Well my mother was a stay at home mom. I had a sister. And my father ran the F.W. Woolworth Company, five and ten cent store there in town. And so when I was growing up I started working for my father when I was eight years old. And my father would pay me out of his own pocket. SY: Really? RL: Yeah, just because I wanted to earn some money and then I also did things like wash cars for 50 cents and mow lawns for 50 cents. So I was an entrepreneur. SY: I was just going to say, you were a little entrepreneur. Excellent and so when you were a kid, what did you want to be when you grew up? RL: You know it's a funny thing, I had some likes, but I never knew I would follow those. But I love military history. I love to read. And when I was at a very young age, I took my mother's library card and went into the adult section and got books to read. SY: You were one of those -- hold up, I got to close that door because of the sound of the vacuum is much louder on tape. RL: I understand.2 SY: Hey there. F2: Hello. SY: I'm doing interviews and the vacuuming is super loud. Do you know who's vacuuming and why? F2: No idea, but (inaudible) [00:02:31]. SY: OK, well I'll see you tomorrow. We'll just have to deal with the vacuuming. OK so you took the library card and you went -- RL: Into the adult section and got books and read them. I was one of those kids that loved to read and military history was one of my passions you might say. SY: I ask this to everybody actually, did you play war as a kid? RL: Yes, in the sandbox outside my back door. We had a sandbox. And I had plastic soldiers from that timeframe and I used to dig caves and castles and machine gun pits and the whole bit. SY: And was it World War II in your mind, was it World War I, was it the Civil War, was it the Revolutionary War. RL: Well it was World War II because I grew up in that timeframe and that was the thing that was most prevalent at the time. And during that time, you're going to grammar school, if you turned in newspaper and depending on how many bundles, et cetera, et cetera, you get stripes. I don't know if they call that PTA or whatever but there was an emblem you could put on your sleeve on your jacket with stripes on it depending on how much you collected and contributed to the war effort. SY: Interesting. Wow, OK, so the war was very much a part of your childhood. So how did you end up deciding to go to Norwich? RL: Well I went to a prep school, Mount Hermon, which was in Massachusetts, northern Massachusetts. But it was a prep school that part of your tuition was paid with working eight hours a week. And so when I went there I started off in the farm working with dairy cows. And then my second year I was groundskeeper and my third year building cleaning. And the epitome of my career at prep school was that I was a waiter in the dining facility which gave you a lot more free time and you became the friend of a lot of people who liked to sit at your table because you would make sure that you were in the kitchen, the first to get the food, et cetera, et cetera, and they always had second helpings. So I was at Mount Hermon and I applied to three colleges. One I was put on a waiting list, one I was rejected, and the other was Norwich University. Now I was a C+ student. So -- SY: Even with all that reading?3 RL: Oh with all that reading. My reading skills were far superior to my age, but the point being is that I came to Norwich and there was a lieutenant colonel -- no, he wasn't a lieutenant colonel, he was a first sergeant or sergeant major at that time. He was lieutenant colonel my freshman year. But he took me around the school and so impressed me with his attitude towards the school plus also how he treated me as a person that when I left I told my parents that's where I wanted to go. Now you have to realize too at that time all of us had to have a military obligation. Either you went in for six months, then the reserve or you went for two years active duty and that. So we were going to have to go into the military anyway and I loved military history. And when I came to Norwich University I just kind of fit in you might say. SY: Yeah, so what was your experience like as a rook? A lot of people have described a harsh awakening at that moment. Were you prepared? RL: I guess since I've been away to prep school and been away from home and that that I was able to adapt a lot easier maybe than those who had not been. I took it all with a grain of salt. I said these are things you're going to have to put up with so keep your mouth shut and grin and bear it. SY: Now were there some kids -- I know there were a lot of kids who washed out, it was like 51% or something in your class. Dick did the math. He told me. But do you remember, were there kids who got targeted? Do you remember hazing or was it mostly just like this is just something we need to get through, this is an elaborate game? RL: I think that there's always a certain amount of hazing. Hazing not in a real rough or negative sense, but hazing in the sense that maybe one guy or several people just maybe don't fit the mold so therefore they might get a little bit more of harassment than you did. Or maybe that you have adapted and try to do what the cadet is telling you to do, therefore the heat's off you. And we always used to try to help those cadets or rooks who were having a tough time. Heck, we helped polish their shoes. We made sure their uniforms were pressed. Some kids just weren't capable of accomplishing all that. And then you have to say too, I think today at Norwich the qualifications academically and everything have improved a great deal. Now you have SATs and ACT scores. Back in those days, it was based upon submission and also the recommendation from your teachers and of course your grades. But Norwich is a totally different school today versus back in the 1950s. SY: Yeah, but that's interesting. So you do remember helping kids out. RL: Oh yeah, absolutely. And some of the rooks harassed the rooks. I mean it wasn't just upper classmen. But it was sometimes -- it's a predator type of atmosphere and I think it's human nature. You just have to be careful of that and aware of it and make sure that it doesn't happen if you can do something to stop it, you see. SY: Yeah, and that's always the question is how do you keep it from crossing that line. RL: That's right. And it's how strong a person you are. If you're a very strong person with morals and with firm beliefs, then you try to do something to change that, but it's the 4 method in which you change that that's the key. If you're abrasive or in your face or something, the person that you're talking to or trying to get something changed, it's not going to work. You have to be able to balance it out and approach it in the right way in order to get results. And I learned this at Norwich. I used that all through my army career, is to approach something -- always treat the other person like you would like to be treated yourself. When you had a problem with a person, you sometimes had to be tough and some outright terminate his career or whatever, but it sometimes had to be done. It's not the fact that you wanted to do it, but the fact is that they broke the rules and there's nothing that you're going to repair it. You've had it. SY: Do you remember any moments at Norwich when you learned that lesson, any of those like difficult leadership dilemmas? It was a long time ago. RL: Well it's that I remember the good days. I remember one rook who he was never going to make it at Norwich because his intellect was to the point where you would say that it was at a level that was not college level, let me put it that way. Yet we tried to prep him for exams and things like that and we tried but he was finally eliminated because of his academics and he just couldn't do what had to be done. SY: It was almost cruel to keep him in the system. What part of the highs that you remember from your time in Norwich? RL: The comradery. SY: Had you experienced that before at boarding school? RL: No, I don't have friends -- my boarding school was something that I survived it. Academic-wise and everything else, it was a challenge for me. I was actually in a school that I was doing college work and so that prepared me though for Norwich because when I came to Norwich I was fully prepared to face the academics and know how to handle all that. So I got to say, that's a big plus. But when I got to Norwich, my relationships with the school and the profs and everything else, I remember the PMSNT, I remember those people who worked in the PMSNT office. I remember Major Pekoraro who was the engineer major there. And I was a business major but I joined the engineer society because of this major because he was a Korean War veteran who was a POW. And he was a role model. He was tough but just and just the type of person you felt you'd like to be around and learn from. There was a guy named Hardy who was a captain. And I think he had a relative or a brother or something that was going to Norwich at the time and he was an armored guy and he was a friendly, nice person. And then there was -- and some of the names here, I can't -- there was a lieutenant colonel there who also was a very role model. These guys were role models. The PMSNT was the tough guy, didn't have much association with him. But at Norwich I learned, because of our social life with our fraternities and things like that, it gave us an outlet and we had a closer relationship. And I think the class of 1960 has done amazingly well keeping abreast of each other and I've lost in the past year several of my classmates of whom I talked to before they passed on, just several days before they passed on, from the point that I wanted to say goodbye. It's a tough thing to do. You have to realize now that I'm on a 5 shortlist and those guys were important. And I think our class is like that. But Norwich has been a great influence on me because it gave me the opportunity for the leadership positions, I was a cadre member every year. My senior year I was -- we had the freshman battalion at that time and I was made the executive officer in charge of all the academics for all the freshmen. So I had to have academic boards. And we met on those with records of those cadets who were not achieving the standard that needed to be to graduate. So we would review their records and then recommended action, help, tutoring, or whatever it needed to try to get that kid back on track to get the rook, get them through that first year. SY: Do you think that type of dedication to the wellbeing of your rooks made you a better leader in the military later? RL: I think it did, but let me relate something that happened at summer camp. I was in the honor tank platoon and I also was -- SY: Hold on a second. It's like we're crossed here, it's like star crossed, you know what I mean. RL: I don't know if you can -- SY: I'm going to see if I can get Heather. (inaudible) [00:15:00] They're redoing the library. But it's like if somebody's talking in the hallway -- but they're right over there. She's going to ask. If she doesn't, we might just need to shell this as well into the back. RL: Are we going to have repeat all this again? SY: No, I can edit it together. But I want people to be able to listen to actual sound clips that don't involve listening to somebody -- RL: You can say that's combat. (laughter) You can hear the guns in the background, you know. SY: Exactly, this is so authentic that I took my recording all the way into whatever. Did Heather work her magic? I think she might've worked her -- RL: No, I don't think she's had time to -- and I don't think they're going to stop. They're on a time schedule and what's going to happen is they're going to just drive you nuts and have you do it. SY: You know this happens, they don't do work for days and I don't know their schedule and I can't ever get it. And then I'm like, "Great, they're done for a while." Then I bring someone in. This has happened to me like two or three times. RL: Well let me think. Want to try? SY: Yeah, let's keep talking.6 RL: If we can't maybe I can do something tomorrow, if I can. SY: Yeah, if you can you can pop by and if not, you're going to be back in October. RL: OK, we were talking about ROTC and summer camp. And I went to summer camp at Fort Knox -- thank you. SY: You're awesome. RL: And when I was there, we had two companies, A and B, and I was company A. And we had a lot of Norwich grads were there, plus VMI, plus Citadel, plus from all over, from all the ROTC units. And this was at Fort Knox. And there were two incidents that I remember vividly. One is that on a Saturday afternoon in 90 degree heat in my khaki uniform with an M1 on my shoulder, I was walking guard duty around the barracks that we lived in, World War II barracks. And the rest of the cadets were getting ready to go off because after twelve o'clock on Saturday they could go into town and do all that and I had the guard duty. I was on guard. And so I was walking around the barracks and one of the tac officers came up to me from Norwich and I reported to him and the general orders and the whole bit. And I was soaking wet. And he says, "Well how's it going?" And I turn to him and I said and I was facing him and I said, "Well sir I'm going to tell you that this has taught me one lesson, that I will never go into this man's army as a private." And he laughed. Well let me tell you, I was very serious about that. And then it came to where we were closing out and we were going to rate our contemporaries in the barracks and that. One of my classmates came up to me and said, "Ron," he says, "Don't you worry." He says, "Me and the boys are going to take care of you." And what he meant was that of all the Norwich guys and all the guys in that barracks that these guys had gotten together and rated me number one. SY: And why were you rated number one. RL: Because I think they liked me. You can't question that because you never are actively trying -- you're treating people the way you want to be treated. And you want to be a leader in the sense that you do the right thing at the right time and for the right reason. But when he came up and told me that and there were some pretty high powered Norwich guys in the cadet corps and they were going to be -- running the regiment that coming year. And so when it all came out there were two guys ranked top in armor ROTC summer camp. One was from VMI and one was from Norwich. It was me and one other guy. And so we went up head on head competition and the guy from VMI won out, which is fine because I went in there kind of naïve and I didn't know what to expect. But the point being was that I had the opportunity, Norwich had the opportunity, and Norwich did well at summer camp. And that was all that was important to me. So those things impacted on me and also the professors like Loring Hart who later became president of the university, he was my English teacher. And I was the news editor on the Guidon. And we had some West Point cadets come up because we had fraternities at that time, they said to us, "Boy do you guys have it great here," because of the social life and everything. And that was the greatest thing about Norwich. Norwich has always been about the citizen soldier. Now this is before we had civilian students, so you got to 7 realize that what I'm talking about here is my time at Norwich as a cadet corps, the citizen soldier. They trained us to go out into the world and be a civilian but if the country needed us, to come back and to serve our country. And that was our whole philosophy. SY: And I think the other element of the citizen solider that I find compelling is the idea that you're a thinking citizen with a trained mind and you also know how to follow orders, right? RL: Absolutely. SY: And so I'm wondering as you sort of went on in the army if that training as a citizen soldier ever got you into trouble. Did those two things ever clash, your moral code, your ethics, your trained mind, and, "Do this?" RL: Well I think it could and maybe did. It's like yes and no. There's only two answers. There's a no or a yes and there's nothing in between. Now therefore you become very moralistic, moral, saying, "OK, that's wrong." But in the real world, there's a middle line there and you have to try to come to grips with that. Sometimes you can't stomach it. I mean sometimes it's either yes or no and that's it. I find that too many times people are not willing to say yes or no, they're willing to kind of muddy the water and go with a middle direction and that may not be the best way to do. And sometimes, and this I shouldn't probably say, but I say sometimes that affects our policies and the way we look at combat and the way we look at what's happening out there. SY: Was there ever a time when you said no? Was there ever a time you sort of refused an order? RL: Refuse an order? SY: Where you're like, "I don't think this is right." RL: No, I have found in life that you never -- if you're given an order and you're in a public place and that, don't ever say no, ever. The time to say no is after in private because I have learned that commanders do not want to be criticized in front of their troops or in front of a group. And they will cut you off at the knees. And I understand, some people didn't. You don't get in an argument if you're briefing and the commander is saying something that you may not agree with or is trying to correct you, you let them do it. Point being is you correct it after the briefing or whatever. And if he still does not accept your evaluation of such and such, then you let it go. Now to say that you always do what you're told to do, yeah you better watch out because if you're told to do by the commander and he comes back and checks and it's not done, you're going to lose your job. But if you're told to do something and find a better way to do it, that's a different story. So you have to think. It's not just those things, yes sir two bags full. It's the point is, "Yes sir," and think about, then how to get it done. If it's an impossible thing to do, and I ran across this when I was a battalion commander, and it was during a timeframe where we were faced with cuts in the budget and we weren't getting the right maintenance equipment and things like that. And my troops were living in World War II barracks where in the wintertime we had to almost wrap the whole building in cellophane 8 in order to keep the wind out and the cold out. And we had oil furnaces that sometimes went belly up. And in the summer time my troops were dragging their mattresses outside and sleeping in the street because it was so hot inside. And I had a confrontation with my brigade commander, support command commander. And I went into his office and told him I did not have to be motivated by his letter of reprimand. And he looked at me and he says, "Is that all?" And I said, "Yes sir." "You're dismissed." And I walked out. And these are World War II barracks and one of the clerks had called the other battalion commanders and they came running to the support command headquarters. And they said, "What did you do? Why did you do a dumb thing like that?" He says, "All of us have gotten these letters of reprimand," but this is the way the colonel commanded his troops with giving them letters of reprimand to light fires under them. Well I was not -- if somebody had told me this before, maybe I would've been a little mellow, but I wasn't. And I was just stubborn enough to go in and confront him. And I'm not encouraging people to do that, think it out, let it cool off before you do something. But from that day on, that commander and I had a great relationship. SY: He respected you? RL: He and I would sit down on a Saturday morning because we were working six days a week, sometimes seven days a week. And this isn't peace time now. And he would say, "OK." And with the problems that he knew were happening with the battalion, he would say, "OK." And then he would write notes to that battalion commander for maintenance or admin for people. He'd tell them I want so and so and so done. Or he'd look at me say, "That's your responsibility. You take care of it." And you damn well better take care of it because he was giving you support but you were responsible for all this, now you get it done. And when he left, years and years later, I was at Arlington National Cemetery visiting the grave of my mother-in-law. And my wife and I walked up the hill. This is just below where the Tomb of the Unknown Soldier is. And as I walked up and went onto the road, right across that street was a gravestone, a major general, who had been my support command commander. And I have done a composite book for all three of my children of my military record and in there I positively made this statement of this incident where he gave me a letter of reprimand. And what I said is that if I ever have to go to war, I want to go to war with this man because I knew that that was a man that I respected, that was a man that I knew he could do what he said he could do and he demanded that of his troops and he wouldn't take a "No." When he said, "Do it," you well knew it was to your benefit to do it. He had served three tours in Vietnam. He was highly decorated. He had been an enlisted man and then went to the prep school and then went to West Point. It was a guy I respected. SY: You trusted him. RL: Yeah. And you knew that he'd take care of you. But in order to survive in the battlefield, you had to learn and you had to do what he said because he had the experience. Now when you got the experience, you see, and then he would rely upon you to get the job done. But he'd tell you what to do and then it was up to you to do it. And how you did it, that was up to you.9 SY: Yeah, that's interesting. So let's rewind a little. So you finish up Norwich and you commission. And where do you go, what do you commission? RL: Well after I got my commission I went to -- because my eyes were not good enough for combat arms, I was commissioned in the transportation corps, but I had to serve three years in combat arms, that was the rule. So they sent me to Fort Benning. And I went to infantry officer basic course. I went to airborne school and then I went to ranger school. And if you ever need any stories about those schools, back in those days, I could tell you some that were -- again, it's one of those things where it is rough, but boy oh boy, you got to roll with the punches and you can have some good belly laughs out of it. SY: Well tell me one of them. RL: Well down in Florida during the jungle training, they kept you awake. They kept you on constant patrol, patrol, patrol. They wanted you to be exhausted, to see how you would react and how you could do it. Well we kept going out and out on patrols and we had a plan and usually we went out at night time, at night patrols. And I was the last guy in the patrol and I carried an M1 rifle. And we had these little florescent things attached to our cap where you can see the guy in front of you so you could follow him. And we were going through the swamps and there was a log there and I stepped over a log. And I took a step off the log and I went up to my waist in mud. And I looked around and there was nobody there. The guys had kept on going. They didn't know I was stuck in the mud. So here they are and you're not trying to shout or anything, but luckily the guy in front of me looked behind and didn't see me and sent the word up to halt for a minute. He came back and he had to pull me out of the mud or I would've been there to this day. And the fact is that we got through all this and we did all this and we were in the mountains one time and I had the automatic rifle slung across my neck and this is with the ammunition pouches and everything. We're walking up this mountain road and they said take a break. And I was on the left hand column, so I went off to the side of the road and just squatted to lean, I thought against a bank. Well there was no bank. And I went over head over heels down the side of this mountain and came up flat against a tree with my feet up in the air. And I wasn't hurt and I got myself out of that. So I called back up onto the road. Guys hauled me up. And we had a good chuckle about that. But it was stupid instances like that. They weren't funny to anybody else, but in our state of mind they were. And you never forget them. SY: Yeah, absolutely. So you do all of those different schools and then where's your first placement? RL: My first assignment was in Germany with the First of the Fifteenth Infantry Company B. That was the company that Audie Murphy served in during the Second World War. And as you know he was the most decorated of our military heroes. And at the time I arrived we were a straight infantry. We walked everywhere. We weren't mechanized. And while I was there, I was there a year and a half in Bamberg, Germany, and our mission was we would deploy to -- if the Russians came through the Fulda Gap to delay them as long as we could until the armor could move up to confront the enemy. So ours was the delaying action. Well while I was there, we became mechanized with armored personnel 10 carriers. But during that time we didn't have them, we would walk to training areas one way, either in the morning or walk back in the afternoon and be trucked out in the morning or be trucked back in the afternoon, one of them. But we walked one way because there was a gas shortage at that time. So periodically an infantry platoon was in our company was sent out to what they call a forward position, an infantry platoon plus an engineer platoon. And we had a cantonment area out there, barracks and all. And it was our job, we stayed in communication with the base, that if the balloon did go up and the Russians did come across then we had certain missions to protect the engineers in blowing bridges and et cetera, et cetera. And that's what our job was. And my job out there was to call unannounced alerts, usually early in the morning, and then the guys all had to jump, get dressed, and in the trucks, and gone out of the cantonment area to their designated positions. Now we did that for a year and a half and then because I was a transportation corps officer and had served my time in the combat arms, I was sent to Berlin, Germany. At that time it was a walled city. They were still building some of the wall. And it was isolated. There were four sections, French, British, American, and Soviet. And the Soviet section was walled in and you could only go -- usually you hear, "Checkpoint Charlie." Checkpoint Charlie was a real point in the wall with barbed wire and everything. Now I understand it's just like a block of concrete or something in the road. Well back then, it was real life. And I saw places where refugees had tried to climb the wall and had been terminated, had been killed. SY: So you saw their blood on the wall? RL: Well you knew where they were because the bodies had been taken away and we knew where they had tried to get across. But at that time I was a train commander and as a train commander I took the train from Berlin to Helmstedt which was in the western zone through the Russian zone. And we had to stop the train in Marienborn for a Soviet checkpoint. We wouldn't deal with East Germans. We didn't recognize the East Germans. We dealt with the Russians only. That was the politics of the time. And a Russian officer would be there. I had an interpreter and we would check every document for every person that was on the train. And sometimes you could tell when tensions were high the Russian officers would be really SOBs and when tensions were not high then they were more friendly. But there were always a couple of Russian officers who were SOBs regardless of what. However, I did that for a good year and at the same time I had a good buddy who had been in the infantry in one of the other battle groups in the same town, had been my roommate in Bamberg, Germany where we had been stationed, who reverted to the MP corps and came to Berlin and was riding the freight trains, the same route, everything else, but on a different track. But he was in charge of the MP detail that was on the freight trains. And I remember one time we got stopped in the middle of the Russian zone and I looked out my window of my passenger train and there was the freight train and there was my buddy. "How are you doing?" We put the window down, we'd chit chat before one of the trains moved on. He was going west and I was going east. But there were times like that and Berlin was -- SY: Were there any really high tension moments that you had?11 RL: Well yeah it was because you didn't know how they were going to react. I mean they could be real SOBs or they could be -- the thing is is that at that time you didn't want to take a chance of not following the rules. Berlin was the showcase of Western Europe. They had rebuilt it from the war and the contrast between West Berlin and the Soviet, it was like night and day. I was a staff officer for part of my time there and I had to take a Sedan and a driver and drive into the Russian sector just to show the flag. And sometimes I would get out to walk and I would take pictures of some -- Berlin before the war must've been a magnificent, beautiful city because I could tell you the architecture and everything else. And then the apartment buildings that the Russians had built looked about as drab and falling apart as you could ever believe. So that's why they had to put up the wall, that's why they had to stop the rupture of East Germans coming into the West. And cultural wise and everything else, the western zone -- guys, you couldn't have asked for anything more. And Kennedy came and paraded through West Berlin. I was there. I was there between like ten feet away, fifteen feet away, and believe it or not there was a Norwich graduate there, my class, name of Bob Francis who was in the signal corps. And I don't know if he was taking pictures for whatever, but he was there during the parade. I saw him and talked to him. Now when Kennedy lost his life, the Berliners, when he said ich bin ein Berliner and they just went crazy. They loved him. So when he died, they turned out every light in West Berlin. They turned out every light. There wasn't a light there and lit candles in their windows, put candles in their windows. SY: Do you remember where you were when you found out that Kennedy had been shot? RL: I was in Berlin, where exactly I can't remember. I just know that the effect it had on the Berliners and on the world was amazing. And the Berliners loved this man just from the standpoint of what he said that time and he had come. And the respect, the showing of respect by candles, putting them in the windows, and turning out all the other lights was amazing. No other president has been honored, I don't think, with such sincerity. People try to emulate, but unfortunately they fall far short. SY: Was there ever a moment when you were in Berlin or Germany in general where you were like, "This Cold War is about to get hot," where you thought, "Oh, it's going to start?" Did Dick tell me a story? Was it your story about a plane where if it took off, that was going to be a reaction? He said something about a plane. I don't know what I'm talking about. RL: That was Vietnam. SY: That was Vietnam. That was later. OK. RL: I keep hitting that. I can't remember because it was always there and you were always prepared. And so to say one point over another, I can't remember such. Now I did have a friend there who flew helicopters and I do remember flying over Hitler's bunker that was totally destroyed from the Second World War and there was just nothing but dirt, concrete, that had never been rebuilt. Little things like that I remember. I remember going to see the ballet, Swan Lake as a matter of fact. They brought all of these wonderful cultural things into Berlin to show people the difference between the two 12 countries or philosophies you might say. But to think about the tensions, yeah, but when we were told to make staff rides and to be in total communication with our headquarters because we never knew when our cars might be stopped and something might happen. But other than that, no. SY: Yeah, it was just a pervasive feeling? RL: It was a constant reminder and harassment to leave Berlin. To drive, it was going through checkpoints. And then you didn't know if you were going to get let back in and all of these things. But life goes on. SY: OK, so then you leave Berlin and where do you go next? RL: Well from Berlin I went to -- and let me relate something here too about Norwich. Back when I was a senior, Norwich had corporations come in to recruit and to interview you and that. Eastman Kodak came in and I was supposed to see them and I didn't. Eastman Kodak wrote me a letter and it said, "When you have your military obligation finished, let us know and we'll bring you to Rochester." So when I came back from overseas, there was a question there whether I would stay in the army or not. Not serious, but I wanted to explore all of my options. So I went to Rochester. They offered me a job and et cetera, et cetera, but I did stay in the military. SY: Why'd you decide to stay in? RL: Well maybe it was something I was used to, you felt comfortable in. You have a driving flame to be the general or something? No, I just felt comfortable in what I was doing. I liked what I was doing. And so I kind of just stuck with it. SY: And this is what? Now we're at '64? RL: Yes. SY: So Vietnam is just starting to get on people's radar. RL: The big buildup was '65, '66 when they started sending all the divisions over. And then of course '67, '68 being the Tet Offensive. So I was assigned out to Fort Lewis. And then I was only there a year and I was given orders to go to Fort Bragg to be trained as a Special Forces officer. So I reported into Fort Bragg and was trained. And the revolution in the Dominican Republic occurred. And the 82nd Airborne was deployed to the Dominican Republicans, so they sent a contingence of Special Forces down there, and I was one of those. My mission there was more -- as a detachment commander I was small team, modified team, intelligence gathering upcountry on the island. And then I came back after that and was the S4 for the unit. SY: So this is the revolution and opposition to Trujillo? RL: Trujillo had been assassinated. And the communist were trying to take over the country. And luckily the Dominicans were -- and the 82nd Airborne -- the US was asked to come 13 in and help. And they contained the uprising in the inner city of Santo Domingo, the inner city. And they barb wired it. They had literally barb wire all around the old city and kept the communist in there. Now there were some in the country, in other places and towns, but the Dominican Republic was set up as -- the police force was almost as strong as the army because every police force had a fort in every town. And they had their own weapons, et cetera, et cetera. And the police force was pretty brutal if there was any question at all. Like I was on jump status down there on the island and we used to jump over sugar cane fields. And nine out of ten times -- for practice and to keep proficient -- the police force or the military had brought in who they thought were rebels and popped them, dumped bodies in there. So you found those things. So there was a certain amount of strong armed tactics that the Dominicans were imposing against their own people. But these people were looked upon as Communists and were trying to take over the country. SY: So how did you react to that, finding those bodies in the fields? RL: I walked away. I wasn't going to bury them and I kind of took a pragmatic look at it. I said, "You know what, there is nothing I can do about it. These guys are dead. The diplomats are down here trying to effect an election where the people will elect a Democratic president. We're doing the best job that we can to provide a stable atmosphere for this to take place." And other than that -- and I was upcountry, as I say, intelligent gathering. And I will say that the country was pretty quiet. We had a few times where intelligence was -- radioed back. But the people on a whole were wonderful, hardworking people. And when I was the S4 of the unit, I went down to the quartermaster where our food depot was and that. And believe it or not, the doctors would condemn food, the package was open or something. It wasn't good enough for US soldier consumption. And there were no, what I call, rat turds in it or anything else, but it was just sitting there or a can was dented or something. I would police up all these food stuffs and with approval, the doctors said, "No that's OK but we can't serve this to the troops because of the rules." So I gather this up and we had other outposts in the country. And then I would fly up in a helicopter and give the food out to the people. I felt that was something because they were very, very poor. Let me tell you, the country at that time was -- SY: Oh I've spent time there. It still is. RL: I mean trash and everything, you couldn't believe it. Now it's a resort area though. SY: Except where it's not. RL: I'm sorry, but my personal opinion is that there are some places in the world that never improve. Why is it that the -- again, it's the old power grab. Those that have, have and those that don't -- unfortunately. We try to change that in so many places in the world and we've always done the right thing, for the most part, but it's a very tough, tough thing to do. And they can only help themselves. 14 SY: So that's an intense period of time in the DR. And then you come back and then they're like, "Oh, since you had that nice, intense experience, we're going to send you somewhere easy. How about you go to Vietnam?" I'm kidding obviously. RL: That's right. No, no, I went to school at Fort Eustis, had a job there for six months in the educational department doing reviewing training and things like that. And then I went off to Vietnam. On the way over I took a delay in route and visited Japan, Okinawa, and Taiwan because I had gone to school with a couple of Chinese officers who were stationed on Taiwan. I visited with them before I went to Vietnam. SY: Did you have any idea what you were getting into? RL: No, because I didn't know where I was going to be assigned at the time and when I arrived there at Tan Son Nhat Airport, we were getting rocketed and we lived in tents until they made our assignments. And I was assigned as a transportation corps officer to the fourth transportation command, which was working pier operations and that in Saigon. And I was a pier operations officer for part of my tour there. And this was before Tet Offensive. And we had barge sights that were out of town and I used to go by myself with a 45 strapped to my hip and drive like hell. [We went either by the River in a boat or drove to each barge site.] But at that time, we didn't realize how the VC had infiltrated the area and how serious the problem was. I was extremely lucky. I always thought in my career that I had a guardian angel watching over me because there were so many times where it could've gone the other way. And I remember this, just the night before -- actually the night that I was out and did something, which I won't say right here, it was all job related. I was out there alone in the delta and I came back and that morning was when the VCs struck. And when somebody from Cholon, which was the Chinese sector, some of the officers were going out to the headquarters and got ambushed, shot up, they never made it. And all hell broke loose. And I remember that the VC drove the people on the outlining communities into the city. I remember outside the port area, the one street was just -- one night -- was just crammed with refugees just streaming into the city trying to get away from the fighting. And there were a lot of other incidents where we had ships that were sitting out trying to get up the Saigon River to offload and they'd be spending days and days out there because the port was just jammed with ships and we were trying to offload the equipment and everything and we couldn't get them all up. And some of these ships were commercial ships with cargo holes. And they were rocketed and there were gaping holes in the sides and in the upper structure and things like that because they had to travel up through the delta, in a winding river which wasn't very wide to get to Saigon. And those guys, the bad guys, were out there. And we did our job. And I had a very good friend who was a helicopter pilot. And I remember we had to go to Vung Tau one time and we were in a Huey and we had a number of technicians with us and things like that. And we were flying along the delta and we were skimming the delta. We weren't flying high. We were just skimming. And all of the sudden I just hear this whomp, whomp, whomp, whomp and all of the sudden my buddy in the pilot chair, the whole chopper, he was trying to lift it, almost physically lift that chopper to get altitude because we were under fire. And this guy I have a great admiration for. He's been a friend for a good, long time -- got us out of the situation. We 15 got above it all and flew on to Vung Tau. And we got out. We looked and we were just lucky. Again, it's a matter of time, where you are, and sometimes just plain luck. SY: Right place, right time. Wrong place, wrong time. Did you have any -- I know some people had sort of superstitious good luck charms or things they did to -- were there things in Vietnam that you did to just kind of keep yourself safe in your own mind. RL: Nope. I just kind of -- I tell you quite frankly, I remember the presidential palace, right across the street from my billet. I mean the VC were so close into the city and Saigon was a beautiful town. Well let me say this, Tudor Street which was all tree lined, but during war time a lot of bars and bar girls and all that. But a beautiful town, some really fine French restaurants, but when they say Pearl of the Orient, it was prior to this time. I would say after the war, World War II because I don't think there was much damage there during World War II. But it must've been a beautiful country. SY: So when you were in Vietnam, a lot of people, it was an existential crisis for them. It brought on a lot of doubts about why they were there, what they were doing, the nature of war itself. Was that your experience or did you -- RL: I think that you could dwell on that if you wanted to. But I also think it's in the situation which you're placed in. If you're under a great deal of stress, if you're under fire, if your life is -- it might be snuffed out in a minute's notice, that you start to think about it more and say, "Why the heck am I here, God protect me. Let me just get out of this." And it so shocks your system that that images, they keep reoccurring. It's like your memory buds have been lit up and those things keep coming back in flashes. So I think it's all based upon the situation and where you are and what you're doing. SY: It sounds like you weren't in combat directly. RL: I wasn't directly in combat. I could've been shot because of snipers or anything else. But did I have a rifle in my hand and going out into the jungle, no I did not. My job was to ensure that cargo got lifted off of these ships onto barges or any place else and was delivered to the troops. And I did that. When I got promoted to major, then I was, due to a recommendation by one of my instructors at the transportation school, they recommended me for a staff position. And so they moved me -- still in the Saigon port, but I was at a staff position while I was there, the rest of the time I was there. I was there thirteen months. I was given a special project to do and I told the command that I would stay there until it was finished. So rather than twelve months, I spent thirteen months. SY: Do you remember the first day you arrived and the day you left? RL: I remember the first day I arrived. SY: What was your impression? RL: It was hot, steamy hot. We had a tent city. And there were hundreds of troops in a cantonment area at Tan Son Nhat Airforce Base. Planes coming and going. And I wasn't there very long. And then I was assigned to a unit in Saigon where I was working nights. 16 So I would sleep in daytime. So I do remember the arrival and coming off the plane. But going home, I'd have a hard time. SY: You weren't counting down your days? Well no, because you had that special project, so it wasn't like you were sure. RL: Well I knew I was going to stay. I mean I just knew it. I knew that I was going to do this and that was it. It's hard to -- SY: Was it hard to adjust to coming back home after being in Vietnam? RL: I came back. I was stationed at Fort Monroe. And I worked for the training command there. And I was responsible for the training budget of all the service schools around the United States, to include the aviation schools at Fort Wolters, Rucker, all this. And I remember I worked for a guy named General Pepke and his deputy was a General Andrews. Pepke was a two star at that time and Andrews was a one star. And I had a very responsible position because at that time, believe it or not, in the early '70s, they were downsizing to get out of Vietnam and the school budgets were being cut. And I remember the DA staff called me about the aviation budget for our aviation schools. And I worked with two colonels, lieutenant colonels, who became general officers and trying to save the aviation budget from being cut to the bone. And I remember I worked on a lot of projects and was flying back and forth between Fort Monroe and Washington to work with these officers and try to save as much as we could. And that was I think a turning point probably in my career because I had not been selected for the Commander and General Staff College yet, I was a major. Now Commander and General Staff School is very important to you. I hadn't been selected yet. So there was an opportunity there and I was already working on my master's degree, going to night school. Now I was working constantly with a high pressure job and I was going to school for my master's degree with George Washington and I was doing commander general staff work with the reserve unit at Fort Eustis which was about 20 miles away. SY: You were a busy guy. RL: So I was going to school for four nights a week plus weekends working plus doing my job plus doing the papers and studying and doing all the things you have to do. So I was out and that's why I say to people don't ever get discouraged, don't let people tell you that you're not going to make it or you're not going to do something. You have to keep plugging away and rely upon yourself to be good enough to do it. So I have to say that I wasn't married at the time, so your social life goes to hell in a handbasket. See, you have to set your priorities. And there's another thing that Norwich is going to help you do is set priorities and know what's important and what's not important in life because you have to look down the pike. Think outside the box and then see what it's going to be like ten -- 15 -- 20 years from now. So if you want a career, you got to work for it. And they're not going to hand it to you. You go out and get it. You prove your point to them. So all this happened and I finished up my Commander and General Staff stuff, I got my master's degree, and they shipped me to Korea.17 SY: Now at this point you must be tired. RL: Well I'm going to tell you right now, the thing is that you learn something from your education, from Norwich, which is to press on. It's the old thing as can do, I will try, whatever. Can do was my infantry, first of the fifteenth, can do outfit, Norwich was I will try. And those things drive you, especially if you have fire in your belly and you want to go someplace. And you're not satisfied with just sitting on your butt and hoping that it's going to happen. So I go to Korea and I work for 8th Army HQ in Seoul and I'm a logistical staff officer and out of the blue the general calls me in and said, "Oh by the way you're going to continue as a logistical staff officer, but you're now the missile maintenance officer for Korea." That's an ordinance job and the ordinance officer had just gone home and they didn't have anybody. So now I'm responsible and the problem they had with the Hawk missile program which is a Raytheon product was they were getting about 40% reliability. And DA was holy hell on the command. So I had to do something about that. Well let me put it this way, it's a twelve month tour in Korea. And my assignment officer, the big assignment officer from DA, came over and he says, "Hey, yeah Lotz, you're going to the armed forces staff college." So I said, "Hey look, I've been to Leavenworth." He says, "You're going to the joint school, the armed forces staff college, in Norfolk." And I said, "Well when's this going to happen." He said, "Your next class is six or seven to eight months out," after I come back. I said, "What will I be doing?" He said, "You'll snowbird." Well snowbird is that you go there and you do whatever the school tells you to do. And I told him, I said, "No, I don't want to do that." I stayed in Korea 18 months. I worked on the job I did and when I did that, the reliability of the Hawk missile was at 94%. I had done a whole refurbishment program on the other missiles that we had in budget, I had set up budgets for refurbishment, did all of that, and so I came out of Korea with what they call is a dual job efficiency report because I did two jobs in one. And then I went to the armed forces staff college. SY: There you go. And then you get married. RL: No, not yet. I got to school. I went through school. I was assigned to the military personnel center where I was given a job as the lead on women in the army. I used to brief the DA staff. I used to go over there with all the statistics because we were trying to create a model that would determine the grade and MOS and how to bring them in without having big bubbles and all of that, et cetera, et cetera. And I used to go over with these big, in those days, printouts like this and I used to brief the DA staff. And I used to bring these printouts to them and I'd say generals if you don't believe what I'm saying, you can read it. And I drop it on the floor and they'd all laugh. We're talking about two or three stars and they all laugh because they know they aren't going to do that thing. So they were listening to what I was saying, it's the how we were trying to work this. And I wasn't trying to be smart. I was just trying to lighten the load, just be a little levity there. And I was recommended for the Pace Award because of that and I was given a special award. And I met my wife in Washington. My wife, I was trying to get a date with her and she was busy or I was busy. One time I just got fed up and said, "Are you free Friday night? Can we go out?" And she finally said yes. And so her father was a retired colonel infantry which she never let me forget. And we went out to dinner and dancing down in Washington. And I said to her that night, I said, "I think I'm going to marry 18 you." She said she'd never marry a military guy. And she says, "I think you're right." I've been married ever since, the same woman, very happily married. SY: That's a lovely story. So we've been talking for like about an hour and fifteen minutes. RL: And you want to know something? You got more than you need. SY: And I think you probably want to -- I don't want to take up your whole day. RL: No, and I got to get going. SY: Yeah, exactly. So any last thoughts? This was great. Let me -- RL: It's too much, I know. But I'm telling you stories. SY: No, no, you're telling me stories. This is all really important. RL: We haven't gotten to the point where I got to be a battalion commander about this guy, Pendleton, who used to be -- I'll tell you that a different time. But that's the leadership team. There's what you face as a battalion commander. There is where you have distress and strain of seven days a week, 24 hours a day and have to take care of the troops. SY: So when we have more time, we'll really go into that. I'll put a pin in this. So let's pick. So when we talked on the phone yesterday, you were talking about how you think that in terms of remembering war there's this unfair hierarchy where combat stories are valued more highly than other stories. So do you want to speak to that? RL: It's the perception that people have that when you mention warfare, they think of combat because that's what it's all about. You wouldn't have a war unless somebody was fighting. So we focus on those people who are in combat because they're the ones nine out of ten times who get wounded or there's fatalities and things like that. But we forget about those who support the combat troops, the combat service support troops, and things like that, that there's a huge number of people behind supplying and taking care of, the medical people and the supply people and the transportation people and all these people that are supporting the combat role. Even the artillery people, the combat service support, it's a team and we can't forget that there's a large team behind the combat lines that are supporting those in the trenches. SY: And also I'm sure that in Vietnam even though you were behind the lines, you still were in danger all the time I would imagine. RL: Well you were because the way the war was there, you didn't know who your enemy was because the enemy melded in with the populace. And the snipers and the ambushes and things like that that could happen at any time. So you always had to be prepared. The convoys had to be prepared even in the city sometimes, especially during the Tet Offensive in '68, the Tet Offensive. A lieutenant working with us was ambushed and was killed. So it could happen at any time. And there was no front lines in the First World19 War. It was a trench. And you knew those bad guys were on that side and you were on the other side. It's a different war out there during my service. SY: Yeah. What was it like to live with that constant anxiety and confusion? You were there for a long time? RL: Well yeah, but the thing is is that you didn't dwell on it because if you dwelt on it, then you were afraid all the time and you couldn't get your job done and you couldn't function. So you put it out of your mind. It's one of those things that when you're put under stress, you look to God to say, "Make sure I get through this." SY: Were there ever moments when it broke through and felt that fear, like I don't know, going to bed at night or waking up in the morning or things like that? RL: Only from the standpoint of anxiety you might say. There were times -- the night before the Tet Offensive, I had to go to a barge site and I went alone and I had to go through the city across the bridge outside the city. And the Vietnamese troops were guarding the bridge and so I pulled up in my Jeep and they looked at me and I said, "I got to go to the barge site," which was a couple miles away. You had to go through this little village and all. And they looked like as if I was nuts. But I went and this was about one o'clock in the morning. And I went through the village down to the barge site, checked it out, the operation and everything, and came back and at dawn that same day the next vehicle that came into that village was ambushed. Well there for the grace of God, go I. So there's no way of telling what's going to happen at times. And so the anxiety level is there but you can't dwell on it and you do your job. SY: Does your training keep you from dwelling on it? RL: I think so, yeah, if you know what you're doing. It definitely is a big plus. If you didn't know what you were doing, your anxiety level would really be high because then you would be looking in the shadows. It's not that you're not conscious of what's going on around you because your training develops that instinct to look at certain things and evaluate certain -- and quickly and whether it's safe or not safe. So from that standpoint, yeah your training is a key factor into how you react and how you look at things. It tells you when to go and not to go at times. So it can be a life saver. SY: So I interviewed a guy just last month or a couple weeks ago and he was also an officer. He was also a logistics guy behind the scenes, but it was in Iraq and as we know there's no real distinction between combat and noncombat anymore. And he was describing when he came back, it took him a while to realize that he had some of the signs of PTSD. He needed the quick fix. He had the hypervigilance. He was seeking out thrills and things like that. And I'm wondering if -- it was talked about less in Vietnam, especially if you'd come back and function, it wasn't talked about at all. But did you when you came back experience trouble adjusting back into a civilian -- not civilian because you're still in but? RL: Well I think maybe I had a sense of -- I was self-sufficient you might say. I could handle my emotions. I could -- so I'm self-sufficient you might say, not a loner, but able to cope 20 you might say better than others. And because of my background, because of how I was brought up, because of everything, that all contributes to how you adapt and can assimilate all that happens to you in a combat zone when you come back and try to come back into the community. The associations you have with your family, the associations you have with people, how you view the world and everything else, all of that's a factor in what affects you up here in your head. SY: Claire, can you tell them to be quiet nicely? F2: Sure. RL: See that all affects how you look on life. And so from that standpoint I would say that I didn't come back with a lot of anxiety, I came back to a world that was safe, the world that hadn't been effected by war, a world that I didn't have to watch out. SY: Was it strange to like sleep in a nice comfortable and to eat delicious food? RL: No. SY: It just was easy? RL: It was easy. I assimilated right back in. But I tell you, that's based on attitude too. And you got to realize this, you don't always sleep on the floor. You don't always sleep and live out of a rucksack. There were cantonment areas and things like that. In Vietnam it was like they were trying, because the war wasn't popular, is they tried to bring all the comforts of home to Vietnam. So for the combat troops when they weren't out in the field, they could come back to a cantonment area with all -- good food, rest, relaxation, et cetera, et cetera. And they also had the R&R where they could go over to Australia or to Japan or wherever and Thailand. So there were certain things and they tried in Vietnam to try to keep guys in combat maybe six months and then six months in a rural area. So there's all different aspects that you have to consider when you look how a person's going to react when he comes back. SY: Are there any, I don't know -- when you think about Vietnam, I don't know how often you think about it now. Are there smells, images, feelings that you remember, anything that sticks with you? One guy, I read his memoir, he talked about the smell because they were burning poop where he was living. RL: That was up at a cantonment area. We had the outside latrines and all that and they had to do it to get rid of it. A lot of times in the Orient you'll find they'd throw it on their fields, in the rice, and all that. They use it for fertilizing. Well the Germans did too and animal manure was – used as fertilizer. SY: Welcome to Vermont spring. RL: Well you had the old honey wagon. So in Germany they used to pour it onto the fields. And that's why you had to be careful of what you ate and things like that, especially in the Orient. What I remember about Vietnam, the food, not the American but I mean the 21 Vietnamese food. I do remember the time where there was during the Tet Offensive a lot of rocket attacks right across the street from where I was staying and the presidential palace wasn't too far, like two blocks away. The thing was that the rocket attacks would come in and then I remember one morning they heavily rocketed that area and the concussions and the noise you hit the floor, and then I ran outside because right across the street there was a Vietnamese family and a rocket had hit the house. And so this other fellow and I ran inside, up the rubble, actually the rubble, and got into the front entrance because the family had children. And we found the family, luckily nobody was hurt. They were underneath the stairs and they had been saved because they had taken shelter underneath the stairs where that closet or whatever it was saved them. And we hauled them out. I remember that. I remember working in the Saigon port and on the Saigon River. I remember that little incidence where we took ground fire. I remember little things like that. SY: Yeah, I bet the food was amazing. RL: The food was. I thought the food -- Oriental food can be quite good. When I was stationed in Korea I used to eat on the economy all the time. And you'd sit on a pillow and fold your legs and a lot of times they had a grill in front of you and things like that. I liked Korean beer. SY: Korean beer is good. I like Korean barbeque too. So we haven't gotten talk about you being -- you were a brigade commander right? RL: I was a brigade commander. SY: How many people were in your brigade? RL: It was thousands. I was a commander of the school brigade which had all the troops and students for the transportation school at Fort Eustis. SY: And the story you were telling of when you were staying in the World War II barracks and you had that -- RL: I was a battalion commander at Fort Bragg. SY: That was Fort Bragg? RL: That was Fort Bragg, North Carolina. I was commander of the seventh transportation battalion, had a long military history in that battalion. We had the only airborne car company still left in the United States army and that was left over from World War II. And the commander was a captain and he was on jump status because of the airborne car company, that was the connotation of it. And they were used -- that's why I say it's leftover from the Second World War. They also had an air delivery company, quartermaster company, where it was commanded by a major. And they did rigging for heavy drops, meaning vehicles, supplies, everything, and rigging the parachutes, and things like that. And because I had airborne troops in my battalion, my job also my slot was designated as an airborne slot. So at 44 I was still jumping out of airplanes.22 SY: Woah, so how'd your wife feel about that? RL: I had been married two years, three years at that time. And her father had been a 30 year veteran in the infantry, had been in the Second World War and that. And it's part of the job. SY: You were meeting a lot of people. So did you have any leadership challenges? How do you think you did as a leader? Were you the right mixture of approachable and intimidating? Did you think about that? RL: Well I guess if I had to self-evaluate, I was both because my commander expected -- he expected his commanders to be combat ready all the time and to be efficient and to get the job done regardless of the obstacles. There was a certain amount of pressure. Which therefore, you had to -- like they say, it rolls downhill. Now you had to say that at this time we had a volunteer army. Yeah, we were in a volunteer army. We had kids from all over the country. And we had to appeal to their sense of duty because that wasn't an eight to five job. I don't know where they ever got this idea. And the accommodations they lived in were not pleasant. They were the bunks and the World War II barracks, one latrine at the end. And the barracks were not in very good shape because that was the time of the Carter timeframe and they were cutting back on the forces. The money wasn't there. It wasn't being appropriated for repair parts or anything else so your vehicles were down a lot of time. You had to spend long hours to try to maintain and keep them going. And maintenance was one of the biggest problems with keeping the vehicles going, trying to make sure that the troops were taken care, and weren't put in such a state where they couldn't function. And we just did so many different things within the battalion because not only did I have truck company, I had Jeeps, I had an air delivery company, I had a Stevedore company that lifted the boxes and all that. So we had a challenge because we were multifunction, not just one focus. And we supported the 82nd airborne. And the 82nd airborne was -- they had three brigades. One brigade would be in the field and we had to support them. One brigade would be in garrison and we had to support them. And one brigade would be I'd say down, not deployable, they were resting after doing these other two. Well we had to support on a 24 hour, seven day basis, those two other brigades. We never had any down time. And that's why the vehicles had problems because we were running them all the time. And so it got to be a challenge, a real big challenge. But I was extremely proud of my battalion I encouraged my troops to be competitors. Fort Bragg there was very competitive with the 82nd airborne, the other troops there. They had boxing matches. We had combat football. We had air delivery competitions with the 82nd because they had their own air delivery unit. And I would say that my boxers, I reestablished and let some of my troops box, started taking championships. We beat the 82nd airborne in combat football, never been done before even though my commander who was a major at the time and was captain of our combat football team broke his collar bone. And it wasn't too long after that that they outlawed combat football because there were too many injuries. But the fact here is here was a support element, a transportation battalion, that went up against the combat troops, the 82nd airborne, and beat them in combat football, biggest thing. I was real proud of my troops. I had the championship women's basketball team at Fort Bragg. So esprit de corps is a very important thing and you got to give them a sense of accomplishment, not 23 only on the job but also in these other areas. So you try to encourage that. It's a difficult thing. It's a balancing act. It's like you have to keep all the balls up in the air at the same time and you have to learn how to do that. And it's not an easy thing. SY: Interesting. So I have two more questions for you and then Clark has some Norwich questions for you. But I also know time is an issue. My buddy Dick [Shultz?] told me a story. He discovered halfway through that I was Jewish. And then it was all over. He talked about -- he says you have some story about an airplane, it was in Vietnam, almost taking off or something, a Cold War story about if this airplane takes off, we're with war with Russia. I don't know, he remembered something. You don't know what he's talking about or you do? And you watched the plane hover and then it went down again. Maybe this wasn't Vietnam. Maybe this was Korea. I don't know. RL: I don't know. I was in South America one time and I was in special ops. I was Special Forces then. And one of the planes, it was a C123, which was an old prop driven. I mean you never see those today. And it was special ops. And the pilots, we were contour flying. Contour flying means you're right on the deck, bounding up and down because of the air drafts and everything else, and I remember this vividly. I was up with the pilots and these two guys -- you got to remember, air force guys I think are a little bit different than army guys. And they have to be for what they do. And these two pilots were up there just chatting away. I mean it was like they're having a cup of coffee down in the wherever and they were just chatting back and forth and this thing was bouncing up and down, up and down, and all across wise. And they were just having the grandest time. And you got to realize that it takes a special breed to do this. And it's the joy. I mean, I was a young guy and I just had the greatest time because -- and you have to have the competence though. And that's where you were talking about the training and everything else is so important. It's that these guys were able to do this, almost with their eyes closed. But the fact is, it was dangerous, what we were doing. And the helicopter I told you about being shot at and the pilot, as I say, I make light of it. But the fact was, we were taking ground fire and very well that chopper could've gone right there into the patties except for the pilot, again who I knew personally and had great confidence, and just pulled back on the pitch. And that thing, we didn't know if it was going to make it up or not because the rounds were hitting and if they'd hit the wrong part, we were done for. But this guy was just cool as hell, pardon the expression. He was. And that chopper, the vibration, it was just straining to get up over 1,000 feet where we get out of range of the ground fire. There were other things, but -- which one? There was a couple other things. But it was fun because you're young and you think you're invincible. And like you were talking about, how do you feel about -- some of these things you don't think about because you put it right out of your mind. And sometimes you put it out of your mind for a purpose. SY: Training plus testosterone. RL: And you just don't think about it after that too. Some of the things are so emotional that you don't. You put them out of your mind and you don't go back. That's just the way of life.24 SY: So one last question, people talk a lot about the military civilian divide. And you said that they're two different cultures. So you were in the military a long time and then you're retired. And so how do you interact with the civilian world? Do you feel different than the people around you who are civilians? Do you mostly spend time in military circles still? RL: No, when I left the service I never looked behind. And I went 180 degrees, gone the other way. SY: All right, what did you do? RL: I established my own business out of a hobby. I worked with antique clocks, 1700 and 1800. And I found that in order for me to establish a business, I had to go do these high end antique shows. And so I started doing high end antique shows, maybe was doing 15 or 16 a year -- I had a studio built off the back of my house. Business was by appointment only. And I had between 45 and 50 tall case clocks plus all these other clocks and things like that. And I'm down to about two shows a year now. And I used to be driving 40,000 miles a year to do the shows. But it gave me the latitude to be my own boss. It gave me the latitude to where if I didn't want to work seven days a week, 24 hours a day, I didn't have to because I had a young family. And I just didn't want to go back into the pressure cooker. The pressure cooker is what I call, even in my final days -- I had great jobs, one of them where I was the DCS for air transportation in the military airlift command, which is now melded into the transportation command at Scott Airforce Base. I was responsible for all the aerial reports and cargo and passengers all over the world. I had people all over the world. And so one time I left from Scott Airforce Base to the west coast to Hawaii, to Japan, to Korea, to Okinawa, to the Philippines, to Diego Garcia, to Turkey, to Germany, to Spain, to England, and home. So I only say that because I'm giving you the perspective that you can do anything in your military career. It depends on the field you're in. And one time I worked for the comptroller of the army as one of his executive assistants and was also congressional liaison for the appropriation committee with Congress. I worked with the Senate and the House of Representations when I was stationed in Washington. So what I'm trying to say is that a military career is not just one thing. I've had a varied career from combat arms to comptrollership to transportation to a multitude of other things, Special Forces and that. SY: But then you didn't want to go back. You wanted a job that wasn't that intense? RL: Well it was the fact is that that was me. Everybody's different and it was me. And I've been involved with Norwich since I was a class agent. And let me just tell you what I did because this is what I say to the Norwich grad is to keep active. I was a class agent for a while, then I was president of the alumni club in Washington DC. Then I went to the alumni board. Then I was president of the alumni association. Then I went to the board of trustees. Then I went to the Board of Fellows. Then I was chairman of the Board of Fellows. And then I had been a contributor with the Partridge Society and all of that. And I worked with the Colby Symposium for 20 years. And today they just appointed me as chair of the Friends of the Colby, the military author's symposium.25 SY: Cool, congratulations. Do you feel like Norwich -- it clearly prepared you for a military career. Do you think it also prepared you for your civilian career? RL: Sure. SY: How so? RL: I think that Norwich gave me an attitude. You know, it's an attitude and it's a level of confidence. Norwich University was the perfect match for me because it gave me the opportunity for leadership positions. I was the cadre every year I was here. And second it did, it gave me a great opportunity to meet combat vets because of the PMSNT and the cadre officers and that and to associate with some really find people. Thirdly, I met some great professors. Loring Hart was my English teacher. And I wrote an article for the Guidon one time and he wrote me a little note. He said, "Well done, you learned something." Little things like that that were feedback from the administration. Ernie Harmon who was the president at the time, I had met maybe four or five times. And when I was given an award or my diploma and the only other time I met him was when he chewed me out one time really bad when I was a corporal of the guard, and I mean really bad. SY: What did you do? RL: He drove up and parked his Cadillac and was going up to his office and I was the corporal of the guard. We were ready to take the flag down or something. And I didn't see him. But I didn't call the guard to attention or anything. And he just came over and chewed me out for not calling to attention and saluting him. And I said, "Yes sir." And the other time I met him was the time he called me into his office. And here's a good story for you. He called me in. He says, "I got a letter from your parents. They're concerned because you weren't accepted into advanced ROTC," because I failed the medical because of my eyes. And he says, "Do you want to be in advanced ROTC?" And I said, "Yes sir." He said, "Well this is what we're going to do." He told me exactly what he was going to do. He was going to get me my eye reexamined at Fort Ethan Allen and that the transportation would be provided for me and to report at such and such a time. And that was it, bang, gone. I went up to Fort Ethan Allen, went to the doctor there, doctor came from my home town. And he says, "What's the problem?" He says, "Well you got to be kidding me." He says, "During the Second World War with guys that were absolutely blind were in the infantry and they gave them two or three pairs of glasses in case they broke one and they sent them off into combat." So he reexamined me and passed me and that's why I had a 30 year career in the army. And I spent a lot of time, when they said I couldn't be in the combat arms, I spent a lot of time in the combat arms. So I tell these cadets don't give up and the fact is you can be anything that you want to be, you just work for it. SY: Now, Clark you had a question. It was about this canoeing trip right? CLARK HAYWOOD: (inaudible) [01:41:05] that you got to, as I would say, as a young guy, you got to hang out with Homer Dodge. So what was Homer Dodge like?26 RL: Wonderful guy, just a wonderful -- and he had to be in his 90s. All right, I was stationed in Washington DC at the time and I was working in the Pentagon. And I was elected president of the alumni club in Washington. And so my wife and I, we looked at what we could do to be interesting for the group, to bring him in. So I contact Dr. Dodge and asked him if I went down and picked him up -- now he was down in Pawtucket and Camorra, Cremini or something plantation. He had a beautiful home right on the Pawtuxet River, old, old home. And I said if we come down and pick you up and bring you up for the meeting and then take you home. Well that was like two hours down, two hours back. Anyway, he agreed to that. So my wife and I went down and he addressed the group. And by the time it was all finished, we got home at like one or two o'clock in the morning after driving him home. And he invited us to come back and spend the day with him. So we did. Now he was a canoeist. If you read his bio and that, he was a pretty serious canoeist. And at the age that he was, he was still canoeing. I couldn't believe it. And he had it all upstairs. He hadn't lost a bit. He had not lost a bit physically and everything else. And his stature, he wasn't a very tall guy, but he says, "Come on." He says, "I want to go in the marshlands along the river here and we'll go canoeing." So my wife and I got the canoe out and all three of us got in and he paddled us around and showed us all this marshland and things like that. And we just had a great time. And we had lunch together down there. And so that's how my connection with another president, he was president from 1944 to 1950, and then Ernie Harmon came in. And then Barksdale Hamlett I think came in after Ernie. And I knew him. And then it was Loring Hart. And then it was Russ Todd. Then it became Rich Schneider. I knew every one of these guys. I worked with them because of my association with the school. SY: So what about -- you've seen Norwich change a lot over the years. And how do you feel about the changes? Your alumni are sometimes very pro and very anti, it's interesting. RL: Well you have to realize that our society has changed. And when females came into the corps, well that was a big thing. Well at the same time I was working in Washington. And as I told you, women in the army, that's what I worked on. SY: So you did work on that? You worked on making that happen. RL: Yeah. I was briefing the generals. Remember I talked about those reports and I used to throw them on the floor to laugh because this was all the statistics they were providing because we were trying to integrate women into the army in certain MOSs by grade and MOS so there weren't any big bubbles, you see, because for promotion and everything else. And so this was a big thing that the Pentagon was concerned about. And they were getting a lot of court action, litigation. So we were an important part of the personnel system to make all this happen in a logical way. And that was where my commander because of the group I was leading gave me a special award and also recommended me for the Pace Award which was a very prestigious thing. I didn't get it, but the point is that he thought enough of me to recommend me for it. And that's what counts in life is that at least you get recommended for some of these things. But seeing that in the corps, so that didn't bother me at all because I had women in my battalion. And they were some of my best officers and best NCOs. Now I will say we did have some problems with women in the army and that was with -- and the only thing I want to mention here is lesbianism. 27 We did have issues of that. And that's changed too. You got to know what the period of the time was and the problems that we were confronted with which we hadn't confronted before. So they were new to us. So in order to be concerned about protecting troops and everything else, you had to reorient yourself. And that's the most important thing. The issue why I say that is to be able to be flexible enough to adapt to a new change and to be behind it and to understand it and support it. Now if you don't -- there were times where I don't agree with everything that happens at Norwich but at the same time I understand this is a big operation here. It's grown so much that the opportunities for these cadets -- they're busy all the time. All the opportunities are so much greater than what we had when I was going to school. And the other thing is that you've got civilians here too. And those are all different problems that you have to work through so there's no favoritism towards one body or towards the other. And that's why I say with a Colby symposium is that we have to incorporate the civilians as well as the military. So the subjects have to be such as that they relate to both sides. And therefore they interconnect and therefore what we're trying to do is enrich the student's experience. And what I say is think outside the box. You can't be just focused with blinders on. If you do that then you're missing a lot. And you're missing a lot in life too. SY: That might be a good note to end on. Clark, any other questions? CH: Yeah, do you have any anecdotes of any of the presidents that you worked with at all, just funny or anything serious that you learned, like insights from the past? RL: Well Ernie Harmon was -- he'd watch you from his window as you walked your tours and all that. He was gruff. He was fair. And I didn't have a lot of contact with him. The awards, the diploma, and when it was necessary. Other than that, you didn't want to have any experience with him from that standpoint because it might be negative. That's what you didn't want because Ernie, he was a tough guy, but he was fair. SY: Any interactions with his wife? RL: No, none. None whatsoever. SY: I'm reading her autobiography right now. RL: You're a cadet and you're talking in the 1950s. And we're isolated then because we didn't have '89 up here. And that's what I think -- that's what made our class just hang together, the comradery and the fraternities and everything else. And that's why I think even today with our class, we hang together. Maybe it's other classes. It just happens that maybe I'm looking at just my class, but then you went from there to Hamlett who was a gentleman. He only was here for a little while. I think he got sick or had cancer or something and left. So it was limited experience there. But then Loring Hart came in. Now he was my English professor. And I have to say that Loring Hart drew me back into Norwich, he did, because I was in the alumni club, but he says you got to come back to Norwich. And he used to stay with me when I was the president. He used to stay in our home, he and his wife Marylyn. And she was a delightful person. SY: I'm trying to track her down.28 RL: I think she died. She's passed away. Either that or she's in a -- SY: A nursing home? RL: Yeah, extended care. And I'll mention that in just a minute. But Loring Hart was an academician and at the time -- each one of these presidents that we're talking about was the man for his time. That's what they needed. And then of course they outlived their time and so then they bring somebody else. So Loring was the academician. I think he brought people together. He certainly was a favorite of mine. I used to stay with him when I came up for the meetings. That's because we were friends. And that friendship developed after Norwich, after I graduated. When Loring left and Russ Todd came on, Russ and I talked -- General Todd and I talked a lot because I was on the trustees at that time. And he was the right man for the time because of the military aspect, that's what they needed. But I will say this, that Rick Schneider when it was his time to do it -- and he's been here, what, 20 some years. He brought characteristics or elements of all the presidents previously you might say. And why I say that, maybe not in the intensity of an Ernie Harmon, but he came with his military background with the Coast Guard. Second was his finance background, which is a Godspeed because he understands that you can't do anything unless you have the money to do it. And that is a big plus in the atmosphere that we operate in today. He also is able to work with people. Therefore, he's been able to advance the university in certain areas. And he's given them the latitude to do that, where we've gotten more prestigious things that are necessary in a university. Now he's working on the campaign for the bicentennial which he knows that may be part of his legacy is the fact that he leaves the school financially better off than when he came in, which is a very important thing because if we're to perpetuate this for longevity, we need the financial endowment. A lot of big schools have these huge endowments over the years. But you got to realize that in the early years, even in the '60s and the '70s, there was a very small endowment. And there wasn't a lot of money being given. But after that with technology a lot of our graduates have done extremely well. And they've been very generous with giving back to the school. So that's an important element as we look at our history in the 20th century and now in the 21st century is how things have changed from that standpoint. The university's changed because of the physical plant, because of the civilian population. And yet we're still getting great admission in the cadet corps. So the core values of the university, the concept of citizen soldier, has got to be preserved because that's the main stay as far as I'm concerned of the university. And when I came to this school, I had no intention of going into the military as a career. I took business and I expected to go into the business world. SY: And so why do you think you did? RL: As I progressed, everybody had to go in and had a military obligation regardless. I don't know how it developed. It just developed. I was always one of these people who was willing to take on responsibility and I was a cadre member the whole time. I did well at summer camp. And I was involved with all of these organizations here. SY: You were good at it.29 RL: Well I was interested in it. I was interested, like the honor committee and all these committees. But the point being is that I did well so I had the opportunity to -- I was a distinguished military graduate. I had the opportunity to accept an army commission. And I said, "Why not? Twenty years, get my masters, and go out in the business." Well I got to that point where I had my master's and 20 years and I got promoted early to colonel. And I had young kids and everything. I loved the military. So I just stayed in for 30. But how did I get into, it was Norwich. I didn't have any intention of coming into the military like a lot of these young men and women come into the school today. I had no idea that I would spend 30 years in the army. But I had a great career. I had great opportunities, great assignments, and so you look back on your life and you say, "Gee, I've been lucky." But I have to say that I was prepared academically before I came to Norwich, how to study, because the grades are important. And Norwich developed me after that. I don't know what more I can say. SY: I'm worried about you catching your plane. RL: No, no, don't worry about that. I'll catch that plane. I know how to do it. As long as they don't ticket me for speeding. SY: I think we're good. Thank you for coming back today. RL: Well you can edit anything out of that you want. END OF AUDIO FILE

Transcript of an oral history interview with Harold L. Gilmore, conducted by Joseph Cates on 22 January 2017 as part of the Norwich Voices oral history project of the Sullivan Museum and History Center. Harold Gilmore was a member of the Norwich University Class of 1953; his experiences as a student at Norwich University and his post-graduation career path, particularly as an educator, are discussed in his interview. ; 1 Harold Gilmore, Oral History Interview January 22nd, 2017 Home of Harold Gilmore Interviewed by Joseph Cates JOSEPH CATES: Let's record and we can get started. HAROLD GILMORE: All right. Very good. JC: All right. This is Joseph Cates. Today is January 22nd, 2017. I'm interviewing Harold Gilmore at his home. This interview is sponsored by the Sullivan Museum and History Center and is part of the Norwich Voices Oral History Project. To start off, can you tell me your full name? HG: Harold Lawrence Gilmore. JC: And, when and where were you born? HG: Born in Whitinsville, Massachusetts in 1931. JC: Okay. HG: April 30th. JC: April 30th. What is your Norwich class? HG: Class of 1953. JC: Okay. Tell me about where you grew up and what it was like as a child? HG: I grew up in a very unique town. The town of Whitinsville, a village of Whitinsville, in the town of Northbridge, Massachusetts. It was what you'd call a company town. It was a town that was operated fundamentally by the Whitin Machine Works, which was a textile manufacturing company. My father worked there his whole life. My mother worked there part-time at times. It was a town that was written up by the Harvard Business School at one point in time as sort of a socialistic environment. JC: Oh! HG: It was a town that ran the library. It had its own housing for its people. The rents were subsidized so to speak. They maintained those properties. So, it was a very unique environment, something that probably not many people in the United States have ever lived in but was very enjoyable. It was secure and stable 2 employment, good schools. Other resources were all well-made, fire departments, police departments, many of it subsidized heavily by the corporation. JC: And what corporation was it again? HG: Whitin Machine Works. JC: Oh. Okay. HG: And it was a textile manufacturing company. JC: Oh. Okay. HG: Subsequently, it has disappeared. Went out of business. Textile manufacturing moved elsewhere. Moves down South and then out of the country primarily. The remnants of it are over in New Bedford where I ended up retiring from the University of Massachusetts over there where the icon on the entrance of the school is a huge spindle, which is a representative of a device that runs a thread through looms, weaving machines. JC: What made you decide to choose Norwich? HG: Well, I was the first individual in my family to go on to college. It's a large family. My mother was one of eight children. My father was one of four. They married. They lived within, almost a stone's throw of each other. We lived in the same place. I grew up in the same place and had many aunts and uncles in the neighborhood. So, I did not have any prior experience with Norwich. The only thing that was driving me at the time was my father said, "You've got to get a college education." He was a wood pattern maker and worked at Whitin Machine Works, as I noted, and he said, "This is not your lifestyle. You've got to upgrade yourself." I did not have the experience that current people have of visiting campuses. I never went to Norwich. I had an uncle that had gone to the University of Rhode Island. He had not graduated. So, I applied there. And then, Norwich had a high school visit team that came through and I got impressed with what that fellow had to say so I applied to Norwich. I did not get accepted to the University of Rhode Island. So, I had the choice of one school, Norwich. So, I went to Norwich. Unbeknownst to me about anything about Norwich. As a matter of fact, I had my high school yearbook signed by one of the teachers and he signed it, "Hup, one, two, three" and he signed his name. I said, "What's that all about?" He says, "You're going to a military school! You're going to be in the Army!" I says, "I am?" When I arrived at Norwich, it was like a new day in my life. I had no military experience. I'd never even been a Boy Scout. The regimentation was totally new to me. That probably was the beginning of what I consider a rather difficult period of adjustment for the four years. As you will probably know, I was a private in the Corps for four years. 3 JC: Oh. Okay. HG: Never given rank. I had the one opportunity close to graduation, which I refused. I thought it was a token gift which I did not appreciate receiving at that point in time. I didn't accept it. In fact, I applied to transfer out of Norwich my freshman year to start college at Georgia Tech. I got accepted to Georgia Tech, got a telephone call from my mother saying, "What is this acceptance notice we've received from Georgia Tech?" I said, "Well, I'm going to Georgia Tech next year, Ma. I'm not going to Norwich." She says, "Very well. Pay your own way." I stayed at Norwich for the rest of my life because I had no money at all! JC: What was it like that first day showing up at Norwich? HG: Well, it was a very memorable day. My father and mother drove me to school with the necessary material that I had to have, clothing and I think we had to bring a mattress at the time. We arrived at Norwich in the morning. My father and mother dropped me off, dropped me off at Cabot Hall. Room 109 was my room. My roommate, Ron Bartlett, at the time, had arrived about the same time so I met his father and mother. We met each other, of course. My father, immediately after dropping me off, jumped in the car and drove back to Whitinsville. They had to get home before dark I think. We started out very early in the morning. In fact, had to turn back because he discovered on the way that we probably didn't have enough gas to make it all the way to Vermont. We went back to get an open gas station because we started out so early in the morning. But no, they dropped me off and left. I remember a conversation I had with Ron's mother and father and she said, "Would you take care of Ron? He hasn't been away from home before." I said, "Yes, I will, Mrs. Bartlett, but neither have I been away from home before." (Laughs.) That was an interesting first day. And then, in contrast to the first day my second year, where I arrived on campus and used to ship a lot of my stuff up in a big, overseas container by train so that my shipment had arrived at the mailroom on campus. I went to the dormitory and I was back in Cabot the second year too. I said, "Rooks! Rooks! I need a rook to go down and get my suitcase and bring it up to the room." "Sorry, Sir. We don't do that anymore." JC: Oh! HG: The harassment rules had changed over the summertime and I hadn't gotten word of it. Plus, I arrived too late, I guess, because I recall having to do that very same thing for upperclassmen that first year. JC: Mm hmm. HG: So, anyway, that was my first day at Norwich. JC: What was your major? 4 HG Electrical engineering. JC: And why'd you choose that? HG: Well, my uncle was sort of involved with the electrical work and not that he had a great influence on me but I observed that and I thought, "Well." He was working for General Electric at the time and I said, "Well, I think that maybe I would do the same thing." So, I sort of went into that field not for any other particular reason than he was successful in what he was doing and I thought it would be of interest to me. JC: Okay. HG: Fortunately for me, in the long run, there were only nine matriculated double Es in '49, which got depleted very quickly, either through people who didn't continue at Norwich or transferred to some other major. I graduated with one other very close friend of mine to this day, Al Gardner, who lives out in the southern part of Vermont on the western edge of Massachusetts. We were the two electrical engineers that graduated in '53. We had tutorials. It was a very fortunate thing for me because probably the school where I had to fend more for myself, I might not have done as well as I did in the curriculum. It was a good experience. JC: Which fraternity did you belong to? HG: I joined Lambda Chi Alpha, which is off-campus, up on the hill. My primary reason for joining them was at the pledge period, you were entertained at the fraternities. They had an excellent meal. At that time, they had a pastry chef with some sort of recognition and he put on a beautiful dessert and I was a fellow who had been plump my whole life, loved sweets, and said, "This is the place for me!" Joined the fraternity and wouldn't you know it, he terminated. He quit. The pastry guy was gone! But we still had good cooks, husband and wife team over the four years, and I ended up being steward of the fraternity. It was a large part of my college life was being in the fraternity. I had to be there at least every day, serving a meal, because I was in the kitchen. In fact, I got rewarded for doing that type of job with half my food bill was being paid by labor so that worked out very nicely for me. JC: Well, what else do you remember about being in the fraternity? HG: Great social environment. I thought that we had, as any organization you end up with some cliques and I had three or four fellows that I chummed closely with and carried on to this day until both of them have now deceased. We had a life-long bonding there so the fraternity life to me was probably my sole social environment on the campus other than some of the things I did with the intramural sports and whatnot. I really was sorry to see the fraternities go but I understood the reason for it and, of course, I was long out of the school at that time anyway 5 so I didn't react one way or the other. It was just a little bit of self-disappointment in the whole thing. I've kept my affiliation with Lambda Chi Alpha for over the years. I still am a donor to the fraternity. I've had representatives from Indiana come up and visit me at the house here asking me for more money. The Lambda Chi, at the time, had sort of reputation of being an academically-oriented fraternity and scholarly environment. Probably didn't pan out as scholarly as I had thought it would but I think the fraternity still holds to that sort of criteria. They like to have their fraternities be scholastically oriented, not just a place to go and drink beer or mess around with the ladies, you know. JC: Right. HG: So, yeah. I heard there might rumors that the fraternities with the civilian population at Norwich might come back. JC: Really? HG: Yeah. I heard a rumor about that but just a rumor. I'm sure that it'd be a hard sell to get them back on campus. JC: Yeah. I know Theta Chi would like to be back. HG: Theta Chi was the Alpha Chapter so, and Lambda Chi, we were the Zeta Chapter, the Zeta Chapter of Lambda Chi so we were not new in the world of fraternities as Theta Chi was. JC: What intramural sports did you play? HG: I got involved in softball, a little bit of tag football and basketball. As I recall, I managed, I guess you'd say, our company basketball team for a while, not that I was any expert in the sport itself but I knew enough about it to try to get the boys organized and spur them on at the games with the other companies. I was in Company B, I think, most of the time. We did okay but it gave you something to do as well as sit in your room and study, that sort of thing. Then, I was on the rifle team for a while. JC: Oh. Okay. HG: When I discovered that my scores were not counted because they have a system of counting only the top five or six scorers and I was always one or two below. I figured I never was good enough. I shot for the team and I gave it up. Tom Atwood, a classmate of mine, was an Olympic sharp shooter so he's – JC: Oh. Really? 6 HG: Oh, yeah. Tom was on the team and he spent a lot of time during his days in the military doing just that, representing the United States on the Olympic rifle team. Tom and I keep in touch to this day. JC: Okay. HG: Yep. JC: He would be a good one to interview. HG: Yeah. Tom is down in Florida in the winter and out in the Chicago area, I think, in the summer. JC: Okay. HG: They know, the school, where he's located. So, if you want to hook up with him, it'd be nice to get him because he was a cadet colonel too, I believe. JC: Oh. Okay. HG: I think Tom was. I know he was high rank in our corp. Getting old here. I forget some of the facts. JC: I understand. Besides intramural sports, what other activities did you participate in? HG: Oh. Let's see. University activities, you mean? JC: Mm hmm. HG: I don't think I, I didn't get involved in any of the other, oh, the IEEE, they had a professional chapter, student chapter. I was involved in that and became an officer in it. Of course, there weren't too many electrical engineers but we did have some younger grads, classmates coming in to it. We did field trips for that. And I was involved with the administration of it, so to speak. But that was probably it, the IEEE. JC: What does IEEE stand for? HG: Institute of Electrical and Electronic Engineers. JC: Oh. Okay. HG: Yeah. It's still an ongoing organization. I still belong to them. I'm a life member in that organization now, because of my age primarily and being a member for so many years. But yeah, it was a good organization. 7 JC: What'd you do to relax when you were at Norwich? HG: Sleep! (Laughs.) We would go to the movies. Go to Montpelier. Perhaps go out to eat in Barre maybe once a week. One of the difficulties of my being a student at Norwich was I didn't have any money and I didn't have a car. So, I was dependent upon a very tight budget and it didn't loosen up at all until I became a junior and senior where we were getting the ROTC ninety cents a day supplement, twenty-seven dollars a month. That helped a lot for spending money. My mother used to say, "The only time you call home, Harold, is when you want money. We don't have any to give you." So, I used to spread my money pretty thinly. So, I didn't do a lot of relaxing that cost anything. There is an incident. One time, Garry Moushegian, Al Gardner, my buddy, the electrical engineer, and I decided to go horseback riding and thought that'd be nice Saturday afternoon entertainment. So, we went out and, funny thing, we rented the horses and got saddled up, got on the horses, and started our trip. Well, none of us knew how to ride a horse. None of us had been on a horse before. The horses turned around and went back to the barn. Garry's a tall guy. Well, the barn door was so low, he got scraped off the saddle. Laughs. Finally, we get them back outside and get them on the way. We did our tour and we're coming back home and, of course, the horses wanted to get back in the barn again. So, they started trotted along and we're bumping along behind them in the saddles and so forth. We got back to Norwich and Garry came over to my room. He says, "Look at what happened!" It wore holes in his underwear! Laughs. So, we had some laughs, you know. Different things like that happened. That's the biggest recollection I can of the things that we did. We had fraternity parties. We had to get involved in that, preparing for them and that kind of thing was an activity that I did as extracurricular. JC: Did you do anything else for entertainment other than what you mentioned? HG: Not that I can think of. I wasn't in any outside of the school activities. I did join the Masonic Order when I was a senior. I joined that and that involves some off-campus activity. I got involved in the Northfield Church. Even as a freshman, I would walk down to church. So, I got involved in church activities. And to this day, I support the Christian Fellowship Organization financially on campus each year to help them along so they can have programs that they want to put on. They have a little bit of money to work with. JC: Right. HG: So, yeah, that sort of thing I got involved in. JC: Okay. Do you remember any particular songs from when you were at Norwich? HG: Well, there's "Norwich Forever," of course, the school song. There used to be a song we used to sing, "On the steps of Jackman, crying like hell! There's a 8 newborn baby. La da da." Laughs. That song we used to sing. The other words they escape me and they don't escape me. They better escape me. They were choice words. JC: I understand. I know the words too. HG: Do you know the words!? Laughs. No. That's about all I remember. JC: I've got it in an oral history, "The Indecipherable Song." HG: Have you really? JC: Mm hmm. HG: I'll have to read that because I'd like to find out what the rest of the song is. It's something like, "A bastard's son of old NU." Awful song. JC: Yeah. It's an awful song. Any other songs? HG: I don't think so. Not that I can remember. JC: Who were the instructors who were most influential during your time there? HG: Well, the electrical department certainly was. Professor Marsh and Professor Maxfield and Professor Spencer, those three. There's an F.A. Spencer award in electrical engineering on campus, I believe. And I have contributed financially to that several times. I don't necessarily do it every year. Those gentleman were very influential. They were almost like tutors to Al and I. We'd be in class. It was just the two of us. You got to know the people and they got to know us. That was a very unique college relationship, I think, that we had. JC: Mm hmm. What was your favorite class? HG: My favorite class? I don't know what that would have been. I know my most unfavorable class was. JC: What was that? HG: Thermodynamics! I flunked that one. I had to take that as a, in order to graduate, I had to pass that course my final semester. So, I was taking an overload. I like Public Speaking. That was an interesting class. I did that the freshman year. I recall we all had to give a talk and I think the fellow's name was Fisk that was the professor. After I got through, I was critiqued, of course, by the student population, including classmates and they criticized me for having my Boston accent. Fortunately, for me, Professor Fisk was from Braintree, I believe. He says, "Mr. Gilmore is going to be fine with his language. I understood him perfectly." 9 Laughs. So, that was a favorable thing out of that class. I remember that so I'd call it a favorite class. I enjoyed it. JC: What do you remember about being a rook? HG: The harassment. A lot of harassment and the fact that we had these duties to perform like opening of windows and preparing the latrines and shining upperclassmen's brass and shoes and that sort of thing. As a person unfamiliar with that, having been the oldest in a family of four, and the only male in that family, I was fairly independent and having to be subjugated to these requirements was demanding in terms of my having to conform to the practices that were being expected of me. That was the worst part that I knew of. Probably another thing would be being out where I was without an automobile. I grew up, as I say, in Whitinsville where I lived out of town about three miles. So, I was used to being in a remote area but I could drive. My folks had a car they would let me use and I could get into town fairly easily and, once there, there was always other transportation you could get as well. At Northfield, there was just absolutely nothing and the closest town was Montpelier, twelve miles away. And also, getting back and forth to school, my folks did not have the resources, the time, or the ability to bring me back and forth to school. There were no commercial transportation convenient. The only way I could get back would be to get a ride from somebody else. And so, that was always at the top of your mind. When you come home, how am I going to get to school? How was I going to get to summer camp, which was down in Georgia? I had no car. I didn't have an automobile until I had started, after graduation, when I started working for Westinghouse, without a car. I had to save up enough money for a down payment to buy one. So, my first few months at work were devoted to saving as much money as I received from my Westinghouse pay to build up enough money to make a down payment on a car, which I finally did. I bought a used car in Whitinsville. I remember it cost $1350. It was a 1949 two-door Ford sedan. I ended up taking it to Japan with me and selling it off over there. Didn't bring it back. Yeah. So, those were the hard parts of school at Norwich. You know, I can recall when I'd get back from Norwich from a vacation, it be in the evening, you'd see the lights up on the hill and I would breathe a sigh of relief, "I'm back home and I'll be safe here when I get home." It ended up sort of like a security blanket. The school prepared me for, it gave me the keys to success. I'm forever pleased and blessed that I ended up going and staying at Norwich actually. It's created a great deal of enjoyment for me over my life. I've had a great post-graduate career and one of the things it taught me was perseverance, life-long education. I wasn't necessarily a brilliant scholar but I ended up getting three master's degrees and a Ph.D. post-Norwich experience and I think Norwich had to have something to do with that motivation to do that. JC: What are your master's degrees in? 10 HG: I have a master's degree, an M.B.A., and I have a master of science and a master of arts, one in human resources and one in labor relations. JC: Okay and where are they from? HG: One is from Shippensburg and one is from Loretto. That's awful. Can you give me a minute? JC: Yes. HG: I have a B.S.E.E. from Norwich, and M.B.A., a Ph.D. from Syracuse, a master's degree from St. Francis College, and a master's degree from Shippensburg University. JC: Okay. HG: The most important degrees for me, of course, was the B.S. in E.E. and the M.B.A. Ph.D. from Syracuse because those influenced what I did with my life more importantly. The other two degrees were done because of what I felt I needed to be effective in the classroom that I subsequently taught and administered the programs in at both Penn State and at UMASS Dartmouth. JC: Oh. Okay. Let's see. What was your favorite part of Norwich? HG: Favorite what? Part? JC: Part. HG: Part of Norwich? JC: Mm hmm. HG: What do you mean by part? JC: What did you like most about it? HG: Well, I would like the day I graduated was the most favorite part for me. I had my entire family there, extended family. We rented a whole motel. I was the keystone person that ever graduated in Johnson and Gilmore family. As I mentioned, the size is extensive and I remember quite a few relatives to follow, cousins and so forth. That was an occasion that I really, it was a success for me because I went there thinking, "I've got to graduate. I cannot fail." And I hadn't even though that last semester I had to take that extra course to make it through. I did it. And then the fact that it prepared me. I left the place with a job. I had a commission. I got a deferment for ten months so I could go to work for Westinghouse and get some industrial experience before I went in the military. Stayed in the military for my, 11 well I went in for two years but I extended because I got special weapons training with atomic weapons and I was there for close to three years total. Could have stayed longer. I was asked to stay longer but for family purposes I, stayed in the Reserve though. I retired from the military and I made it well up to the rank of colonel which I felt was something I never expected either and I think Norwich prepared me for that sort of experience, knowing how to behave and accept responsibility and perform the duties that I was required up to a successful level, satisfactory level. So, the best day at Norwich was indeed the day I graduated because it marked a major milestone in my life. Just as the first day I went there marked a major milestone. JC: What was the most important thing that Norwich taught you? HG: I think to be respectful of others and to take life-long learning seriously and to be persevering in what you're trying to accomplish. Norwich's motto is "I Will Try." So, any opportunity that came along for me, I seized upon. I was outwardly looking, several Fulbrights, quite a bit of overseas experience, along with my family, and I think Norwich prepared me for that by having an overseas assignment that was one of my first, the only one I had as a lieutenant was in Japan. And I got to like other cultures and so forth. I pursued that in Africa, Europe, and other places. As a matter of fact, I was contemplating a trip to China this year. JC: Oh. Really? HG: Yeah. I think I may go to China. I got the quotation and everything. One of the things I have to clarify is that both my wife and I's status health-wise to make sure that we're fit to go. I think we both will be allowed to do that from a medical perspective. The only thing remaining is making the commitment. JC: Mm hmm. HG: So, yeah. We're looking forward to that. We've gone on a number of cruises in the meantime to Alaska, the Mediterranean, the Caribbean, Alaska. So, we engaged travel, so I think the military and the Norwich environment has cultivated that sort of orientation to our lifestyle. JC: You mentioned "I Will Try." What did it mean to you as a student? HG: What did it mean to me when? JC: As a student. HG: As a student? Probably not much. I don't think you really appreciate that. I appreciate it more now that I've graduated and look back on things. I think, one of the things, it's not "I Will Try" so much but "I Will Stick to It!" 12 JC: Mm hmm. HG: I will not quit! I was amazed at the number of freshman, matriculated freshman that left Norwich the day they had to get a short haircut. JC: Mm hmm. HG: I, fortunately, grew up every summer having my head sheared off with what we used to call a Harvard clip. So, it didn't bother me to have to have it cut another eighth of an inch off. But these fellows that came up with the golden curls that had to get sheared said no and left. I wasn't going to give up. If Norwich's moral had been "I Won't Give Up," it would have been more appropriate than "I Will Try" in my case. "I Will Not Give Up." JC: What does Partridge's idea of a citizen soldier mean to you? HG: Well, it means to me that I'd like to see conscription come back. That's how much meaning it has to me. I think everyone should have a requirement to do some public service of some sort, not necessarily military but some kind of public service to build a concept of patriotism and to embed the value systems that our country stands for in their lives, personal lives. And so, the citizen soldier concept, I thought that Partridge had was just that. A person has a responsibility for his country, his family, and the two can coexist. JC: Mm hmm. HG: So, that's what that means to me, to be part of the process as an individual. JC: Mm hmm. Do you remember any funny stories from when you were at Norwich? HG: I'm sure Fred told you a funny story, the time I came up and down on the dumbwaiter at his surprise. He wondered, "Where was Harry?" And I said, "Here I am!" And I was inside the dumbwaiter cage! Laughs. That was a comedy. The other thing was the, not so much of a story but incident, was the time I repeated earlier about the horseback riding incident. That was a humorous event. I don't recall any other thing comes to mind at the moment. I'm sure there probably were numerous other events that happened that created some humor but I don't recall any right now. JC: So, what did you do after graduation? I know you went to work at Westinghouse. HG: Yeah. I went to work for Westinghouse immediately upon graduation. Had a job before I graduated. And then, I took a deferment from, Westinghouse gave me a deferment for about ten months because I did have the two-year obligation as a commissioned officer. So, then I went in the military and got asked if I were 13 interested in taking a special weapons training. That's the atomic weapons training. I got a Q clearance and so forth. And I went to Sandia Base. While there, a unit, 261st ordinance detachment was formed. I became the first commanding officer for, until such time as the captain showed up to take over the reins. I was in individual training. Didn't finish that. Went in to unit training, the 261st trained with the 5th field artillery battalion for deployment to Japan which, incidentally, at that time was against the peace treaty that we had signed with Japan. We're not supposed to bring any new armament into the country but we did. We brought in nuclear weapons. We used to have a little difficulty, the artillery did, going out to the range and firing it off. I went there and did some field exercises in Iwo Jima in Okinawa. While there, got to talking to a gentleman at KU Ammunition Depot Bar one evening and he was leaving for Syracuse University for the comptrollers' program there. And he says, "Harold, you ought to think about getting your M.B.A." And I said, "Well, what's that?" He says, "It's a master's degree in business administration. It's a great topping off of your electrical engineering degree and it's highly sought after people." Now, this was back in 1957, '57, '58. So, I put in for an early release. It was like eight months early. They weren't going to let me go until I got some congressional involvement by Saltonstall and he facilitated my departure from the military. I didn't give up my commission. I just went in the Reserve. And so, I went to Syracuse at that time. Got my master's degree. Went back to work for Westinghouse. Worked for AVCO in the reentry vehicle business, the Apollo program. And from there, I decided to go on to Syracuse. I got a three-year fellowship for a Ph.D. program in organizational behavior and operations management. So, I took that, went there, gave up my work, sold my home, took my family to Syracuse. Again, very, in retrospect, very risky situation. A lot of people start out looking for a Ph.D. and they never get it. I was told when I arrived, I had a very good advisor, a fellow who I had as an M.B.A. faculty member, Dr. Seimer. He said, "Harold, you do not leave this campus without that Ph.D. because you'll never get it if you do." So, I says, "All right, Dr. Seimer. I will not leave." So, I stayed there and I got the doctorate and left them. In my first job, I was planning to go back to work for AVCO because I was in a research and development division where higher degree were, of course, very prominent. JC: Mm hmm. HG: Well, and they had said, "Well, maybe there might be an opening for you when you get through." Well, three years is a long time and everybody changed chairs there. There didn't seem to be anything open for me so I took a job with the University of North Dakota at Minot Air Force Base in the Air Force Institute of Technology program. The AFIT program. We transferred their master of engineering degree to an M.B.A. degree while I was there and I was there for a couple of years. And from there, I transferred to Penn State University and I was at the Middletown campus. My office overlooked Three Mile Island. I was there for sixteen years, I believe. I did teach up at State College one semester. Then, for family reasons, I left Penn State. I was tenured and everything but I left Penn 14 State and came to UMASS Dartmouth here for family reasons, health reasons. And I did ten years over here. At that point in time, I retired from UMASS but, in the meantime, had picked up some work for the University of South Pacific at Fiji. So, I worked off and on during a five-year period in the year 2000 over there. JC: Okay. HG: Currently, I am volunteering at the National Graduate School of Quality Management here in Falmouth, which is an online type program. I am the director of the alumni program, which they've never had before. So, it's an experiment and it may be a futile activity but I'm giving it the best go I can give it as a Norwich guy. I'm not alumni but I'm their director. I'm modelling it after the Norwich Alumni Association. As a matter of fact, I used Norwich's bylaws in modifying to try to make them fit this school's program. So, that's where I am to this moment and I don't know how much longer that'll last. I've been doing it for a couple years now and probably give it another, 2017 may be my last year of doing that. Depends upon what my success is this year. JC: Well, you've had a lot of schooling. How did your training at Norwich prepare you for life, specifically? HG: Very well. Very well. In retrospect, I wouldn't have it any other way. It taught me to roll with the punches. You can't have everything your way all the time. To get along, you've got to go along and cooperate and you graduate. I think, probably, the teamwork idea was imbedded, not so much in a pointed way but in an overall way of existing and finishing up your, what you started. We had to work with other people. I started out as an individual and I think I came out as a person who understood that to get along in this world, you're going to have to work with other people and depend upon other people. Now, I probably, even to this day, I'm a volunteer and I know that I have, I have no resources. I have no budget. I don't have even office space, so to speak, except out of the house. Working with some adult people over here and I know that I depend upon them for everything I get done and I acknowledge that very, very fully to the best extent I can. Because I know that their cooperation, my success depends upon them. Without them, I'll die on the vine. I think Norwich has taught me that concept. Oh! I think I didn't mention to you. You probably were aware of this. I created, for the bicentennial, a puzzle. JC: Yes! You did. HG: You're aware of that? So, I put that together. JC: Mm hmm. 15 HG: And, you know, the thing is, the way that transpired, nobody seemed to want me to do it. Sometimes, that rubs me the wrong way. So, I says, "I don't care if you don't want me to do it. I'm going to do it anyway!" JC: Yeah. HG: So, I did it and quite amazed at how it turned out! There's a gentleman next door who's a graphic artist and he's good on the computer. That's what he does for a living. I got the university photographer, they let me access the photographs. I picked and chose some photographs, brought them over to Sean. I said, "Sean, what can you do for me?" He says, "Let me see those." So, we looked. He says, "I'll have something for you tomorrow." He brought over the thing. "What do you think of that?" Well, we made some adjustments and so forth. My wife has a friend who does puzzles and she brought over to our house a wooden puzzle that she had bought for the Lilly family, the big drug people here in Falmouth, a lot of property and donor, a very big benefactor. I said, "Maybe we could have a wooden puzzle for what I've created for Norwich." So, I contacted a guy in Connecticut and he says, "Yeah. If you're willing to pay the price, I can make that for you. No problem." So, I says, "Okay. Let's go with that." I've even gone down there and I've even worked the puzzle thing myself. My wife and I watched him make, it's an example of his work. Got that done. Made a contact overseas. Got somebody to stamp out those puzzles. I bought four dozen of them. Gave them to the school and said, "Use them at will." Then, I gave Sullivan, no, I gave Schneider a wooden one and I think he turned it over to the, the wooden one I gave him because I didn't want it. What was it going to do with me? So, I gave to him and he put it in the museum, I think. JC: It's at the museum. HG: It was a labor of love. That's all. I just did it because I didn't find the support that I thought I might have gotten from the bicentennial committee but they had bigger items on their agenda. This was not going to fit into the program, I guess. And then, I was involved, at one time, with a committee on postage stamps and I had done a lot of work and I was really disappointed. I got mixed messages from U.S. Postal Service as to whether the images that I submitted weren't, "They're fine. We're going to submit them for postmaster consideration." Then, I get a message from somebody else on the committee saying, "No. We're not." And you can't reach anybody on that committee because they're, you just don't have any contact information for them except maybe names. But now I understand that they did release, or rerelease of the Alden Partridge stamp for the ROTC commemorative. They said that now Schneider's got himself behind the request for a Norwich postcard set which is what they usually do. I think if they don't do something for Norwich for the bicentennial, there's got to be something wrong in Washington. I hope they follow through. I sort of dropped out of the picture because it's now gone beyond my involvement. But I filed all the paperwork and everything else necessary for that. Hopefully, we'll see something come to pass. 16 JC: Hopefully so. HG: Yeah. I was told that one the things, they said, "Well, you've got to get the postmaster in Northfield involved. And I said, "Well, I'm not in a position to do that. You're right there in town." The bicentennial committee itself could just go to the postmaster and say, "We want to issue the stamp." And if he supports it, I guess, or postcards, they don't, the stamps are a little more dicey to get through. But the postcards are pretty easy to do, I guess. So, maybe, we'll see what happens. I don't know. I've lost touch with that group. The last I heard was that they upgraded the applications or something by getting Schneider's support and some other people supporting it too. That'll be good. JC: Yeah. Hopefully, that'll work out. HG: Yeah. JC: Well, that's about your involvement with Norwich. HG: Mm hmm. JC: How do you think your professional life would have been different had you not been a Norwich graduate? HG: Oh, dear. Tremendously different because Norwich set me on a military career. It set me up for a military lifestyle, in a way, although I didn't go there with that idea at all nor did I graduate with that but it just sort of grew on you. I can recall, being a reservist, I would say, "Well, maybe I'll just stop going. I'll just give up." One year led to another year and before I knew it I had thirty years and six months and I was boarded out. I got considered for general officer and I didn't make it. I understood why. My competitor, I knew who that person was and a lot of stuff on his chest that I, ribbons on his chest that I didn't have and I figured he was more entitled to it or earned it more than I did. He had combat time. I didn't have any combat time at all. I was in a war zone, Korean War, but that was over practically. So, I think Norwich set me up for that whole aspect of my life. The academic part of it came about, my industrial area was focused on my engineering experience and math and science and so forth. And then, my academic life, all the way from doing some consulting work and so forth and having the idea of a continuous learning environment. I just kept on going to school, both militarily and civilian-wise. I took many, many a correspondence program. I went to Fort Leavenworth to the Command and General Staff School. I taught Command and General Staff School. I taught at the Army War College in Carlisle, both as a military faculty member and as an academic Penn State, because we had a program with them. JC: Right. 17 HG: You know, I'm amazed at the kinds of things I got involved in and I attribute it all to Norwich. If I had gone to URI like I wanted to heavens knows what I would have become, if I ever graduated. Or if I'd gone on to Georgia Tech, I might have failed out! Who knows? Norwich kept me going. I did hit the dean's list a couple times while at Norwich but I was no stellar student. Sullivan and I share one common thread. We both were privates for four years. JC: Yep. HG: And, you know, I'm not proud of that but we survived. He did very well militarily, obviously. Much better than I did! He got, what, four stars. I got the eagle but, nevertheless, I think that Norwich did us both very well. JC: I think so too. Has being a Norwich graduate opened doors for you that might not have been opened otherwise? HG: I thought, militarily, yes. Yeah. I can clearly recall early on in my career, when I was living up in North Andover. I was in the Reserve unit in Boston. The fellow that was in command of that unit, he loved Norwich guys. So, I got signed to his unit. Having somebody who was favorably disposed to where you're from certainly is helpful in the image that you are going to create if you live up to the person's perception of the school. JC: Right. HG: And I did very well. So, I think that opened me up for captain and major level of consideration. From then on, it was, an interesting little thing was when I worked for Penn State, I had a student by the name of Emmett Page. He was one of the Army War College students that were taking the master's program at Penn State. I was a faculty member, teaching him a course and I was over at the graduate program over there, teaching in their program, the military. Came time for me to have an assignment, as a colonel. Guess who I ended up being assigned to? JC: Emmett Page? HG: General Page. Laughs. He was in charge of the electronic research and development command in Adelphi, Maryland. I was his assistant. JC: Oh. Wow. HG: So, I got an assistant commander position with him as a colonel. I'd go down there and he'd say, "Harold," because I was in quality, he says, "I got some contracts out there. I want you to go to these contractors and see what they're doing and jack them up if they need jacking up." Laughs.) I had a great relationship with Emmett. I followed up with him a little bit afterwards. He was 18 my former student, was now my boss. I was grading him and now he was grading me! It's a small world. JC: Yes. It is! HG: Another interesting situation too was, we're in Japan, my wife and I together, concurrent travel. We'd had a major social event in Tokyo. I don't know what level it was, battalion, it wasn't a battalion party. It had to be higher up than that, maybe a Sullivan Theater type thing. Anyway, we went to it and who do we run in to? Colonel Burkle. Burkle was on campus at the time and his greeting to me and my wife when we got together, "Lieutenant Gilmore, your brass is shiny." Laughs. I says, "You can thank Mrs. Gilmore for that." See, most of my fun happened after I got out of Norwich. Yeah, Colonel Burkle. I think he was a colonel at the time. "Your brass is shiny." I said, "Yep. Thank Mrs. Gilmore for that." Oh, dear. I could go on and on and on, I guess. Been a long time. JC: Mm hmm. Do you think Norwich graduates have a special bond that other people don't? HG: Oh! Definitely! Definitely! Oh, yes. I see it in my children who graduated from Penn State. There's nothing like, these online programs, there's no bonding at all! JC: Right. HG: It's like dealing with particles in the air, dust particles, but Norwich, that experience there puts you into close proximity with other people. It served me so well. Al Gardner, I talked with on the phone all the time. Up until Garry Moushegian's demise, he died up in Norwood, MA, with him all the time. Fred Maier, Jack Gillis passed away. My roommate, Bartlett, Jack Gillis, Garry Mousehegian, they all died within a matter of months of each other. I lost all my, so now there's just Fred left and Al Gardner. So, I've got two very close friends. Other people I know but not quite as, as I said, we socially went everywhere with each other, cruises and all that stuff, you know. Families knew each other. Kids knew each other and stuff of that nature. So, yes. Norwich does create a separate, a special relationship, I think, amongst us graduates. JC: Mm hmm. Um, let me see. We've already answered that question. HG: Mm hmm. JC: Um, you've just answered that question. What advice would you give a rook about how to survive and thrive at Norwich? HG: Go with the flow. Join the program full heartedly. Don't fight it. Join it. And see what you can do to excel in it. 19 JC: Mm hmm. HG: I probably chose, I wouldn't say the opposite path but I resisted. I resisted the program and suffered for it, without getting any rank and you don't get ahead in the world that way. You're going to participate in the program and probably if you can't do that full heartedly, you might do better elsewhere. It's not a place for everybody, the military part of it anyway, the Corp. Now that Norwich has a civilian component, you know, Norwich is a nice school and it's a nice environment and Vermont's a pleasant place to enjoy the winter months and so forth. Can't complain about the environment. If you like a rural environment, it's fine. And I grew up in a rural environment so I didn't really rail at that sort of thing. Although, I sent my granddaughter up there for a campus visit and she came back, "Gramp, the place is not for me." She says, "I'm going to be a minority." I said, "What do you mean?" She says, "Well, I'm not going to join the Corp. I'm going to be a civilian. Right now, I detect that they're a minority up there." JC: Mm hmm. HG: I says, "Well, it's a wise maneuver not to go there. You've got to be happy where you are to do the best you can do." My advice to a rook is you've got to decide whether you're going to be happy in this environment or not. If you are, you'll do well. If not, you're not going to do as well. You might get through, but you won't be the success that you could be maybe someplace else. I have two grandsons. I've got three grandsons but two older ones. I tried to talk them into going to Norwich. Mother was not military-oriented and things were not so, we were at war. We've been at war for so long they don't know what it's like to be without it but she didn't think that was the thing to do. I do have a grandson here locally but he's going to Mass Maritime Academy. JC: Oh. Okay. HG: So, he's quasi-military, in a way. I think that he'll finish that program up in two or three years. He didn't want to go to Norwich either. I don't know why. I don't think he gave it a chance, because he likes to ski. He's an outdoors boy. He would do well. He's got the military bearing and so forth, but he chose the Maritime as a place to go. He did hear that employment opportunities were greatest at Mass Maritime and they are. You graduate from that place, you get a job. JC: Mm hmm. HG: If you've got anything going for you at all. Norwich used to be able to say, "You're going to get a commission." But that's not true anymore either. JC: No. It's not. 20 HG: The place is not going to sell itself with providing a vocation after you're through. Where this place practically does. So, he was encouraged to go. It's local and so forth. JC: Yeah. So, you didn't have any relatives that attended Norwich? HG: Hmm? JC: You didn't have any relatives that attended Norwich? HG: No. I didn't. I don't have anybody that went to Norwich. No. None of them. JC: Well, is there anything else? HG: No. By golly, we've had quite an enjoyable interview. I've had some fun talking to you. I can't think of much more. JC: Well, I thank you very much. HG: I enjoyed it. Thank you, too. End of recording.

Transcript of an oral history interview with Richard S. Schultz, conducted by Sarah Yahm at Norwich University on 8 April 2015, as part of the Norwich Voices oral history project of the Sullivan Museum and History Center. Richard Schultz was a member of the Norwich University Class of 1960; his interview focuses on discussion of his connections to Norwich University, his military service, and his law practice. ; 1 Richard Schultz, NU 1960, Oral History Interview April 8, 2015 Interviewed by Sarah Yahm SARAH YAHM: And you're bragging. (laughs) DICK SCHULTZ: That's what this is all about. SY: No, but it's not bragging, it's really just, but we'll, the whole point is it's sort of a casual conversation, so I'll ask questions and it's going to trigger your memory. And the point of oral history, too, is that it's not just like, you know, you've probably told the same stories a thousand times at dinner, you know. DS: Well, they get better as you -- SY: And you get better as you go along. But so, but maybe I'll ask a question that will make you rethink that story or remember another detail and things like that, you know. So that's kind of how it works. So anyway, so you're going to get, so for instance, you know, I interviewed somebody and, and I'm talking about, well, you'll get it back and you'll get to, you know, edit out things that are uncomfortable. So for instance, I've interviewed a bunch of the Iranian students who were here in the '70s, we're going to have to redact large parts of those interviews because if they ever want to go back to Iran, or their relatives in Iran, things need to be wiped out. Right? So there's that, which is serious, and then there's somebody who said something mean about her mother-in-law and was like, "You have to get that out of the tape!" right. So it spans the whole gamut. So let's get you close to this microphone, skooch in and close to the microphone. And then I have to test levels. So tell me what you ate for breakfast today. DS: Well, we had breakfast at the Capital Grill, I had two eggs, over light, some bacon, some good toast and several cups of coffee. SY: Oh my god, several cups of coffee. It's going to take me a lot to keep up with you. I haven't had my first sip of tea yet today. So you're going to be way faster than me, but that's okay. Hold on now, I'm checking my levels, okay, my levels are good. Your levels are good. okay. So I am here, what's the date? I should know that. But remember, you had the coffee. DS: Today's the eighth. SY: OK. So it's April 8th, I'm here at the Sullivan Museum and History Center with Richard Schultz, but you go by Dick, right? DS: Yes, I do. SY: With Dick Schultz, class of '60. DS: The great class of '60. SY: The great, so what made the class of '60 so great? DS: We're so active. Even the president, when he refers to us, we are the "great class of '60." SY: What do you think makes you so active? DS: Spirit, love of Norwich. SY: Yeah? So let's go back. So, well first of all, where were you born? DS: I was born in Brockton, Massachusetts. SY: OK, and when you were a kid, what did you want to be when you grew up?2 DS: An adult, I think. (laughs) I have no idea. I really had no idea as a very young child what I wanted to be. But this leads into Norwich because my father was a Reserve Army lieutenant colonel and I always saw the uniform. And I think as a kid, I wanted to have a uniform. And Dad was a Norwich graduate. And I'm a legacy. He was class of 1934. SY: Wow. Huh. And would he tell you stories about Norwich? DS: Not a lot. He would tell me that in 1934, before they marched to breakfast, they had to go down to the horse stable and take care of their horse. I remember that. SY: Yeah. So your dad was in World War II, I assume. DS: Yes. SY: Where did he serve? DS: He served in the States and in Europe. SY: Yeah. And so let's see, so you were probably a little kid when -- DS: Yeah, I was about seven years old when I really started to notice this. SY: How old were you when he was at war? Four? DS: Yeah, maybe four. SY: Yeah. Do you remember him coming home? DS: I remember coming home. I was, I think I came, after the war we came back to Brockton, Massachusetts, and I started the third grade. So what would you -- SY: But do you remember your dad coming home? Do you remember seeing him? DS: Not really. S: Not really? DS: No. S: Yeah, yeah. And did your mother move in with relatives while he was away? DS: Yes, yeah. SY: Yeah. That was a common thing to do, right? DS: Yep, common thing in those days, yeah. SY: OK, so your dad in uniform, so the military appealed to you. DS: It did, very much so. My dad was there. I had an uncle who served, saw a lot of combat in the Pacific theater and I had another uncle who died as a bombardier over Germany during World War II. SY: And did they talk about World War II, or was it not really discussed? DS: It wasn't discussed. SY: Because you know and again, we think a lot about PTSD nowadays. Do you think that the war, that your father struggled with memories -- DS: No, my father wasn't in actual combat. Not like my uncle who was in Japan, in New Guinea and Guadalcanal and that type of place. My father didn't see that type of combat. My uncle who did see a lot of combat never wanted to speak to it until I got to Norwich, then he would tell me some stories. SY: Really? What would he tell you? So he felt like you were sort of in the brotherhood? DS: Yeah, yeah. What would he tell me? Some of the atrocities that the Japanese committed upon the Philippines, the natives in the Philippines -- the rapes, the murders, the stuff that, that he saw. SY: Yeah, he witnessed that, yeah.3 DS: And he also saw, he also was a very lucky guy. Patrolling through the jungles of New Guinea, I think it was, he had a trained monkey that was on his shoulder and the monkey could somehow sense the Japanese in the area and would start to screech and give him, he was a lieutenant, give him some warning. And one day a Japanese sniper aiming for him shot the monkey off his shoulder. SY: No, he lost his monkey. He lived, but he lost his monkey. DS: He lived, the monkey died. SY: Oh. Happy but sad at the same time. (laughs) That was a good story. OK, so you're a kid, you're growing up in Brockton, Mass, and did you -- this is something I ask everybody -- did you play war as a kid? DS: Oh, I'm sure we did, absolutely. I'm sure we played war games. SY: But you don't remember them? DS: I don't remember them. I think we did, we played more than, war more than we played cops and robbers or Indians. SY: Cowboys and Indians, yeah. Well, it was a great generation post–World War II, it makes sense, yeah. OK. So tell me how you ended up choosing to go to Norwich. DS: Interesting story. I was not -- in high school I broke no academic records. I was just barely surviving. And Dad said, "I think it's time for you to go to Norwich," and in those days I think, I think it's probably not true, but I think as long as you had a pulse you could get into Norwich, OK. And I qualified with a pulse and not much more. And sure enough, I'm admitted to Norwich and I remember the first day I came here, Sarah. I drove up to the main gate in those days and I was 18 years old and I was driving the car, I'm a hot shot. Dad's in the front seat, Mom's in the backseat, kid sister is a couple years, three years younger, she's in the backseat. And I drove up to the gate and there was a cadet standing there and he had a couple of stripes on his arm. And I rolled down the window and I said, "Hey, where do you register?" he looked at me, no answer. And I said it quite, a lot louder, "Hey, where do you register?" no answer. Finally I whistled very loudly at him and he came over to the door and he put his nose through the door, right to my face and he said, "Mister, when you talk to me you call me 'sir,'" and my dad leaned over to me and he whispered in my ear, "I made it through this goddamn place and you'd better, too," my mother had tears in her eyes and my kid sister said that she thought that the cadet was very cute. (laughter) I remember that incident. SY: So you must have been, were you freaking out? Were you like, what the hell have I gotten myself into? DS: I was concerned. And at that point they separated us from our parents. (clears throat) They shaved our heads. And it's my recollection is they issued us an M-1, a rifle. SY: With no bullets. DS: No bullets. And we were told, "Never let it out of your sight," and "Say goodbye to your parents," and, "If you really behave yourself as a class and get recognized, maybe you'll get out of here for Thanksgiving, no guarantees," and then the parents were told to go down to the armory. And Ernie Harmon, Major General 4 Ernie Harmon was president of Norwich and my mother remembered that Ernie, who spoke with a real deep gravel voice said to the parents in essence, "Now why don't you all get the hell off my hill so that I can try to make men out of these pathetic boys." SY: Sounds like something Ernie Harmon would say. DS: That's exactly what he said. And that was it. They left and -- SY: Your father's like, what's going to happen to my little boy? DS: Absolutely, no question. That was my introduction. And I loved it. SY: Interesting. So when did you really start loving it? Right away? DS: I loved it the moment I got there. SY: Really? What did you love? DS: I loved the atmosphere, I loved the camaraderie, I loved the, everybody's doing the same thing, everybody's dressed the same way, nobody's different. SY: And what about that did you like? DS: I just liked the regimentation. I just felt that, this was made for me. And I also had the challenge. My father made it through, I could do it and I could have a better record than he did. SY: And do you think regimentation is part of why you didn't do so well in high school is that you didn't have enough regimentation? You think you were hungry for structure? DS: Oh, I'm a high school kid, you know, I'm chasing girls. I'm not interested in tomorrow's geometry assignment. That's no different than anybody is today, I think. But I loved Norwich. SY: So OK, so do you remember, OK, so you're getting your head shaved, right, so you're losing your precious hair. What are you thinking of while it's happening? Are you like, oh, I don't want to lose my hair? DS: I knew it was going to happen. It wasn't a surprise. SY: And then what about the first time somebody gets in your face and yells at you? DS: (laughs) It's all part of the orientation. You know, you know from day one that if you are a good cadet, a solid cadet, you're going to be in his shoes next year. You're going to have a couple of stripes on your sleeve and you're going to be yelling at next year's rooks. And it's all a big joke. SY: Yeah. Were there any kids who didn't make it? Do you remember? DS: Yes. Statistically, 51%, and I know this because I did some research on it, 51% of the cadets that entered with me in the class of 1960 did not graduate. SY: Wow, and did you -- DS: Now that is because of academics, because of military or because of honor code violations. So we lost 51%. SY: Did you lose any good friends? DS: Not that I can remember. I'm sure I knew them. Sometimes, I don't know if you, sometimes, I've bumped into my old roommate a couple of years ago at one of these reunions and he said to me, "Dick, do you remember the third guy that was in our room in Alumni Hall?" and I said to him, "Billy, we didn't have a third guy," he said, "Yes we did. He stayed only a couple of weeks and you and I woke up one morning and the bed was empty. He was gone," and I said, "You know, you're right."5 SY: You didn't know why, you didn't know -- DS: Just couldn't take it. SY: Yeah, just couldn't take it. So did you ever have moments of doubt, where you were like, am I going to be one of those kids? Or did you know you were fine? DS: I never dared to think that way. SY: Because your father would have killed you. DS: I was going to make it. It never occurred to me to leave. SY: Interesting. So what were your Norwich high moments and your Norwich low moments? DS: High moments, I think involved -- being here at Norwich, as a general thing, I was very proud of being here. I was very proud of the fact that all of the sudden I started to -- not immediately excel, but I started to handle my academic courses. I made good friends. That's something, Sarah, that I -- I think is so important about Norwich. The friends you make here in four years are lifetime friends. SY: Why do you think that is? DS: It's like no other college is, probably because of the fact it was a fulltime military school. Don't forget, in those days there were no women. Everyone, the draft was in, if you left Norwich your name, your deferment ended and you went right back into the draft. SY: So OK, but I'm confused. Because you're in that window post Korea, pre-Vietnam. Right? DS: Yes. SY: So there wasn't a draft (overlapping) -- DS: Oh there absolutely -- SY: There was? DS: There absolutely was a draft in 1960. The draft continued until just before Vietnam. Let's see, Vietnam blew up in 1963 or so. SY: Because that's, I've been confused about that, because I mean knew, and Korea ended when? Fifty? DS: Fifty-five, '56, no maybe '56. SY: So I thought there was a gap of, you know, I don't know, five some odd years where there wasn't a draft, but there was continually. DS: There was definitely a draft. And if you left Norwich, Norwich notified your draft board. SY: OK. And then you were going to go in without any control. DS: That's right. And you were not going in as an officer. SY: Right. Well that certainly makes leaving less appealing, too. So you were saying the friends you make at Norwich are the friends you make for life. DS: Yes. And that stayed, that's true as of today. We're a very, very tight group. Another high point, of course, would be graduation. My -- mother and father pinned my second lieutenant bars on. Dad gave me the first salute, I had to give him a dollar. Those are proud days. And academically I did well, I started to make the dean's list. SY: What was your major? DS: Business administration. I don't know if anyone's ever mentioned to you, but responsibility is something that they teach at Norwich. And cadet officers are 6 responsible for everything that happens or fails to happen under their watch. If a rook is not doing well academically, it's his captain's fault. And they would knock on your door during study hours and you'd better be seated at your desk reading a textbook and not a comic book. And there were certain hours that the upperclassmen were not allowed to bother you, academic hours, study hours. But once the study hours were over, then all hell broke loose. Then you're matched out into the halls and you're bracing and you're doing pushups and you're parading through the shower in nothing more than a raincoat and anything that the upperclassman can do to harass you. And then at a certain hour, get in your sack, go to sleep, it all starts again tomorrow morning. SY: Right, right. So did you end up taking on leadership positions in the Corps? DS: Yes. I was promoted my second year to cadet corporal. My third year I was cadet sergeant. My fourth year I was a cadet officer. SY: So what made, you think you learned how to be a good leader? DS: Absolutely. SY: So what made you a good leader? Do you remember a moment when you -- DS: No, there's not a moment. It's the combination of your training. The first thing a leader does is take care of his men. They're most important. Just because you have some stripes doesn't mean you can abuse anyone. And here at Norwich the rooks look at their cadet lieutenants and captains and majors and what have you and say, "That was me, they were me three years ago, four years ago," so that's something I have to aim for. SY: Mm-hmm. Yeah and did you feel, do you remember, I don't know, I was just thinking if there's a moment where you felt like you really excelled as a leader, and a moment when you felt like you failed as a leader? DS: I don't. I don't have specific instances. SY: OK, so we've talked about Norwich highs. And were there any Norwich lows? Failed tests to -- DS: Oh sure. But lows -- I'm hard pressed to tell you about any particular low. To me Norwich was just wonderful. I just could not have made a better choice, even though it probably wasn't my choice. SY: Did you get in trouble? DS: Everybody gets in trouble. Everybody walks tours. Everybody -- (laughs) I remember one time I, as a rook, I was coming up from the mess hall and rooks are not allowed to walk across the Parade Ground at that time. And I was in a hurry to go somewhere, I don't know. In any event, I started walking around, walking across the Parade Ground. And someone from a corner room in one of the, in the hall, I've forgotten the name of the, of it, right next to the -- the path, yelled at me and I turned around and I gave him the bird. And then next thing I knew there were two corporals escorting me up to the third floor room and I knocked on the door and I walked in and I never saw so many stripes in my life. This was a high-ranking junior cadet that I had just given the bird to. And he gave me demerits, that took me 10 hours to walk off. (laughs) Walk back and forth with a rifle. OK? And, but it's all in good spirit. SY: Yeah. What did you guys do for fun?7 DS: What did we do for fun? There were all kinds of clubs and activities. I'd have to go through the yearbook. SY: Were you a member of any? DS: Oh, yeah. And I don't remember, but I was a member of a number of clubs. And -- after the first year when you've got some freedom you could go to Montpelier. You'd grab a ride with an upperclassman, you didn't have a car. But you'd get to Montpelier and sometimes go to Vermont College, known as VC. SY: I was just going to say, what about the girls? DS: The girls, absolutely. Went to see the girls. And -- I don't know, we were so busy. SY: You didn't have much time for fun. DS: No. SY: Let's see. Who were your favorite professors? DS: By name? Oh boy. SY: Any that made an impression on you? DS: I liked most of the professors. I was a business major, I know I liked my English professor. SY: Was Loring Hart your English professor? DS: Yes. Yes, and subsequently president of Norwich. And I liked history. I liked the military professors. I won a prize as a freshman history, military history student. I was awarded a book as a prize, very nice. OK, that was about it. SY: All right. So it's getting to the end of Norwich, right, and you're about to commission. Right. So you know, where did you commission and what was that like? DS: Okay, okay. Let me back up a little bit. Before commission, in my class there were, some of us who thought we might like to go to graduate school. And we were ready to be commissioned and one of my buddies said to me that he was going down to Boston to take the law school admission test and I started to joke with him, I said, "What are you wasting your time for? You're not smart enough, you couldn't get into law school if you wanted to," he said, "I'll bet you $10 that you can't get into law school" and conditioned upon "if you do go down to take the LSATs, you've got friends at Boston University, you get us dates." I said, "Okay, you're on," so I called up my buddies at Boston University and I said, "Myself and a friend are coming down, we're taking the LSATs. We've got a three-day pass, we need dates," done, okay. So sure enough, we take the LSAT and both apply to BU and BC. We want to go to law school together. (clears throat) And he gets accepted at BC and waitlisted at BU. I get accepted at BU, waitlisted at BC. So that was the end of that. Also in my class another, two other guys went to law school, Doug Auer, who is now deceased, and Stan Brown, who is deceased. Stan and I roomed together in Boston. And we got our commissions with the rest of the class and we became what Alden Partridge who founded the school for, we became citizen soldiers. We had, we had, I was offered a regular Army commission, because I was a distinguished military student, which is a certain level of, of that and I turned it down, the regular Army commission, in order to go to law school. The Army said 8 to all of us who went to graduate school, there was also a couple of doctors and a dentist, out of our entire class that was it who went to graduate school, excuse me. And the condition was, yes, you can go to graduate school provided you're in the active Reserve while you're in graduate school. That means that each week you go to a meeting and you go to summer camp during the time you're in law school. Now we're second lieutenants. Which is fine. And that system worked out just great. Then I graduated from the law school. SY: Now hold on a sec. Hold on a second. Because it sounds like you sort of went to law school on a lark. You were like, I'll see if I can get in. DS: Yeah. SY: And then you're like learning tort law and was there a part of you that was like, why did go down and take those LSATs? Or did you discover that you really liked it? DS: Nobody likes law school. Anybody who tells you they enjoyed law school is full of baloney. SY: That is true. I've heard that before. DS: Okay. I think -- I did what was necessary to graduate from the law school. At that point I had no idea what I was going to do. I knew I could have my regular Army commission if I wanted it. And I -- I was just -- I didn't know what I wanted to do with the law degree. And I had to go in the Army, I owed the Army two years of active duty. The Army then came to me and said, "Well, Lieutenant Schultz, you are a Norwich guy, which we like, and a lawyer. You've passed the Massachusetts bar. We're going to make you an instant captain and we're going to put you in the JAG Corps, which is Army lawyers. And I said to them, "No you're not. I have had college right up to here. I don't want to be behind a desk. In the Pentagon or someplace like that. I am a commissioned armored officer and I want to be in tanks," and they said, "Well, it's up to you," I said, "That's right, it is," and so I said, "Where are you going to station?" and this is where the Norwich, what they call the "Norwich Ring Knockers Club" comes from, okay. Norwich takes care of Norwich. And they said, well, "I see that Norwich, well, we can make you this offer. You can stay at Fort Knox, Kentucky and be an instructor," I said, "That's not interesting to me," "Would you like to go to Korea?" I said, "Well, you know, that's a possibility, "Well, would you like to go to Germany?" I said, "Sold, OK, Germany sounds great, send me to Germany," and so a matter of a few weeks after graduating from law school, I reported to Fort Knox, Kentucky, I did some training in Kentucky and then they shipped me off to Germany. Which were, among, Norwich and my active duty time were the most formative years of my life. Both in a very positive sense. I reported to my commanding officer, who was at that time Colonel Frank B. Clay, son of Lucius Clay, who was a famous World War II general and in charge of Germany after the German surrender. Well, Colonel Clay, I went into his office and he has all my, he has my what they call a 201 file, he has my file on his desk and he said, "I'm so glad you're from Norwich," he said, "I am a very busy guy. The only officers I want in this unit are West Point, Norwich, VMI and the Citadel. I don't have time for the others," I 9 said, "Yes, sir," I'm assigned to what is called the Second Armored Cav which is a very, very prestigious outfit. SY: That's my phone. I'm sorry. DS: That's OK. I wanted to ask you if we're doing all right. SY: We're doing great, we're doing great. I'm getting really interested in hearing your stories in Germany. I just have my phone -- DS: Am I getting too detailed? SY: No, no, no, no. This is great. I want to hear about all this stuff. By the way, what did this, your commanding officer, what did he think Norwich grads had that other officers didn't have? DS: OK, we back on? SY: Yeah, yeah. I never actually paused it. Kept it going. Edit out. DS: Well, Colonel Clay, one of the most respected leaders I've ever met, I just loved him, he became a major general -- he wanted the training that came from a military college. He didn't want the ROTC. So anyway, I was about to tell you, the Second Armored Cav is a unit where in, where regular officers go to what is called "get their ticket punched for higher advancement." How in the world they took a reserve officer like me, with a law degree and put me in the Second Cav is beyond me, it belonged to somebody who was going to make a career out of the Army. And it was a wonderful assignment -- we were on what is called the, what was the East German / West German / Czechoslovakian border, known as the tri-zonal point. On one side is a minefield with watchtowers and East German / Russian soldiers looking at us through binoculars and we're patrolling a dirt path, fully armed, which made it a very, very unusual outfit after, in the Cold War. Fully armed, reading to protect ourselves and our only job as border patrol people was to give early warning in case they came over the border. We were much too small a unit to stop them -- our job was just to say, "They're coming, get the hell out," and -- it was so much more interesting than a garrison job because this is something that was very, very necessary and important in the Cold War. SY: So what was a normal day like? DS: Well, you went out on the border for a month at a time and you stayed, after a month you rotated back to your home, "concern" it was called. And you stayed there for two months and then you'd go back out again. What was it like? You lived out in the woods. You slept out there. You patrolled 24 hours, 24/7. You had listening posts. And -- you made sure that they didn't come over. SY: What was a listening post? DS: It was really very, very close to the border with microphones, to see if anybody was trying to sneak over the border. SY: So did you catch anybody sneaking over? DS: I never did. SY: You never did. DS: No. SY: So OK. So were there also any civilians attempting, they wouldn't cross at that point, that point to cross, there were tons of people with guns.10 DS: Yeah, yeah, but there's tons of crazy people. Don't forget, a border is a two-way street. It keeps them out and it keeps us in. So we didn't, we didn't have much of a problem. But we were ready in case there was a problem. SY: Was there ever a time when you thought you guys were going to -- DS: There was a couple of scary times. SY: Tell me about those. DS: One time, you've got to picture, you're in a Jeep. And you're not very well protected. You're patrolling this dirt path. And all of a sudden we heard (machine gun SFX) and we saw about 100 yards in front of us the dirt kick up. Well, if I'm going to, my grandmother, if she wanted to shoot us, wouldn't miss by a 100 yards. They had no intention of hurting us. It was harassment. But we were right there in so-called front lines. So we make a telephone call to Air Force jet fighters who are constantly monitoring the border and we give them coordinates and in a matter of a few minutes, along comes this jet fighter, zooms right over our heads and stays on our side of the border, but makes a ton of noise. And what does that do? One, it scared the daylights out of us, but we knew they were coming. He was coming. And second, it showed whoever fired on the other side that this is not just a Jeep, it's the United States of America. And we're going to protect our people. So this was the type of thing. And -- SY: Any other scary things? DS: Yeah, there was one other one. I was patrolling the border and there was a -- a train, a train trestle on top, a little bit of a tunnel, tunnel is just the width of a train and I came up on my side of the tunnel and my counterpart, an East German or a Russian, came on the other side and we just simultaneously looked at each other through the tunnel. And before I could do anything, my gunner, who was right over my head with a machine gun, turned the gun toward the Russian or East German and all I heard was click, click, click, he armed the machine gun and before I could say a word I was thinking, don't shoot, don't shoot, don't start World War III, and the Russian on the other side looked at me and yelled, "Amerikanisch cigarette? Amerikanisch cigarette?" and I yelled, "Nein, nein," and I told the driver, "Move," and that was the whole, the whole thing. SY: Interesting. So he was actually, he, huh, he actually thought you guys might be able to connect. DS: Oh, what we wanted me to do was throw him a pack of American cigarettes. SY: Cigarettes, for sure, but still -- (laughs) DS: Yeah, but he was not the good guy. SY: OK. So you're out in the field. You have a couple of incidents like this. DS: Yeah, but that's over a two-year period. SY: Right, most of it is probably boring. DS: It was fun. It was fun. SY: How did you guys entertain yourselves? DS: We were single. And the exchange rate was four to one. I think we were being paid somewhere around $230 a month as lieutenants, times four, makes us rich. We could buy anything. On the German economy. A Volkswagen cost $600. A Mercedes I think was somewhere under $2,000, maybe $1,800. OK? We were 11 very wealthy guys. I roomed with a fellow who's a West Pointer, we lived off base. We had a poodle dog who rode in our tank. We both had Volkswagens. SY: Wait, wait, wait. You had a poodle who rode in your tanks? DS: Oh, absolutely. He was the tank commander. (laughs) SY: That's hilarious. DS: Yep. And he came to work. And when we weren't out in the border, he came to work with me every day. He was very good. And toward about I would say -- oh, six, nine months before my tour ended, Colonel Clay came to me and he said, "I need an assistant S-1, which is a personnel officer at regiments. Would you like to come up to Nuremberg and work in the headquarters?" I said, "Sure," and he, I moved up from a town called Bamberg to Nuremberg and I was a regimental assistant S-1, which is personnel. And that's when my roommate and I lived together in Nuremberg and it was a good life. Yeah. SY: It sounds like it. DS: Oh, it was not roughing it. And after my time came up and I rotated home and that's when we get back to Brockton. SY: Yeah. And had you thought about staying in at that point? DS: Yes, I did think about it. This Vietnam had -- I couldn't point out Vietnam on a map, this was 1962, I'm sorry, mistake, 1965. And I -- we didn't even know where Vietnam was. Everything was nice and quiet, it was good. And I always thought of staying in, but then with the law degree and my parents were so happy their son was a lawyer, I came back to Brockton. And started a law practice. In those days, this was 50 something years ago, in those days you could do that, you could hang out a shingle and you could say, "Here I am, I'm a lawyer, I'm very well known," the name is known in Brockton -- I became an assistant district attorney. I prosecuted because of connections, that happens. I prosecuted some attempted murder cases, rape cases, things like that. And then I decided, time to go to work for myself. And opened an office and defended the serious felonies. And divorces and breach of contract and what a general practicing lawyer does. And I enjoyed it very much. SY: Yeah. What did you like best? Did you like being a prosecutor? Did you like being defense? Did you like? DS: I enjoyed both ends of it. I didn't stay a prosecutor very long. Just long enough to get what they call "experience at government expense," that's how you learned to try a case. Let the government pay you to screw up their assault case, rather than let the client pay you and say you're the worst lawyer he's ever had. SY: There you go. DS: So let the government pay for it. So then we start to practice law. And I'm still single. And now I've got, now I'm 28 years old. And I'm talking to my, about one of my very, very, very close friends, who's now married and I had met his girlfriend before I, while I was in law school, I said, "How about that girl you were dating when I was in law school? She married?" he said, "No, she's not married, I think I still have her number," then he gives me her number, I call her up, I make a date with her, she remembered having met me and we get married. And we've been married now for 49 years. Two children. One lives an hour from us in Massachusetts in Sharon, two grandchildren. And another one lives in 12 McLean, Virginia, which is an airplane ride. And he has two children. So that's jumping the gun, that's getting the children, but I think you probably want to know what I did in my law practice. SY: Yeah, I want to go back to Germany for a second. Because I think, you know, one of the benefits of getting someone from a place like Norwich, right, is in addition to the military training, you've also taken some history classes, right, taken some English classes and maybe taken a sociology class or two, so when you were in Germany, did you have a sense of like the politics or what was going on? Were you thinking about that? Or were you just kind of just keeping your head down? DS: The German politics? SY: No, the politics of the Cold War. Were you like sort of aware of the role you were playing in US foreign policy, were thinking about that when you were in Germany? DS: This was very much the Cold War and the answer to your question is definitely yes and it brings to mind a very serious incident that happened. I was there when President Kennedy was assassinated and I remember being in the officer's club after hours and don't forget, this is a time when there was no Internet, no telephone communication, no news that, you didn't know what was going on. And the officer of the day came into the officer's club and very dramatically, just almost like you would see in the movies, went to the bar, took a piece of silverware and banged on a glass for quiet. And I remember that he said, "Gentlemen, the president of the United States has been shot," we didn't even know if he was alive, OK, "Everybody man your battle stations," we did not know if this was a Russian conspiracy. We had no idea what had happened and we all got in our tanks and we all rushed to our stations on the border, the entire regiment went to the border. And our guns were loaded and they were pointed toward Russia, so to speak. And we sat there for three days not knowing what had happened to Kennedy and finally the word came out that Kennedy had died and that this was not a conspiracy from the Warsaw Pact and everybody returned to their base. Very scary. And just like in the movies. SY: Yeah. And did you sort of live with this fear that World War III was going to start? I mean, you're right on this border, you see everybody armed, the Cold War is quite literal to you and it's not so cold. DS: It's a terrible, psychological and dumb feeling when that happens. Because here you are trained to do a job and we sat out there and everyone had the feeling, we hope this is a war because we're Americans, we're the good guys, we're going all the way to Moscow, nobody can stop us, bullets will bounce off us, we've got the white horse. What an immature, dumb mindset. But that was the feeling. Let us go. We'll teach these sons of bitches that shot our president a lesson. SY: And you think that's just being 24? DS: That's being 24 and macho. SY: Oh, yeah. So it's interesting, it's sort of amazing to me thinking about this border with sort of armed kids on either side.13 DS: Eighteen year olds. SY: Both feeling that way and you know, it sort of seems like the Cold War could have gotten hot accidentally very quickly. DS: Oh, no question about it. SY: Why do you think it didn't? DS: Leadership. Leadership. At the officer level. The lieutenants knew that it would be their necks if they fired the first shot. And the training that the officers gave the enlisted personnel -- "You don't have to agree with me, but do what I say. And I'm telling you, you don't fire the first shot," and it worked. SY: Do you think you were a good leader? DS: The Army thought I was. I was promoted to captain. I was recognized as a good leader. SY: Sounds like you were a good leader. DS: I think I was. I did my best. I did my best. And when I came back from, when I came back and I decided to practice law, I still owed the Army some time, Reserve time. So I stayed in an additional Reserve unit and for a total of seven years commission time. Two years on active duty and five in the Reserves. Three during law school, two years active duty and two more. SY: And were you scared that you would have to go to Vietnam? DS: No. SY: No, because you were -- DS: No, they didn't need me at that point. SY: Okay, so let's talk about your law practice. How do you think your training at Norwich and your time in the service affected who you were as a lawyer? DS: Good question. How did it affect? I was very surprised that when I came back in 1965, you couldn't, a lawyer couldn't advertise. The rules have changed. You could put an ad in the paper saying you're opening an office, but that was the extent of it. So the only way a lawyer could get to be known as a practitioner was frankly to run for political office and hope to lose. (laughter) Because you don't want the job anyway. And that's what I did. There were -- three openings on the Brockton School Committee and there were six candidates, I was one. Being a candidate permitted me to advertise my credentials in the paper and to go to the League of Women Voters and this club and that club and talk to people. And at Election Day, thank goodness there were three openings, I came in fourth. Thank god, because I didn't want the job. But I advertised and I found that World War II veterans, Korean veterans were very interested in a Cold War veteran. And Norwich, to the military, whether you're a Norwich guy or an enlisted soldier, it means something. It's got credentials. Everybody goes to Boston University and Boston College and Harvard Law. In all my practice no one ever came into my office and said, "Before I hire you I want to know what law school you went to," never ever once asked that question. But if they saw my Norwich diploma on the wall and they wanted to talk about it. SY: Hm. Do you think it's that because lawyers have reputations at times for being like shysters, right? DS: Oh, absolutely.14 SY: So do you think they were like, okay, maybe this guy has integrity because he has this background (overlapping dialogue; inaudible)? DS: Maybe that was their thinking, I can't get in their heads, but I think to a lot of my clients, businessmen and defendants as well, the Norwich diploma on the wall didn't hurt. SY: Yeah. Hey, what case are you most proud of? DS: I can't pick one. I really can't pick out, that goes back too far, I've been gone a long time. But -- and I also, I'm also thinking in, you know, this idea of Citizen Soldier. SY: Yeah, let's talk about that. DS: I also became very involved in Brockton itself. I was appointed a member of the Brockton Planning Board, the zoning board, the Consumer Protection Agency. I was president of the Jewish Community Center in Brockton and it evolved into a larger geographical area, the South Area Jewish Community Center. I just volunteered my time, not only because it's the right thing to do, but it was the right thing to give back to the community. SY: So hold on. I didn't realize you were Jewish. So now I have some questions. So first of all, what was it like to be a Jew at Norwich in the late '50s? There weren't that many. DS: There weren't that many. Good question. SY: I should have -- Schultz, I should have -- I thought about German, yeah. DS: Yeah, no big. There weren't a lot but there were some. I can't remember a single incident at Norwich of anti-Semitism. As far as my friends were concerned, that never ever came up. I was extreme comfortable. SY: Interesting. And did you go, let's see, because on Sundays people go to chapel, but there's a synagogue in Burlington. DS: There also, in my time was one in Randolph. SY: Really? DS: Yeah. I don't know if there is there anymore. SY: I don't think so. DS: But there was a rabbi in Randolph and there were, I would say maybe 20, 25 Jewish students. And we arranged for the rabbi to come up here and conduct services for holidays, right here on campus. SY: So you would do like Rosh Hashanah, Yom Kippur. DS: Yeah, if we weren't home, the rabbi would come up. But specifically to answer your question, it never was a problem. SY: Now that's interesting. I also interviewed a woman in town, Phyllis Greenway, and she remembered a song that one of the fraternities sang. This wasn't an anti-Semitic song, it was a funny song, that sort of had like a vaudeville flavor that involved a Jewish student, I don't remember what it was, but you don't remember a song? DS: No, but she, what was her position? SY: Phyllis? Oh, she was the girlfriend and then the wife of a Norwich student, and I think he lived in a house off campus and they had a -- okay, so -- DS: Was he a civilian?15 SY: No, no. He was, OK, wait, hold on. So then I think you being in Germany has a whole different valence. This is post Holocaust, you're this Jewish kid, you're going to Germany, right? DS: Yeah. SY: I mean first of all your parents were probably like, what the hell are you doing? DS: No, the only instruction my parents had was, "Don't bring home the daughter of a Nazi." (laughter) SY: They said don't bring home a shiksa, don't bring home a Nazi shiksa, that's it. (laughs) DS: Right, right, right. SY: But here you are in Germany. You're dating all these German girls. You're enjoying the German life. Did you think about being a Jew in Germany? DS: No, no, no. It's a very interesting thing, no. We, my roommate and I visited Dachau. And we were, of course, he wasn't Jewish but he was from West Point and one of my closest friends to this day and it just, Sarah, was never an issue. SY: It doesn't sound like it was something you were thinking about that (overlapping) -- DS: I wasn't thinking about it. I was very aware of the fact that when an American officer, emphasize "officer," walked down the streets of Germany in 1963 and if the street was narrow, the German citizen would give way to the American officer. They're very conscious of a caste system. This is going to be very difficult to describe, I think in this oral history, but the other thing that I remember to this day is when we drove our tanks down some of the narrow roads of Germany in 1963 and there's still some damage, everything had not been built up, if the scene had been transposed from Germany to the United States, an American seven- or eight-year-old kid seeing a tank go by would wave to the tank, the tank would wave back to the kid. In Germany the 10-year-old kid doesn't wave, he raises his right hand to the tank. In the salute. And we were very conscious of that. How they get that -- SY: And it's the Sieg Heil salute, right? So did it -- DS: Yeah. It was a tank. Germans love tanks. They've got tank mentality. They'd rather have a tank than 10 Mercedes. Yeah, they didn't, we were very conscious that the German kid did not wave, he saluted. SY: So it was a militaristic society. Yeah, yeah. And did you, when you were sort of hanging out with German girls, did you mention that you were Jewish? Or was it something, did it not come up? You didn't think about it. DS: Never thought about it. If they knew, fine, who cares? SY: Interesting. And did you, you were there for nine months. Did you celebrate any holidays? DS: Oh, I was there for 18 months. SY: For 18 months. So did you celebrate any holidays there? DS: Oh, yeah. SY: So where did you go? DS: Right there on the post. SY: There were enough men for a minyan.16 DS: Oh yes, absolutely. Are you Jewish? Oh, I didn't realize that. How do you spell your last name? SY: Yahm, Y-A-H-M. DS: YHM? SY: Y-A-H-M. We don't know, we don't know where it comes from. Sea in Hebrew but, yeah. DS: So this must be interesting to you, then. SY: Oh yeah, very interesting. That's why I was like, wait a second. I didn't realize that. Yeah, yeah, so that's interesting. But there are no, I mean but you weren't worshiping out in the community, you weren't going to like a synagogue in the community, there weren't any. DS: No. There weren't any. I wouldn't have understood them anyway. They'd be in German. Yeah. I should have known, bring home a shiksa, I should have picked that up. SY: You said the shiksa, exactly. (laughter) DS: Okay. SY: And that's interesting, too, because your dad was in career military, that was -- DS: No, he was a Reservist. SY: He was Reservist, but still, that was unusual for a Jewish man in that era. DS: Yeah. SY: Yeah, so how did he -- DS: I don't think he had any trouble. SY: But I mean, how did he get into that path? Like where did your family come from? Did you immigrate? Like what was the deal? DS: The usual story from Poland, from Russia. He's first generation, I'm second generation. He came to Norwich on an academic scholarship, my dad did. And I don't think he had any clue what he was getting into. But I think he -- was of a mindset that nobody's going to throw him out of here. SY: So he was a public school kid who did well and got the scholarship? DS: Yeah. SY: And this is in Brockton? This is in Brockton? DS: Yeah, in Brockton, yeah. Class of 1934, look him up in the yearbook. SY: Interesting. Okay. So he gets a scholarship, he gets up here, he's being sent into the WASPy wasteland, right? And then here he is and he did well and then he stayed in the military. DS: Reserve. SY: Reserves. DS: Don't confuse them. Reserve. Yeah, and then he got called up right after Pearl Harbor. SY: Okay. And then what did he do for a living? DS: He was in the real estate business. And -- Brockton at that time was a town of about 55,000 people. Everybody knew everyone. Everyone knew everyone who was entitled to be known. You walked down the street, it was safe. Today it's a city of well over 100,000 people. If you walk down the streets of Brockton you'd better have a flack vest and a helmet on. Because it's a tough town. But it's changed, yeah.17 SY: Has that been sad for you? DS: I'm sorry? SY: Has that been sad for you, to see your hometown change? DS: Yeah, yeah, it was too bad. Good for business. A lot of criminal work. (laughs) SY: There you go. (laughs) DS: What are you going to do? (laughter) So, want me to continue? SY: Yeah, yeah. DS: OK. So anyway, I'm very, very proud and loyal with Norwich. I think these formative years here are just invaluable. I started a Norwich Club on Cape Cod, for Rook Sendoff, you've heard of those. We started the first year with about 15 people in attendance. We now have over 200 that come to, it's the largest sendoff in the country. Rich Schneider comes down, he stays at my house, OK. Or at General Sullivan's house. Gordy lives about five miles from me. SY: Oh, he's out on the Cape, too? DS: Yeah, he's got a summer home. SY: Oh, I didn't know that. And you guys were in school together at Norwich. DS: He was class of '59. He lived across the hall. SY: Hah. Were you buddies? DS: So much, not close. Became better friends later. Carlo D'Este, who I mention, Carlo, if you look up Carlo, he was class of '58, he runs the Colby Symposium. He lives five miles from me. And Rich doesn't always stay at my house. One time he couldn't stay at Sully's. But he and Jamie come down. SY: And this is Falmouth. DS: Falmouth. Yeah. So we start the club and we got so large a few years ago that we had to change venues because we were afraid the fire marshal was going to come in and close us down. We have a golf tournament. Good leadership. I formed this club, I got this club going and then I got a successor, so I'm no longer president. This is good leadership. Yiddishe cup. SY: I was just going to say, (laughter) you're using your noggin. (laughter) DS: So what else can I -- I served on the Board of Fellows at Norwich. SY: (phone rings) Hold on, it's going to pass in a second. We're just going to wait. Have to wait 30 seconds for it to pass. Dadadadada to my phone. I should have put it on silent but I forgot. There we go. Delegating. Yiddishe cup, that's where we were. DS: (laughs) Oh, I served two terms on the Board of Fellows. Loring Hart appointed me. And I come up here with the great class of 1960 for, every year we have a mini-reunion. And I am very, very honored. I'm only a captain. Everybody in my class is a colonel and I am the guy that leads them onto the Parade Ground, okay, with The Guidon. You've probably seen these parades. That's nice. We're very tight, we're a very close group. SY: What do you think a Citizen Soldier brings to society? Like what you do think, versus somebody who's a career military guy, like how do you think your perspective is different? Because Alden Partridge was like, "We don't want a standing army, we want citizen soldiers," right? DS: Yeah. SY: What are your thoughts about that?18 DS: I think we need Citizen Soldiers. The mindset is different. The Citizen Soldier in business can't simply say, "This is an order, do it," because he's going to get nowhere. He has to be probably a little bit more diplomatic. He has to remember who he's talking to. He has to cajole, beg, borrow and barter. The career army officer that's wearing eagles on his shoulder or stars might have a more difficult time coming back into business because he's not used to asking for anything. But yet they do very well. The smart career officer that retires, especially one who has been in the Pentagon, retires with his Rolodex and can work wonders in military business. And there's an old saying in business, that you know you're important when people return your phone calls. And people return phone calls to generals and colonels. They don't necessarily return phone calls to the lawyer. Because they don't know if they're being sued or what's going on. SY: Or if they're going to get charged for it. (laughs) DS: That's right, that's right. That's right. But I think in retrospect, if you had asked me, what would I change -- I think I would answer you by saying, "Not a damn thing." SY: Hey, that's a good way to view your life, huh? DS: I think that I wouldn't, I would not change anything. I am very, very proud of my association with Norwich. Excuse me. I am extremely proud of my children. They've done very, very well. They're college graduates with advanced degrees. Neither one decided, wanted any part of Norwich. Maybe because of the information that I've given you today. It's kind of tough for a legacy because you want to do better than your predecessor and this is very self-serving, but I think I would be a tough act for them to follow. And I think that was, that was -- grandchildren are doing very well, one's in college. Another one is a tremendous athlete that's never met a sport he doesn't like. The others are kind of young right now. We have a wonderful relationship. My marriage is wonderful. It's, in fact it's one of those situations where my wife was saying to me the other day, "Some days I'm mad as hell at you and could kill you, but I could never live without you," and I thought that was pretty nice. SY: That was very sweet. DS: Yeah. What else can I tell you? SY: I don't know, that's good. And I also, we've been, I want to make sure you can get up to the president's house. DS: Oh, he'll wait. (laughs) SY: Oh yeah, all right. Because you're from the amazing class of 1960. DS: No, I will be on time, I've got time. SY: Yeah, I know, you sort of -- DS: I have such respect for Rich Schneider. I think he is the best thing that has ever, ever happened at Norwich. I think we're going to hard pressed when he retires. And hopefully we can pressure him not to. (laughs) SY: I'm not sure that he feels that way. (laughs) DS: No, I don't either. SY: Let's see. We talked a little about Citizen Soldier, we talked a little bit about service. And it seems like you talked about service to your community in 19 Brockton. Do you think service was something you learned at Norwich? But it also was something you learned growing up. DS: Yes. Service to the community. I owe the community. The community was very good to me. The community -- the community not only was good professionally, but I think respected what I do, who I am, where I've been. Everybody knows that I was in the service, everybody knows I was a Norwich guy. Where I live now, I wear by Norwich sweatshirts. I'm a Norwich ambassador, I love talking to potential students. I go out of my way to meet with them. SY: What advice would you give a rook coming in now? DS: The advice I give them is if you haven't been up to the campus on the hill, call the admission office, arrange for a tour and see what it is. See what you're getting into. I do not have much contact with civilian students. I'm not a big advocate of the civilian population, which comes from, where I'm coming from. But not that I turn them down or anything, but I just don't go out of my way. I'm much more interested in the kid that wants to be a cadet. SY: I don't know. Any last closing thoughts? Are we? DS: A closing thought? I hope this has been helpful. SY: Very helpful. DS: I hope it's not too abstract. I can't imagine why anyone would want to listen to it. SY: Everybody feels that way. DS: Do they really? Okay. SY: I bet if General Sullivan were sitting here he'd be like, "Why does anybody want to hear about my life?" DS: He is so smart. He is so polished. When General Sullivan speaks, do you remember an old ad that used to be on television, people are in a dining room and one, one table over there says, "My stockbroker is Merrill Lynch and they say," and then the whole screen goes silent in the dining room. When Gordon Sullivan speaks, people listen. He is so smart, so polished and such a wonderful person. SY: Was he like that at 20? DS: Yeah, good guy, good guy. Everybody liked him. SY: Yeah. So you weren't like, he has the authority to -- DS: He was a buck private. SY: I know. DS: Okay? Nobody thought he'd make corporal. When he got commissioned there was a, "Really?" (laughter) SY: A nice guy, but I didn't think that was going to happen. DS: Right. SY: So funny, you never know. Right? DS: Right. SY: You never know. All right, well I think, I think that's about it for my questions. I enjoyed this. DS: Okay. SY: Are you eating wheat this week? Or are you not eating -- DS: No, I've got some medical problems. I have -- END OF AUDIO FILE

The study of the military veterans' experience in higher education has coincided with the history of the GI Bill® and the various iterations of the benefits of this program, beginning with the original version following WWII. With the latest version, the Post 9/11 GI Bill®, institutions of higher education have experienced the highest enrollment numbers of veterans since the conclusion of the Vietnam Conflict. Institutions have historically been reactive in support of new waves of veterans entering higher education. This study sought to gain the perspective of veterans, as to how the institutions have been serving veterans by creating a veteran friendly campus through the admission, enrollment, and veterans services processes. The study also sought to gather the veterans' perspective related to how well faculty and staff understand the military experience, and how well veterans have been integrated into the classroom environment and into higher education in general. In addition, the study sought to measure the perspective of veterans with disabilities and their specific experience in higher education. A survey of the veteran experience was conducted in 2-year and 4-year institutions in a western state. Results indicated that although improvements have been made in relation to veterans in this study, there are still areas that need addressing in order to improve the veteran experience in overall. The veteran, the institution, and the community in general can benefit immensely as veterans use their GI Bill® benefit to pursue higher education, and then put that education to work upon graduation. It is incumbent on institutions of higher education to ensure that a veteran friendly process is in place, in order to attract and retain veterans through graduation. ; MILITARY VETERAN EXPERIENCE 2 Acknowledgements I would like to thank my parents, Robert E. and Janice D. Czech, for their sound example, for instilling proper values, and for exemplifying good character. Without them and who they were, I would not be where I am or who I am today. I would also like to express appreciation to my family and friends for their unwavering support to me during the process of completing my graduate degree. Without their support I do not believe I would have endured my many struggles to meet this goal. My appreciation to Dr. Peggy Saunders for her guidance throughout this process, and to my many professors for their patience and understanding throughout each semester. Their wisdom and intuition allowed me to flourish as a non-traditional student, in an environment that seemed foreign. I would like to acknowledge the foundation of hard work, leadership, and service that I learned during my 22 years in the United States Anny. It was not always easy, but the lessons learned have helped me to endure this graduate degree process. Finally, thanks to my graduate committee chair Dr. Natalie Williams. She was my guide, advisor, and champion during this final project. Without her outstanding patience, understanding and depth of knowledge I would have never made it to my goal. MILITARY VETERAN EXPERIENCE 3 Table of Contents NATURE OF THE PROBLEM . 7 Literature Review . 9 Introduction . 9 Historical Foundations . 10 WWII Era GI Bill® (Original) . 10 Korean Era GI Bill® . 11 Vietnam Era GI Bill® . 12 Post-Vietnam Era Veterans Education Assistance Program (VEAP) . 12 Montgomery GI Bill® and Reserve Programs . 13 Post 9/11 GI Bill® (Current) . 13 GI Bill® Use (as of Fiscal Year 2013) . 14 Effects of the Post 9/11 GI Bill® on Higher Education . 15 Veterans with combat related disability issues . 19 Accommodating veterans with disabilities on campus . 20 Veterans' with disabilities . 25 Reintegration into Society . 28 Higher education: Weathering the perfect storm . 30 Summary . 32 PURPOSE . 34 METHOD . 36 Participants . 37 MILITARY VETERAN EXPERIENCE 4 Instruments . 38 Procedure . 3 8 Data Analysis . 41 RESULTS . 43 Demographic Data . 43 Overall Experience in Higher Education . 44 Website Navigation . 44 Admissions . 45 Enrollment Services . 46 Veterans Services Office . 47 Faculty Awareness, Classroom Environment, and Campus Life . 48 Service-connected Disability . 51 DISCUSSION . 53 Implications of Results . 55 Limitations . 61 Future Research . 62 Summary . 63 REFERENCES . 65 APPENDICES . 69 Appendix A: Veterans Survey . 70 Appendix B: IRB Approval . ; . 74 Appendix C: Survey Results Spreadsheet. . 76 MILITARY VETERAN EXPERIENCE 5 List of Tables Table I. Respondents by branch and years of service, and by branch and gender . 37 Table 2. Summary of Survey Responses by Section, with Totals by Section and Response Type . 52 MILITARY VETERAN EXPERIENCE 6 Abstract The study of the military veterans' experience in higher education has coincided with the history of the GI Bill® and the various iterations of the benefits of this program, beginning with the original version following WWII. With the latest version, the Post 9/11 GI Bill®, institutions of higher education have experienced the highest enrollment numbers of veterans since the conclusion of the Vietnam Conflict. Institutions have historically been reactive in support of new waves of veterans entering higher education. This study sought to gain the perspective of veterans, as to how the institutions have been serving veterans by creating a veteran friendly campus through the admission, enrollment, and veterans services processes. The study also sought to gather the veterans' perspective related to how well faculty and staff understand the military experience, and how well veterans have been integrated into the classroom environment and into higher education in general. In addition, the study sought to measure the perspective of veterans with disabilities and their specific experience in higher education. A survey of the veteran experience was conducted in 2-year and 4-year institutions in a western state. Results indicated that although improvements have been made in relation to veterans in this study, there are still areas that need addressing in order to improve the veteran experience in overall. The veteran, the institution, and the community in general can benefit immensely as veterans use their GI Bill® benefit to pursue higher education, and then put that education to work upon graduation. It is incumbent on institutions of higher education to ensure that a veteran friendly process is in place, in order to attract and retain veterans through graduation. MILITARY VETERAN EXPERIENCE NATURE OF THE PROBLEM With the passing of the Post 9/11 Veterans Educational Assistance Act (2008), also known as the Post 9/11 GI Bill®, colleges and universities are seeing higher enrollment by military veterans than they have since the conclusion of the Vietnam Conflict (Cook & Kim, 2009; Rumann & Hamrick, 2009), and the intricacies and implementation of this new GI Bill® has caused confusion and frustration for both the veterans and university staff. After WWII, the Servicemen's Readjustment Act of 1944 (or GI Bill®) granted unprecedented educational and economic benefits to veterans. Other GI Bill® programs and adjustments have been made over the years, but the Post 9/11 version was said to be the most generous since the WWII era GI Bill® (Radford, 2009). 7 With the most recent changes to the GI Bill®, veteran presence was expected to grow on campuses across the country and therefore schools have had to adjust to meet the new demand (Cook & Kim, 2009; Rumann & Hamrick, 2009). Many of the veterans, active military and active military reservists (92%) currently enrolled in university indicated that education should play a role in post-service transition (Zoli, Maury, & Fay, 2015). Many veterans currently enrolled in higher education were exposed to direct and indirect conflict and suffer from Post-Traumatic Stress Disorder (PTSD), Traumatic Brain Injury (TBI), and other physical and psychological challenges. Church (2009) said that "returning veterans will have a wide range of medical diagnoses and related health problems that will have a temporary or chronic impact on their living, working, learning, MILITARY VETERAN EXPERIENCE and relationship functions" (pg. 44). These issues make it difficult for veterans to adjust to a higher education setting, and cause tangible problems for their academic progress. 8 Although there are many positive qualities that veterans bring to an institution of higher education, many also bring with them these battle related issues. These issues make it difficult for veterans to adjust to this setting. The American Council on Education (ACE) found that veterans reported problems meeting academic expectations, while managing service connected injuries, including PTSD and TBI (Steele, Salcedo, and Coley, 2010). Not all veterans will openly disclose the visible and invisible injuries they have, so it is incumbent on colleges and universities to develop welcoming programs that meet these challenges (Church, 2009). This lack of self-disclosure could lead veterans to underutilize traditional campus disability services and therefore not receive the accommodations that may make their experience more manageable. Unfortunately, most post-secondary schools are ill prepared to meet the needs of these Veterans, creating lost opportunities for both the Veteran and the institution. Schools that are slow in meeting the challenges that the veterans present, find they are reacting rather than being proactive in meeting veteran needs. If institutions of higher education do not work to understand this veteran population, then it is likely to lead to an unsuccessful experience for the veteran and the institution (Brown & Gross, 2011). There are areas where higher education is generally meeting the needs of veterans, like including veteran issues in strategic planning, offering specific programs and services for veterans, recognizing prior military experience with college credit, assisting veterans with finding counseling services, providing financial accommodations, and providing counseling on veterans' educational benefits. But there are many areas that still show MILITARY VETERAN EXPERIENCE room for improvement including assisting veterans' transition to college, developing faculty and staff awareness of veteran specific issues, meeting the needs of veterans with military related disabilities, assisting re-enrolling veterans, and providing peer to peer experiences for veterans (Cook & Kim, 2009). Literature Review Introduction This literature review will first establish some historical background relating to the GI Bill®, including changes that have taken place since its establishment following WWII. It will highlight the benefits of each version, especially the original version and the most recent version known as the Post 9/11 GI Bill®, and demonstrate the problems caused by the large influx of new veterans in higher education. Next, it will highlight some of the issues veterans have in a higher education setting related to their combat related disabilities and experiences, and the lack of preparation and forethought by colleges and universities related to these new veterans. Historical IFoundation~1office1] 9 The relationship of higher education and the military dates back to the 1862 Morrill Act, which established military training programs at land-grant institutions (Rumann & Hamrick, 2009, 2010). Subsequently, just prior to WWI, Congress passed the 1916 National Defense Act (NDA) which provided colleges a leading role in training soldiers. The NDA also established the three components of the military: the active duty military component, the military reserve component, and the state National Guard component. In addition, it created the Reserve Officers' Training Corps (ROTC) that standardized what had been solely independent military training programs at colleges and MILITARY VETERAN EXPERIENCE 10 universities. These were the fotmdations of the relationship between the military and higher education. Even though the NDA was established prior to WWI, many veterans were unsatisfied with the benefits offered to them, which resulted in significant economic and social unrest. This dissatisfaction prompted the writing of Servicemen's Readjustment Act of 1944 (Rumann & Hamrick, 2009). WWII Era GI Bill(RJ (Original). With the large numbers of military veterans returning home after WWII the Servicemen's Readjustment Act of 1944 (i.e., GI Bill®) granted unprecedented educational and economic benefits to these veterans. After much strnggle, this act was passed by congress and signed into law by President Roosevelt on June 22, 1944 (Rumann & Hamrick, 2009). When signing the GI Bill®, President Roosevelt said "It gives emphatic notice to the men and women in our armed forces that the American people do not intend to let them down" (Department of Veterans Affairs, 2013, para. 24). This trnly generous WWII era GI Bill® provided many financial and educational benefits to veterans and their families. Additionally benefits included living stipends, Veterans were given loan guarantees for homes, farms and businesses (e.g., nearly 2.4 million loans from 1944 to 1952), as well as unemployment pay and employment assistance (Department of Veterans Affairs, 2013). By the time the original GI Bill® had ended in 1956, 7.8 million of the nearly 16 million WWII veterans had used education benefits to some extent. In the peak year of 1947, veterans made up 49% of all college admissions. One interesting fact is that although there was an unemployment benefit available, less than 20% of the funds set aside for this benefit was used by the veterans. The total cost of this original version of MILITARY VETERAN EXPERIENCE the GI Bill® was $14.5 Billion (Department of Veterans Affairs, 2013; Military.com, 2006). 11 Many names have been given to this generation of veterans that served in WWII, such as the Greatest Generation, the G .I. Generation, and the Civic Generation. Regardless of the label, the impact of this generation due in large part to the GI Bill® education benefits, is immeasurable and can be felt to the present. In her book, Mettler (2005) stated that ''.just as the G.I. Bill transformed the lives of veterans who used it, they in tum helped change America" (p. 11 ). This GI Bill® opened up educational opportunities to those other than the privileged in America. Higher education that had previously been reserved for mainly white, native-born, Protestant Americans prior to WWII, was now a possibility for those that were Jewish, Catholic, African American, immigrants, and the working class. This changed the landscape of America forever (Mettler, 2005). Korean Era GI Bill.® The Veterans Readjustment Assistance Act of 1952, or Korean Conflict GI Bill®, was instituted to carry on the tradition of taking care of those who served and fought for their country. It was approved by President Truman on July 16, 1952. It was available for use by veterans who served between June 27, 1950 and Febrnary 1, 1955. Although this GI Bill® still provided education benefits and living stipends, as well has loan guarantees, it left the employment assistance up to the individual states. By the time this program ended in 1955, some 43% of the over 5.5 million veterans of the Korean Conflict had used their education benefits to some extent. Total cost to the country was $4.5 Billion and over 1.5 million loans were guaranteed, meaning the MILITARY VETERAN EXPERIENCE government guaranteed a portion of the loan to the lien holder in case of default (Department of Veterans Affairs, 2013; Military.com, 2006). Vietnam Era GI Bill.® 12 The Veterans Readjustment Act of 1966, or Vietnam Era GI Bill®, was signed by President Johnson on March 3, 1966. It retroactively covered post Korean Conflict veterans who served after February 1, 1955 and continued for veterans who served until May 7, 1975. It again provided education benefits, for the first time including active duty military members, and again loan guarantees. Between 1966 and 1989, 6 million Vietnam veterans, 1.4 million Post-Korean veterans, and 7 51,000 active duty military used this education benefit to some extent. More than $42 Billion was spent on this version of the GI Bill®, and 4.5 million loans were guaranteed (Military.com, 2006). Post-Vietnam Era Veterans Education Assistance Program (VEAP). VEAP was a transitional program that bridged the gap between the Vietnam Era GI Bill®, and the Montgomery GI Bill®. Veterans, who entered after December 31, 1976 were eligible for education benefits under this version, but unlike the previous versions this one required a contribution by the military member and they had to choose to participate upon enlistment. The participant contributed through payroll deductions up to $2700 and the government then matched two dollars for every dollar contributed for a maximum of $5400. If one chose not to participate, then they had no money for education available at the end of their service. In addition to this money for education, the loan guarantees continued (Military.com, 2006). MILITARY VETERAN EXPERIENCE 13 Montgomery GI Bill® and Reserve Programs. The Montgomery GI Bill®, named for its sponsor Representative G.V. (Sonny) Montgomery, was established in 1984. Representative Montgomery was the chairman of the House Veterans' Affairs Committee and worked to support veterans. For the first time a version of the GI Bill® also included education benefits for those serving in the reserve components, although at a reduced benefit to their active duty counterparts. A reserve member had to enlist for 6 years, and after serving 6 months they could begin using their education benefit. It again required the active military member to contribute toward their future education, with matching funds by the military. An active duty veteran was eligible if they served after 30 June, 1985 and had to enlist for a minimum of 2 years. This program continues to be used by veterans up to this day, and overlaps with the new Post 9/11 GI Bill® (Department of Veterans Affairs, 2013; Military.com, 2006). Post 9/11 GI Bill® (Current) The newest of the GI Bill® education and benefit programs is called the Post 9/11 Veterans Educational Assistance Program (Post 9/11 GI Bill®). It was signed into law in July of2008, and became effective August 1, 2009. The Post 9/11 GI Bill® is the most comprehensive bill since the original in 1944. It provides benefits to service members, both active and reserve, who served at least 90 aggregate days of active military service after September 10, 2001. This means that an active duty member and a reserve component member serving the same amount of active duty time will receive the same benefit. The benefit can be used while still in the active military or reserve component and after discharge (Post 9/11 GI Bill Overview, n.d., Department of Veterans Affairs, 2014). MILITARY VETERAN EXPERIENCE 14 The Veterans Administration (VA) pays up to 100% of the student's tuition and fees for their education, based on the amount of service after the date of eligibility. The tuition and fees provided under this version of the GI Bill® are sent directly to the educational institution. This GI Bill® also includes up to $1000 per year for textbooks, a living stipend while emolled in school, based on cost ofliving which averages $1368 per month nationally, a one-time relocation payment of $500 for those relocating from a rural area to attend school, and for those still on active duty in the military the opportunity to transfer some or all of the benefit to their children (Post 9/11 GI Bill Overview, n.d.; Department of Veterans Affairs, 2014). The benefit is tiered depending on how much active duty service was rendered after September 10, 2001. For instance if the member served at least 36 months of active duty service, then they receive 100% of the benefits. For 30-36 months it is 90%, 24-30 months is 80%, 18-24 months is 70%, 12-18 months is 60%, 6-12 months is 50%, and 90 days to 6 months is 40% (Post 9/11 GI Bill Overview, n.d.). GI Bill® Use (as of Fiscal Year 2013). With the increased benefit of the Post 9/11 GI Bill® came a new wave of college bound military veterans and reserve members, and in some cases their family members to whom they have transferred benefits. The higher educational institutions around the country will need to prepare for this new wave, just as they had to prepare and react to the wave of veterans entering school following WWII. The Institute for Veterans and Military Families, at Syracuse University, conducted a multi-pronged study to gain a better understanding of social, economic, and wellness concerns of the newest generation of veterans. There are over 3.9 million MILITARY VETERAN EXPERIENCE 15 veterans identified as disabled by the Veterans Administration (VA). Of those, 43% were from the Gulf War era and beyond. Additionally, of the more than 8,500 respondents in that study 58% reported a service related disability. Of those in the survey that reported service-connected disability, 79% said that the disability created obstacles for them when they transitioned to civilian life. In fact, 12% indicated the disability hindered starting higher education, and 28% said the disability created obstacles in completing their higher education. These same veterans indicated that of the many motivations to join the military, 53% said that educational benefits were a reason they joined, followed by a desire to serve their country at 52%. In the research 92% of respondents indicated that education should play a role in post-service transition. The response to this particular question indicated how overwhelmingly important education is to the most recent service members and veterans, and showed intent to further their education. A study of GI Bill® usage by veterans was published providing data through fiscal year 2013. The study indicated that in the Fiscal Year (FY) of2009 the Veterans Benefits Administration (VBA) reported just 34,393 students using the Post 9/11 GI Bill®, but in FY 2013 the total was up to 754,229 students. If all of the current GI Bill® benefit programs are included, there were 1,091,044 students (FY 2013) using benefits. Payments from the Post 9/11 GI Bill® in FY 2013, to students and colleges, was over $10 billion, with the total from all GI Bill® programs being over $12 billion (Department of Veterans Affairs, 2014). Effects of the Post 9/11 GI Bill® on Higher Education. Military veterans are likely to enroll or reenroll in higher education following military service. It is incumbent upon these institutions to be prepared, in order to make MILITARY VETERAN EXPERIENCE 16 the veterans' transition easier (Rumann and Hamrick, 2009). This is especially the case with the advent of the generous benefits of the Post-9/11 GI Bill®. The researchers further pointed out that because of generational and societal perspectives, many current administrators and faculty have most likely not experienced military service. This has caused issues with how faculty and staff at institutions relate to veterans. Rumann and Hamrick (2009) suggested that building relationships with outside veteran organizations could bridge the gap that may exist. In addition, they suggested that campus administrations could provide opportunities for students, staff, and faculty to better understand aspects of military service, complimenting a broader focus on diversity on campuses. In their more recent study, Rumann and Hamrick (2010) focused on a small group of National Guard and reserve veterans who had returned from wartime deployments to re-enroll in school. The veterans experienced things such as lingering high stress levels related to their deployments, a maturity gap that had developed between them and traditional undergraduate students, personal relationship issues, and identity related issues. Cook and Kim (2009) took a broader look at easing the transition of service members on campus. Their study involved surveys returned by 723 institutions across the country. The study found that there was a varied approach to serving veterans, with no obvious pattern as to which programs and services were provided, or what entity on campus was responsible, and reported that nearly two thirds of colleges and universities that did offer veteran services have increased those services since September 11, 2001. MILITARY VETERAN EXPERIENCE 17 In the same study, researchers came to the conclusion that there were areas where higher education was generally meeting the needs of military students, and areas where institutions could improve. Some examples of areas where institutions met veteran needs were including veteran issues in strategic planning, offering specific programs and services for veterans, recognizing prior military experience with college credit, assisting veterans with finding counseling services, providing financial accommodations, and providing counseling on veterans' educational benefits (Cook & Kim, 2009). Areas that needed improvement included helping veterans transition to a college environment, providing professional development to faculty and staff on veteran transition issues, training of staff on meeting the needs veterans with brain injuries and other military related disabilities, streamlining of administrative procedures for veterans enrolling or re-enrolling, and providing opportunities for veterans to connect with peers on campus. With the expected influx of students using the Post-9/11 GI Bill®, institutions need to address these areas of weakness when it comes to veteran services and programs. In their report, Brown and Gross (2011) stated that successful management of military students brings benefits to all involved: the student; the academic institution; and the community. Part ofthis management includes understanding the characteristics of veteran and active military students. Radford (2009) detailed many characteristics of veterans and military undergraduates. The study states that: Slightly more than 3 percent of all undergraduates enrolled during the 2007-08 academic year were veterans, and slightly more than 1 percent were military service members. Among these military undergraduates, about 75 percent were MILITARY VETERAN EXPERIENCE veterans, 16 percent were military service members on active duty, and almost 9 percent were military service members in the reserves. (p. 6) 18 The researcher also detailed issues faced by military undergraduates who wished to attend college: Difficulty transitioning to life after military service; experiencing psychological and/or physical post-war trauma; readjusting to personal relationships; and adapting to a new lifestyle. Radford also highlights that veterans can face bureaucratic red tape from the Department of Veterans Affairs (VA) relating to their education benefits as well as from the college or university staff who were often not well versed in the details of those benefits. Many veterans face obstacles and challenges in using the Post-9/11 GI Bill® and transitioning to college (Steele, Salcedo, & Coley, 2010). Challenges noted included expectations different from their military experience, balancing academics and other responsibilities, relating to non-veteran students, managing service-connected injuries and disabilities. They also noted institutional efforts to adapt to the new GI Bill® benefits. Schools reported increased staff workloads of 50% to 200% related to the new influx of veteran students. The researchers (Steel, Salcedo, & Coley, 2010) noted some of the reasons behind this influx were, increases in total GI Bill® enrollment over previous years, lack oflmowledge in details of the new law, coordination with student accounts offices with respect to receipt of payments, the need to submit enrollment verification of each veteran student, and the need to assist veteran students in understanding their benefits. Institutions could more effectively serve veteran students according to the results ofa focus group study (Steel, Salcedo, & Coley, 2010). Institutions that encourage MILITARY VETERAN EXPERIENCE 19 veterans to self-identify early, ensure veteran program administrators are adequately trained, and that other staff and administration are trained on the new GI Bill®, tend to have more effective programs for veterans. The institutions should employ disability and mental health staff who understand veterans' issues, have consistent policies for college credit for military training, have veteran specific orientations and informational sessions, and encourage veteran student organizations on campus (Steel, Salcedo, & Coley, 2010). Veterans with Combat Related Disability Issues One challenge America faces as the more recent conflicts wind down, is that there will be more veterans with disabilities returning from military service, and these veterans will be seeking higher education. It will be important for staff and faculty of associated schools to be prepared to assist these veterans with disabilities in their transition (DiRarnio & Spires, 2009). The veterans that find it especially difficult to adjust to higher education are those with combat related disability issues, including hidden issues such as Post Traumatic Stress Disorder (PTSD) and Traumatic Brain Injury (TBI). Survivability from combat injury has increased and therefore an increase in veterans with disabilities on campus is inevitable. In the most recent conflicts, nearly 85% of those receiving combat injuries are surviving due to advances in protective body annor, use of coagulants, and advances in the military medical evacuation system (Madaus, Miller II, & Vance, 2009). The Veterans Administration (VA) reported that in 1986 there were 2,225,289 military veterans with service-connected disabilities. By 2013 the number of veterans with service-connected disabilities had climbed to 3,743,259, mainly due to exposure to the MILITARY VETERAN EXPERIENCE 20 most recent conflicts in Iraq and Afghanistan and the increased survivability from combat injury (Department of Veterans Affairs, 2014b). Researchers from a study of veterans with three major conditions (e.g., PTSD, TBI, and major depression) reported that 18.5% of those returning from the most recent conflicts had PTSD or depression, and 19.5% reported experiencing TBI during their deployment. Of the veterans responding to the study, 11.2% reported PTSD or depression but no TBI, 7.3% reported PTSD/depression and TBI, and 12.2% reported just TBI (Tanielian & Jaycox, 2008). More recent casualty statistics reported to congress indicate that, approximately 118,829 military members/veterans deployed between 2000 and 2014 were diagnosed with PTSD. During the same period 307,283 were diagnosed with some form ofTBI (Fischer, 2014). Colleges and universities across the country need to find ways to accommodate these new military veterans that may be coming to their institutions, but especially those with these sometimes unseen disabilities. The Disability Services (DS) offices on campus will need to take a leading role in this accommodation. Accommodating Veterans with Disabilities on Campus. In a study of the role of the DS staff in accommodating veterans with disabilities, 237 members of the Association on Higher Education and Disabilities completed a survey, responses indicated that only 33% were comfortable or knowledgeable about campus efforts to serve these wounded warriors. Additionally, only 17.3% felt they had above average ability to serve these veterans (Vance, Miller II, 2009). There is a need to develop veteran friendly programs that reduce red tape, and have a designated point person or office. Other recommendations were to have an ongoing campus dialogue MILITARY VETERAN EXPERIENCE 21 which includes members of the DS staff, work on collaboration with other campus professionals, and work to collaborate in educating faculty and staff on the unique needs of these veterans (Vance & Miller II, 2009). There have been many discussions on how to accommodate veterans with disabilities on college and university campuses. The American Council on Education (ACE), with support from the Kresge Foundation and the Association on Higher Education and Disability and America's Heroes at Work conducted a "Veterans Success Jam" in May of2010. The "Veteran Success Jam'', was a three-day online collaboration that brought together thousands of veterans and their families, active service members, campus leaders, nonprofit organizations, and govermnent agencies from around the country. Recommendations were generated for colleges and universities accommodating veterans with PTSD and TBI (American Council on Education, 2010). During discussions at the Veterans Success Jam it was determined that overall veterans bring a lot of good qualities with them to campus, such as a higher degree of maturity, experience and leadership qualities, familiarity with diversity, and a level of focus not seen in their peers. Unfortunately, these qualities have been earned at great personal expense, and may well affect their educational goals. Campuses that are prepared to handle these challenges will rnake the transition of these veterans much easier, and the schools will benefit from being seen as veteran friendly (American Council on Education, 2010). Part of preparing to properly serve and accommodate these veterans is to understand what PTSD and TBI are, and what effect they may have on the academic MILITARY VETERAN EXPERIENCE 22 progress of these students. It is imperative that faculty and staff be educated and aware of these possible challenges (American Council on Education, 2010). Traumatic Brain Injury (TBI) in veterans usually involves a blow or concussion to the head which may include a penetrating head injury, which disrupts the function of the brain itself. These are most often associated with contact with an improvised explosive device (IED). Generally TBI can result in long and short-term issues, but most people get better over time. For those with mild cases of TB I, about 80% of the cases from the most recent conflicts, the recovery time can be as little as 3-6 months (American Council on Education, 2010). Post-traumatic stress disorder (PTSD) is a psychological injury that develops in response to exposure to an extreme traumatic event or events over time. PTSD trauma may include threatened death of oneself or others, serious injury, and even just the constant threat of personal injury. This creates a feeling of fear and helplessness that actually changes the brains chemical and hormonal balance. For some victims the symptoms will disappear when they are no longer exposed, yet for others they persist over a long period of time. Flashbacks or reliving events can happen in PTSD cases, which bring the stresses back to the forefront. These victims can sometimes avoid these feelings by avoiding events or situations that may trigger them. Usually PTSD symptoms manifest themselves within a few months, but they can take years to appear (American Council on Education, 2010). Staff and faculty may find it helpful to know what cognitive difficulties may be manifested in a veteran with PTSD or TBI. Each person manifests symptoms differently, so it hard to generalize. These symptoms can be things such as: difficulty in MILITARY VETERAN EXPERIENCE 23 concentration and attention; challenges processing infonnation; learning and memory deficits; sluggish abstract reasoning; and slowed executive functioning including problem solving, planning, insight, and sequencing. These veterans may also experience stressors outside the classroom involving home life, work, sleep disturbances, trouble managing time, and panic attacks (American Council on Education, 2010). When considering how to accommodate veterans with these types of disabilities it is best to understand that PTSD and TBI .symptoms are expressed in very unique ways. Standard procedures for accommodating a student with disabilities may not work with these veterans. In addition, in extreme cases, PTSD and TBI may also lead to depression and suicidal thoughts. These symptoms can be aggravated by academic pressure, health concerns, relationship issues, sleep problems, and substance abuse issues. Some factors that may have a positive effect on these veterans are social support by other veterans, professional medical treatment, good health and eating habits, and participation in recreational activities (American Coimcil on Education, 2010). Institutional faculty and staff should also be aware that not all veterans with PTSD or TBI will require disability accommodations to be successful in education, while others may. If they do require and qualify for special accommodations they will normally fall under either the Americans with Disabilities Act of 1990, or Section 504 of the Vocational and Rehabilitation Act of 1973. So adjustments may be made for these veterans, as they are with others with disabilities, as long as the accommodations do not change the overall academic program in question (American Council on Education, 2010). MILITARY VETERAN EXPERIENCE 24 Another factor to consider is that these veterans are less likely than their peers on campus to access special accommodations for which they may qualify. There are many reasons this may occur such as pride, lack of understanding campus resources on their part, or the feeling that faculty and staff do not understand PTSD or TBI. It is necessary to realize that most staff and faculty have not experienced anything close to what these veterans have been exposed to in combat (Rumann & Hamrick, 2009). Faculty and staff must be informed in other ways because of the lack of exposure to military experiences and lifestyle. Increased awareness by faculty and staff can also meet the needs of broader commitment to diversity on campus (American Council on Education, 2010; Rtunann & Hamrick, 2009). Faculty and staff should know that the manifestation of symptoms, and even the diagnosis of these conditions, may not occur until well after they leave the military. Therefore, they may come to the campus undiagnosed. Becoming aware of the outward signs of PTSD and TBI could present opportunities to counsel veterans on possible accommodations, for those that have not already made arrangements with the DS office on campus. Of course, veterans must be willing participants and never be coerced (American Council on Education, 2010). Faculty and staff would also find it useful to become aware of other veteran resources on campus and in the community that may be helpful in the veterans' transition to the college or university setting. These could be resources such as the Veteran Student Services office, Veterans Upward Bound (VUB), the local Student Veterans of America chapter, or various community veteran resources like the Veteran Service Organizations (American Legion, Veterans of Foreign Wars (VFW), and Disabled American Veterans MILITARY VETERAN EXPERIENCE 25 (DAV)), the Veterans Administration (VA) hospital, and others. Partnering with outside organizations would help university staff in handling veteran specific issues (American Council on Education, 2010; Rumann & Hamrick, 2009). In general faculty and staff should understand that most veterans are new to their disabilities as well and may be unaware of their rights as disabled students to receive accommodations for an identified disability. The process of getting and accepting help can take time for these veterans. Sometimes their military background can hinder them, mainly due to the stigma of weakness that can be placed upon someone in the military with disabilities or shortcomings. Faculty and staff should also be aware that there are many other disabilities that veterans may bring to campus in addition to PTSD/TBI such as loss oflimb(s), severe burns, deafness, vision issues, and general learning disabilities (American Council on Education, 2010). Veterans with Disabilities. In a study published in 2012, focus groups were held involving 31 veterans who had self-reported PTSD symptoms. Transcripts of the sessions were analyzed to establish dominant themes in the responses of these veterans. Findings indicated that veterans with PTSD. needed services in a variety of different areas, and they also had some specific recommendations for easing their transition (Ellison, et al., 2012). The veterans in the study found it important for the schools to provide services for educational planning, including helping them to prepare for the rigors of higher education. The reality is that many of these veterans went into the military because they felt they were not ready for college. The veterans felt they needed help with counseling on the educational goals, and in choosing an appropriate major (Ellison, et al., 2012). MILITARY VETERAN EXPERIENCE 26 Another concern for these recent veterans is being able to reintegrate into society after their military service. Many of them left from their parents' homes right after high school without learning to live civilian life on their own. The veterans indicated the sudden change in social, psychological, and environmental norms from the military to civilian life created concerns. These concerns included homelessness, lack of family support, medical and/or addiction needs, physical disability needs, financial difficulties, and the how to balance their education and living needs (Ellison, et al., 2012). One theme that manifested itself across the veterans was the need for guidance and counseling regarding their GI Bill® and VA benefits. The veterans indicated that when calling veterans services they had difficulty reaching an actual person who could answer questions for them. When they did reach an individual, this person lacked proper knowledge of benefits, or could not properly cotmsel them on the pitfalls of choosing one educational benefit over the other. The staff at these offices need to be knowledgeable and infonnative (Ellison, et al., 2012). These veterans were concerned over the impact that their PTSD would have on their educational attainment. They indicated high anxiety dnring classes which could be triggered by things such as loud and sudden noises, hypervigilance while traveling to school, or anything that might remind them of their combat experience. Some indicated that they coped with these difficulties by using medication, positioning themselves at the back of the class, trying to choose classes with fewer students, or even evening or online classes. The veterans also expressed concern with perceived difficulties in memory and concentration in class, and the need for special accommodations (Ellison, et al., 2012). MILITARY VETERAN EXPERIENCE 27 The veterans provided some possible ways that institutions could mitigate some of the difficulties that they face. They indicated the need for on campus outreach services from VA facilities where the veterans normally gather. The younger veterans also expressed a need for more outreach by veterans their own age and not just by groups of what they perceived to be veterans old enough to be their fathers (Ellison, et al., 2012). Peer support was another area where they felt services could be utilized to their benefit. The veterans felt that being able to interact with veterans who have had similar experiences, would help them to navigate the difficulties of the environment. There is an unseen trnst bond that fellow veterans feel from each other, especially if they know they have each served in similar combat situations. The veterans thought that a program of veterans providing counseling to veterans would be ideal and that one-on-one service settings would be best (Ellison, et al., 2012). These veterans also suggested that there should be some coordination between services received with their VA education benefit and with the clinical services related to their PTSD treatment. Veterans were concerned with the logistics of managing their schooling and the case management involving their treatment. The veterans suggested that there be some coordination between the schools and the VA to have school representatives available at the VA facilities for question and answer sessions related to higher education, as well as maybe some workshops related to college preparation. The veterans also wondered if it were possible to have individual advocates that would walk them through the processes such as admissions, financial aid, and enrollment (Ellison, et al., 2012). MILITARY VETERAN EXPERIENCE 28 The veterans also suggested that there is a big change between the structured life of the military and the less structured civilian culture. Veterans felt in the military they had less autonomy and flexibility, and were concerned that their dependence on the military structure could hinder them in college persistence. Veterans felt that the process on campus needed to be streamlined and clear in order for them to better cope with the process. A one-stop-shop for veteran student services was suggested (Ellison, et al., 2012). Another concern was the perceived disconnect from the social networks the veterans relied upon prior to serving in the military. Having experienced many traumatic combat related experiences, and feeling a veteran no longer fit into groups or social settings that veterans may have been included in prior to their service. The veterans' social networks had become those that were fonned in the military and the transition back to civilian social networks was difficult. Veteran student groups on campus and national student veteran organizations could help ease these concerns (Ellison, et al., 2012). Reintegration into Society As veterans return from conflicts they have difficulties reintegrating into work environments, educational environments, social interactions and relationships, general physical functions, and sound emotional well-being. This is especially true for veterans that return with disabilities such as PTSD and TBI (Ostovary & Dapprich, 2011). As related specifically to (re)integration in education, veterans find both challenges and opportunities await them. The challenges come in many different forms and veterans need help navigating them upon entering the higher education environment. MILITARY VETERAN EXPERIENCE The opportunities depend on the approach to veterans established in each school (Ostovary & Dapprich, 2011). 29 One of the challenges faced in educational (re )integration is the loss of the direct benefits veterans were used to receiving in the military. Veterans are used to their day to day needs being taken care of for them with relative ease for the most part. Veterans' educational benefits can sometimes be delayed. The veterans are encouraged to apply for their GI Bill® benefits soon after discharge, yet the process of receiving these benefits is not immediate. This urgency in using the education benefit may cause the veteran to feel rushed into college enrollment and amplify things such as anger, irritability, and poor concentration in school. Classroom settings can also be a challenge and veterans may be affected by class size and noise, placement in the room, and attention and concentration issues. The veterans themselves report problems with the rigors of the curricuhun, social interaction with other students, and their perceived limits to services on campus (Ostovary & Dapprich, 2011). Educational satisfaction of veterans relates to how the respective institution of higher education works to become veteran friendly. Colleges and universities need adapt to the needs of new veterans as they transition. A veteran friendly campus is one that collaborates all services related to the (re)integration of veterans with disabilities. The services should include veteran centers on campus, veteran specific orientations, intramural programs for disabled students, and a campus-wide focus on veteran services. In addition, a student veteran organization should be established on campus. These organizations may improve interaction between veterans and traditional students, and between veterans and faculty and staff (Ostovary & Dapprich, 2011). MILITARY VETERAN EXPERIENCE 30 As has been the pattern of past generations, social and political change has occurred when veterans return from the fight, including those that return with disabilities. Following WWI the change came in the form of what was called the Commission on National Aid to Vocational Education and Disabled Veterans Act. Following WWII the change was known as the Serviceman's Readjustment Act. Then after Vietnam the program was called Veteran's Readjustment Assistance Act. Our newest veterans with disabilities are covered under the provisions of the Americans with Disabilities Act Amendment Act (AD AAA) of 2008 (Ostovary & Dapprich, 2011 ). Higher Education: Weathering the Perfect Storm. It has been said that the return of veterans from recent conflicts in Iraq and Afghanistan, along with the passage of the ADAAA, and the comprehensive benefits of the new Post 9/11 GI Bill® have created a so-called perfect storm that higher education has to overcome (Grossman, 2009). How higher education reacts will detennine how well they navigate the storm. Veterans with disabilities have historically been seen as assertive when it comes to their civil rights and educational benefits earned during their service. Many have been through traumas of the battlefield and will have been diagnosed with PTSB, TBI, and other issues (Grossman, 2009). Institutions of higher education will have to adapt to and learn to accommodate these veterans. Postsecondary institutions can become overwhelmed by this new influx of veterans with disabilities, or it could see this as an opportunity for positive changes. These new veterans could become the wakeup call that higher education needs, or a stumbling block. To weather the storm they will need to look at this challenge from a MILITARY VETERAN EXPERIENCE 31 new perspective and come up with new solutions that include a campus-wide response to accommodating veterans, and a Universal Design (UD) approach to their education (Burnett & Segoria, 2009; Grossman, 2009). The researcher (Grossman, 2009) lays out the challenges that come along with this perfect storm, and that higher education institutions will have to decide how they meet the challenges. First, they have to decide to prepare for this new population of veterans, of which they have had little if any experience dealing with. This will require training of faculty, staff, and DS staff on the characteristics and needs of these veterans. Although the AD AAA makes it clear that institutions are not required to fundamentally change their programs, but when it comes to veteran accommodations they may need to determine what really is fundamental. Veterans with PTSD and TBI require adjustments (accommodations) to the status quo, yet at the same time they do not want to be coddled (Grossman, 2009). The second challenge for colleges and universities is to develop veteran outreach activities that encourage them to enroll in college, take advantage of earned accommodations, and persist to graduation. They will need to address veterans with disabilities that hesitate to self-identify, that bristle at even being called or considered disabled, but that still need to be informed of campus benefits. Outreach activities should take place at locations where veterans may congregate (on and off campus), on social media cites, and at local military base education centers where possible. Veteran-specific student organizations, clubs, and fraternities may also be developed to inform veterans. For the most part these veterans are not used to the academic culture surrounding MILITARY VETERAN EXPERIENCE 32 disability accommodations and need help reviewing their documented disabilities or help obtaining proper documentation (Grossman, 2009). The next challenge noted is that veterans need someone on campus that can support them when the challenges and rigors of academic life arise. Ideally this would be someone with military experience generally similar to the individual veteran experience. Veterans with disabilities need to have someone they know can relate to their specific needs, and challenges, and be sympathetic to their cause (Grossman, 2009). Finally, colleges and universities need to be up to the challenge that this is an ongoing opportunity to help these current veterans and those that may come in the future. The higher education institutions should realize that America has made a commitment to these veterans and that part of that commitment is to their proper education. The commitment to this opportunity has to stay consistent, perpetual, and always focused on meeting the needs of these veterans with disabilities (Grossman, 2009). Summary There has been a long history established of federal assistance for veterans leaving military service, especially since WWII concluded. The GI Bill® has become a major part of those benefits. The original GI Bill® was a very generous benefit that provided an educational opportunity to millions of veterans following WWII, and literally changed society for generations. The newest version, the Post 9/11 GI Bill®, once again offers a tremendous benefit to veterans transitioning from the military and entering higher education environments around the country. This new GI Bill®, along with the large number of veterans leaving service following the wars in Iraq and Afghanistan, have facilitated the need for change MILITARY VETERAN EXPERIENCE 33 and adaption of student services at these institutions of higher education. Some of these colleges and universities have done better at adapting than others, but the need for all to make the change is required. Reintegration of these veterans into society, and more specifically into education, is critical for their well-being. These veterans almost always need help navigating the challenges faced in a higher education environment. Colleges and universities must change and adapt as society does in relation to veterans. Many of these new veterans coming to higher education have been exposed to combat and may have disabilities, including PTSD and TBI, which will need to be accommodated. Adjustments will need to be made by faculty and staff in order to address the educational needs of these veterans with disabilities. How these adjustments are made, and how effective they are in helping the veterans transition, will impact the experience of both the institutes of higher education the veterans they serve. MILITARY VETERAN EXPERIENCE 34 PURPOSE With the passing of the Post 9/11 GI Bill®, colleges and universities have seen the greatest influx of veterans in higher education since the end of the Vietnam conflict (Cook & Kim, 2009; Rumann & Hamrick, 2009). This new GI Bill® benefit is the most generous since the end of WWII (Radford, 2009) which has resulted in higher veteran enrollment, and has required colleges and universities to adjust policies and procedures to meet the needs of these veterans. In research by Zoli, Maury, and Fay (2015) of more than 8,500 military members and veterans, 92% said that education should play a role in post-service transition. Unfortunately most colleges and universities were inadequately prepared to meet the needs of this new influx of veterans and have been reactive in making the necessary adjustments to meet their needs (Brown & Gross, 2011). Many of these new veterans have returned with disabilities related to their wartime experiences, such as PTSD and TBI, which require additional considerations and accommodations. These veterans with disabilities have both temporary and chronic health issues that have affected their educational experience (Church, 2009). Faculty, staff, and related student services offices need to work together to meet the needs and special accommodations of these veterans with disabilities. The purpose of this study was to detennine veterans/veterans with disabilities perspectives on how well they have been integrated and accommodated at the community college and university level in a western state. The study sought to determine how veterans with disabilities perceive overall services for injured veterans on campus, accommodations and disability services for veterans, and supportive services that allow veterans to persist and graduate from a post-secondary school. MILITARY VETERAN EXPERIENCE 35 The primary research questions were: 1. To what extent do veterans feel that their respective college or university has developed a veteran friendly campus by streamlining the admission, enrollment, and veteran services processes? 2. To what extent do veterans feel faculty and staff have an adequate understanding of the experiences of military veterans and are faculty and staff aware of helpful ways of integrating or reintegrating them into the classroom and into higher education in general? 3. To what extent do veterans perceive that colleges or universities adequately understand and accommodate veterans' with disabilities, specifically those disabilities related to combat related issues such as PTSD and TBI? MILITARY VETERAN EXPERIENCE 36 METHOD To address the purpose of this study, a needs analysis through survey research was conducted using the perspectives of veterans at both a university and community college in a western state. Veteran attitudes and perspectives were gathered related to their experiences during the admissions and emollment processes at their institutes of higher / education. Additionally the participants considered disabled, due to PTSD or TBI, were further queried relating to their specific experiences on campus. The study was conducted using a survey consisting of 4-point Likert scale questionnaire (Appendix A), with follow-up open-ended questions. The Likert scale questions were used to measure the overall perception of veterans' experiences in higher education. The open-ended questions were used to identify common themes and opinions from these same veterans. Additional survey questions were provided for veterans who self-identified as having PTSD and/or TBL The study was of particular interest to the researcher due to past experience in the military, work experience serving veterans on campus, and experience as a student having used GI Bill® benefits for graduate studies. The researcher served in the U.S. Army for over 22 years retiring in 2005, was grandfathered into the Post 9/11 GI Bill® benefits after retirement, and used those benefits in pursuit of a Master of Education degree at a university in a western state. Additionally the researcher is a service-connected veteran with disabilities. The researcher worked with veterans at a university as a staff member in a Department of Education program called Veterans Upward Bound (Department of Education, 2014), and was a member of a university committee of concerned faculty and staff, dedicated to creating a veteran friendly environment. MILITARY VETERAN EXPERIENCE 37 Participants The study surveyed veterans attending a university and a community college in a western state, who were associated with the Veterans Upward Bound (VUB) program at each campus. The survey was distributed to 158 veterans who participated in VUB between 2013 and 2015. Total respondents to the survey were 33, a 23% response rate. As with the military in general, it was anticipated that the majority of the respondents would be male (see Table 1). Part of the survey allowed the veterans to identify whether they had a service­connected disability for PTSD and/or TBI. Those that identified themselves as disabled due to PTSD/TBI were further queried, to gather information related to their particular experiences regarding disability accommodations and services on campus. Table I. Respondents by branch and years of service, and by branch and gender. 0-5 years 6-10 years 11-19 years Retired 20+ Male Female Army 4 4 1 1 8 2 Navy 2 1 NIA 1 3 1 Air Force NIA 4 NIA 4 5 3 Marine Corp 5 2 NIA NIA 6 1 Nat. Guard NIA NIA NIA 1 NIA 1 Reserve 1 2 NIA NIA 3 Total 12 13 1 7 25 8 MILITARY VETERAN EXPERIENCE 38 Instruments This research was conducted using a survey of questions related to the veterans' experiences and satisfaction level with campus services, including questions specifically for those veterans who identified themselves as having a service-connected disability (Appendix A). The questionnaire measured levels of satisfaction or dissatisfaction with each topic. No neutral response was offered to the respondents. The researcher's rationale being that the veterans were either satisfied or not with each aspect of their experience on campus. The open-ended questions required a written response that allowed the respondents to express deeper feelings related to the topics. These were used to further identify common themes. Procedure The study identified veterans enrolled in VUB using program specific database software known as Blumen® (Compansol, 2012). The database is used to track the progress of veterans in VUB and was readily available to the researcher. Although the researcher had access to the veterans in the VUB program, Institutional Review Board (IRB) permissions were requested in accordance with institutional procedures. The IRB request included all survey instruments and informed consent forms required for the study. Once approval of the study was given (Appendix B), the researcher obtained a current number ofVUB participants served between 2013 and 2015, and began the survey process. MILITARY VETERAN EXPERIENCE 39 An email was sent to 158 veterans emolled in VUB between 2013 and 2015. The initial email introduced the study and asked each veteran to participate in the survey. The email made clear that their participation in the survey was consent for their data to be used in the study. The veterans were instructed that these surveys would include descriptive information such as background, age, and sex, but that no identifiable information would be published in the results. Of the initial 158 emails sent, 15 were rejected due to invalid emails, and two veterans specifically requested not to be contacted further and were removed from the participant list. The final pool was 141 veterans. One week after the initial email, a second email was sent to each veteran with a link to the survey and they were asked to complete it as quickly as possible. After a two week response period the researcher sent the link again, to offer those veterans who have not yet responded the opportunity to participate. Due to minimal response, the survey link was then sent out two additional times before it was determined that the maximum voluntary response was likely reached. There were a total of 33 completed surveys received, or a 23% response rate approximately. Of those received, eight women veterans completed the survey, or 24%. Unfortunately researchers have found that response rates to online surveys are significantly lower than paper surveys, despite various practices used to lift total responses. It was reported that online surveys had response rates 23 % lower than that of paper surveys (Nulty 2008). Nulty suggests the following procedures as a way to boost response rates from online surveys such as: MILITARY VETERAN EXPERIENCE 1. "Pushing" the survey using an easy access URL sent directly to the participants. 2. Frequent reminders to the participants, at least 3, however some researchers in the study were concerned with irritating the survey population. 3. Involving academics with a vested interest, to remind possible participants. 40 4. Somehow persuading participants that the data from their responses will be used usefully and taken seriously. 5. Providing rewards of some sort, prizes, points, extra credit, etc. But some cautioned that students should do it because it is worth their time, versus extrinsic motivators that may skew the sample. 6. Help students to understand how to give constructive criticism, which can help their open-ended responses. 7. Create surveys that seek constructive criticism, which encourages participation and avoids the pitfalls of simple numerical rating surveys. During the data collection process, some of these tactics were employed to increase response rates. As indicated earlier in this research, multiple emails with an easy to access URL were used, providing frequent reminders, participants were informed that their data would be used to improve the situation of current and future veteran students, and the survey was constrncted in a way that would allow the veterans to provide constrnctive criticism using both a Likert scale survey and follow-up open-ended comments. MILITARY VETERAN EXPERIENCE 41 Based on the researcher's work with veterans for over 10 years prior to this study, the response rate for the current research was not a surprising. Most veterans have been reluctant to participate in extracurricular activities and assignments given through VUB, due to their busy life and their focus on the requirements of their education which effect their grades. In addition, female veterans seem more likely to participate than male veterans. Female veterans made up only 16% of the initial pool of veterans to whom the survey was sent, but responded at a rate of 24%. Additionally, of those who responded 33% indicated they had been diagnosed with PTSD and/or TBI. Data Analysis The survey was administered and gathered over the course of a semester and the results were analyzed. Data were reviewed on a regular basis as the surveys were returned by the respondents. The researcher reviewed the responses for overall concepts, emerging patterns, and overarching categorization. The data were described and interpreted to answer questions posed by the research on the military veteran experience in higher education in a western state. An ecological psychology approach was talcen to analyze the participant's perspectives related to their environment (Boudah, 2011). Ecological psychology is the study of the relationship of humans and their environments, and how that enviromnent affects the inhabitants. In this case the higher education environment and military veterans. The researcher collected the data over time and then coded the data for analysis. During coding the researcher worked to identify patterns, developed categories, and MILITARY VETERAN EXPERIENCE looked for common themes and trends. As new responses crune in, patterns categories and themes were changed and adjusted as necessary. 42 The researcher then moved beyond the patterns, categories and themes to develop a theory based on a review of the causes, consequences, and relationships of the veteran perspective. The researcher brought a theoretical sensitivity to the subject based on past experience in the military and current work with veterans on college and university crunpuses. MILITARY VETERAN EXPERIENCE RESULTS 43 The survey questions were broken down into demographic data, and seven survey sections: (a) overall experience in higher education, (b) website navigation, (c) admissions, (d) enrollment services, (e) veterans services office, (f) faculty awareness/classroom enviromnent/campus life, and (g) service-connected disability. Likert scale answers were gathered, and the respondents were also given the opportunity to comment on each section as well. See the Likert scale results (Appendix C). Demographic Data Based on the survey answers in this section, the researcher received a good mixture of military veterans. Of the respondents, seven indicated they were retired military (typically a minimum of20 years served), one had served 11-19 years, 13 had served 6-10 years, and 12 had served in the military 0-5 years. As to the question of how long each veteran had been out of the military before starting college, nine veterans had been out just 0-6 months, only three 7-12 months, seven had been out 1-2 years, three had been out 3-5 years, and 11 had been out of the military over five years. Of the veterans who responded, 25 were male and eight were female. Combat zone experience was high among respondents, which reflects the fact that the military has been involved in one conflict or another for over a decade. Of the 33 respondents 25 had been deployed to a combat zone, including six of the eight female veterans. There was a fairly even mixture of veteran students attending two or four year postsecondary institutions as well. Of the respondents, 10 were attending a 2-year institution and 13 were attending a 4-year institution. The rest were either imminently MILITARY VETERAN EXPERIENCE 44 graduating, starting school the following semester, or were just not enrolled in school at the time of the survey. The military branch breakdown of the respondents were 10 that had served in the Army, four from the Navy, eight from the Air Force, seven from the Marines, and four who had served in a reserve component. Overall Experience in Higher Education When asked iftheir overall experience in higher education had been positive, nearly 73% either agreed or strongly agreed with the statement, and the remaining 27% disagreed or strongly disagreed. As to whether their school was working to accommodate veterans, 66% either agreed or strongly agreed and the remaining 33% disagreed or strongly disagreed. And finally as to whether veteran programs/benefits have improved since they have been at school, nearly 56% either agreed or strongly agreed, while 44% either disagreed or strongly disagreed. Open ended comments from this section included one from a veteran who said, "Seems to be more difficult once you've been identified as a veteran." Another veteran commented, "Some departments are set up in such a way that Veterans who use their G .I. Bill do not get the full benefits. ([e.g.] the Automotive Department) Some of the classes have 25 hours of seat time for 1 week with homework and is considered part time." Website Navigation The respondents overwhelmingly agreed that their respective college/university website was easy to find online, with 100% that either agreed or strongly agreed. Once they found the site 75% either agreed or strongly agreed that the site was easy to navigate, MILITARY VETERAN EXPERIENCE 45 while 25% reported a negative experience and either disagreed or strongly disagreed that the website was easy to locate. When it came to veteran-specific webpages, 60% either agreed or strongly agreed that it was easy to locate veteran-specific webpages and that they were either in one location or easily linked. Yet 40% disagreed or strongly disagreed, and found the webpages more difficult to locate. The respondents that either agreed or strongly agreed that veteran webpages were clear and understandable was about 73%, with about 27% that disagreed or strongly disagreed. Finally, over 93% of the respondents either agreed or strongly agreed that contact information for Veterans Services was easy to find on the website. When asked to comment about website navigation, one veteran said, "Veterans Services website need[s] a complete makeover. Veterans Upward [B]ound need[s] some life to it, graphics. Still have very old pictures. Out of date. Its 2015 folks." Admissions A clear 100% of the respondents either agreed or strongly agreed that online admissions application was easily fotmd, clear, and understandable. Over 68% either agreed or strongly agreed that the application clearly asked them to identify as a military member or veteran, with approximately 31 % that either disagreed or strongly disagreed that the application clearly asked them to identify as a military member or veteran. The vast majority of the veterans, over 96%, either agreed or strongly agreed that the admissions office was easy to locate on their campus if needed. Approximately 63% either agreed or strongly agreed that the admissions staff was helpful, were able to answer MILITARY VETERAN EXPERIENCE veteran related questions, and understood veteran related procedures while over 36% disagreed or strongly disagreed. 46 Just over 53% of the veterans either agreed or strongly agreed that the procedure to transfer in credit for military experience was clear and understandable, while nearly 47% disagreed or strongly disagreed. As to whether their respective school offered veteran-specific orientations or information sessions, approximately 53% disagreed or strongly disagreed. Nearly 47% agreed or strongly agreed. When asked whether the overall admissions process was veteran friendly, nearly 70% either agreed or strongly agreed that it was, while about 30% disagreed or strongly disagreed that the process was veteran friendly. Comments on admissions included one veteran who said, [About the application] "the box that asks if you are a vet is a small box that most vets don't see." [As to whether the staff was helpful] "When you ask any questions on the phone, as soon as you say you're a vet, they transfer you to Veteran Services, even though your question is about admissions." [In reference to veteran orientation] "Some orientations include a portion for vets, but most don't." Another veteran commented, "I honestly can't remember if Veteran status was an option on the application. The local VA office had to add me as Veteran with school. There is a disconnect somewhere." Enrollment Services When asked about enrollment services, over 85% ofrespondents either agreed or strongly agreed that the online registration process was clear and understandable, with just over 14% disagreed or strongly disagreed. Nearly 94% of the veterans either agreed or strongly agreed that the registrar's office was easy to locate on their respective campus. MILITARY VETERAN EXPERIENCE 47 The veterans were also asked if they had access to an advisor for help planning and choosing courses, as well as assistance in enrolling. Approximately 74% of the respondents either agreed or strongly agreed, with just about 26% that disagreed or strongly disagreed. As to whether the registrar office staff were familiar with veteran­specific needs, only about 45% either agreed or strongly agreed, and 55% didn't feel their needs were met. Over 78% of the veterans surveyed either agreed or strongly agreed that enrollment deadlines, add/drop periods, and the semester schedules were made clear, while approximately 22 % disagreed or strongly disagreed. One veteran said concerning enrollment services, "I specifically had to ask for an adviser with a military background to assist me. It was difficult to process to figure out what classes I needed to finish my degree with the military. The other advisers gave a generic tutorial on general education classes which was helpful to a point. To be fair it was extremely difficult to get assistance from the military." Another veteran commented, "I could find no specific counselor to meet with to plan a course schedule. That was left up to the advisor for the degree you majored in. Getting a meeting with that person is absolutely ridiculous and time consuming. Not easy in the slightest." Veterans Services Office When it came to ease of locating Veterans Services on campus, almost 85% either agreed or strongly agreed that it was no problem, with the remaining 15% who either disagreed or strongly disagreed. Some 78% ofrespondents either agreed or strongly agreed that the staff was friendly, welcoming and knowledgeable on GI Bill® benefits, but the 22% remaining either disagreed or strongly disagreed. The majority of the veterans, just over 77%, either agreed or strongly agreed that procedures for certification of GI MILITARY VETERAN EXPERIENCE Bill® benefits clear and understandable, or they were explained adequately. The remaining 23% either disagreed or strongly disagreed. Nearly 81 % of the respondents either agreed or strongly agreed that the Veterans Services staff helpful in giving guidance for registration each semester, with the remaining 19% either disagreed or strongly disagreed. 48 When asked if problems with GI Bill® benefits were resolved for them in a timely manner, over 84% indicated that they either agreed or strongly agreed, with 16% that either disagreed or strongly disagreed. Comments about Veterans Services Office included one veteran who said, "The Veterans Student Services were very helpful, lmowledgeable and professional." While another commented, "The Veterans Services Office was able to answer my questions and refer me to the appropriate services I required, however, I wondered why other school officials hadn't referred me to Veterans Services first. I could have avoided a lot of confusion and wasted time." Faculty Awareness, Classroom Environment, and Campus Life When asked about whether their school had offered a reintegration program to help with transition, about 57% indicated that their school did not offer this type of program, and either disagreed or strongly disagreed. Only 43% either agreed or strongly agreed that a reintegration program was offered. Over 63% of the respondents either disagreed or strongly disagreed that their professors were aware of veteran resources on campus, with the remaining 3 7% who agreed or strongly agreed that professors were aware. Some 70% of respondents either agreed or strongly agreed that their instructors/professors interacted well with them, and MILITARY VETERAN EXPERIENCE 49 honored the veterans' confidentiality requests. The remaining 30% disagreed or strongly disagreed. When asked if veterans were aware of instructors being trained about what the military experience is like, over 60% either disagreed or strongly disagreed that the instructors had been trained, and only 40% agreed or strongly agreed that they were. As to whether the respondents felt they were treated fairly and respectfully on campus, almost 82% agreed or strongly agreed. The remaining 18% either disagreed or strongly disagreed. About 87% agreed or strongly agreed that they were allowed to share their military experiences when appropriate, while the remaining 13% disagreed or strongly disagreed. Of the veterans that responded, 80% agreed or strongly agreed that allowances were made for specific veteran seating needs. Nearly 82% agreed or strongly agreed that classroom populations are manageable in size and encourage learning, while the remaining 18% veterans disagreed or strongly disagreed. Peer mentoring programs allow veterans to get assistance with coursework, directly from other veteran students. Just over 64% of the respondents agreed or strongly agreed that their school had a peer mentoring program for support of veterans, while almost 36% disagreed or strongly disagreed. In addition, over 65% of the veterans agreed or strongly agreed that their school had a relationship with veteran service organizations, such as The American Legion, Disabled American Veterans, and the Veterans ofForeign Wars, that can assist veterans in obtaining further benefits, with the remaining respondents disagreed or strongly disagreed. Also, about 87% of the respondents agreed or strongly agreed that their school allowed the Veterans Administration (VA) to have a MILITARY VETERAN EXPERIENCE presence on campus to assist with things such as mental health counseling, education benefits, veterans with disabilities' benefits. 50 In regards to Student Veteran Organizations (SVO), about 47% agreed or strongly agreed that they were aware their school had a SVO on campus, but about 53% disagreed or strongly disagreed. Many colleges offer a "one-stop-shop" for any resource on campus related to veterans, such as Veteran Services, VUB, Admissions, Registration, and Disability Services. This helps the veterans by providing a streamlined process for administrative offices and support resources needed while applying for and attending college. Just 58% of veterans agreed or strongly agreed that their school offered such a resource, while the remaining 42% disagreed or strongly disagreed. When asked to comment on faculty awareness, classroom environment, and campus life, a veteran commented "A one-stop shop for veterans/military issues would be very beneficial." Another veteran commented, "The VA office was moved from the student services building to a building on the outskirt of campus. It should be co-located with other student services. Their current facilities are inadequate for study or parking. I pushed hard to assist and establish a veteran student organization with no luck. Finally, it was hard transition from the "military life" and it would have been nice to have a fellow Vet as a mentor." Another veteran said, "Veterans services are on opposite ends of the campus and not located "on campus" per se. The Veterans Services Office used to be located in the administration building on campus and it was more convenient to walk between the registrars, cashier, and Vet services when problems or questions arose, but MILITARY VETERAN EXPERIENCE last summer is was moved outside of the building and it now seems disconnected from the school." Service-connected Disability Of those that responded to this question of the survey, just over 35% (11) indicated that they had been diagnosed with PTSD, TBI, or a combination of the two illnesses. Nearly 83% of these veterans with disabilities agreed or strongly agreed that the staff of Disability Services, at their campus, were friendly, welcoming, and had an understanding of veteran-specific disabilities. 51 About 71 % of the veterans with disabilities agreed or strongly agreed that Disability Services staff had an understanding of the cognitive difficulties related to PTSD/TBI, and were trained to counsel veterans, while the remaining veterans with disabilities disagreed or strongly disagreed. As to whether Disability Services helped veterans deal with the stigma related to being "disabled", almost 74% agreed or strongly agreed, and the remaining 26% either disagreed or strongly disagreed. Over 82% of the veterans with disabilities agreed or strongly agreed that Disability Services coordinated with the VA to properly accommodate the veterans with disabilities on campus, while almost 18% disagreed or strongly disagreed. Just over 83% of veterans with disabilities agreed or strongly agreed that classroom accommodations are given to veterans with PTSD/TBI diagnoses, while nearlyl 7% disagreed or strongly disagreed. About 84% agreed or strongly agreed that test-taking and test location accommodations were given to veterans with these diagnoses, with the remaining that either disagreed or strongly disagreed. Finally, when asked whether Disability Services collaborates to educate other campus professionals MILITARY VETERAN EXPERIENCE 52 about veterans with disabilities' needs, 80% of the veterans with disabilities agreed or strongly agreed that they did, and 20% disagreed or strongly disagreed. Of those veterans that indicated they had either PTSD or TBI, one commented "If provisions are available at Weber State University for Disabled Veterans I am not aware of them." And finally, another commented "I experienced Sexual trauma in the military and received disability accommodations finally after three years at college. It would be helpful to have a female Psychologist for female veterans. I don't feel comfortable sharing my anxiety issues with a male." Table 2. Summary of responses by survey section, with the totals by section and response type. Section Strongly Agree Disagree Strongly Survey Sections Responses Agree Disagree a. Overall 93 27 34 14 18 Experience (3) b. Website 155 36 88 22 9 Navigation (7) c. College 224 48 111 43 22 Admissions (7) d. Enrollment 152 29 86 26 11 Services ( 5) e. Veteran Services 153 57 67 20 9 Office (5) f. Faculty 388 82 167 92 47 Awareness/ Classroom Environment (13) g. Service- 147 64 53 12 18 connected Disability (7) MILITARY VETERAN EXPERIENCE DISCUSSION 53 As seen in the review of previous research on this subject, the study found that with the passing of the Post 9/11 GI Bill®, colleges and universities have seen the greatest influx of veterans in higher education since the end of the Vietnam conflict, some 40 years ago (Cook & Kim, 2009; Rumann & Hamrick, 2009). In research by Zoli, Maury, and Fay (2015) of the more than 8,500 military members and veterans who participated, 92% indicated that education should play a role in post-service transition. This new GI Bill® has resulted in higher veteran enrollment, and has required colleges and universities to adjust policies and procedures to meet the needs of these veterans. The previous research found that most colleges and universities across the country were inadequately prepared to meet the needs of this new influx of veterans and had been reactive in making the necessary adjustments to meet their needs (Brown & Gross, 2011). Research also showed a need for improvement in areas related to veterans such as assisting veterans' transition to college, developing faculty and staff awareness of veteran specific issues, meeting the needs of veterans with military related disabilities, assisting re-enrolling veterans, and providing peer to peer experiences for veterans (Cook & Kim, 2009). Previous research also suggested that institutions that encourage veterans to self­identify early, ensure veteran program administrators are adequately trained, and that other staff and administration are trained on the new GI Bill®, tend to have more effective programs for veterans. The university should employ disability and mental health staff who understand veterans' issues, have consistent policies for college credit for military MILITARY VETERAN EXPERIENCE training, have veteran specific orientations and informational sessions, and encourage veteran student organizations on campus (Steel, Salcedo, & Coley, 2010). 54 The current study provided an opportunity to obtain the perspective of the veterans, in one western state, as to how their respective college or university was adapting to this change. The study sought to determine veteran/veterans with disabilities' perspectives as to what extent they have been integrated and accommodated at the community college and university level. In addition, the purpose of the study was to also determine how veterans with disabilities perceive overall services for injured veterans on campus, accommodations and disability services for veterans, and supportive services that allow veterans to persist and graduate from a post-secondary school. Specifically the study sought to determine to what extent the institutions of higher education have developed a veteran friendly campus, determine to what extent does the institutional faculty and staff have an adequate understanding of the military experience, are reintegrating veterans into the classroom and into higher education in general, and to determine to what extent do the institutions adequately understand and accommodate veterans with service-connected disabilities such at PTSD and TBI. What the current study demonstrated is that progress has been made in relation to this study group but there is still room for improvement, and that colleges and universities should continue to move in a positive direction. These institutions should focus on improving all aspects of interaction with military veterans to include improving the veteran experience through proper integration, user friendly web-based resources, veteran-specific admissions and registration procedures, proactive veteran services, faculty and staff awareness and training, developing a welcoming classroom MILITARY VETERAN EXPERIENCE environment, improved veteran integration in campus life, and also improved disability services and accommodations for veterans witb disabilities. Implications of the Results 55 There are very meaningful reasons why institutions should do tbe best job possible when serving, managing, and educating veterans. As pointed out in the previous research reviewed, Brown and Gross (2011) showed that successful management of military students brings benefits to all involved: the student; the academic institution; and the community. The study sought to measure how the veterans felt that the institutions of higher education were doing in that respect. Overall, the results of tbe current research on the veteran perspective was quite positive. The survey results indicated that, in general, there were 949 (72 % ) positive responses to survey questions and 363 (28%) negative responses (Appendix C). This by no means indicates that there have been no negative impacts on veterans at the institutions involved, but it demonstrates tbat strides are being made in a positive direction when it comes to the veteran experience at the these schools. A portion of the survey addressed the research question related to how the veterans felt their respective college or university had developed a veteran friendly campus through streamlining the admission, enrollment, and veteran services processes. When it came to the admissions process, most of the survey participants felt that the admissions process was generally smooth and could be viewed as veteran-friendly, but over one-third of the veterans thought that the admissions staff was not helpful and lacked understanding of veteran-specific issues. Also a clear procedure for transferring credit for military experience is warranted, based on tbe nearly one-half of veterans MILITARY VETERAN EXPERIENCE 56 unsatisfied with that process. This would indicate that staff training related to veteran­specific issues and problems that arise could reduce that level of dissatisfaction. Another possible option would be to have a staff member with military experience available to assist veterans. The admissions process is likely the first stumbling block that these veterans have in starting their higher education journey, so it is incumbent on the institutions to ensure veterans are welcomed, treated fairly, and that veteran needs are being addressed. Once admitted to an institute of higher education, veterans must tackle the enrollment process and find coursework suited for their chosen academic major. This can be a daunting task for veterans, many of whom have never been in a higher education environment. Over one quarter of the veterans responding to the survey felt that they did not have access to an advisor that would work with them in choosing and enrolling in courses. It is critical that veterans are advised properly, given the fact that their GI Bill® benefits are finite. Veterans cannot afford to waste time or money on coursework unrelated to their major. In addition over one half of the respondents felt that the registrar staff was unfamiliar with veteran-specific needs. If a staff member is unaware of the VA policy (e.g. against paying for courses unrelated to the veteran's major) and improperly advises the veteran, then it may create financial for the veterans. Again, training on veteran related issues and/or the presence of a veteran staff member may mitigate these kinds of problems. Veterans Services is a critical part of the veteran experience on the community college and university campus, especially for those veterans using GI Bill® benefits. It can become financially difficult on veterans if they have issues with receiving their MILITARY VETERAN EXPERIENCE educational benefits, so Veterans Services must be efficient when certifying veterans' benefits. 57 Most survey responses relating to Veteran Services were positive, but some found that veteran services was hard to locate, that the staff was unfriendly, and that the process for obtaining GI Bill® benefits was not clear or explained properly. Some also had trouble getting proper guidance from Veteran Services during registration each semester, or when veterans experienced problems with receiving GI Bill®benefits, the problems were not resolved in a timely manner. Not all veterans will be satisfied with how a particular process unfolds, but veterans utilizing Veteran Services on campus should feel that the staff there are on the veterans' side to the best extent possible. Veteran Services should viewed by the veterans as an ally on campus, and staff should do the utmost to accommodate veteran needs. This office should be a safe haven where veterans can come for support when they are frustrated by other campus services and procedures. Interaction with instructors and professors make up most of the personal contact veterans have in higher education. Ideally they should have some knowledge about veteran issues and resources available. The second research question attempted to determine if veterans felt faculty and staffhad an adequate understanding of the experiences of military veterans. Additionally, the study attempted to determine veterans' perception as to whether the faculty and staff were aware of helpful ways of integrating or reintegrating them into the classroom and into higher education in general. Some of the difficulties that veterans face in higher education involve under informed MILITARY VETERAN EXPERIENCE faculty, their negative classroom experiences, and general non-involvement in campus life and activities. 58 The researcher believes that it is critical to the long-term viability of veteran students, for them to be understood, accommodated, and integrated into these institutions. Over one half of the veterans indicated that their respective school either did not have an integration program, or if it did they were unsatisfied with results. In addition, nearly two thirds of veteran respondents indicated that their instructors and professors were unaware of veteran resources on campus. All staff and faculty should be aware of resources that benefit veterans, which can serve to make things easier on the veteran, staff, and faculty. The study results indicate that over one half of the veterans in the survey perceived that the faculty were not adequately trained to understand the military experience. Some colleges across the country have establish a "basic training" type program for faculty to help them be more aware of different aspects of the military experience, to help them to understand and be sympathetic. For example Purdue University, and the Veterans Success Center there, offers "Green Zone Training" to discuss what it means to serve and what veterans bring to campus. With fewer and fewer staff and faculty having military experience themselves, a program like this would be beneficial and enlightening as more veterans pursue higher education. On a positive note, the veterans overwhelmingly felt that they were treated fairly and respectfully, and were given the opportunity to share their experiences when they felt comfortable doing so in class. Approximately 30 % of the veterans who responded did not feel that the faculty honored the veterans' confidentiality requests. Some veterans really want to blend into MILITARY VETERAN EXPERIENCE 59 the fabric of the campus and do not feel comfortable being singled out or identified as a military veteran. Faculty should be sensitive to this on an individual basis, and avoid calling attention to a veteran who may not want to be identified that way. Some veterans are uncomfortable speaking of their military experiences in class, or relating it to their education, especially if it involves combat experiences. Although if comfortable in sharing, veterans' experiences can contribute to classroom learning environment and to the learning experience of all students overall, so faculty need to be sensitive and aware. Peer mentoring and student veteran organizations are other programs that have been beneficial to veterans on campuses across the country. Veterans learning and being mentored by other veterans can be another way to increase retention of veterans at the respective college or university. Organized student groups can give similar kinds of support to veterans (e.g. Student Veterans of America). An experienced veteran in college can help newer student veterans get through the difficult times by showing these fellow veterans how they survived themselves. Over one third of the veterans in the survey did not feel that there was a sound peer mentoring program, or at least an effective one at their respective schools. In addition, over one half of the veterans in the study indicated that their school did not have an adequate student veteran's organization. This study also attempted to determine how veterans with disabilities perceived their college or university understood and accommodated veterans' disabilities, specifically those related to combat related issues such as PTSD and TBI. Recent casualty statistics reported to congress indicate that, approximately 118,829 military members/veterans deployed between 2000 and 2014 were diagnosed MILITARY VETERAN EXPERIENCE 60 with PTSD. During the same period 307,283 were diagnosed with some form ofTBI (Fischer, 2014). In the study by Zoli, Maury, and Fay (2015), the researchers reported over 3.9 million veterans had been identified as disabled by the Veterans Administration (VA). Of those, 43% were from the Gulf War era and beyond. Additionally, of the more than 8,500 respondents 58% reported a service related disability. Of the veterans that reported a service-connected disability, 79% indicated that the disability created obstacles for them as they transitioned to civilian life. In regards to pursuing higher education, 12% indicated the disability hindered beginning higher education, and 28% said the disability created obstacles in completing higher education (Zoli, Maury, and Fay, 2015). It is critical that colleges and universities across the country find ways to accommodate these military veterans who may be attending to their institutions, but especially those with these unseen disabilities. The Disability Services (DS) offices on campus will need to take a leading role in this accommodation. The DS staff should be at the forefront when it comes to service-connected veterans with disabilities. In this study, of the veterans who identified as being disabled due to PTSD and/or TB!, over 82% agreed that DS staff at their campus were friendly and welcoming, and had an understanding of veteran-specific disabilities. It was by no means unanimous, with about 18% disagreeing, so there is room for improvement. The DS staff also seemed to have at least some understanding of the cognitive difficulties of those veterans experiencing PTSD/TBI issues, and these veterans felt the staff had adequate training to counsel them in relation to these issues. The DS staff was also widely viewed as being helpful to veterans struggling with the stigma that is felt by being called "disabled". MILITARY VETERAN EXPERIENCE 61 The results indicate that most of the veterans with disabilities were receiving accommodations in the classroom, and for test-taking, as well as these veterans feeling positive about how the DS staff educated other campus professionals about veterans with disabilities' needs. There were some veterans that disagreed, but the majority seemed to have had a positive experience with Disability Services. There were 14 7 combined responses to survey questions related to veteran disability, with 117 (79%) being positive in nature. The DS office and staff seem to be serving veterans adequately, with room to improve. Limitations Although the surveys were conducted in only one western state, the researcher believes that the results can be viewed in the broader context in that improvements are being made in higher education for this new influx of veterans. Others may argue that the results of the research are not adequately generalizable based on the sample size. The researcher agrees that the response rate for the survey was not ideal, but given that overall response rates for online surveys are traditionally low, the researcher felt that there were enough data to proceed. Veterans tend to focus on what directly effects their education, and therefore if the veteran does not see a relation to coursework and grades they tend to be less interested in extracurricular inquiries (Quaye & Harper, 2014). In reviewing the demographic data, it appears that there was a well-represented sample of our military, in years served, branch of anned service, deployment to combat zones, and gender. There appeared to be few if any over-represented veterans in the specific categories, other than females (see Table 1). MILITARY VETERAN EXPERIENCE 62 Future Research The study can be expanded by conducting future research to include more colleges and universities in different regions of the country. Including more veterans in varied geographical and demographically diverse areas of the country would build a broader picture of how higher education is doing in serving, managing, and educating veterans. Future research could also include the use of varied survey tools including online surveys, mailed surveys, convenience surveys, one-on-one interviews, and group discussions. The study sought to measure only the perspective of the veterans from the beginning of the research project, using a convenience sample of Veterans Upward Bound (VUB) participants. Future research could also measure the perspectives of institutional staff and faculty as well as a broader spectrum of veterans, in order to identify any possible disconnects and common ground between veteran and institutional perspectives. An institution of higher education may believe that it is doing all it can to adequately serve veterans, whereas the veterans feel that there is room to improve. This needs analysis was undertalcen to inform the institutions of higher education regarding the perspectives of military veterans. It will infonn universities, and the entities that support those veterans, ways to improve the veteran experience. Additionally, the results will provide a veteran perspective in hopes of better meeting the needs of college and university veterans. It is recommended that future research will review these data and aslc additional questions of the veterans and university faculty and staff to better support those who have served on the country's behalf. MILITARY VETERAN EXPERIENCE 63 Summary The study began with historical background and context on the GI Bill® from the beginning in 1944, to the present configuration. With the newest iteration of the GI Bill® and the generous benefits to veterans, colleges and universities are seeing higher enrollment by military veterans than they have since the conclusion of the Vietnam Conflict (Cook & Kim, 2009; Rumann & Hamrick, 2009). The literature review showed that institutions of higher education were ill prepared to meet the needs of this new influx of veterans, and had been reacting to the challenge rather than being proactive and anticipating changes that needed to be made. In addition, due to higher rates of survivability in combat, many of the veteran students entering higher education now have returned from conflict with injuries and illnesses such as PTSD and TBI. Previous research showed that nearly 85% of those receiving combat injuries are surviving due to advances in protective body armor, use of coagulants, and advances in the military medical evacuation system (Madaus, Miller II, & Vance, 2009). In the current study, the researcher sought to measure the veteran perspective as to how the institutions of higher education are doing in relation to serving veterans in general, as well as veterans with disabilities. The study findings were more positive than expected, based on prior research, with 949 (72%) positive responses to survey questions and 363 (28%) negative responses (see appendix A). This could plainly be an indicator that the institutions of higher education in the western state involved are doing better than elsewhere, or a broader indicator that the veteran experience is improving generally. MILITARY VETERAN EXPERIENCE 64 The current research showed that improvements were being made, based on the perspective of the veterans involved. The responses to the research survey were generally positive, with some exceptions. This indicates that the institutions where these veterans have attended, are making strides in a positive direction. Responses from the survey participants did show that there are many areas relating to veterans that have room for improvement though. It is the intent of the researcher to make these results available to higher education institutions, in order to facilitate the needed improvements. The results also indicated that most of the veterans with disabilities were mostly positive about the institutions meeting veterans with disabilities' needs. There were some veterans that disagreed, but the majority seemed to have had a positive experience with Disability Services on campus. As reported earlier in the study, there were 14 7 combined responses to survey questions related to veteran disability, with 117 (79%) being positive in nature. The DS office and staff seem to be serving veterans adequately, with room to improve. The researcher has concluded that there are still challenges ahead for veterans in higher education, but that the process in moving in a positive direction. Veterans are seeing these improvements and are becoming more optimistic in their outlook. The more optimistic that veterans become, the better the retention and graduation rates will become. Colleges and universities must work hand-in-hand with the veterans to improve the experience for faculty, staff, and student veterans in the future. The individtial veteran student, the higher education institutions, and the community at large will benefit from these improvements. MILITARY VETERAN EXPERIENCE REFERENCES 65 American Council on Education (2010). Accommodating student veterans with traumatic brain injury and post-traumatic stress disorder: Tips for campus faculty and staff. Retrieved from http://www.acenet.edu/news-room/Documents/Accommodating­Student- Veterans-with-Traumatic-Brain-Injury-and-Post-Traumatic-Stress­Disorder. pdf Boudah, D. J. (2011). Conducting educational research: Guide to completing a major project. Thousand Oaks, CA: Sage Publications, Inc. Brown, P.A., & Gross, C. (2011). Serving those who have served-Managing veteran and military best practices. The Journal of Continuing Higher Education, 59, 45- 49. doi:l0.1080/07377363.2011.544982 Burnett, S. E., Segoria, J. (2009). Collaboration for military transition students from combat to college: It takes a community. Journal of Postsecondary Education and Disability, 22(1), 53-58. Church, T. E. (2009). Returning veterans on campus with war related injuries and the long road back home. Journal of Postsecondary Education and Disability, 22(1 ), 43-52. Compansol, 2012. Bltunen® software. Retrieved from http://compansol.com/product.php Cook, B. J., & Kim, Y. (2009). From soldier to student: Easing the transition of service members on campus. Retrieved from http://www.acenet.edu/news­room/ Documents/From-Soldier-to-Student-Easing-the-Transition-of-Service­Members- on-Campus. pdf MILITARY VETERAN EXPERIENCE Department of Education (2014). Veterans Upward Bound. Retrieved from http://www2.ed.gov/programs/triovub/index.html Department of Veterans Affairs (2014a). Education: Benefits for veterans education. Retrieved from http://www.benefits.va.gov/REPORTS/abr/ABR-Education­FY13- 09262014.pdf Department of Veterans Affairs (2014b). Service-connected disabled veterans by disability rating group: FY 1986 to FY 2013. Retrieved from http://www.va.gov/vetdata/V eteran _Population.asp Department of Veterans Affairs (2013). Education and training: History and timeline. Retrieved from http://www.benefits.va.gov/gibill/history.asp DiRamio, D., & Spires, M. (2009). Partnering to assist disabled veterans in transition. New Directions for Student Services, 126, 25-34. doi:l0.1002/ss.319 66 Ellison, M. L., Mueller, L., Smelson, D., Corrigan, P. W., Torres Stone, R. A., Bokhour, B. G., Najavits, L. M., Vessela, J.M., & Drebing, C. (2012). Supporting the educational goals of post-9/11 veterans with self-reported PTSD symptoms: A needs assessment. Psychiatric Rehabilitation Journal, 35(3), 209-217. Fischer, H. (2014). A guide to U.S. Military casualty statistics: Operation new dawn, operation Iraqi freedom, and operation enduring freedom. Congressional Research Service. Retrieved from http://fas.org/sgp/crs/natsec/RS22452.pdf Grossman, P. D. (2009). Forward with a challenge: Leading our campuses away from the perfect storm. Journal of Postsecondary Education and Disability, 22(1 ), 4-9. MILITARY VETERAN EXPERIENCE Madaus, J. W., Miller II, W. K., & Vance, M. L. (2009). Veterans with disabilities in postsecondary education. Journal of Postsecondary Education and Disability, 22(1), 10-17. Mettler, S. (2005). Soldiers to citizens: The G.I. Bill and the making of the greatest generation. New York, NY: Oxford University Press, Inc. Military.com (2006). GI Bill turns 62. Retrieved from http://www.military.com/N ewsContent/O, 13319,1023 83 ,00.html Nulty, D. D. (2008). The adequacy ofresponse rates to online and paper surveys: what can be done? Assessment & Evaluation in Higher Education, 33(3), 301-314. 67 Ostovary, F., & Dapprich, J. (2011). Challenges and opportunities of operation enduring freedom/operation Iraqi freedom veterans with disabilities transitioning into learning and workplace enviromnents. New Directions for Adult Continuing Education, 132, 63-73. doi:I0.1002/ace.432 Post-9/11 GI Bill overview (n.d.). Retrieved from http://www.military.com/education/gi­bill/ new-post-911-gi-bill-overview.html Quaye, S. J., & Harper, S. R. (2014). Student engagement in higher education: Theoretical perspectives and practical approaches for diverse populations. New York, NY: Routledge. Radford, A. W. (2009). Military service members and veterans in higher education: What the new GI Bill may mean for postsecondary institutions. Retrieved from http://www. acenet. edu/news-room/Documents/Military-Servi ce-Members-and- V eterans-in-Higher-Education. pdf MILITARY VETERAN EXPERIENCE Rumann, C. B., & Hamrick, F.A. (2010). Student veterans in transition: Re-enrolling after war zone deployments. The Journal of Higher Education, 81 ( 4), 431-458. 68 Rumann, C. B., & Hamrick, F.A. (2009). Supporting student veterans in transition. New Directions for Student Services, 126, 25-34. doi:l0.1002/ss.313 Steele, J. L., Salcedo, N., & Coley, J. (2010). Service members in school: Military veterans' experiences using the Post 9/11 GI Bill and pursuing postsecondary education. Retrieved from http://www.acenet.edu/news­roorn/ Documents/Service-Mernbers-in-School-Executi ve-Surnmary-2010. pdf Tanielian, T., & Jaycox, L. H. (2008). Invisible wounds: Psychological and cognitive injuries, their consequences, and services to assist Recovery. Retrieved from http://www.rand.org/content/darn/rand/pubs/monographs/2008/RAND MG720.pd f Vance, M. L., & Miller II, W. K. (2009). Serving wounded warriors: Current practices in postsecondary education. Journal of Postsecondary Education and Disability, 22(1 ), 18-35. Zoli, C., Maury, R., & Fay, D. (2015). Missing perspectives: Servicemembers' transition from service to civilian life. Institute for Veterans & Military Family Members, Syracuse University. MILITARY VETERAN EXPERIENCE APPENDICES Appendix A: Veterans Survey Questions Appendix B: IRB Approval Letter Appendix C: Survey Results Spreadsheet 69 MILITARY VETERAN EXPERIENCE APPENDIX A Veterans Survey Questions Veteran Experience Questions and Comments All survey questions (except open-ended comments) will have one of the following responses: Strongly Agree, Agree, Disagree, and Strongly Disagree, Not Applicable (N/A). a. Overall Experience in Higher Education 1. My overall experience on the campus has been positive. 2. My school seems to be working to accommodate military veterans. 3. Veteran programs/benefits have improved since I've been at my school. b. Website Navigation 4. The website for the college/university was easy to find online. 5. Once fmmd, the website was easy to navigate once found. 70 6. It was easy to find veteran specific web pages, they were one location and/or were easily linked. 7. Information on the veteran pages was clear and tmderstandable. 8. Contact information for Veteran Services was easy to find. c. Admissions 9. The online admissions application was easy to find, and was clear and understandable. 10. The application clearly asks individuals to identify as a military member or veteran. 11. When needed the admissions office was easy to locate. MILITARY VETERAN EXPERIENCE 12. The admissions staff was helpful, able to answer veteran related questions, and understand veteran related procedures. 71 13. Procedures for military experience transfer credits were clear and understandable. 14. The college/university offered veteran specific orientations of information sessions. 15. Overall the admissions process was veteran friendly. d. Enrollment 16. The online course registration process was clear and understandable. 17. The registrar's office was easy to find on campus. 18. Veterans have access to an advisor to help plan, choose proper courses, and enroll in classes. 19. Staff from the registrar's office is familiar with veteran-specific needs. 20. Enrollment deadlines, add/drop periods, and semester schedule were made clear. e. Veteran Services Office 21. The Veterans Services Office was easy to find on campus. 22. The Veterans Services staff were friendly and welcoming, were knowledgeable with all aspects of the GI Bill®. 23. Campus procedures for GI Bill® certification were clear and understandable or were explained. 24. The Veteran Services staff were helpful in giving guidance for registration each semester. 25. Problems with my GI Bill® benefits were resolved in a timely manner. f. Faculty Awareness/Classroom Environment/Campus Life MILITARY VETERAN EXPERIENCE 72 26. The college/university offered a (re)integration program to help veterans transition into higher education. 27. Instructors/Professors are familiar with veteran resources on campus. 28. Instructors/Professors interact well with veteran students and honor veterans' confidentiality requests. 29. Instructors/Professors have been trained on what the military experience is like. 30. Military veteran students are treated fairly and respectfully on campus. 31. Instructors/Professors allow veterans to share military experiences when appropriate. 32. Allowances are made for specific veteran seating needs when necessary. 33. Class populations are manageable in size and encourage learning. 34. The college/university has a peer mentoring program providing veteran to veteran support. 35. The college/university has a relationship with Veteran Service Organizations (American Legion, DAV, VFW, etc.). 36. There is an established veteran student organization on campus. 37. The college/university allows the Veterans Administration (VA) to have a presence on campus. 38. The college/university has a "one stop shop" where veterans can go for services. Disabled Veteran Experience Questions and Comments g. Disability Services 1. The Disability Services staff was friendly and welcoming, and understands veteran specific disabilities. MILITARY VETERAN EXPERIENCE 2. Disability Services staff understands cognitive difficulties related to PTSD/TBI, and have been trained to counsel veterans with PTSD/TBI. 3. Disability Services helps veterans to deal with the stigma related to being "disabled". 4. Disability Services coordinate with the VA to properly acconnnodate disabled veterans. 5. Classroom acconnnodations are given to veterans with documented PTSD/TBI diagnoses. 6. Test taking and testing location accommodations are given to veterans with documented PTSD/TBI diagnoses. 7. Disability Services staff collaborates well with other campus professionals to educate them on disabled veteran needs. 73 MILITARY VETERAN EXPERIENCE APPENDIXB WEBER STATE UNIVERSITY Institutional Review Board April 29, 2015 Daniel Czech MC 4401 Weber State University Ogden, UT 84408 Daniel, Your project entitled "The Military Veteran Experience in Higher Education" has been reviewed and is approved as written. The project was reviewed as "exempt" because it involves using curriculum and assessments which would normally be used. Subjects are considered adults and may choose not to participate. Informed consent is required for participation. Notification of the study and how data will be reported are appropriate. No individual subject data will be revealed. All subject information will be confidential. Dr. Williams is the chair of the committee who will oversee this study. Anonymity and confidentiality are addressed appropriately, and the type of information gathered could not "reasonably place the subjects at risk of criminal or civil liability or be damaging to the subjects' financial standing, employability, or reputation" (Code of Federal Regulations 45 CFR 46, Subpart D.) You may proceed with your study when district/site approval is given. Please remember that any anticipated changes to the project and approved procedures must be submitted to the !RB prior to implementation. Any unanticipated problems that arise during any stage of the project require a written report to the !RB and possible suspension of the project. A final copy of your application will remain on file with the !RB records. If you need further assistance or have any questions, call meat 626-7370 or e-mail me at lgowans@weber.edu. Sincerely, Linda Gowans, Ph.D. Chair, Institutional Review Board, Education Subcommittee 74 MILITARY VETERAN EXPERIENCE Title of Project: Primary Investigator(s): Approval Number: Reviewer: Date: April 29, 2015 The Military Veteran Experience in Higher Education Daniel Czech 15-ED-088 Linda Gowans, Ph.D. Chair, Institutional Review Board Education Subcommittee COMMITTEE ACTION YOUR PROPOSAL (PROJECT) AND CONSENT DOCUMENTS HA VE BEEN RECEIVED AND CLASSIFIED BY THE HUMAN SUBJECTS IN RESEARCH COMMITTEE AS: _High Risk __ Moderate Risk _X _Low Risk BY THE FOLLOWING PROCESS: _Full board review_ Expedited review_X_Exemption THE PROJECT HAS BEEN: _x Approved __ Not Approved COMMENTS: See Attached Approval Letter Linda Gowans, Ph.D. --- IRB EDUCATION SUBCOMMITTEE CHAIR INVESTIGATOR'S RESPONSIBILITY AFTER COMMITTEE ACTION 75 The federal regulations provide that after the committee has approved your study, you may not make any changes without prior committee approval except where necessary to eliminate apparent immediate hazards to the subjects. Further, you must report to the committee any changes that you make and any unanticipated problems involving risks to subjects or others that arise. 4/29/2015 REVIEW DATE MILITARY VETERAN EXPERIENCE 76 APPENDIXC Su rvey R esul tsS > prea ds heet Survey Section Question Strongly Agree Disagree Strongly N/A Total (excluding Number Agree Disagree N/A) a. Overall . . ·· .·.I ••••• . ·:· ' -' . ·. .·· .· . . . Experience . · . . ' . . . . .·· . . • 1 12 12 5 4 0 33 2 11 11 4 7 0 33 3 4 11 5 7 6 27 b. Website . . . . ·. ·.· . . . · . . •. Navigation . ··. . . . . . 4 10 22 0 0 1 32 5 5 19 8 0 1 32 6 5 13 9 3 3 30 7 6 16 4 4 3 30 8 10 18 1 2 2 31 College . ·. . · . c. . . . ' • . Admissions ·.·. . . · . . I . .· . 9 7 22 0 0 4 29 10 6 16 8 2 1 32 11 10 22 1 0 0 33 12 4 17 8 4 0 33 13 6 11 10 5 0 32 14 7 8 10 7 1 32 15 8 15 6 4 0 33 d. Enrollment . I . . ' ': < ·. I . I ' I . Services . .• . · . . .· . . . ·.· . ' . 16 5 19 2 2 4 28 17 9 21 2 0 0 32 18 7 16 7 1 0 31 19 1 12 11 5 3 29 20 7 18 4 3 0 32 e. Veteran Services Office 21 11 17 4 1 0 33 22 12 13 5 2 1 32 23 12 12 5 2 2 31 24 13 12 4 2 2 31 25 9 13 2 2 7 26 MILITARY VETERAN EXPERIENCE 77 f. Faculty Awareness/ Classroom Environment 26 1 11 9 7 5 28 27 3 8 13 6 3 30 28 8 13 4 5 2 30 29 2 5 14 6 6 27 30 6 21 5 1 0 33 31 8 19 3 1 2 31 32 7 13 4 1 8 25 33 11 16 4 2 0 33 34 7 11 8 2 4 28 35 5 14 8 2 3 29 36 5 10 10 7 1 32 37 9 18 2 2 1 31 38 10 8 8 5 1 31 g. Service-connected Disability 1 10 9 1 3 9 23 2 9 6 3 3 11 21 3 9 8 3 3 9 23 4 10 9 1 3 9 23 5 8 7 1 2 14 18 6 10 6 1 2 13 19 7 8 8 2 2 12 20

U studiji se, nasuprot uvriježenim mišljenjima, dokazuje da su blokovi sjevernog dijela Dioklecijanove palače bili izvorno projektirani i izvedeni za potrebe gineceja kojemu se u Notitia Dignitatum spominje nadstojnik (Procurator gynaecii lovensis Dalmatiae -Aspalato). Opskrbljivao ga je akvedukt kapaciteta 1500 1/sec. = 129.600 m3 na dan. Problem obilnog ispiranja riješen je odgovarajucim kanalizacijskim sistemom koji je postojao samo duž ulica sjevernog dijela Palače u kojem su se nalazili pogoni carskih tkaonica. Tehnologija je (uz sustav bazena arheološki uočenih u prizemlju Papalićeve palače) ukljucivala sumporavanje, za što su bili na raspolaganju brojni izvori sumporne vode uz samu Palaču. Čitava građevina savršeno se uklapa u dugački niz tetrarhijskih javnih radova. Bila bi to izvorna, osnovna funkcija građevine u koju se Dioklecijan povukao nakon što je 305. g. bio prisiljen na abdikaciju. ; In scholarly literature, the term "city" was first mentioned by Lj. Karaman, talking of the beginnings of medieval Split in Diocletian's Palace, and then by Andre Grabar in his Martyrium (I: 232-233).2 Noel Duval, in a series of studies he wrote, asks whether Diocletian's residence should be classified as palatium, villa, castrum, urban settlement or some special type of architecture, considering that in comparison with genuine imperial palaces like those in Constantinople, Antioch, Philippopolis and Ravenna, it was wanting a number of "attributes": proposed the term "chateau".3 -5 The term was thoroughly investigated by Slobodan Čurčić, discussing late antique palatine architecture, showing convincingly that the urban character of these residences was undoubted (of Antioch , Nicomedia, Salona, Constantinople, Split) - although the miniature municipal quarters in them had an only slightly more than symbolic significance.6 Diocletian's building in Split really does not have the external look of a Roman imperial villa. In Split, in particular with respect to the two architectural masses in the northern part of the building, we note, its innate anti-landscape character, both the internal and the external disposition of the architectural elements, which is almost inorganically formalised. Not even in the narrow residential area, within which the halls are interconnected only via the "cryptoportico" having no direct contacts with the surrounding landscape, we do not find any of the characteristics that in the nature of things we would expect in a residence in which, it was always considered, the emperor intended to while away his final years. The Split edifice is really primarily an example of fortification. But here too we can be surprised. The sentry patrol corridor should be on the top of the walls and should be protected with a parapet, while here it is on the first floor, perforated with hardly defensible apertures (3 x 2m). The building was clearly primarily motivated by the desire to impress the surroundings, with its emphatic delineation of military presence and power. The Golden and Silver Gates and the great apertures of the sentry corridor on the three sides of the walls onto the mainland must have been walled up before the Byzantine-Gothic wars of the 530s.7 But it would seem that we can understand its form - so very particular that it evades the usual, in some sense fossilized, terminology – only through some new reading of the original meaning and purpose of the building itself. In author's opinion, this is proffered by a very simple question. The aqueduct that brought water into the palace from the source of the river Jadro was, in the design and execution of the imperial architects, undoubtedly related to the construction of his final dwelling place. Although it is a rare specimen of a Roman monument of this kind that is still being used today (reconstructed in 1878), in the literature and in research it has been almost entirely neglected, and has certainly never been interpreted in the original context. The aqueduct provided 1500 l/ sec. (129.600 m3 a day), which in terms of our standards would be enough for a population of 173,000. 8,9 The sheer amount of water inevitably leads to the question of what it was meant for, because it far exceeded the needs of the relatively modest bath complexes in the Palace. The answer might be hidden in an almost neglected item of information from Notitia Dignitatum OC XI 48 (ed. 0 . Seeck, 150) where there is a mention of the Procurator genaecii Iovensis Dalmatiae - Aspalato- warden of the imperial weaving shop for the production of woollen clothing for the army that worked in Split, under the title of Jupiter. So far it has always been thought, on the rare occasions when this fact has been mentioned at all (and then only by-the-bye) that this gynaeceum was only after Diocletian's death "inscribed" into the Palace, which was for the whole of the 5th century a kind of pensiopolis of dethroned emperors or pretenders to the throne. It has been considered that the northern part of the Palace was reserved for the Imperial Guard, for stables and the like. 10,11 Notitia Dignitatum, a long list of all the senior offices in the Empire, civilian and military, is certainly of a composite character. The basic text was created probably in about 408 (in partibus Occidentis changes were recorded up to 420), but it conceals a lot of information about the periods before the revision of the basic copy, mirroring the order that Diocletian had brought into the state, which certainly relates to the Split gynaeceum, which alone of the 14 such complexes located in the most important cities of the empire bears the characteristic predicate Iovense: it must in itself constitute a terminus post quem non to do with the origin of the factory of military uniforms of wool in the building in Split. 12,13,15 Although the gynaecea were never mentioned in the context of Diocletian's reforms, it is generally accepted that they were created at the time of the first Tetrarchy. The concentration of the labour force, the range of specialised jobs, the degree of organisation and their connection with urban centres makes them, in the judgement of historians, the closest to the modern industrial factory. State factories (fabricae) were set up in the late Empire to eliminate or at least to alleviate the difficulties concerning the supply of the state and the army with certain products. It was necessary to clothe the approximately half a million soldiers that Diocletian 's army reforms had raised, as well as no small number of clerks. Archaeology, however, has never made any direct contribution to the understanding of their internal organisation, except in the case of the otherwise well documented gynaeceum in Carthage, which lay in the heart of the city, on the edge of the celebrated Circular Harbour. 16,17 The state operated, through the comes sacrarum largitionum, a number of weaving mills, both for woolen and linen fabrics, and dyeworks 18 The Split gynaeceum should have probably been in some kind of complementary relationship with the gynaeceum moved to Salona, perhaps for security reasons, from Bassiana (Donji Petrovci, Pannonia Inferior) also noted by Notitia Dignitatum, XI, 46 (Procurator gynaecii Bassanensis Pannoniae Secundae translati Salonis). In Salona, thus, there was a large cloth dyeworks (In Not. dign. the Procurator bafii Salonitani Dalmatiae was also mentioned) and weaving mill. At Five Bridges in Salona artisan workshops were actually found, probably a dyer's workshop, and fulling mills for cloth and the dyeing of cloth. Also to be seen is the reservoir from which the water to drive the mills ran, and a building for the habitation of the workers. 19 In one inscription in Salona, a magister conquilarius is mentioned (CIL III 2115 + 8572), clearly the head of the state workshops in which purple was extracted from shellfish, perhaps for the gynaeceum in Aspalathos. 22 Another inscription found in Salona mentions a certain Hilarus, who was the purpurarius, dyer of red garments or, perhaps, negotiator artis purpurae. 23 That the Salona baffeum and the Split gynaeceum were mentioned only in the Notitia Dignitatum, says that their production was a strictly channelled state monopoly, and that the products from them did not make their way to the general market as other goods did. The army was supplied directly, without the agency of merchants. Although not all the technological details of the gynaeceum, the fullonica and the baffeum have been revealed, we can conjure up in the northern half of the Palace an image of the whole system of pools in which the fabrics were washed, softened and finished by being trampled on with bare feet in a solution of potash , fuller's earth, human and animal urine. Here then there was a very large demand for water.28 Garments were rubbed with chalk, and fumigated with sulphur. It is particularly important to remember that the technology included, among other things, sulphur treatment (sulfure sulfire ), for which there were the many springs of sulphurous water alongside the Palace itself, which were used for the washing and bleaching of cloth right up to the first half of the 20th century, by St Francis church on the Shore.29 The problem of copious rinsing was solved by the extraordinarily handled sewage system that existed only along the the cardo and decumanus and the perimeter streets of the northern part of the Palace , in which the mentioned plant was located. Among other things, the extreme western part of the sewer under the decumanus, at the exit from the Palace, has been explored. It passed under the western gate (Porta ferrea), and moved in a gentle arc towards the south-west, finishing some forty metres further in a stone portal (below the kitchen of today's Hotel Central). Thence in an open channel all this water flowed into the bay of the sea, in the immediate vicinity of the grandest corner of the Palace.30 The monumental cross-section of this sewage system corresponds perfectly to the cross-section of the aqueduct. We should underscore the fact that the sewage system was located only along the streets of the northern part of the Palace, while we might expect it to be primarily in the residential southern part, which also shows that it was constructed for the purpose of the production inside the gynaeceum. Unfortunately, there are practically no archaeological records of the small finds from investigations of the northern part of the Split building. But, during excavations of the crossing place of the cardo and decumanus (in order to establish the original level of the street and the Peristyle) M. Suić in 1974 did observe, "a very thick layer of fine sediment of a markedly red colour of non-organic origin", which had been deposited in the cloaca, and which had retained its intensity for centuries. This must prove the existence of fullonica, which must have been located within the gynaeceum.31, 32, 55, 56 Gynaeciarii, like other craftsmen, were associated into corporations or collegia, but were not able to leave their work, being nexu sanguinis ad divinas largitiones perlinenles, which makes the construction of the northern part of the Palace, in which they lived alongside their workshops even more logical. 36 - 4 0 Their patron saint in 5th c. might have been, as I have already speculated, St Martin - patron of soldiers and weavers -to whom the little church in the sentries' walk over the Golden Gate, walled-in very early on, was dedicated. 41 All this also suggests that Christianity was alive in the Palace from day one. Along with the bishop and the praetorians, the weavers were probably that industrial revolutionary guard of the time. It is not at all surprising that a martyr like St. Anastasius - a fullo, the co-patron of Split, should have come precisely from the milieu of the fullers, probably working in the baffeum in Salona. In Split, Diocletian's gynaeceum was probably reliant upon a manufacture that already existed, one linked with the sulphurous water and perhaps on the broom, genisla acanlhoclada, from which a colouring agent for dying the cloth was obtained, and according to which, it is believed, Aspalathos actually obtained its name.43 There was raw material in Dalmatia within reach. Immediately following the Second World War there were about one million sheep in the central hinterland of the Adriatic coast. Delm or Dalm in Old Illyrian means shepherd, herder, flock, and hence Delminium means the place of pasture, and delme- dalme still today in Albanian means sheep.44 - 49 Evidence of the organised weaving industry in Roman Dalmatia can be seen in the form of the weaving industry around Split, which all the way through the Middle Ages and until quite recently was different from that in the other regions. 51 The Gynaeceum iovense might have been special precisely in the fact that this was not a remodelled and expanded production area already in existence, the expropriation of some extant minor complexes (as is assumed to have happened in Carthage), but a green field project, an exemplarily constructed industrial unit. And for this reason, of all such establishments, it was the only one to have such a flowery dedication and name. At the end one should also draw attention to an almost neglected reference concerning the palace, that is, the first description of it, uttered by the most authoritative mouth of all. In the Oralio ad Sanclorum coelum which he delivered in Antioch in 325, Emperor Constantine said that the colossal pile of the palace was a "loathed dwelling" in which the Emperor Diocletian shut himself up after this abdication: "After the massacre in the persecutions, after he had condemned himself by depriving himself of power, as a man of no utility, acknowledging the damage he had done with his imprudence, he remained hidden in his really contemptible dwelling place". 61 This surprising statement of Constantine might be an allusion to the fact that Diocletian had to spend his last days in a building that in spite of all the sumptuousness of its centre and the residential quarters looking onto the sea- must also have had the features of a military factory, to which the form of the castrum must have been in all respects much more suitable than to a charming imperial residence. The whole of the building fits perfectly in with the long series of tetrarchic public works. It is important to stress the autonomy of the cardo and the decumanus (12 metres broad) with their own lastricatus and their own porticatus, independent of the blocks that they hid. I would even say that the form of the castrum is more logical for a gynaeceum than it is for a palace. What should be actually highlighted is the surprising pragmatism, as well as the great social focus of the lllyrian emperors, who really did want to renew the "fervent patriotism and iron duty in the evil days" (Syme). Probus in Egypt worked on an important improvement of the navigation of the Nile; temples, bridges, porticoes, palaces, all were put up by the army. Galerius himself was a devotee of public works, and undertook an operation worth of a monarch, says Gibbon, diverting the excess of water from Lake Pelso (Balaton) to the Danube, at the border with Noricum. He had the endless woods all around cleared, and gave the whole reclaimed area between the Drava and the Danube to his Panonian subjects to be cultivated, naming it Valeria after his wife. 65, 66 Most of the buildings that Diocletian put up were of a utilitarian purpose, such as mints and the factories that Lactantius mentions, or border forts, roads and bridges. Dozens of extant inscriptions tell us of the dedications of new and restored temples, aqueducts, nymphea and public buildings - "vetustatu con lapsum" or "Ionge incuria neglectum"- dilapidated from age and long neglect. 67 According to Lactantius's writing, Diocletian had an infinitam cupiditatem aedificandi, an infinite desire to build. 68 Today we are apt to count mostly the imperial palaces in connection with this statement, and to forget the whole framework of comprehensive public works that were undertaken during the first tetrarchy. Twenty years of relaxation from civil wars and barbarian invasions, and the gradual suppression of local unrest, led to the renovation of the prosperity in cities all round the Empire, hence the major number of public dedications, the revival of overall construction activity. The Tetrarchan New Deal - with Diocletian as the Roosevelt of the ancient world - is often understood in a formalist way, as a series of legislative and political attempts to halt inflation, overlooking exploits like Galerius's round Balaton, or this one in Split. The construction of the Split Palace, then, no kind of imperial Xanadu, as it is often held to be, justified its investment. More than that: its existence enabled antiquity in Dalmatia, even after the 7th century catastrophe, not to be extinguished with a sudden death, but over long centuries to be merged into the modern age, remaining until this day a lesson in and criterion for every creative architectural operation into the tissue of the city, which developed organically within the precise, almost dry geometry of the Emperor's palace-cumfactory. * The article was published in English, in: Das Imperium zwischen Zentralisierung und Regionalisierung: Palaste- Regionen- Volker (ed. A. Demand, A. Goltz und H. Schlange-Schoningen), Berlin - New York 2004: 141-162.

Transcript of an oral history interview with Dr. Carlos F. A. Pinkham, conducted by Jennifer Payne at Norwich University in Northfield, Vermont, on 9 January 2014, as part of the Norwich Voices oral history project of the Sullivan Museum and History Center. Carlos Frank Armory Pinkham graduated from Norwich University in 1965 and later returned to the campus to teach in the College of Math and Sciences. His interview includes many details of his academic career as well as recollections from his military service and family history. ; 1 Carlos Frank Amory Pinkham, NU '65, Oral History Interview January 9, 2014 Interviewed by Jennifer Payne CARL PINKHAM: Vermont. JENNIFER PAYNE: And your (inaudible) [00:00:02] class? CP: Nineteen sixty-five. JP: Ah, did you have a nickname at Norwich? CP: Not really, no. JP: No? The yearbook has you as Pink, but I imagine -- CP: Oh, yeah, Pink is -- Pink is -- if anybody used a nickname it was Pink. Yeah, mm-hmm. JP: Oh, what made you decide to choose Norwich? CP: It was very easy. My father taught here, and so as a poor university professor this is the only place he could afford to send me (laughs) because I got tuition free. JP: What was his name and what did he do? CP: Vernon Curtis David Pinkham. So, again, four names. It's a tradition in our family. JP: What did he teach? CP: He taught economics. JP: So, you came to Norwich pretty much straight out of high school. CP: Yes. JP: And were you interested in science then? CP: I have been interested in biology ever since I was able to think. So, I knew when I came here what I wanted to do. I knew what I wanted to do when I was a kid. JP: Really? CP: Yeah. I wanted to get a doctorate in biology. At the time that I came here I wasn't sure what field in biology. It was really a choice between evolution and marine biology, but I knew that I wanted to do that.2 JP: Wow. So who was your roommate when you got here? CP: Oh, boy, when I got here -- I don't remember. I do know that he never finished and I don't remember his name. JP: Do you remember any of your roommates? CP: Sure, Joe [Koons?] [00:01:50] was my sophomore year roommate and he never finished, and then Don Graves was my roommate in my junior year; he did finish. And Bob Priestly was my roommate in my senior year. JP: No kidding? CP: Yeah. JP: That's great. Now I know you've looked at these questions. Is there anything in particular that you want to focus on or start with? CP: No, not really. Just go ahead and fire away and we'll progress as ever we can. JP: Yes, OK. Your activities when you were here were humongous. You were in everything. You were corporal, master sergeant, correct? Major biology -- you were in the biology club, one, two, three, four president -- president twice; geology club, one, two, three, four; honor tank platoon, three and four; German club one, three, and four Vice President; AUSA three and four; mountain and cold weather; winter carnival committee; regimental ball committee; Epsilon Tau Sigma Vice President. CP: That's the honorary society -- the academic honorary society. JP: And you were in Who's Who, also, I noticed in the yearbook. You were on that page, but the list doesn't stop. You were in the varsity club two, three, four; class honor committee to cadet cadre two, three, four; dean's list one, two, three, four; DMS, which is -- CP: Distinguished military student. JP: Wow. What was your GPA? What was your -- CP: I was second in my class -- JP: Wow! CP: -- and the person that was first in my class, Harry Short, and I competed for that position all four years and his is a sad story because he beat me and legitimately so; he was a very smart person. He went on to med school, got his MD and in my fifth year of graduate school, I found out that he had just been killed in an airplane crash that he was flying himself. So that was probably one of the saddest things that had ever happened and has 3 ever happened in my life -- to lose this very dear friend who was my arch competitor, but still a person that I had a lot of respect for. And really it was -- another aspect of that is that I -- up to that point I kind of thought of those of us who were in this top echelon as being untouchable. In other words, somehow we were just -- our lives were special and therefore they would not be expendable and that woke me up to the fact that in fact that was a very incorrect assumption to proceed with. JP: So what do you remember most about Norwich? CP: Oh, (laughs) there's so many things. I remember, and this is going to go on to one of the other questions, William Countryman, my favorite professor, and it's hard to pick a favorite professor because there were certainly three that I had -- William Countryman, Bert Wagenknecht, who was the botany professor at the time in biology, and of course, the ever traditional and ever present Fred Larson, who played a major role in my interest in geology. So, these are the three people that vied for my preferences as the favorite professors, and Bill -- but Bill because I had him more often than all of the others. I think he won out, but he was a very special professor anyway. He was smart, knew how to teach, and knew how to keep his classroom in stitches, which is something that is very important for a good teacher to have. It's something that I never developed as a teacher, I have to admit. JP: How did he keep you in stitches? CP: Oh, he just had great stories that were always able -- that always fit in to whatever lesson he was talking about and he had a great sense of humor. He was a very wonderful fellow. I ended up working for him, actually, when I came back here for a number of years because he went into private consulting and I worked for him. That's the story we can get into a little bit later. JP: Yeah. Because you went to the military after, but what was the hardest part? It seems like you probably did very well. Were you ever disciplined? CP: No, no. Should I have been? Yes. (laughter) JP: For what? CP: Oh, there were a couple of times I think when -- well, the one time that I remember specifically is when I was the executive officer of the third battalion my senior year. I think I had a soccer game. I think that's what it was, and so I went on the soccer game without thinking about the fact that I had to make sure there was somebody who took my place in formation because the battalion commander I knew was not going to be there. And so one of our class cut ups, who was just -- went on to become a great guy -- probably because he was a class cut-up, took over the battalion at the time and he made a pretty good farce out of it from what I understand, and I was about ready to get some demerits and I think my dad stepped in and prevented that from happening. I don't know, but I know I never got them.4 JP: What did he do? CP: Well -- JP: The farcical -- CP: Oh, what did he do? Oh, he just got up and mocked the protocol, the commands and everything. I don't know. I don't know exactly what happened. I just heard that it was pretty farcical, so -- JP: Norwich cadets cutting up? CP: Right, right. JP: No, say it isn't so! So what was your least favorite? Did you have a least favorite class here? CP: Well, I suppose it had to be English. And the reason for that was that I hated writing; I didn't know how to write. And, again, there's a story about how that can be -- how that turned around, but after I got out of grad school, and so I'll hold that until later. But at the time I hated the writing aspect of English. I didn't mind the reading aspect, the reading of the different literary assignments, that was fine, but, boy, I just did not like writing. JP: OK. What was the most important thing that Norwich taught you? CP: There are several things, but the first thing I learned, I guess, is that nothing ever lasts forever, and that was a lesson I learned in rook school, and it was a lesson that I think a lot of people learned in rook school because if you didn't learn that lesson, you couldn't get through rook school. That's a valuable lesson to learn if you're really being confronted by things that are difficult at the time. It's good to know that it can't last forever. The second lesson, and I think this is one that has probably, Norwich teaches more than anything else, and I have not seen it as something that is grasped by the powers that be as something that they need to promote, and that is that done properly, if you allow it to do it to you, allow Norwich to do this to you, you discover that your limits are way beyond where you thought they were, way beyond spiritually, way beyond physically, way beyond mentally because Norwich has a tendency to push people. It was pushing people when I was a cadet here and it still does push people and in ways that many other universities don't. And one good proof of that happened my sophomore year. In the eighth grade -- I've got to go back a little bit -- in the eighth grade is when we moved to Northfield because dad took the teaching position that year, and in my homeroom I went into the first day, and of course being an eighth grader boy, I was very interested in girls, and I saw silhouetted against the window this very pretty, cute blonde and I said, "Well, that's kind of a neat girl." And so I asked about her and found out that she was going with somebody else and so being an honorable person I decided I probably 5 better not interfere. But a little while later I heard that someone had said that she was interested in me, which of course was all I needed to do. So I approached her and we struck up a relationship that lasted through the sophomore year of high school and she eventually broke off with me about that time -- at that time because she thought I was pretty much so a namby-pamby, which I was, and then -- but I always had a crush for her and the sophomore year, New Year's Eve, I had a date that didn't come through and so on just a whim I called her up because she was a townie as well, obviously, and asked her out to New Year's Eve and she didn't have a date that night, so she accepted. And from that point on we were a couple and she has now been my wife for almost 50 years. JP: Awww, that's so sweet. CP: Yeah, so basically she just liked what she had seen -- the change in me that was -- that Norwich had brought about. JP: What's her name? CP: Christine. JP: Christine. CP: Yeah. JP: Wow, so Norwich helped her fall in love -- CP: That's exactly correct. And she'll admit that, too. I'm not making this up. (laughs) JP: Did the words "I will try" mean anything to you as a student? CP: It means -- it's hard for me to kind of express because I think I always felt that way, and I always was a little bit disappointed with it because I want to do more than try; I want to succeed. And I think that probably of all of the things that Norwich did for me, its motto was not one of the things that I carried with me throughout my career. I mean, I just knew I would try. Maybe that's why Norwich and I were such a good fit, I don't know, but in any event. JP: Well, you were obviously successful from an early time. Do you have any funny stories about life or people at Norwich? CP: (laughs) I don't know whether I want to tell one of them. Well, I guess probably the story I will tell is that the infamous panty raid -- JP: Oh, yes. CP: Roy [Bear?] [00:14:58], Dick Herbert, and myself had heard about this thing happening but we were at my house that night. And we finally decided after the news had come that 6 it was probably interesting enough that we ought to go over and take a look. So we went over after it had been done and interestingly enough we were watching -- after most of it had been done -- just to watch and at this point I have mixed emotions about whether I should have been involved or not, but at any event, one of things we noticed is that the police and the fire -- well, the fire department was using a lot of fire hoses on the few that were left and they were doing most of the damage with their fire hose that was finally attributed to Norwich cadets. They were breaking windows with the water and everything. And so we were standing around, and of course we looked like Norwich cadets because we had short hair, and one of the policemen came up to us and said, "Are you guys from Norwich," and I said, "No, not me, I'm from Northfield. I'm a townie," and that wasn't a lie because I was, but at that point in time we recognized maybe we better get out of there. So we got out and came back to my house and eventually got back into school. You know, they were checking everybody coming back in at that point in time and we had not been involved in the raid and so we -- this is our junior year -- so we were let back in, and again, I think it was partly because my dad vouched for me and said yes, they were at home at our house, and that was true. So, that's one of the episodes that I think is kind of humorous. JP: So you were questioned along with everybody else that had gone? CP: Yeah, sure, sure. JP: Interesting. Were there other panty raids? I had heard there might have been annual -- CP: I wasn't aware of it and certainly nothing as big as that. I know that one made national headlines and (laughs) -- JP: Yes, yes it did. What did you do after graduation? CP: Well, I was commissioned in armor, but because of my grades and because of other good letters of recommendation from my profs and performances on the GREs, et cetera, I was allowed to defer to active duty to go to grad school. And this is during Viet Nam so I was very happy with that. I wasn't going to argue that and so I had applied to the three -- by then I knew that I wanted to do evolution -- I had applied to the three universities in the nation at the time that were giving doctorates in evolution -- Harvard, University of Illinois and UCLA. Was accepted to all three with scholarships and decided I needed to get far away but not too far away. So I chose the middle of the two, University of Illinois, to go to grad school, and went to grad school there and had a great experience and learned and awful lot. And had -- in those days you had four years of total deferment to active duty to get your doctorate -- and four years to get a doctorate in biology is really difficult if not, you know, you have to really be smart, even smarter than -- I shouldn't say even smarter -- I worked hard, I wasn't smart, I just worked hard -- and smarter than me. So at the end of the fourth year I still hadn't had my degree, but what I did -- there were two things that happened. I found out that if I had a doctorate I could switch from armor to medical service corp., which is what I had originally put in for anyway, and so there was caveat on that, though. I had a two-year obligation, active duty obligation, in 7 armor. If I switched my branch then I would have to have another two years, in other words, a total of four year obligation. So this is where I think my Norwich training came in really, really helpful in about two tenths of a second I had the decision. You know, two years of which one would have to be in Viet Nam in a tank versus four years of which I would be applying what I had learned state-side in a research institution. It was a pretty easy decision to make and so I accepted the caveated offer to go to medical service corp. The other thing I did is we got in that fourth year you had an option on when to be put on active duty, and so I took the furthest one away from when I applied, which actually gave me almost five years of graduate study in grad school, and I cut it so close that on Wednesday night I defended my thesis, Thursday morning I boarded the plane for Fort Sam, officers basic course. JP: Wow! CP: Yeah, it was close. JP: Wow. CP: So, that was a very fortunate thing for me because getting into medical service corp. was fundamental to a lot of what happened to me from that point on. JP: In what way? CP: Well, because after officer's basic which is, you know, a three month assignment, I was assigned to Edgewood Arsenal and to the biomedical research lab there and my first assignment was to do research on a nerve agent poisoning -- the mechanism of a nerve agent poisoning, organophosphorus, the nerve agents, and to do that I had to kill cats. They were anesthetized and then we exposed them to nerve agents and monitored what was happening to them with some fairly sophisticated equipment and deduced from the responses what was going on. Well, you know, I'm not opposed to research of that sort but it was not something that I was really comfortable with and it turned out that the guy across the hall from me had just -- we were living in apartment houses at the time and so this is for married couples -- and so the guy across the hall from me had just gotten out of being the executive officer for the human experiment platoon. These were humans that had volunteered to undergo various kinds of experiments, most of which were with psychedelic kind of drugs. So it was kind of a difficult job to be in charge of them. And because he still had some active duty time, he was offered a position with the newly formed ecological research branch. Now his specialty was aquatics. He was a fisheries guy, marine and fresh water fisheries, and so he kind of fit right in and I'll explain why that was newly formed here in a moment. But he told me about this, and he said that they were looking for a person who had specialty in land and my, in addition to a doctorate in evolution, one of the -- the major area in evolution that I had worked on was mammals, mammalogy, and so I had a lot of experience with mammals as well as with reptiles and amphibians because one of my major mentors was Doctor Hobart Smith, who was probably the world's leading herpetologist at the time. So I had a lot of good experience that would put me into that position. So the next day I went over and talked to the newly 8 assigned director of the ecological research branch, Scott Ward, and told him what I was interested in and what my qualifications were and the next day I was reassigned to his branch. He had a lot of pull at the time. Why did he have a lot of pull? Here's why. He was a very sophisticated politician for one thing, but what he was heading up was a really dynamic and important endeavor at the time. Basically, Nixon, who has been maligned for a number of different -- well, for one thing, and that's Watergate, but really did an awful lot of good stuff during his presidency. National Environmental Policy Act, Clean Water Act, Clean Air Act, diplomacy with China, et cetera. The list goes on. One of the things he did was he signed an executive order that unilaterally ended the open air testing of offensive, active -- of offensive and defensive biological and chemical weapons, and restricted any further research to just defensive research on biological and chemical weapons in labs. So, there were two places -- a number of places around the world where this research had been going on, two in the United States. One was in Dugway Proving Ground in Utah, the southern end of the Great Salt Lake desert, out in the middle of nowhere, which you would expect to be a place where this would be conducted. And there's some stories about that that I'll get into in the future, and then the other one was 17 miles northeast of Baltimore on Carroll Island, which is part of Edgewood Arsenal, an island -- a peninsula that jutted into the Chesapeake Bay. It was called an island because it was separated from the mainland by a channel of water, cooling channel from a power plant that was right there. And because they had stopped the open air testing the question was logically raised, was there any impact of the testing on the environment? Now Carroll Island it turned out -- well, both Dugway Proving Ground and Carroll Island formed these two groups to research this. On Carroll Island it turned out there were two parts to it. There was one part next to the mainland, and then there was an intervening large saltwater marsh, and then another part where all of the jutting out into the bay where all the testing had been done. And the two parts were fairly comparable to one another, so we had a very good control and a very good experimental area to do our studies on. So we started the study of that and that was the foundation of the Army's environmental ecological research effort, and so I was in on the ground floor of that, and that played a major role in my military career because -- well, one of the things that happened while we were there is as a result of the National Environmental Policy Act, we started getting into environmental assessments and environmental impact statements, one of the first groups to start doing that. And so, again, the procedures we developed and techniques and everything were eventually implemented -- became implemented into a lot of the Army approaches and regulations. To get a little ahead of myself I think it's important at this point to explain what happened at the end of the four years. I'm going to come back to Edgewood. At the end of the four years I was -- obviously my obligation, active duty obligation, was over and I thought, OK, this is it, I'm going to get out of the service. And I wanted to come back to Norwich and teach, quite honestly, and so I applied here but there wasn't a position available, and I really didn't know much about applying anywhere else, and I tried but I wasn't successful. But I had been offered a job at the sister organization out at Dugway Proving Ground as a civilian working, doing the same thing, extending what I had done at Edgewood. And I loved the job, I loved the people that I was working with both at Dugway, and by then we had formed this extended team where Dugway and Edgewood worked together, but I hated the environment of Baltimore, just didn't like the humidity in the summer, as a Vermonter I 9 couldn't handle it. So we took the job out at Dugway, and again, I'm going to come back to Edgewood, but I've got to finish this entry into Dugway because it's kind of a fascinating story. So, I had been out there many times and new I would love it, and so in order to make the final decision I had to take my wife and my two children out, then I had two boys, I now have three. So we left Baltimore when it was about 98 degrees and 150 percent humidity, not really, I mean, the air was just soaking. And we got on the plane and flew out to Utah and about 30 minutes out of Salt Lake City the pilot came on board and said the temperature in Salt Lake City is 110 degrees at which point my wife turned to me, she said, "As soon as we get off the plane we're turning around," because she was thinking 110 degrees with all of that humidity that we had just left behind, and I knew better. So I let her get off the plane and she looked around and she felt the air and she says, "I love it!" So I knew that we were sold on going out to Dugway. So, returning back to Edgewood, because we had these two wonderful control and experimental areas, we had a lot of wonderful data comparing two different community structures, those of let's say a species of trees on both places, fishes on both places, snakes on both places, amphibians on both places, mammals on both places, et cetera. And we had these wonderful databases. But at the time there was no way to really compare them because all of the mechanisms that were out there at the time, all of the methods that were out there at the time, were focusing on diversity, on measures of diversity, and we weren't interested in measures of diversity. We were interested in how alike are these two communities or how different are these two communities. So, the guy across the hall who introduced me to Scott, his name is Gareth Pearson. He eventually went on to become one of the directors in one of the labs of EPA, very successful career. JP: EPA is? CP: The Environmental Protection Agency. So Gareth and I sat down one night with this problem and a bunch of paper with some of our data on it spread out on the floor in his apartment and a six-pack of beer. And by the end of the six-pack, we had solved the problem, and we had developed an index that would compare these two communities in a very -- I've got to say clever way -- and in a very effective way and started applying that our data and then of course published it and this index, the Pinkham Pearson Index, is now regarded as the primary way to compare community structure. So we were very fortunate to be at the right place at the right time. I'm sure if we hadn't come up with it, somebody else would have. It's one of those things that's fairly obvious once you look at it, but, you know, we were there at the right time. JP: That's wonderful. I was hoping you would talk about that. CP: So we had a lot of fun. We did some great things. Great in the sense of they were fun things and wonderful to do. We started the -- we were the -- we, Edgewood, actually, the team that I was part of at Edgewood, really established the concept of the installation environmental impact assessment or statement where basically you go in to an installation, an Army installation, and you identify all of the resources on and around that installation and all of the activities on that installation that could impact these resources, and identified ways to mitigate the impact so that the installation could continue its 10 mission. And eventually out at Dugway as we continued the effort, because by the time I was at Dugway it was such a large effort that we needed to have both camps involved in this process. Another colleague of mine that I met at Dugway, David Gauthier, whom I also kind of took on as a person that I would work with the rest of my life, David and I were the co-editors of a seven volume -- became the co-editors of a seven volume treatise on doing ecological surveys at military installations, and one of the volumes was doing all of the procedures involved in doing an environmental assessment of an installation. All of the different topics you've got to cover and all of the ways you can cover them, it was a fairly extensive document. And still is -- its descendants are still being used in the environmental program in the military. So, I really enjoyed that part of my life. We got to go and I got to see lots of different parts of the United States. Never got away from the United States, but some of the really interesting installations where testing was going on of one form or another, whether it was vehicle testing or artillery testing or whatever, we got to go to because they were part of testing evaluation command at the time, which Edgewood Arsenal was part of, and that's where most of the environmental documentation was happening. One of the things -- and again, it's a matter of being at the right place at the right time, very quickly or very soon after we started our effort at Edgewood there was an operation at Edgewood that had been going on for years and their procedures, their environmental procedures, were just terrible, and we told them that they were just awful and that they would have to do something about them and they snubbed their noses at us. About six months later EPA caught up with them, newly formed EPA caught up with them, and the directors, whom we had said you better do something about this, ended up going to jail. JP: Really? CP: Yeah. So that all of a sudden gave us the notoriety or the fame that we needed to have to get everybody's attention and from that point on we got to do some pretty neat stuff. And going from coast to coast and seeing things, you know, I saw my first rattlesnake, I saw my first copperhead and things of this sort which were fun. In the wild, you know, turning things over and finding them there, which is part of our technique, and developed further techniques for looking at -- finding whether or not a military operation had impacts. I think one of the fun ones was Redstone Arsenal where a government operated -- a government owned, civilian operated (GOCO) facility had been operating during the Second World War manufacturing DDT. Every time they had a bad batch they just threw it out the back door. So although the facility had been destroyed, long gone, this batch was still there. Now what happened is that Redstone Arsenal called us there because they knew that there was this stream that was entering a bayou or a backwater of the Mississippi that didn't have any life in it and they wanted us to find out what was going on. So what we did is we used a technique which, I don't know whether we developed or had been used by others, but in any event, you go up and every time you find a branch in the river, or in the stream, you sample both sides and when you do that, you know, one, every time we went there, one branch was fine, the other branch was dead. And we kept following it back up until we found this huge area, a two or three football field size area of old DDT, and it became one of the nation's hazardous waste facility -- sites -- that had to be cleaned up. So it was, you know, it wasn't anything that the people there were 11 trying to cover up or had been responsible for, it had been done a long time ago and we were able to find that. Another program that I think was a lot of fun is that my boss, Scott Ward, was a falconer and this was in a time when falconers were -- he was a falconer when it was legit to be, OK to be, a falconer. But then the Endangered Species Act came along, which again, was another Nixon thing, and that prevented falconers from being -- you know, without having a license. You had to be licensed to be a falconer and had to have a legitimate reason. Well, he was a veterinarian and so he got his license. He was a wheeler-dealer and he made sure that he got his license and then he started working with peregrine falcons and their recovery. As you may know, about that time DDT, again, here's this DDT rearing its ugly head, had been bioaccumulating in predator species, the peregrine falcon being one of them, so that to a level that the eggs were thinning, the shells were thinning and the parents were breaking them in the nest as they were trying to sit on them. So, there was a real decline in peregrine falcons. In fact, the peregrine falcon south of the Arctic had gone extinct. So, Scott was involved in studying their recovery and to do so he became the coordinator of the North American peregrine falcon banding program, and he would go to a number of different places, Greenland, Hudson Bay, I think Alaska, and band fledglings in the nest, and then we would go to Assateague Island in the fall and in the spring and trap peregrine falcons to see if any of them had been banded to find out where they were coming from because at that point in time we really didn't know very much of any -- the peregrine falcons that are now south of the Arctic are all derived from peregrine falcons that were in the Arctic. It's a different subspecies but basically it was the only opportunity is to take these fledglings and bring them back here, and that was a Cornell program, did a wonderful job, and breed them in a captive breeding program and then reintroduce them to the wild. But knowing we just didn't have any information on what their flight pathways were, where their migration routes were, and so Scott was instrumental in coming up with that information. And so I was able to go with him and, you know, this is a military assignment. (laughs) JP: It's a great job. CP: Somebody had to do it, right. And spend a week or two weeks in the fall and in the spring on Assateague Island trapping peregrine falcons and birding and all sorts of stuff. So that was a lot of fun. We got to know a lot of interesting people because Scott made his way through the people who had influence at the time. I think one of the more interesting things is that, for example, we would often capture peregrine falcons with -- peregrine falcons -- he would also do it on Carroll Island -- capture either hawks or accipiters or falcons and they would have feathers in their beak or we would find kills in the woods, and part of our study was, you know, what had they killed? And so he would take these feathers and sometimes just one or two feathers they pulled out of the corner of their bill and send them off to a gal at the Smithsonian Institution, I can't remember -- I think her name was Roxy or something -- and she would identify it just from a single feather what the bird was. So that was part of our ability to get some additional data. What are they preying on when they're at different places in their migratory pathway, et cetera. So, that was another, you know, it was just a lot of fun things that we got to do and we would seine for fish. 12 JP: And we're back. CP: OK, so I'm trying to think of -- in the back of my mind there's one more story I want to tell and I can't come up with it right now. So those were fun days. We really had a great time doing all that sort of stuff. Oh, I know what it was. Another story was with Chandler Robins. Now, Chandler Robins is, I think he's still alive, one of the greatest ornithologists in the country. He wrote a book on birds of North America and Scott knew him well, and so I remember one night we had been out doing some night surveys and he had a recording of a bird that he couldn't -- all he had was the song and so we got on the phone the next morning and called up Chan and said, "Chan, I want to play something for you. Can you tell me what it is?" So we just played it for him over the phone. Chan says, "OK, so let me see. It was probably about nine o'clock at night, it was raining slightly and the sound is coming from the middle of a marsh, am I right?" And Scott says, "Yes," and so he says, "Well, it's a Black Rail," which fits all of those things. JP: Wow! CP: So this guy really knew his stuff. (laughs) That's the kind of stuff that we were exposed to for all of this. It was a lot of fun. JP: Did you photograph it? CP: Oh, no, no because it was at night. But I photographed a lot of birds. In fact, because I spent so much time going around doing this sort of stuff, my life list of North America north of the Mexican border is about 420 birds, 420 species. That's not anywhere nearly as many as it could be if I were a serious birder, but just because I have travelled so much, it's a lot larger than a lot of birders do have. JP: That's a lot of birds. CP: It is. JP: And you were outside and making the world a safer place. CP: Hopefully so. JP: That's pretty amazing. CP: Yeah. JP: Wow. I'm always amazed by you guys. CP: Yeah, it's fun what we get to do.13 JP: What about the Oxford Round Table? I know I'm jumping ahead, but I want to make sure we get that. CP: All right, so the reason -- I want to also hit my military career because I think that's important and, oh, we're doing fine. So let's hit the military career and then we'll come back to the Oxford Round Table. JP: Absolutely. CP: After I got out of Edgewood, I told you I was thinking about getting out of the service, my brother, my oldest brother, who at the time was a colonel in the Reserves, said, "No, you've got to stay in," and he explained to me why I needed to stay in. He said, "The benefits that you would accrue for retirement and for Space-A travel and medical coverage, et cetera, are just fantastic. You've got to stay in." So I did, I decided to stay in. And to get to the end of that story before I come back I stayed in for 47 years or whatever it was, I mean, 37 years. I retired at 60 from the Reserves and when I retired it was in '06 and I was the senior, maybe we should say old man of preventive medicine science officers and as such I was the mentor for about 700 preventive medicine science officers in the Reserves, the National Guard around the world. And from Norwich, this is when I was doing this, I sent out a weekly newsletter. Every Saturday I would come down early in the morning and I would work until one or two o'clock in the afternoon putting together this newsletter of all of the events that were important to preventive medicine science officers that had happened in that week and sent it out to them. And it got to be such a big thing that many of the active duty preventive medicine science officers were subscribing to it as well. JP: What was it called? CP: The Preventive Medicine's -- Reserves Component Preventive Medicine Science Officers' Newsletter, very imaginative title for it. JP: But very useful. CP: But it was very useful. JP: Extremely useful. CP: Yeah, it was during the Iraq war and during Pakistan as well. The beginning parts of -- I mean, Afghanistan. JP: So what kinds of things would be in it, for example? CP: Oh, there would be health reports from around the world, alerts about outbreaks of different things. There would be announcements of upcoming conferences that -- one of the things that preventive medicine science officers -- most preventive medicine science officers are in the Reserves are not assigned to a unit. They are what is known as 14 individual mobilization augmentees. They're on their own basically and they have to get their 50 points a year on their own. Because all of us have advanced degrees, we don't fit into most units and if there is a unit, it's probably across the country that we could fit into, and some of the people fit into those units, they just had to travel and they did their two weeks of active duty. And so it was very important to be able to get these people, all of these people for retention purposes if nothing else, to recognize all of the opportunities they had to get points and part of my role in this was to provide these opportunities -- show them the opportunities that they had and make sure they were taking advantage of them. JP: That's terrific. CP: So that was another side of it. And unfortunately, I think after I left I found a successor and I think he, after a year or so, found that the job was so demanding that he had to back out and I don't think anybody else took over. But it happened during a time when it was really important too because we were so widespread and some us of involved in conflicts around the world that it was important for us to have that at that particular time. I'm sure it would still be valuable today, but I don't think anybody has followed up on it. But then that's another thing where Norwich guys have a tendency to see a need and fill it. Another thing, which also is a Norwich story, I think, is to get my points, one of the ways you can get points is to be a liaison to West Point, and what that means is basically that you are helping to guide the applicants for West Point from Vermont or from whatever state you're in, through the process so that they either are successful or not. Well, it turns out in Vermont I think we have a higher percentage of people that get in for reasons which are not worth going into here than most states. But you still, one out of ten, one out of 20 would make it. So, one of the advantages of that is it gave me an opportunity to direct the nine or 18 failures to Norwich which many of them did come here as a result. So that was a good recruiting opportunity as well. And Norwich -- West Point preferred to have of all of those senior military academies, they preferred to have either West Point or Norwich personnel fill those positions because they knew that they would do a good job and a serious job. So, let's see, what else is here? All right, we can go on to the Oxford thing. So, I, as I've stated earlier, had always been interested in evolution and ever since I was able to remember, I recognized that the beauty around me that I was fascinated with in nature, the butterflies, the flowers, the trees, the frogs, whatever I was attracted to at the time, was just not by chance but brought about by a creator. Now I grew up in a family with a Christian influence and background, but I myself, I personally never understood who Jesus Christ was and his importance to me, and just recently I kind of figured out a good way to explain that. As a kid I had understood that Christmas was all about me. And Easter somehow had something to do with this person called Jesus Christ but I wasn't sure what it was. And quite honestly I really went through childhood, school, here, graduate school, and well into my military career until early into Dugway assuming that. I now know that I got it totally backwards and in fact Christmas is all about Jesus and Easter is all about me and you and all of us, the rest of us who need to have the salvation of Jesus. Now the story, I mean, I'm not going to go there because I'm not sure that's appropriate for this but I just want to set the stage for this. So I had always felt that this creator must be really awesome, but because early on, and I don't know why, 15 I understood because I'd been reading well enough, you know, extensively enough, I understood the evidence for evolution and the fact that evolution was a mechanism. So, I began to become convinced that that God used evolution, we'll call this creator God, used evolution to bring about us, to bring about the universe, to bring about everything, and so I spent a lot of my time, in fact, I thought when I get out of grad school that that's what I would focus on but the military took me in different places. And I wanted to see if I could understand more about how evolution worked and how a creator might have brought this about. So when I got out of Edgewood, went to Dugway out there, there was -- obviously this is Mormon country and Mormons proselytize and they tried to proselytize Chris and I, and Mormons are wonderful people and my boss is a Mormon and I have an awful lot of respect for them, but we were invited to a Mormon gathering and treated wonderfully and they were a very friendly group of people and as we were going home, my wife and I were talking to one another -- no, we weren't talking to one -- we were very silent and one of us, and we don't remember to this day who said, "What did you think of that," and the other one said, "Well, my spirit was troubled," and the other one agreed that that was the case. And so we began looking at our roots and it turned out that at that point in time the chapel at Dugway -- now, let me explain something about Dugway. Even though I was a civilian because it was a remote post civilians were allowed to live on the installation, so we were living on the installation. So the chapel had just undergone a change in chaplains and my wife had started going -- after this incident she started going -- and she came home after one Sunday service fairly early in the process and said, "You got to listen, you've got to come and listen to this guy because he's talking about the evidence for God and for belief and, you know, the science of it all," and I said, oh, come on, this guy can't know what he's talking about. So, I went and come to find out he did. He had some very good compelling evidence. And so that started me on a year and a half of questioning, of investigation, of seriously considering the possibility that, in fact, this God that's talked about in the bible is, in fact, the same God, creator -- Lord God creator of the universe that I had been thinking about all along and worshipping myself. And after a year and a half of reading the bible, of seriously going to church, of going to adult Sunday school, of talking with people, et cetera, I was finally convinced and turned my life over to Jesus. So, from that point on I thought, well, OK, from here on I'm going to get back on to the track of this thing and it didn't happen, it didn't happen. I still continue the environmental movement and then about -- well, six years, six and a half years into being at Dugway my -- oh, I got to do the science fair. Don't let me forget to do the science fair. My wife's mom started showing symptoms of Alzheimer's and her dad began to try to deal with it. He was retired at the time. She never did work. And he was having some difficulty and as time went on it became increasingly obvious to us that Chris needed to go back and help her dad take care of her mom and it was a good time because at that particular point in time we had progressed enough in our understanding of what the Word says, the bible says, we felt that we had an obligation to honor our parents and come back here and so at the same time I had been working with a colleague of mine that we rode to work with. By then we had moved off the installation and we were living in a small town called Terra, Utah, which was ten miles east, roughly east, of the main gate Dugway Proving Ground, and it was across -- the ten miles were mostly across Skull Valley and the road was ten miles of absolutely arrow-straight road. So you got in your car, if you were awake it didn't matter because 16 you just aim, lock the steering wheel in, and ten miles later you were at the front gate. And so we had a lot of time for discussion as we were doing this and we had come up with an idea for -- we were both avid gardeners -- we come up with an idea for preserving, allowing us to start our garden early using some -- he was a chemist and I'm a biologist -- using some very well known, well established properties of water and when it freezes it gives off heat called the heat of fusion and that heat could protect your plants from freezing. They do it in orchards, for example, by spraying water. So we came up with a device and it took us a little while to come up with it, but we came up with a device called the Wall O' Water Plant Protector. And so I figured, alright, this is going to give me my key, we can go back here and this is going to provide enough income, but it became obvious to me that this was going to take awhile for this to grow and so I had been going to officers advance course with three people. One of them was a chaplain that had been involved with my coming to the Lord. Another one was a person that I met in Salt Lake City in Utah. This is Salt Lake where the course was, who was a business major and so the business major heard about what we were doing because one of the nights we had to talk about something we were doing and I talked about it and he said, "Oh, this is a great idea. I want to help you make this happen." So he became the president of the company and he got things rolling as far as the business side is concerned. And so I was convinced that this was going to be my key to being able to come back here. Well, as I said, it very quickly became obvious it was not. It takes, like any new idea, almost any new idea, it takes a long time to get going and I decided well I better consider trying to find a job back here. Well, it turned out that Chris had been flying back to help her dad for just a little while and on the same flight she ran into Roy Bear who was flying out Midwest for something, I can't remember what it was, and they got talking, of course they knew each other from here, and he said, "Well, you know, I have been teaching anatomy and physiology in summer school, and I just don't want to do it anymore. So there's an opportunity for Carl to teach that." Well, I had never, you know, my major was at the population level or above. I mean, my focus, and I had not really had much in the way of physiology. But I, you know, this is an opportunity, I couldn't refuse this. So I put in for it and I got the job and that was important because it filled in a part of my education that was lacking because I started focusing not at the population level and above in the levels of complexity, but at the species level and below in levels of complexity. So, it really rounded out my education by forcing me to learn the material. You know, if you want to learn something, teach it. And so all of that played a role in -- as I was going through and teaching I was seeing things that played into very nicely into this idea that, you know, there really is a creator behind all of this. And so in the middle of all of this I suddenly get a letter out of nowhere. I have no idea, and I've asked them and they won't tell me where they got my name, but I got a letter saying that the Oxford Round Table is having a session on faith and science, the great matter, and would I like to be involved in it. And my initial reaction was I'd like to be and I've been thinking about this a lot and I've got a lot of thoughts on it, but, boy, do I have time to put something together and my three sons said, yes, you've got to do this, Dad. And so I said yes and I put the paperwork through Norwich and they said yes and so I was invited to go to the Oxford Round Table and make a presentation. And that's when I had to formally put down all of my thoughts. Since that time, and that was published online and since that time I've had a chance to present it elsewhere and to develop the thoughts a lot more 17 and the evidence now is even more compelling in my mind than it was even when I did it at Oxford. The primary thing that we have to recognize is that -- and this is something that makes sense if there is a creator behind all of this, is that science now fully recognizes, there are very few scientists who don't agree with this, that the universe began with an event called the Big Bang, 13.82 billion years ago and that accompanying that event the universe was imbued with about 20 fundamental forces constants and masses whose values are such that if they weren't exactly what they were we wouldn't be having this recording and that does two things. It says A, there's a beginning, so if you've got a beginning logically you've got to have something who begins it. An uncaused cause as it's sometimes referred to, and, also, that that beginning was accompanied with some very suspicious characteristics. Now, science by definition, and properly so, eliminates -- it doesn't eliminate. It admits it cannot investigate miracles. It is just not designed to follow miracles. Science can give us insights that I think can help us to understand whether or not miracles are possible, whether or not there is a God. And the point that this revealed at the time was that we have enough information, science has enough information about that moment of creation or of coming into existence of the universe, let's not call it creation at this point, that it has to be explained or it can be explained only by invoking infinity because only with infinity can you get all of these 20 or so values coming together with their precise values. Presumably they're independent coming together and having a situation where you would have a universe come into existence because the probability of this happening is so, so very, very tiny, all of them with their values. So, there are about eight ways of the sciences come up with explaining this and all eight of them can be reduced to this use of infinity and I say there are three ways that we invoke infinity. Science embraces two. One is that the universe is infinite and we're in the part that works with these constants, these values, or the other is that there's an infinity of universes and we're in the one that works, or that the universe is created by an infinite mind. And quite honestly, at this point anyway, we cannot distinguish among those three. Each of them is arguably just as logical as the other. There are many scientists who would say that the third one is not acceptable and I would challenge them the way Ravi Zacharias and other people challenge them in that maybe they have some personal biases that they need to look at seriously. But be that as it may, I, in looking at this and accepting this, discovered that there are eight phenomena that keep recurring again and again at what I call essential conditions that in the evolution, in the progress, the evolution from the Big Bang to us whether it's cosmological or chemical or biological evolution, there are requisite conditions that have to occur and every time you find a requisite condition, you identify a requisite condition, there are eight phenomena that are associated with it that happen, that are met, and so it makes me wonder if there's this pattern, is there something behind the pattern? And that's where all this comes in and obviously I believe there is, there is a creator God behind this. JP: So this paper generated quite a bit of -- CP: Quite a bit of thought and discussion and continues to. Yeah, absolutely. So, one of the other reasons we wanted to come back to Norwich, to continue on in this vein, was that I had as part of the coming to a belief and a faith in Christ, and being at a military installation, it was logical that I would find Officers Christian Fellowship. Officers 18 Christian Fellowship is a fellowship, as it states, of officers in the military and this is the Army -- the US branch of it, but there's worldwide groups called by different names, who embrace Christian faith and use it, try to use it, in their life and in their leadership roles. And so I encountered it and became convinced that was something that Norwich could benefit from. And so one of the reasons we came back was to form a Christian fellowship at Norwich using Officers Christian Fellowship as our basic model. So we came back in 1982. Chris preceded me by about four months and so we -- I arrived here in March -- permanently arrived here in March of 1982, getting ready to teach that summer school course, and I began immediately looking for a student that would be interested in forming a Christian fellowship and I couldn't find any. I looked and went to the chapel, asked around, I was having no luck. And one day I was walking on the upper parade ground, I don't remember why, but I was walking on the upper parade ground towards Jackman on the western side and I saw a cadet coming toward me and the Holy Spirit said to me, "You see that cadet? He's the one I want you to talk to about starting a Christian fellowship." And of course my reaction, my immediate reaction, was yeah, sure. I'm so concerned about this that I just created that thought in my mind, and I said I'm not going to pay any attention to it. But the closer I got to this cadet, we were walking towards one another, the more I felt the Holy Spirit saying, "Do it, do it," and it got to the point where I knew that if I hadn't done it I would be in disobedience to God. I would be disobeying the Holy Spirit and so I stopped him. I said, "Young man, you probably are not going to understand what I'm about to tell you and you're going to think I'm nuts, but the Holy Spirit just told me that I'm supposed to talk to you about starting a Christian fellowship at Norwich," at which point he stopped, I mean, he was stopped. He kind of went, "You're kidding me," and kind of fell back, took a step back, and he said, "As I was coming towards you, the Holy Spirit was telling me that I've got to talk to you about starting a Christian fellowship at Norwich." So, that started the Norwich Christian Fellowship. The cadet's name was John Pitrowiski and we started a fellowship that was in 1982, and that must have been -- I'm gathering, I'm thinking it might have been in April, I didn't put the date down. And so that was still in the days when I think Norwich went further beyond May. I think they went to late May or beginning of June, and so it wasn't very long but he had a couple of friends from classes beneath him, Joe Saltsman being one of them, who wanted to be part of this. And so it continued from that year on. And so last year we celebrated our 30 th year together and it's been a great trip helping Norwich students who are inclined to follow the Lord and find out about Officers Christian Fellowship, et cetera. So John Pitrowski, I lost track of him because he was a senior and he graduated a month or two after we formed the fellowship. And I had assumed that I must have done this in the fall of '83 because, you know, I had to have had a longer year. I had almost a year with him before he left that was my assumption. So I went through all of the year books from '80 -- let's see, '82, it would be '83 on. I couldn't find his name so I -- you know, did I somehow get his name wrong? But I asked Joe Saltsman and he says, "Yeah, I remember John." So I knew I had it right and one day -- actually, about a year before our 30th, it all of a sudden dawned on me. I said, "Do you know what? Is it possible that he was in the class of '82?" So I got out the '82 yearbook and sure enough there he was. Come to find out he goes to a church in Waterbury very close to the church I go to.19 JP: You're kidding. CP: He's been around all of this time. JP: Oh, no kidding. CP: So, on the 30th, which was his 30th reunion of course, we got together and had a big celebration. JP: That's wonderful. Do you have time for STEM? CP: Sure, sure. What happened is as I -- when I was in the eighth grade at Northfield I entered the state science fair with my shell collection. Now, in this day and age you couldn't do that and that's not really important to understand, but one of the things that I had really gotten involved with as a kid, and why I was considering marine biology, is I loved shells. I loved the animals that made shells and I loved shells themselves because I'm kind of artistic and I kind of like art stuff as well. And shells are very beautiful, they're geometric, they're colorful, they're wonderful things. So I was naturally attracted to them. So I entered that in eighth grade, won first place in the state science and math fair, and then again in my senior year I did the same thing, only I did some research and did some dissections and had some studies that I had done. Again, not the kind of stuff that we now do in the science fairs, but at the time it was. And again I won first place. So I was kind of sold on science fairs. So from that time on I offered to judge in science fairs. So at the University of Illinois, in Utah I judged, in Maryland I judged, I think, and I'm not 100 percent sure whether I did or not, but I know at the University of Illinois I did and in Utah I did. In Utah, because I was coming in from Dugway Proving Ground I was coming in as an Army judge and it was part of my assignment, my military points to do this as a military judge. So I did it for a year or two and one of the guys that I was doing it with had been working with the Army Research Office and their program of judging the International Science and Engineering Fair. So he'd been part of the Army judges for them. And he said, "I'm going to have to get out of this. Would you like to take my place?" So I said, "Well, yeah." So that year the international fair was in San Antonio and I went there and became a member of the Army judging team, generally about 30 judges every year from the Army would judge the International Science and Engineering Fair and give wonderful prizes. We sent students to the Plum Blossom Festival in Japan or the Fortnight in England, in London. You know, when the Army judges came around the students took notice. So it was a great assignment and a great opportunity and they treat the judges really well. Afterwards they have a big shindig for them with lots of cheese and lots of hors d'oeuvres and lots of wine and stuff, and I said, boy, this is a deal! So I became sold on that and did for the next 25 years served in that capacity almost every year. A couple years I didn't make it and in the last five I was the Chief Army Judge in charge in all of those 30 judges and also got some other assignments related to that. I became the Army judge for the National Junior Science and Humanities Symposium, which is a similar kind of thing done at about the same time of year, but rather than having a poster session, which is what the International Science and Engineering Fair poster presentation judges. The National Junior Science and 20 Humanities Symposium has a platform presentation. So it's a different -- you can, you know, sometimes the same projects can be in both but there are different ways of presenting the information. So, that convinced me that, I mean, I was already convinced, but that certainly drove the nail home that I was very much still interested in STEM and then I came to Norwich and of course the science fair was being held here and so I immediately became a judge in the science fair and recognized that Vermont State Science and Math Fair was not, it was one of the two or three states not involved in ISEF, and said, you know, I've got to get it involved but I just do not have the time to teach and to do the Vermont State Science and Math Fair component that would get us involved with ISEF. But I made a pledge that I would, to myself, I guess, that once I retired from the military in 2003 because that was when I turned 60, that I would make an effort to get us involved with ISEF. And at that point I had been working with Mary Hoppe and, oh, come on, I'm drawing a blank here. We'll have to get that back up. What's her name? [Martha McBride] Anyway, who had been the two directors, working with them to kind of be an understudy. And so the next year I said I'm going to continue this process as an understudy and I'm going to link us up with ISEF. Now, the main thing about ISEF is you send, at that time, one winner on to international -- from your state fair, on to the International Science and Engineering Fair to compete there, but that requires money and of course the science fair had no money. I mean, it had very little money that they were -- the major initiative that I saw I had to do with come up with a way of getting money and that has become a really time consuming operation. We raise in terms of actual awards and prizes and trip money, we raise about $25,000 a year now and it takes a lot of time to do that even though I have -- almost all of that is coming from established partners, as we call them, because every year you have to renew it, you have to send out emails, you have to send out letters, you have to follow up on them. Some of them follow up themselves, some of them you have to follow up on. You have to record all of this so you know what you did because we have over 120 partners. It's trying to keep all of them straight. You know, what conversation you had with which one three weeks ago is just, you know, you've got to keep accurate records of that. So it's a very time consuming process. But we are really making progress, we are making headway. We are getting more and more students involved in science fair projects and of course the problem with our country -- one of the problems with our country today -- is that many of our students look at Science Technology Engineering and Math, STEM, as being over their heads, over their ability, and we want to make sure that students understand that in many cases that's not the case. It's that they haven't had the opportunities to get excited by it. For example, when I was in the science fair as a senior, that was during the space race and I remember going from the state science fair to the New England science fair and that was during the New England science fair was the -- we heard over the speakers an announcement that the US had successfully sent our first astronaut into orbit. And so those were exciting times and those are the kinds of things that get people's kids' imagination going. Well, we needed something like that because let's face it, if we're going to retain our position as strategically as number one in the world, we have got to have a good Science Technology Engineering, and Math. I had recognized, having been travelling a few other places in the world that the US, high school STEM scores were very woefully low and yet, here we are number one in the world. How can that be? Well, there's a number of reasons, but one of the reasons is, what I had discovered was happening at Norwich, is that between 21 high school and graduating from college the role of the university in this country is to push our kids. It's really important that we push our kids and make them learn the stuff that other kids were learning in high school elsewhere around the world. And, for example, in Japan they're pushed hard, they do well in high school and they score well, but my oldest son, English as a second language teacher in Japan, so we went over to visit him and it turns out that their college over there is almost a lark. And so we can catch up with them and we do catch up with them and we pass them. Certainly other reasons for this is we get a lot of influx from the best of the foreign countries as well, too. I'm not trying to downplay that. But it became obvious to me that we really needed to do something positive and we need to do something positive to encourage our young kids to discover that science, technology, engineering, and math are wonderful and they're exciting and they're full of all kinds of challenges and opportunities and experiences that you're not going to get any other way and I think we're beginning to get that. JP: That's wonderful. You have done so much and you have been -- CP: I've been blessed. I haven't really tried to do this or do that. It's just that things have fallen in my path and I think because of Norwich I don't hesitate, I don't pull back from taking advantage of them, but I really have been blessed with lots of opportunities, lots of fun stuff. JP: You have done a lot of really amazing things. The Pinkham Pearson Index alone, notwithstanding the other stuff. Do you have any relatives at Norwich besides your dad? CP: My oldest brother, the one who said that I should stay in the military, in the reserves, David, who lives in Montpelier, he's still around. He's 87 I think. He was in the Second World War and after the war he came to Norwich for two years in engineering. He actually showed me a paper he wrote on nuclear power (laughs) that at the time of the Second World War was still a concept, and then he transferred to Cornell to finish his degree in engineering. So he's part of Norwich. I have two of my three sons attended Norwich and youngest, well, the middle son went to Vermont, VC, Vermont College, when it was part of Norwich and my youngest son came here and majored in psychology and actually has gotten a masters from Norwich in the masters degree, online degree program in criminal justice management or administration. JP: What's his name? CP: Kristian Pinkham. JP: Kristian Pinkham. Amazing. The Pinkhams at Norwich. CP: And the middle one is Kreig Pinkham. JP: With a C or K?22 CP: K. All my three sons are with K's. Kevin is my oldest. He's an English professor carrying on the family tradition of teaching down at Nyack College in New York, and Kreig is the director of the Washington County Youth Service Bureau, which is really responsible for homeless and run away youth in the state of Vermont. And my youngest son is a DEA agent in El Paso, Texas. JP: Wow, that's amazing! Gosh, I want to ask you a little bit about what advice would you give a rook today about how to survive and thrive the way that you did? CP: Well, the first thing is, again, remember -- and I still tell them this -- the two things that I think are important. One is that nothing lasts forever and so you can get through the rook school, the rook experience. If you keep this in mind it will keep you sane. And secondly, that if you allow it to, Norwich will push you and will help you to develop as an individual, but you've got to go along with the flow. You can't resist the flow. You've got to take advantage of the opportunities that it provides. I think that's really important. And of course, obviously, the students that I come into contact with through Norwich Christian Fellowship, I say to continue to develop your spiritual understanding, your spiritual walk, your spiritual self. And as a teacher I think I made it clear in my courses. On the first day of course I said, first day of class I said, "You've got to understand that I am a Christian and my worldview is formed by that -- is informed by that. I will not mention anymore about it in class. You will hear an awful lot about evolution in class because I'm an evolutionary biologist and if you feel that there is a problem between the two, I'm more than happy to talk with you about how that problem is not real, but that's got to be done outside of class." And so I made it clear in all of my classes that that was something that I -- that they needed to know about me in order to be fair and open. JP: Wow. How do you define leadership or have you already, do you think? CP: Well, to be honest with you, I've not given a whole lot of thought to what leadership really is, but on the spot I would have to say that leadership is a willingness to lead and a willingness to -- openness to see opportunities and to think creatively about these opportunities and how you might use them. And that's a good question because it brings up another story that I think I would like to relate to. And that is the story of the Russian scientist. Shortly after I left Edgewood as my individual mobilization designee assignment, I was assigned back to Edgewood from Dugway. And the two weeks that I was at Edgewood, my boss had -- because he was a North American peregrine falcon banding program coordinator, had gone to Russia, not during that two weeks, but he had earlier gone to Russia and met with and formed a working relationship with his Russian corresponding -- his Russian equivalent, and he and another Russian scientist were scheduled to come to the US during this two weeks that I was going to be assigned to Edgewood Arsenal, to Scott's group. And so this was during the Cold War, but there was some efforts at detent and this being something where there was no weapon system involved or anything like that. It was something as regarded by the government as being worthwhile. So I was invited by Scott to help him get his -- he had just bought a dilapidated Southern mansion in Maryland to get it up kind of a little bit in shape for this 23 meeting. And so I helped him do it and the Russians came and we spent an evening toasting one another and going through bottles after bottles of vodka and, again, my Norwich training came through because I was able to drink two Russians under the table. I'm not overly -- well, yes, I'm proud of that. Let's face it. I don't drink that way anymore, but at the time there was a value to it because when I was at Norwich, I drank like a Norwich student. So, anyway, in the process of that evening, we had a conversation and it was very obvious to me in this conversation that something was wrong, and I'm going to explain what was wrong, but I've got to go back just a little bit. In grad school finished all my courses except for one, population genetics. Population genetics was taught by a newly minted post-doc who had the audacity to expect his students to think. Well, I was a good student because I was fantastic at rote memory, I wish I still were, but at that time I was really good at it. And I wasn't used to a course where they said think and I got a 48 on the final exam and he was good enough to give me a D in the course. I had been essentially a straight A student and that shook me up as you can well imagine. And so I had to ask myself, is thinking a skill that I don't have? Is it something I'll never have or is it a skill that can be acquired? So I started researching thinking, creative thinking, and discovered that it is a skill that can be learned that every human being is born with it but quite often the school system teaches us out of it. In my case it was perhaps the school system, but more important, understand I love my father and he was a wonderful person, but he was an old guard, old school military guy. It was his way or not. So very quickly I learned it didn't do any good to think, it didn't do any good to explain things to him, my side of the story, because there was only his side of the story, so I stopped learning how to think. And so I got to this moment in grad school, this crisis moment, and discovered that I didn't know how to think. From the studies, however, from taking courses and everything I learned how to think and that's why I've got several patents and I've been able to come up with the Pinkham Pearson Index, et cetera. But as I was talking with these Russians, it became very obvious to me they were suffering from the same problem I had been suffering from. It was dangerous for them to think. So the only way they could come up with any thought whatsoever was to just randomly go all over the place and hope that somewhere sooner or later they would stumble across something that was useful and relevant. At that instant I knew we had won the Cold War. It was clear to me that they were fighting an impediment that would just prevent them from doing anything that we had to worry about. And, in fact, that's the way it turned out. JP: That's a nice -- that's a good story, big picture, little picture. Is there anything else that you would like to say? Anything about the Citizen Soldier or -- CP: The Citizen Soldier is a very, very important concept and I'd like to think that I embody it. The reason I feel that way is because I think I embody it, but the soldier doesn't always have to be, obviously, a fighting individual in the sense of a combat. Combat service and combat service support are two very, very important aspects of the military and you can be in combat, and my hat is off to everyone who is in that position, whose life is at risk, willingly puts their life at risk for their country and for their comrades, but there's also a role for those of us who are a little bit less brave, like myself, who want to serve and have a gift to give to the country but can give it in a way where the risk to life 24 and limb is not anywhere nearly as great as it is in the combat arms. So, I think the Citizen Soldier is a very important aspect that we need to be aware of and promote. And I'm proud to say I'm a part of Norwich which founded the concept. And I generally don't miss opportunities when I'm talking with youngsters to point that out to them. JP: Is there anything else you'd like to add? CP: Probably, but I can't think of it right now. I think that's about it. JP: That's about it. Thank you. CP: Oh, you're welcome. Thank you for the opportunity, I enjoyed this. This is fun. JP: This has been fascinating and I think it's going to be fascinating for people to hear. I think it's going to be very interesting for people who are interested in the different things you've spoken about and to hear you say them. So thank you. I'm going to hit stop. I need to do a little intro. And we're back with Carl Pinkham. CP: So the parting Norwich story while I was a student has to do with three events that happened my last three days at Norwich. On Friday I was commissioned a second lieutenant in armor. On Saturday I was married to Christine Waite who has been my wife for almost 50 years and on Sunday I graduated. JP: That's a busy -- CP: That's a very busy time. (laughter) JP: That's good. CP: That's it. JP: Thank you. END OF AUDIO FILE

WIE UNSRE GEGNER DEN KRIEG SEHEN Wie unsre Gegner den Krieg sehen ( - ) Einband ( - ) Titelseite ([3]) [Vorwort]: (5) Wie unsere Gegner den Krieg sehen Bilderteil ([23]) [Abb.]: Das "Gehirn" unserer Gegner. General Joffre bespricht mit den Herrn seines Stabes in seinem Extrazug die Lage an der Front von Verdun. Die Deutschen beunruhigen den Feind überall an der Front, so daß die französische Heeresleitung weniger an ihrem Standort als im Eisenbahnwagen ist. (25) [3 Abb.]: Die Könige von Belgien und England (1)The Hero-King, - Sans peur et sans reproche! The knightly king of the Belgians at home at his villa. König Albert fern von Brüssel, in einem kleinen Landhaus bei Furnes, seiner jetzigen Residenz. (2)The Prince of Wales. Der englische Thronfolger in Marschbereitschaft - Der Sturm kann beginnen! (3)Leader of the No-alcohol-in-war-time campaign: König Georg hat, mangels geeigneter Verwendung an der Front, die Führung des "Antialkohol-Krieges" übernommen. (26) [2 Abb.]: Präsident und Oberbefehlshaber von Frankreich (1)Le Président salutant une jeune Alsacienne et une jeune Lorraine auxquelles il a remis des souvenirs. Wie's gemacht wird: Poincaré läßt sich einige Elsässer Kinder in Landestracht vorführen, um in Paris die Illusion aufrechtzuerhalten, daß Frankreich vom Elsaß als Befreier willkommen geheißen würde. (2)General Joffre decorating soldiers of the French Maroccan division. Durch Ordensverleihung und Bruderkuß werden die im Heere Frankreichs von General Joffre als ebenbürtige Streitgenossen "im Kampfe für die Zivilisation" anerkannt. (27) [3 Abb.]: Zar und Zarewitsch (1)Der Kaiser von Rußland und sein Sohn. Wenn Zar und Zarewitsch der Front zunahe kommen, zeigen sie sich kriegerisch "bis an die Zähne bewaffnet". (2)Rechts sehen wir sie beim Vorbeimarsch von Truppen, links Vater und Sohn bei einem Feldgottesdienst. (3)Russischer Feldgottesdienst vor der Schlacht. (28) [Abb.]: Der Vize-König vom Kaukasus. Der Großfürst Nikolajewitsch küßt in überquellender Dankbarkeit den Eroberer von Erzerum. (29) [Abb.]: Auf dem Wege in die Verbannung. Le vieux roi Pierre de la Serbie sur la route de l'exil. De jeunes recrues de 15 à 17 ans, sans armes, évacuant des caisses de cartouches sur Prizrend, entourent le caisson attelé de boeufs qui porte le souverain. Der alte König Peter von Serbien auf dem Wege in die Verbannung. Waffenlose junge Rekruten von 15 bis 17 Jahren, die Patronenkisten nach Prizrend schaffen sollen, umstehen den von Büffeln gezogenen Wagen des Herrschers. (30) [Abb.]: Auch ein Rückzug aus Moskau. A second "retreat from Moscow": A king without territory. The serbian ruler crossing a mountain path in Albania during the retreat. Ein "zweiter Rückzug von Moskau": Der serbische Herrscher auf einem Bergpfad in Albanien während des Rückzuges: Ein König ohne Land. (31) [3 Abb.]: Der König von Italien als Feldherr (1)General Joffre "surprise" visit to the Italian front: Italy taking an "al-fresco". Victor Emanuel und der französische Oberbefehlshaber beim Frühstück. (2)The french Generalissimo and the King of déjeuner. Kriegsrat mit Joffre angesichts des Mote Nero (Krn). (3)Sa majesté le roi Victor Emanuel qui se plait lui-même à prendre des clichés, se laisse photographier de bonne grâce. Der König als Amateur-Photograph. (32) [2 Abb.]: Frankreich empfängt die russischen Hilfstruppen (1)Les défilés dans Marseille en fête. Ein französischer Alpenjäger führt den Zug der russischen Garde, der die entzückte Bevölkerung Vorschußlorbeeren gestiftet hat. (2)Types des soldats des régiments du général Lohvitsky. Typen aus General Lohvitskys Regimentern beim feierlichen Einzug am 21. April 1916. (33) [3 Abb.]: Schutzmaßregeln gegen Luftangriffe. Nachtbilder aus der "Lichtstadt" Paris, die zeigen, wie man, um der Zeppelingefahr zu begegnen, die Beleuchtung abgestellt hat. (1)Le Boulevard Montmartre un soir du printemps dernier (1914) - Einst - (2)Le même Boulevard le 19 janvier 1915 à 6 1/2 h. du soir. - Jetzt - (3)Paris la nuit: La Conciergerie, la Seine et le pont neuf. (34) [2 Abb.]: Die Weltstadt im Dunkel. (1)The new war-"comet" over Paris! A patrolling french aeroplane signalling with ist searchlight above the darkened city. Das Flugzeug auf Wachtposten über Paris signalisiert am Nachthimmel. (2)Sweeping London's skies for possible bomb-dropping Zeppelins: The searchlight at work on Charing Cross Station. Der Londoner Himmel wird von einem Scheinwerfer abgesucht, der auf dem Charing-Croß-Bahnhof steht. Trotz der vielseitigen Abwehrmaßnahmen konnte die englische Hauptstadt jene Zeppelinbesuche nicht verhindern, die bis in ihr Herz - the City - drangen. (35) [Abb.]: Im Kreuzfeuer der Scheinwerfer. The untouched photograph of a Zeppelin raiding the London district - as thousands of people saw it: A remarkable snapshot of an enemy dirigible during its visit on the night of September 8 (1915). Die unretouchierte Photographie eines Zeppelins, der London besuchte. So sahen ihn Tausende von Menschen. (36) [Abb.]: Ein Zeppelin über London. Murderer of civilians: A Zeppelin raider "like a thief in the night". One of the fleet of the hostile airships which raided this country on Oktober 13 (1915) over the London area. Shells from antiaircraft guns bursting about it. Ein Zeppelin-Räuber als "Dieb in der Nacht". Geschosse von Luftabwehrkanonen platzen um eins jener feindlichen Luftschiffe, die am 13. Oktober 1915 auch London besuchten. (37) [3 Abb.]: Zeppelinwirkungen in Paris (1)Explosivstelle einer Zeppelinbombe auf einem Boulevard von Paris. Die Bombe riß ein großes Loch bis in den Tunnel der Untergrundbahn. (2), (3)Zerstörte Häuser. (38) [2 Abb.]: Zeppelinwirkungen an englischen Fabriken (1)Bei den Zeppelinangriffen auf England sind nicht nur alte Frauen und Kinder umgekommen, es wurden, wie diese Bilder zeigen, häufig Munitionsfabriken und andere, zu militärischen Zwecken dienende Gebäude zerstört. (39) [6 Abb.]: Venice "armoured" against aircraft: monuments protected. Geschützte Denkmäler des gegen Luftangriffe gepanzerte Venedig. (1)Oben links: Eine Ecke des Dogenpalastes. - (2)Oben rechts: Die mit Sandsäcken geschützte Halle des berühmten Glockenturmes. - (3)Mitte links: Bau eines Gerüstes um das Colleoni-Denkmal. - (4)Mitte rechts: Abgenommene Deckengemälde im Dogenpalast werden in Sicherheit gebracht. - (5)Unten links: In Venedigs berühmter Markuskirche. - (6)Unten rechts: Steinmauern stützen die Bogen der Arkaden des Dogenpalastes. (40) [Abb.]: Englischer Zeppelin-Kalender. So sah der Himmel aus, als Zeppeline England besuchten. Eine interessante Zusammenstellung, die zeigt, daß unsre Luftschiffe durchaus nicht nur bei nebeligem Wetter und mondlosen Nächten hinüberfliegen. Gleichzeitig erweist die Statistik, daß die Zeppeline in 7 Monaten 20 mal über England waren. (41) [4 Abb.]: Zerstörung deutschen Privateigentums in Paris. Zerstörte deutsche und österreichische Geschäfte in Paris. Völkerrecht und Zivilisation, deren Begriffe für unsre Gegner Schlagworte geworden sind, hielten die Bevölkerung von Paris, London und Mailand nicht ab, sich in zügelloser Weise an dem nach dem Völkerrecht geschützten Eigentum wehrloser Privatpersonen zu vergreifen. (42) [4 Abb.]: Paris im September 1914. Die Vorbereitungen in Paris zur Abwehr der "Kriegswelle", die sich in den Septembertagen des Jahres 1914 so stark auf die Hauptstadt Frankreichs zuwälzte, daß Poincaré die Regierung nach Bordeaux verlegte und sich nicht auf die Verteidigungsmaßnahmen der Pariser verließ. Schützengräben wurden ausgehoben, Barrikaden errichtet, Bäume gefällt und Umwallungen gemauert. (43) [Abb.]: Der Landesverräter Hansi. Si les boches d'enface savaient: à 60 mètres d'eux sous l'uniforme français, celui qui avant la guerre avait déja l'honneuer de leur inspirer une haine féroche. Le dessinateur alsacienne Hansi que le tribunal d'empire Leipzig condamnait le 9 juillet 1914 à un an de prison "pour offense du peuple allemand" et qui porte maintenant avec la croix de la légion d'honneur l'insigne d'officier interprète. Der Karikaturenzeichner Waltz, genannt Hansi, wurde in Deutschland wegen Landesverrat zum Zuchthaus verurteilt und jetzt von der "ritterlichen" Nation eben wegen dieser Heldentat mit dem höchsten französischen Orden ausgezeichnet. (44) [Abb.]: und eins seiner Werke. Die Marneschlacht - eins jener Bilder, mit denen der Elsässer Landesverräter Hansi Waltz in Zeitschriften und Bilderbüchern die Herzen der kleinen Franzosen vergiftet und zum Haß aufstachelt gegen die Barbaren. (45) [3 Abb.]: Reklame im Kriegsdienst (1)Une affiche d'Abel Faivre éditée pour la banque de France, sous les auspices de la société des amis des artistes. Der verwundete Kämpfer deutet mahnend auf die einfachen Leute, die auch ihre Pflicht tun. (2)L'Affiche de Jules Adler. Die Mahnung: "Gebt Euer Geld für Frankreich hin", veranschaulicht durch den Kampf des Goldes um den Sieg; man zeigt seinen Landsleuten, wie entsetzt der preußische Militarismus zusammenbrechen werde, wenn der gallische Hahn aus Gold ihn attackiert. (3)L'Affiche de Paulbot. Der ausziehende Vaterlandsverteidiger ermahnt sein Weib mit letzten Gruß, sie soll nicht vergessen, Kriegsanleihe zu zeichnen - für den Sieg und die Heimkehr! (46) [2 Abb.]: Französische Kriegsanleihescheine (1) L'Affiche de Bernhard Maudin. Dieses vaterländische Gedenkblatt, mit dem der dankbare Finanzminister die Anleihezeichner belohnt, hängt der brave Bürger unter Glas und Rahmen in den Salon. (2)Ein Maueranschlag desselben Zeichners, den die Gesellschaft der Künstlerfreunde herausgegeben hat. (47) [9 Abb.]: (1) - (6)Englische Werbeplakate, wie sie aller Orten in greller Buntheit den Vorübergehenden fragen, warum er nicht in Khaki gekleidet ist, ob er nicht einen noch freien Platz ausfüllen will und was er seinem Kinde zu sagen gedenkt, wenn es ihn später einmal fragt, was er im Kriege geleistet hat. (7) - (9)Hier ruft ihm ein Anschlag zu, er solle sich Belgiens Schicksal zur Mahnung nehmen und sich schnell anmelden, dort tröstet ein andres, daß man schon gewinnen würde, allerdings müsse der freundliche Leser dazu helfen. (48) [7 Abb.]: Aus englischen Werbebüros (1)Werberede eines Majors auf offener Straße - (2)Ansammlung vor dem Werbebüro bei Öffnung der Pforte (der Zeitungsphotograph wählte, um durch scheinbaren Andrang Eindruck zu erwecken, diesen für seine Aufnahme günstigen Moment) - (3), (4)Der Werber mit seinem Opfer - (5)Invalide mit dem Werbeplakat - (6)Neu eingekleidete Rekruten - (7)Leichtverwundete als Stimmungsmacher für den Feldzug. (49) [2 Abb.]: Werbewesen (1)Nicht ohne Humor zeigt dieses Plakat, wie nicht nur Menschen, sondern Pfund, Schilling und Pence für England mobil gemacht werden. In marktschreierischen Plakaten muß das britische Reich die Daheimgebliebenen auffordern, Kriegsanleihe zu zeichnen. (2)The soldier on the holiday at the Zoo. Es ist der neueste Sport, daß verwundete Soldaten Sonnatgs nachmittags von ihren Freundinnen im Rollstuhl spazieren gefahren werden - auch ein indirektes Werbemittel. (50) [2 Abb.]: Werberede - Rekrutenvereidigung. L'appel pour les munitions chez nos alliés d'outre-manche. Un Meeting pendant l'heure du dèjeuner aux forges et usines de munition de guerre beardmore & Co., Glasgow. Le simple soldat May revenu du front, harangue les ouvriers de travailler pour l'amour des camerades des trenchées. Ein junger Frontsoldat appeliert im Hofe einer englischen Munitionsfabrik in der Zeit der Ausstände an den Patriotismus und das Solidaritätsgefühl der englischen Arbeiterschaft. (2)The West Indie's response to the Empire's call: trinidad and Barbadoes recruits being sworn in before the Lord Mayor. Vereidigung englischer Rekruten aus Westindien vor dem Lord-Mayor von London. (51) [4 Abb.]: Öffentliche Werbetätigkeit in London. (1), (2)Obtaining recruits in Trafalgar Square. One of the recruiters on the plinth. Serg. Newsand, who is a constant speaker in Trafalger Square. A bayonets display on a recruiting meeting. 2 army officers engage in friendly combat to attack recruits.Rekrutenwerbung am Sockel der Nelsonsäule in London. Zuerst spricht Sergeant Newsand als erfahrener Mann, dann entspinnt sich vor den Augen der Menge ein kleiner Bajonettkampf; (3)A Chelsea pensioneer greets an Indian officer. Es folgt ein anderes Bild: Händedruck zwischen einem alten Veteranen und einem indischen Offizier, (4)Miss Sh. Kellogg, the well known actress, kisses a small boy who came forward to know if he could do anything at a recruiting meeting organised für the second London regiment. .und zuletzt verspricht die Liebkosung einer bekannten Schauspielerin durch Vorführung am kleinen Modell ähnliche Belohnungen dem neuen Rekruten. (52) [Abb.]: Karikaturzeichner im Werbedienst. Die Leiden des pflichtvergessenen Zivilisten und die Freuden des pflichtgetreuen Rekruten. Was von jedem wehrpflichtigen Deutschen als selbstverständliche vaterländische Pflicht empfunden wird, muß dem Engländer in so drastischer Weise zu Gemüte geführt werden. (53) [Abb.]: Englische Feldausrüstung. Guaranteeing effiency and comfort: What she british soldier bears to the firing line. Die Ausrüstung der Angehörigen des britischen Söldnerheeres reklamehaft dargestellt als Werbemittel für die englische Armee. (54) [Abb.]: Fliegergepäck. Everything an airman wants. Was solch ein englischer Flieger nicht alles braucht! Außer den Meßinstrumenten, Notizbuch und Photoapparat finden wir Luftkissen, Rasierapparat Nagelpflegeinstrumente, Pfeife, Tabak und Zigaretten, Trinkbecher, Würfel und Spielkarten. (55) [Abb.]: Englische Soldaten als Einkäufer in Paris. Rue de la Paix . Dans les salons d'un grand couturier parisien. Présentation des nouveaux du printemps aux acheteurs d'une maison de Londres. Die Einkäufer eines Londoner Konfektionshauses erscheinen in Felduniform bei einem Pariser Schneider und lassen sich die neuesten Modeschöpfungen vorführen. (56) [2 Abb.]: Der französische Stahlhelm. Die Herstellung des Stahlhelms. (1)Stamping out circles of steel which will be shaped into helmets. Links werden die Blattstahlscheiben ausgestanzt, (2)Making the crowns of the steel helmets from the metal disk with the aid of a pressing-machine. ., rechts wird das Metall in die Form des Helms gepreßt. (57) [Abb.]: Londoner Börsenleute als Schipper. City-men trench digging near the old G. P. O.: Members of the national guard training for home defence. Auch London hat seine Schützengräben, noch nicht für den Ernstfall wie in Paris, auch nicht als Schaustück wie in Berlin, sondern als Übungsbauten der Nationalgarde. Männer der City, denen in freidlichen Zeiten nur Pfundnoten und Geschäftspapiere durch die Hände gegangen sind, haben Karre und Spaten in die Hand genommen zur Verteidigung der Heimat, um für den Fall einer deutschen Landung gerüstet zu sein. (58) [Abb.]: Sarah Bernhardt im Dienste Frankreichs. L'Allégorie des cathédrales des France au théâtre Sarah Bernhardt. Allegorie auf Frankreichs Kathedralen im Theater der Sarah Bernhardt. Die alte Deutschenfresserin hat in ihrem Theater ein Austattungsstück in Szene gesetzt, in dem die Kathedralen von St. Pol de Leon, Arles, Straßburg (von ihr selbst dargestellt), Paris, Amiens und Bourges die unglückliche Schwester in Reims beklagen. (59) [Abb.]: Die Marseillaise! La réouverture des théatres de Paris: Mlle. Chenal incarne et chante l'hymne national à l'opéra comique. Während die deutschen Theater vom Kriege ihre Spielzeit nicht unterbrechen ließen, schloß die Gefährdung der französischen Hauptstadt die Tore ihrer Musentempel. Nachdem die deutsche Gefahr in die Ferne gerückt war, wurden die Bühnen feierlich wiedereröffnet. Die schöne Schauspielerin der komischen Oper im Gewande der Trikolore und geschmückt mit der Elsässer Haube, hinter sich die Napoleonische Garde, riß durch den Vortrag der Marseillaise ihre Zuhörer mit sich. (60) [Abb.]: Das Admiralitätsgebäude in London kriegsmäßig. "Englands expects ." Nelson and the listening wireless off the admiralty office. Nelson Standbild als Wächter vor dem Admiralitätsgebäude und die Anfangsworte seiner berühmten Parole in der Seeschlacht von Trafalgar sollen die stolze Zuversicht des meerbeherrschenden Britanniens widerspiegeln. Der Turm des Admiralitätsgebäudes zeigt, daß man von hier aus funkentelegraphisch mit der Flotte auf dem Meere verkehren kann. (61) [Abb.]: "Was sind Hoffnungen, was sind Entwürfe!" French officers studying a large war-map at Headquarters. Französische Offiziere beim Studium einer großen Kriegskarte im Hauptquartier. Durch solche Darstellung, die immer noch auf strategische Pläne für einen Feldzug im Inneren Deutschlands hinweist, sucht die gegnerische Presse die Hoffnung auf eine nahe Wendung des Kriegsglücks zu nähren, während doch Frankreichs Sorgen unverändert in der Nähe von Paris liegen. (62) [2 Abb.]: Franzosen in Feldgrau. (1)Französische Artilleristen in gedeckter Stellung, mit Masken gegen die Wirkung der deutschen Gasangriffe geschützt, ein Beweis, daß solche Gasangriffe auch noch in den hintersten Stellungen ihre Wirkung tun. (2)Joffres spendid men: The new "fantassins" of France as they are in this, the second yearof the great war. Frankreichs neue Infanteristen im zweiten Kriegsjahr. (63) [2 Abb.]: Bilder von der Westfront (1)Les premiers exploits de nos alpins: Quand its eurent occupé le col de "bonhomme" après un violent combat, le 7 août, les diables bleus s'empressèrent d'abattre le poteau frontière allemand. Die "ersten Taten" der französischen Alpentruppen. Die "blauen Teufel" im Kampf mit einem deutschen Grenzpfahl. (2)A terraced colony of dug-outs for the french army's ambulance dogs. An interesting corner near the front in Northern France. Terrassenförmiges Lager von Unterständen für die Sanitätshunde des französischen Heeres. Ein interessanter Winkel nahe der Front in Nordfrankreich. (64) [3 Abb.]: Minenwerfer und Handgranaten (1)Links oben: Französisches Lufttorpedo wird abgefeuert. Ein 58-mm-Minenwerfer mit seinem "Flossen"-Geschoß in Stellung. (2)Rechts oben: Lager dieser Lufttorpedos, die mit kleinen flügelförmigen "Schwanzflossen" versehen sind, um die Richtung einzuhalten. (3)Unten: Das fürchterlichste der französischen Grabengeschütze. Eine 80-mm-Gebirgskanone, die Luftminen im Gewicht von 236 L. B. (englischen Pfund) schleudern kann. (65) [2 Abb.]: Brieftauben im Kriegsdienst (1)The pigeon-express: Winged messengers of war. Geflügelte Kriegsboten und ihr "Expreß". Das Dach des Autobus trägt Käfige für Brieftauben der französischen Armee. (2)Die Taube als militärischer Beobachter: (2)Oben transportable Dunkelkammer, rechts einfacher links doppelter photographischer Apparat für Tauben. In der Mitte Tauben mit umgeschnallten Apparat, unten Aufnahmen. (66) [2 Abb.]: "Die Deutschen sind da!"(1)Un télégramme historique: le télégramme le 20 août 1914 de Bruxelles à Amsterdam. "Cette photographie est absolument authentique", nous écrit Mr. Paymans, télégraphiste au bureau d'Amsterdam qui nous a adressé ce document. Ein Amsterdamer Telegraphenbeamter hat den Moment, als die letzten Worte seines Brüsseler Kollegen aus dem Morse-Apparat klapperten, photographiert. Diese Worte lauten in deutscher Übersetzung: "Die Deutschen kommen, wir ziehen uns zurück! Adieu!" (2)Relics of German air raids in Paris: Three types of bombs dropped on the city by enemy airmen. Deutsche Grüße aus der Luft, die ihre Bestimmung verfehlt haben, sind den Verbündeten liebere Andenken als die durch unsere Flieger zerstörten Werkstätten und Fabriken. (67) [2 Abb.]: Aus einem französischen Flugpark. (1)The escadrilles which guard the camp retranché of Paris. Die kleinen Geschwader, die das verschanzte Lager von Paris bewachen. Flugplatz vor der Stadt, von dem beim Nahen von Zeppelinen oder Tauben Abwehrflugzeuge aufsteigen. (2)Photographed by search-light: one of a number of French aeroplanes starting at night for a long distance raid. Scheinwerferphotographie: Eins der zahlreichen französischen Flugzeuge startet bei Nacht zu einem Fernflug. (68) [2 Abb.]: Des Fliegers Glück und Ende (1)Chasing off german aeroplanes at a high of 6500 feet: A french monoplane of the "Parasol"-Type flying at full speed above Nancy towards San Nicolas du Port. Jagd auf deutsche Flugzeuge in einer Höhe von 6500 Fuß (ungefähr 1900 Meter) zwischen Nancy und San Nicolas du Port. (2)Les débris de l'appareil de Pégoud. Le 31 août (1915) au matin dans la pleine entre Petit Croix et le bois de Fontenelle. Le corps de l'aviateur est étendu devant le médecine portant un brassard, sous un entoilage arraché d'une de ses ailes. Die Trümmer von Pégouds Flugzeug, wie sie am Morgen des 31. August auf der Ebene zwischen Petit Croix und dem Walde von Fontenelle gefunden wurden. Vor dem Arzt (mit der Armbinde) liegt die Leiche des Fliegers unter einem Stück Leinen einer Tragfläche. (69) [Abb.]: Im Unterstand. Ein französischer Röhrengang in der Champagne. Durch gebogene Wellblechlagen, die mit Sandsäcken gegen Granaten geschützt sind, hat man luftige Unterstände erbaut. (70) [2 Abb.]: Reiseleben in der Kriegszone (1)Accomodation at the "Lion d'or" Reims, while shells are falling. Bequemlichkeit im "Goldenen Löwen" von Reims während eines Granathagels. Das Hotelzimmer ist zu unbehaglich geworden, und man hat sich, so gut es ging, im Keller eingerichtet. (2)How all french roads near the front are watched: Soldiers examing a passing motorists papers at night. Wie alle französischen Landstraßen die nahe der Front bewacht werden: Soldaten prüfen bei Nacht die Papiere eines durchfahrenden Automobilisten. (71) [Abb.]: Die Angreifer. Les fauves dans la forêt: Soldats allemands photographiés en liberté à 15 mètres d'une tranchée française. Aufnahme deutscher Soldaten von einem französischen Schützengraben aus. Die "neutrale" Platte zeigt, daß auch die nächste Nähe des Feindes unseren Feldgrauen nicht die Stimmung verdirbt. (72) [Abb.]: und die Angegriffenen. German shrapnel bursting a hastily-built french barricade. Deutsches Schrapnell platzt hinter einer schnell errichteten französischen Barrikade. (73) [2 Abb.]: Der Kampf um Verdun. (1)A position finely won: in the Bois de la Caillette. Schützengraben im Caillettewalde. (2)Camion démoli près de Verdun par un obus de 210 de radiateur détaché est tombé au fond de l'entonnoir. Lastauto, das eine 21-cm-Granate bei Verdun zerstört hat. (74) [Abb.]: Unsere Brandbomben in Verdun. Die Feuerwehrleute von Verdun. Eine Feuerwehr mußte ins Leben gerufen werden, die die Wirkungen unserer Brandbomben einzudämmen hat. (75) [Abb.]: Kriegsgefangene in Verdun. Prisonniers allemands dans une chapelle de Verdun. Ein Häuflein deutscher Soldaten als Gefangene in einer französischen Kapelle. (76) [Abb.]: Der Kirchturm als Beobachtungsposten. La vierge dorée du clocher de la basilique d'Albert qui présentait, les bras tendus, son divin fils aux populations chrétiennes. Das goldene Standbild der Jungfrau mit dem Jesusknaben, in dessen Schutz der Feind auf dem Kirchturm von Albert Beobachter aufgestellt hatte, ist infolge eines deutschen Treffers umgestürzt ohne herabzufallen. Auch hieraus suchen unsre Gegner eine Anklage gegen deutsche Kriegsführung zu erheben. (77) [Abb.]: Französischer Schützengraben. Three-storied french field-fortifications: A corner of a first-line trench in Champagne. Groß ist die Verteidigungskunst der Franzosen, wie dieser Ausschnitt aus einem starkbefestigten Schützengraben zeigt, größer aber die Sturmgewalt unserer Feldgrauen, wie Verdun beweist. (78) [Abb.]: Die englische Offensive 1916. The "Smoke of Battle" to screen advancing troops: Our infantry attacking under cover of smoke bombs. Analogous to the use of smoke-screens by war-ships at sea: Opaque clouds produced by bombs used as protective cover for a british infantry attack. Unter dem Schutz von Rauchbomben stürmen die Engländer aus ihren Schützengräben auf den Feind. (79) [Abb.]: Deutscher Fliegerangriff. Bombing Botha's army from the air: Bombs exploding in a camp of the Union forces. Mit der Wiedergabe dieses Bildes dokumentieren die Engländer die Treffsicherheit unsrer bewaffneten Flugzeuge. (80) [Abb.]: Gerichteter Spion. Un exemple: "Espion, traitre de son pays". Ein wegen Landesverrat erschossener französischer Spion bleibt nach der Hinrichtung zur Abschreckung am Pfahl, eines der vielen Beispiele, in welchem Maße es unsere Gegner nötig haben, abschreckend auf die eigenen Truppen zu wirken. (81) [Abb.]: Vom Krieg im Elsaß. Les opérations en Alsace. Ein von den französischen "Befreiern" in Brand geschossenes Dorf im Oberelsaß. (82) [Abb.]: Ein Nachtbild von der Westfront. Les usées éclairantes de l'ennemi. Deutsche Leuchtraketen, wie sie für einen kurzen Zeitraum die Nacht erhellen, von der feindlichen Front aus aufgenommen. (83) [Abb.]: Ypern 1915. Diese Aufnahme hat eine englische Zeitschrift als Kunstdruck vervielfältigt, damit der Engländer in seinen vier Wänden stets an Belgiens Schicksal und an deutsche Zerstörungswut erinnert wird, wobei zu sagen "vergessen" wurde, daß Engländer und Franzosen diese herrliche Stadt, eine Perle altvlämischer Kultur, zum Mittelpunkt ihrer Verteidigung machten und während des Krieges zur Festung ausgebaut haben. Das lange Gebäude mit dem Turm ist die Tuchhalle, das berühmte Ständehaus der Weber-Innung, links davon steht die Kathedrale. (84) [Abb.]: Reims im Kriege. La cathédrale de Reims et le quartier environnant après deux mois de bombardement. Blick aus einem französischen Doppeldecker auf die Kathedrale von Reims, nachdem das Bombardement schon 2 Monate angedauert hatte. Diese Aufnahme straft erstens die Beschuldigung der Zerstörung der Kathedrale durch unsre Artillerie Lügen, beweist aber zweitens die Treffsicherheit unsrer Kanoniere, denn rings um die Kathedrale haben deutsche Granaten mit Erfolg eingeschlagen. (85) [2 Abb.]: (1)An der russischen Front. (1)La visite que fit le Tsar a Przemysl. La Grand-duc Nicolas avait voulu montrer a l'empereur ce qui restait des formidables fortifications de l'ancienne citadelle autrichienne. Der Großfürst zeigt dem Zaren Przemysl, die neue Perle der russischen Monarchie, die aber bald wieder aus der Zarenkrone fiel. (2)Automitrailleuses blindées de l'armée russe sur une route de Galicie. Gepanzertes Maschinengewehr-Auto des russischen Heeres auf einer Landstraße Galiziens. (86) [2 Abb.]: Gasangriff - Riesenflugzeug (1)A German gas-attack photographed bay an airman: Poisonous fumes rolling towards the Russians and German troops. Fliegerphotographie eines deutschen Gasangriffes. Giftige Dämpfe wälzen sich auf die Russen zu, dahinter deutsche Truppen. (2)Russia's 3 1/2 ton aeroplane for eight! A giant Sikorsky-biplane, one of which bombarded the Germans in East Prussia. Russische 3 1/2-Tonnen-Flugmaschine für 8 Personen! Einer der riesigen Sikorsky-Doppeldecker, die auf die Deutschen in Ostpreußen Bomben warfen. (87) [Abb.]: Der Krieg in den Alpen. Eine von österreichischen Granaten in Brand geschossene Kirche: Kriegswirkungen in einem typischen Alpendorf. Die schönen Bergdörfer der Alpen, wo Italiener und Österreicher kämpfen, erleiden ebenso wie die belgischen und nordfranzösischen das Schicksal des Krieges. (88) [Abb.]: Schwieriger Geschütztransport. "Excelsior!" How the Alpini troops take the guns up the mountains. Geschütztransport durch italienische Alpentruppen. (89) [Abb.]: Venedig aus der Vogelschau. Venise en aeroplane. Blick aus dem Flugzeug auf die Lagunenstadt, deren Arsenale und Munitionsstätten österreichische Flieger erfolgreich mit Bomben bewarfen, ohne die Kulturdenkmäler vergangener Jahrhunderte zu zerstören. (90) [Abb.]: Das alte und neue Zeitalter. Ancient wonders of the world photographed from a new wonder of the world. The pyramids and the surrounding desert "taken" from an aeroplane. Die Begegnung alter und neuer Weltwunder im Kriege. Blick aus einem Flugzeug auf die Pyramiden und die Wüste. (91) [2 Abb.]: Der Auftakt in Gallipoli (1)Landing artillery on the Gallipoli peninsula. A 155 mm-gun being towed ashore on a lighter ad Sedd ul Bahr. Artillerielandung auf der Halbinsel Gallipoli. Ein 155-mm-Geschütz wird von einem Leichter bei Sedd ul Bahr an Land gezogen. (2)Lord Kitchener in Gallipoli: At Sedd ul Bahr with the French commander-in-chief and the High commissioner for Egypt. Bei Sedd ul Bahr mit dem französischen Oberbefehlshaber und dem Höchstbevollmächtigten für Ägypten (92) [2 Abb.]: Die Vorbereitungen zum "Sieg" (1)Camels from Egypt on their way to the sands of Gallipoli. Ägyptische Kamele auf dem Wege nach Gallipolis Küsten (2)Men of the Australian Lighthorse who fought so gallantly on the Gallipoli peninsula. Leute der australischen leichten Reiterei. Selbst die "Anzacs" (Australian New Zeeland Army Corps) haben dem Ansturm der vom Gegner verachteten türkischen Truppen nicht widerstehen können. (93) [2 Abb.]: Wasserflugzeuge (1)The "Ark royal" - aeroplane ship - in the Dardanelles straits. Die "Ark Royal" - Flugzeugschiff - in den Meerengen der Dardanellen. In der Mitte auf Deck stehen 2 Krane zum Herablassen und Hinaufziehen der Wasserflugzeuge, von denen 2 auf dem Achterdeck stehen. (2)Hoisting a seaplane aboard. Anbordziehen eines Wasserflugzeuges. Der gepanzerte Eindecker, in dem der Beobachter sitzt, während der Führer das Hebeseil am Flugzeug angebracht hat, wird nach einem Fluge wieder an Board gezogen. Der stehende Pilot ist ein Franzose, sein Beobachter Engländer. (94) [4 Abb.]: Rettung eines Fliegers aus Seenot (1)Seaplane rescue: Floating half-sunk alongside the mother-ship. (2)Salvage work in full swing: The working-party stripping gear. (3)A stripped plane liftet from the water: Hoisting the frame aboard. Ein neben sein "Mutter"-Schiff geschlepptes Flugzeug wird abgetackelt, (2)Safely swung clear: Lowering on the mother-ship's deck. .hochgewunden und an Deck gebracht. (95) [4 Abb.]: Feindlicher Aufklärungsdienst (1)Kilid Bahr (Europe), ses forts et ses batteries avec leurs epaulements où l'on distingue nettement les canons. Die Forts und Batterien der europäischen Dardanellenfestung Kilid Bahr, deren Kanonen erkennbar sind. (2)L'embouchure du Mendéré et les forts du Koum Kaleh (Asie) à l'entrée des Dardanelles. Das türkische Dorf Kumkaleh auf der asiatischen Seite der Dardanelleneinfahrt. (3)Blick auf ein türkisches Kaukasusdorf aus einer russischen Flugmaschine. (4)Russische Flugzeugaufnahme eines türkischen Zeltlagers im Kaukasus. (96) [2 Abb.]: Sicherheitsdienst in den Lüften (1)View of a turkish town on the Dardanelles as seen from a french aeroplane. Blick aus einem französischen Doppeldecker auf eine Dardanellenstadt. (2)What an air-scout sees: A view taken from the basket of an observation ballon on a dull day. Die Landschaft unter einem Fesselballon, dessen 3 Kugeln zur Abgabe von Signalen dienen. (97) [2 Abb.]: Der "Glorreiche" Rückzug (1)The Allies' outpost-guard beyond the main defences of Salonika: Kitchen-huts in a French marsh-camp. Vorgeschobener Wachtposten der Verbündeten außerhalb der Hauptverteidigungswerke von Saloniki. Kochhütten eines französischen Sumpflagers. Eigentümlicherweise sprechen die Engländer hier von Verteidigung von Saloniki, von wo doch eigentlich der Angriff geführt werden sollte. (2)Destruction officers: Preparing to fire stores at Suvla. That evrething of use to the enemy might be burned: Placing hay (afterwards soaked with petrol) among the stores before the evacuation. Man bereitet die Vernichtung der Vorratslager vor, indem sie mit Stroh angefüllt werden, das vorher mit Petroleum durchtränkt wurde. (98) [2 Abb.]: Abschied von Gallipoli (1)Stores burning at five in the morning. The scene as viewed from a battle ship at Suvla. Anblick der brennenden Vorratslager morgens früh um 5 Uhr von einem Schlachtschiff bei Suvla aus. (2)Seen from H. M. S. "Cornwallis", the last ship to leave Suvla Bay. Stores and other material burning at the time of the evacuation. Brennende Material- und Munitionslager zur Zeit der Räumung von S. M. S. "Cornwallis" aus gesehen, die als letztes Schiff die Suvla-Bucht verließ. (99) [2 Abb.]: Bilder vom Balkan (1)The Nish banquet to the Kaiser. January 18 (1916). The menu-card, and the music-programm. Speisenfolge und Musikprogramm vom Kaiserbankett in Nish. Angeblich ist diese Aufnahme von einem englischen Spion gemacht worden, der als neutraler Berichterstatter dem Essen beigewohnt haben will. (2)Nos alpins qui arrivent des Vosges jouissent d'une matinée dominicale ensolleillée sous la colomnade d'un puits grec. Französische Alpenjäger, die aus den Vogesen gekommen sind, ruhen sich nach der Besetzung des Achilleions vor einem griechischen Brunnen aus. (100) [3 Abb.]: Der Feind im Achilleion (1)Le géant teuton élevé par Guillaume à la mémoire d'Achille. Die Achilles-Statue, die Kaiser Wilhelm aufstellen ließ, wird von den Franzosen als "teutonischer Riese" bezeichnet. Sollte wohl der auf dem Sockel stehende Alpenjäger seinen Landsleuten ein Bild des Größenverhältnisses der beiden Nationalkräfte geben?! (2), (3)A l'Achilleion. Les automobiles impériales encore dans leurs caisses. Elles ont été requisitionnées pour le service de l'ambulance franco-serbe et on n'attend pour s'en servir que les pneumatiques et les magnétos demnadés en France. Im Achilleion: Die "ritterliche" Nation vergreift sich im neutralen Gebiet am Privateigentum des Deutschen Kaisers. Die kaiserlichen Automobile werden für den französisch-serbischen Sanitätsdienst "entliehen". (101) [6 Abb.]: Die Seeschlacht beim Skagerrak. Ehrenschmisse nach dem Nordseesieg! Bilder von einem englischen Kriegsschiff, dem es gelang, aus der Schlacht zu entfliehen, zeigen dem englischen Leser die harmlosen Schrammen, die die deutsche Flotte der englischen kratzen konnte. Die Ehrlichkeit der englischen Berichterstattung muß es sich bedauerlicherweise versagen, Photographien von der auf dem Meeresgrund liegenden Flotte zu bringen. (102) [2 Abb.]: U-Boote bei der Arbeit. The enemy submarine approaching the danish steamer "Sulfoss". Zwei Bilder von den bekannten, sich immer wiederholenden Phasen der Untersuchung eines neutralen Handelsschiffes. Vor dem Dampfer "Sulfoß" aus Dänemark ist ein deutsches Unterseeboot aufgetaucht. (103) [3 Abb.]: Torpediert! Trois phases du torpillage du "Carthage" au large du cap Hellès, le 4 juillet 1915. Der Dampfer ist von einem Torpedo am Heck getroffen, so daß sich das Vorderteil allmählich aufrichtet, bis es senkrecht in die Tiefe schießt. Das das feindliche Handelsschiff zum Schutz begleitende Torpedoboot trägt die Trikolore. (104) [2 Abb.]: Mißbrauch des Roten Kreuzes auf See. The sinking of the "Anglia" on which the king was brought to England. Nachdem die "Anglia" als Hospitalschiff den englischen König nach seinem Unfall an der Front heimgebracht hatte, fuhr sie als Transportschiff unter der Roten-Kreuz-Flagge mit Mannschaften und Kriegsgerät beladen, nach Frankreich zurück. Hierbei ereilte sie ihr Schicksal. Das obere Bild zeigt uns, wie sie sich nach Steuerbord zu neigt, und unten versinkt die "Anglia", Heck aufwärts. Torpedo- und Rettungsboot eilen hilfebrindend herbei. (105) [Abb.]: Versenkung der "Majestic" The "Majestic" sinking, seen from the air. A novel disaster photographed for the first time an aeroplane in flight: The british battleship lying keel upwards jst before sinking after being torpedoed ba an enemy submarine. Von den vielen feindlichen Schlachtschiffen, die bei dem Dardanellenabenteuer verlorengingen, zeigen die Engländer (mit einigem sportlichen Stolz) die erste Photographie aus einem Flugzeug auf ein sinkendes Kriegsschiff. S. M. S. "Majestic" treibt kieloben, um kurz darauf zu verschwinden. (106) [Abb.]: Wirkung eines deutschen Torpedos. The shattering effect of a submarine's torpedo on a ship: A torpedoed cargo-Steamer in dock. Das hausgroße Loch in einem torpedierten Handelsdampfer zeigt die furchtbare Sprengkraft der von unsern U-Booten abgeschossenen Torpedos. (107) [2 Abb.]: Ein guter Treffer. As it must have been with the "Lusitania": The hole made in a ship by a German submarine's torpedo. Das obere Bild zeigt die Schußstelle am Bug, während unten die gegenüberliegende Seite Löcher von durchgedrungenen Geschoßteilen aufweist. (108) [5 Abb.]: Die Aufnahme eines Neutralen, der sich auf der "Appam" befand, als sie in deutsche Hände fiel, zeigen den Führer des Prisenkommandos von der "Möwe" und späteren Kapitän der "Appam", Leutnant Berg, einen Matrosen, das Schiff selbst, sowie Szenen vom Anlandgehen der Passagiere. Die Abbildung der Speisekarten soll zeigen, wie herrlich die Reisenden gelebt haben, als sie noch unter englischer Flagge fuhren, im Gegensatz zu der bescheidenen Speisenfolge, die der deutsche Kapitän einrichtete, um die Vorräte in Rücksicht auf den Zuwachs der Besatzung zu "strecken". (109) [3 Abb.]: Englische Verspottung deutscher Opferwilligkeit. Enemy war memorial- and Congo cases of nailing. Das angeblich für die europäische Kultur kämpfende England findet es geschmackvoll und nicht kulturwidrig, den Riesen-Hindenburg, das Symbol deutscher Opferwilligkeit, mit afrikanischen Fetischen auf gleiche Stufe zu stellen, während es elbst mit Wilden aller Zonen an der Front in einer Linie steht. (110) [Abb.]: Die Vergewaltigung der Neutralen. Scientific eyes for the officer examining cargoes for contraband in war-time. Not macht erfinderisch. In der Befürchtung, daß der Handels- und Aushungerungskrieg gegen uns ebenso vergeblich werden könnte wie die Anstrengungen Englands zu Wasser und zu Lande, werden die Ballen neutraler Handelsschiffe mit Hilfe einer Erfindung deutschen Geistes, der Röntgenstrahlen, auf Bannware untersucht. (111) [4 Abb.]: Leute ohne Vaterland. Leute mit deutschen Namen und neutralisierte Briten, die nach Kriegsausbruch ihre deutsche Abstammung verleugnen zu müssen glaubten und als äußeres Zeichen ihrer Gesinnung ihren Namen anglisierten. Man wird gut tun, sich diese Leute für die Zeit nach dem Kriege zu merken. Unten rechts der schamlose Brief eines gewissen Karl Meyer, der diese Gesinnung deutlich zum Ausdruck bringt. (112) Einband ([uncounted]) Einband ([uncounted])