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John M. Hobson on Eurocentrism, Historical Sociology and the Curious Case of Postcolonialism
International Relations, it is widely recognized, is a Western discipline, albeit one that claims to speak for global conditions. What does that mean are these regional origins in and by themselves a stake in power politics? This Eurocentrism is often taken as a point of departure for denouncing mainstream approaches by self-proclaimed critical and postcolonialist approaches to IR. John Hobson stages a more radical attack on Eurocentrism, in which western critical theories, too, are complicit in the perpetuation of a dominantly western outlook. In this extensive Talk, Hobson, among others, expounds his understanding of Eurocentrism, discusses the imperative to historicize IR, and sketches the outline of possible venues of emancipation from our provincial predicament.
Print version of this Talk (pdf)
What is, according to you, the biggest challenge / principal debate in current International Relations? What is your position or answer to this challenge / in this debate?
In my view, there are two principal inter-related challenges that face IR. The first is the need to deal with the critique that the discipline is constructed on Eurocentric foundations. This matters both for critical and conventional IR. The latter insists that it works according to value-free positivistic/scientifistic principles. But if it is skewed by an underlying Western-centric bias, as I have contended in my work, then the positivist mantra turns out to constitute a smokescreen or veil behind which lies the dark Eurocentric face of conventional IR. And of course, if Eurocentrism in various forms infects much of critical IR, then it jeopardizes its critical credentials and risks falling back into problem-solving theory. For these reasons, then, I feel that the critique of Eurocentric IR and international political economy (IPE) poses nothing short of an intellectually existential challenge to these disciplines.
The second inter-related challenge is that if we accept that the discipline is essentially Eurocentric then we need to reconstruct IR's foundations on a non-Eurocentric basis and then advance an alternative non-Eurocentric research agenda and empirical analysis of the international system and the global political economy. This is a straightforward challenge vis-à-vis conventional IR/IPE theory but it is more problematic so far as critical IR/IPE is concerned (which is why my answer is somewhat extended). The more postmodern wing of the discipline would view with inherent skepticism any attempt to reconstruct some kind of (albeit alternative) grand narrative. And the postmodern postcolonialists would likely concur. It is at this point that the thorniest issue emerges in the context of postcolonial IR theory. For however hard this is to say, I feel that simply proclaiming the Eurocentric foundations of the discipline does not hole its constituent theories deep beneath the waterline; a claim that abrades with the view of most postcolonialists who view Eurocentrism as inherently illegitimate either because it renders it imperialist (which I view as problematic since there are significant strands of anti-imperialist Eurocentrism and scientific racism) or because they conflate Eurocentrism with the unacceptable politics of (scientific) racism (which I also find problematic notwithstanding the point that there are all manner of overlaps and synergies between these two generic Western-centric discourses, all of which is explained in my 2012 book, The Eurocentric Conception of World Politics). The key point—one which will undoubtedly get me into a lot of trouble with postcolonialists—is that I feel we need to recognize that in the end Eurocentric IR (and IPE) theory constitutes a stand-point approach, just like any other, and its merits or de-merits can ultimately only be evaluated against the empirical record, past and present (notwithstanding the points that I find Eurocentrism to be deeply biased and that what I find so deeply galling about it is its dismissive 'put-down' modus operandi of all things non-Western, wherein all non-Western achievements are dismissed outright, alongside the simultaneous (re)presentation of everything that the West does as progressive and/or pioneering).
So the second principal challenge facing the discipline—one which will no less get me into trouble with many postmodern/poststructuralist thinkers—is the need to reconstruct an alternative non-Eurocentric set of disciplinary foundations, which can then generate fresh empirical narratives of the international system and the global political economy. For my view is that only by offering an alternative research agenda and empirical analysis of the world economy can IR and IPE be set free from their extant Eurocentric straitjackets and the Sisyphean prison within which they remain confined, wherein IR and IPE scholars simply re-present or recycle tired old Eurocentric mantras and tropes in new clothing ad infinitum. For if nothing else, the absence of an alternative reconstruction and empirical analysis means that IR and IPE scholars are most likely simply to default to, or retreat back into, their Eurocentric comfort zone. Accordingly, then, the battle between Eurocentrism and non-Eurocentrism needs to be taken to the empirical field and away from the high and rarified intellectually mountainous terrain of metanarratival sparring contests.
How did you arrive at where you currently are in your thinking about International Relations?
Another way of asking this question would be: what influenced you to become a non-Eurocentric thinker? I get asked this question a lot, especially by non-white people. A good deal of this is related to my life-experience, much of which is sub-conscious of course and both too personal and too detailed to openly reflect upon here (sorry!) More objectively, the initial impetus came around 1999 when I came across a book on Max Weber by the well-respected Weberian scholar, Bryan Turner, in which he argued inter alia that Weber's sociology had Orientalist properties; none of which had occurred to me before. Following this up further I became convinced that Weber was indeed Eurocentric, as was Marx. More importantly, I came to see this as a huge problem that infected not just Marx and Weber but pretty much all of historical sociology (which was reinforced in my mind when I came to read James Blaut's books, The Colonizer's Model of the World (find it here), and Eight Eurocentric Historians). So I set out to develop an alternative non-Eurocentric approach to world history and historical sociology as a counter (which resulted in my 2004 book, The Eastern Origins of Western Civilisation).
Two further key IR texts that I became aware of were L.H.M. Ling's seminal 2002 book, Postcolonial International Relations and Naeem Inayatullah and David Blaney's equally brilliant 2004 book International Relations and the Problem of Difference, both of which led me to explore further the Eurocentric nature of IR and later IPE. But it would be remiss of me not to mention the influence of Albert Paolini; a wonderful colleague whom I had the pleasure to know at La Trobe University in Melbourne back in the early 1990s before his exceedingly unfortunate and premature death (and who, I must say, was way ahead of the game compared to me in terms of developing the critique of Eurocentrism in IR (see his book, Navigating Modernity (1997)). However, it would be unfair to the many others who have influenced me in countless ways to single out only these books and writers, though I hope you'll forgive me for not mentioning them so as to avoid providing yet another overly extended answer!
What would a student need to become a specialist in IR or understand the world in a global way?
This is an excellent but very challenging question and I want to try and make a succinct answer (though I shall build on it in some of the answers I will provide later on). The essential argument I make about 'thinking inter-culturally' is that while the more liberal side of the discipline thinks that its cosmopolitanism does just this, its Eurocentrism actually prevents it from fulfilling this. Because ultimately, cosmopolitanism wants to impose a Western standard of civilization upon the world, thereby advancing cultural monism rather than cultural pluralism. And this is merely the loudest expression of a spectre that haunts much of the discipline. But I guess that in the end, to achieve genuine cultural pluralism and to think inter-culturally requires us to take seriously how other non-Western peoples think of what their cultures comprise and what it means to them, and how their societies and states work along such lines. Dismissing them, as Eurocentrism always does, as inferior, backward and regressive denies this requirement outright. Interestingly, my great grandfather, J.A. Hobson flirted with this idea in his book, Imperialism: A Study (though this has largely escaped the notice of most people since few have read the more important second part of that book where all this is considered). But this is merely a first step, for as I will explain later on in the interview, ultimately thinking inter-culturally requires an analysis of the dialogical inter-connections and mutual co-constitutive relations between West and non-West which, in turn, presupposes not merely the presence of Western agency but also that of non-Western agency in the making of world politics and the global political economy.
All of which is clearly a massive challenge and I am certainly not advocating that the discipline of IR engage in deep ethnographical study and that it should morph into anthropology. And in any case I think that there are things we can do more generally to transcend Eurocentrism while learning more about the other side of the Eurocentric frontier without going to this extreme. I shall talk about such conceptual moves later on in this interview. One such theoretical move that I talk about later is the need to engage historical sociology (albeit from a non-Eurocentric perspective) or, more precisely global historical sociology. Again, though, I'm not advocating that the discipline should morph into historical sociology. And I'm aware that one of the biggest obstacles to IR making inroads into historical sociology is the sheer size of the task that this requires. It has always come naturally to me because that is where I came from before I joined the IR academic community. But there is quite a bit of historical sociology of IR out there now so I do think it possible for new PhD students to enter this fold. All of this said, though, I'm unsure if I have answered your question adequately.
The west is often seen as the source of globalization and innovation, which have historically radiated outwards in a process without seeming endpoint. What is wrong with this picture, and, perhaps more interestingly, why does it remain so pervasive?
In essence I believe this familiar picture—one which is embraced by conventional and many critical IR/IPE and globalization theorists—is wrong because this linear Western narrative brackets out all the many inputs that the non-West has made (which returns me to the point made a moment ago concerning the dialogical relations that have long existed between West and non-West). In my aforementioned 2004 book I argued that the West did not rise to modernity as a result of its own exceptional rational institutions and culture but was significantly enabled by many non-Western achievements and inventions which were borrowed and sometimes appropriated by the West. In short, without the Rest there might be no modern West. Moreover, while the West has been the principal actor in globalization since 1945, the globalization that preceded it (i.e., between 1492 and c.1830) was non-Western-led (as was the process of Afro-Eurasian regionalization that occurred between c.600 and 1492 out of which post-1492 globalization emerged). And even after 1945 I believe that non-Western actors have played various roles in shaping both globalization and the West, all of which are elided in the standard Eurocentric linear Western narrative of globalization.
But why has this image remained so persistent? This is potentially a massive question though it is a very important one for sure. Conventional theorists are most likely to disagree outright with my alternative picture in part because they are entirely comfortable with the notion that the 'West is best' and that the West single-handedly created capitalism, the sovereign inter-state system and the global economy. Critical theorists are rather more problematic to summarize here. But one that springs to mind is the type of argument that Immanuel Wallerstein (Theory Talk #13) made in a1997 article, in which he insisted that it be an imperative to hold the West accountable for everything that goes on in the world economy so that we can prosecute its crimes against the world. Arguments that bring non-Western agency in, as I seek to do, he dismisses as deflecting focus away from the West and thereby diluting the nature of the crimes that the West has imparted and therefore serves merely to weaken the case for the critical prosecution. I fundamentally disagree with him for reasons that I shan't go into here (but will touch upon below). But in my view it is (or should be) a key debate-in-the-making not least because I suspect that many other critical theorists might agree with him and, more importantly, because it brings fundamentally into question of what Eurocentrism is and of what the antidote to it comprises. Either way, though, critical theorists, at least in my view, often buy into the Western linear narrative, albeit not by celebrating the West but by critiquing it. All of which means that both conventional and many critical IR scholars effectively maintain the hegemony of Eurocentrism in the discipline though for diametrically opposed reasons; and which, at the risk of sounding paranoid, suggests a deeply subliminal conspiracy against the introduction of non-Eurocentrism.
Nevertheless one final but rather obvious point remains. For the biggest reason why Eurocentrism persists is because it makes Westerners feel good about themselves. And at the risk of sounding like sour grapes (notwithstanding very decent sales for my non-Eurocentric books), I have been struck by the fact that there seems to be an insatiable appetite—particularly among the Western public readership—for high profile Eurocentric books that celebrate and glorify Western civilization; though, to be brutally frank, many of these rarely add anything new to that which has been said countless times in the last 50 years, if not 200—notwithstanding Ricardo Duchesne's recent avowedly Eurocentric book The Uniqueness of Western Civilization as constituting a rare exception in this regard. All of which means that writing non-Eurocentric books is unlikely to get your name onto the bestseller list (though granted, the same is true for many of the Eurocentric books that have been written!)
International theory and political theory originates mainly from Europe, but makes universal claims about the nature of politics. How does international theory betray its situated roots and how do these roots matter for how we should think about theory?
I'm not sure that I can answer this question in the space allowed but I'll try and get to the broad-brush take-home point. I guess that when thinking about modern IR theory we can find those theorists who in effect advocate a normative Western imperialist posture even if they claim to be doing otherwise. Robert Gilpin's work on hegemonic stability theory is perhaps the clearest example in this respect. Anglo-Saxon hegemony, he claims, is non-imperialist because it always seeks to help the rest of the world, not exploit it. But the exercise of hegemony, it turns out, returns us to the old 19th century trope of the civilizing mission where Western practices and principles are transferred and imposed on non-Western societies in order to culturally convert them along Western lines. And this in turn issues from the assumption that the British and American interests are not selfish but are universal. This mantra is there too in Robert Keohane's (Theory Talk #9) book, After Hegemony, where cultural conversion of non-Western societies to a neoliberal standard of civilization by the international financial institutions through structural adjustment is approved of; an argument that is developed much more expansively in his later work on humanitarian intervention. And this trope forms the basis of cosmopolitan humanitarian interventionist theory more generally, where state reconstruction, which is imposed once military intervention has finished, is all about re-creating Western political and economic institutions across the world. I don't doubt for a moment the sincerity of the arguments that these authors make. But they can make them only because they believe that the Western interest is truly the universal. In such ways, then, IR betrays its roots.
Ultimately, Western IR theory constructs a hierarchical conception of the world with the West standing atop and from there we receive an image of a procession or sliding scale of gradated sovereignties in the non-Western world. For much of IR theory that has neo-imperialist normative underpinnings, it is this construction which legitimizes Western intervention in the non-Western world, thereby reproducing the legal conception of the (imperialist) standard of civilization that underpinned late 19th century positive law. Nevertheless, there has been a significant strand of anti-imperialist Eurocentrism within international theory (and before it a strand of anti-imperialist scientific racism, as in the likes of Charles HenryPearson and LothropStoddard). But once again, as we find in Samuel Huntington's famous 1996 book, The Clash of Civilizations—which comprises a modern equivalent of Lothrop Stoddard's Eugenicist texts, The Rising Tideof Color (1920) and Clashing Tides of Color (1935)—the West is held up as the highest expression of civilization, with non-Western societies viewed as socially inferior such that the West's mandate is not to imperially intervene across the world but to renew its uniquely Western civilized culture in the face of regressive and rampant non-Western regions and countries (particularly Middle Eastern Islam and Confucian China). Hedley Bull's anti-imperialist English School argument provides a complementary variant here because, he argues, it is the refusal of non-Western states to become Western wherein the source of the (unacceptable) instability of the global international society ultimately stems. All of which, as you allude to in your question, rests on the conflation of the Western interest with the universal. It is for this reason, then, that the cardinal principle of critical non-Eurocentrism comprises the need to undertake deep (self) reflexivity and to remain constantly vigilant to Eurocentric slippages.
In turn, this returns me to the point I made before: that IR theory does not think inter-culturally because it denies the validity of non-Western cultures. Because it does so, then it ultimately denies the full sovereignty of non-Western states. For one of the trappings of sovereignty is what Gerry Simpson usefully refers to as 'existential equality', or 'cultural self-determination'. It seems clear to me that the majority of IR theory effectively denies the sovereignty of non-Western states because it rejects cultural pluralism and hence cultural self-determination as a function of its intolerant Eurocentric monism. The biggest ironies that emerge here, however, are two-fold; or what I call the twin self-delusions of IR. First, while conventional IR theory proclaims its positivist, value free credentials that sit comfortably with cultural pluralist tolerance, nevertheless as I argued in my answer to your first question, this positivist mantra turns out to constitute a smokescreen or veil behind which lies the face of intolerant Eurocentric cultural monism. And second, it means that while IR proclaims that its subject matter comprises the objective analysis of the international system which focuses on anarchy and the sovereign state, nevertheless it turns out that what it is really all about is narrating an analysis of Western hierarchy and the 'hyper-sovereignty' of Western states versus the 'conditional sovereignty/gradated sovereignty' of non-Western states.
Linking your work to Lizée's as a critique of extrapolating 'universals' on the basis of narrow (Western) experiences, Patrick Jackson (Theory Talk #44) wrote as follows: 'Perhaps the cure for the disease that Hobson and Lizée diagnose is a rethinking of what "theory" means beyond empirical generalizations, so that future international theorists can avoid the sins of the past.' What is your conception of what theory is or should be?
As noted already, I am all in favor of developing non-Eurocentric theory. To sketch this out in the most generic terms I begin with the proposition that Eurocentric IR/IPE theory is monological, producing a reductive narrative in which only the West talks and acts. It is essentially a 'winner/loser' paradigm that proclaims the non-West as the loser or is always on the receiving end of that which the West does, thereby ensuring that central analytical focus is accorded to the hyper-agency of the Western winner. And its conception of agency is based on having predominant power. We find this problem particularly within much of critical IR theory, where because the West is dominant so it qualifies as having (hyper) agency while the subordinate position of the non-West means that it has little or no agency. In turn, particularly within conventional IR and IPE we encounter a substantialist ontology, where the West is thought to occupy a distinct and autonomous domain. From there everything else follows. And even in parts of critical IR and IPE where relationalism holds greater sway we often find that the West still occupies the center of intellectual gravity in the world.
My preference is for a fully relationalist approach which replaces the monologism of Eurocentrism and its reification of the West with the aforementioned conception of dialogism that brings the non-West into the discussion while simultaneously focusing on the mutually constitutive relations between Western and non-Western actors. It also allows for the agency of the non-West alongside the West's agency (even though clearly after c.1830 the West has been the dominant actor). This in effect replaces Eurocentrism's either/or problematique with a both/and logic, enabling us to reveal a space in which non-Western agency plays important roles without losing focus of Western agency, even when it takes a dominant form as it did after c.1830. In this way then, to reply to Wallerstein's argument discussed earlier, one does not have to dilute the critique of the West when bringing non-Western agency in for both can be situated alongside each other. While I could of course say much more here, these conceptual moves are paramount to me and inform the basis of my empirical work on the international system and the global political economy.
All in all, IR theory needs to take a fully global conception of agency much more seriously; structuralist theory in its many guises is necessary but is ultimately insufficient since it diminishes or dismisses outright the prospect or existence of non-Western agency. Moreover, I seek to blend materialism and non-materialism, which means that neither constructivism nor poststructuralism can quite get us over the line. Even so, blending materialism and non-materialism is not an especially hard task to achieve though IR's preferred ontologically reductionist stance certainly makes this a counter-intuitive proposition.
You combine historical sociology with international relations. What promises does this interdisciplinary approach hold? Why do we need historical sociologies of IR?
Following on from my previous answer I argue that a relationalist non-Eurocentric historical sociology of IR is able to problematize the entities that IR takes for granted—states, anarchy (as well as societies and civilizations)—in order to reveal them, to quote from the marvelous introduction that Julian Go and George Lawson have written for their forthcoming edited volume Global Historical Sociology, as 'entities in motion'. Indeed such entities are never quite complete but change through time. Here it is worth quoting Go and Lawson further, where they argue that
'social forms are "entities-in-motion": they are produced, reproduced, and breakdown through the agency of historically situated actors. Such entities-in-motion, whether they are states, empires, or civilizations often appear to be static entities with certain pre-determined identities and interests. But the relational premise, and perhaps promise, of GHS is its attempt to denaturalize such entities by holding them up to historical scrutiny'.
It is precisely this global historical sociological problematique that underpins the approach that I develop in a forthcoming book, provisionally entitled Reorient International Political Economy where inter alia, I show how many of the major processes of the global economy are never complete but are constantly mutating as they are shaped by the multiple interactions of Western and non-Western actors. To take the origins of capitalism or globalization as an example, I show how these have taken not a Western linear trajectory but a highly discontinuous path as West and non-West have interacted in complex ways.
A good number of IR historical sociologists have focused specifically on particular historical issues—especially that of the rise of the sovereign state in Europe. Such analyses have in my view proven to be extremely valuable because they allow us to puncture some of the myths that surround 'Westphalia' that populate standard or conventional IR reportage (particularly that found in undergraduate text-books). But ultimately I feel that the greatest worth of the historical sociology of IR project lies in using history (understood in historical-sociological terms rather than according to traditional historians' precepts) as a means of problematizing our understanding of the present international system and global political economy. Thus, for me, historical sociology is ultimately important because it can disrupt our understanding and explanations of the present. And I believe that this kind of inter-disciplinarity can bear considerable fruit (notwithstanding the difficulty that this task poses for IR scholars).
You famously criticized IR's Eurocentrism and argued for the need for inter-cultural thinking. What is inter-cultural thinking and how can it benefit IR?
As I already discussed what inter-cultural thinking is a bit before, I shall consider how it might benefit IR and indeed the world in various ways. First, if the rise of the West into modernity owes much of this achievement to the help provided by non-Western ideas, institutions and technologies, then acknowledging this debt could go a long way to healing the wounds that the West has inflicted upon the non-West's sense of self-esteem. Moreover, the hubristic claim ushered in by Eurocentrism, that the West made it to the top all by itself and that the very societies which helped it get there are then immediately denounced as inferior and uncivilized, significantly furnishes the West with the imperialist mandate to intervene and remake non-Western societies in the image of the West. So in essence, the help that the once-more advanced non-Western societies that the West benefited from is rewarded by 150 years of imperial punishment! Of course, IR scholars do not really study the rise of the West, but it is implicit in so much of what they write about. So acknowledging this debt could challenge the West's self-appointed mandate to remake the world in its own image as well as problematize many of the historical assumptions that lie either explicitly or implicitly within IR.
Second, and flowing on from the previous point, thinking inter-culturally means recognizing the manifold roles that the non-West has played in shaping the rise of Western capitalism and the sovereign state system as well as the global economy, as I have just argued, but also appreciating their societies and cultures on their own terms rather than simply dismissing them as unfit for purpose in the modern world. Less Western Messianism and Western hubris, more global understanding and empathy, is ultimately what I'm calling for. But none of this is possible while Eurocentrism remains the go-to modus operandi of IR and IPE. And this is important for IR not least because significant parts of it have informed Western policy, most especially US foreign policy.
Third, a key benefit that inter-cultural thinking could bring to IR is that while the discipline presumes that it furnishes objective analyses of the international system, the upshot of my claim that the discipline is founded on Eurocentrism is that all the discipline is really doing is finding ways to reaffirm the importance of Western civilization in world politics, defending it and often celebrating it, rather than learning or discovering new things about the world and world politics. I believe that only a non-Eurocentric approach can deliver that which IR thinks it's doing already but isn't.
You've said that 'what makes an argument [institutionally] Eurocentric…lies with the nature of the categories that are deployed to understand development. And these ultimately comprise the perceived degree of 'rationality' that is embodied within the political, economic, ideological, and social institutions of a given society.' In order to think inter-culturally, does IR needs new conceptions of rationality, or standards other than rationality altogether?
What an extremely interesting and perceptive question which has really got me thinking! Again, it's something that I've been aware of in the recesses of my mind but have never really thought through. Certainly the essence of Eurocentrism lies in the reification of Western rationality (or what Max Weber called Zweckrationalität) and its simultaneous denial to non-Western societies. But what with all the revelations that have happened in Britain in the last decade, where a seemingly never ending series of fraudulent practices have been uncovered within British public life—whether it be MPs' expenses scandals, banking scandals, newspaper scandals and the like—then one really wonders about the extent to which the West operates according to the properties of Zweck-rationality that Weber proclaimed it to have. Corruption and fraud happen in the West but clearly they are much more hidden than in those instances where it occurs in non-Western countries (notwithstanding the revelations mentioned a moment ago). But if one were to open the lid of many large Western companies, for example, and delve inside one might well find all sorts of 'rationality-compromising' or 'rationality-denial' practices going on. To mention just two obvious examples: first, promotions are often tainted by personal linkages rather than always founded on merit; and second, managers often mark out and protect their own personal position/territory even when it (frequently) goes against the 'rational' interests of the said organization.
To return to your question, then, one could conclude that many Western institutions are far less rational than Eurocentrism proclaims, which in turn would challenge the foundations of Eurocentrism. Of course, corruption and fraud are not unique to the West, but it is the West that proclaims its unique 'rational standard of civilization'. Whether, therefore, we need to abandon the term (Zweck) rationality on the grounds that it is an impossibly conceived ideal type remains the question. Right now I don't have an answer though I'll be happy to mull over this in the coming years.
You've written that engaging with the East 'creates a genuinely global history' and articulate a 'dream wherein the peoples of the Earth can finally sit down at the table of global humanity and communicate as equal partners'. Do you consciously operate with an 'ontology' of 'peoples' and 'civilizations' as opposed to 'individuals'? How do you conceive of the relationship between global humanity and plural peoplehood? Is there an underlying philosophical or anthropological view that you are drawing on in these and similar passages?
Certainly I prefer to think of peoples and even of civilizations rather than individuals and states, though I'll confess right now that dealing theoretically with civilizations and articulating them as units of analysis is extraordinarily challenging. At the moment I leave this side of things to better people than me, such as Peter Katzenstein (Theory Talk #15) and his recentpioneering work on civilizations. The term 'global humanity' concerns me insofar as it is often a politically-loaded term, particularly within cosmopolitanism, where its underbelly comprises the desire to define a single civilizational identity (i.e., a Western one) for 'global humanity'. In essence, cosmopolitanism effectively advances the conception of a 'provincial (i.e., Western) humanity' that masquerades as the global. So I prefer the notion of plural peoplehood, so as to allow for difference. I wouldn't say that I am operating according to a particular philosophical view although it strikes me that such a notion is embodied in Johann Gottfried Herder's work which, on that dimension at least, I am attracted to. But to be honest, this is generally something that I have not explored though it is something that I've thought that I'd like to research for a future book (notwithstanding the point that I'll need to finish the book that I have started first!).
In your reply toErik Ringmar, you draw on psychoanalytic metaphors to discuss the benefits of overcoming Eurocentrism, writing that, 'Eurocentrism leads to the repression and sublimation of the Other in the Self. Thus, doing away with Eurocentrism can end the socio-psychological angst and alienation that necessarily occurs through such sublimation.' How do you envision what we now call the West (or Europe) after its socio-psychological transformation? What does a world after angst and alienation look like? Is it possible, and is that the goal you think IR theory should aim at?
Another massively challenging and fascinating question, let me have a go. Since you raised the issue of socio-psychological/psycho-analytical theory (though it is something that I am no expert on), it has always struck me that Eurocentrism itself is not simply a construct designed to advance Western power and Western capitalist interests in the world. This seems too mechanistic. For recall that it was a series of largely independent sojourners, travel-writers, novelists, journalists and others rather than capitalists who played such an important role in constructing Eurocentrism. Something more seems to be at play. One can think of the battles between 'Mods and Rockers' or Skinheads and heavy metal fans in Britain in the 1960s and 1970s, who detested each other simply because they held different identities and prized different cultural values. Most importantly, I feel, the constant need to denounce, put down and dismiss the Other as inferior seems reminiscent of those kinds of people we sometimes meet who, in constantly putting down others to falsely elevate themselves to a position of superiority, ultimately reveals merely their own insecurities. The same issues, of course, underpin racism and Eurocentrism. The West rose to prominence in my view as a late-developer and having got to the top it very quickly came to view its duty as one of punishing all others for being different – all done, of course, in the name of helping or civilizing the very 'global humanity' that had done so much to help the West rise to the top in the first place! And to want to culturally convert everyone in the world according to the Western standard of civilization seems to be symptomatic of a deeply insecure mindset. A secure person or society for that matter does not feel threatened by, but openly embraces, difference.
Can we move beyond this stand-off given that such a mentality has been hard-wired within Western culture for at least three centuries? And ten if you count the sometimes terse relations between Europe and Middle Eastern Islam that emerged after 1095! We need to move beyond an identity that is based only on putting others down. It's 'bad karma' and, like all bad karma, damages the Western self, not just the non-Western other. But to transcend this identity-formation process requires us to do away with logocentrism; clearly a very big task. Nevertheless, that is exactly what my writings are all about. And it is something that I think IR theory needs to strive to achieve. Because IR theory is to an extent performative then I live in the hope, at least, that such a mentality might, just might somehow seep into international public life, though if it were to happen I strongly suspect that I would not be around to see it. Still, your question—what would a world beyond Eurocentrism look like?—though very important is nevertheless perhaps too difficult to answer without seeming like a hopeless idealist… other than to say that it could be rather better than the current one.
You write that 'IPE should aim to be an über-discipline, drawing on a wide range of disciplines in order to craft a knowledge base that refuses to become lost in disciplinary over-specialization and the depressing academic narcissism of disciplinary methodological differentiation and exclusion.' Why do you prefer that IPE should be the überdiscipline, instead of IR (or something else altogether), with IPE as a subset?
My degree was in Political Economy, my Masters in Political Sociology and my PhD in Historical Sociology and (International) Political Economy. Despite the fact that the majority of my academic career to date has been in IR research, I have always returned at various points to my old haunting ground, IPE (as I have most recently). I have always found IR a little alienating for its reification of politics, divorced from political economy. I'm not a Marxist, but I share in the view that political economy, if not always directly underpinning developments and events in the international system is, however, never far away.
The quote that you took for this question came from the end of my 2-part article that came out in the 20th anniversary edition of Review of International Political Economy. This was partly responding to Benjamin Cohen's (Theory Talk #17) 2008 seminal book, International Political Economy: A Intellectual History. One of the challenges that I issued to my IPE readership, echoing Cohen, is the need for IPE to return to 'thinking big' (in large part as a reaction to the massive contraction of the discipline's boundaries that has been effected by third wave American IPE, which labors under the intellectual hegemony of Open Economy Politics). In that context, then, I argued that IPE needs to expand its boundaries outwards not only to allow big or macro-scale issues to return to the discipline's research agenda but also to incorporate insight from other disciplines. For in my view IPE has the potential to blend the insights of many other disciplines that can in turn transcend the sometimes myopic or tunnel-vision-based nature of their particular constituent specialisms.
One of the implications of 'thinking big' is that IPE should be able to cover much of that which IR does… and more. Like Susan Strange, who expressed her exasperation with IR for its exclusion of politico-economic matters, so I feel that the solution lies not with IR colonizing IPE (which is not likely for the foreseeable future!) but with IPE expanding its currently narrow remit. If it could achieve this it could become the 'über-discipline', or the 'master discipline', of the Social Sciences, notwithstanding the point that my postcolonial and feminist friends will no doubt upbraid me for using such terrible terms!
Final question. Beyond the East outside the West, Greece is now being remade as the 'East' within the West, with a range of measures applied to it that had hitherto been the preserve for the 'East' or Global South. How can your work help to make sense of the stakes?
Your question reminds me of a similar one that I was asked in an interview for Cumhurieyet Strateji Magazine concerning Turkey's ongoing efforts to join the EU, the essence of my answer comprising: 'be careful what you wish for'. One of the things that I have felt uneasy about is the way, as I see it (and I might not be quite right in saying this), that European Studies (as a sub-discipline) sometimes appears as rather self-affirming, thereby reflecting the core self-congratulatory modus operandi of the EU. I am not anti-European or in any way ashamed to be Western (as some of my critics might think). But I'm deeply uneasy about the EU project, specifically in terms of its desire to expand outwards, not to mention inwards as we are seeing in the case of Greece today. For this has the whiff of the old civilizing mission that had supposedly been put to rest back at the time of the origins of the European Economic Community. Although Greece is a member of the EU (notwithstanding its non-European roots), it seems clear that what is going on today is a process of intensified internal colonization under the hegemony of Germany, wherein Greece is subjected to the German standard of civilization. All of which brings into question the self-glorification of the self-proclaimed 'socially progressive' EU project. And to return to my discussion of Turkey I recognize that candidate countries have their reasons for wanting to join the EU. But I guess that what my work is ultimately about is restoring a sense of dignity to non-Western peoples, in the absence of which they will continue to self-deprecate and live in angst in the long cold shadow of the West. All of which brings me back to the answers I made to quite a few of the earlier questions. So I would like to close by saying how much I have enjoyed answering your extremely well-informed questions and to thank you most sincerely for inviting me to address them.
Professor Hobson gained his PhD from the LSE (1991), joined the University of Sheffield as Reader and is currently Professor of Politics and International Relations. Previously he taught at La Trobe University, Melbourne (1991–97) and the University of Sydney (1997–2004). His main research interest concerns the area of inter-civilizational relations and everyday political economy in the context of globalization, past and present. His work is principally involved in carrying forward the critique of Eurocentrism in World History/Historical Sociology, and International Relations.
Related links
Faculty Profile at the University of Sheffield Read Hobson's The Postcolonial Paradox of Eastern Agency (Perceptions 2014) here (pdf) Read Hobson's Is critical theory always for the white West and for Western imperialism? (Review of International Studies 2007) here (pdf)
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In the 15-years I have served in the United States Army, the focal point of my tactical and academic study has been almost entirely centered on the Middle East and its unique cultural complexities. As an Infantryman, I was embroiled in the early efforts to prevent a Sunni-Shia civil war in post-invasion Iraq, while also hunting down al-Qaeda operatives under the leadership of Abu Musab al-Zarqawi. A year later, during General Patraeus's troop surge, I was in the urban sprawl of Northwest Baghdad fighting not only a Sunni insurgency, but also the Iranian-backed Jaysh al-Mahdi, comprised of local Shia militia groups. In 2010, I led a battalion reconnaissance team in the Arghandab River Valley of Afghanistan against the Taliban near the very birthplace of their Salafi-jihadist movement. In subsequent years, following my graduation from the Special Forces Qualification Course, I served in the 5th Special Forces Group (SFG) on a variety of missions in support of Operation Inherent Resolve in Turkey and Syria. As a fluent Arabic speaker, I was heavily involved in early efforts to train and equip the Free Syrian Army for its fight against the Islamic State. Following this deployment, I served as a liaison officer to the United States Embassy and Turkish General Staff in Ankara, having daily interaction with foreign dignitaries, defense attachés, and military officials in strategic level planning and coordination efforts. I culminated my time with 5th SFG as the assistant operations sergeant of a detachment fighting the Islamic State in Syria. My understanding of the culture of jihad, the various jihadist groups operating throughout the Central Command (CENTCOM) area of responsibility, and the intricacy of Middle Eastern problem sets as a whole, has come from years of dedicated cultural analysis, in-depth study of Sunni and Shia Islam, and field experience from the strategic to the tactical level. It is because of this experience that I am compelled to discuss the culture of jihad in the 21st Century. ; Winner of the 2020 Friends of the Kreitzberg Library Award for Outstanding Research in the College of Graduate and Continuing Studies Degree Completion category. ; 1 The Culture of Jihad in the 21st Century Michael J. Bearden Norwich University SOCI401: Cultural and Anthropology Studies Dr. Timothy Maynard April 30, 2020 2 The Culture of Jihad in the 21st Century In the 15-years I have served in the United States Army, the focal point of my tactical and academic study has been almost entirely centered on the Middle East and its unique cultural complexities. As an Infantryman, I was embroiled in the early efforts to prevent a Sunni-Shia civil war in post-invasion Iraq, while also hunting down al-Qaeda operatives under the leadership of Abu Musab al-Zarqawi. A year later, during General Patraeus's troop surge, I was in the urban sprawl of Northwest Baghdad fighting not only a Sunni insurgency, but also the Iranian-backed Jaysh al-Mahdi, comprised of local Shia militia groups. In 2010, I led a battalion reconnaissance team in the Arghandab River Valley of Afghanistan against the Taliban near the very birthplace of their Salafi-jihadist movement. In subsequent years, following my graduation from the Special Forces Qualification Course, I served in the 5th Special Forces Group (SFG) on a variety of missions in support of Operation Inherent Resolve in Turkey and Syria. As a fluent Arabic speaker, I was heavily involved in early efforts to train and equip the Free Syrian Army for its fight against the Islamic State. Following this deployment, I served as a liaison officer to the United States Embassy and Turkish General Staff in Ankara, having daily interaction with foreign dignitaries, defense attachés, and military officials in strategic level planning and coordination efforts. I culminated my time with 5th SFG as the assistant operations sergeant of a detachment fighting the Islamic State in Syria. My understanding of the culture of jihad, the various jihadist groups operating throughout the Central Command (CENTCOM) area of responsibility, and the intricacy of Middle Eastern problem sets as a whole, has come from years of dedicated cultural analysis, in-depth study of Sunni and Shia Islam, and field experience from the strategic to the tactical level. It is because of this experience that I am compelled to discuss the culture of jihad in the 21st Century. 3 Since its beginning in circa 610 CE, when the prophet Muhammad ibn Abdullah was visited by the angel Gabriel in a cave near Mecca, Islam has shaken the foundations of the Middle East and remained in a state of near-perpetual conflict with the Western world. Islam is an Arabic term most closely relating to the English words submission or surrender. Mujahedeen, or holy warriors, spread this new religion by the sword throughout Asia, forcing the "submission" of thousands, and have hardly been at peace with their neighbors since. Centuries later, in the two decades following the attacks on the World Trade Center and Pentagon in the United States, radical Islam's stance against the West has altered the diplomatic landscape between the world's great powers, fundamentally changed the United States' national strategic direction, and caused youth from all walks of life to sacrifice the best years of their lives in holy war to protect the supra-national community of Islam. From the invasion of Afghanistan to the subsequent invasions of Iraq and Syria to the ongoing peace talks with the Taliban, diplomatic and military efforts to eradicate jihadists from the Middle East have to-date been nearly ineffectual. Not only have these efforts failed to contain or defeat jihad, but at times have served to strengthen Islamic extremists' resolve in their call to arms against the West. Because jihad is such a fundamental part of the Islamic faith, it can never be "defeated" in the sense of traditional military eradication of an enemy force, but it can be confronted, contained, or refocused, as this paper will address. I argue that enabling local solutions and promoting education, alongside tailored surgical strike and security cooperation operations where necessary, are the keys to confronting, containing, and countering jihad. 4 Background Defining Jihad and Salafism Jihad is a transliterated form of the Arabic word meaning to struggle or to strive. In the traditional teachings of the Islamic faith, jihad is broken into two distinct categories: Greater jihad and lesser jihad. Greater jihad includes the personal struggle against selfish desires, emphasizing discipline and morality, as well as the struggle against Satan and the forces of evil. It includes jihad of the heart, jihad of the mind, and jihad of the tongue, involving praise for those who follow the will of Allah and correction for those who have gone astray (Gorka, 2016). The second category, lesser jihad, is viewed as the struggle against the enemies of Islam and the defense of its people. Lesser jihad is commonly referred to as Jihad of the Sword. Gorka (p. 60) reveals that, over time, this category of jihad has been used as justification for at least seven different subsets of holy war: 1. Using holy war to build an empire 2. Going after apostate regimes or individuals 3. Revolting against non-pious Muslim leaders 4. Fighting against the forces of imperialism in Muslim lands 5. Countering the West's pagan influence 6. Guerrilla warfare against a foreign invader 7. Using jihad as justification for terrorist attacks against civilian targets In a broad sense, lesser jihad can be viewed as offensive or defensive martial action. On the offensive side, jihadists use religion to justify building an empire, such as the Islamic State, attack apostate regimes, like those of the Taliban against Afghan government forces, and use terrorism against civilians, like the attacks on the World Trade Center. This offensive action 5 often takes jihadists beyond the borders of the ummah, or the people of Islam, striking fear into hearts of unbelievers around the globe. The defensive variety, especially in recent history, has most often correlated directly with the use of guerrilla warfare against foreign invaders, such as al-Qaeda's attacks on the international military coalitions that invaded Afghanistan and Iraq. This radical view of Islam is mostly practiced by those who follow the way of the Salafi, or the pious predecessors from the time of Muhammad, who experienced Islam in its purest form. It is believed that the first three generations who practiced the teachings of the prophet Muhammad are the ones who all Muslims thereafter should try to emulate. Themes of Salafism focus on complete adherence to sharia law, the fight against apostate Muslim regimes, and the spread and protection of Islam and its followers. At its core, Salafism is a very traditionalist view of Islam and has been practiced by multiple 21st Century terrorist organizations. The terms jihad and Salafi have shared such a close relationship in the last few decades that they have become nearly synonymous, at times described as Salafi-Jihadism or Jihadi-Salafism (Gorka, 2016; Nilsson, 2019) What Cultural Influences Lead One to the Path of Jihad? Before the attacks on 9/11, the largest call to jihad answered by the international Muslim community was in response to the Soviet invasion of Afghanistan in 1979. Stopping the spread of communism and defending the ummah against the atrocities of Russian ground forces was seen as a noble and just cause for young Muslim men, and not just among Muslims (Gorka, 2016; Nilsson, 2019). Many nations, including the United States, funded, equipped, and trained the Afghan mujahedeen (those who conduct jihad) for the fight against the Soviet empire. Jihad in the 21st Century has been viewed in a much different light, as it is most closely associated with acts of extreme violence against Western nations. While the piles of rubble that used to be the 6 World Trade Center smoldered, and a gaping hole scarred the wall of the Pentagon, people of the world were forced to ask themselves, "How could a person do this? Why would someone take their own lives and thousands of others in the name of Allah?" Religious Justification for Jihad. Though jihad has become almost entirely associated with Islamic holy war, the term itself is still simply the Arabic word for striving. Struggling against one's selfish desires, striving to maintain traditional values, and defending a community against a common enemy are not just Islamic concepts, they are universal to most tightly-knit cultures. Similarly, Christians and Jews are taught self-discipline, adherence to moral codes, and defending their belief against enemies of their faith. So, why has the Islamic flavor of this common cultural theme become so violent, causing deep unrest around the world in our modern era? Verses from the Qur'an can begin to unpack why horrific public executions, suicide bombings, and advocating for generalized violence against non-Muslims may be justifiable in jihadist culture. The Qur'an (2015) lays out the following decree in chapter 9, verse 29: Fight those from among the People of the Book who believe not in Allah, nor in the Last Day, nor hold as unlawful what Allah and His Messenger have declared to be unlawful, nor follow the true religion, until they pay the tax with their own hand and acknowledge their subjection (p. 208). My personal study of Islam and conversations with Muslims in the field revealed that this bit of prose has been used as motivation and justification for jihad by groups like al-Qaeda, the Taliban, the Islamic State, and Hay'at Tahrir al-Sham of our modern age. Some of the following themes are evident in the translation: 7 • Jews and Christians are recognized as People of the Book, but are required to accept the following—Allah as the one true god, sharia as the acceptable law, and Islam as the one true religion. • If Jews and Christians refuse to accept these statutes, they must pay a tax called the jizyah to show their subjugation. • If they refuse to do either of these, they are to be put to the sword (p. 208). Salafi-jihadist groups such as the Taliban and Islamic State have tried to revive the jizyah tax in areas under their control. Likewise, hundreds of Christians, Jews, and even Muslims who refuse to adhere to strict sharia law have been publicly executed. This vehement enforcement of arcane Islamic law is seen as a return to the purest form of Islam, as pious as the first few generations who followed the Prophet Muhammad. Another common religious cultural theme that ties these jihadist organizations together is a message of religious oppression. They preach to young Muslims that the Islamic world is under siege by the West and that their god, their value systems, and their way of life are being threatened by the evils of capitalism and democracy (Venhaus, 2010). In joining organizations like al-Qaeda or the Islamic State, young men from across the globe find a sense of purpose and direction in their cause to protect the ummah. This theme is manifested in the teachings of Anwar al-Awlaki, the spiritual leader of al-Qaeda and the father of home-grown terrorism in the United States. He calls on Muslims living among those in the West: How can your conscience allow you to live in peaceful coexistence with a nation that is responsible for the tyranny and crimes committed against your own brothers and sisters? How can you have your loyalty to a government that is leading the war against Islam and Muslims? Hence, my advice to you is this, you have two choices: either hijra [migration 8 to an Islamic land] or jihad. You either leave or you fight. You leave and live among Muslims or you stay behind and fight with your hand, your wealth, and your word. I specifically invite the youth to either fight in the West or join their brothers on the fronts of jihad: Afghanistan, Iraq, and Somalia (as cited in Gorka, 2016). This way of thinking is also captured in chapter 9, verse 5 of the Qur'an (2015): Kill the idolaters wherever you find them and take them prisoners, and beleaguer them, and lie in wait for them at every place of ambush. But if they repent and observe Prayer and pay the Zakat, then leave their way free (p. 204). When taken literally, as they are by followers of Salafi-jihad, scriptures such as these leave no choice. To these men who have committed themselves fully to the ways of the pious ones, they are compelled to become shahid, or martyrs in the protection of the ummah. The Qur'an promises paradise for those who do: Surely, Allah has purchased of the believers their persons and their property in return for the Garden they shall have; they fight in the cause of Allah, and they slay and are slain—a promise the He has made incumbent on Himself in the Torah, and the Gospel, and the Qur'an. And who is more faithful to his promise than Allah? Rejoice, then, in your bargain which you have made with Him; and that it is which is the supreme triumph (p. 222). The concept of becoming a martyr in the struggle for Islam is romanticized by jihadist groups, like al-Qaeda and the Islamic State, and even state governments in local programming. In Lebanon, Mothers of Martyrs are interviewed to share the stories of their sons' glorious end while fighting abroad against the infidels (Venhaus, 2010). The Qur'an itself calls this sacrifice the supreme triumph for a jihadist, striving for the glory of Allah. 9 Though enforcing the jizyah, publicly executing those who do not follow sharia law, and seeking opportunities to kill infidels through suicide attacks represent a very small, extremist cultural sect of Islam, each of these practices is still justifiable if one looks to the Qur'an. This could be viewed as no different than a rural Pentecostal church in the Deep South who maintains strict standards for how women must dress and act: it all comes down to interpretation and a community's willingness to subjugate themselves to these standards. Spiritual leaders of jihadist groups in the 21st Century have used the Qur'an as continued justification for a variety of cruel, inhumane, and brutal actions that served to shock the West. The holy book of Islam acts as the essential glue, binding together all facets of Arab and Islamic culture. Artistic Inspiration for Jihad. A far cry from the harsh proclamations of the Qur'an, Arabic poetry predates Islam by centuries and serves as a bedrock of Arabic culture across the Middle East. Early desert nomads composed poems mostly in mono-rhyme and in one of sixteen standard canonical measures, which made them easy to commit to memory (Creswell & Haykel, 2015). Naturally, this beautiful form of cultural expression has found a home in the modern jihadist movement, where it has become an inspiration for new recruits to join the cause and crucial in the sustainment of those already fighting infidels abroad. Creswell and Haykel assert that although analysts have generally ignored this facet of jihadist culture, it is woven deeply into the fabric of modern Islamic extremism. Osama bin Laden, most recognized as the former head of al-Qaeda, was also a highly-celebrated jihadist poet. Without question, his lyrical genius inspired young Arabs with stories of a return to the heroic and chivalrous past of Islam. One of his most famous works celebrates the martyrdom of the 9/11 hijackers. This is a theme among modern jihadist poetry, which preserves the tales of suicide bombers, the conquered apostate regimes of Iraq and Syria, and the glories of jihadist heroes (Creswell & Haykel). Likewise, in a 10 group of individuals who have each traveled far from home to defend Islam against the kuffar, these poems help to establish a sense of cultural identity, strengthening their wartime bond and solidifying their resolve. In seeing the videos of the Islamic State as they carved a path of destruction across large swathes of Iraq in early 2014, it may be difficult for one to believe that its members were motivated by the rhythmic lines of jihadist poetry. It is hard to accept that the same young fighter who is willing to behead an infidel for all the free world to see, could also be found passionately reciting lines celebrating the glorious return of an Islamic caliphate. During its rise, the Islamic State capitalized on the lyrical talent of a Damascus-born woman named Ahlam al-Nasr. In her first broadcast, called the Blaze of Truth, she sang each one of her 107 works a cappella, in accordance with the Islamic State's ban on musical instruments. The video was uploaded to Youtube, receiving thousands of views and further shares on multiple social media platforms (Creswell & Haykel, 2015). In the early days of the group's brutal campaign in Iraq, al-Nasr celebrated victory in Mosul as a new dawn for the country: "Ask Mosul, city of Islam, about the lions— how their fierce struggle brought liberation. The land of glory has shed its humiliation and defeat and put on the raiment of splendor" (as cited in Creswell & Haykel, 2015). Her choice of words helps one sense her deep passion for jihad, hidden within the lines. Mujahedeen are called lions and liberators. Mosul is called both a city of Islam and a land of 11 glory that, because of its liberation, has been released from the chains of shame and can now live in the splendor and pride of its former renown. Poetry has succored those serving in times of war for hundreds, even thousands of years. In the same manner, this key element of artistic cultural expression has helped bind together the modern jihadi movement, capturing the heroic deeds of martyrs who would otherwise remain nameless and unrecognized by the outside world. Serving in lands far away from home, young jihadists find inspiration, strength, and a renewed sense of identity in these haunting bits of rhyme. Social Pressure to Join Jihad. Abdullah Anas was an Algerian who served as one of the mujahedeen in Afghanistan in the 1980s and spent several years studying under Abdullah Azzam, the Palestinian "Father of Resistance to the Soviets" (Gall, 2020). Working to help Algerians achieve nonviolent change in their government, Anas, now in his 60s, has spent a life living and working among jihadists. To Anas, jihad is a fundamental principle of Muslim culture through which mujahedeen receive rewards in heaven: "I will never denounce jihad. As a Muslim, I know this to be a noble deed—where man can be the most beastly" (Gall). In a study of three Swedish jihadists, with experiences ranging from 1980s Afghanistan to the modern fight in Syria, Nilsson (2019) suggests that one of the fundamental social justifications for joining jihad is the sense that Islam and Muslims are collectively under attack. This, again, is a theme that applies to more than just the modern jihadist movement: Americans lined up in droves outside recruiting stations following the attacks on Pearl Harbor and decades later after September 11, 2001. Following the invasion of Afghanistan and Iraq, many Muslims from around the world began to see this not as just the West going after the 9/11 conspirators, but as a global attack on Islam. Each day, fresh news stories of coalition soldiers' crimes against 12 Muslim civilians and pictures of burning villages continued to motivate men to join the fight to protect the ummah from the foreign invaders. Nilsson contends that since most jihadists are very young, in their teens and early twenties, they are very susceptible to the influences of close friends and social groups. Safet, a young Muslim living in Sweden, was pressured by a friend to join the Islamic State in Syria, saying that he became convinced by his friend Ahmed that the group was fighting to protect Muslims (Nilsson). However, after realizing that the Islamic State was actually killing other Muslims in a practice called takfir, or excommunication, Safet became disillusioned and returned to Sweden (Nilsson). From the fight against the foreign invaders in the early 2000s in Afghanistan and Iraq, to the struggle for the establishment of an Islamic caliphate in 2015, it seems jihadists have most often been motivated by the need to protect the international Muslim community. Aside from the social responsibility of defending their faith and people, the need for adventure also seems to permeate the ideations of young men seeking to join a jihadist group. One of Nilsson's (2019) most interesting theories is that jihad is not the radicalization of Islam, but rather the Islamization of radicalism. Individuals who are already naturally predisposed to such adventurous or nihilistic behavior get caught up in the social dynamics of their time, ending up in a jihadist movement. Venhaus (2010) explains that in interviews with over 2,000 al-Qaeda prisoners from Iraq to Guantanamo Bay, he found that young Muslim men sought the cause of jihad for a number of normal social pressures felt by normal teens worldwide: "Revenge seekers need an outlet for their frustration, status seekers need recognition, identity seekers need a group to join, and thrill seekers need adventure" (Venhaus). The Effects of Social Media and Technology on Jihad. In the modern era, news is no longer bound by the time it takes for an article to be published, printed, and distributed across 13 great distance in a community. Social media platforms like Facebook, Youtube, Twitter, and Instagram have made sharing news instantaneous. Additionally, the advent of the smartphone, which acts simultaneously as a hand-held computer, high definition camera, and telephone with nearly world-wide coverage has forever changed the media landscape. In the era of modern jihad, one can post a single video that moves the minds of thousands in a matter of seconds. Following the 2003 invasion of Iraq to topple Saddam Hussein's regime, news stories of atrocity among the efforts of coalition troops over the next decade served to further the cause of local and foreign jihadists to protect the ummah from these invaders. Accidental bombing of civilians, mistreatment of the prisoners at Abu Ghraib, and a general ignorance toward Muslim culture were fueled by social media and smartphone technology. Venhaus (2010) claims that throughout this early phase of the war in Iraq, al-Qaeda very rarely had to actively recruit, their global brand was aggressively promoted through satellite television, internet chat rooms, and social media platforms; willing candidates sought them out. This use of media continued to be perfected by jihadist organizations like the Islamic State, who published a digital magazine called Dabiq, named for the ideological capital of the proposed caliphate, which rallied Muslims to jihad through stories of glory and heroism in the cause for Islam. The Islamic State also posted grisly execution videos, with stunning music and production value, including super high-definition shots of their brutality. Publications and videos such as these could be copied, saved, shared, and re-shared before any sort of government intervention could stop them. Creswell and Haykel (2015) reveal that jihadists were running a massive, secret network of social media websites and fake accounts that could be rapidly assembled and dissembled by hackers. The effects of social media and technology on modern jihadist culture are easy to understand, but challenging to measure in scope and reach. Just as easily as videos of Islamic 14 State propaganda or poetry can be shared, so too can stories of coalition force atrocities in Afghanistan and Iraq. This has put strategists in a unique position, where it is nearly impossible to control the narrative. Unfortunately, the story that breaks first is still the one that is liked and shared the most, even if the truth comes out after. Effects of Western Culture on Jihad. Rapid globalization, including the widespread diffusion of the internet and technology into the Middle East in the last two decades has continued to foment jihadist hatred for the West. Personal conversations with multiple Muslims in Iraq and Afghanistan revealed that the decadence, lavish richness, and sinful lifestyles portrayed by Western movies and media served to fuel the fires of disdain among the pious Salafi-jihadists. Additionally, Muslim men living in Western nations following the attacks on the World Trade Center were ostracized and feared by society, often leading them to an eventual radicalization process. Being denied a peaceful coexistence because of continued Western misperception, caused many young Muslims to become angry and seek community and brotherhood among other Muslims experiencing the same problems. Venhaus (2010) notes that out of the over 2,000 captured jihadists interviewed, more than 30 per cent of them sought al-Qaeda because they were angry. Under the tutelage of local al-Qaeda mentors, the frustrations of these young men were then turned upon their neighbors through careful instruction and manipulation. They were taught to see the West as the enemy of Islam, with hundreds of the ummah being harmed by their military coalitions in Afghanistan and Iraq each day. They were instructed in the ways of the pious ones who came before them, inspiring them to turn from the sinfulness of their Western neighbors and take pride in their newfound self-discipline and righteousness in the eyes of Allah. Eventually, many of these young men would travel to their 15 ancestral homelands to join the struggle, or conduct terrorist attacks on their own Western communities. Analysis A Unique Challenge Given the litany of reasons one might join jihad, the incredibly complex cultural and social environment, and the fluidity of the modern jihadist movement, how can the United States begin to contain this problem? The reasons one individual might join a jihadist cause are as various and sundry as why one might choose to join any movement or profession over another. As Nilsson (2019) and Venhaus (2010) have detailed, there appears to be no singular marker: one could be an extremely religious or a passive Muslim, rich or poor, single or married with a family, have a completely stable social life or be isolated with no friends. Jihadists can be from any country, any walk of life, and usually do not widely broadcast their intentions prior to taking part in acts of violence for the cause of Islam. It is because of the near-impossibility of clearly identifying a pattern of distinguishable cultural markers that make it such a challenge for the United States government and its allies to address the threat of jihad. Targeting an individual before they become a jihadist or before they commit a terrorist act has been one of the most formidable challenges of our time for military and law enforcement professionals alike. Usually, the much simpler job is finding a jihadist who has allowed their communications discipline to slip before an act, or catching them in a pitched battle on foreign soil. In order to protect citizens of the West and East alike against jihadists' aims, the United States Government must be prepared to confront, contain, and counter the jihadist narrative "left of bang," before an attack occurs. 16 The Global War on Terrorism: Taking the Fight to the Jihadists. In the months that followed September 11, 2001, President George W. Bush deployed Central Intelligence Agency (CIA) paramilitary officers and US Special Operations Forces (SOF) to find, fix, and finish pockets of al-Qaeda militants being harbored by the Taliban in Afghanistan. A fierce campaign of relentless aerial bombardment and mounted assaults by the forces of the Afghan Northern Alliance led to a swift and decisive defeat of al-Qaeda and the Taliban. With Kabul and Kandahar in allied hands, and an interim government established under the leadership of the Pashtun Hamid Karzai, the future of a free and prosperous Afghanistan seemed assured, but what came to be known as The Long War had only just begun. Trillions of dollars, thousands of lives, and 19 years later, the United States and its allies have been forced to the negotiating table with the Salafi-jihadist Taliban. Likewise, after Saddam Hussein's continued disregard for international law, threats against the United States, and open violence against his own people, the administration of President Bush decided again to pursue a military option. Much like Afghanistan, the coalition was led by CIA operatives and SOF operators, coordinating airstrikes on key positions in a tactical display of American firepower affectionately titled Shock and Awe. However, unlike Afghanistan, a massive conventional invasion followed the bombing campaign, bent on toppling the Baathist regime and finding Saddam's chemical weapons stockpiles. What followed was a series of policy failures, leading to a steady influx of jihadists partnering with local insurgents seeking to oust the foreign invaders and protect the ummah from the atrocities of the kuffar. In my professional opinion, Iraq is still recovering from the decade-long military occupation, cleaning up the destruction left by the Islamic State, and on the brink of civil war due to concerns about being an Iranian puppet state. 17 Ineffective Military Methods to Combat Jihad Operation Iraqi Freedom. During my first combat rotation as an Infantryman in the Triangle of Death in southern Iraq in 2005-2006, I experienced the initial rumblings of a civil war between the Sunni and Shia Muslims in Iraq, each wrestling for power in a post-Saddam world. I was also witness to the inundation of foreign jihadists, joining the ranks of al-Qaeda in Iraq under the leadership of Abu Musab al-Zarqawi, who at times headquartered in my area of operations. As I analyze our highly-kinetic and aggressive initial campaigns years later, I can see that the coalition's fight, first against Saddam, then against al-Qaeda, only bolstered jihadist motivation. In being a foreign invader, we inadvertently created a jihadist resistance movement, bent on the removal of their occupiers. Kilcullen (2010) explains this dilemma by explaining that focusing on the wrong metrics in a fight against insurgents can be deceptive: If you kill 20 insurgents, they may have 40 relatives who are now in a blood feud with your unit and are compelled to take revenge. Again in 2007-2008, I was deployed to Iraq as an Infantry squad leader to the sacred city of Khadimiyah in Northwest Baghadad. This was during the famous troop surge, meant to fix the ongoing problems with stability throughout the country. Being in the home of the beautiful Shrine of the Seventh Imam, it was a predominantly Shia area. Over the course of 15 months, my unit fought several engagements against Iranian-backed Shia militias and worked on project after project to strengthen local civil infrastructure, all while maintaining the utmost discretion against damaging homes or creating civilian casualties. Yet again, although we had conducted a nearly perfect counterinsurgency fight, it seemed that Kilcullen's insurgent math still applied: Fighting the jihadists only served to create more unrest within the population, no matter if we were restoring essential services and reducing damage to homes or not. 18 Operation Enduring Freedom. Nearly a decade after the fall of al-Qaeda and its Taliban hosts, I was deployed to the mountains of Afghanistan from 2010-2011. Stationed along the Arghandab River, just north of Kandahar, we were in the heart of the Pashtun Taliban. Again, the same story remained true: We fought the Taliban jihadists almost daily, but could not seem to win over the true key terrain in a counterinsurgency fight: The hearts and minds of the people. The Taliban would harass our unit's base of operations with a few pop shots as we called them, which would unleash a massive response in firepower and resources. Thousands of rounds of machine gun ammunition would be fired into the farm fields surrounding our Combat Out Post (COP), squads would be sent in pursuit of the attackers, and helicopters would spend hours scouring the terrain in an attempt to heap justice on the insurgents. This massive effort against so few served to erode the unit's motivation, exhaust our supplies, and alienate the civilian population whose homes and fields had been damaged in the process. Reflections on Personal Combat Experience. After years of combat experience and deeply studying Muslim culture, I can now see how the mistakes the coalitions made early-on in both operations only fueled the fires of insurgency, resistance to foreign occupiers, and generalized hatred for the West. Porch (2013) argues brilliantly that US counterinsurgency doctrine made the same mistake as its imperialistic predecessors of centuries before: Believing that military action was a proper vehicle for providing Middle Easterners with Western values, as well as a foundation for governance, social programs, and economic transformation in a region. This became evident in my own experience, realizing that no matter what sort of social, infrastructure, or economic programs ran alongside our military efforts, the people of both Afghanistan and Iraq felt the enormous social weight of being occupied by a foreign power, rendering these efforts nearly ineffectual. On the contrary, local and foreign jihadist movements 19 capitalized on each and every mistake of coalition forces, increasing their recruitment and resolve against the West. Though our military may have been winning every major battle against the jihadists, our policy makers and field commanders made the fundamental mistake of believing that these non-Western nations lived in some sort of time-warp, in which the adoption of Western democracy, rule of law, and capitalism would allow them to thrive as a nation (Porch). Effective Military Methods to Combat Jihad Surgical Strike and Precision Targeting. A unique feature of the Global War on Terrorism was the US military's continued perfection of covert strike operations with surgical precision deep into enemy safe havens. This was put on display in the rout of al-Qaeda by CIA and SOF in Afghanistan, in the kill/capture missions against the Baathists in the deck of cards in Iraq, and later in the killing of Osama bin Laden in Pakistan and Sheik Abu Bakr al-Baghdadi in Iraq. Having the ability to appear out of nowhere in the middle of the night, kill or capture an intended target with zero damage to infrastructure or civilian casualties, and leave within minutes of arrival struck fear into the hearts and minds of jihadists across the globe. The success and efficacy of this type of operation was acknowledged in the 2015 National Military Strategy, which stated: "The best way to counter VEOs [violent extremist organizations] is by way of.military strengths such as ISR, precision strike [emphasis added], training, and logistical support" (p.11). Likewise, President Obama's massive expansion of the use of drones, which could watch individuals for days and execute a precise strike that only touched the intended target, has continued to sow fear and deny jihadists' freedom of maneuver on a global scale. The US military and its allies have only continued to master these types of operations throughout the 20 fights in Afghanistan, Iraq, Syria, and other locations. The jihadists know this, and realize that one wrong move at any time could mean disaster. Security Cooperation. An additional theme that has spelled the end for jihadists throughout the globe has been the training, advising, and equipping of security forces and partners within Afghanistan, Iraq, Syria, and other nations. Enabling the host-nation military to handle jihadist movements on their own helps the United States military work itself out of a job. US Army Special Forces are uniquely suited to accomplish this mission: With specialized training, language capability, and cultural understanding, they are able to train foreign security forces through a variety of Principle Tasks. These tasks include Foreign Internal Defense, which focuses on a holistic approach to internal security and protection of citizens against lawlessness and insurgency, and Security Force Assistance, which can be focused internally or externally against threats to a nation's stability and security. The success of these mission sets was evident in 2014, during my own experience with the Afghan Commando Kandaks' continued fight against the Taliban and in closely following the Iraqi Counterterrorism Service's efforts against the Islamic State. Both of these forces, built from the ground-up by US Army Special Forces have continually fortified weak conventional military force operations against jihadist groups in their respective nations. Muslim Youth Efforts Against Jihad Globalization, though it has been proven to bolster the jihadists' narrative against the West, has also been beneficial to the movement against jihad itself. Because youth of the world have access to technology that allows them to see the atrocities and lies associated with global jihadist organizations, they are beginning to turn the tide. During the Islamic State's rise to power in Iraq and Syria, Muslim youth from across Europe travelled to join the jihadists in their 21 fight against the West. However, groups of Muslim youth also spoke up to counter this narrative. In 2015 the Muslim Youth League, an anti-Islamic State cultural movement, declared a holy war against all extremist organizations (Dearden, 2015). The group called on all Muslims to stand united against those who have hijacked Islam and misrepresented the faith. Through engagement work in schools and communities, as well as a robust online campaign, the Muslim Youth League is fighting back against jihadist propaganda that bids young Muslims join the Islamic State and other extremist groups (Dearden). Since the time of this publication, the Muslim Youth League has spread to several countries throughout the Middle East, Asia, and Europe, each with their own social media presence, outreach programs, community events, and websites. Local Government Efforts Against Jihad In the years following the Islamic State's spread across Iraq and Syria, the United Kingdom has developed a robust strategy to help at-risk Muslims avoid the radicalization process. The program itself is called Contest, and includes four distinct categories: Prevent, Prepare, Protect, and Pursue (British Broadcasting Corporation [BBC], 2017). Police departments and social organizations have built relationships with doctors, faith leaders, teachers and others, who are required to report suspicious persons to the proper authorities. In response to these reporting requirements and recommendations, over 7,500 reports were filed between 2015-2016, with one in 10 being actionable intelligence for government and police forces (BBC). In 2015 alone, over 150 people, including 50 children, were kept from traveling to conflict zones in Iraq and Syria (BBC). The strategy has of course drawn criticism, for fear that it will further alienate Muslims from their local communities, but it presents as an excellent plan of action for identifying individuals who are at risk beyond just using traditional signals intelligence and 22 surveillance techniques. It does more than just target the individual, it also seeks to reform them through education, outreach, and community programs. Counterarguments You Can Kill an Idea. I have heard the opinion throughout my time in the military that jihad and the idea of Islamic supremacy can be completely eradicated. The example most often given is that Nazism, including the idea that the Aryan race was superior to all others, was effectively destroyed by a global military campaign. This argument is weak. The Nazis represented a very small portion of German culture, including among those serving in the military, so it was relatively easy to contain once there was an overwhelming military victory by the Allies. However, although the German Army of the 1940s was defeated militarily, the idea of white supremacy lives on in small social groups throughout the world to this day. The Ongoing Taliban Peace Talks. I have colleagues throughout the military who are convinced that the current negotiations with the Taliban are a key indicator of success in our two decades at war against the Salafi-jihadist group. The issue with this is that temporary cease fires have already been violated several times, leading one to believe that the strategic level leadership's messages are simply not reaching their subordinates or that local factions are not adhering to the agreement. Trusting that radical Muslim extremists will not allow Afghanistan to become a future safe haven for other jihadists, as it has in the past, is simply unrealistic. Believing some sort of quasi peace deal is going to miraculously pacify an organization that hates everything the West stands for is misguided. My own experiences throughout the Middle East have proven that the spirit of jihad and hatred will live on in Afghanistan. The Islamic State is Nearly Defeated. Multiple global media outlets continue to run stories about the dismantling of the Islamic State, as though the battle is won. Though Sheik Abu 23 Bakr al-Baghdadi has been killed, and the proposed Islamic caliphate was never fully realized, it would be naïve to think that the Islamic State's jihad is over. The movement will metastasize and take on new forms in other parts of the globe: It is already happening. Jihadists are continually leaving the battlefields of Iraq and Syria, headed back to their former homes in mainland Europe. As these individuals reenter the diaspora, the concern is that they will radicalize other individuals and conduct terrorist attacks within the continent. Conclusion The reasons an individual seeks to join a jihadist movement are deeply rooted in personal social dynamics, the security situation of their country, and a multitude of other religious, cultural, and economic factors. I agree with Venhaus (2010) and Gorka (2016) who assert that there is no singular military operation or strategy that can bring about a decisive victory against something so intangible as why one might join the modern jihadist movement. Use of the US military as a vehicle for the establishment of Western democracy and nation-building efforts in tribal nations like Afghanistan and Iraq only served to invigorate the jihadists' call to arms. Jihad is not something that can be eradicated completely by military force. Jihad must be confronted, contained, and countered through a comprehensive approach that empowers state and non-state actors to develop local solutions and directs expeditious military applications only where completely necessary. Recommendations Promote and Protect the Muslim Youth Leagues In order to truly create a cultural paradigm shift in Muslim youth at risk of radicalization, groups like the Muslim Youth League (BBC, 2017) should be promoted by governments worldwide as a bastion of true and peaceful Islam. While they should no doubt be supported, 24 governments must also protect these organizations from becoming targets for violent acts of terrorism or influence operations by jihadists. Through a combination of deep cultural understanding and positive messaging, the Muslim Youth League has already shown its effectiveness in the United Kingdom and beyond. Because the youth of each nation understand the social pressures and cultural influences that may lead one to seek jihad, they can effectively develop tailored, local solutions to persuade at-risk individuals. The Muslim Youth Leagues are on the front lines of countering the jihadist worldview, taking a stand and declaring war on jihad and its misrepresentations of Islam. Enable Local Solutions for Local Problems This should be accomplished through unified government action that involves all the United States' instruments of national power including diplomacy, information sharing, military action where necessary, and economic stimulus as needed. The specific issue with efforts like these, is that they cannot be accomplished during what is perceived by locals as a military occupation. This was proven true in Afghanistan and later in Iraq. Despite massive efforts to rebuild infrastructure, aid in agricultural processes, build schools, and organize community projects, the United States and its allies were still viewed as pushing Western values and democracy on nations through military occupation. As much as possible, we must limit our military presence in areas that are ripe for developing a jihadist movement, or in ones that are recovering. I have seen firsthand that government efforts against jihadist organizations or at-risk communities have often been fragmented, poorly staffed, and uncoordinated. Venhaus (2010) suggests the creation of an agency that is staffed, trained, funded, enabled, and equipped for strategic communications, calling it the United States Strategic Communications Agency. An 25 agency like this could ensure that a comprehensive national communications strategy is developed and achieved, with a focus on enabling local community efforts to counter the jihadist narrative. By promoting social outreach, religious education, and community programs, this agency could bolster the efforts of community leaders and stifle jihadist aims in their areas. Support Religious Education and Reintegration Reintegration programs in Saudi Arabia, Indonesia, Singapore and elsewhere have successfully rehabilitated former jihadists through religious education (Venhaus, 2010). Countering the apocalyptic world view of jihadist groups like al-Qaeda and the Islamic State requires local religious leaders who understand their community's issues to band together and refute the extremist narrative. Through careful, patient, and individually-tailored instruction, Muslim religious leaders can invalidate each and every one of the extremists' claims. Individuals who turn to jihad are often seeking this type of direction, they just find it in the wrong places. Counter Threats with Tailored Military Force Packages Continued themes among the military failures in counterinsurgency and counterterrorism operations during the early years of the Global War on Terrorism are indiscriminate use of force, lack of cultural understanding, and hyper-focus on tactical gains while failing at the strategic level. US government nation-building efforts on the backs of the military cost our country trillions of dollars, thousands of lives, and years of frustration, bogged-down in an endless quagmire of misunderstanding. US Army Special Forces are selected, trained, equipped, and enabled to clandestinely handle complex problem sets in denied or politically-sensitive environments. Each Special Forces Group is regionally-aligned, with Operational Detachments developing deep cultural understanding through Area Studies and continuous relationship-building with regional state and 26 non-state actors. Special Forces operators understand the complex cultural and security situations in their areas of responsibility and have the language capability and strategic understanding to operate with complete independence of outside support. Frankly, if given the authority and autonomy to do their jobs, Special Forces can coerce, disrupt, or overthrow jihadist organizations unilaterally, or train, advise, and equip foreign security forces to accomplish this task on their own. This can all be done independent of a large, slow, and expensive conventional military occupation. Organizations like al-Qaeda must be kept in a state of constant fear and uncertainty. US Special Operations Forces are uniquely suited to this task. Through structured, rapid application of military force, SOF can find, fix, and finish intended targets with surgical precision. 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This book offers a contrastive, corpus-illustrated study of modal adverbs in English and Polish. It adopts a functional perspective on modal adverbs, and focuses on their interpersonal, textual and rhetorical functions in the two languages. The items under analysis (e.g. certainly, probably, evidently, clearly) are categorised differently in Anglophone and Polish linguistics, which is why this book also provides some insights into the treatment of modality and modal adverbs in English and Polish studies, thus contributing to the discussion of the ways in which such concepts as modal adverb, modal particle and discourse marker are understood across different languages and different linguistic traditions. It draws its examples from two monolingual corpora (the British National Corpus and the National Corpus of Polish), and the English-Polish parallel corpus Paralela. ; This project is financed from the grant received from the Polish Ministry of Science and Higher Education under the Regional Initiative of Excellence programme for the years 2019-2022; project number 009/RID/2018/19, the amount of funding: PLN 10 947.15. It has also received financial support from the Polish Ministry of Science and Higher Education under subsidy for maintaining the research potential of the Faculty of Philology, University of Białystok. ; a.rozumko@uwb.edu.pl ; Agata Rozumko is an Assistant Professor of English and English-Polish Contrastive Linguistics in the Institute of Modern Languages at the University of Bialystok. 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Glatfelter, Charles H.; Oral History Collection To read the transcript and access the audio/video (if available) of this interview at the same time, first download the pdf of the transcript by clicking on the link at the top of this screen. The transcript will open in a separate window. Next, select the or option to the right of the screen to access the media player. Special Collections & College Archives Musselman Library Interview with Michael Birkner Interviewer: Rebecca Duffy Interview Date: November 22, 2013 Interview with Michael Birkner Rebecca Duffy, November 22, 2013 1 Rebecca Duffy: [Today is November 22, 2013. I am Rebecca Duffy and I will be interviewing Professor Michael Birkner in Special Collections at Gettysburg College's Musselman Library.] We will start with you as a student here, so that we can get some insight. I think that's really special that we have an alumnus [that is so accessible] from the 1970s. You graduated in 1972? Michael Birkner: Yes. Duffy: Did you start here in 1968 and go straight through the four years? Birkner: Yes, I did. Duffy: You were a History major. Did you have any other majors or minors? Birkner: Actually, I was a back-ended History major. I was a Political Science major for three years and I intended to go into political journalism. That was my interest. I was always a politics junkie, so it was a natural for me to be interested in that. If you know anything about American History from 1968 to 1972, you know it was a very tumultuous time. Being interested in history as it was being made was particularly attractive to me. But by the time I was finishing my junior year as a student I looked back and thought about what I had done in Political Science and what I still had to do and I wasn't impressed by the coherence of the Political Science major. Specifically, I also had been avoiding a particular faculty member who was terrible and who taught a required course in International Affairs. I thought about it and I said [to myself], "I don't want to take this person's course just for the sake of getting a major that I'm not even convinced is worth having. So I went over to see Dr. [Charles] Glatfelter. I said to him, "I realize I am a second semester junior, but I think I would rather major in history. Is that possible?" [Pause] I don't want to make myself out to be special, but the people in the History department knew me and I had taken courses in history because I had liked history. They [Norman Forness, George Fick, and Charles Glatfelter] pitched to me that I should switch majors and become a history major. The important thing was they said, "if you just take this and this and this, you have got your major." So I did. I had probably seven or eight courses in Political Science, but I didn't [think well enough of my 2 experience to] declare it a minor. I just left and became a History major and then wound up going on to graduate school. Duffy: What were some of the courses that you took in History while you were here? Birkner: Well, I won't go into all the details because that will bog you down, but I will say that the program in History at the time was Euro-centric. If you look at the catalogue you will see that there really was very little World History. You took courses on the western historical tradition, you took courses on the European and British history, and you took courses on American history. There was no Africanist in the department, there was no Latin Americanist, and there was no Middle Eastern person. We did have a person that did Asian history, but half of that person's courses were focused on American diplomatic history which was not unusual at that time. So, essentially outside of the West we actually had half of a person to do anything else in the world. It was a provincial kind of historical learning. I did take a course in Chinese history, but I cannot say I had a good grounding in anything more than the Western traditions. The other thing I can abstract for you about my experience is that I was again unusual in that my interests were American history, but I took more non-American history than American history. My attitude- and I think it was justifiable- was that if I went to graduate school in History, I would be doing almost all American history and why should I not have the opportunity now to get a little wider range. In retrospect now there are all kinds of ways I could have broadened my education in college [with]. I was not adventurous and the college wasn't particularly adventurous in its curriculum. When you think about it, the one smart thing I did was not do all of that American history when I was going to get [plenty of] it in graduate school. Duffy: That Professor that you had for Chinese history, was that Professor Stemen? Birkner: Yes, Roger Stemen. Duffy: He was in charge of anything East Asian, sometimes even Indian history, I think I noticed? 3 Birkner: He might have done that once and that was it. He wasn't really interested in Indian history. We had a woman named Janet Gemmill [whose maiden name was Powers], so [after her divorce] she is Janet Powers. She taught Indian Civilization, but for reasons I have never really understood- this is before my time as a faculty member -I think she and the History department were not on the same wavelength, so she didn't teach it through the History department, she taught it through IDS. Mr. Stemen was the Asianist. He came in 1961 and he was the first to teach that. Duffy: I noticed that. I also noticed that the courses at that time [during the 1960's primarily] were dual courses, such as 201 and 202. Were you required to take both of them if you took one? Birkner: No, but you are right, they were sequenced. I'm guessing a lot of that was because a good percentage of undergraduates in those days went on to social studies education. They probably wanted to fill out a card of having the 201, 202 of History. That wasn't anything that affected me as a student. That wasn't a requirement. [Pauses to collect thoughts] The only requirement where we had to go through both parts of the sequence were interdisciplinary courses called "Contemporary Civilization" and "Literary Foundations of Western Civilization." Duffy: What was required by the History department [when you were a student] was passing a few three hundred level courses, the Methods course and Senior Seminar, right? Birkner: Right. Duffy: So you completed all of those? Birkner: Absolutely. Duffy: Did you have Professor Glatfelter for Methods? Birkner: Absolutely, everybody took Methods with Dr. Glatfelter. Except for the semesters when he was on sabbatical, he was it. Duffy: What was that experience like? How would you have described it when you were in the class? 4 Birkner: Maybe, it was a lot like what you experience with me. However, Dr. Glatfelter was a very different personality than I am . He was very Germanic. He had been trained originally to be a high school social studies teacher. Now he was a very smart man and wound up getting a PhD from Johns Hopkins. You don't do that unless you have some brains. He was one of these people who went by categories--one, two, three- which is not the way I do things. His approach to teaching was not very exciting to me. Just to give you an example of the way he taught Methods, one-third of the course he lectured about the historiography of Western Civilization, the writing of the history of the West from Herodotus until the Progressive Era in the early 20th century. Each day he would come in for seventy-five minutes and lecture about Herodotus or Livy or Gibbon or Voltaire- who was a historian not a very good one, but a historian [none the less]- [hand motions and voice indicating droning on], Prescott and Parkman and Bancroft. Your first big paper in the course was to read three of these historians--one from the Ancient World, one from Early Modern Europe and one from the 18th or 191h century--and write a comparative [paper]. He did that every semester. I benefited from it, though I have not read those historians since. But [in general] this was dull. The second part of the course was more "Nuts and Bolts." That's where he talked about doing footnotes and bibliographies and reference books. Of course [this was] the pre-computer age so he would bring in a cart and show you reference books. Again, it wasn't too exciting. The third part of the course was the "Philosophy of History'' in which he would talk about a range of things from why we do history to the discourses of history. It was very conservative. As I may have said in class, we read one article about Oral History and he basically said, "I made you read this because it is possible this may be interesting, but it is also possible that it may just be a fad." We didn't do anything more with that. We did the same thing with Psychohistory; maybe we read an article on it. Now Psychohistory came and went really, it is not much today talked about. But he was not an adventurous person. So why is it that he is remembered? Because Dr. Glatfelter had extremely high standards and he challenged you to be the best that you could be. He was a very demanding task-master. 5 When you handed in a paper, he read every line and corrected every line. You got away with nothing. He was a person of tremendous integrity and he wanted you to be. That's what really affected me the most, to be honest with you. The specifics of what he was teaching didn't grab me much, but his ethos, that's what really grabbed me. I don't know what students think about me, but I would guess I am considered "old school" and that's okay, because you need to authentic. Dr. Glatfelter was authentic. And I like to think I am. Some students probably think it is good and some maybe think I am too hard [and demand too much work]. Again, I don't know what the word on the street is, but you've got to be what you are as long as you're nice and fair and all those things- some [professors] can be mean and that's not a good thing [chuckles], but I don't think I am that! [In the end] I think I took away [Dr. Glatfelter's] sensibility about doing history and that has always had an impact on me- [even] forty years on. If you talk to other graduates, I bet you would get similar responses. Duffy: That he was a challenging teacher, but certainly worth it in the end for [the experiences] you get out of it? Birkner: Yeah, sure. Duffy: More than [simply] as a historian? Birkner: [Thoughtful] Yeah, absolutely. [Pauses to collect thoughts] He and I were colleagues for a year when I was back in the late seventies teaching here. When he retired [in 1989], I took his job. We became close [friends] and for the last 24 years of his life- he died in February [2013]- we did a lot of things together. For [many] years I brought him into the Methods class to talk to the students about a specific project or brought the students down to Weidensalllobby to talk with him if they had questions about a particular topic. He was wonderful. Duffy: What was that like when you first came back here having Professor Glatfelter and I can't remember exactly who was still here then who had been here when you were a studentBirkner: Everyone 6 Duffy: Everyone? Birkner: Everybody. Duffy: [So then,] what was that department dynamic like when you joined, having your old professors [as colleagues]? Birkner: . As a student was I was very close with faculty, more close than I think [most] students are today. Just to give you an example, there was no Specialty Dining in those days, there was the Bullet Hole- [though] it was in a different part of the CUB- and there was a group of about 8-10 faculty that ate there every day and talked politics- remember, it's a very interesting time- and they talked campus business as well. They invited me to eat lunch with them. So, I ate lunch in the Bullet Hole every day with the faculty. Now, you say you already know a creepy amount of information about me, but one thing [is that] I belonged to a fraternity. The fraternity I belonged to only ate dinner together in our house; we didn't eat breakfast or lunch together. We were on our own for lunch. Most of my fraternity brothers after class went back to the house and ate lunch together; probably watched Jeopardy or something and just hung out. I never did. I always went to the Bullet Hole and ate lunch with the faculty. Secondly, I was the editor of the Gettysburgian. At the time newspapers were different then they are now. They were really newspapers as opposed to mostly opinion. [Pauses to collect thoughts] The paper [during my years in college] was well respected. So, faculty members wrote for it, faculty members called me up. I had a kind of elevated sense of myself. To answer your question, it wasn't a hard transition to come back in 1978 to teach because people had always treated me collegially as opposed to say you were simply a student. Duffy: As a subordinate71 Birkner: Yeah, well [Pauses to collect thoughts] I hope I don't treat you [quite] like that. We all have different roles to play. It was an easy transition is the short of it. 1 Intended to say something which more conveyed the mentor-student relationship 7 Duffy: What about the transition that we started to talk about before- when you took over the Methods class? What was that like? Did you see that you wanted to make a lot of changes? Did you make them right away? Birkner: That's a good question. Dr. Glatfelter was not a controlling person, but on the other hand he was a very "tracked" person. As I said there wasn't a lot of change [over time] . I was hired, in some measure, because [members of the History department] felt the Methods course was an important course and they felt that I would be the person who could make it matter in the future. When I came back, Dr. Glatfelter said [something like], "You do what you want with the Methods course, but here's the way I do it." The first year I tried to teach it along the track he laid out. I used some different books, but I basically had the same structure he had. I was bored teaching it! Teaching about Medieval historians and giving students bits and pieces about historians -I could see that nothing was going to stick with them. I just said [to myself], "I can't do this!" That's when I said to myself, "this course is going to need re-tooling." That's how you have more or less greater extent what you are experiencing [this semester in Methods]. Dr. Glatfelter was the one who had the three projects and I have three projects, but he never would have assigned an Oral History! Here's the other interesting thing, he didn't assign any manuscript, original material research because we didn't have an archive for the students to work in! We really couldn't do a lot of that. Dr. Glatfelter's laboratory was the Adams County Historical Society where he was the director. He never had the students [go there]. I was surprised about this because we could have done that. We had an archive [at the college]; it just wasn't a place where you could work. He could have assigned us to have stuff to work on and under controlled conditions we could have done it. He just never did it. The part that really surprised me was that here he is the director of the Adams County Historical Society, which has tons of great [material] to work on. I've used it many times in my Methods class- just not this semester because they have had some difficulties moving out of the old Schmucker building [and into a much smaller facility]. So, one of the things I said was that 8 were going to start doing this! What I did [was encourage the creation of a facility for storing a working with archival material on Gettysburg College's campus]. I had something to do with the fact that this [special collections research room] exists because [as department chair] I was able to get a very unusual bequest which had not originally been directed to Gettysburg College. I was able to convince Homer Rosenberger's executor [Attorney William Duck of Waynesboro, PA] that Gettysburg College would be the place to house the Rosenberger Collection, with the idea we would get his estate. The money we got from that estate allowed Robin Wagner, the library director, to hypothecate into other money which enabled them to build this room- which is an enormous asset to students of history, and not just in Methods. Plus we have all of these great internships etc. which we didn't have before that. So, [to go back for a second] in 1990-1991, which was my second year here, I revamped the course really along the lines of what you are taking now. Duffy: So has it not changed so much in the past few decades? What would you say has changed? Birkner: What has changed in part is that the discourses in history have grown increasingly focused on anthropology. The opportunity for students to do more intensive work in Special Collections has probably been the biggest change. They can do much more in Special Collections than they could when I first started teaching here. The idea is always to give students opportunity to work with the stuff of history and be historians rather than just write about [secondary works]. I'm a little off sync with some of my colleagues who are so emphatic that what students need to learn is historiography and what I think is what students need to learn is to feel confident about doing history and that means doing it, instead of writing about historians doing it. I want you to do it. Now, of course the two are not mutually exclusive. You should learn that history is an evolving discipline and there is always an on-going dialogue -that's of course important. But to me, for the Methods course, what's really important- if I can put it this way- is to get your hands dirty doing it, [for example] have that one-on-one experience doing an Oral History with a senior citizen; it will stick with you for a long time. 9 Duffy: Definitely. I think I have noticed that. I feel like I live in Special Collections sometimes! Birkner: And that's a great thing because it is your laboratory! You may have friends that are Environmental Science majors, they're working in a lab. Your lab is right here. Duffy: [Pauses] [So then,] If we could just go back one moment to when you were a student and there weren't as many opportunities [to research in-depth on campus]. I know the senior seminar was molded into a course throughout the sixties Uust before and during your time here as a student]. so I was wondering about your experience in the senior seminar and how you were able to do the research you needed to do [without the facilities here]? Birkner: That's a good question; I think it was only in the late 1960s that they developed the senior seminar more or less the way we know it. Until then, students had to take comprehensive exams and they also wrote a senior thesis, [but there was no senior seminar]. The problem with that program is number one: camps terrify students. A high percentage of the students were not capable of engaging them very effectively, which depressed the faculty. [Further], the quality of the senior theses was generally pretty low, in part because there was little faculty supervision. If you have say forty seniors who are majors and you've got the faculty you have, they just weren't [able to] give the time to the students on an independent study basis to do the senior thesis. So that is when they came up with the seminar notion. As far as being able to do the research- it was unusual for you to be able to spend time doing anything original. Today, more and more of our students [are doing original research]. I was talking to Lincoln Fitch the other day, he's a senior and he is doing his senior thesis on Reconstruction and he's going down to the Library of Congress and working with the papers there and he is making some interesting finds. We wouldn't have thought of that because nobody was encouraging us to do that. I wrote my senior thesis on Christian Humanism in England in the early 16th century. I read a lot of first-hand accounts, they were printed, but they were still primary sources. I read secondary sources about the Humanist movement, which is part of the Renaissance, as it affected life in England. 10 Duffy: So you feel that students now have a better opportunity to delve in deeper? Birkner: Yeah. The other thing that should be emphasized is that our faculty are more "teacher-scholars" or "scholar-teachers" than was the case in the sixties when their primary emphasis was on teaching. Again, you can't draw with too broad a brush because Dr. Glatfelter was always doing scholarship of a kind. He was very productive, but his focus tended to be narrow--on Adams or York counties or religions of York and maybe Pennsylvania. Few people in the department were pursuing active research agendas because they didn't have the same emphasis on scholarship and mentoring students as scholars as we have today. I think having a teaching faculty that is also a scholarly faculty is going to make for better mentors at the senior level or any level. Think about someone like David Wemer, who is a senior History major and just won a prize for the best paper by an undergraduate in the United States. [The prize was sponsored by the American Historical Association.] It was published in a student scholarly journal. What a great recognition for Gettysburg College. He is an exceedingly talented person, but having someone like Dr. Bowman advising him and mentoring him made it [possible]. I mentored three students [over the past several years] who were [George C. Marshall] Scholars. Each was invited down, at my nomination, to become an undergraduate fellow in Lexington, Virginia [under the auspices of] the George C. Marshall Foundation. Each of them did outstanding work and each was recognized for that work. By coincidence, I had lunch today with one of those students. He was a History major and now works as an archivist for the CIA and wanted to come back and talk to me about graduate school. That kind of mentoring I don't think would have happened forty years ago. [However,] I have a certain reputation in the field, I know people, I know what my students are doing and I can then recommend them. The sad thing with the Marshall Program is that they blew through all their money. So, after the program existed for four or five years they ran out of money and I can't recommend students to it anymore because it doesn't exist. The two other students who I recommended for it and got accepted, 11 one is now working on his PhD in Cold War History at Ohio State and the other one is doing a PhD in Early American History at William and Mary, so clearly they moved on and did good things. Duffy: So you would say that the faculty dynamic today- [a group made up of a dozen or so] individuals each scholars and, I would say talented, teachers is creating these opportunities for students? Birkner: I think it enhances and enriches the environment for our History students; hence, it gives them an extra boost toward having a valuable college experience. Dr. Glatfelter had the right standards and the right spirit. But I think that what we have today, is not only that among most of our faculty -I wouldn't say everyone does because Dr. Glatfelter was pretty much the top of the line in that- but they are committed on both the teaching and scholarly side and that's good modeling for students. When you are a senior taking a seminar you will be asked to attend a seminar session in which you will read a faculty member's paper in advance and then go in and hear that faculty member describe how he or she got into writing that paper and then you will be able to ask questions of that member about it. We do that every semester. That's a bit of modeling. You can see what the faculty member does and say to yourself, "Maybe that's how I can do it." That didn't exist forty years ago. We do a lot more stuff you would take for granted, but didn't exist then. Such as, Career Night, Grad School Night, bringing in alumni who are successful in the field of history to talk, the Justin DeWitt Lecture. How about two student journals? The Civil War Journal and The Gettysburg Journal of History again didn't exist forty or even, fifteen years ago, but they do now. That's how David [Wemer] got this national recognition, because he published his article in the History journal. [Earlier today] I was talking to Sam Cooper-Wall today about his thesis for me and I was saying how he really had potential to publish it or expand it as his master's thesis. "Don't forget," he said, "I published it in the Gettysburg Historical Journal." That's right, he did. That's the kind of thing that gives you value added. 12 Duffy: I guess my last question is just going back, once again in a more comparative way, you said the time that you were here was a very [tumultuous] time. Did the faculty use any of those current issues as teaching moments in the classroom? Birkner: Not really. I think one faculty member who taught American Cultural History picked up on environmental issues, which was one of the pieces of the puzzle in the late sixties. Earth Day started when I was college student. He tried to connect Post- Civil War environmentalism, Darwinism, with the new environmental ethic of the late sixties- early seventies. I thought that was good, but he was the only [one]. Professor Stemen, who taught Chinese history, was teaching at the very time that Nixon made his initiative to open doors to China, and he would mention it, but it wasn't integral to the teaching. We were aware of it. I think people made a definite effort not to politicize the classroom. It's not a good idea for teachers at any level to voice their ideas about politics to students. So, that didn't happen really. People were very focused on the subject matter. Duffy: I think that is about it for the questions that I have- Birkner: I think that the one piece of this you are not getting is the student side. You don't want to assume that everything is always [better each year]. I think, today, our students are more sophisticated in many ways about history. You are much more cosmopolitan and you are much more adventurous than our generation in many respects. Just think about that fact that students take courses in fields I never took courses in because they weren't even there, but nobody is afraid to take a course in Middle Eastern history or Australian history or African history. [Today's] students are interested. That's a very good sign. On the other side ofthe coin, I wouldn't disparage students from the late Sixties who were, like me, first generation college students who had a hunger for education and were willing to work hard . . , , There were a lot of people in that circumstance. So, the students were a little bit more aggressive for their education in the late sSxties. Now I will tell you also, that when I came back in the late Seventies the students were not what I remembered them being. They were very self-focused and 13 [pauses to collect thoughts] uninterested it seems to me in the same kinds of issues I had been interested in in college, so that was a little bit of a disappointment. Duffy: I read that I think in one of the oral histories with Professor Glatfelter. He had realized a shift around the mid-Seventies. [He noticed] students were changing what they wanted out of school and how they felt about school. So, I think he saw as well, a decline in the level of learning or [rather] interest in learning. Birkner: I think this is not just a Gettysburg story. Duffy: Right. Birkner: I think it would [have been the case] at you name the place. I remember when I taught my first class at the University of Virginia. This is almost hilarious in a way because I taught a course in [19]74 at the University of Virginia as a grad student. It was a seminar and we read a book on the Sixties. The kids were all like [Raises voice, indicates excitement], "What were the sixties like? What were the sixties like?" and I was thinking [Chuckling between words], "Whoa, whoa!" [To them] It was like "what was World War One like?" It was 1974 and I thought, "Whoa, how quickly the gestalt of the times changes." So, what Glatfelter noticed is certainly what I noticed. Now, particular students, of course, were terrific. They are wonderful and friends of mine now, but the mentality [gestalt] of the campus was very different. Just as an example, the fraternity that I was in had disappeared by the time I came back to teach because it was a more alternative, non-conformist fraternity [and there was no market for that at Gettysburg after 1975]. We didn't do hazing and hell week. We invited the faculty to our parties and they came. Duffy: [Laughs] Birkner: Seriously! It was kind of an admixture of fraternalism, but not the dopey stuff. Obviously, to each his own, but I never had a use for anything [like that]. I remember Dr. Glatfelter- he was not a funny man- but I remember one of the funniest things he ever said. I once said, "Charlie, I know when 14 you were a student at Gettysburg College they still had traditions during orientation where they would punish [underclass] students [for infractions of the rules]. They would cut men's hair off, make women wear side-boards over their front and back with their hometown and phone number on it." Duffy: [Laughs] Birkner: Oh yeah, absolutely! And I said to him, "What if you had ever been brought up by the Tribunal for some infraction when you were a first year student?" Without missing a beat he said to me, "I know exactly what would have happened. I would have packed up my suitcase and gone home because I wouldn't have put up with that nonsense for one second!" That was Charlie. I can't claim that I was as individualistic as he was. For all I know I would have accepted [hazing], but it was nice to find a home [in a fraternity] where it really wasn't practiced. But by the late seventies students weren't into that. They didn't want an alternative fraternity, they wanted a gung-ho fraternity experience. Again, that's okay. I would wish that a fraternity like the one I was in would exist again today because I think there is something to be learned from living in a house with people from different backgrounds [with] different values in some cases. Learning how to live together, learning how to keep a place up [is important]. I don't regret for one minute that I did that. I also had a [fine] experience in that I was a free agent to do what I wanted. Duffy: You got to go to lunch! Birkner: Yeah, I got to go to lunch and I got to eat dinner with my fraternity brothers and party with them and make those horrible road trips down to Wilson College. You did the things that college students do, but you also did it on a slightly different track. When I came back in the late eighties the college was in transition. It had become by then a more national institution, so students were coming from a larger swath of the country, which was a good thing. [It reflected] a more cosmopolitan view. [The population] was still very white, not as diverse as it is today, but moving in the right direction, I think. I would honestly say that your generation of students on the whole is a lot more fun to teach than 15 any generation I have taught before. Just take for example class yesterday on the "Cat Massacre." You are willing to buy into reading something challenging, thinking about it and then talking about it. To me that is learning. But that wasn't really the pedagogy [in the 1960s and 1970s] and when the transition was made a lot of students just wouldn't buy into it because they were [satisfied] being more passive. Learning should be active. It seems to me we have got that buy in from our majors and more generally, too. Hopefully, what you do in my class and your other history classes carries over into Poli Sci and the other courses you are taking, because again, why should it not? [From here we continue to talk for the next few minutes about the intersections between disciplines in the case of myself and my partner Ryan, as well as the possibilities of support from the government for public history and the National Park Service]. 16
Issue 57.6 of the Review for Religious, November/December 1998. ; Review for Religious is a forum for shared reflection on the lived experience of all wbo find ~bat the church's rich heritages of spirituality support their personal and apostolic Christian lives~ Tge articles in the journal are meant to be inforntative, practical, bistorical, or inspirational, written front a tbeological or spiritual or sometimes canonical point of view. Review for Religious (ISSN 0034-639X) is published bi-mouthly at Saint Louis University by the Jesuits of the Missouri Province. Editorial Office: 3601 Lindell Boulevard ¯ St. Louis, Missouri 63108-3393. Telephone:314-977-7363 ¯ Fax: 314-977-7362 E-Mail: FOI~PI~MA@SLU.I~I)U Manuscripts, hooks for review, and correspondence with the editor: Review for Religious ¯ 3601 Lindell Boulevard ¯ St. Louis, MO 63108-3393. Correspondence about the Canonical Counsel department: Elizabeth McDonough OP 1150 Cedar Cove Road ¯ Henderson, NC 27536 POSTMASTER Send address changes to Review for Religious - P.O. Box 6070 ¯ Duluth, MN 55806. Periodical postage paid at St. Louis, Missouri, and additional mailing offices. See inside back cover for informatiou on subscription rates. ~1998 Review for Religions Permission is herewith gra,ated to cop}, any ,naterial (articles, poe,ns, reviews) contained in this issue of Review for Religious for personal or internal use, or for the personal or internal use of specific library clients within the li,nits outlined in Sectious 107 and/or 108 of the United States Copyright Law. All copies made under this per,nission must bear notice of the source, date, and copyright owner on the first page. This permission is NOT extended to copying for commercial distribu-tion, advertising, institutional promotion, or for the creation of new collective works or anthologies. Such permission will only be considered on written application to the Editor, Review for Religious. for relig i ous Editor Associate Editors Canonical Counsel Editor Editorial S~aff Advisory Board David L. Fleming SJ Philip C. FischEr SJ Regina Siegfried ASC Elizabeth.McDonough OP Mary Ann Foppe Tracy Gramm J~an Read James and Joan Felling Kathryn Richards FSP Joel Rippinger OSB Bis.hop Carlos A. Sevilla SJ David Werthmann CSSR ' Patricia Wittberg SC Christian Heritages and Contemporary Living NOVEMBER-DECEMBER 1998 ¯ VOLUME 57 ¯ NUMBER 6 contents 566 578 religious vocations Common Threads: Are We Weaving or Unraveling? Catherine Bertrand SSN~D surveys the terrain of apostolic religious life regarding attitudes and concerns about future membership. The Decline in Religious Vocations: ¯ A Weberian Perspective Shanti P~beyasingha cssR looks at effects of the "routinizing" of a foundational charism and then peers beyond them with a hope that embraces new risks in changed circumstances. 588 595 ,life in the spirit Spirithil Maturity John Blake More reflects on some of the qUalities of a spiritually mature person. A "Spiritual Turn" for Catholic Moral Theology Dennis J. Billy CSSR explores some of the ways in which a deeper understanding of the relationship between spirit and reason has =oncrete implications for the_future of moral theology. consecr.ated life 605 ~ Consecrated Life: Anointed with Joy Regis J. Armstrong OFMCap presents.ways of understanding joy and its intrinsic relationship to consecrated life. Review for Religious 622 The Future of Authority in the Religious Community John Carroll Futrell SJ describes what authority needs today as it exercises its ministry of making an apostolic community of love. spiritual limitations 628 Ground of Grace Marie Beha OSC uses the parable of ~he seed in looking at the limits we bring to the transforming action of grace. 640 Guigo I 'on Avoiding Suffering Kenneth C. Russell offers us some of the homely wisdom of an early Carthusian regarding the ensemble of this world and the ,next. departments 564 Prisms 650 Canonical Counsel: The Evangelical Counsel of Obedience: ConcreteExpression and Practical Consequences 656 Book Reviews 666 Indexes to Volume 57 November-Deconber 1998 prisms T imagery of the Holy Spirit as an iconographer"holds an age-old place in the tradition of the Eastern churches. The Hol~ Spirit is painting us in the image and likeness of Goff~ But, of course, we acknowledge Jesus Christ as THE image of the invisible God (Col 1:15). Consequently, in working with us as a painter does with an icon, the Holy Spirit continues throughout our life to bring out in us another face of Jesus, As we enter the Advent preparation for Christmas, this way of understanding our relationship to the S'pirit seems especially appropriate. The Holy Spirit is always laboring to bring to birth within us a fuller identity with Jesus. Our life can be understood as an Advent season in which we are being prepared over the span of our earthly life for the reality of our life-with-God 'forever in Christ. At the same time, from our meditation upon the Gospels and from our following in Christ's footsLeps, our daily life can be seen as one spent living in imitation of the hidden and public life of Jesus. With every stroke of his painter's brush, the Spirit inspires, encourages, and strengthens us to live "like Jesus," to live as Christ-ians. For the Spirit, according to Jesus' promise, is the one who "remains" with us, the one who will "be within" us (Jn 14:17). From the Gospel of St: John, we learn that the Holy Spirit is a gift to us--Jesus' "gift to us of "another Paraclete" (that is, one who functions just like Jesus him-self, who is our first Paraclete) or, perhaps stated with more theological precision, a gift from the "us" of Father and Son. Fumblingly struggling to say something about Review for Religious the identity and life of our triune God, our theological tradition at times expresses it in this way: The Father gives himself over fully to the Son, and the Son gives himself over fully to the Father, and the fullness of the Love shared between them is a Gift-Person, a Love-Person. As a result, our Trinitarian God is caught up in a life of relationship, of total giving, of total sharing--a God who is Love, a God who is all Gift. The Spirit, whose very relational identity within the Trinity is Gift and Love, plays this same role in God's outreach to cre-ation- for example, the imagery of the brooding of Spirit over the waters of creation and the Spirit's overshadowing of Mary in the' an~aunciation scene. From revelation and from our experi-ence, we know that God relates to us through all of creation as "gifts"--gifts that are meant to help us to know, to love, and to serve God by our proper appreciation and use of these gifts. God relates to us through Jesus as gift of identity with us as human. jesus is called the new Adam because we human beings in the Jesus-Gift have .become truly new and original. God relates to us in baptism, confirmation, and all the sacraments and sacramentals of our Christian life in the gift of the one we~call the Holy Spirit. The process of our growing in grace or~ as the Eastern churches say it more daringly, the process of our divinization continues as God's Spirit-Gift stays with us. We CFiristians, made newly human in Christ, have come to understand God in a new and original way: a triune God, a Gift-God, a God of Love. At Christmas, then, we see again, with eyes of faith, God's gift of identity with us through Jesus. Year after year, all the won-der of this gift seen and remembered as a baby fills the heights and depths of our soul. But, in this year dedicated to the Spirit, we recall anew, especially in this Christmas season, how much the Holy Spirit--God-Gi~---keeps giving us the way to be Christ for our times. We pray to the Spirit to bring forth more fully in us the icon of Jesus each of us is created to be--~.made in the image and likeness of God. David L. Fleming SJ That the Spirit paint his icon more fully across the fabric of your life is the Chris~as wish fro,. all of us on the staff of Review for Religious. .November-Dece~ltber 1998 religious vocations CATHERINE BERTRAND Common Threads: -,Are We Weaving or Unraveling? In the last year, as I have traveled nationally and interna-tionally, tit has become clear that certain "threads" are shared, by a considerable number of congregations of women and men religious, especially those that describe themselves as active or apostolic. This article, examining some of these "threads," asking some questions, and offer-ing some answers, is not the last word. There are no sweeping statements to capture the experience of every religious. Rather, I hope to generate further discussion among congregational members as they together examine their own reality and explore what their own future might look like. Many active or apostolic congregations were founded one or two hundred years ago in .,response to particular ministerial needs in various parts of the world. The found, ing purpose often had'more to do with ministry than with a particular spirituality or rule. These congregations, with some help from Vatican Council II, are struggling with the articulation of their charisms and the interpretation of their founding purpose in light of today's church and world. This has often caused the various congregations to remark more' similarities than differences among them- Catherine Bertrand SSND is executive director of the National Religious Vocation Conference (5420 South Cornell Avenue, Suite 105; Chicago, Illinois 60615). Her article was first pub-lished in its quarterly journal, Horizon. Review for Religious" selves, Given this observation, what are some of the common threads evident in these congregations as they look toward, the future? Deepest Longings , Sociologists have noted that the two unmet desires of our age, the deepest longings expressed to~tay by peopl~ of all ages, are for.spirituality and for a sense of belonging. Vocation ministers in both. women's 'and men's congregations can validate these find-ings in their work with potential candidates. Consistently those considering religious life express their reasons as having to do ,with a longing for God and a desire for community life. Meanwhile, longtime members of these congregations seem to be asking themselves whether this in fact 4s .what religious are about, or what their life has to offer today. A thread common to English-spea.king countries worldwide is discussion of the need to take another look at quality community life. Some religious will contend that it is yet to be discovered what that means for active/apostolic congregations whose very foundation and history were overshadowed and strongly influ-enced by monastic rules and traditions. Be that as it may, not only are new members and potential candidates asking for quality com-mon life, but longtime members as well are saying they need to take another look at this. My guess would be that there are as many ideas of what community life could look like as there are people discussing it. There is no going back to what was, although some members ~ would desire that: Others, who have experienced community life in the past as uniformity and sameness, fear that this could become the case again. Some feel that"the struggle to be in a ministry that Is satisfying and in a living situation that does not take every ounce of energy has been long in coming: "Leave it alone!" Others, especially those who entered after Vatican 11,,came because of the common life and shared ministry, and continue to seek ways to have that happen. Some believe community can happen only under one roof. Others believe that such a configuration of community has nothing to do with the direction for the future. Some question~the value of vowed membership, while the expe-rience of others tells them that only when there is clarity about vowed membership does any other way of associating make sense. November-Decentber 1998 Bertrand ¯ Common Threads Although some oflthese concerns differ.in various communities, and may take on different nuances in men's and women's con-gregations, the common threads, the similar questions, are there. Fundamental Changes and Different Realities Over recent years, some definite realities in religious life have given community.life a whole new look. The following paragraphs attempt to describe some of those changes. Space, or how space is regarded, has changed how ~relikious live in community. Many local communities ofwomen'~ congre-gations suffer from limited living space. For a variety of reasons, including some very healthy ones, there.has been a move to smaller living spaces, with fewer people. Unfortunately, religious often end: 'up--mostly for economic reasons--in crowded places with little common space beyond their own bedrooms. There is no room for guest, s, potential new members, or even one's own community members. There is no space, for common prayer, and no room to welc0m~e groups of guests. Religious congregations are not family; they al:e communities of adults; for whom the family model is not helpful. To live simply does not necessarily mean that there can be .no space. Although men's communities may have more space, rJaey seem to be challenged to look at how eas-ily the members can become independent, developing a board-ing- house mentality. Governance, too, has changed how religious live together. Many local commtinities have been trying a more circular model of leadership wherein various responsibilities of leadership are shared. Men's communities seem to 'be less dialogic, to function more expeditiously. No form of governance, however, seems to go without challenge, and no one model is ideal. , Age has also made a difference in how religious live together and ~relate to each other. There are more older members, and fewer new ones. The tendency to settle in bectmes stronger unless deliberate efforts fire made to retain vitality, ' which has little to do with.,age. New members help a community to keep growing and changing. Difference in community size calls for different skills. The abil-ity to b~ self-discl6sing is critical. Where it may once have been considered the. greatest of virtues to be silent, now it is crucial in community to be able to articulate one's thoughts and feelings in Review for Religious an appropriate manner. The smaller the group, the more essen-tial to have healthy members who are able to enter into this kind of sharing. Professionalism and ministry demands certainly affect community life today. Because urgent needs demand responses and because mission is the ov~rriding concern for many religious congrega-tions, this is where most time and energy are spent. The nature of ministry, especially with many women religious now in parish settings, places new demands on quality time in community. Self-Definition Countless efforts among religious focus on the identity and image of religious today: who religious are and what they are about. It appears that often religious define themselves by the work(s) they do. They seem to fall sho~rt when it comes to know-ing how to share some of the other elements of their lives that grow out of the communal dimension: Is' there clarity about those essential elements? Are the spiritual and communal elements of their lives seen as having the power to attract others, not just to new vowed membership, :but also to the varibus ways people can be in part-nership with religious 4ongregations? To religious who are concerned that potential candidates seem to focus only on God and com-munity and have little Or no sense of mission, I offer this thread. From interviewing and assessing candidates for priesthood and religious life, I have found, that among them service is a given. They deeply desire to be of service~ They may not always understand how to direct that generosity within a particular congregation, but what draws them to religious life is a unique context in which to offer service. Most candidates come assuming that Jesus, the Eucharist, and a link to the universal church are foundational to religious lif~. The community they seek is not a warm nest or surrogate family, but a group that will help them serve in a way that they could'not do alone. New members ,help a community to keep growing and changing, What Attracts Young Adults When two hundred young' adults from all over the United November-December 1998 Bertrand ¯ Common Threads States joined more than five hundred vocation directors at the 1996 National Convocation of religious vocation ministers, they spoke to the questions of what was attractive and unattractive . about religious life today. On their application forms they were asked to describe any of their .current involvements in volunteer work, paid ministry, civic activities, and so~forth.Their responses were both amazing and impressive. The candidates that religious congregations would hope to attract are already engaged in ser-vice. They told us that ministry alone will not draw people to religious life. They come because of the community context in which the ministry is situated. They also see community life as happening under one roof. Many times they have no clear idea of w~hat they are asking for When they speaLof their desire for com, munity, but they clearly do not envision it as a "let's get together now and then" experience. Another thread I see in numerous congregations is the sincere desire of many religious to respond to that desire expressed by young people. Most congregations want to have a future and therefore are serious about attracting new members. A thread that is becoming more common in many congregations is being spun in conversations about being local communities of hospi-tality. Much as congregations would like it, this phrase does not describe every local community. Newer members are~well aware of struggles to find suitable, community situations to live in, Longtime members, too, know all too well thee feeling of panic when it comes to finding a local community upon Changing min-istry locations. Some congregations are creatively encouraging some of~their most "life-giving" members to consider housing situations that would allow for an extra room so that communities of hospitality become realities. These delibera~te efforts by some are invitations to all congregational members to take seriously the responsibil- -ity for hospitality. Community as Ministry Religious take seriously their commitment to ministry. Who can argue with that? But is mission understood as being synony-mous with the work they do? I 15elieve that one of the strongest sections of Vita consecrata deals with this very question. It states that community life plays a fundamental role in the spiritual jour- Review for Religious ney of religious, both for their constant renewal and for the full accomplishment of their mission In the world: [The church] wishes to hold up before the world the exam-ple of communities in which solitude is overcome through concern for one another, in which communication inspires in everyone a sense of shared responsibility, and in which wounds are healed throu~gh forgiveness and each person's commitment'to communion is strengthened. The life of communion in fact "becomes a sign for all the world and a compelling force that leads people to faith in Christ . in this way communion leads to mission and itself becomes mission"; indeed, "communion begets communion: In' essen~.~e it is a communion that is missionary." (§§45-46) Do religious believe that community life itself is key to the mission and their ministries? For active/apostolic congregations it seems to be an ongoing struggle. How do congregations arid individuals integrate or balance that healthy or not-so-healthy tension between ministry and community life? Have religious come to define active/apostolic religious life only by works, and often very individualized ministries at that? In many ministry situations there may b~ only one person of a particular congregation on the scene. A developing scenario seems to be that it is in ministry that one receives the greatest affirmation and.the deepest satisfaction, that one's affective needs are met, and that the most creative energy arises. This poses a sharp contrast to the less than life,giving local community situa-tion that religious often describe. Another dimension in this sce-nario is that today religious~ have less knowledge about or understanding of each other's ministries and therefore have fewer opportunities, to be supportive and affirming, ~ ~" : Another thread deserving further consideration is the amount of time and energy given to ministry. I have heard younger, newly professed religious comment that they came from homes where they were aware that everything, including family, always came second to their parents' dareers. They are often surprised to find that in religious life they have that same sense. They seem to respond in one of two ways. Either they quickly fal.1 into the work mode, or they choose to leave. On one occasion a speaker address-ing an audience of religious suggested that, if a congregation is serious about new membership, it may need to reevaluate its min-isterial commitments. Even to think about it brought an audible gasp from the audience. November-December 1998 Bertrand ~ Common Threads Often religious try to accomplish with fewer people what was once done by many more people. No doubt women and men reli-gious are responding to urgent needs in our church and world in creative and heroic ways. Many times, it seems, the very people who top the list as wonderful community members are also the most overextended in ministry. Where is the balance in all of this? What choices are congregations making in addressing these challenges, not just f~or the sake of new members, but for the sake of present membership? . . Some congregations are responding by honestly saying to each other and to others that they prefer to go onliving and working just as they are. Other congregations see a need for some changes. I have attempted to name some of the common reali-ties in religious life that have had an impact on community life. These include models of governance, ways of praying,' living space, aging members, and ministry demands. I would contend that, to the extent that realities in religious life have changed, religious are. invited to develop new skills for living contemporary religious life, giving new shape to religious community life. Skills Needed What are some of the skills to be considered?~ The following list is neither definitive nor exhaustive, but I offer it as a help toward further consideration and dialogue: ' ¯ The need for self-disclosure heads the list, in part because this element of religious life has changed radically in recent years. The change affects not only how one,share~ in dialogue, but also how one participates in prayer with one or more persons. There is an increased need both for sharing and for keeping a healthy sense of boundaries. . ¯ Skills for other-centeredness are key. It is no small challenge to be able to enter into the reality of another, to be generous, to listen. It means taking time for people and situations in commu-nity that may not always be one's first choice of how to use time and energy. It may mean not allowing ministry demands to always come first. ¯ Hospitality As an "in" word these days, but in some situa~- tions it may be as basic as developing social and conversational skills that make life better as occasions arise for religious to invite others into their homes and into their lives. This is particularly key Review for Religious in attracting new members. People cannot choose or ~upport what they do not know, unders(and, or experience. ¯ Skills for healthy sexuality and intimacy are critical elements in the life of any person, and these impact,community life. They affect the way individual religious express who they are, how "at home" they might be as loving, intimate, sexual human beings. They assist religious in having .a sense of self that can support o~hers in their celibate choice and can help still others under-stand celibacy as a viable option. A healthy sexuality includes developing friendsl~ips within and outside community life. It also involves doing whatever is necessary to be a physically and psy-chologically healthy person, someone with whom others would like to share community. ¯ A healthy spirituality is another key element in quality com-munity life, having both a communal and individual dimension. It means looking for ways to be supportive of the spiritual life of others in community, participating in the liturgical life of the church, and expressing the shared spirituality of a particular con-gregation. It also means finding ways to participate in the ongo-ing revelation of God through individuals and in community. ¯ Skills for shared living involve negotiating living space, being attentive to the little .things that can make or break community liv-ing, These skills make it possible for religious to choose to live with one or more fellow religious when it would be easier to live alone, or they may suggest ways of creatively sharing life with others if particular circumstances' demand living alone for a time. They help one to be open to sharing life with a variety of people, in a variety of ways, ways that are life-giving, not death-dealing. ¯ To be attentive to ongoing learning and enrichment demands that one strive to be updated about religious life, spirituality, the, ology, and so forth, in: addition to fulfilling~"professional" demands for ongoing education. It also means being attentive to one's development as an "interesting" person who can contribute.to community discussions and learning. It means taking time for enrichment, alone and with others. ¯ Friendship in community also involves skills, though no one can make friendship happen. One must look for ways to come to know the people .with whom one shares life, and must do whatever one can to create a community to.which people want to come home. Friendship skills include being able ~nd willing to cele-brate people .and events 4n the company of others. November-December 1998 Bertrand ¯ Common Threads ¯ Leadership ski'lls need to be nurtured in every community member even though such skills will be expressed in many dif-ferent ways on a variety of levels. These skills include taking indi-vidual responsibility within a community of adults, having a voice and being honest and up-front in using that voice for the good of the whole, getting involved in the workings of the congregation ~3n the local level and beyond, and keeping actively in touch with congregational leaders. ¯ Conflict-management skills invite the convictitn that each person is worth the time it~takes to live together well. They involve being honest as well as kind with feedback, being account-able for any effort or lack of effort at being a positive presence in a community. Conflict management calls for a healthy sense of self that allows one to deal with issues, not destroy persons. These are some skills that seem key to living contemporary community life. Some Other Threads .There continue to be questions. Are religious setting them-selves up for failure,and disappointment in taking another look at quality community life, another look at that particular thread? Is this a challenge beyond them? No one can make 'a significant responge alone, not the. congregational leader or any individual member, not a new member or potential candidate, not the voca-tion director. A significant response requires the efforts of as man, y as possible--many interwoven threads. There are people among us who lack either the desire, the aptitude, or both for living community life in this day and age. There are ministerial situations that demand different ways of being community. But in many congregations a substantial group of peo-ple have both the desire and the aptitude to make co.mmunity life work, even under one roof. Community life takes time and energy. There 'is no way around that, even in the best-case scenarios. If congregations want the future to be different, some radical decisions must be made in the present-'if not always big deci-sions, then some smaller ones that are no less radical: These are the ones that touch the day-to-day living of the entire community. How willing am I to be "inconvenienced" for the sake of our future, ~for the sake of not just new members, but also present members? This question is screaming for anoanswer.from indi=' Review for Religious vidual religious and from congregations. The answer may mean reclaiming community as ministry, community as mission. The final thread I will touch upon is perhaps stating the obvi-ous. Vocation ministers, who are some of the most hopeful peo-ple around, indidate time and again that in their work the greatest challenge 4s their own congregational members' lack of aware-ness and response. They do not assume ill will, for they see that people are very busy, involved in many things. How, then, are communitymembers to be made more alert to ways of promot-ing vocations? Congregational leaders are critical players 'in these efforts, b~t congregational members are no less important. Do we pas-sionately desire another generation of religious for the sake of God's people? Are we willing to invite new generations to consider religious life as a viable option, or by our silence have we made the decision for them? The responses to these questions cannot be postponed, to be considered at some other time, Our only time is ,' Questions for Individuals and Communities Something to do now is raise some of the ,following questions in the privacy of your o~n mind and heart--but also to raise them in discussion with other religious in your own congregation, in your own local community, or in any number of other settings.,~ Skills for Self-disclosure What in your life indicates that you have a sense of legitimate boundaries, your own and those of others? What enables .you to express your thoughts and feelings in dialogue and in faith shar-ing? How do you nurture mental and emotional health that allows you to be self-disclosing? How do yob develop healthy self-esteem, self-confidence that allows you to share yourself with others? What gives you the sense that others enjoy being with you? Skills for Other-cehteredness How do you balance self-maintenance with generous pres-ence and service? What gets most attention and energy in your local community? How do you foster local' community life that reaches beyond itself?. What enables you to enter into the re~ility of another? How do you present religious life as a viable option Noventber-Decentber 1998 Bertrand ¯ Common Threads for someone else? How do you share ministry with each other, even if you are in different settings? What sharpens your ability to be a good listener? Skills four Hospitality What do you do to develop social and conversational skills? How are you willing to be inconvenienced for the sake of wel-coming others? What do you do to encourage, potential new mem-bers and to invite them, and others as well, into yo~ur life and into your home? How do you cope with diversit'v? What prevents you at times from being hospitable and welcoming? Skills/:or Healthy Sexuality and lntimaey How would someone, describe your outlook on life? What helps you .to be happy and hopeful? How do you express that sense? How do. you express your celibate choice? How do you describe it? How are you generative in your celibate choice?. What steps do you take to develop and sustain healthy friendships? How does the way you live speak to health and wholeness? Skills for a Healthy Spirituality How :are you faithful to personal and communal'prayer? What other elements of your life indicate a seritusness about your rela-tionship with God? How do you participate in the liturgical life of the church? How does your prayer life reflect the .spirituality of your congregation? How does your spiritual life reflect and support a concern for others? ~ Skills for Shared Living How does the shared living space where you live facilitate quality community life? When are you~generous or territorial in your useof common space and, goods? How are you attentive to the "litde things" that can cause friction or tranquillity in a shared living space? How willing, are you to negotiate, and sometimes settle for conditions that are not to your liking? The persons you live with--what keeps your expectations of them realistic? Skills fo, r Ongoing Learning and Enrichment ~ What steps do you take to keep updated regarding religious-life trends, spirituality, theology? How do you make time for cur-rent reading, awareness of world issues, which can be shared in Review for Religious community? What do you do for enrichment and leisure, indi-vidually and as a local community? What are some of the best ways to "waste time" together? Skills for Friendship in Community What helps you to come to know and appreciate the people with whom you share community life? How do you reflect an openness to potential friendship in community without demand-ing it? What about you would give other people a desire to live in community with you? What about local community makes it a situation to which you want to come home? How do you make choices for quality community time in the face of ministerial demands? How do you celebrate people and events in your local community? How do you share your family and friends with your congregation? How do you give yourself and others a sense of freedom in community relationships? Skills for Leadership What is the role and understanding of leadership in your local community? How do you participate in those responsibilities? What is your expectation of those in congregational leadership in relating to local communities? In what ways do you take ini-tiative in your local community? Sk(lls for Conflict Management , What helps you to be honest and up-front in dealing with conflict in community? How do you give helpful feedback to peers, and how, do you receive it from them? To whom do you hold yourself accountable for trying to live quality community life? For you, what elements of local community can become sources of conflict? What are the most effective ways for you to resolve conflict in your local community? Are you, are we, weaving or unraveling? November-December 1998 SHANTI ABEYASINGHA The Decline in Religious Vocations: : ,A Weberian Perspective y-783 _ religious life, that many who join religious congregations give up halfway, and that some leave even after final profession are things that merit inquiry. For many a religious congregation, vocation questions and vocation promotion are top priorities. A superior of a women's religious congregation told me that she and the sis-ters were trying desperately to get young girls to join because comphter statistics had shown that the congregation would die out if a hundred or more new persons did not come in every year. Deaths each year were outnumbering the entrants, and, accord= ingly, aging.itself had become a more serious~problem too. There are instances where some congregations in the West have come to Asia, Africa, and Latin America (places with more .vocations) in search of candidates. The phenomenon of men;'and women religious coming from the West to work as missionaries also seems to be a thing of the past. In fact, the reverse process seems to be taking place. Religious congregations with branches in Asia, Africa, and Latin America are asking them to come up with volunteers for missionary work in other lands. These instances and others would seem to indicate that religious life is in disarray. Shanti Abeyasingha CSSR has held administrative positions in his order, has done socioeconomic development work in Sri Lanka, and has con-ducted retreats and missions in Sri Lanka, India, and Malaysia. His address is: Redemptorists, Santa Maria; George E. de Silva Mawatha; Kandy, 20000; Sri Lanka. Review for Religious The interesting thing, however, is that the problem of a lack of vocations, which many modern-day religious congregations are facing, was seldom an issue for the founders and foundresses ofireligious congregations~ They do not stem to have had diffi-culty getting people to join their ranks. As their histories often tell us, .people were attracted to the particular work they started and to their commitment and deilication. Many a °person was ready to give up everything and join them. God's Fidelity and Religious Congregations' Continued Existence The Bible speaks again and again about the faithfulness of God. Evenothough we humans are unfaithful, God is shown as the one who is ever faithful to his pr~mises. Along with his faith-fulness, his caring love is always there, ever ready to come to our aid. This' love is brought out clearly in the Exodus experience. The words "I have seen the affliction of my people who are in Egypt, and have heard their cry 'because of their taskmasters; I know their suffering, and I have comedown to deliver them" (Ex 3:7- 8) expresses it all. vWhen God makes his covenant with the Israelites at Mount Sinai, the people experience and~ understand their God precisely as one who always intervenes on their behalf to alleviate suffering and oppressiom All through human history we encounter human suffering and misery. These are vestiges df sin and .are manifest in the self-ishness of persons who do not care 'for their brothers and sisters. God continues to care for these unfortunate persons all through history. He continues to prove his faithfulness .and concern by raising up women and men who dedicate their lives in the ser-vice of people whom others oppress or ignore and even history forgets. These charismatic personalities emerge especially in moments of, crisis and,decadeffce in society. They, like Moses, are inspired to do God's bidding on behalf of his people. They are in line'with ~the prophets, who denounced oppression while at the same time announcing to the people the good news of liberation and deliverance. In the line of the prophets, these founders of congregations interpreted the signs of the times and responded vigorously. They highlighted something ~hat answered a need in society. They manifested through their actions the faith~lness andthe ¯ November-DecembD" 1998 L -79 Abeyasingba * The Decline in Religious Vocations caring presence of God as he continues to come down and deliver his people from their bondage. Here we have the actual reason for the beginning and the continued exi~stence of religious congre-gations, namely, t~o be extensions of God's presence in the world. The "Routinization" of a charism Max Weber has something to say about such charismatic lead-ers. He says that charismatic leaders are creative and do things that are not in line with the normal run of things in society. He is quick to add, however, that such charismatic leaders do not last. They are a passing phenomenon in society. They appear at cer-tain times in history to answer particular needs of the time. In the course of time, especially after the death of the charismatic leader, his or her original insight becomes traditi~nalized or ratio-nalized or both.~ Weber adds: "It is only in the initial stages, and so long as the charismatic leader acts in a way which is completely outside every day social organization, that it is possible for his followers to live communistically in a community of faith and enthusiasm.''2 Thus, according to Weber, it is only a question of time before the initial charism of the leader becomes "routinized.''3 Usually this takes place after his or her death. In this transformation into a permanent routine structure, one of the first things altered is the anti-economic character of the original charisma.4The followers pursue security and economic stability (as part of security) to. make up for the absence of the founder. Everyday needs and the ordi-nary details of administration necessitate such an adaptation. This process took place even in the church after the death of the Lord Jesus Christ. With routinization comes an attempt to preserve the leader's thought and way of life. Normally this takes the form of pre-serving his or her letters, instructions,- documents, and sayings, along with eyewitness reports, accounts from the~first companions, and so on. Guidelines are set for the training of future followers. These are usually spelled out in documents such as rules, consti-tutions, and statutes, which are updated from time to time by general chapters and by special commissions appointed by them. The result is a system of organization different from that which existed during the time of the charismatic leader. During the leader's lifetime, the way of making decisions, the way of act- Review for Religious ing, and in short the whole way the group functioned could be said to have been somewhat arbitrary and unpredictable. There was no formal or well-defined way of doing a particular thing. The leader's personality was the key factor, and it overshadowed what-ever structures and procedures were already in place, regarding the community and its mission. Max Weber says that "the routinization of charisma also takes the form of the appropriation of powers of control and of eco-nomic advantages by the followers,or disciples and of regulation of the recruitment of these groups.''5 In other words, the rou-tinization process in a congregation includes the manner and the basis of choosing leaders, the training or tests of eligibility of the new recruits, the way of governing the members, their rights and duties, and so on.6 Also, it is very much akin to the adaptation that constantly takes place in economic life--for the economy is on~ of the principal and continually operating forces in everyday life. In the whole question of routinization, the economic condi-tions play a leading role'and do not constitute merely a dependent variable.7 Bureaucratic Org.anization and Religious Life From the foregoing it will be clear that accompanying the whole process of the routinization of a charism is the attempt to coordinate activities. Weber calls this the process of rationaliza-tion or the process of bureaucratic organizatipn. He goes on to say that this is a distinctive mark of the modern era. Bureaucracy has shaped modern politics, the modern economy, modern technol'- ogy, and modern church life and religious life too. Max Weber considered the bureaucratic organization to be technically supe-rior to all other forms of administration. He says' also that only through this device, namely bureaucracy, has large-scale planning of the modern state and the modern economy become possible,s The main characteristics of a bureaucratic organization are: ¯ It is organized according to rational principles: rules, con-stitutions, and statutes. (This is something that developed in religious congregations.) ¯ The offices are ranked in a hierarchical order. (Religious congregations, too, have a hierarchical order, that is, gen-eral, his or her consulto~rs, the different secretariats, provin-cials, vice-provincials, and so on.) Novetttber-December 1998 Abeyasingba * The Decline in Religious Vocations Efficiency has hhd the effect of making religious congregations inefficient in answering the changed needs of the times. ¯ The operations (of offices) are characterized by imper-sonal rules. (The various offices in religi~ous congregations, too, have clearly defiiaed procedures.) ¯ The members are governed by methodical allocation of areas of jurisdiction.(Today the members of religious con-gregations fire allocdted 'into provinces, vice-provinces, regions, and so on.) ¯ Appointments to offices are generally made according to specialized qualifications. Those who can fit into the bureaucratic administrative set-up are the ones who are normally considered for s~h offices. Just as bureaucracy has its advantages, it also has its draw-backs. Its very strengths are also its weaknesses. Because of its rationalized organization, bureaucracy sometimes becomes unwieldy and even stultifying in dealing with individual cases. Modern rationalized and bureaucratized systems find themselves incapable of dealing with particularities. In other words, the individual's initiative and creativity are submerged under a deluge of reasons that are derived mechanically from the 0 code of behavior.~° Depersonalization is another result of bureaucratization. The organization seems to take precedence over the personhood of the individual." In the last analysis, although bureaucratization and rationalization may have increased the efficiency of the o.r, ga: nization, this very efficiency threatefis to dehumanize its ere-ators. 12 In such a setup, 0there is little room for charismatic personalities to emerge. , From what has been said, one sees the implications of bureau-cratization for the functioning~of religious life. While on the one hand it has organized and systematized administration, on the other hand it has stifled some new initiatives and new thinking. Persons who propose changes in hitherto :accepted ways of doing things could very well find themselves isolated or labeled rebel-lious or considered excrescences that need to be removed because they are a hindrance to the smooth running of the ihstitute. Worse still would be the sad refility of some finding themselves outside the institute because their ideas do not find acceptance with the Review for Religious administration. To put it in another way,. this very efficiency has had the effect of making religious congregations inefficient in answering the changed conditions and changed needs of the times. Understanding Vatican II's Renewal Guidelines Something that should not be forgotten is that the intention of these charismatic leaders was to answer particular needs in society. They were answering a local need. What took priority was the need of the people, not the organization of a group with rules and. regulations. Only much later, as numbers increased and in some cases lived far from the original local area, did the group give ,special attention to its own formation. This fact should be kept in mind when we speak of the inspiration of the founder or foundress. As has been explained, with the death of the charismatic ,leader, the routinization process took. over,' bringing .to the now more organized institute a corresponding sense of securityoand stability ,among the members. This in turn created a certain insen-sitivity to the actual needs of the people, espec!ally the poor. It is in this context that one has to understand the appeal made by the Second Vatican Council: The appropriate renewal of religious life involves two simul-taneous pr%cesses: (I) a continuous return to the sources ~ 9f all Christian life and to the original inspiration b~hind a given community and (2) an adjustment of the community to the changed conditions of the times. Clearly, the council envisaged two simultaneous processes for the renewal of religious life. It went on to enumerat.e certain princi-ples in accord with which such renewal was to proceed: to follow Christ, to participate in the life of the church, to seek to identify the institute's,particular character and purpose, and to be aware of contemporary human conditions and of the needs of the church. Renewal in the Context of Max Weber's Routinization With such an impetus given by the council, one could have noticed certain initiatives taken by various communities. Many congregations set up commissions to study their roots, going into the history of their founding inspirations. General chapters made it their chief objective to redraft their respective rules and con- Novonber-Dece~nber 1998 Abeyasingba * The Decline in Religious Vocations stitutions according to the mind and spirit of the documents of the Second Vatican Council. That the various congregations made a sincere effort to adjust themselves to the changed conditions of the times cannot be denied. In the renewed constitutions one could notice that provision was made for individual initiatives. Furthermore, units of the congregation in various countries were given the freedom to adapt and change according to their par-ticular situation. These were praiseworthy changes indeed, which by and large were done after a general consultation of all the members. One could not help noticing, however, that the final outcome was worked out within a bureaucratic setup.which was hierarchical in its composition. Any new efforts were to be tried out within a certain organizational framework of the congregation. Furthermore, the starting point of such ventures was a position of economic security. This meant that the inSecurity, the uncertainty. the risk--very much a part of the life and experience of the fouflders when they first set out to answer the need of the hour!- was not there. Also~ the Vatican Council's guidelines for adjusting the com-munity to the changed conditions of the times were not followed fully. There was a general move towards a more simple lifestyle. Institutes made changes in their religious garb, in food customs, in their cloister regulations, and so forth. There was, however, no sign of a change of structures in keeping with what the founders had had during their lifetime. Changes took place only within confines that ensured that the boat would not be rocked too much. It had to be so, inasmuch as the process of roudnization was firmly entrenched. Adjusting to the changed co.n.ditions of the times (at the coun-cil's direction) was, then, not an easy task. In practical terms, con-gregations, in spite of all their goodwill and efforts to be relevant in the present day, found themselves up against a bureaucratic system incapable of providing room for the charismatic figures who might have renewed them by making the necessary paradigm shifts. By and large this could be attributed to the routinization of the charism that religious congregations underwent after the death of their founders. As a result, the religious-life renewal that the council proposed could not be realistically achieved. If the needs of people in the various areas had been met, there would have been no dearth of vocations in the religious congregation. In Review.for Religious other words, there is no need for advertising a product that is selling and is in demand in the market. Efficiency or Effectiveness ~Max Weber's sociological observations, when applied to a reli-gious institute, do indeed seem to throw some light on the reasons for the'almost universal decline in religious vocations. As long as a bureaucratic way of life governs religious congregations, they will almost always manifest a certain efficiency in whatever work they do. The work, however, ma3i not be effective, for such a system of administration does not always respond in a vigorously prophetic manner to the urgent and crying needs of the people. ' The history of the church shows that ~hange has often come from areas off the beaten track, where some indi-viduals had found a way for themselves. In modern religious cong.regations, organized in the way they are, it is almost impossible to accommodate such trailblazing elements. It can be noted historically that only the dark eras of history witness the emergence of new religious congregations. Critical times almost always bring about a breakdown of existing systems, but it is .in these chaotic and confusing situations that charismatic per-sonalities seem to apEear out of nowhere. The late Mother Teresa's Missionaries of:Charity were such a response to a chaotic situation in one of the most populated and crowded' cities in the-world, Calcutta. Her prophetic voice of compassion and kindness to the poorest of the poor cut through such barriers as caste, religion, and class. Her living witness and work proclaimed to all people the dignity of each and every per-son, which a world had lost sight of in its quest for power and wealth. Her response had a universal and global character. Her message is clear, something that religious congregations could ponder as they rethink their charisms while they and the world step into the 21 st century. The decline in religious vocations is not an entirely negative thing. A search through the crisis will make us see the reasons It is in chaotic and confusing situations that charismatic personalities seem to appear out of nowhere. L5"_S.5"__ Noventber-December 1998 Abeyasingba ¯ The Decline in Religious Vocations why such a situation has come to pass. Instead of looking at pres-ent- day confusion with tunnel vision, one should see it in.a global perspective and as a precursor of growth. Mother Teresa's e~tam-pie could help towards such a rethinking. So also could the obser-vations made by Max Weber. They can facilitate taking stock and analyzing the present situation of religious congregations. From thls starting point religious congregations could proceed to make the drawbacks and weaknesses that are found in current struc-tures irrelevant. They could make themselves ready to face the challenges of tomorrow. Weber's.Ansights, by helping us learn the truth about ourselves, can ready us to proceed to generatiye and creative actions. They can challenge us to do some honest and humble soul searching about our present situation, In St. Paul's words (2 Co 12:10), "When I am weak, then Iam strong." Notes l Max Weber, The Theory of Social and Economic Organizqtion, trans. A.R. Henderson and Talcott Parsons (U.K.: William Hodge~ and Company, 1947), p. 334. :2 Weber, Theory, p. 337. 3 "Routinization" is Max Weber's term for the phenomenon of an original idea (here, that of the charismatic leader) becoming organized a~d conceptualized in the course of time. This is the result~of the interpret-ing, analyzing,, rationalizing, and so forth that take place when congre-gations study the writings of their founders, the accounts, of' their immediate companions and a.ssociates, the recollections of others Eho knew them, and so forth. 4 In their initial insight, almost all charismatic leaders are anti-eco~ nomic; they set t~p almost no economic system for collecting or raising funds. It is the personali.ty of the leaders that attracts others~' td them and also brings in donations and gifts. The aim of charism~itic le'aders is to achieve a special goal (filling a need of the society at that time, usually serving the poor), not to meet their own day-to-day needs. SWeber, Theory, p. 337. 6 The original basis of recruitment was the founders' personal charism. A .charism is something that can only be ;'awakened" and ".tested," not something that can be taught and learned. Novitiates arid houses of for° marion, however, tend to assume a teaching stance. See W~eber, Theory, pp. 337-338. 7 Weber, Theory, p. 342. s When religious congregations spread beyond their original geo-~ graphical area and the routinization process had been set in motion, there was no preventing a bureaucratic organization. Review for Religious o Lewis A. Coser, Masters of Sociological Thought: Ideas in Historical and Social Context (New York: Harcourt Brace Jovanovich, 1971), pp. 230- 231. 10 Reinhard Bendix, Max Weber, An Intellectual Portrait (Garden City, N Y.: Doubleday, 1960), p. 421. ~ Bendix, pp. 421-422. 12 Coser, Masters, pp. 231-232. ,3 Decree on the Appropriate Renewal of the Religious Life (Perfectae caritatis), §2. the departed say we are not dead see ohr faces hear ohr voices when you leadt expect like neighbors visitihg unhnnounced we are'some~lace ~ withih view within earshot like others in your house but we are, at liberty to come and go without weight.or circumscription like winds in harp strings like real answers to your real questions Avis Kunca Kubick Novetttber-Decetttber 1998 JOHN BLAKE MORE Spiritual Maturity ife.in the spirit Reading my first Thomas Merton book back in my early twenties, I came across the phrase "spiritual maturity," an expression that delighted and fascinated me even though I had no clue of what it was designed to express. I won-dered about it for several months and even reflected on its possible meaning, but then it receded into the less acces-sible regions of my consciousness and enjoyed untroubled slumber for some time. But not forever. Over the years, as I have become more life-mature and more di'scernibly chronologically mature, the phrase "spiritual matur!ty" has--through reading, conversation, and simple observa-tion- returned to my sight and consciousness many times, to haunt me but also to stimulate me to explore further its possible meanings and its probable connections to every-day life. What would.a spiritually mature person look like or act like? Am I a spiritually mature person? Is it possi-ble for me to become one? Do I know any spiritually mature persons? All this questioning and thinking over the years has led me to formulate tentatively some answers, some ideas that I think have helped me and that I want to share with others. Some of these ideas are derivative: I got them from other folks. Others are either original or synthetic, fash-ioned from items found in reading and conversation and from observing the behavior and attitudes of people I meet. John Blake More, new to our pages, writes from Tejtn 34 - Sm. 20; Cancfin Quintana Roo; 77500 Mexico. Review for Religious A spiritually mature person is probably creative. At least one religious tradition holds that we are made in the image and like-ness of God, and, if we ask ourselves in what this image and like-ness really consist, we naturally come up with the notion that we are like God because we are creative as he is creative. We are ere- ~tive because God made us that way. He made us free and there-fore creative. As humans we show our creativity in at least three 'important spheres (and here I follow Paul Ricoeur): having, power, and valuing. Having. In the exercise of creativity all people, even the spir-itually mature, need to have some material.goods for their own use. Maybe a little, maybe a lot. But the major religious tradi-tions and the spiritual values they represent do not seem to place much importance on the acquisition of wealth, do they? In fact, they see great riches as a disvalue. So spiritually mature persons are not much concerned with acquiring wealth and possessions beyond what they need to get along decently in life. On the other hand, people who have lots of possessions have greater opportu-nities to be creative. They can create new jobs for others, build libraries ~nd museums, or Simply give some of their excess money to .people who need it to survive. In itself; possessing wealth really seems to be spiritually neutral. If one sees possession as steward-ship, it can be something positive. If, however, people believe they are the outright owners without considering that God has entrusted them with these possessions and that they must appor-tion them responsibly, then they are probably not much con-cerned with growth in the Spirit. ~ 0 Power. Spiritually mature persons are probably aware of their own need for power, but are also conscious that everyone else has the same need. We need, in the first place, power over ourselves: self-determination to decide where to live or work, who our friends and associates will be, what kind of lifestyle we will adopt or develop for ourselves. We also need to be able to exercise power over others, but this must be legitimate power, the kind of power society assigns to us and expects us to exercise intelli-gently for the cbmmon good. We have to make choices for, our children. We have to determine the ~activities of our employees if we have any. But, in these activities and others like them, if we allow strength and power to become force and coercion, we can be pretty sure we are not much interested in becoming spiritually mature. We are dismayed when we read of dictatorial aggression, November-December 1998 More ¯ Spiritual Maturity ruthless kidnappings, tribal wars, but force and coercion can occur in little things of daily life and they can have the appearance of being extremely civilized and in the best of taste. :Valuing. In the sphere of valuing, we show our creativity by making determinations about the relative worth of things and activities. Nowadays it is out of fashion to be what people call "judgmental" "because, if you tell p6ople they are doing some-thing wrong, like putting a round peg into a square hole, the~ may feel threatened or embarrassed, feelings which may be owing to a kind of paranoia rather than to comments one may offer con-structively. Spiritually mature persons seldom if ever "condemn," but th.ey must in certain situations be judgmental.Th'at is why ¯ we':haSte crii:ical faculties: to make decisions about what is worthy and what is not, to be ab!e.to distinguish between the junk and the good stuff. And that is what prophecy is all about: shouting from the housetops when you see injustice and abuse.The spiritually mature person, then, distinguishes between healthy and modest criticism done in a spirit of love, and foolish or malicious remarks made in some other spirit. We must evaluate or criticize our cul-ture, our government, our friendships, and of course ourselves. While smiling permissiveness is no virtue, it is also true that unwavering tolerance and spiritual maturity have .always been on the closest terms. One good sign of spiritual growth is a weakening of our most cherished prejudices. When we hate, fear, or feel threatened by another person simply because he is different from us, then we are failing to appreciate the image and likeness of God in that person. These are three general areas that merit consideration as we ponder the nature of spiritual maturity, but other things, too, should be looked at. Frie.ndship is of great importance in the spir-itual life. All the grea( figures of the .important religious tradi-tions, those who had the ,primal mystical experience that gave .rise to those traditions, had friendships with other people. They loved their friends dearly and openly. We, too, are right to treat, our friends lovingly, with tenderness. We look forward to seeing them and spending time with them. We talk with them about'our desires and aspirations, and we confide to them our fears and failures. We inspire them and corisole them.Sometimes we revive ~them when their spirits droop. ,Some people who are mature in the spirit experience some' difficulty in maintaining, friendships for reasons of transport, distance, or schedule, but such difficulties are ! Review for Relig4ous not insurmountable. People can ha-be a firm and meaningful frien'dghip by correspondence. Sure, by mail. Why not? If you know someone whose values and outlook are compatible with yours, you can have an ongoing correspondence with him or her that will be significant for both your live~, and also enriching. You do not have to write anything world-shaking or mind-bog-gling. Writing takes a little more time and effort than a face-to-face chat, and it does not offer the same consolations and pleasures as real face-to-face togetherness, but it is still something of great worth. Growth in the spirit is closely connected to skill in the ~ine art of listening. When I told a friend that some-one had said I was a good conversationalist, he answered that what she really meant was that I am a good listener. I wonder how right he was.'The plain fact, though, i~ that people do like to be listened to, and the spiritually mature person is a master at listening lovingly, corn-" passionately, but also selectively. By this I do not mean the kind of selective listening that'~ filters all I hear through my own ego supports in order to register only those things that satisfy or interest me. Although an interchange between friends may involve a recounting of events or a descrip-tion of facts, when I listen to a friend I am not trying to acquire factual information. I am trying to get a sense of his or her state of mind and soul. This is not always easy, in view of personality differences and of people's varying ability to articulate their inner dispositions. But~ When we listen, we need to care mostly about the person we are listening to. Spiritually mature persons have a delightful sense of child-like wonder that makes everything new. Sophisticated people who have seen it all and done it all, or just do not want to get involved, area lov less fun to be with than men and women who have a deep spiritual sense of wonder. Wonder leads to openness and surprise, contentment and faithfulness, curiosity and enthusiasm. It also brings an appreciation of the uniqueness of each person along with a sense of brotherhood and equality. " Surprising as it may seem, spiritually mature people are hardly ever highly disciplined people. This is because they are loving persons. They do everything that has to be done, they do it at the appointed time, and they 'do it right--not because they have discipline, but because they have love. They are.motivated to read Friendship is of great importance in the spiritual life. November-December 1998 More ¯ SpiritualMaturity Surprising as it may seem, spiritually mature people are hardly ever highly disciplined people. books and wash floors and get to work on time because they live out Augustine's dictum "Love and do as you please." A sullen-faced p4rson probably has too much discipline and too little love. When the persons I am talking about look out at the world, they-see a lot of ambiguity and they embrace it heartily as a major component of human life. If the Creator is good, why does he allow us to suffer so much? Why should I help the poor if poverty is not eradicable? This kind of ambiguity is embraced and accepted by mature .persons of all spiritual tradi-tions, and in the case of Christian spir-ituality there is the model of the ambiguity of the cross. Why should I forgive these people if they are killing me? Why should I ask my Father for help if he has abandoned me? And, putting the two questions together, why should I ask my Father to forgive these people who are killing me if my Father has already abandoned me? For the spiritually mature these are actually non.questions, even as they represent realities that have to be faced. Not because maturity pro-duces historical or social blindness, but because serious consider-ation of such issues leads to acceptance of reality. Such questions, when formulated as questions, are not answerable. And even here ~here is a further ambiguity: how can I accept the reality of drug abuse, teenage pregnancy, rampant poverty and ignorance, and on and on, and still work to change all these social ills, to provide some alleviation to all the suffering they cause? Does "That's the way the world is" mean "why try to change it!"? Language use, too, has to be considered in connection,with spiritual maturity. As little children we learn to use language as an instrument to further our own designs and to get others to behave in ways that promote our own interests. If we learn this skill well as children and then refine it as adults, we become wonderful manipulators or even politicians, and this is why. spiritually mature people hardly ever go into politics. They lack skill in using lan-guage instrumentally. They say what they mean and they mean what they say. They use language to inform or to persuade, but never to.manipulate. Modern societies view independence as a positive andhighly desirable virtue. Mos't parents say they want their children to Review for Religious become independent. We admire the "independent spirit." Actually, such independence is a fiction and a most undesirable one. In reality, each of us is highly dependent on at least a few other humans, and we should be. Living in human society means being interdependent: I depend on you and you depend on me. This is an important ingredient in the cement that holds human society together and promotes the development of culture. Instead of~insisting on their independence, spiritually mature persons consider themselves autonomous--which suggests the ability to live and act in freedom from outside control, coercion, or manip-ulation. That is different from independence because in my free-dom I acknowledge that I depend--sometimes radically--on others, and they on me. In our day most of us are aware (sometimes painfully aware) that the subject matter of life (the real business of human exis-tence) is change and that, in the best case, change takes the form of transformation of the person into an ever more human creature. Being human is a good thing and does not mean, as the cynic 'believes, unremitting egotism and venality. Before he started feel-ing hi.s oats, Adam was so perfect that he had conversations with God as they walked "in the cool. of the day." Being human should mean changing arid becoming perfect, as our Father is perfect. Since most of us consider such perfection an unrealizable ideal, persons who think about becoming spiritually mature prob-ably have a set of unattainable goals that they take quite seriously and adhere to assiduously. They have probably formulated a set of precepts which relate to these goals and which articulate their creatureliness and humanness during their inner conversations with themselves and with' the Spirit of God. In my own thinking about becoming mature in the Spirit, I have come up tentatively with three precepts that reflect my own human creatureliness, but are also ordered toward my capacity to become a "partaker of the divine naturE." I use them to talk to myself. Let me offer them here. Deepen your understanding of reality. Try to get a good grasp of reality by asking the ~right questions. The right questions always have three distinguishing characteristics: they.are unanswerable, they always lead to other and better questions, and they almost always begin with why. Acquiring knowledge requires study and learning from good teachers and good books, along with the will-ingness to undergo the suffering involved in replacing stale beliefs November-December 1998 More ¯ Spiritual Maturity with new data. It also dem'ands increasing connectedness to the culture in which I live and awareness of how life is lived in other cultures. What I should be looking for are meaning and connec-tion: the ultimate unity of all being and its essential oneness with the Absolute. ' Refine your tastes. Begin by distinguishing the merely attractive or pretty from the truly beautiful. If you were brought up on rock music, Mozart probably leaves you cold. Praxiteles probably has little to say to you if you think Schwarzenegger and Stallone are beautiful, Biat we should perhaps not consider ourselves less wor~ thy humans if we are drawn.to the merely attractive or pretty. ' This happens in the best of families, doesn't it? As young peo-ple, when we are most curious about the world and our place in it, we are bombarded with sounds and images and esthetic val-ues from the popular culture. Butwe eventually grow out of that; we ~"put away the things of a child," as St. Paul says. Evil is, of course, the ultimate ugliness, and our involvement in it dimin-ishes our humanity and tarnishes the image of God in us. ~ Formalize your ethics. Here we make a distinction between for-mal and material moral norms. Material norms deal with specific actions and decisions such as killing, steal!ng, and lying (not rec-ommended); and with praying, respecting authority, and being faithful (highly approved and even urged). There is only one norm for those who follow the way of formal ethics: Always seek the good and avoid what is evil. This norm is assimilated and interi-orized by spiritually mature persons to the ext~nt that it becomes part of their nature. In all their decisions and actions, attitudes and dispositions, they keep both eyes on the truly good: good for themselves, their family, their society, their nation, their 151anet: The more this single norm gets imprinted on their souls, the less they have to run through a mental checklist of material norms (do's and don'ts) to see what is prohibited and what is approved. "Seek what is good and avoid what is evil." 'Finally, spiritually mature persons are surely happy persons who radiate to o~hers their joy at living in this world with other people and at spending periods of time in prayerful silence com-muning with the Absolute. Their joy is increased by the knowl-edge that whatever spiritual maturity they may have attained is in fact a free gift from a loving and gracious God. Review for Religious DENNIS J. BILLY A "Spiritdal Turn" for Catholic Moral Theology MGY first encounter with Bernard H~iring,'ithe renowned erman Redemptorist who wrote such significant w. orks as The Law of Christ (1954)~and Free and Faithful in Christ (1978- 1981) and whom many have hailed as the father of contemporary Catholic moral theology, came during a' congress of Redemptorist moral theblogians held at Aylmer; Quebec~ 26-30June 1989. Or/ the second day of the congress,, after he had given an insightful presentation to the general assembly on the state of moral theol-ogy since Vatican Council II, I found myself sitting next to him at lunch as hemused out loud in his weak, barely audible voice (from his long and difficult battle with throat cancer) on the future of moral,theological reflection within the Catholic tradition. Then, as now, a single thought stood out from all the rest: "We have lost sight of the Holy Spirit. In the future, moral theology must give more emphasis to the role of the Spirit. Otherwise, all is lost." Hiiring was so insistent on ~his point that he stated it out-right .at a later session in a rare personal intervention from the floor, For more than eight years, I hav~ been p~ndering the mean-ing of these quiet, unassuming words perhaps in ways which he himself might not have accepted. Retrieving the Spirit Given the vast varieties of pseudo-mysticism in the history of Christianity and the great facility with which the name of the Dennis J. Billy CSSR, a frequent contributor, writes again from Rome, where his address is Accademia Alfonsiana; C.P. 2458; 00100 Roma, Italy. November-December 1998 Billy * A "Spiritual Turn" for Catholic Moral Theology Spirit can be and has been invoked as a way of avoiding critical moral reflection, it is easy to understand how, quite early on, within orthodox circles a latent (and sometimes overt) suspicion grew of anything that even vaguely resembled a charismatic ren-dering of truth by a small "Spirit-filled" elite. To a large extent the church's magisterial structure (that is, its emphasis on apostolic succession and the role of tradition) took shape as a result of its struggle against the esoteric (and sometimes laxist) tendencies of Gnostic mysticism, on theone hand, and the rigorist tenets of Montanist spiritualism, on the other (to name two of the more prominent examples). Historians point to the church's institu-tionalization of the Spirit in the office of the episcopacy and its subsequent control of the sacramental life of the Christian faith-ful as the predominant means by which, down through the cen-turies, it has safeguarded itself from similar threats. One of the unfortunate by-products of this process of insti-tutionalization was the gradual marginalization of the Spirit from the inner workings of Catholic theological reflection. As the mag-isterium became more and more centralized, it consolidated its hold over what it considered the "authentic" utterings of the Spirit and helped to create an atmosphere in which theologians were constrained to pursue their goals within increasingly limited notions of rationality. The gradual shift in Western hermeneuti-cal thought from allegory to syllogism to induction gives evi-dence to this effect, as does the roughly parallel movement in rational theory from analogy to univocity to equivocation. By most counts, this momentous restructuring of the rational pro-cesses of Western thought was as much a function of rising mag-isterial control of the sacred as of an ever changing philosophical terrain (as witnessed in the successive preeminence of Neoplatonic, Aristotelian, and Nominalist thought patterns). Localizing spiritual authority in ecclesiastical institutions, in other words, had the unforeseen .effect of gradually .disassociating ratio-nal discourse from its roots in the intuitive dimension of human existence, that side of human nature most likely to sustain a close experiential rapport with the Spirit. To speak in broad historical terms, the "despiritualization" of human reason had barely begun in the patristic and monastic traditions of late antiquity and the early Middle Ages (when the centralization of ecclesiastical power was hardly underway in Rome), had made recognizable progress during the early Scholastic period (near the time of the Gregorian Review for Religious Reform and the Investiture crisis), was in full swing with the rise of Nominalism in the early 14th century (not long after Boniface VIII's proclamation of Unam sanctam in 1302), and had reached its highest stage of development during the Age of the Enlightenment (just before Vatican Council I's proclamation of papal infallibility). Putting aside the more difficult task of discerning which histor-ical progression was influenced by which, and recognizing the probability of a circular relationship between the two (as well as the likely involvement of other discernible historical factors), one cannot help wondering if the present-day postmodern disillu-sionment with human reason--itself a reaction against the failed hopes of Reason's .coming of age--will herald an attempt to retrieve reason's lost association with the spiritual. If so, one would also have to wonder if the present tendency in the governing structures of Roman Catholicism toward increased centralization is nothing more than a momentary stay in a larger process of decentralization, the forces of which were at work long before the opening of Vatican II and will probably continue. An Anthropological Turn t Such a retrieval or "reinvestment" of reason's ties with "things spiritual" must proceed from the ins'~ghts of a sound Christian anthropology. In the present circumstances, the Pauline body/soul/spirit arrangement as formulated in 1 Thessalonians 5:23 proves especially helpful: "May the God of peace himself sanctify you wholly; and may your ~spirit and soul and' body be kept sound and blameless at the coming of our Lord Jesus Christ." Here Paul provides an anthropology that construes the human person as a union of three distinct (albeit intimately related) ele-ments: body (soma), soul (psyche), and spirit (pneuma). These ele-ments exist together in the human person and cannot be isolated one from another (as if a human body can be separated from the soul and spirit and still be examined intact). So closely are they related, in fact, that one cannot speak of spirit outside the context of soul and body, and vice versa. Since Paul proposes these anthro-pological terms while addressing the community of believers in the church at Thessalonica, care must be taken not to isolate his understanding of human existence from either its inherent social context or the life of faith. Account must also be taken of the fact that, although he insists on their intimate union in the human m Noventber-Decentber 1998 Billy * A "Spiritual Turn" for Catholic Moral Theology person, he actually says precious little about how body, soul, and spirit relate to one another in the concrete circumstances of daily living. Given these significant contextual details (or lack thereof), the following claims appear generally continuous with the main lines of Paul's anthropological vision and offer correctives to pres-ent- day exaggerated emphasis on the rational. (1) In addition to body and soul, a person can also experience his or her spirit. ,(2) A retrieval or "'reinvestment " of reason's ties with "things spiritual" must proceed from the insights of a sound Christian anthropo!ogy. The mutual relationship between body. and soul suggests a similar rapport between soul and spirit. (3) The spirit touches ~he body through the medidtion of the soul.~(4) Generally speak-. ing, the Holy Spirit touches an individual by communicating its grace first to a person's spirit and then through the .spirit to the person.'s soul and body. (5) God and the human person can enjoy a close interpersonal rapport by.virtue of their communing spirits. (6)People relate to one another on the level of body. soul, and spirit. (7) The Spirit unites the Body of Christ, the church, not only theologically (that is, to God), but also anthropologically (that is, among its members). (8) It does so primarily on the .level of human spirit and only secondarily on the other dimensions of human existence. Elicited from the Paulin4 anthropology of 1 Thessaloni~ns 5:23, these anthropological claims provide the parameters by which a discussion abo,ut reason's "spiritual renewal" may pro-deed. Key to this discussion is the need for all theologians (and moral theologians in particular) to recognize the competence (and the limits) of reason's rule. Just as reason extends to the body through its ordering of the passions (and is thereby "enfleshed"), so the spirit extends to the soul (the seat of the rational faculty) by means of its quiet in.tuiting presence. Clearly, both movements have moral significance that must be taken into account for the future of moral theology. The Criteria of Reason's Spiritual Rebirth What,might such limits be? Without exhausting the possi-bilities, the following list provides some guidelines for discerning Review for Religious the genuine ways in which reason and spirit mutually influence one another. 1. An anthropological relationship of circularity exists between spirit and reason; that is, the insights of one complement the scope and competence of the other in such a way that, when taken together, their interaction generates a field of understanding unique to themselves and which neither would be fully capable of penetrating on its own. Spirit .brings intuition and moments of keen insight to the movement of discursive thought; reason artic-ulates through language something of the inexpressible utterings of the human spirit. Authentic theological reflection taps into this relationship of circularity and allows it to open up for each succeeding generation the meaning of the symbols of the Christian faith, ~. 2. The spirit influences the mind through prayer, and vice versa. When a person.'s spirit communes with God's Spirit, there is a natural reverberation (however slight) in the other, anthro-pological dimensions of human existence. This subtle influence, which will become a veritable overflowing (redundantia) in the beatific vision, strengthens the transcendent orientation of an individual's rational operation. A "spiritua!" person tends to Con-centrate on holy things and seeks to view all things with th'e mind of God. The person?s prayer (contemplative prayer in particular) plays a transforming rather than merely ancillary role in reason's spiritual homecoming, 3. The human spirit is not "irrational," but "supranational." It does not ask reason to go against its own internal principles, but seeks continually to broaden reason's, scope by providing intu-itions that challenge previously unquestioned (and possibly falla-cious) arguments. When reason is in tune with wholesome human spirit (and even more so whefiit is in touch with God's Spirit), it is. constantly prompted to reach beyond itself and to stretch the boundaries within which it normally functions. This extended x~ange is a welcome corrective to that narrowing univocity which nowadays often masquerades as the sole legitimate face of ratio-nal inquiry. ~ 4. Theologians who reintegrate spirit and reason demonstrate a guarded yet profound respect for church authority. The gradual marginalization of spirit from the center of theological reflec-tion, which came at least in part as a result of magisterial cen-tralization and control of the sacred, does not mean that a November-December 1998 Billy ¯ A~'Spiritual Turn"for Catholic Moral TheoloKF .--7- 600 "respiritualized" reason will ignore or, worse, openly disdain the valuable hermeneutical role the magisterium has played in the history of the Catholic tradition. On the contrary, a reintegra-tion of spirit and reason should bring about an even closer work-ing relationship between theologians (in. their concern for reasoned clarity and the e.xploration of' the faith) and the magis-terium (in its concern for the preservation and purity of the faith). While neither will always agree with the other, a close working relationship between them will provide helpful correctives against the extremes of overrationalization and pseudo-mysticism that can all too often get in the way of and even obscure sound theo-logical reflection. 5. A closer working rapport between spirit anal reason will require a reintegrated understanding of the various theological disciplines, especially dogmatic, moral, and spiritual theology. The unfortunate breakup of theology in recent centuries into sep-arate and highly specialized disciplines can itself be understood as a symptom of reason's ongoing despir, itualization. A renewed or "respiritualized" understanding of reason will operate success-fully only in a context ~at seeks to preserve the unity of theology in the midst of its highly specialized and sometimes .seemingly disconnected parts. 6. Renewing reason's link with the spirit will also move a per-son's sense of vocation to the center of theological reflection. No longer will theology, be construed as something existing "in the abstract," as if proceeding outside the theologian's own personal and communal faith experience. Any presentation and consequent systematization of the symbols~of the faith will be valid only to the extent that it remains faithful to and. authentically expresses the deepest sense of a,person's call in life before God through the church and in the world. One's reflection on God, in other words. must tak~ place in the context of one's sense of self in the presence of God and the community of believers. 7. The reason/spirit relationship sheds greater ligh~ on the importance of there being a continuity between theologians' pro-fessional work and their moral behavior. Sound theological reflec-tion stems from a stable interplay between spirit and reason. It reflects the contours of individuals' calls from God in this life and reaches its fullest expression when it is enfleshed in the con-crete circumstance~ of their daily existence. This cannot happen, however, if reason is deprived of all access to the nourishing roots Review for Religious of the spirit, where the human person communes with the Spirit of God through a grace that is freely given and freely received. Sound theological reflection challenges the theologian to int~- grate reason and spirit, theological discourse and personal sanc-tity. The church needs theologians who want to be saints, who admit this desire without false humility, and who bring this desire to the forefront of their theological inquiry. 8. Finally, a reintegration of spirit and reason would sustain within theological reflection a healthy tension between "theol-ogy as science" and "theology as art." Reason's desire to ver-ify corfipl~ments the spirit's yearning for m3?stery, and vice versa. Together they provide useful correctives to the ten-dencies of overrationalization and exaggerated rhetoric, which lessen theology's scope by seekings to turn it into something it is not and should not be, Theology is more than science and mole than art, It Future moral,theological discussion will have to develop a greater sensitivity to the ethical content of humanity's symbolic xpressions. is science and.art, a rare "field-encompassing" discipline which touches all areas of human knowl-edge in its attempt to convey the meaning of the Christian faith to each successive generation.1 By preserving this tension, theo-logical reflection retains a ~.ay of expressing the faith ever anew yet always ina~cord with th~ church's theological tradition. New and creative insights emerge from the tradition precisely in this way, .thereby allowing it to expand its theologic.al horizons and to move 'forward. Implications for Moral Theology The above criteria represent just some of the ways in which a deeper understanding of the relationship between spirit and reason would change ~he way in which theology itself is conceived and carried out. As one might expect, they have very concrete implications for the future of moral theology. 1. Moral theology would be challenged to break out of its hylomorphic rendering of the human (that is, moral) act that has "get the parameters for serious discussion within the Catholic tra- Noventber-December 1998 Billy ¯ A "Spiritual Turn" for Catholic Moral TbeoloKF ~dition since the time of Aquinas. A human action is more than just an expre~ssion of body (as the object of the external action) and mind (as the internal movement of deliberated will). Greater sen-sitivity mu~t be given in futur, e moral-theological reflection to the influence which a person's spirit brings to moral action. A good place to begin would be to apply the insights of Aquir~as's teaching on grace (which, intere~stingly, he considers under the New Law at the end of his treatment of the fundamental princi-ples of morality, that is, Summa tbeologiae, I-lI, qq. 109-114, to the Pauline rendering of 'human anthropology as body (soma), soul (psyche), and spirit (pneuma). 2. Eor ~this to occur, a shift must take place in the under-standing of the nature and role of rationality in current moral-the-ologiEal reflection. In its attempt in recent years to model itself after the empirical and social sciences, theology in general (and moral theology in particular) has adopted a univocal understand-ing of rational inquiry that prevents a balanced interplay of rea-son and spirit from entering into the legitimate bounds of serious theological refledtion. The result has been an unfortunate nar-rowing (some would say "impoverishment") of theology's rightful scope. The current deadlock in the deontologist/proportionalist discussion is but one symptom of this reductive theological under-taking. 3. Since the spirit expresses itself more .through images than in the "clear and distinct" ideas of rational discoul:se, future moral~ theological discussion will have to .develop a greater, sensitivity to the ethical content of humanity's symbolic expressions. To modify Aristotle's definition: Man is not just a rational but also:a symbolic animal. In developing this sensitivity, moral theology will draw closer to the arts than ever before (at least within recent memory) and begin to effect a transformation of the genres and literary style in which it expresses itself. It will also spark a renewed interest in the ethical Content of the images and sym-bols found in the Scriptures and the church's liturgy. 4. Future moral-theological discussion will develop close ties with the three levels of Christian spirituality: (1) the experien-tial, (2) the sapiential, and (3) the analytical.2 Ethical kngwledge will be understood as something to be-garnered from the whole of human experience (that is, throughout the body/soul/spirit continuum) with special emphasis given to the social .aspects of human moral-spiritu.a! discourse and to the role of prayer and~ Review for Relig4ous discernment in moral decision making. This heightened awareness Of the spiritual aspects of its theological heritage will give moral theology a deeper awareness of its own most distinctive traits and enable it to make serious contributions in discussions with other ethical traditions. 5. Given its decision to approach moral knowledge through a reintegrated understanding of the rapport between spirit and rea-son, Catholic moral theology would do best to enter into future dialogue with other ethical traditions--be they philosophical or theological--not by seeking a least common methodological denominator (usually fully acceptable to neither side), but by maintaining without compromise its position on the close anthro-pological (and hence ethical) connection between human reason and human spirit. It is precisely on this level that an answer to the question of the existence of an autonomous Christian ethics will be found. An I~tegral U, nity, a Spiritual Turn" No longer can the Christian life be artificially divided into the way of the law and the way of ~erfection. Precept and coun-sel, .commandment and beatitude, virtue and gift are,all bound together in an integral, inseparable unity. If moral theology is to give more emphasis to the role of the Holy Spirit (as H~iring sug-gests), it must first retrieve' its lost ti~ with the inner movements of the human spirit--the place within the person where the divine and human meet. Only by including th~s neglected anthropolog-ical dimension in moral-theo!ogical reflection will the human perspective of those concerned be broad enough to allow foFa proper discerfiment of the divine. The future orientation of Catholic moral theology will depend to a large degree on how its spokesmen, both magisterial and pro-fessorial, construe (or perhaps "reconstrue") the relationship between rationality and spirituality. Reintegrating these key aspects of the tradition would have two important theological and institutional effects. On the one hand, moral decision making would evidence a notable swing toward prayer and spiritual dis-cernment in helping to solve the dilemmas of conscience that arise among the faithful. This marked "spiritual turn" would move Catholic moral theology away from its present fascination with the problem-solving machinations of quandary ethics to a relational November~December 1998 Billy ¯ A "Spiritual'Turn"for Catholic Moral Theology paradigm rooted in the divine-human encounter. Bishops and theologians, on the other hand. would move away from their all too often adversarial positions to a more collaborative, mutually supportive stance. The changed dynamics would show the impor-tance of rooting moral-theological reflection in the fullness of human experience (that is, body, soul, and spirit) while at the same time highlighting the complementary ways in which the magis-terium and church theologians elucidate the tradition. What is the future of moral theology? The answer to this question is as elusive as time itself. For the moment, let it simply be said that, while the moral theology of the~future will invariably include many things, it cannot afford to exclude or marginalize "the life of the Spirit." In the present context the latter phrase refers to rational theological reflection rooted in a profound awareness of the human spirit as it opens itself up to God's Spirit and allows the word of God to take shape and utter itself, however softly, within the cor~fines of the limited words and deeds by which ¯ we construct our human exp, erience. Such a word, however spo-ken, would resonate with authority and not return in vain. Notes t The notion of a "field-encompassing" discipline comes from Van A. Harvey, The Historian and the Believer: The Morality° of Historical Knowledge and Christian Belief(Philadelphia: Westminister Press, 1966), pp. 81-82. A similar application to spirituality appears in Sandra M. Schneiders, "Spirituality in the Academy," Theological Studies 50 (1989): 692. 2 These levels of spirituality are developed under a slightly different nomenclature in Walter H. Principe, "Toward Defining Spirituality," Studies in Religion/Sciences religieuses 12 (1983): 135-136. See also The New Dictionary of Catholic Spirituality, ed. Michael Downey (Collegeville: Liturgical Press, 1993), s.v. "Spirituality, Christian,", by Walter H. Principe. Review for Religious REGIS J. ARMSTRONG Consecrated Life: Anointed with Joy A passage once "noted with pleasure" by the New York Times Book Review was one by Albert Camus, whose writings express a strong current ofthe, pessimism in EuroPe in the wake of.World War II. It contains these words: "One of the temptations of the artist is to believe himself solitary. But this is not true. He stands in the midst of all, in the same rank,' neither highe~ nor lower, with all those who are working and struggling. His very vocation is. to give a voice to the sorrows and the joys of all."~ . Artists whose vocation is "to give a voice to the sor-rows and joys of all"--this could well be a description of consecrated persons standing with "all those who are working and struggling." It is a description of people called to identify deeply with the mission of Jesus, who came among us and stood in. the midst of all,,.giving voice to their sorrows and joys. How does one assume the stance of "artist" of some-thing so elusive, inexpressible, paradoxical, and fragile? To become such an artist demands entering into the pathos of life and experiencing compassion deeply, that is, as com-passio, suffering or feeling deeply with another. How does one give voice to joy at all? "Silence is the perfectest her-ald of joy," Shakespeare's Claudio says wisely in Much Ado Regis J. Armstrong OFMCap presented this paper (here some-what revised) at the annual conference of vicars of religious held in San Antonio in March 1998. His address is St. Fidelis Friary; 7790 Country Road 153; Interlake6, New York 14847. consecrated life November-Decentber 1998 Armstrong * Consecrated Life About Nothing.2 Joy, thenl is perhaps best ex~pressed transparently, whether one's focus on so paradoxically universal and personal a subject be psychological, sociological, cultural, philosophical, the- 916gical, spiritual, or liturgical. Perspectives From a biblical perspective'~ joy is an incredibly rich theme. In the Old Testament, profound joy is the chosen people's response to Yahweh's redemptive presence or, in the lager tradition, to Yahweh's ever present hesed or lovi'ng mercy. Various forms of the word joy appear in the Old Testament well over a hundred times, giving an inkling or anticipation of the New Testament, of Mary's proclamation of joy in "God my Savior'; and Paul's dramatic exhortation to the Philippians "Rejoice in the Lord always." Over and over agaifi Luke colors his Gospel and Acts with joy:'"To the poor he proclaimed the good news of salvation . and to those in sorrow, joy." If Yahweh is the supreme joy and the greatest delight for the pegple of the Old Testament, the self-giving of God in Christ provides those of the New Testament an essential quality of life, joy. The Holy One of Israel is now incarnate in the person of Jesus: the unfathomable, ineffable joy at the heart of God is now tangible. The Dictionnaire de Spiritualit~ Asc~tique et Mystique offers a variety of perspectives from which to reflect on joy. In its entry on joie, the reader can find, in addition to biblical considerations, summaries of the different theologies.3 There are considerations ' of people such as the early theological giants Origen .and Augustine, the. medieval mystics Bernard of Clairvaux and Francis of Assisi, and the much later doctors of the church Francis' de Sales and Thdr~se Of the Child' Jesus. Each of these writers, the author maintains, offers a different interpretation of the same reality. For Origen, knowledge of the gospel was a source of joy, a joy epitomized in the reaction of the aged Simeon when hd had the Infant in his arms.4 Augustine found joy in the Lord's ever-for-giving mercy, but saw its fullness in the eternal bliss of heaven;5 while Bernard repeatedly disEovered it in God's love.6 Francis of Assisi sang its praises in' hiE descrip.tioia of True Joy,7 and Francis de Sales urged his audienc~ to find joy by putting aside the plea-sures of this world and focusing on those of heaven,s Thdr~se wallowed in the joy of faith when her Beloved seemed most Review for Religious absent,9 From that vantage point alone, Franqois Bussini, author of the Dictionnaire's study, offers a variety of rich ways of study-ing joy, that is, through, the different traditions of,spirituality that provide insights into the meaning and gift of joy. ~' Gaudete in Domino Bussini might easily have added one significant name to his list of "theologians of joy": Paul VI, the author of the first papal doc-ument on the mystery of Christian joy, Gaudete in Domino, 9 May 1975., From his days as cardinal archbishop of Milan to the address of hi~ very last audience on 2 August 1967; four days before his death, joy was a leitmotif of his, a theme to which he continually returried. He offered an insight into the reason for this when he rhetorically asked the people of Milan:: "Have you ever met a saint? And, if you have, tell me: What is the characteristic you found in that soul?" His response to those questions suggests how closely he associated joy with~ the pursuit of happiness: "It will be joy [that you have found], a happiness so tranquil, so pro-found, so simple, but so true. And it is this transparency of joy that makes us declare: That is truly a good soul, because he has joy in his heart.''1° It is not surprising that as pope he took the opportunity to write a major statement on the Christian pursuit of joy. In addition to being an exhortation to pr~y for tile gift of joy, Gaudete in Domino expre~ssed in the mid- 1970s the pope's firm belief that peoples throughout the world desperately desired this "fragile and threatened" gift. ¯ Paul VI introduced his apostolic exhortatiori with a simple description of the need for joy in the contemporary ~orld (GD §1) and con'cluded with three others describing the cry of humanity, especially of the young, for the gift of joy. "We should be atten-tive to the appeal tliat rises from the hearts of humanity," Paul exhorts, "from the age of wondering childhood to serene old age, as a presentiment of the divine mystery" (GD §1). From this atten-tiveness or focusing on the joys of our hearts, Paul discovers an While never losing sight of the fact that joy is a ~timension of human life, Paul Vl found that the mystery of the Incarnate Word transformed its meaning. November-December 1998 Armstrong ¯ Consecrated Life energy and enthusiasm to share the reason for our joy with oth-ers. "In no way," he says, "can [joy] encourage the person ~vho enjoys it to have an attitudd of p.reoccupoation with self. [It] is the result of a human-divine communion, one that aspires to a com-munion ever more universal." In retrospect, Gaudete in Domino provided an insight into the call of Evangelii nuntiandi issued seven months later, which many. consider the Magna Carta of Paul VI'S papacy. There he dramatically exhorted all Christians, and espe-cially religious: "The privileged means of effective, evangeliza-tion" is to proclaim with joy "the joyful news of the fulfillment of the promises of the covenant offered by God" (EN §§69 and 6)~ At the core of the seven brief chapters of Gaudete in Domino, written in his elegant poetic style, Paul sketched the biblical foun. dations of both the Old and New Testaments and the enduring heritage bf Christian joy found in the lives of the saints. The pope may well have had Bussini's article before him,.-especially as he reflected on those saints who expressed joy in their lives and writ-ings. But it is striking how, in addition to Francis of Assisi and Th&~se of L!sieux, Paul draws special attention to the joy of the Conventual Franciscan Maximilian K01be, whom he had canon-ized a few years earlier: "His interior peace, serenity, and joy somehow transformed the place of suffering [Auschwitz]--which was usually like an image of hell--into the antechamber of eter-nal life, both for his unfortunate companions and for himself" (GD §4). While never losing sight of the fact that joy is a dimension of human life, Paul vI found that the,mystery of the,Incarnate Word transformed its meaning: Jesus himself knew, appreciated, and celebrated a whole range of human joys. More wonderfully, how-ever, Jesus revealed the s'ecret.of the unfathomable joy of.the "secret life of the Trinity," that is, the joy of living in God's l~ve (GD §3). "The ~ather is seen here," Paul teaches, "as the one who gives himself to the. Son, without reserve and without ceas-ing, in a burst of joyful generosity, and the Son is seen as he who gives himself in the same way to the Father, in a burst of joyful gratitude, in the Holy Spirit" (GD §3). The joy revealed by Jesus of Nazareth, then, "is the reverberation in human consciousness of the love that he has always known as God in the bosom of the Father" (GD §3). As the Incarnate Son of God, Jesus revealed a new, infinite dimension of joy, one that makes the human soul restless and ever eager to partake of its fullness. "In essence," Review for Religious t Paul e~iplains, "Christian joy is the spiritual sharing in the unfath-omable joy, both divine and human, which is in the heart of Jesus Christ glorified" (GD §2). But, more ~than reflecting on the rev-elatory dimension of Jesus' joy, the pope accentuates its paschal dimension as he underscores that by his death and resurrection Jesus poured the Spirit into the hearts of believers. "The Spirit, who proceeds from the Father and the Son and is their mutual love, is henceforth communicated to the people of the New Covenant and to each soul ready for his secret action. Together with him the human heart is inhabited by the Father and the Son" (GD §3). This, then, is experience of a joy that is truly spiritual, the fruit of the Spirit's presence and a characteristic of fill Christian virtue (see GD §3). Shortly before his death Paul VI shared with John Magee, his secretary, "the secret of my spirituality": .I have to recognize God the Father's action in his Son in my regard. Once I acknowledge that God can work in me through his Son, he gives me grace, the grace of baptism. After the grace of being reborn to God's life, my life becomes a tension of love with God drawing me to him-self. Always, in all of us, there is this tension betwe.en my mise-ria and God's misericordia. The whole spiritual life of every one of us lies between these two poles. If I open myself to the action of God and the Holy Spirit and4et them do with me what they will, then my tension becomes ioyous and feel within myself a great desire to come to him and receive his mercy; more than ever I recognize the need to be for-given, to receive the gift of rnercy,l~ This passage offers a m~arvelous insight~in,to'Paul's preoccupa-tion with the gift of Christian joy. That "tension of love" that stretched or expanded his entire life and made him continually aware of his sinfulness and the overwhelming love of God became joyous and made him ever more desirous to possess the joy of God's presence. Evangelica testificatio, Paul VI's apostolic exhortation on the renewal of the religious life, was significant in this regard. It expresses his conviction that the joy radiating from religious com-munities would be proof of the validity Of religious life. Joy, he maintained, would be "proof to everyone that the state of life which [religious] have chosen is h~lping [them] to realize the greatest possible expansion of [their] life in Christ." Moreover, November-Decentber 1998 Armstrong ¯ Consecrated Life it would be a magnet attracting the young to understand the appeal of Jesus, and be "the most effective invitation to embrace ttie religious life" (ET §55). Vita Consecrata Twen~ty-one years later John Paul II published his postsyn-odal apostolic exhortation Vita consecrata. Curiously, Vita conse-crata contains only scattered references to joy, fourteen in all. There are certainly echoes of Paul VI's Evangelica testificatio in phrases such as "the joyful witness [of consecrated life] to [God's] loving concern for every human being" (VC §16). Unlike Paul vI, however, John Paul II seems more concerned with the dwelling on the foundations of consecrated life. He only touches on the joy that the consecrated life brings through monasticism (VC §§6, 2.7), virginity (VC §7), and common life (VC §51), rather than off the dynamics of a spirituality of joy. Does .this mean that Vita con-secrata does not assist us in understanding consecrated life as being anointed with joy? No, but Michael Novak's observatior~ into the thought of John Paul II is apropos. The pope, Novak claims, is an artist at home in the world of the intellectual as well as in.that of the poet. To understand these dimensions of his thought, it is important to remember that he is a phenomenologist. "Simply put," Novak maintains, phenomenology is a sustained effort to bring back into phi-losophy everyday things, concrete wholes, the basic expe-riences of life as they come to us. It wishes to recapture ~those quotidian realities from the empiricists, on the one hand, who analyze them into sense data, impressions, chem-ical compositions, neural reactions, etc., and from the ide-alists, on the other hand, who break them 6p into ideal types, categories,and forms.12 -.To understand his thought, then, demands being attentive to both his language and the underpinnings of his thought. In addressing religious communities and consecrated persons "in the introduction to Vita consecrata, the pope writes of the "dif-ficult and trying period" .and of the "time of tension and struggle" in which they live. By referring to,Acts 15:31, he expresses his hope that consecrated women and men will receive the document as 'the Christians of Antioch did; by being joyful at the hope and encouragemen't which it gives. Immediate!y, however, he turns Review for Religious his attention to the entire people of'God and expresses his hope that the document will increase their joy as they become more aware of the consecrated life and, as a result, "thank almighty God for this great gift [of consecrated life]" (VC §13). Does this mention of consecrated life as a "great gift" provide a hint at the underpinnings of John Paul's understanding of what it means to be "anointed with joy"? Even a superficial reading of ¼"ta consecrata reveals John Paul's view of the consecrated life and the evangelical counsels as gifts. This perspective undoubtedly flows from his per-ception of Vatican II's emphasis on the profound reality of ecclesial communion, "in which all gifts ¯ converge for the building up of the Body of Christ and for the church's mission in the world" (VC §4). Seventy-three times he writes in Vita conse-crata of the gifts of consecrated life, of the evan-gelical counsels, of the radical gift of self for love, of the gifts of consecrated communities that com-plement one another, and so on. From John Paul's perspective, then, an awareness of the great gift of consecrated life, an awareness of being gifted; is a source of joy as well as a reason for thanksgiving". Thus Vita consecrata clearly offers an under-standing of conse, crated life that clearly supports seeing it as "anointed with j6y," for consecrated women and men have been gifted, have been sin-gled out as recipients of a special love tha~ brings joy. Fourteen times these gifts are specifically attributed to the Holy Spirit, a reminder that adds an extra note of joy~ Joy'flows from a conscious-ness of being loved--and thereby gifted. The joy of consecrated life flows from a consciousness of being '.'plunged into the fir~ of love which burns in them and which is none other than the Holy Spirit" (VC §26). It implies being gifted with an energy that pushes them beyond any joy this world offers. Like all joy, it leads to two things: a fuller.dove or union and a more profound eagerness or restlessness tha't this love be expressed and known. The joy of consecrated life demands, in the pope's words, that consecrated life "become one of the tangible seals which the Trinity impresses upon history, so that people can sense with longing the attrac-tion of divine beauty" (VC §20). From J~ohn Paul's perspective, then, an awareness of the great gift of consecrated life,. an awareness of being gifted, is a source of joy as well as a .reason for thanksgiving. Novetnber-Decen*ber 1998 Armstron~ ¯ Consecrated Life Were we to attempt a summary of John Paul's understanding of the consecrated life, we might choose this one sentence of Vita consecrata: "This special way of 'following Christ' expresses in a particularly vivid way the Trinitarian nature,of the Christian life and anticipates in a certain way that eschatological fulfillment toward which the whole church is tending" (VC § 14). Expressing those two dimensions of consecrated life--the Trinitarian and the eschatological--seems to form for John Paul lI the challenges of consecrated life and the foundations for joy. To live that conse-crated life as anointed with joy implies doing the same: reflecting in a joyful way the inner life of God in which we are caught up and, at the same time, expressing our restless pursuit 'of the full-ness of joy that will be achieved only in heaven. Our contempo- "rary struggles in rethinking the role of consecrated life in the mystery of-the church suggest two fundamental questions. First, have we plumbed the depth of the gift of the Holy Spirit that ¯ consecrated life is? And, second, have we developed a passion for the ~onsecrated life that makes it "a daring adventure of love" driving us to "that eschatological fulfillment toward which the whole church is .tending.''13 Answering those two difficult ques-tions has not been an easy enterprise. The answers seem to be as elusive as the full meaning of "anointed with joy." The Trinitarian Nature of Consecrated Life The contemporary sensitivity to inclusive language has under-scored a fundamental problem of contemporary Christian spiri-. ,tuality, namely, the failure to pay adequate attention to its Trinitarian underpinnings.14 If this is the case, focusing on the joy inherent in consecrated life through the prism of the gift of the Holy Spirit, which demands reflecting on the Trinity, might bor-dernot on being risky, but on being reckless. Language becomes a mjnefield not only because of images, for example, masculine and feminine, but also because of the elusive, transparent, incon-spicuous nature of the Spirit itself. Wind, power, light--these are some of the poetic images used to express its presence. Never pointing to itself, the Spirit cries,out "Abba!" and "Jesus is Lord!" While it is our Father and our Lord Jesus Christ, the Spirit pos-sesses us and catches up our unique spirits as its own. Following the teaching of Augustine, medieval theologians remark that within the mystery of.the triune God there is an Review for Religqous energy or quality expressed in two words: esse ad, "to be to" or "to be for" the other.~5 The phrase is undoubtedly another way of expressing that God is love, but it implies that that love means being present to or for another. Richard 6f St. Victor and the relation-oriented theology of the 12th century paved the way for Bonaventure, who identifies the Holy Spirit as the nexus or the bond joining the Father and the Son, the power of mutually being to or for the other. The Spirit is the love with which the Father loves the Son and the Son loves the Father. Therefore, the Spirit brings to both Father and Son the fruit of its presence, joy. It makes them esse adl present, to and for one another. Bonaventure goes a step further. The Spirit, he maintains, is the love with which the Father and Son love us: It is that power of love or, as Paul vI describes it, that "tension of love" which draws us into the infinite love of the triune God. It is that which enables us to respond to that divine love with the same love. Being overwhelmed by and responding to love--that is the meaning of a graced or gifted life; It makes us restless for the perfectioh of love. It is that which lifts us above ourselves, challenges us to let go of everything and be filled with love. Of necessity it calls all J Christians to a mystical embrace'of God', one that flows from the knowledge that the gift of the Spirit sweeps those who are gifted into the very heart of God. As Thomas Merton writes in Life and Holiness, "To be a Christian is to be committed to a largely mys-tical life,., to live within the dimensions of a completely mys-tical revelation and communication of the divine being." 16 What this means, of course, is dependent on the mystery of the ~ncarnate Word, for he is the revelation of the triune God. What it means to be loved by God is dependent on our knowledge of h~ow Christ reveals he is loved. As John Paul II tells us, "In the countenance of Jesus, the 'image of the invisible God' (Col 1:15) and the reflection of the Father's glory (see Heb 1:3), we glimpse the depth of an eternal and infinite love which is at the root of OUl~ being" (VC ~ 18). What it means to respondto that"love depends on our awareness of the kenosis, the self-emptying of Jesus. It makes our struggle as Christians--and, more to the point, as con-seerated women and men--to be essentially this: being Christ-centered. Understandably, then, Vita consecrata speaks of those called to consecrated life as persons called to "let themselves be seized by this love [to the point of] abandoning everything" (VC §18). He speaks of them devoting themselves "with undivided 1-6-1"November-December 1998 Armstrong ¯ Consecrated Life heart" (VC §1), making a "choice of total ~elf-giving to God in Christ" (VC §2), and expressing themselves "in a radical gift of self for love of~the Lord Jesus Christ" (VC §§.3,.12). This becomes a never ending recognition of philokalia, or the love of the divine beauty revealed in Jesus, and a progressive following of the Spirit's lead,to conformity with Christ (see VC §19). E~chat~logical Dimensidn of the Consecr~ated Life This ~focus onthe revelation of God's love in.the person of Jesus, however, leads John Paul to the secon~d dimension of con7 secrated life: its eschatological charhcter. "It is the duty of,the consecrated life," he maintains, "to show that the incarnate Son of God is the eschatological goal toward which all things tend, the splendor before which every other light pales, :and the infinite beauty which ~alone can fully satisfy the human heart" (VC §16). Here. too the gift of the Spirit is of quintessential importance. It enables "new men and women;to recognize the appeal of such a demanding choice, . . . awakens .the desire to respond, fully, . . . and guides the growth of this desire" (VC §19). "By allowing them-selves to be guided by the Spirit on an endless journey of purifi-cation," the pope maint~ains, "they become, day by day, conformed to Christ, the prolongation in history of a special presence of the risen Lord" (VC §19). In Vita consecrata John Paul II speaks of the Holy Spirit ninety-five times. The Spirit of Vita consecrata is power unlimited (VC §25), ,works without ceasing (VC 921), continually animates (VC §25) and gives strength (VC §30), and shapes and molds the hearts of those who are called (VC §19). The work of the Spirit as it guides us on its purifying journey is clearly one of calling, us beyond ourselv~es and beyond our limited experience of God's love~ Although ¼"ta consecrata clearly expresses this traditional, oth-erworldly spirituality, the pope also sees that the ardent expecta-tions of those consecrated persons demand an expression in the world in which~they live. Since "here we have no lasting city" (Heb 13:14), their longing "expresses itself in work and mission through a spirit capable of giving rise in human society to effec-tive aspirations for justice, peace, sglidarity, and forgiveness" (VC~ §27). These are the ones who "bring.hope to their brothers and sisters who are often discouraged and pessimistic about the future, . . . ~ hope founde~ on God's promise con~tained in the revealed Review for Religious word: the history of humanity is moving toward 'a new heaven and a new earth'" (VC §27). The hope they have discovered in the mystery of God's love, in other words, makes them eager to encourage others. And so their eschatological spirituality calls for active and renewed involvement in programs of systemic social change that are sensitive to the signs of the times, to the prefer-ential option for the poor, and to the promotion of,justice (see VC, §§81, 82). "Eschatological expectation becomes mission," John Paul teaches, "so that the kingdom may become ever more fully established here and now" (VC §27). Above all, however, this eschatolog- ~ ical thrust is oriented toward the future, a theme the pope introduces fourteen times in his exhortation. "By their charisms," he states, "consecrated per- ,~ sons become signs of the Spirit point-ing to a new future enlightened by.faith and.by Christian hope" (.VC §27), Thus the gift of the Spirit:is always prompting (VC §§1, 19, 22, 25), guiding (VC §§19, 63), awakening desire (VC §19), and teaching the hearts of those who are ca!l.ed, ~for it is the "educator par excel-lence of those who are consecrated" (VC §60). The Spirit's role in shaping the~future of consecrated life is perhaps best captured in the phrase "the creative guidance," in a section that speaks of the future (V.C §63). The phrase is similar to another, "creative fidelity," found earlier in the. document where the pope invites consecrated women and men to propose anew and with courage the enterprising initiative, creativity, and holi-ness of their founders and foundresses in response to the signs of the times,emerging in today's world" (VC §37). The Spirit's creative energy, then, flows throughout ¼"taxonsecrata, as the pope sees it, fashioning new expressions of consecrated life (VC §§ 10, 12), pointing to a new future (VC §27), and rejuvenating the Bride of Christ by the consecrated life (VC §64). "You haveonot only a glorious history to remember and recount," he declares, "but also a great history still to be accomplished" (VC §110). There is a built-in dynamic here. Rahner called it "The Dynamic Element in the Church" and suggested that it could very easily be a point of tension between the hierarchy and consecrated religious. Recent The Spirit's role in shaping the future of consecrated life is perhaps best captured in the phrase "the creative guidance.'" November-Decentber 1998 Armstrong * Consecrated Life history has shown us that it can easily be a point of tension among consecrated religious themselves, especially between the more traditional and the more creative brothers and sisters or between those without grounding .in the tradition, frequently older mem-bers, and those willing to "try anything" new without the tradi-tion's guidance. "Proposing anew the initiatives, creativity, and holiness of founders or foundresses" or developing "a dynamic fidelity to their mission" is easie'r said than done. Nevertheless, it is this very energy of the Spirit that John Paul II understands as revitalizing consecrated life and enabling new men and women to recognize its appeal. In this context, too, itis striking that John Paul writes of "the perennial youth of the church" and sees it integrally tied to "the new spiritual and apostolic impulses" of "new or renewed forms of the consecrated life" (VC §12). VChere is joy in all this? Perhaps it is found best in John Paul's image of "the perennial you. th of the church." No one could ques-tion the pope's concern for the young; his repeated meetings with and addresses to young people throughout the world are proof of that concern. The prerogative of the young, he frequently reit-erates, is to be concerned about the future, to dream about its unfolding, and to be excited about its shape. Is it not precisely in their dreaming and excitement that they find joy, a joy that is contagious and that enlivens even the more depressed? An echo of"ad Deum qui laetificat iuventutem meam" may be heard here, "to God who gives joy to my youth." As G.K. Chesterton observed, "The ~arpe diem religion is not the religign of happy people, but of very unhappy people. Great joy does not gather the rosebuds while it may; its eyes are fixed on the immortal rose which Dante saw. Great joy has in it the sense of immortality; the very splendor of youth is the sense that it has all space to stretch its legs in." 17 The pope's eschatological vision wisely notes the perennial youth that flows from the energy of the Spirit and keeps it ever young. With that alone comes joy! Tucked away among the more mystica! passages of T.S. Eliot's Four Quartets is one that is appropriate here: "The hint half guessed, the gift half understood, is Incarnation." 18 Eliot reminds his readers that the incarnation, is the only prism through which "to apprehend the point of intersection of the timeless with time ¯. something given and taken." A marvelous description of Con-secrated life! The Johannine tradition undoubtedly offers' the strongest Review for Religious :hints about the mystery of joy. The term chara, joy, occurs nine times in the Gospel of John and once each in the three Letters. Of all the references to joy in the Gospel, all but one are in the Last ~Supper discourse (15:17; 16:20-24; 17:13), where it is a future possibility opened up for Jesus' followers by his victorious death and th
Issue 52.2 of the Review for Religious, March/April 1993. ; re lig oIJS C~stian Heritages and: Contemporary Living MARCH-APRIL 1993 . VOLUME 52' ¯ NUMBER 2 Review for Religious (ISSN 0034-639X) is published bi-monthly at Saint Louis University by the Jesuits of the Missouri Province. Editorial Office: 3601 Lindell Boulevard ¯ St. Louis, Missouri 63108-3393. Telephone:314-535-3048 ¯ FAX: 314-535-0601 Manuscripts, books for review, and correspondence with the editor: Review for Religious ¯ 3601 Lindell Boulevard ¯ St. Louis, Missouri 63108-3393. Correspondence about the Canonical Counsel department: Elizabeth McDonough OP ¯ 5001 Eastern Avenue ¯ P.O. Box 29260 ~.Vashington, D.C. 20017. POSTMASTER Send address changes to Review for Religious ¯ P.O. Box 6070 ¯ Duluth, MN 55806. Second-class postage paid at St. Louis, Missouri, and additional mailing offices. SUBSCRIPTION RATES Single copy $5 includes surface mailing costs. One-year subscription $ l 5 plus mailing costs. Two-year subscription $28 plus mailing costs. See inside back cover for more subscription information and mailing costs. 01993 Review for Religious for religious Editor Associate Editors Canonical Counsel Editor Assistant Editors Advisory Board David L. Fleming SJ Philip C. Fischer SJ Michael G. Harter SJ Elizabeth McDonough OP Jean Read Mary Ann Foppe Joann Wolski Corm PhD Mary Margaret Johanning SSND Iris Ann Ledden SSND Edmundo Rodriguez SJ Se~in Sammon FMS Wendy Wright PhD Suzanne Zuercher OSB Christian Heritages and Contemporary Living MARCH-APRIL 1993 " VOLUME 52 ¯ NUMBER 2 contents 166 feature Leadership, Authority, and Religious Government Mary Linscott SNDdeN clarifies the interrelati6nship of leader-ship, authority, and religious government in the development of religious life up to the present. 194 202 213 220 226 evangelizing The Meaning of Evangelization Today Janice McLaughlin MM suggests that in the light of her experi-ence in Africa evangelization involves us in a process of change and choices which turn us upside down. Broken African Pots and a Mission Spirituality Mario I. Aguilar SVD proposes that African pottery making pro-vides a model that fits our need for spiritual fulfillment and the j3resence of God in our lives. aging in christ A Spirituality of Aging Michael D. Moga SJ invites the elderly to explore a spirituality well suited for their final years. Soul Making and Life's Second Half Anne Brennan CSJ and Janice Brewi CSJ encourage people in mid-life and beyond to open themselves to the fullness of their inner lives. Life Review, Families, and Older Religious James J. Magee DSW offers a model of life review for older reli-gious to modify their own anxiety in the face of family issues and to help other family members also to work with the issues. 162 Review for Religious 236 238 241 living religiously Hope in Loneliness James Martin SJ searches the emptiness of loneliness and finds space for God and others. Thoughts from Death and Life Vera Gallagher RGS offers a personal reflection on dealing with a serious diagnosis of illness. May I Love You, Lord John Patrick Donnelly SJ provides the first English translation of a psalm-prayer composed by the fifteenth-century Dominican Girolamo Savonarola. 247 259 275 283 visioning religious life Galile£n Perspectives on Religious Life Anne Hennessy CSJ suggests that the sometimes blurred focus on the person and message of Jesus Christ can be helped by a Galilean perspective. Religious Life in Nigeria Today Mary Gerard Nwagwu gives a summary picture of the various forms and influences of consecrated life now common in Nigeria and their influence on society. I Have Kept Faith: Clare of Assisi Karen Karper PCPA highlights some incidents in Clare's spiritual growth and the approval of her religious rule of life. report U.S. Hispanic Catholics: Trends and Works 1992 Kenneth Davis OFM Cony reviews the various events and writings in the Catholic Hispanic experience. departments 164 Prisms 304 Canonical Counsel: Common Life 311 Book Reviews March-April 1993 163 prisms a~tican Council II is frequently described as a watershed event in the history of the Catholic Church. Certainly through our eyes now and even in its actual hap-pening the council was one of those precious creative moments which take place randomly, but consistently, in our human affairs. Just as consistently, creative moments are followed by a period of consolidation. A common example (perhaps too easily caricatured) from the history of religious life is the creative action of St. Francis of Assisi in calling forth his gospel-based mendicant group and the later consolidation efforts of Brother Elias to establish solidly this ideal in a lasting community form. Some would term the present period in the Roman Catholic milieu a period of consolidation. As evidence they would point to the promulgation of the Codes of Canon Law for both the Latin Church (replacing the first Code of 1917) and the Eastern Churches (the first for-mulation of a Code). The publication of the new Universal Catechism is another piece of evidence for a consolida-tion movement. With the 1994 Synod of Bishops sched-uled to consider consecrated life, there appears to be a completing of the review of all the groupings which make up the People of God. Consolidation periods lack the euphoria and excite-ment of the creative moments, but they are just as impor-tant if life is to keep its direction and to flourish. We may have a fear of consolidation movements because they seem to represent a rigidity and to forebode an age-long immutability. Others of us may too readily desire consol-idation as a way of returning to the way things were, of rejecting a certain period of time as an aberration. 164 Review for Religio~s Consolidation, after a period of creativity, is meant neither to set in stone the present reality nor to throw aside recent history and return to a fixated tradition. Consolidation is meant much more to be a plateau where gains and losses are assessed, directional lines reviewed and discerned anew, and energies replenished for the continued journey forward of this pilgrim people. Although we have frequently used the word transition to cap-ture these times for our church and for religious life, perhaps more pointedly we might now use the word consolidation. For example, the FORUS study published in our last issue provides religious life with a consolidation document. Religious groups would be using it without serious thought or reflection if they were to reject the legitimate and church-expected experiments of these past decades. Consolidation works only when there have been some creative moments preceding. Without creative moments, life--any life, religious or other--weakens and faces death. That continues to happen to lifeforms throughout our planet and, more pointedly, may be happening to some religious congregations at this time. On the other hand, without consoli-dation creative moments are only ephemeral and their energies dissipate to exhaustion. Consolidation is necessary for true growth and sure direction in continuing the movement so that we can focus our energies for the New Evangelization of our time. Consolidation remains just as necessary on the micro as on the macro stage, that is, in our everyday life as well as in the large-scale reflections which we have been making about religious con-gregations. Too often we can pass by the efforts necessary for a consolidation review in our own individual-lives and our living together. Why do we live the way we do, why do we do the works we do? How is this related to my and our love of Jesus Christ and what does it have to say about the evangelizing quality of my and our works? These simple questions are necessary as we look towards the solid future of religious life. David L. Fl.eming SJ Marcb-Atrril 1993 165 MARY LINSCOTT Leadership, Authority, and Religious Government feature More than twenty years ago, in 1969 and 1970, I attended two meetings in St. Louis which were a turning point in the history of the Conference of Major Superiors of Women in the United States. Various developments ensued, one of them being a change of name from Conference of Major Superiors of Women (CMSW) to Leadership Conference of Women Religious (LCWR). In this case the rose by another name did not immediately smell as sweet. The then Sacred Congregation for Religious and Secular Institutes (SCRIS), which had to approve the change, was reluctant to do so on the ground that it involved more than a matter of simple terminol-ogy. The Language and the Reality For the congregation, "major superiors" and "leader-ship" were not synonymous terms; the use of the one for Sister Mary Linscott SNDdeN is a former superior general of the Sisters of Notre Dame de Namur and a former president of the International Union of Superiors General (UISG). She has worked in the Congregation for Institutes of Consecrated Life and Societies of Apostolic Life (CICLSAL). This article is the somewhat shortened text of a talk which she gave in April 1992 to English-speaking superiors and councilors general in Rome and which appeared originally in UISG Bulletin 89. 166 Review for Religious the other could create confusion and even lead to changes of a more ~ubstantial kind, notwithstanding the likelihood that the sisters intended the words to denote the same reality. (We have to bear in mind that the change of name for the conference in the Uiaited States coincided with the reaction against authority which followed the special chapters of renewal and with the beginning of considerable modifications in the structures of religious gov-ernmerit. Moreover, the national conferences [or councils or unions] mandated by Perfectae Caritatis §23 and Ecclesiae Sanctae §42 and §43 were to be of major superiors, both for men and for women.) At all events, SCRIS felt that the substitution of "lead-ership" for "major superiors" could raise problems in an area where clarity was needed. Pc mission for the change came only after long reflection and on condition that the interpretation of the name was in accord with the provisions and intention of the Second Vatican Council. After twenty years the use of the word leadership in documents other than constitutions and directories has become quite widespread. We are used to headlines in our congregational pub-lications: "Province X Elects New Leadership" or "A Report from General Leadership." In some institutes "leadership group" has replaced "team" to denote sisters serving according to the con-stitutions at different levels of government. The usage seems to be mainly in the English-speaking world. Unless the word leaders is ~dopted without translation, as it is occasionally by French- or Spanish-speaking sisters, the concept which it expresses is usu-ally paraphrased or simply implied. For historical reasons the Italians avoid duce and the Germans fiibrer. The French always have responsable to fall back on. In English writing, however, there is a rather frequent use of leader and leadership. Over the years, what has happened to SCRIS's initial diffi-culty about religious institutes' use of the word leadership? A first remark ~hould be, I think, that the distinction of meaning made after 1970 still obtains. Leadership is a charism, a spiritual real-ity given freely by God to individuals for some special purpose in a community; authority in religious institutes is a canonico-juridi-cal as well as a spiritual reality. The two, therefore, are not syn-onymous and not interchangeable. Second, there has been a period in which popular writing and parlance about religious life have tended to avoid the word authority. Instead the term leadership was used but given much of the content that belongs to author- March-April 1993 167 Linscott ¯ Leadership, Authority, and Religious Government ity. This produced some confusion that weakened religious gov-ernment at all levels, but especially the local. In a third phase, more recently, we have had a certain clarification along this line: that, while leadership and religious authority are indeed different and distinct, they do not have to be in conflict, and in fact both are needed for good government. In this clarification some understandings have emerged which I will use for the purposes of this paper. With regard to leadership, wider and more immediate communications, the influence of the international institutes, and the cumulative effects of structural renewal have all helped to bring out the .concept of leadership as a personal gift in its own right. It is a charism expressed in per-sonal qualities which inspire respect, trust, following, sometimes enthusiasm. Since it depends on the qualities of a person, lead-ership is an enduring gift, not something assumed for a certain time and laid down at the end of a mandate. It is not conferred or limited by constitutions, and it cannot be legislated. It does not go with any given responsibility, and in itself it is no more account-able than any other charism. It derives, not from external cir-cumstances, but from inner sources, and it is linked much more with what a person is than with what she does. Leadership is found in many spheres other than government. It exists quite apart from authority. At the same time, the lengthening experience of renewal and the revision of the constitutions have pointed up the need for other elements besides leadership for the effective running of a religious congregation: functional government structures and clearly invested religious authority are essential. Religious author-ity, like that of the Lord from which it ultimately derives, involves a certain power, but it is power as service and for the sake of the mission. Such authority goes with the vow of obedience and is conferred for the achievement of the goals of the congregation: the spread of the gospel in and through the unity, growth, and service of the sisters. Necessary for the religious institute as a human organization, religious authority is also ecclesial in that it derives from constitutions approved by the church. Since it is attached to an office, it is an authority of status. It is given for a specified period to persons duly appointed or elected within the limits of the constitutions and church law. Religious authority has to be accountable. It is personal but not exercised in isola-tion. It can be legislated and must be provided for constitution- 168 Re~iew for Religious ally. It is assumed on a specified date and is laid down at the end of a mandate. It relates to what a person does and to what her responsibilities are, rather than to what she is in herself. Of itself it neither confers nor presupposes leadership, though leadership qualities are obviously desirable in a sister exercising authority. Government is a matter of duly chosen individuals inspiring, directing, and admin-istering with a.uthority the affairs of a con-gregation according to its spirit and sound traditions and according to church law and its own. Of itself government gives a lead, and in a religious congregation it is a con-crete expression of the charism acting to attain the congregation's purpose. I would say that these recent clarifications are helpful. Leadership, authority, and government are now seen as distinct from each other but closely .related in complementarity and all of them necessary for the healthy functioning of religious life. There are difficulties only when they are confused with each other, when one or other of them is not working properly, or when any of them tends to dominate the remaining two. I propose to look at the three elements in interrelation from two different angles. The first is historical. As phenomena in reli-gious life, leadership, authority, and government have come into being at different times in response to different needs, and in the course of history they have had different emphases. A look at their roots and evolution may help us to see better where we are at present with regard to them and may give us some ideas for future direction. The second angle is contemporary. Later in this article I will share with you what a surv4y of sixty approved con-stitutions seems to tell about leadership, authority, and govern-ment in congregations across the world today. The two angles will bring together the past and the present in view of the future. Where does religious government come from? The Phenomenon Where does religious government come from? Perfectae Caritatis §2a says: "Since the final norm of the religious life is the following of Christ as it is put before us fn the gospel, this must be taken by all institutes as the supreme rule" (see canon 662). It was the desire to follow Christ with greater liberty and to Marcb-/lpril 1993 169 Linscott ¯ Leadership, Authority, and Religious Government imitate him more closely that prompted men and women from very early times to practice, in various ways, the evangelical coun-sels (see PC §1) and thus live the gospel radically. As the great persecutions of the early church came to an end, many persons gave gospel witness by withdrawing into the desert and under-taking heroic acts of self-denial and penance as a substitute for martyrdom. Their life was a combat with the forces of evil, whose last stronghold was the wilderness. The call was often solitary, but among those who sought God in the desert there were inevitably some who were experienced and some who were begin-ners, renowned persons and those who were unknown, persons sought out for advice and guidance and those who still had a lot to learn. Without any structure, when there was as yet no orga-nization that required formal authority and government, a kind of leadership based on competence, personal qualities, and experience in the ways of the Lord brought into being some very personal relations between teachers and disciples. The earliest elements of religious leadership may be here: persons together seeking God's will and ways, with the gifts of the one at the service of the other and both persons helped towards the fullness of a Christian vocation. The living of the gospel was still the supreme goal and rule when, in the face of the decline of the desert type of life and because of the changes brought about by the barbarian invasions of western Europe and northern Africa, people grouped together in a more stable manner. Once there was grouping, some kind of agreement, however simple and loose, was necessary for order and peace. In this is the first seed of religious government. Humanly speaking, there would be leaders for the sake of unity if for no other reason. Once grouping was a stable way of life, the leader would usually be the one who founded the group, who accepted followers to form the group, and who contributed most to shaping its way of gospel living by example, prayer, teaching, and organization. It would be up to that person to ensure fidelity to the accepted way of life, to lead in the deepening of spiritual values, to give direction, to ensure viability. Everything would be geared to the gospel as the purpose of the group's existence, )nd the founder would lead in virtue of an authority of competence recognized by the members and by the church. This stable way of life affected the church both locally and universally. The stability of vows, the public witness of life, 170 Review for Religious required contacts with church authorities, especially the local bishop. There had to be the possibility of representation. Moreover, basic though the gospel was, no founder ever felt it sufficient simply to put the gospel text into the hands of his or her religious. The way of living out the gospel in any given congre-gation was expressed in a rule or constitutions usually drawn up by the founder and always approved by the church. The fact of liv-ing vowed life together, therefore, created human, ecclesial, and theological conditions that required the service of some member or members to the others in a way that fostered spiritual values, unity, fidelity to the founding bond and spirit, discernment of direction, links with the church, correction, spiritual and material provision, viability. Such responsibilities could not be undertaken without some kind of authority within the group itself. We there-fore find the elements of religious government coming into being as founders, who by the fact of founding showed qualities of lead-ership, accepted the responsibility of directing their religious fam-ily and each of its members towards the agreed-upon goal of the gospel by a service of authority recognized by the church. This service of authority was still needed in succeeding gen-erations, and for the same reasons as those which first prompted it. Once the founding generation was gone, however, the choice of members who would exercise authority was less obvious. It was not that there were no religious who had the competence, but rather that none had the unique claim of the founder. Loyalty, support, and obedience were given to the member who was duly elected or appointed to exercise authority, and with that there came into being an authority that could be apart from that of competence: an ex officio authority derived from role or status. The Evolution before the 19th Century All this needed considerable time to evolve, and it took on different patterns and structures according to the different charisms which it expressed. Moreover, it developed as new forms of religious life came into being to meet the needs of successive times. The first appearance of religious in the form of monks and monasteries was a spontaneous phenomenon in the church, a free action of the Holy Spirit, but by the 5th century their random multiplication had become such a problem that the Council of March-April 1993 171 Linscott ¯ Leadership, Authority, and Religious Government Chalcedon (451) established the requirement of episcopal per-mission for the founding of a monastery and made monks subject to bishops. It was recognized, however, that the community of monasticism required a certain independence in internal matters. Religious government, therefore, came to have two aspects, inter-nal and external, both involving authority. Over a long period the image of episcopal authority, which of its nature is hierarchical in the church, to some extent colored that of religious authority. Certainly the balance between the degree of freedom necessary for internal affairs and the submission to the bishop, which was equally necessary for the good of the local church, was a feature of canonical legislation for religious for centuries. The great founders and reformers somehow found ways to handle both the internal and external relations of religious government. Internally, St. Benedict, father of western monasticism, respected the whole community and united it around the abbot under the discipline of the Rule. Authority, leadership, and government came together harmoniously in his provisions. Externally, in centuries after his own, there were problems over necessary relations with bishops and civil rulers. When Benedict's work was refounded in the Cluniac and Cistercian reforms, Cluny managed to be subject neither to king nor to bishop. It was one of the first of a system of exemptions by which the evolution of religious life was handled. After the desert and the monasteries, both of which types of religious life continue today, a third period with new needs was that of the mendicants. Here the pattern of life was no longer the stability and close unity of the monastery, but instead the diverging travels of friars who went about preaching the good news, begging their way, and giving to the poor. They belonged to a more fluid community often located in a town that had been revitalized either by a growing medieval university or by the com-merce that followed the Crusades. In pursuit of the same gospel ideal as the monks and the desert dwellers, the mendicants orga-nized their lives differently. They did not have stability in Benedict's sense. Their forms of leadership and government had to suit their kind of public witness and the flexibility of their out-reach. The religious whose authority and responsibility for the whole group would parallel those of Benedict's abbot were sig-nificantly given different and suggestive names: guardian for the Franciscans and prior for the Dominicans. With the age of discovery and reform, new forms of religious 172 Review for Religious life, those of the apostolic orders, were the response of the Holy Spirit to the mission opportunities in newly discovered conti-nents and to the theological and educational needs nearer home. Religious life in the Latin church, still very much a European phenomenon, needed people like Francis Xavier, Jean de Br~beuf, and Junipero Serra to carry it to India, Japan, and the Americas. This out-reach in itself was a challenge to structures of government. The pio-neer missionaries were often at great distances from their original commu-nities. They were inevitably few, at least at the beginning, yet they were an important growing point of the institutes to which they belonged. They needed good leadership quali-ties themselves and a considerable del-egation of authority. The kind of religious government that was strong primarily at the local level did not really match their gift. There had to The Jesuits in their government heightened both leadership and authority and gave a new importance to what would henceforth become general-level administration. be support from a higher level where the overview of everything could unify the various local endeavors and thereby achieve a par-ticular witness to Christ. Not by coincidence is the general supe-rior of the Jesuits called the praepositus. Exempt from immediate episcopal control so as to be free for papal mandates, the succes-sors of St. Ignatius had to combine leadership by competence, which was vital, with the authority to inspire and administer a far-flung apostolic enterprise while strengthening the service given in pastoral, social, and academic fields in Europe. The Jesuits in their government heightened both leadership and authority and gave a new importance to what would henceforth become general-level administration. The Evolution after 1800 With the cataclysm of the French Revolution came various needs which were met by the most recent type of organized reli-gious life: institutes dedicated to works of the apostolate. Although by no means all of these are for sisters, the period since the Marcb-April 1993 173 Linscott ¯ Leadership, Authority, and Religious Government Napoleonic Concordat of 1802 has been marked by an extraor-dinarily high proportion of women's foundations. It is on these that I now focus. Very many institutes of sisters came into being as the response of the Spirit to the needs created by the industrial revolution, the successive waves of emigration from Europe to the new world, the opening up of Africa and Asia, and the series of revolutions which swept Europe from 1789 to 1848. They were founded not only to live the gospel themselves and to witness to it in a society that was mainly one of believers, as many previous religious had done, but also to be Christ the teacher or healer or shepherd or apostle of the Father, in ways specified by their founding gifts, in a society which was increasingly post-Christian and material-ist. Their vocation was apostolic, and the government they needed had to provide for apostolic mobility, with its requirement of cen-tralization as well for effectiveness at scattered locations as for unity and corporate direction throughout. They needed their own internal authority. As for leadership, it became clear as time went on that leadership gifts of many different kinds were required for the effective service of these institutes, particularly in areas of the apostolate which involved specialization. A new responsibility for sisters exercising authority was the fostering and harmonizing of these leadership gifts among the members for the unity of the whole and for better service in mission, even though in this case leadership was not related to government but to the apostolate. The governmental needs of the new institutes with regard to centralization and internal authority were not at first easily met. We have to remember that, during the century before 1901, sis-ters in institutes dedicated to apostolic works were technically not recognized by the church at all. It had been the ecumenical councils which determined and enunciated the church's provi-sions regarding religious life, and in the early 19th century the lat-est of these was still the Council of Trent. Trent had made a serious effort to tidy up a very complicated situation according to the signs of its own times. Three years after the close of the coun-cil, the decree Circa Pastoralis (1566) had stated the basic law of the church for religious, summarizing the canons of Lateran IV (1215), Lyons (1274), and Trent that referred to them. According to Circa Pa.storalis, religious were members of the church living a common life with solemn vows and cloister. All orders which were not exempt were subject to the local bishop. By 174 Review for Religious implication, therefore, members of groups which did not have solemn vows or which were not cloistered were not religious, and .they were subject to the local bishop without full internal reli-gious authority of their own because .they were not among the exempt orders. Institutes of sisters dedicated to apostolic work lived and served as religious, looked like religious, had the goals of religious, and gave the witness of religious while having sim-ple vows, little or no cloister, and a different way of living life in common from religious who were in accord with Circa Pastoralis. They needed an internal authority similar to that of the exempt congregations and for reasons like those of the apostolic orders. Actua.lly, the praxis of the church was ahead of its legislation in the 19th century, and both pontifical approval and the approval of several far-seeing bishops cleared the way for institutes of sisters. In 1900 Leo XIII, in Conditae a Christo, anticipated what was an evidently necessary change in church legislation~ He opened to religious groups with decrees of praise the formal right of cen-tralization under a superior general with real, personal authority throughout the institute. This recognized sisters in institutes ded-icated to works of the apostolate as re!igious in their own right: a third kind of entity with those conforming to Circa Pastorali's and with th~ exempt clerical orders. The recognition was' welcome, but it could not of itself erase the long experience of ambiguity, which was the only one that most institutes of sisters knew at first hand. Authority and gov-ernment were the issues on which the matter of recognition was solved, and both were associated with the image of the local bishop. Leo XIII followed up Conditae a Cbristo in 1901 with a set of norms which were a blueprint for the future Code of Canon Law (1917). The sisters updated their constitutions in the light of .,both documents; and, perhaps because in terms of religious life the autonomous government of institutes of sisters as a reality canon-ic~ lly recognized and supported was something relatively new, both a.uthority and government structures loomed large in the revisions. Great attention was given to new structures, especially those of provinces and general chapters; roles were spelled out in considerable detail. Time would bring out what this implied and how it would work out in practice. Of the three elements leader-ship, authority, and government, attention concentrated on the last two, which were concrete and could be legislated, even though the previous image many institutes had of them did not necessarily March-April 1993 175 Linscott ¯ Leadership, Authority, and Religious Government reflect their founding charism, but was colored by the rightly hierarchical character of the authority of the local bishop. Leadership was either taken for granted or channeled into apos-tolic enterprises. These sociological traits be~zame even more marked as the pressures of works and of professionalism came to bear on institutes in the mid 1950s. The Situation after Vatican II Less than fifty years after the Code of 1917 came the mandate of the Second Vatican Council to renew religious life according to the criteria of the gospel, the founding charism, and the signs of the times and to revise constitutions and directories in accord with this renewal. To make sure that the renewal actuaily took place, every institute was to celebrate a special general chapter within a period of two or three years. The chapter had excep-tional authority for this one occasion and was to be prepared with the widest possible involvement of all members of the institute. In the case of sisters dedicated to works of the apostolate, the timing of the conciliar mandate was critical. It came at a histor-ically ripe moment. The educational movement of the 1950s, the communications explosion of the 1960s, the influence of the human sciences, the authority crisis, and the development of fem-inism were only some of the elements which affected the way in which sisters tried to reexamine totally a life which they had taken very much for granted. They worked under pressure of time, with no precedent, technically unprepared, but with very much good-will. Inevitably, the sisters went first for adaptations: concrete changes which could be seen to be done and where change was clearly necessary. These involved structures and processes, plan-ning, participation, the Vatican Council's principles of subsidiar-ity and coresponsibility, the insdtute's style of life, and a review of apostolic works and resources. As sisters came to grips with these things, new leaders of a charismatic or natural kind--"born lead-ers"-- began to emerge. Their competence might be a particular professional field or an ability to communicate or the capacity to articulate well a personal vision for the future of the institute or a good grasp of dynamics. Whatever their gift, these leaders often came to the fore at the expense of leadership based on authority and experience of government. The membership of general chap- 176 Review for Religious ters from 1967 onwards was of a different composition from those which went before, and the influences on government and author-ity were consequently different. There was less experience of gov-ernment and more creativity; less hard information and more "dreaming" in the positive sense; less his-tory and more sociology; less theology and more impact from the human sci-ences. It all needed to be balanced out if it was to produce good religious govern-ment. A time of struggle, confusion, and emotion, however, is not the best time for balancing, and the difficult 1970s and early 1980s did not allow time to evaluate objectively what was happening. Nor was it possible to have the distance necessary for objectivity. The individualism of the period produced leaders in plenty, but not a similar number of sisters willing to accept responsibility. At the same time, various forms and degrees of resistance to authority made religious government very difficult. Expectations were not clear, and it was far easier to raise questions than to find constructive responses. All the while, people were aware that the overall num-bers of sisters were declining, that departures were frequent, that needs were multiplying and not being met, and that religious life was a microcosm of a church and world which were also in flux and seeking their way. In all this how did leadership, authority, and government fare? They were much-discussed topics in renewal, and it is in the con-text of renewal that we have to see them. Renewal involves inter-nal change. It causes us to interiorize and make our own--here and now, as individuals and as communities--the teaching of Jesus as it is lived in accordance with the charism of our religious insti-tute. Renewal affects beliefs, relationships, values, commitment, attitudes, and zeal. It determines how we live and serve, and it involves a conversion that is corporate as well as personal. Being basically interior and spiritual, renewal cannot be brought about simply by legislation. It needs the example and personal influ-ence of leadership, which i~ of its nature an agent of internal change. But leadership in religious renewal has to be enabling, Being basically interior and spiritual, renewal needs the example and personal influence of leadership, which is of its nature an agent of internal change. Marcb-April 1993 177 Linscott ¯ Leadership, Authority, and Religious Government helping sisters renew themselves and their institute by consis-tently proposing the gospel goal and ideal and by encouraging involvement, conviction, and commitment. Such enabling lead-ership is increasingly seen as necessary today. It is not in excess supply, for it requires an unusual blend of Christlike poverty of heart and inner freedom and at the same time strength, empa-thy, and clarity. It is ~ charism and, as such, cannot be conferred ex officio or be legislated as a predictable and controllable part of government. Yet without it even the most clear-cut exercise of legitimate authority does not succeed in changing fundamental attitudes and values, whatever it may do to outward forms. The very fact that leadership is neither predictable nor con-trollable from the point of view of legislation means that it needs a balance which can be predicted, controlled, and legislated. The balance is authority. In the years after the Second Vatican Council, the balance afforded by religious authority was significantly down-played, largely as reaction to the authoritarianism in the precon-ciliar years and also because of the trend towards greater participation. Pa~'ticipation, however, does not remove the need for authority, and authoritarianism is an abuse which can be reme-died without touching the principle o.f authority itself. If no chan-rlels of legitimate authority are provided, one of two things seems to happen: either (1) the group crumbles from within because there is no commonly acknowle.dged center, no one has respon-sibility at the corporate level, and each sister has to go her own way, interpreting her religious life to the best of her ability; or (2) some sister emerges as a leader without religious authority, either by fo.rce of con.viction or natural gifts or charism or plain per-sonal aggressiveness. In either case the important value of re!igious obedience gets lost. Yet it is through religious obedience that we understand religious authority, and it is the two of them together that create the unique relationship in which a properly autho-rized leader can enable sisters to grow, not in passivity and not in external adaptation only, but in an active collaboration which make~ for joy and greater fullness of life. Religious government, therefore, needs both leaders.hip and authority and needs them together. Authority wi'thout leadership can become an insecure and heavy-handed exercise of power. Leadership without authority can lack sound direction, responsi-bi! ity, and accountability," making for disturbance rather than for peaceful growth in the Lord. Structures of government somehow 178 Review for Religious have to harmonize the two. Authority is usually provided in struc-tures at general, provincial, and local levels that maintain personal authority balanced by councils, chapters, and assemblies according to particular traditions, and that indicate an unambiguous line of accountability. Leadership, which cannot be legislated so directly, is implied in statements about the charism, spirit, and vision of the institute, in the qualities required in sisters exercising author-ity, and in the details of responsibilities and job descriptions. Moreover, it has been characteristic of the structures of religious government that authority is not exercised in isolation, nor should it be exercised in a way that creates a gap between those exercis-ing authority and those accepting it. This last point is a matter of style rather than of structure and is as much a challenge for teams and groups, even when the respective responsibilities and rela-tions are well spelled out, as it is for individuals. The revision of constitutions has led to some solid rethinking in the whole area of leadership, authority, and government. As we have seen, the theme goes far back in the history of religious life, and the strands intertwine inextricably, like differently colored ply in a length of wool making a single thread. Sisters today are certainly clearer on the issues than they were at the turn of the 1970s. All the same, we are never free from the responsibility of asking ourselves: (I) Has the basic function of leadership, author-ity, and government in religious life changed? If it has, why? And to what? (2) Do our structures correspond to their purpose and function? Now I would like to share with you what some samples of recently revised and approved constitutions from different parts of the world have to say to us about leadership, authority, and government in religious life today. In the light of these concrete statements, I will afterwards pick up again the two questions I have just raised. Sampling Some Revised Constitutions During my period of service at the Congregation for Institutes of Consecrated Life and Societies of Apostolic Life (CICLSAL), about 1500 revised constitutions received their decrees of approval, and there have been a few more since then. Among this overwhelming amount of material, my only option was to take a sampling. I decided on five criteria of choice. March-April 1993 179 Linscott ¯ Leadership, Authority, and Religious Government 1. My first criterion was to restrict myself to constitutions presented in English. There are more than enough of these to give a range of thought and experience, and I have the advantage of knowing them well and of having worked with many of the sisters who produced them. 2. My second criterion was to cover the different spiritual traditions in religious families, since these affect concepts and structures of government. I took sisters' constitutions deriving from the inspiration of the classic founders Alphonsus, Augustine, Benedict, Dominic, Francis, Ignatius, and Paul of the Cross. I also took some from the women's congregations that have a com-mon source of spirituality: Ursulines, Sisters of St. Joseph, Sisters of the Presentation, Sisters of Mercy, Sisters of Charity, Sisters of the Incarnate Word. I sampled as a further category congrega-tions with a strong and clear individual charism that are not notably indebted either to one of the major religious families of men or to other groups of sisters. 3. My third criterion was to cover a wide range of cultures, since these are important in the expression of values and princi-ples. The English-speaking world is notoriously extensive, and also some institutes present their texts in English either because this is an acceptable second language or because their principal growing points are in English-speaking areas outside their coun-try of origin. I ended up with constitutions from Australia, Austria, Belgium, Canada, England, France, Holland, India, Ireland, Malta, New Zealand, the Philippines, Rome, South Africa, and the United States of America. 4. A fourth criterion was to include a few constitutions of men religious by way of comparison. 5. Lastly, I included a random sampling of the remaining texts to a total of sixty constitutions. Fifty-five are by sisters and five by men religious: two clerical institutes and three of brothers. My observations are based on these sixty texts. Initial Impressions As one would expect of approved constitutions, on the subject of leadership, authority, and government, all the texts are canon-ically accurate inasmuch as they all harmonize with the present law of the church and with the values, principles, and basic structures deriving from their own previously approved founding charisms. 180 Review for Religious Yet no two are alike, and when I speak of a certain degree of com-monality I am not referring to common material or even to depen-dence on a common Code, but to a certain convergence of values and thinking across texts worked out independently and expressed with a great deal of diversity. Convergence. The highest degree of convergence is in the impor.tance attached to authority in regard to both government and leadership. In almost every case, whether the actual words are used or not, there is the idea that authority is to be exercised in government by sisters with qualities of leadership. The three elements go together, and it is authority that links the other two. There is a high degree of convergence also on the source of reli-gious authority being ultimately God himself and on the spirit of service which marks its exercise. Jesus Christ, whether as shep-herd, servant, son, or savior, is the model for the kind of exer-cise of authority in leadership that should characterize religious government. This spiritual level is usually clear and well expressed with a direct application to unity and mission. Areas of Diversity. The convergences are not bland, because there is no uniformity in the concrete provisions that express the converging values and principles. Each institute has not only its own founding gift, but also its own living tradition and experience, its own "now," and its own vision of the future. So, for example, even institutes which have the Rule of St. Augustine or that of the Franciscan Third Order Regular or the Constitutions of St. Ignatius as part of their proper law will have their own ways of incorporating these in concrete enactments. A good deal can be inferred, therefore, from the way in which the principles of government are actually spelled out. There are nuances about authority, leadership, and government to be found in the job descriptions given for moderators at the different lev-els, in the qualities and priorities looked for in those who will be responsible for government, in provisions for a particular style of operation, or in the way that responsibility and accountability are handled. Relationships and structures are the other areas with rich implications. The way in which a text expresses the com-bined responsibility of the membership and the various sisters in authority for the well-being of the institute is also instructive. So are the relations and interaction of moderators and councils and of both with chapters. Something can be learned from the way that the material on March-April 1993 181 Linscott ¯ Leadership, Authority, and Religious Government authority and government is organized and presented. Some con-stitutions begin with people, some with types of norm; some begin with the whole entity of the institute as the body expressing the corporate charism and recognized as such by the church, some with the rights and responsibilities of the individual sister. Most start at the general level, since this avoids having to repeat and anticipate, but some begin with the local level. Perhaps the most revealing thing is terminology. If we raised our eyebrows in 1983 over the Code's use of"moderator," it was only because we had not yet realized our own creativity in find-ing names for those who were once uniformly referred to as supe-riors and for the sisters who work immediately with them. All the constitutions I studied were approved between September 1982 and May 1991. In them I met superiors, abbesses, prioresses, directors, facilitators, coordinators, sisters-in-charge, guardians, custodians, mothers, moderators, ministers, and presidents. These are helped and advised by councils, cabinets, government groups, boards, teams, and assistants and are accountable to assemblies, senates, and chapters. When the substance of all these is actually spelled out in terms of purpose, function, authority, and account-ability, there may not be any great difference at present between one reality and another. I have a strong sense, however, of dif-ference in climate and general approach between sisters who are superiors with a council responsible to a general chapter and sis-ters who are presidents with a cabinet responsible to a senate. What is denoted is similar, but the connotations are different, and it remains to be seen where that will take us. Leadership, Authority, and Religious Government in the Texts First of all, let me say that the three concepts, though they are present in each of the sixty texts, are not always specifically named. Neither do they receive equal emphasis. Authority gets by far the most attention, even in the two constitutions where the writers did not use the word itself. Government also gets pretty full treat-ment, especially in the abstract, and texts which reflect some reluctance to say that a moderator governs will spell out for her a number of responsibilities which are clearly those of govern-ment. Leadership is stressed much less. The word rarely occurs except in phrases such as "the general moderator is the leader of the congregation" or "the sister chosen as the general moderator 182 Review for Religious should have qualities of leadership." Leadership in its ordinary sense, however, is very often implied, and the spiritual role of leadership is clear. Religious Government and Authority. Statements about gov-ernment alone are usually clear and often pithy. They tend to ~pecify purpose: "Government in the eongregation provides structures and offices that facilitate our common life and ministry by ordering relat!onsh'ips and designating the functions of the members" (U.S.A.). "Governance is the means through which the resources of the congregation are unified, directed, and integrated" (U.S.A.). More subjec-tively descriptive but still purposeful is a' statement such as this: "Government is an experience in relationships, in deci-sion making, and in communication. Through itwe strive together to seek and do God's will" (Rome). From England comes the observation, that government is par.t of any organized society and that, in the case of rel!gious, it maintains the inspiration, nature, and purpose of an institute as living reali-ties. Most of the provision for government follows statements on authority which place its source in God o1: in Jesus Christ and which distinguish it from other kinds of personal power: :'Christ's authority given him by the Father was clearly .distinct in its exer-cise from the authority of the rulers of this world who lord it over their subjects," says an Irish text. "Christ expressed his authority in loving service: to heal, to forgive, to give life, to send in mis-sion." Some texts underline the ecclesial dimension: "Authority is given by God to the church, and it is from the church that the congregation receives its recognition as a religious institute and therefore a share in the authority of Christ" (England). "Authority in our institute is of an ecclesial nature and should reflect the self-g!ving of our divine master" (Philippines). "God is the source of all authority, but in working out his plan he asks for our coop-eration" (England). Some constitutions refer authority directly I have a strong sense, however, of difference in climate and general approach between sisters who are superiors with a council responsible to a general chapter and sisters who are presidents with a cabinet responsible to a senate. March-April 1993 183 Linscott ¯ Leadership, Authority, and Religious Government The model of religious authority is, without exception, Jesus Christ. to superiors and chapters, but at least one broadens it to this: "From Jesus, proclaimed in the gospel, the authority of the . . . congregation, mediated and affirmed through the church, resides in the communion of its members according to their respective roles" (U.S.A.). The model of religious authority is, without exception, Jesus Christ, "the master who made himself servant in order that those he served might share his life and mission and that they in their turn might minister to others" (England). "Evangelical author-ity," says a congregation based in Rome, "is service which reflects the humility and self-giving of Jesus." Another one says: "Authority is founded on Christ, who received it from the Father and who came as one who serves. The example and teaching of Christ inspire sisters in positions of authority and all of us to serve as he did" (Rome). From Austria comes this statement: "In a religious con-gregation, the only model of authority is Jesus." The same arti-cle goes on to say, "Being a Marian congregation, all authority should reflect the gentleness and motherliness of our blessed Mother." This unanimously affirmed source and model determines to a great extent what the constitutions have to say about the nature of religious authority, what it requires, what it extends to, and how it is exercised. The question "What is it?" is variously answered: "It is a service meant to help the sisters discern and accomplish God's will" (U.S.A.). "It is a ministry of service which has as its object the fostering of unity in our diversity and the promotion of our mission in the life and work of the church" (England). "It helps us incarnate the vision of our founder in our time and to go forward together in the same spirit towards the same end" (Canada). Unity, mission, identity, and the discerning of God's will recur constantly as themes of response to the ques-tion "What is religious authority?" or "What is it all about?" It is interesting that the attempts to define authority as principle, which tied some of the renewal chapters in knots in the late 1960s, have been abandoned in the approved constitutions. There is no dictionary definition but rather a description, or an inference from needs and consequences, which is concrete rather' than the- 184 Reviev~ for Religions oretical. It expresses a basic principle, however, and links it with government, charisms, obedience, and leadership. This principle is nearly always taken from the standpoint of faith. What is required for the exercise of religious authority is expressed in terms of values, attitudes, qualities, and relation-ships. Sisters exercising authority do so for the sake of unity, wit-ness, effective corporate service, the growth of their sisters towards the fullness of Christ, and the building of the kingdom of God (Belgium, France, South Africa, U.S.A.). They are asked to be unifiers, animators, discerners, listeners (England, Holland, Ireland). The qualities looked for in a good superior at whatever level are instructive. In these texts there is much less of the utopi-anism that characterized the early 1970s and scared away many a good potential superior by requiring a combination of qualities which an archangel would have had a hard time meeting. The requirements now are geared to a more realistic perception. "A sis-ter who exemplifies the spirit and life of our congregation" (India) is a requirement which recurs fairly often and which applies to religious Pope Paul VI's observation that the people of our time respond better to example than to theory. "A woman of prayer and faith, close to God in her personal life" is also often mentioned. Then come the personality traits: compassion, courage, vision, love for the institute and for the sis-ters, practical intelligence; then the qualities that relate specifically to the exercise of authority: perceptiveness, good judgment, patience, balance, firmness, experience of life, and the capacity to listen, to collaborate, and to decide. It is noticeable that recently approved constitutions take it for granted that the qualities of those exercising authority need to be complemented and com-pleted by those of their immediate collaborators and by the sisters at large. Hence the importance of relationships, not only in the sense of personal relations--as, for example, between a superior and her councilors or with her sisters--but also in the deeper sense of the necessary interrelation of authority and obedience for the common project, or in "the sense that all the sisters in their various ways are responsible for the good of the institute. "There can be no community among us," says one text, "unless our com-mon life and mission are governed by deliberations and decisions that draw us all towards a u.nity of thought, sentiment, and action. To those deliberations and decisions we are all obligated as reli-gious pledged to obedience--both to contribute and to respond" March-April 1993 185 Linscott ¯ Leader'sbip; Authority, and Religious Government (U.S.A.). A text from England sees sisters serving in authority as "challenging each sister to fidelity in our shared spirit and charism so that our way of prayiiag, living, and working together may be fruitful for burselves and for others." This kind of statement car-ries religious authority beyond the juridical limits of the consti-tfitions and church law according to which it is exercised and into the realm of th~ basic values of religious life for which it is given. Principies foi" the exercise of religious ~iuthority receive more attention in recently approved ,constitutions than in preceding texts, where they tended to be taken for granted. As early as 1966, Ecdesiae Sanctae provided for "an ample and free consultatiofi of all [the religious in an institute]" in the preparation of the special general chapter of renewal (ES §4), and this basic concept of par- ~igipation echoes in practically every text. One document puts it like this: "Since the Holy Spirit works in all, we encourage the active pai:dcipation of each in the decision-making process within the community and the congregation. Our acceptance of respon-sibility for implementing the decisions made is a source of unity among us" (U.S.A.). Participation is seeh as a source of mutual support (India) and is meant to further the aims and goals of the congregation (U.S.A.). More specific than participation as a gen-eral principle is participative government which, according to one text, "includes these elements fundamental to government struc-tures: sl~ared responsibility, subsidiarity, accountability" (U.S.A.). These last three principles, together with the need for commu-nication, are mentioned in practically all tiae constitutions stud-ied and directly reflect the influence of Vatican II. The American text just quoted says that shared responsibility, subsidiarity, and ac6ountability are fundamental to government structures. In one' way, such structures exist to make religiofis authority effective: They channel authority and locate it, limit it, and focus it. They are, therefore, very specific to each institute, reflecting as they do its charism and traditibns, it~ circumstances and its cultures. The connection.wii:h charism is usually evident. Congregations whose founding gift requires a stable way of life in the sense of a fair amount of residential stability and a good deal of authority at the local level will have structures that allow for decentralization and immediate participation. Congregations whose founding gift requires apostolic mobility will have more centralized general structures if things are to work well, and par-ticipation in matters beyond the local level will often be limited i 86 Review for Religious to elected representatives. For example, three congregations in the Benedictine tradition from three different continents all have structures which move solidly from the individual sister to cor-porate unity. Two institutes strongly in the Ignatian tradition begin with the need for someone "who holds the charge of the entire body of the society and whose duty is the good government, preser-vation, and development of the whole body" (Ireland). Here the starting point is the superior general. Most institutes lie on an arc somewhere between these two. The fact is that structures, all of which are approved as adequate in their provisions for government, can be as varied as the charisms they reflect. Circumstances diversify them still further, for there are bound to be dif-ferences in structures of government between an institute many of whose sis-ters are centered in one house Structures, all of which are approved as adequate in their provisions for government, can be as varied as the charisms they reflect. (England), an institute whose sisters are in small houses near to each other (Belgium), and an institute whose members are widely scattered across vast areas in the prairies of the United States or the outback of Australia. Cultures, too, certainly affect structures and in particular the way in which structures are regarded. Institutes of the same reli-gious family and with a good deal of common tradition keep adapting their structures differently according as they are in Australia, Canada, Rome, or the United States. The European texts lay stress on the persons who exercise authority, their qual-ities, responsibilities, soundness of judgment, relation to others, accountability. There is an underlying element of trust and need to support, and an implication that, given the right persons, things cannot go too far wrong even if the structures themselves are less than perfect. This, however, is not an excuse for poor structures. The structural provisions are generally good. The Indian texts have greater structural detail, but still a considerable stress on the person. Some of the American texts, however, are very strong on structure, almost as if good structure of government could protect an institute from any kind of abuse of power. This is by no means a universal feature of texts from. the United States, but March-April 1993 187 Linscott ¯ Leadership, Authority, and Religious Government where it occurs the structures are given in great detail, there is generally a system of checks and balances, a high proportion of the whole text is devoted to government, and there is not very much about the kind of sister looked for to exercise authority. In an extreme case, there is no more than the bare juridical require-ments. Again, between the two extremes, there is a wide range across the sixty texts. Each of them has been approved in its own right. The only point I make here is that, beyond the influence of charism and of apostolic circumstances, governmental structures for the exercise of religious authority are affected to some extent by culture. This has its own repercussion, of course, in interna-tional congregations. Religious Authority and Leadership. That the duty of leading is an aspect of government and that religious authority is given for this purpose is clear in most of the constitutions. "Those who hold authority in the institute have the right and responsibility to lead it in fidelity to its spirit and mission," says a text from Australia. There are also many references to general and local superiors being leaders of the whole institute or of the local com-munity respectively. What this leadership consists in emerges from the qualities looked for in a superior: "A woman of faith, discretion, and courage, she cultivates a spirit of availability and openness. A woman of compassion and understanding, she inspires, unifies, directs. A woman of fidelity, she fosters a response to the church and the world in accord with our charism. She is responsible for creating an atmosphere conducive to the spiri-tual, intellectual, and affective growth of each member, and she should show more concern for the Holy Spirit and for persons than for structures as such and for the letter of the law" (U.S.A.). This pastoral approach reappears in very many texts. Superiors lead by what they are and what they do: "She is steward of our way of life., of the heritage and mission of the congregation and of the gifts of each sister . She leads by her example, teaching, and decisions . . . and she exercises her authority with pastoral con-cern" (Australia). If the superior is expected to have leadership qualities, they are of a Christlike kind and facilitate her free and simple exercise of authority. One constitutional text notes that, when this is the case, the leadership qualities in the sisters are also fostered. "The right exercise of authority encourages each sister to become that per-son whom the Father called in Christ. The superior is confident 188 Review for Religious that the Spirit who creates diversity is able by his loving influ-ence to preserve union of mind and heart among the sisters. In this encouraging atmosphere, the graces of our baptism and religious vocation give rise to a number of leadership qualities among the sisters, all contributing to the vitality of community and the ful-fillment of our mission in the church" (U.S.A.). The role of authority in its pas-toral leading then becomes the encourage-ment and harmonizing of the leadership gifts in the community. This very fact points out the distinc-tion between the authority to lead that is vested in one person with assistance from others and the leadership gifts that can be in any community member. The two are not the same and are usually distinguished when they appear in constitutions. For example, we have from Australia: "The superior exercises her authority according to the spirit and laws of our congregation. In giving leadership, she encourages the participation of all the members," and from the United States: "The community min-ister is the canonical leader and unifier of the congregation. She has authority and responsibility for spiritual and apostolic lead-ership." If the kind of leadership expected of sisters in authority is implied in the qualities desired for eligibility, the direction of that leadership is usually implicit in their functions. At the general level, a superior "unifies in charity, urges fidelity to the gospel and to the constitutions; calls individuals and groups to core-sponsibility and account; keeps abreast of movements in the church and in society; enunciates goals and priorities as a com-munity in mission; focuses the corporate nature of our life and mission; and serves in various representative and governmental capacities" (U.S.A.). At the local level she serves the action of the Holy Spirit who is forming the community from within into a single body for the building of the kingdom (Canada). In texts from Malta, India, the Philippines, and New Zealand, too, this is spelled out in terms of animation, administration, and forma-tion. The role of authority in its pastoral leading then becomes the encouragement and harmonizing of the leadership gifts in the community. March-April 1993 189 Linscott ¯ Leadership, Authority, and Relig4ous Government The ideal would seem to be that a sister who exercises reli-gious authority is a leader and that her leadership qualities are evident in her governing as she encourages and draws on the gifts of her sisters, especially those who more immediately share responsibility with her, for the well-being of the community. Leadership and Government. For the sake of completeness, there should be a word about what the constitutions give us on leadership and government. It is a short word, because they say very little on the point directly. For the constitutions, leadership is a quality desirable in sisters exercising authority, and govern-ment is the concrete process by which authority is exercised to unify and animate the institute so as to attain its goal. The texts take both leadership and government in relation to authority, not in relation to each other. We are obliged, so to speak, to go via authority if we want to link the other two. This is probably an inevitable state of affairs, for constitutions are spiritual juridical documents which give principles and norms for what can be leg-islated. Both authority and government are patient of legislation; leadership is not. So it is normal that, while several texts hope for leadership as a quality in those vested with authority to gov-ern, nobody assumes that it is a quality conferred by the fact of having that authority. This in itself is a realistic step forward. Conclusion How can we summarize all this? The new elements that mark the current phase of religious government in contrast to those which preceded it seem to be: ¯ a renewed sense of the spiritual dimension and of the kind of responsibility which it involves; ¯ a sharp awareness of the rediscovered founding charism; the concept of authority as service reflecting the Christ who came not to be served but to serve; ¯ the idea of complementing necessary gifts; openness to a wide participation of the sisters in general according to their roles and experience, continuing the thrust of the Second Vatican Council on the dignity of each person and expressing the belief that the Holy Spirit can work through each one for the good of the whole; ¯ the adoption of responsibility, subsidiarity, and account-ability as basic principles; ¯ the recognition by many that religious government is inseparably linked with the founding charism and with 190 Review for Religious the vow of obedience and so has a dimension of faith and of relation to the church that distinguishes it ultimately from administration, organization, management, or indeed any other form of government. At the same time, pro-cesses of consensus and discernment, variously under-stood, have been widely adopted. The evolution of the understanding and praxis of leadership, authority, and government in religious life is continuous. It is not in itself an experiment which can be tried out for a certain num-ber of years and then be confirmed, modified, or dropped, although individual structures expressing it can be handled in this way. In itself the evolutitn is essential and consistent. It is, there-fore, from the viewpoint of the present moment in an evolving continuum that we can pick up the two questions we raised some pages back. Has the basic function of leadership, authority, and government in religious life changed? If it has, why? Ana to what? We have seen that the goals and values for which leadership, authority, and gov-ernment exist in religious iife go far back in history, emerging from the following of Christ in radic~il gospel living as it was first understood bythe desert fathers and mothers and the early mqnks. From at least the time of St. Benedict, these goals and values have included the promotion of individual and community growth towards the full maturity of Christ; th~ fostering of unity, peace, and mission at the service of the church; the encouragement of fidelity; the ensuring of forrhation; the provision of the necessi-ties for consecrated life, all in accord with the particular found-ing charism of the institute. It is evident from the survey of the sixty recently approved constitutions that these basic goals and values remain constant. The stated purpose and function of gov-ernment is always that the institute a~hieve the goal for which it exists in the church: a specific pu.blic witness to Christ and his gospel in unity, prayer, and growth in love and in the service of mission. As regards these purposes, there is little change. What has changed, from the evidence of quite a few texts, is something which is not directly within the competence of con-stitutions: the kind and extent of responsibility actually involved in undertaking the service of government today. Whereas, even into the 19th century, religious government was (and in principle still is) primarily a spiritual and ecclesial matter, for many insti-tutes of sisters today there are accretions which create a further and different kind of responsibility. A superior general who has March-April 1993 191 Linscott ¯ Leadership, Authority, and Religious Government been elected to see to the growth and mission of her sisters in service to the sick with Christ the healer may find herself by that very fact fostering that growth as president of a multimillion-dol-lar hospital corporation. The superior of an institute with an apos-tolate of education may well be ex officio a member of the boards of various colleges and universities. She will almost inevitably find herself ultimately responsible for the administration of homes for the aged sisters and for dealing with financial reports. The spread of an institute and the desire for hands-on government may call for wide travel, a knowledge of languages, and the capac-ity for inculturation. Both public relations and communication, with all their current technicalities, will claim attention. Clearly, responsibilities have to be delegated. However, under this kind of pressure, things may get treated from the point of view of the accretions instead of the essential. This substitutes administra-tion for religious government. It tends to depersonalize, to use authority for efficiency only, without the spiritual quality which should animate the government of religious. The accretions, which are many and demanding and which show no sign of dimin-ishing of their own accord, are the proper field for delegation and group work. To elect superiors and councilors or tdam mem-bers in view of the accretions instead of the capacity to serve the basic goals and values of the institute would be to build in a dis-tortion. Somehow, the different responsibilities have to be dis-tinguished and provided for in their own right. Do our structures com'espond to their purpose and function? This is a question that each institute has to answer for itself, because each one has its unique charism that determines the purpose, function, and structures of its government. Certain circumstances, however, have influenced structures and government in many institutes of sisters dedicated to works of the apostolate; there are reflections of them in the constitutions studied. It may be worth noting them, for they could still clog the wheels in some institutes. Among such circumstances would be: ¯ an institute's existence before canonical recognition when there was not a corpus of canons a.dapted to the needs of sisters and when, in consequence, individual traditions of government could range from the very firm to the very loose according to personalities and to the local circum-stahces-- such precanonical traditions may well have an influence still; ¯ the high degree of uniformity in provisions after 1917; 192 Review for Religion, s ¯ the tendency to authoritarianism and the stress on author-ity of status between the Code of 1917 and the renewal initiated hy Vatican II; ¯ the rapid change in structures and praxis that followed the special general chapters at the end of the 1960s; ¯ the impact of social, political, and psychological change brought about by major movements over the past thirty years: peace and justice, solidarity with the poor, femi-nism, rapid communication, even the recent collapse of communism; ¯ internal tensions regarding identity vis-a-vis the laity, lifestyle, mission, place in the church, raison d'etre; ¯ some confusion of the functions of consultation, consen-sus, and discernment with the functions proper to gov-ernment. SCRIS had a point in the early 1970s when it held that lead-ership and religious authority are not the same thing and that their respective relations to government are different. Time has brought out, however, that religious government does not impose a choice between the two. On the contrary, both are needed, although in different ways. Good religious government reflects not only the word of the gospel, but the Word himself, who leads as pastor and as servant precisely because he so evidently has authority. Permission is herewith granted to copy any material (articles, poems, reviews) contained in this issue of Review for Religious for personal or internal use, or for the personal or internal use of specific library clients within the limits outlined in Sections 107 and/or 108 of the United States Copyright Law. All copies made under this permission must bear notice of the source, date, and copyright owner on the first page. This permission is not extended to copying for commercial distribution, advertising, or institutional promotion of for the creation of new collective works or anthologies. Such permission will be considered only on written application to the Editor, Review for Religious. March-April 1993 193 JANICE McLAUGHLIN The Meaning of Evangelization Today evangelizing The Shona people of Africa have many names for God. My favorite is "Chipindikure"--The One Who Turns Things Upside Down. Chipindikure comes from the root word kupinduka, which means transformation or revolu-tion. This is what God is doing in the life of each of us and in our world. And this, I think, is what evangelization is all about; letting God's message--which is the most revolu-tionary message the world has ever known--letting that message transform us, turn us upside down, so that we in turn may transform society. Evangelization, then, is about change and about choice. I can say no to change. I can choose to stay in my little rut and refuse to be shaken up and turned upside down. But God does not give up that easily. Like St. Paul, God knocks us off our horse over and over again until we get the message. We have all had these moments of insight in our lives, these turning points, which open us to n~w possibilities. Let us look at some examples of what I mean from my experience--after which I hope you will look at examples from your own experience. After I entered Maryknoll in 1961, I became involved in the civil-rights movement and the antiwar movement. Janice McLaughlin MM spent 22 years in Africa. She recently completed her doctoral dissertation on "The Catholic Church and Zimbabwe's War of Liberation 1972-1980" at the University of Zimbabwe. She may be addressed at Community Office; Maryknoll Sisters; Maryknoll, New York 10545. 194 Review 3~br Religious I also worked with the "war on poverty" program in the small town of Ossining, New York, near Maryknoll. But I think that my eyes were really opened for the first time when I went to East Africa in 1969. Learning another language and living in another culture is perhaps a shortcut to transformation. It forced me to give up my old way of looking at things--my Pittsburgh, St. Lawrence O'Toole Parish, McLaughlin, United States way of looking at life, at God, at the world. It is a shock to learn that you do not have all the answers and that you are not even asking the right questions. The wonderful people of Kenya, and later the people of Zimbabwe and Mozambique, taught me that people are more important than things; that being is more important than doing; that God and relationships are at the heart of everything. In 1977 I went from Kenya to Zimbabwe, which was Southern Rhodesia at that time, and worked as the press secre-tary for the Justice and Peace Commission. I was detained and then deported for telling the truth about the war that was taking place there. Racial segregation and discrimination were govern-ment policy, as they had once been here in the United States. I saw that the war of liberation was an Exodus experience for the African people as they journeyed from slavery to freedom. I came to realize that this iourney goes on in each of our lives as we seek to free ourselves from whatever enslaves us. For some peo-ple it is drugs or alcohol or a history of physical or sexual abuse. For us religious it is often our fears, our inflexibility, and our selfishness. Later I worked with refugees from the war and saw that we are all refugees on a journey through life to our true home. The refugees showed me that, the less we carry on the journey, the easier it will be to reach our destination. In fact, life is a process of stripping us of all we cherish until God is all and everything for us. This is the mystery of death and resurrection which is at the heart of our faith--dying to self so that we may live in Christ. Thus refugees and displaced persons, political prisoners and freedom fighters, and the courageous men, women, and children of Africa who never give up hoping in the midst of so much destruction and death have evangelized me and have shown me that evangelization is incarnational and prophetic and is rooted in prayer. March-April 1993 195 McLaugblin. Evangelization Evangelization Is Incarnational Valentine, one of my students at a school for freedom fight-ers in Maputo, Mozambique, helped me see how incarnation works today. He told me how he had joined the liberation strug-gle after his graduation. "I thought I was better than the others because I had finished high school," he confessed. "I thought that I would be made ~ commander. But I was treated like everyone else." He said that his clothes became torn, that he had no soap for bathing, and little food. He began to think that he had made a mistake and that life was better under colonialism. "Then in my downtrodden position," he said, "I learned the beauty of the revolution. I learned that my suffering was to help others. My life now is to serve the people." Valentine was turned upside down, from being a conceited, selfish youth to becoming a person for others. "From my down-trodden position, I learned. ," he said. This is how God teaches all of us. When we are down and out; when we have lost what is precious to us; when we do not have all the answers; when we feel useless, lost, and alone: God reaches out and touches our pain, our suffering, our loss, turning our little daily deaths into new life. "She who loses her life will find it," God has promised. The happiest moments of my life were the times when I had the least, when, like Valentine, I was downtrodden and suffering with and for others. The three weeks I spent in solitary confine-ment in a Rhodesian prison, for instance, I had few material pos-sessions: a prison uniform, a lumpy bed, and lousy food. But this hardly mattered because the other prisoners reached out to me and welcomed me in their midst. They sang freedom songs at night and smuggled notes to me during the day. They even sent me food when they learned that I liked their African diet. I felt part of something bigger than myself. I was suffering for a cause, and the pain and fear no longer mattered because I was not alone. I was with the oppressed people, and God was there with us in our prison cells. I had this same experience of solidarity and closeness to God in the refugee camps deep in the forests of Mozambique. There I was the one who was weak and powerless. I did not know how to survive in the forest, so the children became my caretakers and guides. They would keep me company to cheer me up; they would teach me their language and share with me any special treats like sugarcane or maputi (a kind of popcorn). They were ministering 196 Review for Religious to me. I did not have to produce or perform, but merely to be there with them in their exile from home. This incarnational approach from within is very different from the balcony approach, where we stand outside and above, pointing fingers at what is wrong and telling others to change. Too often church people, including us religious, stand on our bal-conies criticizing and throwing stones at the world instead of immersing ourselves in the pain and suffering of the poor and oppressed, as Christ did. This immersion enables us to see the world from a new perspective. It is what turns us upside down. Evangelization Is Prophetic When we have been changed, then we are ready to change the world together with the victims. I remember an African sis-ter in Zimbabwe, Sister Marie Theresa Paulino, who explained to me how she became involved in assisting the freedom fighters during the war of liberation. "I thought of Jesus carrying his cross," she told me. "Everyone stood on the sidelines and watched. Only one woman had courage and came forward to wipe his face with her veil. I decided that I could not stand on the sidelines and watch my people suffering, but like Veronica I must have courage and do something to help." She was a nurse. She would disguise herself as a peasant woman, tie her medical instruments around her waist, and walk long distances to mountain caves where she would treat freedom fighters who had been wounded. This was a very risky thing to do. She could have been arrested and even killed if caught by the government authorities. Who knows what the church authorities would have done if they had known of this single sister's act of courage to wipe the face of her suffering people? Each of us is called to have this kind of courage, to wipe the faces of suffering people: the homeless in our streets, the drug addicts, the AIDS patients, the gangs in our inner cities, the sin-gle mothers, the abused and abandoned children, the new immi-grants. I have discovered in the months that I have been back in the United States that there are endless problems here needing to be solved. In fact, it seems tp me that the people of the United States are much more needy than the people I have known in Africa; people in this country of excess and abundance are in dan-ger of losing their souls. Marcb-Atrril 1993 197 McLaugblin ¯ Evangelization Prophetic action is needed to turn the values of this country upside down. We need more than a new president or a new congress or a balanced budget, though these might help. We need more than family values, though these too might help. If we want to save this country, save this planet, and save ourselves, we must return to the radical message of Christ in the gospels. What would the world look like if we truly walked in the footsteps of Christ? Do you think we would turn back Haitians fleeing the poverty and violence in their country? Would we exonerate the police-men who beat up Rodney King? Would we doubt Anita Hill? Would we bomb Iraq or any other so-called enemy? Would defense be our largest industry? Would we fail to sign environ-mental treaties at the Earth Summit? Would we allow thousands of Africans to die of starvation? Would we walk by the homeless in our streets? Would we allow violence and sex to dominate our television and movie screens? Would we let money rule our lives and rob our souls? Someone must stand up and say that t.he emperor has no clothes. Emperors, whether in the church or in society, do not like being reminded of their nakedness, and so we can expect to be condemned and criticized. Do we expect that we his servants should not suffer as Christ, our master, has suffered all these things for our sakes? Let me tell you of a friend of mine in Zimbabwe, Father Michael Lapsley. He is an Anglican priest from New Zealand who has spend all of his adult life condemning the sin of apartheid in South Africa. He was deported from South Africa and from Lesotho. Then two years ago in Harare he opened a package that had come to him from South Africa. It was a letter bomb. It blew off both his hands and destroyed one of his eyes. When I went to see him in the hospital a few days after the bombing, he had two bandaged stumps where his hands had been and a gaping hole that had held his eye. If it had been me, I would rather have been dead. But Michael was cheerful, and he said, "The Boers took my hands and my eye, but they left me my most powerful weapon, my tongue. And with my tongue I will continue to denounce apartheid until the day I die." This is what it means to evangelize the world, to live as Christ did and in so doing to change the world. 198 Reviev; for Religious Evangelization Is Rooted in Prayer We cannot hope to lead such radical lives without the sup-port of prayer. Prayer will give us the courage to take risks, the wisdom to expose the lies of our society, and the strength to join the victims. My understanding of prayer, too, been changed by my expe-rience in Africa. The African leader and philosopher Leopold Senghor has said, "Faith here [in Africa] is as essential to the soul as is bi'ead, rice, or honey to the body. Africans' gift to humankind is their ability to.perceive the supernatural as something really natural--so to speak." Creation spirituality, then, is nothing new to the people of Africa. It is their cul-ture and their way of life. They do not dis-tinguish between the sacred and the secukir. God is perceived as being tru.ly present everywhere and in all things. So they respect other human beings as the temples of God, and they respect the earth and all its creatures as God's dwelling place. African spirituality is all-embracing; there is nothing outside its scope. During Zimbabwe's war of lib-eration, for instance, the traditional religious leaders set down rules of conduct for the freedom fighters. VChile these spiritual men and women who are prophets, healers, bringers of rain, and mediums between the living and the dead were not able to prevent the war, they were able to humanize it by forbidding the needless shedding of blood and the destruction of wildlife and vegetation. African religion thus played an important role in introducing spir-itual norms and values into the freedom struggle. A recent article about prayer from South Africa's Institute for Contextual Theology points out the surprising fact that Jesus had not been teaching his disciples how to pray. They had to ask him. The article explains that Jesus wanted his followers to experience prayer as a need rather than a duty, and notes that there is no commandment in the Bible which says, "Thou shalt pray." It goes on to explain that prayer is like eating and sleeping. Unless there is something wrong with us, we will all eventually feel the need for food and for sleep. The same is true of prayer. How we pray will vary with each person and with our situation. Prayer will give us the courage to take risks, the wisdom to expose the lies of our society, and the strength to join the victims. March-April 1993 199 McLaughlin ¯ Evangelization Africa has taught me to be still and listen to God speaking through all creation and through the people and events I encounter each day. It has taught me to take time for silent pr.ayer, as well as to join in religious celebrations of the people. I have learned to trust the action of God in my life and in other people, rather than trying to do everything myself. Conclusion Life, then, is a journey towards God and with God. Evangelization involves becoming aware of this presence of God in our lives and then sharing this knowledge with others. I believe that this awareness grows when we immerse ourselves in the real-ity of the poor, whether in Zimbabwe, New York, or New South Wales. Their suffering and their faith shatter our complacency, forcing us to question all our preconceptions and prejudices, turn-ing us upside down. We can either become cynical, hopeless, and bitter, or we can face our own powerlessness and grow in faith, hope, and trust in God. Steve Biko, the South African leader who was tortured and died in prison, once said that comfort and security are incom-patible with leadership. I would add that they are incompatible with religious life. We will rarely be turned upside down in the comfort and security of our middle-class convents, spending all our time looking inward at our own spiritual growth. When we come down from our balconies and go out to oth-ers, especially the outcasts and the most needy, we will come alive. It is prophetic just to take the poor seriously in this society where wealth, possessions, and power mean so much. I should add that as women we are also among the poor and the oppressed because we have so little power in our society and in our church. Making the voices of the poor heard in our churches, homes, and offices and in the corridors of power throughout this land can make a difference. I firmly believe that we religious women can turn this society upside down. Let us do it! 200 Review for Religious Questions for reflection and sharing: i. Reflect on some of the turning points in your own life. How were you turned upside down? 2. What do you think needs to be turned upside down in your present situation? 3. What do you think needs to be turned upside down in this society? 4. What action will you take to make at least one of these changes? A Daughter's Monologue with Her Mother You are my child now. Now, you are my child. You may raise your brows at my leaving, or close your eyes on approach, wanting more nearly to turn toward the wall, to shut out the world long since set aside; one you no longer speak to. I will make room for your mood; your darkness, delight. You are my child now; who shall I name you ? You are my child now. There's no wanting in you but ¯ merits my care. You can wear soft hair in brhiding or turned in a bun. Neither will burnish my love nor undo it. Rest quietly, then, macushla. You can't disappoint me. Just who you are is my best expectation. You are my child now; I am the mother. Ann Maureen Gallagher IHM March-April 1993 201 MARIO I. AGUILAR Broken African Pots and a Mission Spirituality MwisSionary work in Africa has for years been associated ith lonely and courageous missionaries, single indi-viduals or very small communities of religious and lay people who have preached the gospel on the African continent in very diffi-cult circumstances. While the former facts are true in some way, in this article I want to look at the particular experience of a group of religious women and men working in Garba Tulla, Kenya, and their own sense of achievement and failure. Although this case is a very localized one, it opens the way to another understanding of missionary spirituality and, I would say, missionary work. I kvill focus, not on missionary strategies--that would constitute mate-rial for missiological studies--but on African pottery. I believe it can help to illustrate a spirituality for mission. In this article I assert that spiritual fulfillment, failure, and possible despair in missionary work are directly related to our own expectations coming from our own sense of achievement and self-understanding. The particular goals and expectations that missionaries arrive with permeate their sense of fulfillment and failurein their missionary work. What one person considers to be success and fulfillment can seem to be failure and reason for despair to somebody else. For this reason I suggest that the African way of making pottery could help us discover God's pres- Mario I. Aguilar SVD has taught Scripture and religious studies in Kenya and anthropology at the University of Vienna. His present address is: School of Oriental and African Studies; Department of Anthropology; Thornhaugh St. Russell Square; London WC1H 0XG; England. 202 Revie~ for Religious ence in different cultures--something I would consider the final goal in missionary work and in our own search for a spirituality of mission. On the other hand, there is this about African pottery: it involves making, breaking, and remaking pots. It is a constant process, one which never ends. Garba Tulla Parish: A Case Study The parish of the Good Shepherd (Parokia Tissitu Dansa) of Garba Tulla is located in the Isiolo deanery of the diocese of Meru, Eastern Kenya. The parish as such was created in 1987, after years of being an outstation of the Isiolo parish and then a so-called Catholic mission. By most people it is still considered the Garba Tulla Catholic Mission. Located in a semidesert area and in the middle of Garba Tulla town, it has a very short history as a so-called missionary presence among th~ Boorana people of the area. From the late 1970s, priests from the Isiolo parish (120 kilo-meters away) had gone to Garba Tulla, mainly on weekends, in order to celebrate the Eucharist with the Catholics who worked in the area. It cannot be denied that their missionary presence was oriented towards the conversion of the Muslim Boorana towards Christianity and specifically towards the Catholic Church.' In 1985 one priest and two brothers established their resi-dence for the first time at the Catholic Mission in Garba Tulla, but my case study begins in 1986, when a group of religious sisters joined the men religious who had been working in the area. At that time the missionary personnel working in Garba Tulla started considering themselves a team, a mission team of religious rather than a number of individuals working in the area. In a deanery where most of the priests come from diocesan backgrounds, this missionary team of religious constituted a novelty. Regarding a missionary strategy, the team went through stages of understanding their presence and work in the area. During the first stage, 1986-1987, the team moved towards being a Christian presence among the people, i3ut with the spiritual goal of fulfill-ment through the conversion of Muslims to the gospel. Their sense of spiritual fulfillment in mission came from the fact of their presence there and from the hopeful possibility that some Muslims would eventually believe in the gospel. New enterprises and new expectations, especially for a team Marcb-~lt~il 1993 203 Aguilar ¯ Broken African Pots Each one of the religious on the team felt that his or her spiritual fulfillment depended on the implementation of a particular model of mission. which had just arrived in the area, provided a time of search for strategies and for a religious spirituality that stressed God's dia-logue with his people, but also stressed the need people have for Christ as the ultimate revelation of God. That was expressed in the creation of many projects of development and in efforts to form a praying community among the team, because of the lack of Christians from the Boorana people of Garba Tulla themselves. The team comprised seven people, who came from seven different countries--a nat-ural richness, one would say. Nevertheless, it created a deep crisis of purpose, because of the different understandings of mission work present among members of the team. By 1987 the leader of the team was changed under difficult circumstances, and a search for a new purpose began once again. There was a new sense of searching for fulfillment after the damage caused by the team's fail-ures of communication and understanding had somehow been repaired. (I believe that those scars will never be healed completely.) The spiritual failure felt by the team was ¯ explained as part of the problem of having a team with individuals of different nationalities and therefore with different models of mission. There were ethnocentric tones to the problem as well; people failed to understand one another's attitudes. Nevertheless, I would say that, by itself, the variety of spiritualities present in the team caused enough internal tensions for a complete breakdown in communication and cooperation. Each one of the religious on the team felt at one point or another that his or her spiritual fulfillment depended on the implementa-tion of a particular model of mission. New attempts to unite the team around a particular model of mission work have in reality also failed, even as new leaders in the team have moved to a second stage, dialogue with the Muslim community, and a third stage, the strengthening of the parish. Those two attempts provided a complete change from the above-mentioned first stage, which was concerned with the actual con-version of the Muslim community towards Christianity. This case could sound like a very familiar story among reli- 204 Review for Religious gious, but to me it posed many questions regarding spiritual ful-fillment, acceptance, failure, and even despair in missionary work. The result of that time of tension was a new beginning, a new search. Years later the team is still searching for answers. Years later different nationalities are still trying to understand what went wrong with those religious at that time, and the scars are still present. As a member of the team which followed the 1987 crisis, I asked myself many times if what actually went wrong was con-nected, not to mission strategies, but rather to a very limited understanding of a spirituality for mission. That mission team ran out of their spiritual resources as religious because they failed to accept that personal fulfillment also requires failures and even despair at certain times of our lives. It is in this sense that I pro-pose that African pottery provides a model that fits our need for spiritual fulfillment and the presence of God in our lives. Success and Failure in an African Pot In 1992 I had the wonderful opportunity to sit surrounded by potters at a village of the Nkhoma mountains in Malawi. The potters were women who belong to the Chewa people. I was acquainted with the art of pottery in my home country, Chile, and also as a religious I had explored the possibility of prayer involving the use of clay and pottery, with very limited results. But now I felt the need to relate a spirituality for mission, based on my experience in Kenya, to the feelings and events of those days spent under the sun in the mountains of Malawi. Among the Chewa people, women produce pottery while men weave mats. A group of women sit in front of a house, surrounded by their children. Usually one woman has learned the techniques of pottery from another village and teaches the others. The clay is prepared by being pounded in a mortar so as to eliminate impu-rities. Pottery making begins when the woman takes a lump of clay and proceeds to pick out of it the hard little pieces that are still present and would cause problems as the clay is molded. The complete process is simple and at the same time elaborate; skill comes only with practice. The more pots you make, the more skilled you become. The clay is pounded with the palms of both hands till it becomes like a flat plate. Then it is slapped at the sides, till the March-April 1993 205 Aguilar ¯ Broken African Pots A broken pot is never thrown away; it becomes an important part of the process of making new pots. actual form of a vessel begins to appear. This is done with round movements of the hands, with the clay in the air. The shoulders give a certain rhythm to this hard process. A lot of strength is required to shape the clay, and what looks like easy work---and fun, too, in a way--is really hard physical work. The potter's hands become hard and dirty. (A skillful potter can make six or seven new pots in a morning's work.) Finally the pot begins to take shape, and what was a piece of clay looks like a new creation. The whole activity of pottery making is witnessed by a group of the village com-munity. Small girls try their luck at pot-tery making. They mold smaller pieces of clay into small pots, their own contribu-tion to village life and a particular com-munity activity. Less-skilled women who are still learning the potter's art are helped regularly by those who have more experi-ence and skill. The whole activity becomes a community activity, in which individu-als are not ashamed of being helped in their process of pottery making. Individual women are encouraged by others with the phrases "Press harder, . Push the clay up," "Make sure both of your hands are molding the clay," and so forth. There is a constant concern for each other. At the proper moment the new, shaped piece of clay is placed on pieces of broken pots that have been spread out on the ground. Those pieces come from pots which broke while being fired or broke while being used for cooking on the family fire. Broken pots, therefore, are still useful for the community in their cre-ative activity. A broken pot is never thrown away; it becomes an important part of the process of making new pots. Broken pots symbolize the continuity of a particular village, where new pots could not be made and would not exist without the contribution made by those broken pots. The past of a people is symbolized by the broken pots, which become part of a present and provide con-tinuity for the future of a people who need to be fed in order to have a future. In the pottery process the potters constandy apply water to the 206 Review for Religious clay while they shape it. The broken pots and the water both con-tribute to the making of new pots. The clay placed on the broken pieces of pottery lies at arms' length in front of the potter as she sits spread-legged on the grtund. When one asks the women why they work this way, they simply say it l~as always been like this. For my part, I am reminded of the act of giving birth. Just in front of the womb, a new creation is b.eing shaped and brought to "life." The process is like giving birth, I could not help thinking how distant, by contrast, from the work of their hands first-world potters appear to be, while in the African villages there is a close union between the potter and her creation, the new pot, nourishment and new life for her own village and community. A piece of wood is used to shape the sides of the pot. The bottom of the pot is shaped with a knife. The inside is cleared of any extra superfluous clay, and the pot is left to dry in the sun-- except during October, when the pots are shaded from the very strong sun of that time of year. After the clay has dried some-what, the pot is smoothed with a stone and decorated and is then ready for firing. Mthough the potter may modify the traditional line-and-dot patterns of decoration, there is a tendency.towards a good deal of continuity. When a woman ig learning pottery, she is taught how the lines and dots are "supposed to be." The process of firing the pots, which takes place some days later, provides a very interesting sight. The pots are lined up and covered.with leaves and branches, Thes~ are then set on fire. The whole community sit~ around the fire and watches as a few women take care of it. There is~ a great sense of expectation as the proc.ess goes on. Some pots will break. Others will come through in good shape and will be ready ftr the final decorations made with some roots~ while the pots are still hot. The "paint" for the decorations (red and black) is provided by local roots which the commufiity also associates with initiation and maturation.' When I was present for the first time, only one pot out of ten broke during the firing process--considered a real success by the community. Usually more pots break. Following the firing of the pots, the whole community cele-brates the event with a meal. After all, the community itself will store and cook their food in those pots and will also generate some income when they sell some of the pots at the local market. March-April 199~ 207 Aguilar ¯ Broken African Pots Not every region produces pots, for the right kind of soil is pres-ent only in the dry areas of the Nldaoma mountains. Wonderfully, the dry soil of arid mountains is the means of feeding these com-munities and thus sustaining life. Creating and Breaking Pots in Mission Work It seems to me that when one talks about potters and pottery, one assumes (as in Jeremiah 18:1-6) that God is the potter and we are those pots of clay that he is molding. What would happen if we consider ourselves the potters and that the clay symbolizes the cultures and peoples we are trying to evangelize, such as the Boorana of Garba Tulla, Kenya? When a mission community moves in and establishes itself, a particular group of people encounters another particular group of people. Each group has its own culture. The so-called "mission-aries" have the idea of forming a Christian community with the other group. Their effort can be compared to the making of pots, for that process, too, is culturally shaped, and people's expectations derive from tradition. Without excluding the possibility of lay people being mis-sionaries and therefore "makers of pots," I will explore these con-cepts with reference to Garba Tulla and its particular makers of pots and the particular missionary community in the parish of the Good Shepherd. The potters involved here came from different cultures. They all had experience of pottery making, and all of them recognized that it could be done only in a particular, culturally constructed way. Pottery making as the creation, subsistence, and growth of a Christian community required a certain experience and a certain risk. All those missionary religious had already experienced mis-. sionary work in other cultures and had brought with them whole bundles of assumed knowledge and expectations. Because of those past experiences, the process of learning pottery making in the Garba Tulla context was already shaped by their backgrounds. There were no teachers involved in this pottery making. Each one just did as he or she knew best. The clay had been prepared by the Italian missionaries who had lived among the Boorana before. When the new potters took over, there was no period of preparation, and the process of mak-ing the pot began immediately. The pot had to be shaped accord- 208 Review for Religious ing to the potters' expectations, and everyone's expectations were different. Although fulfillment, success, and failure can be assumed in the community of African women making pottery, there was no sense of one community of pot-ters among those missionaries. The making of pots was being done individually; different pot-tery techniques were being used. While it is true that a pot is a pot and not something else, the same word when used by different peo-ple evokes different images, shapes, and colors. And so, with-out some discussion and planning and some exchange and dialogue concerning the matter, there is no way to know somebody else's ideas about the making of pots-- or the making of a Christian community. While a pot is being made, much cooperation is needed. People offer each other valuable suggestions about the shape and consistency of a pot. The water needed for making the pots needs to be shared cooperatively. But for both potters and missioners, the process of firing a pot is the crucial moment of. fulfillment or failure. Without some discussion and planning and some exchange and dialogue concerning the matter, there is no way to know somebody else's ideas about the making of pots-- or the making of a Christian community. Towards a Spirituality of Broken Pots The pots need to be fired in order to be ready for use. In fir-ing, the makers of pots learn how successful their work has been. After the ashes are cleared, some of the pots will be found broken and later find themselves part of a new effort to make pottery. The time when the community witnesses the firing of pots is a very exciting time. A whole community effo]'t is being judged and evaluated. Our Western attitude looks almost exclusively at the result: if the pots that have broken amount to none or only a few, then the whole exercise has been a great success. If the bro-ken pots are numerous, then the whole community exercise is a disaster. March-April 1993 209 Aguilar ¯ Broken African Pots Even if all the pots break and there is none left, they still rejoice because they have exercised a community moment, they have strengthened their common effort to keep their community fed. The African attitude toward such evaluations is completely different, and it hassomething to contribute to a missionary spir-ituality. Very few times in their lives hive the potters seen no broken pots after the firing. Even when a great number of pots breaks, they rejoice in the sturdy few that will increase the num-ber of cooking pots or the income of their community. Even if all the pots break and there is none left, they still rejoice because theyhave exercised a community moment, they have s.trengthened .their common effort to keep their community fed. If the number of new pots is none, they still have the broken pots, which are needed for the making of new ones. With these thoughts in mind, I consider no missionary effort ever to be in vain; any attempt at community life and at preaching the gospel through that community life cannot be in vain. Even the¯ so-called "fhil-ure" of the religious missionary team in Garba Tulla at a particular time, has aided new attempts to proclaim the gospel among the Boorana peo-ple. Through the life of those reli-gious, broken pots have become new pots once again. New expectations have arisen, and new people have arrived. Once again some individuals have disagreed with one another, but new expec-tations l~ave been created. Some will become'broken pots, others goo.d pots, but they will all eventually be part of each other. If'one looks at success and fulfillment and at failure and frus-tration in mission work, one realizes that the fulfillment or frus-tration among religious does not come from the visible or measurable results, but from the attitude towards those events. The sense of expectation and purpose in a religious community is the guide to the true meaning of fulfillment or frustration in mis-sionary work. Of those religious who served in Garba Tulla dur-ing that time of "crisis," some would consider that period a failure because the objectives of the planned mission work were not real-ized. Others, instead, would see tl~at period as a fulfilling and 210 Review for "Religiom. gratifying one because they provided it the much-needed experi-ence of learning how to cooperate on an international religious team. Success and failure among religious men and women can-not be evaluated in a simple empirical way, as in the business world, but they coincide with our own attitude towards the whole process of preparation for that particular time in our lives and towards the spiritual fruits which can appear during that time and afterwards. Further Points for Reflection. The lessons for a spirituality for mission based on the process of molding and firing pottery can be summarized in the follow-ing points: ¯ The whole process calls for an openness to the Spirit so as to recognize the whole process as already a "success." ¯ We need to accept that we are always learning and that oth-ers are also learning. The whole process of going through a learn-ing period in our lives is also a success. Hopefully that process of learning will never end. ¯ Pottery cannot be properly made by one person; it has to be a community effort, because we all need others to help us. Religious doing missionary work also need others in order to bear fruit and make new beautiful pots. ¯ Different people have learned pottery from different teach-ers and designs from different regions and villages. The beauty of it lies in its diversity. The success in our process of learning pot-tery comes from the realization that a proper diversity brings beauty and opportunities for exchange and dialogue. When reli-gious come from different countries and different cultures, they also experience success if they are able to recognize and appreci-ate the beauty of their diversity. ¯ The pot of water that is shared by the potters is needed for the flow of moisture in the making of pots. That water is passed around when somebody realizes that somebody else is in need: the other person's pot is also my concern. Success in missionary work begins when one realizes that all persons, including even oneself, need water at one point or another. The fact of caring for one another's project is already a success in life. ¯ The broken pots become important because they symbolize the continuity of a group of people, of a community. They are March-April 1993 211 Aguilar ¯ Broken African Pots used in a new effort to make pots for the community, for the stor-ing and preparing of food for the life of the community. The bro-ken pots become more important than the good pots because the pots that turn out fine after firing will eventually be sold to mem-bers of another community. The broken pots provide continuity of life that the village community needs. Maybe a spirituality for mission could be called a spirituality of broken pots: the more pots we break, the more successful we are, for we have experienced the past and present community pulling together, and we have recognized the need for others if we are to be successful. A spirituality of broken pots would recognize the need to accept that we cannot fully control the firing pro-cess. Whatever we do, some pots may end up broken, and so there is the possibility of trying again. Other pots may turn out well and then, in one way or another, will help the community to serve other people, even other potters, and people in other villages. The broken pots retain their unique importance because they provide the foundation for a new making of pots and thus for the food and life of the community. I feel that a spirituality for mis-sion should be a spirituality of broken pots--and that a spiritual-ity of broken pots always creates success, as Jeremiah shows: "So I went down to the potter's house; and there he was, working at the wheel. And whenever the vessel he was making came out wrong, as happens with the clay handled by potters, he would start afresh and work it into another vessel, as potters do." Note 1 See M.I. Aguilar, "Nagaa: Centro de Encuentro con el Islam," Chile Misionero, 9 (1992), and "Dialogue with Boorana Religion: A Path of the Gospel in Garba Tulla, Eastern Kenya," The Seed (Nairobi), October 1992. Review for Religious MICHAEL D. MOGA A Spirituality of Aging In life we are confronted with many spiritualities and are frequently forced to make a choice among them. There is the spirituality dis6nctive of a diocesan priest and there are many spiritualities of religious life. The spirituality of a contemplative religious is quite different from that of a religious engaged in the active apostolate. The spiritual-ities offered by oriental religions differ from those of Western religions. The theme of this paper is simple: the spirituality for an older person is quite different from the spirituality for a younger person. As we grow older the Spirit of God leads us through certain approaches and principles that are distinctive to the particular period of life in which we find ourselves. Human life is constantly changing and we are chal-lenged to move with those changes. We move through the stages of childhood and maturity into old age which demand that we leave behind one way of living to face life in a new and different way. The adjustments are difficult and may take many years to accomplish. The change from maturity to old age challenges us once again to leave something behind and to adjust to a new situation of life. Like the passage from childhood to maturity this new change presents us with a difficult Michael D. Moga SJ has taught philosophy in various seminar-ies and colleges in Mindanao. His address is Xavier University; Cagayan de Oro City; Philippines. aging christ March-April 1993 213 Moga ¯ A Spirituality of Aging adjustment which will demand a great deal of effort and pain before it is fully accomplished. I find it strange that a rather long portion of time and edu-cation (as much as 40-45 years) can be set aside to prepare a per-son for adult life whereas little or no attention or time is devoted to planning for one's final phase of life (which can sometimes last as long as 25 or 30 years)! In our early training as religious we were presented with a certain spirituality that for the most part fitted the life of a young person. It emphasized generosity ("to give and not to count the cost"), high ideals (working for "the greater glory of God"), and commitment. This spirituality was exemplified in a saint like Francis Xavier who lived a life of generous commitment until his early death at 46. He did not live long enough to face the need to change his spirituality. A spirituality for an aging religious must, of necessity, be quite different. I suggest that John the Baptist, who said: "He must increase and I must decrease," would be a fine model. John saw that his disciples were leaving him and following Jesus. He sensed that his basic work was completed and his role in God's plan had been fulfilled. He accepted all of this. He did not try to hold on to his disciples nor did he need to continue his previous work of preparing for the Messiah. He stepped back and let Jesus pro-claim his message, trusting that God was working through Jesus and through others. In a spirit of trust he lived his statement: "He must increase and I must decrease." Aging religious find themselves in the situation of John the Baptist. As they grow older many things are taken from them. As they diminish in body, mind, and spirit their influence in the world around them is lessened, and they are called upon to find God in these losses. Instead of emphasizing generosity as they did as a young religious, they are called to accept these dimin-ishments and even to rejoice in them. The total commitment to apostolic work of the young religious is set aside. Instead of giv-ing themselves more fully to apostolic involvement, aging reli-gious are called to withdraw from such involvements. Above all they are called to trust, to believe that as they decrease, Jesus increases. They are called to trust that their diminishment is part of God's way of furthering the kingdom. A spirituality of aging can take many different forms. Let me present a few of them. 214 Review for Religious 1. The spirituality of an old person should include a serious preparation for death. Death is not simply something that happens to us. It is one of the most important actions of our lives, for in death we go back to God. Such an important movement of our lives should be given due attention and concern. Just as in our younger lives we took the choice of our careers very seriously, so is death a similar crucial moment which deserves to be treated with similar seriousness and to be prepared for. The period of aging has been given to us by God as a time of intense preparation for death. It would be a mistake to be so busy with our work and other affairs that we give no time, thought, or effort to this approaching event in our lives. We may want to die with our boots on but such an attitude may possibly manifest a lack of faith. We are, of course, called by God to do our share of the work of building the kingdom. But our faith affirms that we are called by God to pass beyond ~his world to live with him in an eternal kingdom. It would be wrong in our present lives to be so occupied with the "God of this world" that we ignore that "God of the future" and the life that he calls us to. One way that we prepare for death is to begin to put things aside. Since in death we will be forced to leave our involvements in this world, a preparation would be to step back from these involvements, to become less absorbed in our concern for the achievement of goals and the attainment of success. Nature aids such stepping back from involvements. For an aging person the world often becomes rather "tasteless." The process of aging may not only reduce the sensitivity of our taste buds but also diminish our hunger for the activities and concerns of the world around us. We can find ourselves not caring which basketball team is the champion this year, which songs are the most popular, or who is the most popular movie star. When we were young such things made a difference, but as we grow older we find ourselves losing touch with these "popular" concerns. The tendency to lose touch need not be conceived as a sad thing, a loss. It is clearly the way nature guides us to turn away from unimportant things and to focus our lives on what is more Aging religious find themselves in the situation of John the Baptist. March-April 1993 215 Moga ¯ ~1 Spirituality of Aging essential--on the death that is coming, on the God we are soon to meet. Thus as we prepare for death we are challenged to free ourselves from all that is unimportant in life. In our journey through life we easily let ourselves get caught up in concerns, possessions, and habitual ways of thinking and being. How won-derful it would be if the contemplation of death could make us truly "free" of all these petty things so that we might live for what is truly important. Preparing for ~something means that we focus on it. The preparation for death demands a positive focus on that meeting with God which is found in death. Preparing for death thus invites us to turn toward God and give ourselves directly to God. Older religious shbuld be freed from apostolic involvements precisely so that they might have more time for prayer, more time for God. Every year we prepare to meet God in our celebration of Advent. During Advent we join with the people of the Old Covenant in their "waiting for God." We also join with Mary as she waits for her child to be born. During Advent we Christians give our energies to "waiting," to living out our waiting in a full and complete way. The lives of aging religious can embody this spirit of Advent and be filled with a "waiting for God." 2. A challenge to accept. One major characteristic of a spiritu-ality of aging is its emphasis on a person's acceptance of dimin-ishment. As we grow older various things are taken from us. There is a basic lessening of energies as we grow older. Vision and hear-ing begin to deteriorate. Health fails as we encounter various ill-nesses and pains. Control over one
Transcript of an oral history interview with William F. "Bill" Lyons, conducted by Sarah Yahm at his office in Boston, Massachusetts, on 10 March 2015, as part of the Norwich Voices oral history project of the Sullivan Museum and History Center. Bill Lyons is a member of the Norwich University Class of 1990; his interview includes a discussion of his experiences as an electrical engineering student at Norwich as well as his later educational endeavors and his career as a planner, engineer, and attorney. His military service in Bosnia and Iraq is also a focus of the interview. ; 1 COL William "Bill" Lyons, NU 1990, Oral History Interview March 10, 2015 At his Boston, MA office Interviewed by Sarah Yahm Transcribed by C.T. Haywood, NU '12 March 19, 2015 SY: I am at Bill Lyons' office in Boston. It is March 10? Is that correct? WL: I think so. It's in that range. SY: It's in that range. It's March 10, 2015 and we're going to be doing an oral history interview. So, yeah you were just, you just started telling me before I turned the tape on about how you ended up at Norwich. So how did you end up at Norwich? WL: So when I was about thirteen I decided that I wanted to be in the military, and I wrote a letter to the Marine Corps asking them when I could enlist. And they informed me that I'd have to wait until I was eighteen but they encouraged me to apply for service academies and for scholarships. So I did. I actually started the process to attend the Naval Academy. I was Barney Frank's nominee in 1986 to attend the Naval Academy. But I did not pass the physical, because I have a lazy left eye and color blindness. So that was traumatic in that that particular dream was not gonna come to fruition. And so it just so happened that two doors down from us on my home street was guy named Wally Burke, who's Class of '86 [siren in background] and Skull and Swords and Honor Committee and all that stuff. And Wally's dad and my dad were friends. Wally's dad was a cop and my father was a firefighter and so my father told me about Norwich, but he simultaneously discouraged me because he really didn't want me to be in the military. SY: Hold on one sec— WL: Sure thing. SY: Because I just realized, oops, that I have my questions right over here. WL: Okay. SY: Um so why didn't you dad want you to be in the military? WL: My father was in the Army from 1958 to 1960. He left the Army early. He got a compassionate discharge because his father was in a TB hospital here in Boston. And my father was in Germany at the time and his older brother was in the Army in Germany, and so one of the boys needed to come home to look after the family. And my father quickly responded to that call. Being a city boy he thought all the outdoorsmanship was really not up his alley. And he was a very disciplined, disciplined man but didn't like the constriction of military life so he took the opportunity to come home early so he only served about eighteen months. And it's not so much that he didn't want me to be in the military, he just thought that he didn't like it so I wouldn't like it and um— SY: Did he just like not being told what to do? 2 WL: Yeah I think that's part of it. He ended up raising his most of his siblings, he was a very independent minded person. So he, he was not accustomed to being directed. He was the director. So he was a private and I think he got busted twice in rank from PFC down to private, PFC to private so that should be some indicator of the fact the life wasn't for him. So, ah in the summer of, between my junior and senior year I only applied to one school. I applied to Norwich because having not having the opportunity to go to the Naval Academy I thought Norwich was a great, um, a great opportunity for me to do what I needed to do. And as I was mentioning I was a, awful awful teenager. SY: Oh come on give me some details. How were you awful? WL: I got into a lot of trouble. I was actually, I was a decent student, studying came too easy for me so I never really learned how to study and I got great grades without doing any work. I worked full time after school and on weekends I was the director of custodial services for a florist bran--chain here in Massachusetts. And because I was working full time I had a lot of money and I was actually making more money than my mother who was working full time at the phone company at the time [car beeps]. And that lead to trouble. I was drinking too much, spending too much time not focused on my studies. I totaled three cars my senior year, one of them was an outright explosion, blew my father's brand new station wagon up. So at the end of my senior year my dad had pretty much had it. But the good news is early, I had applied early admission to Norwich and I got in early. So in November of my senior year I already knew I was all set. And had a good side - I knew I was in. And had a bad side because I knew I didn't have to try anymore so it cut both ways. But I knew that Norwich was the right place for me and um… SY: Had you gone up and visited? WL: I had, I went up with my dad for a brief visit. SY: And what was your impression? WL: You know it's kind of hard to remember, but I remember saying to myself, "This is what I'm meant to do." My father on the other hand was like, "Oooh I don't know" [laughs]. SY: So I wonder about that. So what was your dream, your vision of what being in the military was gonna be like? WL: So another little nitnoid fact- I had applied for a Marine Corps NROTC scholarship and I was notified that I was a recipient, and then about two weeks before school started in August of '85, no I'm sorry August of '86, I was notified that I, they had made a mistake and that the scholarship was no longer available because of my eyesight. So I was like, "You already knew that because you screened me out of the Naval Academy." But nevertheless my father, God bless him, he came up with the cash to pay for tuition. And so it, it just all came together. It really came together quickly and the rest is kinda history. I mean I settled in, I wanted at the time to be a Navy officer and after I took two years of Navy ROTC, and then after realizing there was no way in heck I was ever gonna get a Navy commission I switched to Army ROTC. And they said, "You want to commission? Sure you can have a commission." 3 SY: They were like, "We don't care about that lazy eye." WL: Yeah, so they gave me a contract in February of my junior year and gave me credit for my Navy ROTC. And at that time I was turned off the active duty thing. I had kind of seen it and done it at Norwich and didn't feel the need to do more. So I signed a Guaranteed Reserve Forces Duty commission, and took a commission in the Army Reserve. There was also a way for me to guarantee myself military intelligence as a branch because if you're in a military intelligence reserve unit you automatically get a military intelligence commission which is what I wanted. So that part came together quite nicely. The summer between junior and senior year I actually got, of course I went to the Advanced Camp for ROTC, but actually get to go Airborne School for three weeks and that was a, it was a life altering time just learning, learning to redefine what I thought my limits were. Obviously I learned a lot more about what I was capable of doing and that was a, that was a really good experience for me. And I came back to school ready, you know, I was like, "You know what, I gotta finish this school thing up and get my commission and drive on with life," so. [sound of something falling] [laughs]. SY: Sorry. Dropping things. Yeah. So let's rewind a little bit and ask you about being a Rook. Do you remember your first, do you remember your first day? Do you remember the first? WL: I do, yeah, it's funny I showed up for my first day, I had long, blonde hair because I worked in the outdoors all summer and my hair gets kinda blondish in the summer. And I hadn't had my haircut since the beginning of my senior year in high school so it was just about a year since my hair had been cut. Intentionally, you know, I was like rebelling. And my arm was in a sling. I had actually just had been in an accident. I was body surfing off of Singing Beach in the North Shore of Massachusetts, and there was a hurricane at sea. It was beautiful on the beach but there was a hurricane at sea, the waves were just huge. So I was body surfing and a wave picked me up and threw me on the beach and dislocated my shoulder. So that was maybe two weeks before school started. So I showed up with my arm in a sling and my bleach blonde hair and long hair, so I was instantly labeled "surfer boy," which really wasn't apt for me but that's all they knew was a snap shot in time. And I remember the, they challenged me to do pushups with my arm in the sling. And I was in much, much better shape than I am today and I actually did one-armed pushups and that was like the instant challenge I needed to be able to push back. And so I kinda got their instant respect because I dropped and started doing one-armed pushups. And so that was an interesting time, you know, I did everything I could to fit in but you know running was a real challenge with a arm in a sling, so. But I adapted and it was fun. SY: Did they make any exceptions for you because your arm was in a sling? WL: Yeah, you know they were all like, "Oh you don't have to do this now," and I was like, "I just want to fit in. I want to, I don't want to be the kid that's off to the side, you know, getting special treatment." So I worked really hard to fit in. There were obvious, I couldn't do sit ups so that was kind of out of the question. So, but did everything I could to fit in. SY: Do you remember being scared? 4 WL: You know I--scared is kind of the wrong word in the sense that it was more bewildering like trying to take it all in and understand because people are barking at me from every direction and I'm sure they do that now. All the barking is intended to have that bewildering effect, and it was very effective on me and I was struggling just to focus on what was important and who seemed to be the person that was in charge so I could follow their instructions. And I don't ever remember being fearful in the sense of, you know for life and limb, more just alarmed that I had to keep up with this dizzying pace of things so that I didn't fall behind. Because I had seen kids fall behind and then they get targeted, and then when they get targeted they kind of get drummed out and I didn't want to be that person, so. It was all I could do to just make sure that I wasn't the person getting picked on. SY: So something I've been thinking about, you know not somebody who has a military background, I've been reading a little bit about comparative military training like in, you know in Scandinavia and various different places. So to what degree do you think the Rook training and that sort of boot camp model really does help you when you are in the field later? How much is a residue from sort of previous understandings and how much is it really what's needed? WL: Yeah, I'm a very strong believer in a rigorous Rookdom, and as near as I can tell it's gotten more rigorous. I know they have much more stringent physical fitness standards than we had, and its substantially longer - Rookdom is substantially longer, or at least unrecognized Rookdom is substantially longer. For me I thought it was critical because it really--the basic training model is really about tearing you down so that everybody is more or less equal in terms of their ego and their psyche and and all of the individuality, you know it's all designed to strip all that off and then build you back up in the model that they want you to be in. I thought Norwich was incredibly effective at that, very, very effective. And I think reflecting on that it was really important to me, like I had some really good core values that my father and mother inculcated into me - honesty, integrity, and all those. Hard work, I had a very hard work ethic. And that was all there but it wasn't completely formed. And so my, my ex—my Rook year experience at Norwich was they tore me down to that base level and figured out how to build on it and make it all fit together with my individual personality, but in a fairly structured way. And I think that that, personally I think that made all the difference in my success in life because it preserved my work ethic, it preserved my core values, and then showed me how to take those characteristics and use those to my advantage in business and in the military and in all facets of life, really. So I give Norwich a lot of credit for making me the man that I am. SY: Yeah, interesting. Do you remember sort of a high and a low of your time at Norwich? WL: Yes. So I'll give you the low. I discovered my entire Navy ROTC class cheating on a test. They were in the barracks. I walked into a room, they had the quiz that I had just taken and they were kibitzing about the answers on the quiz. And I said, "Guys, I'm not gonna say anything, but go back, give them the test and tell them you need a different test So that everything's good." And they didn't do it and I, I remember the gut wrenching decision to tell the instructor. And the instructor, I remember him vividly, a guy named Lieutenant Fricke, he said, "Well I didn't see it and I don't, there's no, nothing to suggest that it actually happened other than you." And I said, "Well, I'm telling you it happened." And he said, "Well in the absence of something else to 5 corroborate that there's nothing I intend to do about it." And so I complained to the school. I actually didn't, someday I can dig up all the letters I wrote to President Todd and to Tim Donovan, who I've since become quite friendly with, and I complained pretty vocally. I wrote a letter to the Guidon, complaining that the school wouldn't take action on this and how contradictory to the school's value it was. And that was a very troubling time, that was my junior year I believe. It was a very troubling time for me, I just felt that Norwich didn't rise to the occasion to seize an opportunity to, to live its values and… SY: And what about your peers? Did, they knew you had reported them? WL: Ah you know, obviously a lot of heartache with some of my peers. To this day some of them probably wouldn't say hello to me. I'm okay with that. It's, you know, it is what it is and they are who they are, and I'd rather pick friends that are, share my values. SY: And you acted with integrity so if they can't handle that they can't handle that, yeah. WL: Yeah. The friends that I had are still my friends and so, you know, they got it, they were like, "You did the right thing, so hold your head high and be proud of what you did," so. SY: You know I see that today with students, that they seem torn between two things that Norwich teaches - one is the loyalty to the Corps, right? WL: Yeah. SY: And the other is this idea of sticking up for what's right even if pushes against the group and I'm wondering, that's a really great illustration of that conflict. WL: Absolutely. SY: Did you notice any other conflicts like that? Any other people struggling with that? Did you have other incidents like that? WL: I can't point to any. You now there were rumored to be all kinds of activities on campus that were, were in one sense these incredible examples of loyalty - we'll use the Knight Riders as an example, right, this mythical organization that supposedly existed. And then, so they're loyal to each other, and supposedly to the University, and allegedly worked to the betterment of the University, at least in their own minds. And then of course there's the things that they were accused of doing that some would say that they did do in terms of beating people up that didn't fulfill the you know the model cadet role. And so you know I think that's another example of it. I didn't personally witness any of that, but I heard plenty of the, we call it the rumint, you know rumor intelligence about that sort of thing. I didn't, I have to say in my four years at Norwich I didn't really indulge in that much, so it wasn't an important part of my experience. But I think that in any organization, the Army is an excellent example, there are constant, there's constant tension between loyalty to your brothers and to your service and the integrity of doing the right thing all the time. And, you know, the history of the Army is rife with people that make wrong decisions for the right reasons, if you want to say it that way. And so, you know, it's very, very hard to straddle very important values that span or are in that dynamic tension. And that's a really good example of it. 6 SY Yeah and I think, I'm gonna sort of ask you about that as we go through and talk about your military career when you leave Norwich that theme, because the citizen soldier seems to me be about that, that conflict, right? Especially because you have the Corps and then you a liberal arts education, right? And I talk to professors all the time who are like, "And I'm teaching them critical thinking and they're also learning how to follow orders. And sometimes they don't know in my class that they're allowed to disagree." You know it's like a different mentality, yeah. Okay, so your senior year you get commissioned by the Army? WL: Yes. So that was probably the highlight and I, obviously you would hope that would be a highlight is graduation, commissioning, I think just prior to that I found out that I got an A on my senior project, and that was a huge milestone for me. My, my early years at Norwich were marked by severe underperformance academically. I finished my freshman year at a 1.8. SY: Why do you think? WL: I failed Calc I. That is really bad for Electrical Engineering students [laughs]. So I had to retake Calc I over the summer, but not taking Calc II in my second half of my freshman year prevented me from taking Physics I, and it had a huge snowball effect. So I ended up graduating from Norwich with a 2.32 grade point average which was, I think, the third worst in my class, or it's in that range. [clears throat] My roommate happened to be lower than me so there was at least one lower than me. SY: That's always nice [laughs]. WL He's still still one of my best friends. But the fact that I managed - first of all had to catch up. So I ended up, there was one semester I took 22 credits just to get back on track because I came home from my freshman year and I told my dad that, "I think I need to change majors. This electrical engineering thing, I'm, it's not working out for me." And he said, "I'm paying for the next three years. You can finish up in the next three years. Your best chance of doing that is to stay in electrical engineering. So go back to school and get it done." So I did. I really wanted to change to diplomacy, and it didn't work that way. So I really had to catch up, I really did take a huge course load which of course, you know all my grades suffered when I was spreading myself so thin and trying to do Corps activities, et cetera. SY: Do you think it was also you didn't have to learn study skills in high school? WL: Yeah oh yeah, definitely. I mean Calc I, I was totally unprepared for the academic rigor of Calc I. Just totally not prepared for that, and it showed. So I did, I did the whole catch up thing and so by senior year I actually had a relatively normal course load again. And the fact that I, I think I got a 3.1 my senior year, to imagine that 3.1 still only got me to a 2.32 overall [laughs] should tell you something. But the fact that I got an A on my senior project was just a moral victory for me. And then so you know the crowning achievement of course was commissioning and graduation and everything that went with that. I was only the third person in my father's extended huge Irish family to ever get a college degree at that point. SY: So was your family ecstatic? 7 WL: Yeah, so the whole clan descended on Northfield. My father had eleven sisters and brothers of which one had passed by then, so everybody else descended on Northfield. They rented like a whole slew of condos over at Suagrbush and it turned out to be like a weeklong celebration. It was really quite something um… SY: That's awesome. And these are all like working class Boston cops and firefighters? WL: Yeah so my dad grew up in Roxbury and he was a firefighter. He ended up in Natick. He was an outlier, he actually moved all the way out to Natick at the time. One of my uncles was a Boston firefighter; another one was teamster, he drove an oil truck; another one owned a cleaning business. So they were working class people. Proud people. And my father was a very, very bright man but he decided he wasn't gonna go to college so that others could. That was really his decision. And so it was, it was you know it was a celebration of kind of that, "Well finally somebody's gonna move up the middle class," type of thing. So it was great, it was a lot of fun. SY: Yeah, and then what'd you do right afterwards? WL: So my, my orders to my military intelligence officer basic course weren't, didn't even exist yet. I got commissioned and went back into my Army Reserve unit but I had to do my officer basic course, and the next available slot was the following February. So I worked the summer at the tent company where I had been working summers, and then that job ended because the summer ended, and then I went back to work for the florist that I had worked at all through high school. And I worked there until February and then I, so that was kind of interesting working as a electrical engineer as a custodian at a florist company. And then I went to my officer basic course in Fort Huachuca, Arizona for six months. And that just so happened to coincide with the kick off for the Gulf War. So I was, you know, sitting in classes in Arizona trying desperately to try and get released so I could go to the war which is, you know, that's, it was the big show, who knows if there's ever gonna be another one, you know that sort of thing. SY: Oh back in the days when we thought there were no more wars. WL: Yes, right, Cold War was over and the Gulf War was the big show and— SY: Right that was gonna be it, the end. WL: So yeah, so of course they weren't gonna release me because I needed my officer basic course before they released me and then by the time the course was over it was all over but the crying, so. It was such a fast war. SY: And did you know anything about, I mean, did you know about Iraq at that time? Did you know anything about Kuwait? Did you know anything about Saddam? Had that been something you'd gotten at Norwich? Like that geopolitical understanding? WL: Yeah I had no geopolitical understanding from my time at Norwich. I did get a lot of that in the reserves and at the officer basic course. So I had a very, very solid footing on the geopolitical issues kind of as it was happening, I suppose you'd say, but definitely not while I was at Norwich. I was very, I had you know my, my ROTC unit, I was the first sergeant of the 8 freshman company when I was there. And I had no Corps responsibilities, and I had my electrical engineering curriculum. I was the president of IEEE, the Institute of Electrical Electronics Engineers, the student chapter, so nothing like picking the kid with the lowest cume in your class to be president of the social club. So that really took up my time and ah, there really wasn't a lot of time for much else. SY: Yeah that makes sense. Okay so you're all ready to go and the wars over. WL: Yup. SY: So what do you do instead? WL: So I came home and that was probably a lifetime low point. The economy in late '91 was absolutely atrocious. It was awful. No jobs anywhere. I went on so many attempted job interviews, you know just showing up at companies and filling out an application. And all the tech companies all over New England, and there was just nothing. And I ended up, let's see I sold pots and pans for a little while. I worked in a call center for a little while, and I was pumping gas for five dollars an hour in April of '92, so this was just about two years after graduation, when a good friend of my dad's drove into the gas station where I was pumping gas. It just so happened that the guy that owned the gas station was a selectman and I had run his campaign because my father was very active in town politics, and the guy that pulled in was a very good friend of the gas station owner and my dad. And at the time he was the Deputy Commissioner of Massachusetts Highway Department. And so he looked at me and he said, "Bill, why are you pumping gas? Don't you have an electrical engineering degree?" I said, "Yup. But there's just no jobs." And he said, "Well show up on Monday, you'll have a job." And I was like, "Show up where?" [laughs] He said, "Show up at 10 Park Plaza, that's where the Highway Department is. I'm sure we could use an electrical engineer." So that was my big break. I ended going to work for the Highway Department for two and a half years, and found a home and a career in an industry that I'm, I've been very fortunate to grow up in. And, you know its proof positive that family and your connections are as important as what you know. And that certainly worked to my advantage. SY: Yeah absolutely, and then you gone on, you've got like a gazillion degrees. WL: [both laugh] Well I'm, despite my undergraduate experience I've really come to appreciate learning and growing intellectually. So I've pretty much been in school ever since I graduated in one capacity or another with short breaks. There was my officer basic course, then my advanced course, and then after that you go to the Combined Arms and Services Staff School. And sprinkled throughout there I took some graduate classes at Northeastern, at UMASS Lowell, and then I completed the Command and General Staff College. And I really got bit by the bug, I decided in 1999 that I wanted to go to law school. And I'd always dreamed of going to law school when I was at Norwich but I, with a cume of 2.32 it was highly unlikely that I was gonna get in. SY: Well you also didn't have time to take classes that weren't electrical engineering classes.9 WL: That's true that's true. So, and and I set out to be a patent lawyer to utilize my technical background in the field of law. And in the '90s I worked for a consulting firm called HTSD and they did a lot of Wal Mart related work - site planning and transportation planning, traffic engineering. And I really found a niche presenting to local planning boards. And it just so happened I was elected to my hometown's planning board from '94 to '97, I think. And so I found, kind of found a home, I found a comfort zone with the planning board process. And I was attending a lot of planning board hearings and there would be a big high falutin' downtown Boston lawyer, and there would be a local planning lawyer, and then they'd put me out because I was articulate and could present technical information in a way that lay people could understand it. And I was at that time billing out at about 120 dollars an hour and the [clears throat] two downtown, the two lawyers were well above that, and they just sat there and listened. And so it kind of occurred to me, I'm like, you know, "I can sit there and listen for a lot more money and be happy" [laughs]. So I really decided in my mind that I wanted to go to law school. And so in '99 I left the consulting firm and I went to work for the City of Somerville as the traffic and parking director and worked in that capacity directly for the mayor. And I was in her office one day, at that time I was, I don't know, thirty-one, and she said, "Bill, it's pretty clear to me you don't want to be traffic engineer the rest of your life. You've good political skills, and you've good communication skills, what do you really want to do?" and I said, "Well I really want to go to law school but I don't think I can get in. I have an application pending at Suffolk, you know I just don't have the grades. I did okay on the LSAT." And so she said, "Sit right there." So she went into her private office and then she came out and she said, "You're gonna get a letter of acceptance in three days. Don't embarrass me." So she pulled a string, again it's who you know not necessarily what you know, and I went to law school. It actually took me seven years to graduate because I deployed twice. I deployed in 2001 to Bosnia, and then 2003 to Iraq, and so uh I had to take military leaves of absence for those two. The school was great about it, but. So in 2007, believe it or not, I finally completed the law school program at night. And like I said, you know I've been very, very oriented towards continuing my academic interests ever since then. I did the Joint Forces Staff College, and I did the Army War College, and I did - of course the War College is a master's degree producing program. And then the, I did the master's in transportation and urban systems at North Dakota State University. So it's fun. SY: You have a lot of degrees. WL: Its fun. I enjoy it so you know it's something that I feel incomplete if I'm not constantly studying, learning something. SY: I mean you're preaching to the choir, I have two master's degrees and am gonna go for a third at some point. WL: There you go. SY: I hear you. So let's go back, let's rewind actually, and let's go back to your deployments. WL: Okay. SY: So it's 2001. 10 WL: Yup. SY: So can you tell me that story? WL: Sure, in December of 1999 I was alerted that I was gonna get mobilized. Is that right? No, December of 2000 I was alerted that I was gonna get mobilized for Bosnia rotation. And at this time it was strictly a peacekeeping mission and there were actually several opportunities for me to jump off that bandwagon. But once I was starting to go down the path I was like, you know, "I've spent my entire time in the Reserve wanting to someday get mobilized. And here I am, you know, I have an opportunity to get off the train and I just really wanted to fulfill that particular aspect of my life and go on a mobilization." SY: Yeah, what's the desire to mobilize? What was the…? WL: Well I think on several levels. One is you know you get so invested in all that training. I mean if there's one thing the Army is particularly good at is training, constantly training and it's a huge investment. And I felt like I just wanted to realize the return on that investment, on some level. I also felt like the citizen soldier mantra of Alden Partridge was kind of a river running through that whole thing, because at the time the active Army was trying to turn that mission over to the Reserve and National Guard, and it just seemed to me a very logical extension of everything that had been my life to that point. You know it was a peacekeeping mission, it wasn't a combat mission. I had, you know, I don't know how much time you've been in Somerville, it's a tough town so one could say some of what I did there is peacekeeping. And it was, you know, it was it was nation building it was community building and to me that felt very satisfying, it felt like a good match for everything that I had to offer at that time. And I just really wanted to see that through. SY: Yeah. WL: So we mobilized in August of 2001. So there was a nine month buildup of this constantly training and repetitive drills and paperwork. SY: And what was peacekeeping, I mean obviously the mission became different, but what was peacekeeping gonna look like? WL: Peacekeeping was supposed to be having a continuous presence in the communities that had been torn apart by the civil war. In part to provide a buffer between the warring factions, but perhaps more importantly to set the example of how to do things right, to provide that beacon of democracy and hope and and and what, you know, the model of western democracy should look like. So a lot of it was anticipated to be monitoring elections, and providing a presence in the towns so that there was no opportunity for the warring factions to engage in what could be provocative. SY: Weapons or no weapons? WL: Um weapons. SY: Weapons. 11 WL: Yup and there wasn't, it wasn't expected you'd need the weapons and not to split hairs but the Army calls that form of peacekeeping peace enforcement, whereas true peacekeeping is without weapons. And so you can argue one way or the other, you know, what the intended mission was. NATO calls it peacekeeping, we were calling it peace enforcement, but it's because we had weapons. So we mobilize in August. We went to Fort Bragg for a couple weeks to train up with our active duty counterparts, got on a plane on September 10, flew from Fort Bragg to Fort Drum, picked up a whole bunch of soldiers at Fort Drum, and then flew from Fort Drum to Ireland, and then landed in Ireland. And then when we took off from Ireland and flew to Tuzla Main, which is the airfield at the Eagle Base, in that time the attacks in 9/11 occurred. So we landed at Eagle Base, and the whole plane cheered [laughs] because it was the culmination of literally ten months of training. We're like, "Yes, we finally made it. " There was on our plane a whole bunch of reservists from New York, New York City in particular. So when we coasted to the end of the runway we all expected to get off fairly quickly and nothing was happening. So we were all kind of bewildered, you know. And then the post command sergeant major, we didn't know he was the command sergeant major at the time, but the post command sergeant major came on the plane and he said, "I regret to inform of what's taken place in the United States. And gentlemen, ladies, the United States is at war and stand by for further instructions." So me and a bunch of my friends on the plane we were, you know, we kind of concluded in our minds that this was a drill. The Army's prone to coming up with these ridiculous scenarios and saying, "Okay you have one hour to brief the commander on what you would do under these circumstances." So, you know, we're all huddling, "What do we do, you know, what do you think we should do?" And we really had resolved in our minds that it was an exercise. And then not too long after that junior enlisted guy came on the plane and he said, "Okay, we really don't know what's going on in the world but we're in a predominately Muslim country. Everybody is gonna get their ammunition basic load as they get off the plane, and stand by for further instructions. Most of you guys are standing post until all this gets sorted out." So right then we knew it was no kidding. So the kids that were from New York City on the plane were obviously were very concerned about their families, and there were lines set up to use the very few phone lines on base. SY: Hey and we're going. WL: Excellent. SY: Look at that. Okay I feel good about that. Here we go. Okay so you're in the intel business, the mission is changing. WL: The mission changed. My job was to be the requirements manager, which is to determine what things get collected on. And then there are different means of collection. There's foot patrols, which was the vast majority of our intelligence collection. We had aerial intelligence platforms, and signals intelligence platforms, and various other means of intelligence collection. But my job was to figure out which asset would collect against which requirement, and then my boss who was the collections manager, would task out all those tasks to the various subordinate elements. And, you know, I was anticipating that my job would be mostly collecting about economic intelligence, political intelligence, issues related to governance. And it turned out that 12 there was still some aspect of that, but I really had two tasks: one was to help catch persons indicted for war crimes, which was our exit strategy to catch the we call them PIFWCs (Persons Indicted for War Crimes), PFWCs. So one job was to try and track those folks down so they could be captured by Special Forces, and the other job was to do directed patrols in neighborhoods and areas that were the more conservative and known extremist-view Muslim groups. So when Bosnia had its civil war a lot of freedom fighters actually came from the Middle East and from Northern Africa to Bosnia and settled there, married into the community, and so those communities were obviously of great concern to us at the time because we really didn't know what exactly was gonna occur. So that was, that took up a lot of time. SY: And what [coughs] what did you end up concluding about those communities? WL: Um so some, there was some activity there that was responded to appropriately. I was tangentially involved in the, the detention of the Sarajevo group that was trying to break into to U.S. Embassy. And that group actually ended up in GTMO so I was partially involved in the intelligence lead up to that particular operation. And I think that's probably the biggest operation that we were involved in. We were involved in other couple other operations and then on the other side I was very involved in the PIFWC hunting, which I thought was probably one of more rewarding parts of my time there. SY: Yeah I would imagine. Yeah and so what ended up, did you capture some people? WL: Ah yes, whose names they are anymore I can't remember. SY: Right, unless it's Milosevic, I won't remember either. WL: No, we were—the guy that we were really hunting was Radovan Karadžić and we didn't catch him. The French dimed us out and he escaped because the French gave him a heads up. SY: Huh, why they do that? WL: Um, that's a really good question. The French were very sympathetic to the Serbs, and I don't really know why that was but they had a very sympathetic posture towards the Serbs in the conflict. So they caught the guy on his cell phone telling Karadžić to escape and so he made a very speedy exit out of Bosnia. But from that point forward there was some very deep soul searching about who we shared intelligence with and that was a pretty tough thing to lose out on, you know. SY: Hm. You don't think of the French being people U.S. intelligence has to watch out for. WL: Yeah well I mean they're, they're, you know on a geopolitical level they are actually one of our biggest adversaries from a spying point of view. SY: Really? WL: Yeah. SY: Fascinating. WL: Yeah there's all kinds of open source documents on that you can read about [laughs]. 13 SY: Okay I'll go educate myself about that later. Um okay, so that's Bosnia and then there's Iraq. That's 2003. WL: Yeah so I was home for 10 months and the Iraq War was spinning up, and one of my closest friends who was my boss in Bosnia called me up and said, "Bill, we're putting together the band. We're going back, we're going back on active duty. Do you want to come?" And I said, "Well, let me think about it, talk to my wife, see what I wanted to do." And after a lot of soul searching you it just seemed to be the right thing to do to go with people I knew rather than wait a couple of years and be an individual mobilization placement and go with people I didn't know. So, you know, a couple of days' worth of serious soul searching and you know thinking about all that it would mean to my family, I decided to go. So I got mobilized in February of 2003, went to Fort Dix for our pre-mobilization training and activities. Spent about a month there, then got sent to a forward operating base called Camp Virginia in Kuwait, spent another month there getting all of our final shots and getting our vehicles in country and getting ready to go. And then during the ground war we got the go-ahead to go over the berm and head into Iraq. So we had a seventy-five vehicle convoy that took off out of Camp Virginia and convoyed just about twenty-four hours straight all the way to Camp Balad, which had numerous different names over the years, but it was Balad Army Base. And we ended up there for abou--I was there for about a month and a half. When we got there everybody they just said, "Freeze wherever you at, the ground war is over. And now were gonna consolidate on the objectives." And so we stayed there and made camp for about a month and a half. And then there was a call for augmentees to go to Baghdad to help staff up the new headquarters for the theater - the entity was called Combined Joint Task Force 7. So I was deemed not essential to my battalion headquarters. I had been the assistant S3 battle captain for operations and plans, and so they just said, "Listen you get a whole bunch of extra captains down there at the 325th MI Battalion, cough up two and send them to Baghdad and please send ones with human intelligence experience." So I didn't actually have human intelligence experience, but they sent me anyways. And me and one of my best friends got sent to Baghdad. He ended up being the battle captain of the CJ2X which is Combined Joint, 2X is human intelligence section. And I ended up being the human intelligence operations officer for the theater. And that, phew boy, that was probably one of the most traumatic, interesting, dynamic, fulfilling, every possible emotion you can think of. SY: So let talk about 'em, let's tease it apart. So what's, what's traumatic, what's fulfilling, what's? WL: Well it was a fairly easy job from June, I think I got there June 6, until mid-to late summer, and then the insurgency started. So it was initially really exciting to be in to be involved in the setting up of this new headquarters and the staffing of it and the policies and procedures that went with it and standard operating procedures and writing. We were still doing detainment operations and one of my responsibilities was again was to think about the requirements, what we needed to collect intelligence on from a detainee point of view. And I had a hundred tactical human teams out in the field that were collecting intelligence, and my job was to figure what they should collect on. So I had this huge enterprise that I was working on. I was only an Army captain and it was a huge scope for somebody with very little experience in that realm. And I,14 you know I sip from a fire hose for about two months, and learned a lot, and filled my brain up with a lot of cool experiences that I only learned about in books. And so that's kind of the fulfilling part. And then when the insurgency started we had a commanding general named Ricardo Sanchez, Lieutenant General Ricardo Sanchez, and he turned out to be perhaps the most toxic leader I've ever met in my life. He would, he would question everybody's performance of their specific jobs without any inkling of what their job actually was. He was heard to say things like, in front of thousands of people in the battle update brief, he'd say things like, "Why are we catching so many people and detaining them, why don't we just kill them?" So that environment bread a lot of, just a toxic environment. And if you're, if you're a malevolent person looking for an excuse to be and have an outlet for that malevolency, that's a license. And, and what that ultimately, in my experience, devolved into was the Abu Ghraib problem. So for me in August, August-September of 2003 we had an interrogation and detention facility over at Camp Cropper which is on Baghdad International Airport, and the international community for the Red Cross came and said, "These are inhumane living conditions. You gotta get these detainees out of here." So working with the MPs we had to find someplace new to put them and it just so happened that the prison, the maximum security prison out of Abu Ghraib - they're actually four prisons on the Abu Ghraib complex - had just begun renovations and it was intended to be used by civi-by the Iraqis for civilian detainees. And, and so we went out to take a look at it at the provost marshal's suggestion, and determined that it would be an absolutely magnificent facility for this. And kind of reflecting on the citizen soldier model, on my team of intelligence guys my driver and NCO in his civilian life was a corrections officer at Rikers Island; and my company commander was the president of state correctional workers in Massachusetts, the Correctional Worker's Union and he was, he was a, correction he was a corrections officer here in Massachusetts. So I brought them with me and I said, "You know we have to find some place to put the worst of the worst, the people we want to interrogate, what do you think of this facility?" And they were like, "This is perfect. This is the right place." SY: What made it perfect? WL: It was, ah, it was well organized, it was clean, it was neat, it wasn't in the bombed out parts, it wasn't in a mud puddle. It was just in immaculate shape because it had been renovated and it was perfectly suited for an interrogation facility. SY: So the thinking in some ways was that it would be humane? WL: Yes. Absolutely that was the absolute intention was to—when you have high level detainees you don't want them to think about anything else other than what you want them to think about. You don't want them thinking about how to escape the mortar attacks at night, you don't want them to—you want them to be thinking about whatever, whatever you're working on with them in terms of intelligence collection. So it was really an optimal facility. And so that was, you know that was a high point in my deployment. It was. I actually have pictures of me behind bars at Abu Ghraib. SY: I saw those pictures. WL: That's the day I picked Abu Ghraib. It was my staff action that made Abu Ghraib happen.15 SY: And they're really chilling in retrospect but at the time, right? And then and then it looks like you're seeing all the remains of Saddam Hussein's prison too. It looks like a lethal injection bottle and signs for death row and so I'm-I was trying to imagine what you guys were talking about when you were walking—there's graffiti, super weird pornographic graffiti. What were you guys talking about when you were exploring that building? WL: You know we'd already been briefed that Saddam executed about 30,000 people at that jail in his reign of terror. And we also knew that some pretty despicable things had happened out there. And so, you know, it was all to us almost surreal to be walking around and seeing all that wild graffiti, and the, you know we don't really know what was in those bottles but you can [laughs], you can make all kind of informed guesses. And then to actually go in the death house which, which ultimately got walled in so that people wouldn't go into it so it could be preserved for war crimes. Um, I mean that that to me was the closest thing that I have ever felt to death because you could smell death. It was it was an awful, awful, awful place. So that, you know, was traumatic on some level but the breadth of the experience for me was just absolutely incredible in terms of the scope of what I was involved in. SY: So let's go back to the citizen soldier idea to the idea of the ethical soldier. So what do you think happened there? What turned it into what it became? WL: So there was this enormous pressure starting with Secretary of Defense - Undersecretary of Defense - all the way down to Ricardo Sanchez: "We need to get more intelligence, more actionable intelligence so we can stop this insurgency." And the pressure, I can't even begin to describe the pressure that these people, these senior leaders were under. And I, I have the luxury now at this point in my career to have a sense of what that strategic leadership's like and how, how difficult it is to manage political expectations and, you know, the realities of a war torn environment. And I guess I can see how a twisted mind can get twisted to the point of losing the ability to be a genuine leader. And that's what happened. At all ranks people that could twist their social values to suit ends that were inconsistent with those values, those people were everywhere. And it permeated all the way down to the lowest level, it really did. I wasn't, I didn't personally didn't meet any of the MPs that were involved in the atrocities that happened at Abu Ghraib. I did know two of the intelligence people that were involved, not on a friendly basis but they were they were junior enlisted and I knew who they were and they weren't bad people, they just caught up in a very ugly situation. And so I think it was that that just that tiered level of toxic leadership that permeated everything - results now, don't care what the cost is. And, and I learned a lot from that experience. I learned, I learned really how easy it is for well-intentioned, well-managed groups to get off track because there's this abject fear and and apprehension about failing. Because you're failing your brothers in arms when they're getting killed every night from mortar attacks and roadside bombs, and so this this constant drumbeat of "Your brothers are dying, your sisters are dying on the roads of Iraq. You have to do something, you have to get this intelligence." And so when people say that enough, and you live through enough depravity, it's not hard to imagine how people can lose it and I think that's what happened. I really do. SY: And now you're a colonel so now you are higher in the leadership. How, how as a leader do you think you can prevent this type of thing from happening again? 16 WL: That's a, that's a good question. I've taken the last five years of my career and really focused on mentorship. I sit down with every single officer that I rate or senior rate and I'm, unfortunately I'm one of the rare people that does this. One on one I devote an hour at a time to each and every one of them and really have a conversation about values and how values are the foundation of citizen soldiery, because all my soldiers are reservists, and how values are really the foundation of good ethical leadership. And it might sound weird to have an hour long conversation about values but that time goes quickly when you have people that are engaged in it, and I can tell which ones get it and which ones don't get it. And the ones that get it are the ones that I invest my time in and the ones that just sit there and go, "Yes sir, yes sir, yes sir." "Okay [laughs], you don't really get it, so you know, you're not really on track." And that's how my ratings fall out. So that's my way of giving back, I guess, is to try and identify the people that I think have the moral footing necessary to be a strategic leader. SY: And so [coughs] if you were gonna give Norwich advice about how to train ethical leaders, right, who can who can stand up when things are toxic right, who can have integrity. What advice would you give them? WL: Excellent question. When I was a cadet, not a Norwich cadet, but an Army ROTC cadet and to some extent the Norwich thing, making second lieutenants was kind of a cookbook operation. It was "Here's the recipe. Put him in the box, sprinkle all the dust around him, shake it up, enough will stick. Send him all to all these very regimented courses. Get him smart about how the Army works and stick him in the force." And I think that was, I know that was a very Cold War mentality - shake and baking officers. Today's world is so much more complex. SY: Okay hold on one sec [sirens outside of office, interview pauses]. [interview resumes] WL: So now we live in the age of the strategic corporal, where the lowest private through social media can literally influence the battle. Abu Ghraib is an example of that, those pictures got out. And ah, so you have to teach leaders—it's much less a recipe than it is a crafting. Every individual needs to be crafted. They have to understand the strategic implications, they need to be taught how to think critically and creatively. The very volatile world that we live in with globalization, urbanization, mass communications, climate change—all these things weren't even in our vocabulary when I was a second lieutenant, because we were focused on the Cold War. And now our threats are more likely than not, the future threats are less about kinetic threats, somebody shooting at you, and more like what happens when a city of 24 million people gets hit with a tidal wave. And then what do you do? And you're a second lieutenant and you get put in charge of a bunch of people in that environment. There's no way that you can possibly teach a second lieutenant how to handle every single one of those situations. Whereas when I was a second lieutenant you had a cookbook, you followed the cook book, "Don't deviate outside of this, you'll be good." Now we have to encourage them to look outside of the four corners of their little world and figure out how what's on the right and the left is gonna impact their operation. And, you know, the military talks now not about the unknown but the unknowable. So as an intelligence officer the unknown was pretty daunting. My job was to 17 figure out what wasn't known and how to go know it, how to collect that information. What we talk now about the unknowable, the implication being, you can't know [laughs]. You can come up with various constructs of what that unknowable thing might do, and how you cope with that, but it's literally unknowable, you'll never know. And so that framework has to be driven into the lowest levels because those kid—those are the kids that are gonna make it survive. They're gonna go into villages with people who are living primitively and try and infuse in them our democratic Western values, and help them with development and conflict at the most elementary level. And that is not something you can get out of textbooks at Norwich. You have to go out in the wide world and see that. I love the fact that Norwich has a very aggressive international program now, because that is absolutely - I am utterly convinced that the future of education has to involve an international component so that you see, touch and feel how other people live and have an appreciation for other, other value systems other than Western value systems. SY: Seems like anthropology classes should be required too. WL: Language class, anthropology class. I know it's awfully hard to do that when you have a technical discipline like electrical engineering, but I think that it's we are doing our nation a disservice if we don't educate our children and our young adults to live in an increasingly global world. Insularity is the enemy of America's success, it really is. So I'm utterly persuaded by that. And a little aside - when I grew up in the Army it was all about the Cold War, the Russians were our enemies, anything to do with Russia was like, "ooh." And so just as an example of how things change, in Bosnia in 2002 I had a Russian Spetsnaz colonel - full colonel, I was a captain - I had a Russian Spetsnaz full colonel working for me, doing collection plans for the intelligence that the Russians were doing in their sector. We had a Russian sector. And the guy's name was Colonel Volkov and I befriended the guy, professionally, not personally, I befriended the guy. And we ended up having a very good cordial relationship to the point where on Defenders of the Motherland Day in, I want to say it was February or March of 2002, he invited me to be his distinguished guest at the Defenders of the Motherland parade and ceremony. And I ended up getting placed in the front row right next to the CG, and the CG sat down and he goes, "You're in the wrong place, move back captain, you don't, you're not a distinguished visitor." And I said, "Actually, I am, Colonel Volkov invited me." And he looked at me like, "What? That doesn't make any sense." And Colonel Volkov showed me that cooperation, even in today's environment, is possible, you know when you get down to the human level. He invited us to that event and then held a private reception for us with vodka and smoked salmon and toast and cheese. And then we moved from to that private reception to his group's his little special forces bar on the Russian base and we drank there for like four hours. And then we were all trying to leave and one of the traditions is to cut the patch off your uniform and exchange patches. So I was in the middle of cutting my patch off my uniform and the colonel was looking very longingly at my Gerber knife, it was a very basic folding knife. And I said, "Sir, would you like my knife as a gift?" And he said, "I could never accept," through his translator, he was like, "I could never accept such a generous gift." And I said, "Come on it's a thirty dollar knife," and I put it in his hand. And he goes, "And I must repay you." So he takes me to his private quarters. Now you have to keep in mind I'm on a Russian Army base in the middle of Bosnia and me and this colonel walk off into the woods arm and arm, half in the bag. And I'm gone, and all my 18 colleagues are like, "Where did Lyons go?" So I disappeared for an hour. He took me back to his private quarters. We drank Slobovicz and chatted a little bit down there, and then he reached into uni-his closet and he took his uniform, and he took every badge off his uniform and he said, "Is this a good enough gift?" And I was dumbfounded like, I have now all these Spetsnaz badges from Russia. And I said, "Sure." I'd have taken two, but I'll take it, you know? So I put it in my pocket, we had another shot of Slobovicz and then it occurred to me, "Oh my God, like I've been gone like an hour with a Russian Spetsnaz colonel and if they're not totally freaking out, something's wrong." So we go back and you know frantic, "Oh my God, thank God you're okay." And I went back to Eagle Base that night and I just reflected that a mere three years earlier we were mortal enemies, and to have that experience at that juncture in my life was just remarkable, remarkable. And it just proof positive that whatever today's situation is three years now it is not what you think it's gonna be and and and if Norwich doesn't produce people that can anticipate those changes and be ready for those challenges. You can't know them all, but you have to have the intellectual capacity to cope with them all, to adapt to them all. SY: And not knee jerk prejudices against entire peoples and populations or religions, right? WL: Exactly. SY: Because lo and behold [laughs]. WL: Yup, exactly. So that really opened my mind up to how important it is be, and I used the word agile because you have to be intellectually agile. You have to understand and perceive on a very subtle level all the little changes that are going around the world, and if you're not capable of doing that, you know, we're gonna make colossal strategic mistakes. The strategic corporal is gonna make a big blunder and jeopardize an entire national security strategy. And who better than to do that than citizen soldiers that have one leg in the civilian world and understand things from the civilian populous point of view, and one leg in the military world who have a greater appreciation of military strategy and tactics and operations. I think the citizen soldier brings that dimension to, a very much needed dimension to the national security strategy. And incidentally many senior Army leaders after thirteen years of war get it, they have had reservists in their headquarters and have had one on one contact. I myself, my boss in Iraq was General Barbara Fast, active duty, one star promotable, and I was in her office one day and she was briefing me-not briefing me but, you know, bringing me up to speed on a particular initiative [coughs]. And she says, "What do you think of this?" and I said, "Ma'am I think that's really awful idea." And she was startled, she said, "Nobody talks to me that way. Why do you talk to me that way?" And I said, "Ma'am, I'm a Reservist. If I can't be honest with you than I'm doing something wrong. If you like my advice and change your plan because I was honest with you, then good, you changed the plan in a way that I think is constructive. If you don't like my advice and you say, 'piss off,' I just say, 'good,' because you know I was heard, different ideas were on the table, and I wasn't a yes man." So I said, "Ma'am, you're always gonna get a very honest answer opinion from me. You might not like it but it's gonna be a very honest and direct opinion." And she goes, "You know, I have like twenty majors that work for me" (at this point I was a major). She's like, "You know nobody, nobody gives me honest advice, you're the only one." And from that point forward I was her go-to guy for the "is this a stupid idea or a good idea or whatever." 19 SY: So what do you think gave you the chutzpah to be able to do that, to sort of to speak your mind in that context? WL: I think it was a lifetime of of—first of all confidence in your analytical abilities which I, I've always been fairly confident in my analytical abilities. But I think it was the, you know, the lifetime of values thing, the integrity that my parents inculcated in me, and the school inculcated in this this this, "Always stand up for what's right approach." And, you know, the truth of the matter is you know we live in a somewhat political world so you do have to when to pick your battles and not everything can be a fight because that person gets nothing done. But you really have to be perceptive and know when is the right time to speak your mind and make your thoughts heard. And if you're judicious and thoughtful about it you'll get a reputation for being the one that can be called upon to consult with in tough situations. And I, I've been fortunate that that's been the case for me. I've been counsel now to people that I started as company grade officers that are now generals, and it's satisfying and rewarding when somebody calls you up and says, "Hey I got this, you know, this really tough problem, just wanted to talk to you about it, you know. I don't need an answer. I just want to talk it out." And it's very satisfying, it really is. SY: I can imagine, you know it's interesting at this point I've done a bunch of these interviews and in my experience it's reservists and ah helicopter pilots— WL: [laughs]. SY: Who their identity as citizen soldiers is about, you know, standing up for what you think is right even if it is pushing back against authority. And then people who are more Regular Army, that is not their mentality. It's interesting. That's what I've observed so far, yeah. WL: One of my, one of the, my, the deputy intelligence officer for Iraq, he was our boss for a little while, and he was responsible for the day-to-day operations and General Fast was the big thinker policy person. So Colonel Boltz is the guy's name, he's a Norwich guy, Norwich, I want to say '78, '79, Steve Boltz. He's currently the Deputy G-2 for U.S. Army Europe, fantastic guy. So he would come into our—we were behind a purple curtain believe it or not in our little headquarters, and he would come in and he would flip the purple curtain open, and me and my buddy who was Ponce, this guy's name was Captain Ponce at the time, he's now Colonel Ponce. He'd go with his really strange accent, "Ponce, Lyons, tell me the truth, all my majors lie to me and you're the only ones that tell me the truth!" And we'd sit down and we'd have an hour long bull session with this colonel because he could trust us to just tell us the way it was. And when we were flat out wrong, he'd explain it, he'd mentor us and say, "Just because you have the chutzpah to be honest with me. I'm gonna invest in you and, and mentor you." And so Ponce and he actually ended up being very close friends, and Bill just visited him in Europe like just two months ago. And he's just a fantastic guy, fantastic leader. I mean he was the, he's the classic guy who got to colonel speaking his mind but couldn't get to general because he spoke his mind. That's Steve Boltz and I appreciated him for all of that he was a really straight shooting kind of guy. Really, really cool. SY: So it seems like you've seen examples of really toxic leadership and really good leadership? 20 WL: I have, yeah, yeah. SY: And I'm wondering if I have more questions to ask you about that. I mean and you've served, you've served at all your deployments as an officer. WL: I have, yeah. SY: And I guess how do you think the experience is different um for somebody - I mean this is such a huge question - but for somebody who's enlisted. I guess I've been doing interviews in part with some people who've dealt with PTSD and it seems pretty clear that PTSD is more prevalent among enlisted men than officers, and I don't know if that's true or not true but do you have thoughts about that? WL: Yeah, it's not my experience. I think that officers tend to manage and conceal their PTSD because they're expected to. You're expected to be the tough one, the guy that keeps it all together, but there's ample opportunities, ample examples of officers that didn't keep it together. I'll give an example, my, my brigade commander, a guy whose name is escaping me at the time, he had the single largest military intelligence brigade ever assembled, seven battalions. It was huge and he was responsible for Abu Ghraib, the intelligence side of Abu Ghraib. And I remember being summoned to his office and a guy named Jonathan Carpik came to me and he, Captain Carpik, and he said, "Hey Colonel." I can't re—he's the guy pinning the medal on in my picture, and I can't--I'm just drawing a complete blank as to his name. He said, "He wants you in his office." Now he had this little closet of an office, it was literally a closet with a desk in it. And so I went and the door was maybe three inches open and I could hear sobbing inside. So I was like, "Well that's weird." So I knocked on the door and he said, "Come in," and I kind of cracked the door a little bit and he said, "Come on in Lyons." He was visibly shaken, and he looked at me he goes, "You know I never thought I'd say this, but I hate my job and I hate my life." And that was a full colonel in the middle of a combat environment. And if that's not PTSD I don't know what it is. So, you know he clearly was struggling like the weight of the world around him. I myself struggled with survivor's guilt coming home. SY: Can you talk about that? WL: Well I spent about a year in therapy just coming to terms with the various losses. Two guys in my unit got killed, Travis Fredrich and um Gregory Bellanger two, one was a cook that was on a convoy, the other was an intelligence interrogator who was killed in a in a mortar attack. And that was a bit of a loss and I came home and my Norwich class president Rob Soltes was killed shortly thereafter. He was an optometrist on a Civil Affairs mission in northern Iraq and he got hit by a VB IED and he died [coughs]. So those were very traumatic experiences for me, and what it resulted for me was you know those were lives that were lost. And first of all it could have been me and maybe I would have felt better it was me so that their families didn't experience the loss. But it also made me reexamine all of my own priorities in life, like and this is gonna sound trivial and trite, but how can I live better to make their loss worth it? So that's really been sort of the driving force behind my life since then. And then my bo--my roommate in Bosnia, a guy named Harold Brown who's from Bolton, Mass., Army Reservist, he ended up getting recruited by the CIA when we left Bosnia. And he ended up being an intel operative for 21 them. and he is the one of the guys that gets killed in Khost in the movie Zero Dark Thirty. That was what? Four years ago now, Christmas-ish? That was a huge loss, I mean that was very very traumatic. He and I were very close in Bosnia. We stayed close. So I still work with his family and we try to remember him every year. It's a very big loss, so. SY: I also would imagine coming home and then the Abu Ghraib scandal breaking would also be a bit of an existential crisis in addition, right? WL: Yeah. Well I and Ponce ended up being interviewed extensively, ah what's an AR-15-6 investigation, which is an investigation into potentially criminal activity. It's like a precursor to like a grand jury type of investigation. A guy named Major General George Fay came and interviewed us because of Abu Ghraib. And I was interviewed extensively as was Ponce, and you know looking, they were looking deep and desperately to try and find the trigger that caused all that and I mentioned I don't think it was anything specific, I think it was just pervasive. But um, but reliving all of that was very, very traumatic. And I'll tell you probably one of the weirdest things that I experienced in Iraq was at six months under the Geneva Conventions if you are a detainee you are entitled to a review of your detention. And so in August, which was roughly two--six months after the war started, we had to start reviewing all these cases. And I was appointed the guy that was gonna be the intel person coordinating the review of all the files. So there was an MP officer that was reviewing for threats, and there was an intel officer reviewing to determine if there was intel value in that detainee and whether we should keep them for the intel value. And so we were reviewing all these files and we literally had something like 14,000 detainees at this point, and I'm reviewing the earliest ones first because they're entitled to their review. So one of the first manila folders I'm handed, handed has a detainee number on the, you know the little piece that sticks out, index, and a name. And you open it up and there was nothing in it and I go, "Hey anybody have the information on this file?" "Oh no, I didn't see anything." So I called down to the detention center I'm like, "Hey I got this manila folder with nothing in it" [laughs]. And they're like, "Yeah that's all we got." I'm like, "Well how am I supposed to make a decision on that?" you know, "Go debrief the guy and find out what the circumstances of, at least the circumstances of capture were." So somebody goes into the pen and now this guy's been tied up for six months and when they go, "So you know what's the circumstances?" And so he was walking back from the hospital after carrying his daughter several miles to the hospital, dropped his daughter off. On his way home, um, the 3rd Infantry Division captured him because he was out past curfew. Got rolled up, sent to Camp Cropper, then sent off to Abu Ghraib and had spent six months wondering what happened to his daughter, wondering if his family knew where he was, wondering anything. And so, I mean if we didn't make an enemy out of this guy I don't know what would, right? So I reflected a lot of that. That definitely troubled me, you know, as I, as I came home and unwound from the war that. That, you know, that haunted me a bit. So, you know, PTSD comes in a lot of forms. Those are my forms. And there are all different forms, you know. It's… SY: Yeah I talked to a guy last week who was in Vietnam and Korea. And in his words he was "cuckoo" after Korea, that's what he said. So he was, he had PTSD after Korea. And he said oddly he healed himself in Vietnam because in addition to you know developing a missile, he 22 personally created these two humanitarian missions. So like they took some rice from the Viet Cong and the Army was gonna burn it and he was like, "Yeah I'm taking that over to that village," right? There was another instance where he took the packing crates and brought it over to build a school. And he said really beautifully that he was able to maintain his sense of himself as an ethical person even though he was doing other things that he didn't feel good about. Because of that he was able to, to not feel so messed up when he got home. WL: Yeah, it's a good outlet. I think everybody, that's really what you need is an outlet. SY: Yeah, and maintaining a sense of yourself, right? WL: Yup. Yeah absolutely. I spent the last—the first—when I was deployed my mayor got voted out of office so I came home to no job. SY: Oh no! WL: So while I was trying to figure what to do a friend of mine said, "Hey, we're gonna start an engineering company. Do you know anybody that'd like to run it?" and I said, "Well, me." So I took that job and the weird thing was for the first two or three months I couldn't do anything. I would sit in front of the computer and stare at it, do internet searches about the war, because I needed the "vig," you know, the excitement of being engaged. And it just occurred to me one day I was like, "I'm a basket case [laughs]. I am totally lost." And that's when I decided to seek counseling because I knew that there was something wrong with me, and it was very standard behavior for somebody that was so amped up 24/7. I worked eighteen hours a day on military stuff and then [snap] gone. SY: Welcome home! WL: Yeah, welcome home, get normal, put a suit on, sit in front of the computer and and build a company. I was like uhh…. SY: Ahh! [laughs] what do I do? WL: So— SY: Did you have that hypervigilance stuff too that a lot of people describe? Like scanning and— WL: No, I, I honestly didn't. I did some pretty crazy stuff in terms of convoying in Iraq, but I never felt like the, and some people describe it to me as sort of the razor's edge experience, like you feel like you're right out on the edge of stuff. I did a lot of convoying in the Highway of Death and I don't know why but it never, and I was very very, I was very attuned to the threat and I did everything that I was supposed to do, but I never felt that particular high. The high I felt was more about working with Special Operators to identify targets, and to me that was the most exhilarating thing that I could do. So I, you know convoyed to Tikrit, and I convoyed to out to Abu Ghraib a bunch of times. I convoyed to Babylon. That was a wonderful experience, I got to explore all the ruins. Oh it was just fantastic experience, just very, very, um, very rewarding to do that. And yeah, I mean I spent a lot of time on my way out to visit other agencies that I 23 needed to coordinate with as part of my responsibilities. And it just never occurred to me, I knew how dangerous it was but it never felt as exhilarating as the other parts of my job. SY: Hm. That makes sense. WL: The other people that worked for me were like, "Why do you go out so much?" you know, "You shouldn't be so quick to go out on these convoys." I'm like, "But it's my job. I need to talk to these people." They're like, "Use a phone." I'm like, "I can't get the same information on the phone, I gotta go talk to these people," so. My driver who was uh, Freddy Klein, who probably would much have preferred that I did not go out. He tried on numerous occasions to talk me out of my road trips but he and I almost met our fate, we got shot at from behind by our own people who discharged a weapon when they shouldn't have, and it went right between us. I was sitting in the passenger seat of the truck and he was sitting in the driver's seat of the truck, went by his ear by about six inches. Yeah it was a pretty interesting day. So that's the closest I came to getting shwacked. SY: That's pretty close [laughs]. WL: It was a big, there was a night we got 57 millimeter rockets raining on us, and so that was another fairly close call. It was quite the experience to say the least. SY: How'd you get that teacup? WL: So, um, when I went to the, I think they call it the Al Faw Palace, it's the the palace that was in the middle of Camp Victory. Camp Victory was actually forming at that time, like they just barely had the perimeter secured when I showed up. And I had this guy who was a Marine Corps Major, a guy named Bob Sirks who was nominally my boss for three weeks or something. And he goes, "Have you been in the palace?" Now the palace was supposed to be off-limits, we weren't supposed to go there. I said, "I haven't." And he goes, "Let's go in." I said, "I don't know." He's like, "There's nobody over there, nobody will ever know." He's like, "I've been inside, it's cool." I said, "Okay." So we, we found a way into the building, I don't even remember what way we got in and it was opulent - gold toilet seats and gold leaf everything. And so he goes, "Hey, let's go in the kitchen." So we go in the kitchen and this huge china set, now this was a palace, one of the many palaces that Saddam used, but this huge china set with the tea cups and everything just left untouched. It's just sitting there. And he's like, "Oh let's get a souvenir." I'm like, "I don't know, you know." He's like, "Oh just a tea cup." So, "alright just a tea cup." So he gets a tea cup and I get a tea cup and he goes, "Now what?" I said, "That's enough for me." And so he took a whole bunch of other stuff and I was like, "Well I got my one war trophy, I'll take this." So that was the tea cup story, and that particular day, again because there was nobody in the palace. There are a whole bunch of pictures in my CDs of being inside the chandelier which is a totally cool experience. There's a chandelier in the pictures and you can actually go inside the chandelier. SY: I somehow must have missed that set of pictures because I—you know what? Maybe there were two Iraq discs and I only looked at one. I'll go back and look later. 24 WL: Yeah, that was cool. And then there's a picture of me on the roof, and there's a hole in the roof so it's kinda like straddling my, I'm straddling the hole. And that's where a JDAM1 went through the roof and then you can see the picture of Saddam's bedroom that's blown to smithereens. And so that one bomb went down three stories and basically blew up on his bed. Of course he wasn't there, but the intent was to target him. And that was really proof positive that I was on the right side [laughs] just to see to see the technological advantage that we had. It was really really amazing. And the rest of the building was intact. It was just that room that was blown up. Everything else, the tea cups were all where they were supposed to be, the, nothing was affected outside of that. I mean it was really— SY: The building wasn't even rattled enough that the tea cups fell? WL: Yeah it was it was totally illus—illustrative of how we were— SY: Illustrative? I never know how pronounce that word, yeah. WL: Yeah you get the message. It was the, technical, technological overmatch was on, you know, absolute display in that, in that particular moment to me. It was really amazing, really amazing. SY: What'd ya think when you were walking though Babylon? WL: You know that was almost surreal. The Marines had kind of secured Babylon to prevent looting, and they hired the chief archeologist of Iraq to give tours. So this guy who was Saddam's chief archeologist showed us around all of the ruins of Babylon. And one of the weird things is that Saddam had—he was very envious of Nebuchadnezzar, the king that ruled Babylon. And he built a huge castle above Babylon to show his supremacy, but he later thought better of it and he wanted his castle built on top of Nebuchadnezzar's castle. So he actually in the process he sank Nebuchadnezzar's castle because it was on filled marshlands. So you can see the sinking process going on because stacked all these bricks with his stamp on it over Nebuchadnezzar's bricks with Nebuchadnezzar's stamps on it. But we saw the procession street where he had all his military parades and civic parades, the Lion of Babylon was still there. We got—I got pictures in front of the Lion of Babylon. It was a very rewarding experience. I can't say that I had a very classical education and that sort of stuff so I was kind of learning it on the fly with the chief archeologist of Iraq, so I guess you couldn't ask for a better teacher than that. It was a very, it was a very interesting experience. Very fun. SY: That's pretty cool. I have to head to Northbridge soon and I want to beat some of the traffic. WL: I got to go pick up my kids. SY: Alright, any last thoughts? This has been a fantastic interview. WL: Oh it's my pleasure. Um no. I, you know I will say that I owe my success to Norwich and to a number of leaders that were Norwich, and weren't Norwich, along the ways. One of my best friends is now a commander of my command in the Reserves, the military intelligence readiness 1 This is an acronym for Joint Direct Attack Munition (JDAM), a bomb guidance system. 25 command. The guy's name is Brigadier General Gabriel Troiano. He's not a Norwich guy but he exemplifies the citizen soldier in my mind. He was my boss in Bosnia, he was my boss in Iraq, and now he's a brigadier general and that to me is proof positive that the right values system and the right leadership really does make a difference. It really makes a difference and I applaud Norwich for staying on that path all these years, and I hope that they stay on it. SY: Yeah, hey thanks! WL: My pleasure.
. ■--J»*^-K»£^->-^^,rHHfeH '• MILLSB, PniNTGR. QETTVaeURQ. '*^'*i 1 T 11 tljn.li 11 lYllmjTyiljLjuijLiliiU'I'kixijr •^^•'-^^•'-^s^'-^s^.^^ESsast liJxr FAVOR THOSE WHO FAVOR US. J. R. STINE & SON, purpisl^er, CHAMBERSBURG ST. C. B. KITZMILLER, -DEALER TN— Boofc^ and j&joeg, GETTYSBURG, PA. Ready for Fall and Winter. Suits to Order—Prices $12.00 to $3500; Trousers, $2.50 to $9.00 ALL KINDS OF REPAIRING DONE. All the new effects in Check and Over Plaids you will find at THE LEADING TAILOR, CLOTHIER AND GENTS' FURNISHER, J. \i, ]fl/ers, 11 Balto. St., Gettysburg, Pa. S. B. ALCOTT, —AGENT FOR— Browning King & Co., Merchant Tailor, Sew York. Suits $12.00 up, Overcoats $12.00 up, Pauts $4.00. Fit and workmanship guaranteed. R. A. WONDERS' Corner Ci§ar Parlors. A FULL LINE OF Cigars, Tobacco, Pipes, &c. Scott's Cor. Opp. Eagle Hotel, Gettysburg EPH. H. MINNIGH Manufacturer, Wholesale und Retail Dealer in Confectionery and Ice Cream, Oysters in Season. News Depot & Subscription Agency, MAIN ST., GETTYSBURG, PA. Sole Maimf'r of Dr. Tyler's Cough Drops FINE CIGARS AND SMOKER'S ARTICLE. Chambersburg St., GETTYSBURG JOHN fl. WW, CONFECTIONERY AND ICE CREAM, OYSTERS STEWED AND FRIED. No: 17, BALTIMORE STREET. COLLEGE OK PWsidans § Sur^ons, BALTIMORE, MI>. The College of Physicians and Surgeons of Baltimore, Maryland, is a well equipped school. Four ses-sions are required for graduation. For full information send for the annual catalogue, or write to THOMAS OPIE, M. D., Dean. Cor. Calvert and Saratoga Sts. The (qett^bui'g JVJefcufiJ, Entered at the Post Office at Gettysburg as second-class matter. VOL. V. GETTYSBURG, PA., JANUARY, 1898. No. 9. STAFF: EDITOR-IN-CHIEF, ALUMNI EDITOR, IV. H. Bruce Carney. '99. Rev. F. D. Garland BUSINESS MANAGER, ADVISORY BOARD ASSISTANT EDITORS, steward W. Herman, 99. prgf \ A Himgs ' Robert W. Woods, '9S. AssT. Bus. MANAGER, " G. D. Stanley, M.D. Win. J. Klinefelter, '99. Reuben Z. Imler, '00. » J.W. Richard, D.D. Published monthly by the students of Pennsylvania (Gettysburg) College. Subscription price One Dollar a year in advance, single copies Fifteen cents. Sudents, Professors and Alumni are cordially invited to contribute. All subscriptions and business matter should be addressed to the Business Manager. Articles for publication should be addressed to the Editor. Address, The Gettysburg Hercury, Gettysburg, Penna. CONSTANCY AND GROWTH. BY REV. G. M. DIPPENDERFER, A. M., '93. Individuals, parties, associations and institutions, are frequently charged with inconstancy, when the fact is, they are simply growing and developing. Constancy is a characteristic which cannot be rightly estimated by its own intrinsic merit, but which must depend for its value upon the way in which it is mani-fested. Primarily its meaning is to stand firm, and with a great many persons this means, a cessation of motion. Yet in all nature, including human nature, motion is just what makes real stability possible. The earth is so often 70 THE GETTYSBURG MERCURY. taken as a model of all that is firm, solid and enduring yet we know well that her rapid and regular whirl through space, is the imperative condition of her stability. We often hear people say, "as inconstant as the wind," yet we know that the continual changing of its currents is the best possible fulfillment of its purposes. The stagnant, motionless pool breeds decay and corrup-tion ; whilst the swiftly flowing stream is clear and pure. So in physical life, it is the circulation of the blood, the beating of the heart, the regular performance of every function, that constitutes health and vitality, as well as utility, while quiescence or cessation of action means death. Knowing this to be a fact, often when we speak of the mental or moral life of the world, we find that stability and firmness, which we call constancy, is translated—a full stop put to motion. To be constant to a friend, WH are told, is to preserve the friendship exactly where it is ; to be constant to a party is to cling to it unreservedly; to be constant to opinions, is to hold them precisely as they always have been held ; to be constant to the memory of some honored man, is to maintain and uphold all that he upheld, and condemn all that he condemned. Anyone who is not sat-isfied with this, but who feels within him a desire to push onward and upward, longing to climb heights that have never been trodden, or to enter a new, untried realm of thought or fancy, undertake some new endeavor, such a one is called fickle, inconstant and unstable. There are those who resent the mental growth, and ambitious exten-sion of their friends and fellowmen, when their expanding faculties need more stimulus and greater scope for action, or if they need others to fill their enlarged ca-pacities for influence and activity. Such people will not hesitate to brand these as inconstant and unstable, when the truth is, their only offence has been development. There are partisans in our day, who brand as disloyal any member of their political faith, who detects fallacies and corruptions in it, and thus banish the very element most needful for its own vitality. There are those who adhere so firmly to all the beliefs of some great man of past times and preserve every mole and. wrinkle, so that they cannot imagine the world to have made any progress since, and they would regard any one a traitor to his memory if he should presume to differ with their patron saint's views, or attempt to supplement his thought. This is a mistake ; they forget that a Washington in statesmanship, a Newton in science, a Froebel in educa-tion, a Luther in theology, would not have remained stationary, had they lived on to the present time. Their activity in their own age proves this. Then, too, they fail to perceive that the best way of honoring their mem-ory is not by clinging like wax to the particular point to which they had come, when death stopped their progress, but by cultivating, as they did, the healthy growth of the mental, moral and religious life. To accuse anyone of inconstancy because he cannot stand still in his thought, or in his heart, is like charging the child with inconstancy because he can no longer wear the clothes that once fitted him, or find pleasure in the toys that once amused him. Is constancy then a myth ? Is there nothing to which we owe unhesitating allegiance, and unswerving loyalty ? May we yield to every passing whim, and flutter about in aimless vaccillation with impunity? Assuredly not. There is a constancy, binding and imperative upon us, which makes room for all progress and is in a line with all growth. It is constancy to our highest ideal—to truth, to duty, to fellowman, to self. It tolerates no way sta-tions ; is content with no point short of its highest and best attainment. It honors and clings to all that is noble, all that is pure, all that is wise, all that is true, as far as it can be discovered; it only loosens its hold on one step, to take another in the same direction, higher and loftier. When we fail to move forward, have no desire for more truth, do not long for more knowledge, are satisfied and complacent, content to fold our arms and rest upon our oars, only to drift along with the tide, then we are I tfj&dfci 72 THE GETTYSBURG MERCURY. inconstant to our highest ideal, and are unfaithful to the voice of conscience. As long as our minds and hearts are growing, will our ideals be rising and expanding, and drawing us upward and onward to follow them. Discouragements and trials may daunt us, sacrifices may be necessary, but advancement must be made, and if pleasure, comfort, or ease stand in the way they must be brushed aside with ruthless hand. Constancy to our own highest thoughts, noblest pur-poses, to the voice of truth whenever we hear it, to the best that we can discover both within us and around us —this is the constancy which goes band in hand with the fullest life, and its richest attainments. Whoever ignores the law of growth in the human mind, or resists its process in himself or others, wars against the very principle of life itself, and all that makes life worth living. The eternal God hath thus peculiarly and richly endowed man, and striving for the attainment of his fullest development and truest ideal is a mark of genuine constancy. What is true in a general sense in all the walks of life, is especially true in the developing and formative period of college days. Don't be afraid to launch out into independent and original thought, nor to strive toward the attainment of a lofty ideal. Let not the fear of adverse criticism or the false accusation of inconstancy bar you from scaling the heights of independent thought and advancement. For remember, a.s "eternal vigilance is the price of liberty," so eternal progress is the price of sta-bility. It is thus each year of life comes to us—for each day a clean, white page, and we are artists whose duty it is to put something beautiful on the pages one by one; or we are historians, and must give to the page some record of work, or duty, or victory to enshrine and carry away. THE GBTTYSBUEG MERCURY. 73 -OUR ENCOUNTER WITH COL. LEHMANOSKY.1' BY REV. J. G. HARRIS, '39. This fall fifty-four years ago we attended a meeting of the Synod of the West at Hopeful Church, Ky., ten miles south of Cincinnati, as a fraternal delegate from the English Synod of Ohio. There we met the renowned Pole, Col. Lehmanosky, who boasted that he was present at the burning of Moscow, and the subsequent disastrous retreat of the French ; and also at the unearthing of the Spanish Inquisition, and helped to bring to light the horrid instruments of lorture with which the Spanish officials punished offensive Protestants. At the proper time we presented our credentials, and made a few remarks about the difficulty of gathering our scattered members into strategic points, where our influ-ence would be felt, as in Pennsylvania and Maryland, where we had compact congregations, in every flourishing town. The Col. now rose, and lifted his tall, well-devel-oped form to its full height, and pointing his finger right at us, in a stentorian voice, he began : "Sir, I know more about the Lutheran church than you do." We must con-fess that this rude assault made us feel as if we had an elephant on our hands. He then expatiated upon the great-ness of our Church in Europe, that it was numerically larger than all Protestant denominations put together, not neglecting to emphasize the parts he played in the wars of Napoleon. We soon saw that he was making an effort to impress the minds of the brethren with his immense im-portance. His most extraordinary statement was : "And now I have sheathed my sword, and present myself as a peaceful soldier of Jesus Christ, and can preach in foui-languages, Polish, French, German and English." We did not feel able to unravel this big bundle of red tape, be-cause we had no data but his own assertion. But as he had used us as a victim of his self-gratification, we re-solved to give him a chestnut to feed his vanity. When the crisis came, we told him we were delighted with his grandiloquent speech, and gratified to learn that so pro- 74 THE GETTYSBURG MERCURY. found a scholar and distinguished a gentleman was also such a good Lutheran To our surprise he seized the chestnut in good faith, and then all was lovely. What became of the old hero ? By the assistance of some educated friends he prepared some good lectures on the Napoleon wars, and made several tours to the east-ern states, where he sometimes had good patronage. He must have been at Gettysburg, for we learned that Dr. Krauth, ST., pronounced him a myth; but he was more than a myth. He must have seen hard service, and his familiarity with the scenes he described is a convincing proof that he was there. Perhaps his chief fault was his extravagant self-assertion. At length the infirmities of old age drew the curtain of night around him and he fell asleep, probably where he lived, in the peaceful village of Knightstown, Indiana. The brethren of the Synod of the West meant it well, when they licensed him, but the attempt to transform one of Napoleon's war-dogs into a peaceful minister of the gospel was a signal failure. His restless, domineering temper conld not have held a congregation three months. He gave the command and if they did not obey him in-stantly he court-martialed them. The moral of the above event is: Be prepared for every emergency. The moment we step from the door of our peaceful abodes we must encounter the flotsam and jetsam of men and women who shipwrecked fortune, morals, character and even salvation ; we must breathe the atmosphere of a community where wrong sits upon the throne and right stands upon the scaffold; we must look upon the shame of old Noah, perpetrated under the sanction of a government license. The unexpected is sure to come—not once, but often. What are we to do ? Arm ourselves ? Certainly not in times of peace. Experience has taught men, that where one perishes in a thousand for want of the trusted weapon, a dozen perish by assuming the role of mock-heroism. The best panoply in times of trouble and danger is the gar-ment of a meek and quiet spirit! THE GETTYSBURG MERCURY. 75 SHOULD THE GAME OF FOOT-BALL, AS NOW PLAYED, BE ABOL-ISHED BY LAW. AFFIRMATIVE. Probably at no time since the flowery days of Greece has the motto, "Mens sana in corpore sano," been so faith-fully observed as now. Men realize that, if they are to attain to the highest degree of intellectual development, due regard must be paid to physical development. In view of this truth much attention is paid to athletics, and games that tend to develop muscle and at the same time bring into action mental powers have been encouraged. It is safe to say that no game has satisfied these condi-tions so well as foot-ball; hence its great popularity. Foot-ball has been played for many generations, and, among the many other forms of out-door amusements, has usually been given the preference by active and brawny youths. However in the course of many years the game has been changed very materially. From time to time new rules of playing have been adopted, and old ones dropped, until the game, as now played, is very intricate and scientific. Moreover there are in it, at present, not a few objectionable features, the principal one being a large element of danger. In view of this latter consideration, many thinking people have asked for the abolishment of the game by law. As before stated, foot-ball, being very scientific, brings into play mental as well as physical powers ; hence it is natural that we should find it the favorite college game. In fact foot-ball is generally looked upon as dis-tinctively a. college game, and as such we shall first treat it, letting it be understood that, with very few exceptions, the conditions affecting college foot-ball also exist in the game as played by our c;ty and large town teams. It is generally conceded, even by the most zealous ad-vocates of foot-ball, that it is a dangerous form of recrea-tion; but these advocates, on the other hand, endeavor to counter-balance this objection by many arguments in sup- 7G THE GETTYSBURG MERCURY. port of the game. They speak of its physical benefits, and set forth, in glowing terms, its demand for scientific playing. They laud it as a magnificent, manly contest, and pay a glowing tribute to it as a help to telf command. It would be rash to say that foot ball has no physical benefits ; but it would be absurd, in view of many exam-ples to the contrary, to say that it gives rise to no serious physical injuries. Granting that foot-ball is a good out-door exercise and a great developer of muscle, are there not other athletic games that may lay just claim to these good qualities, without containing so large an element of danger ? The primary object of out-door games is exercise, but does the modern foot-ball game usually demand more exercise than is conducive to health ? Under the present rules, there are made in nearly every game, plays which. in order to be successful, demand that all regard for life or limb be laid aside. Almost superhuman effort is put forth ; every muscle is strained to its utmost, and the un-naturally heavy and-rapid heart-beats of the player indi-cate the highest pitch of feverish excitement, as with ut-most speed, he runs the gauntlet of those who are endeav-oring as best they can to hurl him violently to the ground. It is needless to describe the various features of the game, they are familiar to all: the frantic rush which accom-panies the kick-off, the dangerous interference and tack-ling, the ludicrous and yet fearful "pile-up" of bodies and limbs, the disentanglement, and then the removal of the unconscious hero (?), who had the misfortune of being beneath about half a ton of avoirdupois, and then the escorting off of the "gridiron" by his comrades of the other hero (?), who only had a broken bone or a bad sprain. And yet, of all games, this is the one fraught with the most physical benefits ! It is a bad reflection on any game, when the presence of physicians is a very important consideration. And yet a first-class game of foot-ball is not complete without one or more doctors upon th3 field to care for the injured. However, the broken or sprained limbs are by no means the most important injuries sustained on the "gridiron.' u THE GETTYSBURG MERCURY. 77 as many prominent physicians, who have investigated the matter, testify. The injuries received are often inter-nal and are not given particular attention at the time, but in later years their effects become very manifest. More-over not a few men have been made prematurely old by their former long-continued over-exertion on the foot-ball field. Is the game, as now played, well adapted to college athletics ? We answer no. The fundamental idea of col-lege athletics is physical exercise. This exercise is needed in proportion as a student is possessed of, or deficient in, bodily health and strength. But with foot-ball the physi-cally weak man is thrust into the background, while the big, strong fellows invariably push to the front and get the positions on 1he team, and, with their fellow-players, monopolize the field, and the men, not blessed with such healthy bodies have the pleasure of watching the practice from the "bleachers." Hence foot-ball fails here, as the men who need the exercise do not get it, and those who do not stand in such great need of it get more than is essen-tial to health. But it is such a scientific game, and we can not afford to give it up. We believe that the fact that it is so scien-tific is the secret of foot-ball's popularity. However we maintain that this is one of the principal causes of danger. Permit us to refer to the published statement of Mr. Harry Beecher, who was a famous player on the Yale team. Mr. Beecher says in an article published in the New York "World": "Football has been over-scienced, plays are attempted which are perhaps too onerous for the human frame to stand." And there are many other foot-ball men who are beginning to take a similar view of the game as now played. What shall we say to the statement that it is a mag-nificent and manly contest? The nature of our answer will, of course, depend upon what we consider magnificent and manly. We can not think it an exhibition of manliness when twenty-two stalwart young fellows engage in a con-test which ' almost unvariably results in bad bruises, 78 THE GETTYSBURG MERCURY. "black-eyes", bandaged beads, or broken bones. More-over there are men in the average game, who either be-cause of the influence of excitement or on account of some personal grudge against an opposing player, will take un-fair advantage of opponents, frequently disabling them for the rest of the game. Besides all this the idea of our young men putting themselves on exhibition in contests for money, is not at all pleasing. Is foot-ball a help to self-command ? In some cases we believe it is; in most cases it is not. From personal ob-servation we know that in the average game many con-temptible things are done by players who are under the influence of anger. The treatment received in foot-ball certainly has no tendency to render a man's temper an-gelic, and although the player may not give verbal ex-pression to his feelings, he nevertheless gives forcible expression to his anger in other ways, not conductive to the comfort of the other player against whom he holds a grudge. Moreover it is not unusual for one to hear of prominent players being disqualified on account of some mean and unfair play, which was made under the impulse of anger. In view of these facts we contend that foot-ball is not very valuable as a help to self-command. In the foregoing we have endeavored to treat our sub-ject with all fairness. We have refrained from citing examples of terrible accidents met with on the foot-ball field. We might have spoken of the many who have been crippled for life, of those whose reason has been destroyed, and of others who have been killed ; but such examples are so familiar that they need no further mention. And now, after this brief review of some of the chief dangers connected with foot-ball, the question arises: Should our government, by its silence, sanction any game that endangers the lives of citizens ? There are not a few forms of amusements and recreations, so called, which, be-cause of their dangerous tendencies, have been declared illegal by the State. Therefore, why should foot-ball which unfortunately has become so strongly characterized by violence and brutality, be tolerated ? We maintain THE GETTYSBURG MERCURY. 79 that the enactment of a law against the game would be a timely and necessary move. Nor do we stand alone in the positions we have taken, as is shown by the anti-foot ball agitation in the legislatures of two States, one of which has already passed a law making the playing of this game a misdemeanor. Athletic games, all sides considered, are very bene-ficial, and we believe that all that foot-ball needs, in order to be the most desirable game of the athletic field, is the introduction of rules that will do away with the present dangerous plays. However, we must treat the game as it now is played. Hence, in view of the arguments pre-sented, we conclude by repeating what we have been en-deavoring to prove, viz: "The game of foot-ball, as now played, should be abolished by law." R. D. C, '00. SHOULD THE GAME OF FOOT-BALL, AS NOW PLAYED, BE ABOL-ISHED BY LAW. NEGATIVE. Without a doubt, the American people are, next to the French, the most devoted to fads. At present the pre-dominant idea, especially in the college world, is that of athletics. We are foot-ball mad. Thousands clamor for admittance to the great games, and the whole country breathlessly awaits the result. Opposition has been, until this season, swept away by the tide of popular senti-ment. This season, however, accidents have been more nu-merous than in past years, and there is beginning a cry against foot-ball. The legislatures of Georgia, and Mich-igan have passed bills forbidding the playing, in -their states, of any game of foot-ball to which admission is charged. Our question, therefore, is timely, and should be well considered. Its statement is : "Resolved, That the game of foot- Ui I 80 THE GETTYSBURG MERCURY. ball, as now played, should be abolished by law." By this we may understand that the game, in its present form, and consequent danger to players, be abolished and that the abolishment be by law. We shall endeavor to prove that the game of foot-ball is a manly, beneficial exercise, and that its present form reduces personal danger to a minimum. The foot-ball player of to-day attains, under skillful training, the highest possible degree of health and strength. He is fed nothing but the best and most nour-ishing food, is kept from any indulgence that would in-jure him, and every part of his body is trained and exer-cised until it is as perfect as it can be made. This is of the highest value to anyone, but is especially so in the case of the student, whose body, weakened by his seden-tary habits, loses its vigor if he does not take sufficient exercise. In this training he is taught self-restraint, and is kept from forming the bad habits which are too often contracted by students. The game itself provides an out-let for the animal spirits which exist in every man, and which show themselves in others by student pranks and debauches. The foot-ball man is not his own master, but is jealously watched and guarded, and his actions are so guided that he must develop into a robust, splendid speci-men of manhood. Foot-ball cultivates quickness of intellect and percep-tion. "Keep your eye on the ball", is the oft-repeated maxim, and, in following it, the player learns to decide on his best course of action and to act in almost the same moment. He learns to keep a cool head and a steady tem-per. Foot-ball has reached its highest perfection in the contests which take place betweea the leading colleges and universities, and has, indeed, become an all-important factor in college life. The rivalry born in these contests impels the players to their best endeavors, and through it young men learn what loyalty is ; then it is but a step to patriotism. If the United States will ever call forth her THE GETTYSBURG MERCURY. 81 sons in time of her need, among the first to answer will be the brawny, cool-headed men, who, in their youth, con-tested for alma mater. Foot-ball in its present form involves the least possi-bility of injury that there can be in a game of its nature. Its plays are made with such science, its penalties for foul playing are so strictly enforced, and the members of teams are so well trained that there need be no serious injuries. We are speaking, however, of teams composed of gentle-men, men who endeavor to raise foot-ball. It must be admitted that there are some teams who play so brutally that they should be severely punished. But the real foot-ball player is not of their stamp. Such men as they have laid foot-ball open to the charge of "Brutal! Brutal!" which we often hear now. But is it right to brand the game with the fault of some who pretend to play it ? Yet statistics show that foot-ball has a lower percentage of serious accidents than many other sports which are continually indulged in, such as yachting, swimming, hunting, bicycling, against which we hear almost nothing. In addition, nearly all serious accidents have occurred in games between inexperienced, badly-trained teams, or have happened to men who were not in physical condition. The American people are not so blood-thirsty and its young men are not such fools that they would take de-light in watching or taking part in foot-ball if it were as brutal as some would make us think. We are still far from the Roman idea of sport. It is an insult to our humanity that some should demand its abolishment by law. If foot-ball were so brutal as to require that, it would now be a memory. Public sentiment would have killed it long ago. Its opponents say that, in the case of collegiate foot-ball, it takes too much time from the studies, that it car-ries rivalry too far, that it encourages gambling, that thousands of dollars are wasted on it; but remember that the athletic men have been the best students in the major-ity of cases, that gentlemen will never carry rivalry too wwiBiiS*" 82 THE GETTYSBURG MERCURY. far, that gamblers will gamble on the slightest pretext, and that this money could be put to no better purpose than the building up of the youth in body and mind. These pessimists draw gloomy analogies between foot-ball and the gladiatorial combats of Rome, and sigh as they think of the Spanish bull-fights. But let us see if we cannot dra,w a more pleasing analogy than these. Do you remember that the Greeks were the most beautiful race in the world ? Do you remember that they regarded symmetry of shape and health of body as among the high-est gifts of the gods ? Have you read of the Olympic games, of how they worshiped their god by athletic con-test, of how he who had now in these had obtained the highest honor, of how many a victor stumbled over the goal with almost dying breath ? Do you know that Greek literature and Greek civilization were the highest the world has ever seen ? So let us hope that the present in-terest in athletics is not merely a fad, but that our young men may continue to build up their bodies, and, at length, with a perfect physical race will come even higher mental development. '00. ABOUT FEMALE EDUCATION IN GERMANY. BY MISS ADELE LUX ENBERG. "German women all know several languages." "Don't you play and sing? Of course you do; all Ger-mans are musical." These are statements often made in talking to or about German men and women ; but others are equally often heard : "There is no higher education for women in Germany." "German women do not care much for education beyond what is offered in the common school!" These two groups of statements differ so widely, that there must needs be some untruth in one or the other. Indeed, there is much in the first and more in the second, which has little, if any, claim to veracity. Truly, many Germans of both sexes know several lan-guages, but more do not, yet they are highly cultured and useful members of society. Many people in Germany THE GETTYSBURG MERCURY. 83 sing and play, fewer do it well; but there are still a great number—and thanks be to them—who recognize that music is a divine gift not bestowed upon everybody, a rare talent vastly diffsrent from the love of music and not to be won by hammering and squeaking and wasting precious time and money to the vexation of your "nearest" fellow-creatures ; in short, there are a good many German men and women innocent of the practice of bad playing and worse singing; many who do not play at all, though in general they may be persons of high mental develop-ment. So much for what "all Germans know and do." To find out what "German women have not," it is per-haps best to state first what they have. Several years ago, especially while the Women's Con-gress of the World's Fair was in preparation, people went over to Germany to gather facts about the "Woman's Question," or "Female Education in Germany." They brought home doleful reports about that "poor German sister" living in a country without Female Colleges, un-able to receive any education higher than that afforded by common schools, "Msedchenschulen," forced to forget the little she learned, while sitting, for the rest of her life, be-hind the mending-basket or standing before the kitchen fire and washtub. Poor German sisters, I pity you, in-deed, but not for the state of educational affairs in your country, which, like everything else in the "Old Country", have their slow but sure development and which you will improve according to your timely needs! What makes me pity you is rather the wrong idea formed of you, and circulated widely by persons that had no eyes to see, though tongues to speak, while those who did sec you aright, and who did not skim "the Continent and Great Britain in a 3 months' trip", but dwelt with you and in-quired into your conditions, took home in their souls a sympathetic picture of you, and, like something dear and precious, only occasionally disclosed it to near friends in private conversation. They had found the German woman to be for the most part a thorough, well informed and well Snn ili • 1 84 THE GETTYSBURG MERC UKY. read person, though not often a fluent converser, and all that for good reasons. For if, as a rule, the German girl leaves school at 16, she begins it at the tender age of 6, entering then not uufrequently with a fair knowledge of the "3 R's" that haunt American pub-lic school children from 8 to 10 years of age, but acquired, beside other preparation for earnest study, in the Kinder-garten of Germany. And what is offered to the child dur-ing the following 10 years ? That depends upon the school selected by the parents who must consider the future of their children as well as the funds at disposal for their education, which is not free, nor even cheap, but a con-siderable expense, and perhaps just for that reason highly prized and distinctly planned from the very beginning. This being a mere outline, it does not pretend to be ex-haustive of the subject, and only the principal and long established institutions will be considered. There is first of all the "Buergerschule fuer Msedchen", where the native tongue, arithmetic, history, geography, natural sciences and drawing are taught—and well taught—, sometimes also one foreign language. This school can be finished at fourteen, which is the earliest age at which boys and girls are permitted to quit school, education from the 6th to the 15th year being compulsory for both sexes. There is also the "Hcehere Msedchenschule", which has 9 to 10 grades or "Klassen", where beside the afore-mentioned studies, French is taught very early, and English is taken up about three or four years later, giving as a rule a seven years' course in the one, and four to five years in the other language. To Universal History is added History of Art, or of Civilization; to Arithmetic either Plane Geometry or Algebra ; to Botany, Zoology and Min-erology, which take a very important place even in the Buergerschule. The plan of the "Hcehere M. Sch" adds Physics, Chemistry Anthropology (Physiology). Moreover the prolonged course admits a broader and deeper knowl-edge of literature, geography and history, as well as a more frequent and advanced writing of essays. With all this there runs through the entire course of every school, THE GETTYSBURG MERCURY 85 "BeligionsUnterricht," religious instruction, beginning with Biblical history, continuing through the New Testa-ment and Catechism, ending with Church History. Ge-sang- Unterr-icht"—chorus and choral-singing being also a required study. Considering that all instruction is given by graduated and efficient teachers, and that every study, after it has once been taken up, retains a place throughout the curri-culum— all instruction moving in concentric circles, en-larging on the same subject every consecutive year—it ap-pears as if a young German lady about 16 leaves school with a thorough foundation in everything taught in boys' Gymnasium, with the exclusion only of the dead lan-guages, and the addition of the modern. No mother, how-ever considers her daughter's education finished at that stage, though lack of means may put "Fortbildungsschule", "Selects", "Lyceum" out of her reach. At these institu-tions the same studies may be pursued under University Professors and Specialists, who have also large private classes of female students. Private teaching is of far greater importance and extent in the Old Country than in the New World, and no foreigner without a broad circle of acquaintances among German families can judge of the means of Higher Female education. One of the principal aims of school-instructions is to start the student right in all directions and to fill him with love of study that he or she may go on with it after the years of compulsion have passed. And it must be said that even those girls who cannot afford regular courses after the obligatory time, will study on by themselves, with friends, by reading for and after public lectures, exchanging lessons with foreign-ers, correspondence, and so on. But where do those efficient teachers and specialists come from, as women are not admitted to German Univer-sities ? Are they all men ? By no means all, though a good many of them are, and a lady-teacher must be very effi-cient to come out victorious in the competition. Our Uni-versities are not training-schools for teachers, and a "Ph. D." from a German University means not in the least a mmm 86 THE GETTYSBURG MERCURY. fine teacher of his specialty, unless the owner of that de-gree have gone through a "Lehrer-Seminar," of which women have the equivalent in the "Lehrerinnen—Bild-ungs— Anstalt" or Teachers' Training Institute. There in a course of three full years, all school studies are taken up from the very beginning, embracing, though in a broader way. the Curriculum of the Hcehere Msedchenschule." This is done for the sake of the knowledge, but more es-pecially for the methods best adapted to the moral end to be reached by each study, and for the special literature pertaining to it. History of Education, as furthered by the lives and works of great teachers of all times and na-tions, psychology and theory of methodical teaching, are studied by means of lectures, reading, essays, theses and practical teaching. All this, including singing and draw-ing, is obligatory ; the two foreign languages and piano playing, however, are elective and lead to the advanced degree of "Teacher for Higher Female Institutions," while Avithoutthem the Diploma is only granted as "Teacher for Girls' Schools." This degree is added to a specification still containing 12 main studies with a final written and verbal examination in each. And these "Lehrerinnen- Seminare," as they are called, are by no means attended only by women who want to make teaching their profes-sion, but by all who desire a higher education than that afforded by the "Hoehere Msedchenschule." As has already been said, this sketch cannot aim at completeness, it only aspires to give a general idea of Ger-man Female educational institutions; especially of those which rank foremost in attendance and age. Of the few "Msedchengymnasien" founded lately in the principal progressive cities and which follow exactly the plan of the male "Gymnasium," mention shall be made, though they are neither old nor numerous enough to take a decided place in the female education of Germany. They are a necessity, as stepping-stones to the opening of the Univer-sities to women, to the Highest Education in Germany. They have been brought about by the efforts of German women ; and if an insight into the older institutions dis- THE GETTYSBURG MERCURY. 87 pels the illusion that there is no higher female Education in Germany, the new "Msedchengymnasium" with its long history of struggle for existence, is an evidence of the great interest taken by German women in higher edu-cation. ATTENTION. BY GEO. A. GREISS. A recent psychology defines attention, as "the volun-tary concentration of the mind on one thought object." If the term mind is used to designate the entire psychical action, we may define attention, as the concentration of the powers of thought, feeling and volition upon one ob-ject or idea. Attention, as defined is voluntary and not instinctive. As the will varies in strength in different persons, so the attention of those persons varies in accu-racy and intensity. Most psychical states, however, are affected to a great-er or less extent by the physical condition of the person. Indeed, the physical condition of the individual is no small factor in the matter of attention. Here, then we must take into account the circumstances, and environ-ment of the individual, for they determine to a certain de-gree the physical condition of the person. Thus two ele-ments must be considered in the subject of attention. The one is the will, or the voluntary power of the mind over the mental states ; the other is environment. If the will is strong and the environment is favorable, the quality of attention will naturally be of a high order ; but if the conditions just mentioned are the reverse, then the attention will be of an inferior grade. Very often these ruling factors in attention are brought into direct antagonism, by the one being stronger than the other. To have concentration of thought, the physical must frequently be overcome by the psychical. Let us illus-trate. A student at a university is studying the doctrine of 88 THE GETTYSBURG MERCURY. the "Person of Christ." After a refreshing walk he is seated at his study-table. He is in a proper state of mind to master the subject before him and he resolves to do so. He opens his book and begins to study the genus idiu-malicum. His entire mental power is directed upon this one subject. The lesson becomes interesting. The stu-dent understands each paragraph, as he proceeds. He comes to the end of the subject, and with a smile of satis-faction says, "I have mastered it." Leaving this subject, he enters upon the next in order, known as the genus ap- Mismaticum, with the same determination. But he hard-ly has begun to read the first line, when some one above him begins to play "Home sweet home," on the violin. The first few strains divert his attention very slightly from the study before him ; but as the music continues, interest in study becomes less. Before the selection is half render-ed, the theological study is changed into a reverie of home. Perhaps the mind of the student cannot be firmly fixed upon his study for the remainder of the evening, and time which might have been profitably spent is lost. This is force of environment. If the will of the student is strong, he can by repeated efforts overcome environment. It is not necessary for any rational being to remain, bound by environment. Every person can, if he tries, rise above his surroundings. Discordant surroundings should be removed if possible. If however the environment is unavoidable, then the will must be used to overcome the obstacle. Since most environment cannot be easily and successfully removed, we see that the will is the principal factor in the matter of attention, and a requisite in deep study. If men could subject their bodies entirely to their minds, who could tell, what results we would have, to what flights of oratory we would soar and what profound depths of philosophy we would fathom. A healthy body is also necessary for intense action of the mind. If the maxim, a sound mind in a sound body, holds true at all, it certainly does in attention. To cultivate a strong will and maintain a healthy body becomes therefore an urgent duty to the diligent student. THE GETTYSBURG MERCURY. 89 The object of the writer is not to discuss attention as a psychical state or its place in psychology, but to look at and point out the necessity and value of an acutely culti-vated attention to the student, and also to show the de-mands of the age, for men of intensity and concentration of thought. This age is called an age of specialists. It demands men who will master their particular sphere of life. Since attention to any particular work, leads to the mastery of that work, and since mastery leads to perfec-tion, there is hardly any further proof needed for the ne-cessity of earnest and energetic men. When a chemist wishes to discover silver in a stone supposed to contain the precious metal, he does not hold the whole bulk into the flame, but takes one particle, puts it on charcoal and concentrates all the heat possible on it by means of the blow-pipe. The physician, in order to diagnose a case, does not take the patient and place the entire body under a microscope, but places one microbe or germ of the disease under the powerful microscope which concentrates all the rays possible upon this one atom. In our studying we must direct all our attention upon the subject before us and bring all the rays of intellect and reason to converge upon one object of thought. Then we can dig out the nuggets of truth and present them to others who are desirous to receive them. Why is military discipline so rigid ? In order to ac-complish what is required of a soldier, strict attention to one thing is necessary. The same reason holds true for the rigor of German universities. For a complete mastery of any study, the mastery of the parts of that study is necessary. Thus we see that the pursuit of our studies re-quires the utmost attention on our part. The reason we very often do n^t grasp a subject is not found in want of mental power, but in the want of application of that power. Why do we go to recitations sometimes in anxiety about the questions that are about to be asked ; or when we are quizzed why do we give answers which either have no bearing on the question, or are at best only a conglom. eration of phrases not conveying any sense ? The answer 00 THE GETTYSBURG MERCURY. to this question is found in the fact, that we have either applied ourselves too little to the study of the lesson or have not given the proper attention to the question. Some days we go to the lecture room with a clear mind and a healthy body, We can follow the reasoning of the professor without any difficulty. Every argument seems clear and conclusive. When we review the lecture in our rooms, it seems to be a part of our knowledge, and neither new nor strange. On another day we go to the same lecture room. We hear the same professor. The hour drags. The lecture seems dull. The reasoning is obscure. In reviewing this lecture, it seems entirely new and strange. We ask our-selves what is the cause of this change. We remember that we heard the same professor both times; that he showed the same earnestness. We recall, that we followed the lecture with eye and ear each time. The reason for the change is this : the first day we followed the lecture with our closest attention, while on the second day our eyes and ears followed the lecture mechanically and our minds were occupied with thoughts about things miles away and foreign to the lecture entirely. There is an old adage: "Beware of the man of one book " Why ? Because he directs all his energies toward one object. If we would master a lecture or a lesson, we must concentrate our thoughts upon them while studying or listening. "The mind cannot do two things at the same time." The necessity of attention is only superseded by its value. In speaking or reading attention commands attention. When an essay or speech has been well thought out, so that all the materials gathered and the truths used, point to one central thought, it will come with such force when it is presented, that the man of average intelligence will listen. Unity of style and harmony of material, as well as logical reasoning in any production, require the closest attention on the part of the author. But intensity of thought and concentration of mental energy is required not only in the preparation of an essay or speech, but also THE GETTYSBURG MtiRJURY 91 jn the delivery of the same. In the delivery of any pro-duction, there are two parties concerned. The hearer, as well as the speaker, has a part to do. Since earnestness and conviction are the result of per-severing study, and since they go very far toward com-manding the attention of an audience, then the speaker should give his theme thorough investigation and diligent study. Dr. Schaeffer once said, "A teacher is the hest disci-plinarian who says least about discipline and keeps his scholars busy." So he who says l3ast about attention but gives his audience something about which to think, com-mands the best attention. The object of any speech should be to move the hearers. In order to accomplish this the speaker must show by gesture and delivery that he means what he says and that he is a man of earnest convictions. Otherwise he will fail. To-day the world does not notice a careless and listless man, much less call him into a position of public trust. The value of attention is further seen in the fact that when a man has well mastered his subject, embarrassment is removed and time does not hang heavily on his hands. The speaker, being well prepared to discuss his theme, for-gets himself and his audience, and loses himself in the depth of his reasoning. But no matter how well the speaker may be prepared, if the audience is indifferent, the speech has again lost its force and not accomplished its intended purpose. The hearer must also practice and cultivate attention, so that he can follow the speaker in his nights of oratory and in his labyrinth of reason. Be-sides all this it is a mark of good common sense as well as of a disciplined mind, to listen, even if the subject of the speech and the matter of the same is dull and uninterest-ing. There is nothing more discouraging to a speaker than to have his andience look on the floor, or out of the window, or anywhere else than in his face. Give a man your eyes and ears and you will have the best efforts. When he sees that the audience shows an interest in what he says, the speaker will be filled with enthusiasm and 92 THE GETTYSBURG MERCURY. will carry away all that come within the compass of his eloquence. Since the age demands men who are masters of their situation, and since we are about to go out to battle with the vital problems of the age, let us quit ourselves like men and use our talents toward one end. Then we will attain the highest ideals and win the greatest laurels. THE NOBLEST MAN 1 KNEW. True nobility of character involves much, and, with few exceptions, exists only in the ideal. Absolute truth-fulness, perfect unselfishness, spotless virtue—these are the attributes of a noble man, and he in whose character all are embodied, is surely one whose friendship should be sought. I have known but one man whose character combined all these virtues in the highest degree. He was a friend of my father when both were country boys; and I have often heard of their starting to college together. They had both been fired by ambition to be something more than farmers, and accordingly worked hard to save money enough for the first year at college. They went to a small college in Pennsylvania, and informed the President that they had heard that he could turn out preachers in two years, and that they wanted him to get to work on them. He replied that he could hardly do that, but would do the best for them that he could ; and so they went to work. "Dan" has told me many stories of their early college life, of how "Dave" was always jolly and ready for fun, if it was clean fun; of how he was always without money, yet cheerful and happy; of how, though he was not specially quick in learning, he could hold an audience nearly spell-bound, whether speaking on serious or trivial subjects. After they had passed through Freshman and Soph-more years together, they separated, "Dan" going to obtain a fuller education at a larger college, while "Dave," eager to begin his life's work, abridged his course, and, after two years, sailed away as a missionary. i THE GETTYSBURG MERCURY 93 He labored in Africa for nearly twenty-four years. Assistants sent him died or returned in broken health. He buried a wife and three children, victims of the awful climate. But, aided by a splendid constitution and a cheerful disposition, he stuck to his post until friends forced him to leave it. That man was David A. Day, D. D., our Lutheran missionary in Liberia, and the church is now mourning his death at sea, within a little over a hundred miles of the home-land which he longed to reach before he died. To my mind his character combined all the elements of true nobility, true self-sacrifice and virtue; and with these were joined a cheerfulness and rea ly tact which made him inimitable. He was a man of great talent, who could have risen to fame as a theologian and preach-er, but he gave h s life for a neglected people, and his work among them will be an everlasting monument to him. His last words, were "More men, fill up the ranks ;" but who can take his place ? L. A. W., '00. OH, TAKE ME BACK TO GETTYSBURG. (Tune,—Old I'olks at Home.) Around de campus cannons ruuibled, Long years ago. Deie seldom was de ball e'er fumbled, And all de men played low. Now time has covered up their foot-prints, De battle's o'er, And peace reigns over town and campus, De cannon's used no more. CHORUS: All de dearest recollections, Cluster 'round dat spot; Oh, take me back to Gettysburg, She never will be forgot. All round de old place I wandered, Happy and free, And on de midnight studies pondered, Still happiness found me. wtssmM Ij. 94 THE GETTYSBURG MERCURY. When I was with my classmates playing, Happy was I, Oh! seems I hear them now a-sayiug, "Boys, we will wiu or die." CHORUS— One little room among de others, One dat I love; Its dear remembrance o'er me hovers, No matter where I rove. Oh, if I see those faces never Of class-mates dear, Yet time in vain our bonds can sever, 'Though we be far or near. CHORUS— EDITORS' DESK. "We see not a step before us A s we tread on another year ; But the past is in God's keeping, The future his mercy will clear." * * * Miss Adele Luxenberg, teacher of German in Wilson i Female College at Chambersburg, spent the vacation with Mrs. Dr. Richard of Gettysburg. She was educated in sev-eral of the best institutions'"^ Germany, and is an accom-plished linguist. Her article, "About Female Education in Germany," will be read with interest. * * * WE are reminded of the fact that only two fleeting years separate us from the era toward which we have long looked with great solicitude. What great projects have been set on foot to be accomplished during the last "decade of the 19th century!" A few years ago it was prophesied that all the heathen would hear the gospel yet | this century. Arbitration was to be substituted for inter-national war. There were to be no open saloons, no illiter-acy, no wage, nor race problem, etc., by the 20th century. Who is responsible for the failure to realize these much desired achievments ? Questions like these come to us at this season and few of us can say that we have done as much towards their solution as we might have done. J. THE GETTYSBURG MERCURY. 95 This is a good time to get on the right side of all subjects which affect us. The wise man changes his mind often, the fool never. Let us be stronger advocates of truth. Let us, as students, resolve to do more for our college and her interests. Be enthusiastic. Make better use of the oppor-tunities offered us in class-room, library, literary society, in gymnasium, in society. Economize time, think more, read more, write more. * * SURELY we cannot fault those in a situation to encour-age literary effort with not having done much for us. Those who can be reached by a prize are now encouraged by prizes aggregating nearly $150 right in our own institu-tion. We publish the liberal offer of the Century Co. to college men. If prizes do not tempt to launch into the unknown but enchanting sea of literary experience, there are left the considerations of personal honor, of cnlture, of advertising our almamafcr. Fiction, narration, descrip-tion, verse, are kinds of composition too seldom attempted by us, each of which, like virtue, brings its own reward. ALL students who have had an opportunity to attend any convention of the Young Men's Christian Associa-tion never fail to speak of the practical benefit derived from such meeting. Judging from the reports sometimes given by delegates an indifferent person might be in-fluenced to conclude that there would be no particular advantage in being present at such a gathering. This is a great mistake. You cannot always judge the merits of a student convention by the reports alone. Among the many blessings imparted to every student who attends a convention in the proper spirit, there are three which are particularly manifest. His views are broadened, his spiritual life is wonderfully deepened, and a greater zeal for earnest Bible study is aroused. The pronounced success of the Y. M. C. A. all over the world, as well as all other young people's societies, is due in great measure to the inspiration received through 9 . MPPY, Merchant Tailor. 4', Chambersburg St., Gettysburg. G. E. SPANGLER, (Success? to J, VV. Eichollz & Co.) Ill: U.F.I; IN PIANOS, ORGANS, MUSIC, MUSICAL INSTR UMENTS, STRINGS, Etc. YORK STREET, ist Square, Gettysburg. 1108 THESTNTTT STREET, PHILADELPHIA. Wright's Engraving House, HAS become the recognized leader in unique styles of COLLBQ E and FRA-TERNITY ENORAVINUS and STATION-ERY, College and Class-Day Invitations, engraved and printed from steel plates ; Programmes, Menus, Wedding and Re-ception Invitations, Announcements, etc. etc., Examine prices and styles before ordering elsewhere. 60 Visiting Cards from New Engraved Plates $1.00. ERNESTA. WRIGHT, uoS ChestnutSt., Philadelphia. ~ JOHN L. SHEADS, NEW CIGAR STORE Next door to W. M. Depot, Gettysburg, Pa. P. F. HENNIGT" —DEALER IN— Bread, Rolls, Pretzels Crackers, YORK STREET* GETTYSBURG. ^"Reasonable Rates to Clubs. L. D. IQ Main St., Gettysburg. Grocer, Confectioner and Fruiterer. ICE CREAM and OYSTERS in SEASON. GE TTYSBURG, PA., Main St. Free 'Bus to and from all trains. Rates $1.50 to $2.00 per Jay. Thirty seconds' walk from either depot. DINNER WITH DRIVE OVER FIELD WITH 4 OR MORE $I-35- JOHN E. HUGHES, Prop'r Go To C. A. BLOCHER'S .FOR. Souvenir Spoons, Sword Pins, &c. All Kinds of Jewelry. Repairing a Specialty. Post Office Corner, Centre Square. PHOTOGRAPHER, NO. 3 MAIN STREET, GETTYSBURG, PA. Our new Enameled Aristo Por-traits are equal to Photos made anywhere, and atany price. ^^^^^m^^^^^^m FAVOR THOSE WHO FAVOR US. BASE BALL SUPPLIES, Spaldings League Ball, Mits, Masks, etc., Managers should send for samples and special rates. Every requisite for Tennis, Golf, Cricket, Track and Field Gymnasium Equipments and Outfits. Complete Catalogue Spri?ig and Summer Sports Free. "THE NAMJE THE GUARANTEE" A. G. SPKLDING, & BROS., New York, Philadelphia, Chicago. S7G. Spangler, & Co. ■&-E ■+- -*■ SvS'l, Fine Groceries,, ♦ ••• +. ^-Q2) Telephone 39, 102 E. Middle St. S. J. CODOt^I, Jr»., DRUGGIST. .DHAI.gR IN. Drugs, Medicines, Toilet Ar-ticles, Stationery, Blank Books, Amateur Pho-tographic Supplies, Etc., Etc. BALTIMORE STREET. R. H. CULP, Second Square, p m York Street. College Emblems, EJVULi ZOTHE, Engraver, Designer and Manufact'g Jeweler. ig SOUTH NINTH STREET; PHILADELPHIA, PA. SPECIALTIES: Masonic Marks. Society Badges, Coih'ge Buttons, Fins. Scarf Pins, Stick Pins and Athletic Prizes. All goods ordered through C.H.Tilp. BOHRDINC" By Day, Week or Month. Rates reasonable. House equipped with all modern improvements. GROCERY STORE in same buildiug. Full line of goods kept and sold at small profits. House aud Store located on Cor. of College Campus, opposite Brua Chapel. (^"Public Patronage Solicited Samuel H. Tangninbangh, Prop. MENEELY BELLI Troy, N. Y. Manufacturers of SUPERIOR BELLS. The 2000 pound bell now ringing in the tower of Pennsylvania College was manufactured at this foundry. PATRONIZE OUR ADVERTISERS. \m$ Ed^Ei^r JotynJ. Thomson's Sons —DEALER IN— Eats, Shirts, Shoes, Ties, Umbrellas, Gloves, Sal,■//.els, Hose, Poeket Books. Trunks, Telescopes, Rubbers, Etc., Etc., AMOS ECKERT. Job pointer1 ! WEAVER BUILDING, Centre Square. IMPORTERS AND JOBBERS OF * DRUGS, + Nos. IB and 18 W. Qerman street, BALTIMORE, MD. Offer to tlie trade their large aad well-selected stock of DRUGS, MEDICINES, CHEMICALS and PERFUMERY. Make a specialty to have on hand everything required by Pharmacists. A complete stocK can at any time be selected or wants supplied. ALONZO h. THOIvIPSEN, ?Ianui*ar IffiB Iffl I ■ . HOTEL GETTYSBURG, Located on Centre Kquan where McClellan House. formerly slood. GETT'lBBliK';, PA. RATES 82 I'KIt DAY. It, is the acknowledged Lead] ing Hotel of Hettystrg Uean e,l throughout with steam;ho| or cold "Ballis: rommodio Sample Rooms: Ditinm-r'iomJ S, capacity 200; hits a.Cusine uf j par excellence Headquauenj i for League American VVheefl man. Headquarters coinmeg cial travelers. Headquarti military or civic Free 'iniH to and from nil j trains. —- * ~ - H. * I>. K.Miller Prop's. EIMER & AMEND Manufacturers and Importers of CHEMICALS ani CHEMICAL APPARATUS, 205, 207, 209 & 211 Third Avenue, Corner iSth Street. NEWYORK. Finest Bohemian and German Glassware, Royal Berlin and Meis-sen Porcelain, Purest Hammered Platinum, Balances and Weights. Zeiss Microscopes, and Bacteriologi-cal Apparatus, Chemical Pure Acids and Assay Goods. — Established 1876 — PENROSE MYERS, Watchmaker and Jeweler. Gettysburg Souvenir Spoons, College Souvenir Spoons, No. 10. Balto. St. Gettysbnrg. Pa. "PRICES ALWAYS RIGHT" THE LUTHERAN PUBLISHING HOUSE. <• No. 42 North Oth St.,] "v! PHILADELPHIA, PA. ] Acknowledged Headquarters for ANYTHING and EVERYTHING in the way of Books for Churches, Families, Col-leges, and Schools, and lit-erature, for Sunday Schools. Please Remember That by sending your orders M us.j you help hutld up and develop 01 fj the Church institutions, with i
FEBRUARY, J900 ■ Gettysbur Mercury CONTENTS. Puzzles and their Value in Men-tal Training, 261 How Obtain Equilibrium be-tween Production and Con-sumption, 265 Scene in the Forest, Orlando Soliloquizing, 271 Education more than a Means of Gaining a Livelihood, 272 A Comparative Study in Ruskin, 274 Editorials 278 Economic Results of Gambling, 279 Results of the Art of Healing,. 282 Public Control of Industries 285 The Power of Ignorance; 292 KAVOR THOSE WHO FAVOR US. For Fine. Printing go to p o ,,0 CARLISLE ST. GETTYSBURG, PA. C. B. Kitzmiller Dealer in Hats, Caps, Boots and . Douglas Shoes GETTYSBURG, PA. J. H. Myers Fashionable Tailor, Clothier and Gents' Furnisher. The best place in town to taaveyourCloth-ing made to order. All workmanship and Trimmings guaranteed. No charge for re-pairs and pressing for one year. Dyeing and Repairing a specialty. Ready-made Clothing the largest stock in town. Up-to-date styles. Bicycle Suits and Breeches Headquarters. 11 Baltimore St., Gettysbarg, Pa. EDGAR 5. MARTIN, F^CIGARS AND SMOKERS' ARTICLES. ijr* l2r* i£?* Chambersburg St., Gettysburg. Do you :::;:: ever write ? No doubt you do. Bat 1B your spelling alwayx correct ? Do you have to watch out BO as to avoid thouc humiliating "break*" which convict one of "bad English"? Are you sure of vour punctua-tion ? DoeB compogition writing Vonie easy to you?— letter writing? — any kind of writing? Are ynu glib with the different word* of similar meaning ? Are you up on the etiquette, the amen-ities, of polite letter-writing and businesi corre-spondence? Well, with the following up-to-date works BO readily obtainable, no one need be lem than an adept: Hindu fy Noble's New Spelter, 25c. How to Punctuate Correctly, 25c, Bad English Corrected. RQe. Composition Writiny Made Easy. 7.1c, Liies and Opposite* {Synonyms and Anto-nyms). 50c. Hinds » Noble's New Letter Writer. 75c. HINDS & HOBLE, Publishers 4-5-13-14 Cooper Institute H. Y. City Schoolbnohs of all publishers atone store. R. A. WONDERS, Corner Cigar Parlors. A full line of Cigars, Tobacco, Pipes, Etc. Scott's Corner, Opp. Eagle Hotel. GETTYSBURG, PA. JOHN M. MINNIGH, Confectionery, Ice, andIee Cpeankjj-* Oysters Stewed and Fried. No. 17 BALTIMORE ST. I .THE. GETTYSBURG MERCURY. Entered at the Postoffice at Gettysburg as second-class matter. VOL. VIII. GETTYSBURG, PA., FEBRUARY, 1900. No. 8 Editor-in-Chief. J. FRANK HEILMAN, '00. Assistant Editors. LUTHER A. WEIGLE, '00. S. A. VAN ORMER, '01. Alumni Editor. REV. F. D. GARLAND. Business Manager. JOHN K. HAMACHER. '00. Assistant Business Manager. CLARENCE MOORE, '02. Advisory Board. PROF. J. A. HIMES, LIT. D. PROF. G. D. STAHLEY, M. D. PROF. J. W. RICHARD, D. D. Published monthly by the students of Pennsylvania (Gettysburg) College. Subscription price One Dollar a year in advance, single copies Fifteen Cents. Students, Professors and Alumni are cordially invited to contribute. All subscriptions and business matter should be addressed to the Business Manager. Articles for publication should be addressed to the Editor. Address THE GETTYSBURG MERCURY, GETTYSBURG, PA. PUZZLES AND THEIR VALUE IN MENTAL TRAINING. [GIES PRIZE ESSAY, FIRST PRIZE.] OF all the powers of the human soul, the imagination is one of the most universal in its application and pleasing in its products, the earliest activity of the infant mind, and the last to cling to old age. Without the exercise of this faculty, the world would be a barren waste of material facts, in which would dwell the human race, passive recipients of objective im-pressions, without the power to revel in the beauties of imaged thought and conception of the Divine. Poetry, philosophy, art, science, invention, religion—all would be lost to mankind. L,ittle wonder, then, that the products of the imagination have ever been present and cultivated among men. The word "puzzle" has been variously defined, and the objects of thought and action to which it may be applied are widely different. But a common ground may be assumed—a puzzle is an invented contrivance, either intellectual or material, mtmllM - 262 THE GETTYSBURG MERCURY. whose solution requires time and ingenuity. It will be seen that the puzzle is pre-eminently the product ot the inventive imagina-tion and in turn its highest application is in the exercise of that power for its solution. Intellectual puzzles are in many senses the most important and also most ancient, being generally cast in the form of riddles. From the earliest times of history we can find evidence of the existence of puzzles, either as a form of intellectual amusement or didactic discipline. Among the Eastern nations obscure forms of expression were the inevitable associates of their symbolical modes of thought. It is certain that such methods of statement were in use among the Egyptians, while several books of riddles exist in old Arabic and Persian. One of the most well-known of puzzles is the riddle which Samson propounded to the Philistines, and many other examples are found in the Bible. The proverbs of Solomon are at times excellent types of the didactic form of the riddle. The parables of the Savior were skillful methods of teaching important truths veiled under an interesting narrative which drew the attention of the crowd, and would be very accept-able to an Eastern mind. In Greece the riddle was a favorite mode of intellectual enter-tainment at symposia. To the active mind of the Greek nothing was more pleasing than a well-directed turn of expression which would give room for play of the imagination. There is abundant evidence of this among their writers. Some of their poets even did not hesitate to write whole books of riddles, and Kleobulus, one of the seven wise men, was especially noted for his composi-tions along this line. The famous riddle of the Sphinx as told in the Oedipus Tyrannus, is probably the best known puzzle of Greek literature, though the most interesting form was a part of their very religious life and character—the oracles of the inspired priests, on which hung sometimes the fate of nations, even of the world. The raveling of such obscurities of expression was a source of the keenest pleasure to the Greek mind, and, while a product of the imagination, was an efficient agent in bringing it to that perfection shown in attic literature, thought and philosophy. The Roman mind, more earnest and grave, found small pleas-ure in these modes of intellectual activity, and very little is known of their use of puzzles until the later republic and empire, when they were introduced with the passion for everything Greek, and ■■■■HH THE GETTYSBURG MERCURY. 263 professional riddle-makers soon began to take a prominent part in their entertainments and banquets. During the middle ages puzzles were cultivated more as a pleasant means of entertainment than for any other purpose, and until recently the same idea has clung to them. Many manu-script and printed editions of collections of puzzles, riddles and conundrums are in existence. Much of their content consists of coarse jests, but there are some real gems of wit and valuable aids to a true estimate of mediaeval life. The Reformation put a stop to this merry jesting for a time, but it soon crept into favor again, and during the eighteenth century the most brilliant minds of Europe were engaged in the intellectual pastime. At the present day puzzles are still in great favor with both young and old, and their educational worth is becoming more and more realized. As a mental training the value of the puzzle lies chiefly in its power of cultivating quickness and strength of the constructive imagination. An obscurity of expression or mechanical con-struction may require time to solve its intricacies, but the mind is certainly the better for having mastered it. All the faculties of memory and imagination are brought into play, and side by side comes development of the reasoning power as we attempt to deduce from our problem its elements, or to arrive by induction at the result of certain assumed forces. These are the things which made the riddle so attractive to the Greek, with his quick imagination and active reasoning power. When we solve a dif-ficult puzzle, we in fact repeat the very processes by which as children we began to learn, for then everything was a puzzle; and in doing so we strengthen the faculties of the mind which are most essential, and besides strength impart to them a facility and quickness of action, which is in itself most valuable. The subject-matter of the puzzle may be another source of con-siderable benefit. The didactic riddles of the East have already been mentioned as examples of what may be taught in this way. A truth given an obscure expression which requires mental effort to unravel will be impressed upon the mind when it has been gained. A mechanical construction whose every portion has been carefully studied with a view to its possible part in the function of the whole, will not soon be forgotten. In this fact alone may be grounded a strong argument in favor of the puzzle's part in mental training. 264 THE GETTYSBURG MERCURY. Puzzles are beginning to play a more and more important part in the education of the child. Almost the first book placed in its hands, "Mother Goose," is full of simple riddles. Froebel's kindergarten method, so generally acknowledged now-a-days, em-bodies the puzzle idea to a great extent, developing as it does the powers of observation, invention and reasoning. As the child passes into school, puzzles of graded difficulty are used for several years, and his toys always include a number of puzzles and games, many of which contain subject-matter of educational value. Many firms now publish educational games, whose benefit to the child will be revealed by even a superficial examination. The use of puzzles may be carried too far, however; for they may be made an end in themselves. Men may become so infatu-ated with the delicacy of reasoning and exhilaration of discovery as to lose sight entirely of the practical use of the mind. So did the School-men of the middle ages, who waged long controversies on trivial and absurd questions merely for sake of the argument. Neither should puzzles take the place of more legitimate means of education, for it must be kept in mind that they are for the more developed merely an intellectual pastime which will benefit instead of harm ; and for the child a means of starting its mind upon the path which it must shortly travel with the more able guides of language, art and science. Puzzles seem to be trivial things, and are so in a certain sense. But they present wonderful capabilities to the student of Psy-chology and the teacher of the child's mind. Used within proper bounds, as a means and not an end, they may become, in devel-opment of strength and facility of the imagination and the reas-oning power, and in didactic force, a powerful factor in mental training. —L. A. W., '00. Hold fast to the Bible as the sheet anchor of your liberties; write its precepts in your hearts, and practice them in your lives. —U. S. Grant. A broken reputashun is like a broken vase—it may be mend-ed, but alwuss shows whare the brak waz.—Josh Billings. THE GETTYSBURG MERCURY. 265 MOW OBTAIN EQUILIBRIUM BETWEEN PRODUCTION AND CONSUMPTION. AS a matter of course, the first thing to consider in searching for a remedy for any evil, whether in economics or else-where, is to seek to find the causes of that evil, and to discover a means of removing these causes. Whether the means proposed be beneficial in other respects or advisable upon other grounds we do not need to inquire in this paper. All that is necessary is to find some measure which gives fair promise of bettering matters in this one department of economic life which we have under consideration, namely, of establishing a more stable and more nearly correct relation between the producer and consumer. Briefly and roughly stated, it seems to us that the whole difficulty arises from the fact that the producer is not able to foretell how much of a demand there will be for his goods and incidental to this, how many of those who create the demand will be able to pay within a reasonable time, provided he is willing to sell on credit. As to the second point, demand un-doubtedly is defined to be how much certain persons are ready to take at a certain price. But we must remember that an enormous part of economic operations are conducted on a credit basis and we cannot overlook this as it exercises such a potent influence in increasing or lowering the demand or supply at any time. For if a man believes the credit of his purchasers is good, he will be willing to sell a greater quantity of goods on credit and at a lower price than if he is doubtful as to their credit, and so we might illustrate further. This second point then is incidental to the first, but it is so important in the view we take of the matter that we mention it at once in connection with what we regard the leading difficulty, namely, the producer's ignorance of the con-sumer's future demand for his goods. For he must anticipate the future. It is possible in so few industries to carry on production by filling orders already filed, that we may almost neglect them. And where there are such, the difficulties which we find elsewhere between producer and consumer do not exist, since they work on a solid basis with regard to the future, and are not compelled to base their output upon a supposed state of the market. In other words, they know 266 THE GETTYSBURG MERCURY. what the market will be and this is the element which is ordinar-ily lacking and which is the cause, as we believe, of the mis-understandings. Now it becomes important to try to answer the question "Why are these producers in ignorance of the future demand for their goods ?" Necessarily an important factor, in all economic life, is the large mass of natural products which are so dependent on the forces of nature, and as it is impossible to control the workings of these to any appreciable extent, the period between the planting for the future and the realization of it, between "seedtime and harvest," must always be one of doubt. It is apparently impossible to control the amount of production in this sphere, and, so far as this operates as an agent in causing misunderstandings between the producer and consumer, we do not attempt to suggest a remedy. As long as it is impossible for a man to know that he can meet a certain demand, even though he is sure that demand will exist, and that impossibility depends on the fact that the agents which cause the uncertainty are beyond human control, the cure seems also to be without the bounds of human power. From this class of cases where there is an impossibility for the producer to tell what supply he can put upon the market, we pass, by almost imperceptible gradations, to cases where the producer needs only know the demand and he can meet it with an ample supply. No doubt there are natural products which lie on the line between these extremes, as, for example, the output of mines which can be regulated to a fair extent, and there are products, not strictly natural, which are very uncertain as to the possible supply, but as a rule the further removed the product is from the soil, the more completely is the extent of its production within the control of man. It is to this class of products that we wish to direct particular attention. Assuming then that the demand could be met if it could be known, we come again to the question "Why cannot the demand be known ?" The producer can find from his table ofstatistics how many producers there are in the same business with him, how large an amount of their products has been sold during the year previous to that one, and the year previous and soon back, and then, by dividing his capital into the total capital invested in the business, he can find how much of that output should belong --. Sira :-:.'; . THE GETTYSBURG MERCURY. 267 to him. A simple problem, no doubt, but with no correctness in its application, and why not ? Simply because no one of his fellow producers, nor himself either, will be satisfied with the amount as he would thus work it out, but partly through natural aggressive-ness, partly though a desire to protect himself against aggressive-ness on the part of his competitors, he will seek to produce and to sell a little more than his share. He will devise new means by which he can bring his goods a little more in favor with the pub-lic than his rivals. He will reduce his prices, allowing himself a narrower margin of profits, hoping to make himself even by larger sales. No doubt in this way he will sell more goods than his slower going neighbor and will get some of the trade which would otherwise have gone to him. His neighbor's trade falls off and he finds that he provided for more trade than he is getting and is burdened with an unsalable stock. This is so much idle capi-tal and makes him so much less able to carry on a successful business. This single illustration, on a small scale, though it is, shows the inherent tendency of competition to make uncertain what share of a given demand will fall to a producer's lot. The same amount of goods may be sold, as he had anticipated, but he has not sold his share, for some one has succeeded in selling it ahead of him. We believe, therefore, that competition is the main reason. why the producer cannot foretell what the demand for his goods will be, and as it is this inability to foretell which leads to the mis-understandings between producer and consumer, the natural conclusion is that we should remove competition. We wish to make mention again that we do not argue that this is necessarily a beneficial or advisable means generally. ■ All we are concerned with is the question whether it will tend to remove the misunderstandings we have been speaking of. Of course it is not far to seek a means of accomplishing this. The means have been thrust upon us rather generously during the past few years. The tendency toward industrial combination, seeming to be the logical outgrowth of competition, appears, like Zeus, to threaten the reign of its progenitor. No doubt, it ap-pears startling to those economists who have been accustomed to regard competition with a kind of solemn awe, as containing a remedy for "all the heartaches and the thousand natural shocks 268 THE GETTYSBURG MERCURY. that flesh is heir to ;" but perhaps its partial disappearance may be attended by some results not altogether detrimental. The trust can estimate the demand which it will be called upon to meet. The total demand for a given article during any given period, does not vary through so large a range as to render this estimate one of great uncertainty. No doubt seasons of unusual depression or excitement may render calculations imperfect, but, all in all, the total output which the consumer stands ready to dispose of, is a matter of far higher certainty than the numerous possibilities existing when the producers are multiplied. By the immense amount of capital invested, the trust is better able to adapt itself to an unusual season of excitement or depres-sion. For example, the American Sugar Refining Company a few years ago built a new refinery furnished with the newest techni-cal improvements, to serve only as a safeguard in the case of a suddenly increased demand, or of stoppage in other factories. President Hadley in an article on Trusts, says, " A consoli-dated company has advantages in its power of adapting the amount of production to the needs of consumption. Where several con-cerns with large plants are competing and no one knows exactly what the others are doing, we are apt to have an alternation between years of over-production and years of scarcity, an alter-nation no less unfortunate for the public than for the parties im-mediatety concerned. A wisely managed combination can do much to avoid this. By making its production more even, it can give a constant supply of goods to the consumers and a constant opportunity of work to the laborers; and the resulting steadiness of prices is so great an advantage to all concerned that the public can well afford to pay a very considerable profit to those whose organizing power has rendered such useful service. Morever, the consolidation of all competing concerns avoids many unnecessary expenses of distribution. Under the old sys-tem, these expenses are very great. The multiplication of selling agencies involves much waste. Competitive advertisement is often an unnecessary and unprofitable use of money. Delivery of goods from independent producers, whether by wagon or by rail-road, often costs more than the better organized shipmeuts of a single large concern. All of these evils can be avoided by con-solidation." The same writer compares the trusts with an army, and the THE GETTYSBURG MERCURY. 269 comparison is apt for more purposes than one. The effectiveness with which a thoroughly organized and wealthy trust can meet an unexpected crisis, as compared with a large number of disorgan-ized and quarrelsome companies or individuals,is well paralleled by the difference between the manner in which a thoroughly equipped and organized army will overcome a sudden and severe attack, where a host of stragglers would have been cut to pieces. The very organization constitutes an element of tremendous strength. It must be concluded, we think, then, that trusts, would, or rather do furnish a means by which the future demand for the goods of the producer may be rendered more certain and hence they tend to remove the misunderstandings between the producer and the consumer. And now, how would such a remedy apply when we consider the matter of selling on credit. The man who sells, necessarily is not satisfied merely because he can tell how many goods his cus-tomer will buy. He wants to know how many he can and will pay for. Here in addition to the fact that their superior mastery of all the details of their business renders them more capable of judging of the credit of their purchasers, we seem to find another and very important fact. When competition exists, the producer is all the time seeking to hold out more inducement than his com-petitor. One of the common forms these inducements take is a sale on credit, and then competition arises as to extending the time of credit. Now, when the backbone of competition is broken, the trust no longer needs to use such means to secure purchasers. It stands in a position to dictate, to a great degree, its own terms, and can provide much more fully against dangerous credit than can be done where competition has full play. It is worth while, too, to mention the indirect effects flowing from those above mentioned. As the future is more closely anti-cipated, and as the sales made are more fully realized on than formerly, the financial embarrassments of various producers, under the old regime become a gradually disappearing quantity in the disturbing influences on trade. Of course the increased danger from the possibility of the trust must be omitted, but we believe it is overbalanced by the failures due to competition. When we entered upon the analysis of the causes which ren-dered demand uncertain, we supposed for the time being that the 'JO THE GETTYSBURG MERCURY. demand, if known, could be met. We now return to that point to inquire briefly how the trust would effect that side of the ques-tion, though we have already incidentally touched upon it. Necessarily, one thing which renders uncertain the ability of the producer to meet a given demand is the possibility of dissatis-faction among his employees, leading to a strike. The same argument applies here as applies to selling on credit. The employee is, to a certain extent, able to make more at the kind of work he is engaged in than at any other, for the simple reason that he knows more about it. Now when there are a number of producers in the same business he knows, if he leaves one, he can probably find work with another, while, where there is but one employer, he loses this advantage. But writers on Trusts and Industrial Combinations in the United States agree that the information given by the working-men, themselves, seems to prove that generally a reduction of hours for labor, seldom a reduction of wages and occasionally, an increase, have taken place, especially where the workingmen were well organized themselves. "It is pretty clear that the laborers in centralized undertakings have not been worse off than in decentralized ones." So that it appears that there is less likeli-hood of a strike under such organization than under the decen-tralized form, so that less opposition to the free course of produc-tion would be met with here. And again the indirect results would be beneficial. For, as the demand becomes more certain, and there is less waste from imperfect attempts to meet it, more and more the production of the trust becomes near to a uniform standard and thus tends to give the workmen steady employment at regular wages, which is a strong barrier against a strike on their part. From the direct and indirect results, therefore, of the consoli-dated form of production, we are led to believe that it presents a means of establishing a far better understanding between the pro-ducer and consumer. That in some minor details the result might be otherwise we do not deny, but looking at it in its broad out-lines and confining our attention carefully to theparticularsubject we have under discussion, we conclude that trusts furnish a method for removing much of the friction between the producer and the consumer. 'oo. ItttfSM&B&iSaSB THE GETTYSBURG MERCURY. 271 SCENE IN THE FOREST, ORLANDO SOLILOQUIZING. IS it so that in this guise she sought me? My heart is sick within me. I'll take me back to a wilder region in the forest and there the remainder of my days I'll spend in mourn-ing for my lost love. Aye, virtue is modesty and modesty is a virtue and in that is she lacking. Seek her ? Speak with her ? But strike me dead if I may speak one word with her, I'll write it, fold it, give it to her and fly. 'Twill be a testimony of my love that was, that is no more. She merits now nothing but my scorn. If I had wit, I'd make her blush for very shame, if shame there be in her. But my last breath is drawn. Oh how I loved her to distraction ! I ought to go, but how to move? What is this feeling within me that holds me back ? Is it because the road is long and I am tired. No, 'tis an accursed lingering of that love that once so filled me that I knew naught else. Will it never be in my power to shake it off? 'Twassent from Heaven and not from earth; 'twas given by God and not by man. And yet I'll rid me of it. Can one so unworthy hold my affections thus ? I have a dim vague unrest, can it be removed ? I hear a rustle in the autumn leaves. Ay, here she comes, do I love her yet ? I know not how strong my passion is. I faint from fear. I see her so plain, yet must seem to see her not. She speaks— Enter Ros. and Alia. Ros. (Dressed as a woman.) I am much distressed and faint for succor, must I fall with my true love standing near me and aiding me not ? Alia. Perhaps he sees us not. Shall I go touch him on the arm ? Ros. Yes, ask him if he loves me still. Tell him if when I need it his love fails me it is not love. ' Alia. (Goes up and touches him.) Rosalind has come to seek her lover. Do you not. see her ? She is in need of your aid ? What ails you ? Your eyes look wild and you seem to know me not. Orl. If any of pity exists in your heart for me leave me alone. Alas, I know not what I say; I want you to leave me and yet I fain would have you stay. Ros. (Coming up.) Pray pardon me for calling you my lover, you received it with such melancholy dignity, methinks 272 THE GETTYSBURG MERCURY. you do not half appreciate the honor placed upon you. Can I relieve you of the burden of the title? But why do you look at me thus ? Have I done aught against you ? Orl. I show no bravery by standing before you thus. I would that I could die before your very eyes to let you know what havoc you have wrought. But I leave you now this very minute to go far into the forest, perchance to take of my abode with a shepherd and thus spend my remaining days. I leave yet I stay. I cannot stir an inch, (aside.) Sweet Rosalind, has turned my head, Howl love her! Despite her faults, despite her lack of modesty.' Why came you to me thus? Tell me wished you again with your wiles to torment my morbid feelings. Ah, Rosalind, I still shall call you mine. Ros. Orlando, why did you think so ill of me ? Could you not see in my glowing eyes the story of my love. I would rather have had you woo me but bashful man makes maidens bold and love will find a way. We were parted but I could not abide far from thee. Wherever fate led I followed swayed by love alone. And as the days grow brighter and our hearts grow lighter we shall sing for joy, yes, joy without alloy. EDUCATION MORE THAN A MEANS OP GAINING A LIVELIHOOD. THAT education is a means of gaining a livelihood is a fact that needs no proof. Almost every day we are brought into contact with those who are gaining a comfortable liveli-hood by means of their education. In our day there are many others who are striving to get possession of the same means for no other purpose than that of making a living. It is to be regretted, however, that too many look at education as if it were a mere instrument for easily securing the things which satisfy their physical wants. Through this motive men have lost sight of the real and lasting value of education. I would not say that it is wrong to consider education as a means of gaining a livelihood, but I think that it is a very grievous error to consider education as having no other use or value. Indeed, education without any other purpose than that of a means of gaining a livelihood would be of little value to beings created as we are. THE GETTYSBURG MERCURY. 273 Herbert Spencer in his work on Education says, "In education the question of questions is how to decide among the conflicting claims of subjects and determine the relative values of knowledge. Every one in contending for the worth of any particular order of information, does so by showing its bearing upon some part of life. All effort, either directly or by implication, must appeal to the ultimate test of what use is it?" In other words, the writer affirms that the essential question for us to ponder is "How to live." Not how to live in the mere material sense only, but in the widest sense. The general problem which comprehends every special prob-lem is the right ruling of conduct in all directions, under all circumstances. In what way to treat the body; in what way to treat the mind; in what way to manage our affairs; in what way to bring up a family; in what way to behave as a citizen; in what way to utilize all those sources of happiness which nature supplies—how to use all our faculties to the greatest advantage of ourselves and others—how to live completely! And this being the great thing needful for us to learn, it is, by conse-quence the great aim of education. The leading kinds of activities which constitutes human life are: (1) Those activities which directly minister to self preserva-tion; (2) Those activities which, by securing the necessaries of life, indirectly administer to self preservation; (3) Those activities which are involved in the maintenance of proper social and political relations; (4) Those miscellaneous activities which make up the leisure part of life, devoted to the gratification of tastes and feelings. Is it not education which prepares the individual for direct and indirect self-preservation, for parent-hood, for citizenship, and for the miscellaneous refinements of life? Of course ideal education is complete preparation in all these divisions. Some one has said that education is to the soul what sculpture is to the marble. As the sculpture brings out of the marble the god-like form, the symmetrical proportion, the life-like attitude of the finished and polished statue, so education brings out of man as an animal man, a rational being, making him a complete creature after his kind. To his frame it gives vigor, activity and beauty; to his senses correctness and acuteness; to his intellect, power and truthfulness; to his heart, virtue. r
