Suchergebnisse

Issue 50.5 of the Review for Religious, September/October 1991. ; Review Religious Volume 50 Number 5 September / October 1991 50 TM ANNIVERSARY VOLUME REVIEW FOR RI:.LIGIOUS (ISSN 0034-639X) is published bi-monthly at St. Louis University by the Missouri Province Educational Institute of the Society of Jesus: Editorial Office: 3601 Lindell Boulevard, Room 428; St. Louis, MO 63108-3393. Telcphonc: 314-535-3048. Second-class postage paid at St. Louis MO and additional offices. POSTMASTER: Send address changes to R~:\'~EW Foa R~:I,I(;IOUS; P.O. Box 6070; Duluth, MN 55806. Subscription rates: Single copy $3.50 plus mailing costs. One-year subscription $15.00 plus mailing costs; two-year subscription $28.00 plus mailing costs¯ See inside back cover for subscription informa-tion and mailing costs. © 1991 REVIEW I.'Oa R~:t,tc, IOUS. David L. Fleming, S.J. Philip C. Fischer, S.J. Michael G. Harter, S.J. Elizabeth McDonough, O.P. Jean Read Mary Ann Foppe Editor Associate Editors Canonical Counsel Editor Assistant Editors David J. Hassel, S.J. Iris Ann Ledden, S.S.N.D. Wendy Wright, Ph.D. Advisory Board° Mary Margaret Johanning, S.S.N.D. Sean Sammon, F.M.S. Suzanne Zuercher, O.S.R September/October 1991 Volume 50 Number 5 Manuscripts, books for review, and correspondence with the editor should be sent to R~:vlt:W FOR R~IGIOUS; 3601 Lindell Boulevard; St. Louis, MO 63108-3393. Correspondence about the department "Canonical Counsel" should be addressed to Elizabeth McDonough, O.P.; 5001 Eastern Avenue; P.O. Box 29260; Washington, D.C. 20017. Back issues should be ordered from R~:\qt:w yon R~lC,~ous; 3601 Lindell Boulevard; St. Louis, MO 63108-3393. "Out of Print" issues are available from University Microfilms International; 300 N. Zeeb Road; Ann Arbor, MI 48106. A major portion of each issue is available on cassette recordings as a service for the visually impaired. Write to: Xavier S6ciety for the Blind; 154 East 23rd Street; New York, NY 10010. Are you reading someone else's copy? If you are, it is time to order a subscription for yourself or your community. Review for Religious is a valuable resource at a reasonable price. Each 160-page issue is filled with articles on Practical approaches to community living Traditional and contemporary methods of prayer Reviews and notices about current spiritual literature Mail in the coupon on the back of this page today and don't miss a single issue. Yes! Send Me a Subscription. ONE SUBSCRIPTION PRICE FOR ALL COUNTRIES US $15 for one-year subscription US$28 for two-year subscription plus mailing costs listed below / MAILING COSTS TO BE ADDED TO ALL SUBSCRIPTIONS FOR THE UNITED STATES AND ITS TERRITORIES Add US$3 for one year Total: US$18 Add US$ 6 for two years Total: US$34 FOR ALL OTHER COUNTRIES (SURFACE MAIL) Add US$ 9 for one year Total: US$24 Add US$18 for two years Total: US$46 FOR ALL OTHER COUNTRIES (AIRMAIL/BOOKRATE) Add US$ 28 for one year Total: US$43 Add US$56 for two years Total: US$84 d/~ ¯ Please enter a subscription to REVIEW FOR RELIGIO f : NAME ADDRESS CITY STATE/PROVINCE POSTALCODE COUNTRY [] [] 1-year subscription us$15 + Postage __ = Amount Enclosed __ 2-year subscription uS$ 28 + Postage ~ = Amount Enclosed __ Please note that all subscribers must add postage. Payment in US funds must be included with all orders. Prices are good through 1991. This order is for [] a new subscription [] a renewal [] a restart of a lapsed subscription MAIL TO: REVIEW FOR RELIGIOUS ¯ 3601 LINDELL BOULEVARD ° ST.LouIs, MO 63108 IIII III IIII II IIII III I PRISMS. What did you go out to the desert to see? A prophet? The question which Jesus asked his own people takes on a special poignancy for us toda~y in the Church. Our biblical tradition indicates that God raises up prophetic people in dark and difficult days. Because many see the time of renewal called for by Vatican II as a period of continuing strug-gle and tension--sometimes sadly with positions defended or fixed rather than with dialogue explored--affecting people and priests in parishes, bish-ops in national hierarchies, and religious in the same congregation, there is a greater tendency today to go running out, searching for a prophet. As usual there is also the temptation for some to play the prophet. But the prophetic tradition strongly emphasizes that tree prophets do not identify the role for themselves. God plucks people out of ordinary circum-stances, evokes some kind of personal conversion, and then speaks and works through them, even in their own reluctance for the role, and in their fear and trembling. Although we tend to apply the word prophet glibly to some modem-day leaders, educators, and writers, we perhaps are not far off the mark when we search for those movements and calls of God that come in incremental ways through ordinary-looking people and events. It is to acknowledge that prophets, like saints, have a range from "capital P" prophets (like our canonized "capital S" saints) with a major message of modeling and influence ~o the almost hidden (because of everydayness) small-letter prophets who in limited and confined ways raise questions, sug-gest new directions, make us uncomfortable, and at the same time give us hope. Prophets of lasting influence are s~arce at any time in our world's his-tory. Yet we may find it all too easy, even now, to mute the "smail p" prophet either ir~ our fixated search for major prophetic voices or in our disdain for less-than-radical calls. The even greater loss, however, happens when we may intentionally or unintentionally downplay our own lived (small p) prophetic witness to Christ's values--an integral part of our own chosen way of life. Review for Religious has been p~rivileged through the years to present voices of personal witness and articles of challenge and critique which repre-sent this common spectrum of our e ~eryday prophets. In this issue, "Inner Africa: A Journey of Conversion" by Susan Rakoczy is a personal witness to 641 642 / Review for Religious, September-October 1991 God's continuing call to go beyond a familiar homeland and to pay its enlivening costs---costs borne more within oneself than without. Jean Steffes considers directly in her article the theme of the prophetic-witness aspect of contemporary religious life. The articles by Giallanza, Levey, Arbuckle, and Mueller give further reflections on various aspects of religious life that affect its present and future witness. From the area of contemplation, the ground of all prophetic activity, Joseph Tetlow uses a very simple image from the changing seasons of the year to present an understanding of God's calls and our responses for a com-monplace continuity of spiritual growth. In a similar way Gerard Luttenberger sees through the contemplative Fourth Mansion of St. Ter6sa a way of praying apostolically. A prophetic relationship of faith with our United States culture grounds Hoffman's treatment of creative leisure and, in a very different fashion, Hinojosa's suggestions for formation, as he espe-cially has the Hispanic candidate in mind. Rywalt shares his experience of the sometimes dark journeying required of religious trying to follow God's lead in the transfer process in this consecrated lifeform. The prophetic and priestly people which we are will find fresh insight into the manna-food for our joumeying in Billy's "The Bread Kernel," clari-ty in Meyer's restating of the ministerial priesthood foundation through a deeper appreciation of an ambassador's role, and consolation in the gentle wisdom of living reflected in McDonald's "Faithful Servant." Perhaps, in our effort to identify prophets, McDonald's theme goes right to the heart of the matter. No truer discernment or greater tribute can be given to any prophet, spelled with large or small p, than to be identified, like Moses, as a faithful servant of God. David L. Fleming, S.J. Four Seasons of the Soul Joseph .4. Tetlow, SJ Father Tetlow wrote "The Mirror in the Field" for our November/December 1988 issue. His current address is Jesuit Hall; 3601 Lindell Boulevard; St. Louis, Missouri 63108. I~uring the experience of the Ignatian Spiritual Exercises, you have a sense of movement and of progress. Particularly during a nineteenth-annotation experience of them, you have the sense of getting along with things and of genuine growth in God. When you have finished the Exercises, if you are like many exercitants, you miss that sense of movement and progress. Even though you continue to pray as long and as seriously as you did during the Exercises, you may well come to wonder where "growth" has gone, and a sense of your life in Christ unfolding for you. You know how times of consolation and times of desola-tion mark spiritual growth or its absence, but this is the microeconomy of the spirit, a topological map of a mountain that does not tell you which range it is in or even which hemisphere. You might find some sense of getting along by applying the traditional phases or stages of spiritual growth. You would recognize, to start with, the stages of the purgative, illuminative, and unitive ways. You have heard of the Dark Nights, of the Senses and of the Soul. But reading these stages requires great expertness and an intense concentration on the interior life. You may find them of limited help in reading your growth in the Lord while you live an ordinary life in the world. Furthermore, these traditional stages of spiritual growth have focused tightly on the individual spirit. They do not comprehend a lot of the "your life world." They do not illuminate the interplay of others' needs and inter-ests with your own, or the tension between remaining faithful to your self and growing more faithful to those whom God gives you to love and be 643 644 / Review for Religious, September-October 1991 loved by. Each of these traditional ways of gauging where you are in your interior life instructs you how to pray at a given time and what to pray about. They do not much tell you what to pray for. Now that you know the Spiritual Exercises, you might find it useful to think of phases or stages of the interior life in terms of the Four Weeks. You can take the Weeks as seasons distinct from one another. They really do match the phases or stages of growth that we go through as we live contem-platives in the active world. If you interpret your experience in these terms, you will not find a lot of instruction on what to pray about (that instruction will rise out of your current experience), but you will find sound instruction on what to pray for. The Seasons of the Four Weeks Think of the seasons not as four parts of one whole life, but as a cycle that we all go through in our life world. Consider life as a whole at this given moment, and picture how it is colored seasonally. The first season would be like this: You go along working hard and praying easily. You feel like springtime, and your whole self sprouts new life. Your life world seems filled with promise. Life is given to you, rising up from within your self and teeming all around you. In such a time, you are in the season of the Fourth Week. The truth is that Jesus came to "give you joy, and to the full," and he was transcendently powerful to achieve what he set out to achieve. As you know, we are created to live in consolation, which means that we share the sureness of the risen Christ that the reign of God comes, for each one of us and for all of humankind together. So we live in the joy of Christ, as we have a fight to do, and this is the Fourth Week. You enter Christ's joy, in work and in prayer. Ask yourself: During this springtime, what do you ask for? You go through times, as all of us do, of confusion and darkness, your inner world and life world matching. Your life world itself may be in tur-moil, and perhaps threatens your family, career, or health. All of us have experienced these times as wars succeed one another and one national crisis after another: toxic waste, the Savings and Loans debacle, the awesome national deficit. In a very real sense, when we suffer these times we are bear-ing the sins of all peoples--the sins of unjust rulers, of greedy people with economic power, of self-centered people who feed on us. In these times you feel powerless and perhaps even helpless. You live in depression or doubt or perhaps even jeopardy. In such a time you are walk-ing with Jesus Christ in his Passion. This is not merely metaphor: our Master warned us that we would feel persecuted and hunted, for if his life world Four Seasons of the Soul / 645 treated him as it did, then we are to anticipate faring no better. St. Paul said that we are to fill up the sufferings that Christ Jesus has still to undergo for the sake of his body, the Church. Sometimes we live in the Passion of Jesus, feeling the terrible weight of taking up our cross daily. In this wintry time of the Third Week, what grace gives you a sense of growth and movement? Again, at times you seem merely to be working along from day to day. You do not feel any great consolation or any notable desolation. You trust God by enacting your own desires and conscience and by doing the next good thing. You do not feel any great pressure to have life all figured out, or the vexing pressure of strong temptation to this or that sin you are prone to. You pray to the Father and listen to the Spirit. You live out your discipleship faithfully and enduringly. This is the Second Week, as you walk with Jesus of Nazareth, either in the long decades of his hidden life or in the brief exertions of his public life. It is full summertime, and you are growing in God. You take summertime concerns to prayer and stay with Jesus proclaiming his Good News. But summertime can seem lazy and unmoving. What grace will help you sense progress? Finally, there come times when you feel the weight of your own sin. You do again something that you thought you had truly put behind you. You fail to do something that you had set yourself most resolutely to do. You are in the First Week again. You find out that your ideal has little of the noble in it, or that your self-image includes falsehood, or that you have been acting as though you loathe your self and despise your life. Then you feel the deep burning of shame. Or you realize that you have been violating your own conscience, deliberately deceiving your own self and spreading your poison around you. Then you feel the icy sting of guilt. Yet all of this time you already know how God loves you, even how God keeps on being your Creator and Lord. This is the season of fall, when you join the cycle of life and death that belongs to this earth of ours. You flirt with spiritual death, but you know that you will not die, but live. You cannot doubt that God forgives again and again, and you take into your prayer that utter confidence in God's forgiving love. This is the season of the First Week. Once you have asked God's forgiveness, what else are we to ask for in order to have the experience of movement and growth? It is to find the answer to this question that you think in terms of the sea-sons of the Four Weeks. Other stages and phases instruct us in the kind of prayer we might give ourselves to. The "unitive way," for instance, suggests a prayer of deep quiet. Other stages help us hold onto the kind of faith and 646 / Review for Religious, September-October 1991 hope we need to exercise. The Dark Night of the Senses helps us know that it is, indeed, faith we are exercising, and not doubt. Other stages or phases name kinds of temptation and grades of consolation and desolation. A pray-ing person who has been drawn to apophatic prayer will readily recognize daydreams of food as a desolation. But the stages and phases give little instruction on the very humble question of what, specifically, we are to ask for. Or perhaps more accurately, what instruction they do give is not readily accessible to the majority of praying Christians. "I Ask for What I Want" Matching the Four Weeks with the seasons of discipleship suggests immediately and accurately what you ought to ask God for. Each of the Weeks has a specific grace. These specific graces are precisely what we need in each of the four seasons of discipleship. When we feel the burning of shame or the icy sting of guilt, obviously, we ask forgiveness. Equally obviously, we receive this forgiveness even before we ask it. Then what? You would immediately reject dwelling on the shame or the guilt. You would repudiate self-lacerating examination. What you need is a sense of your complicity in humankind's sin, and a sense of how the disorder manifest in your life world lies waiting to manifest itself in yourself. You can ask for that plainly, and you will have a sense of getting on with God's project. You can also ask another gift of the First Week: the answer to the three questions in the colloquy of the first exercise. The deepest grace of the First Week is to be given eyes to see Jesus Christ. While you stand under the cross of Jesus Christ, you ask yourself, "What have I done for Christ? What am I doing for Christ? What might I do for Christ?" The growth and movement in answer to this prayer have to do with understanding the past and looking to the future. If you have been sinning, then start with how God succeeded in you, with what you have done for Christ. If you are acting sinfully, you need to attend to what else you are now doing: What are you doing for Christ? And as you repent yet again, you stand with Christ and ask what you might do for him and for his body the Church. This is the growth in the season of fall. A second season: of busyness. Your attention runs in a hundred direc-tions. You face concrete decisions hour by hour. You have to deal with oth-ers day after day. You have to remain authentic to your own self and grow more and more fully a member. Here, in this heated season of summer, you might ask most appropriately for the gift of the Second Week: to know Jesus Four Seasons of the Soul / 647 better, to love him more, and to go the way he goes. He has been through this summer and through the desert of busyness. For some the life of the Lord will be an inspiration (as Carl Gustav Jung said it ought to be). They will learn from Jesus of Nazareth how to relate in the dusty marketplace to the God who chooses to be father and mother to us. For others the life of the Lord will be an example for imitation (as the Church has taught since Jesus proclaimed himself Way, Truth, and Life). For all of us, growth in God means growth in loving Jesus of Nazareth who is the Christ. That is the grace you ask for in the summer, the Second Week. When winter comes upon your self and your life world, you cannot escape suffering. Well, in the Third Week, you have watched with Jesus through his Passion. Remember this accompaniment and what you asked for then. Perhaps you will ask to accept your suffering in compassion with Jesus suffering and to know shame "because the Lord is going to his suffering for my sins," while you have acted in complicity with all humankind in sinning. This is the grace of the first contemplation at midnight. In any pain or suffer-ing, growth will lie in and through compassion. You might be drawn, again, to ask that your own suffering somehow be "with Christ in sorrow, [your] anguish with Christ in anguish, [your] tears and deep grief because of the great affliction" Christ endured for you. This is a great gift, and those who embrace their own suffering in the world know what Jesus knew. This pain will end nothing, but will end; ifI can discern no movement toward life, I know my growth is where I am; God is faithful. This prayer to God transmutes a wintry time from merely a depression or recession or grave aggravation to a time of growth in Christ. Finally, when you live in happiness and your life world hums along in springtime, you can most reasonably beg God that you enter into the joy of Jesus Christ. There lies the way of movement and growth, first of all because you will not be immobilized by anxiety. We hold the happiness of earth tightly because it is given and taken away, apparently randomly. Unlike the joy of the earth, Jesus' joy is not given and taken away; it is given and to the full. Growth does not mean having things permanently or living secure or figuring everything out. All of these are illusory, and depending on any of them is writing on water. Growth for Christ's disciples entails precisely shaking off dependence on possessions and all defense against risks of personal encounter. You grow a more complete self with every deeper realization that God's is the initia-tive, the victory, which is Jesus' joy and glory. You grow more secure as you accept more and more fully that you did not earn life or joy and that, if you can make no demands, the One who gives constantly turns out more willing 648 / Review for Religious, September-October 1991 to lavish gifts than you are to accept them. This is Jesus' joy and his glory. So in these springtimes we find our growth in begging "to be glad and rejoice intensely" not because of the great go6ds God is bestowing on us, but "because of the great joy and the glory of Christ our Lord." A Simple Matter of Moving Along Understand, the Four Weeks are not epigenetic stages that build one on another in succession, with the latest stage transmuting the earlier ones. This is the model used by Erik Erikson and the growth psychologists, and it is not appropriate here. The "seasons" mean something much simpler here. Nor does the word refer to an account of the adult life cycle, the "seasons. of a person's life" devised by Daniel Levinson and his colleagues. The "seasons" here are briefer and include not only internal dynamics but also the actuali-ties of your life world. As phases or stages, they would hardly be long-term and do not name permanent changes in the self. Think of it this way: Many skilled retreat directors begin an eight-day retreat by asking the retreatant what Week they are living. The retreat guide does not imply that the retreatant is going through a life cycle or.a phase with permanent effects--nothing so essential and long-range. The implica-tion is that we all go through certain seasoris and that we can usefully think of those seasons in terms of the Four Weeks of the Spiritual Exercises. Many who have made the Spiritual Exercises yearn to keep the sense of progress and of forward motion that sustained them through the long days or months of prayer. They can help themselves do that by continuing one exer-cise that promoted that sense of progress during the Exercises: the preparato-ry prayer. Even those who turn to the Church's lectionary for the material of daily meditation or contemplation can ask for the special grace of the season they are in. They feel no unease or contradiction. On the contrary, they have a sense of familiarity and consonance, and a sense of getting on with life and with prayer. Few of us feel inclined to go back through the prayer texts and cycles of the Four Weeks, particularly over and over again. But you might find it useful to keep mindful of the special graces of the Weeks, and of the preparatory prayer. Re-creating Religious Life Joel Giallanza, C S. C Brother Joel recently completed his service in the ministry of provincial administra-tion and is currently Adjunct Retreat Director at Maryhill Renewal Center. His address is Maryhill Renewal Center; 600 Maryhill Road; Pineville, Louisiana 71360. /'~mong the principal tasks confronting religious life as the twenty-first cen-tury approaches is refoundation or, more descriptively, re-creation. While religious may not be completely comfortable with the demographics of increasing ages and decreasing numbers, they do not appear discouraged or despairing about the future: In fact, some communities have been reporting a modest and consistent increase in vocations and new apostolic ventures. Chapters, assemblies, and other gatherings of religious continue to search for the most effective means of responding to the needs of the Church and the culture in which they live. Among those means they assign high priority to ~'efounding or re-creating religious life itself. To that end, religious have explored the !ives and teachings of their founders and foundresses as well as the experiences and events which shaped the darly years of their communi-ties. The work now is to interpret those lives, teachings, experiences, and events for further practical application to contemporary religious life. The work now is to prepare for the future. Any creation, by its very nature, does not follow a predetermined blueprint. Nevertheless, there is one primordial model we can consider: "In the beginning God created the heavens and the earth." These reflections will focus on the first three days of creation as a metaphor for the re-creation which religious need to undertake as they move toward and into the twenty-first century. In the Beginning During the first three days of creation, as Genesis relates the story, God 649 650 / Review for Religious, September-October 1991 separates creation, giving each part a distinct identity. Only after this funda-mental work of separation and identification does God begin the cultivation of creation, filling it with a rich variety of living things, culminating in the appearance of humanity. Day 1 ~ Observation In the beginning God created the heavens and the earth. The earth was without form and void, covered in darkness; and the Spirit of God was moving over the face of the waters. God said, "Let there be light"; and there was light. God saw that the light was good; and God separated the light from the darkness. God called the light Day, and the darkness he called Night. And there was evening and there was morning, one day (Gn 1:1-5). It is intriguing that, after the heavens and the earth, light is God's first creation. Light enables us to observe and to distinguish; light enables us to see what needs to be done. God was present and active, though creation was covered in darkness. The creation of light makes observation and identifica-tion possible. Thus, light is distinguished from darkness; the former is iden-tified as day, the latter as night. Re-creating religious life involves observation. Religious must look courageously and see clearly the quality of every aspect of their lives and then distinguish between what will enhance that quality and what will not. To some degree this self-observation has been going on as religious respond-ed to the Church's call to read the signs of the times. However, with chang-ing demographics and subsequent adjustments to communal life and institutional commitments, religious need to refresh their response to this call and examine their lives yet more closely. In recent years apostolic religious life has known what it is to be "with-out form and void, covered in darkness." Some of this experience stems from the demographics and economics which have signaled the significant change--if not the death--of the religious life of twenty-five years ago. Some stems from the communal, ministerial, and structural implications of those demographics and economics. Some stems from modifications which religious themselves initiated through the process of'revising their constitu-tions and the traditional practices of their personal and communal lives. The ways in which religious live and minister and organize their congregations have changed and no doubt will continue to do so. Clearly, religious life has responsed to the Church and the cultures in which it witnesses. That religious life has undergone change is by itself no indication that nothing further need be done. Could the formlessness, emptiness, and dark- Re-creating Religious Life / 65'1 ness which religious sometimes feel about their way of life be the result of not observing areas needing yet further clarification and identification? These observations of mine focus on one area central to the lives of apostolic religious: celibate community. There is an asceticism inherent in any way of life in which two or more individuals have committed themselves to one another. Principally, that asceti-cism involves maintaining the common good over personal preferences. The acceptance of such an asceticism is essential to a healthy marriage and family life and to a healthy celibate community. Without that asceticism, the basic mutuality of the commitment begins to erode, and eventually the passion and dynamism within the relationships dissipate, then disappear altogether. If we observe the quality of our celibate community life over recent years, we have to ask whether there are times when consecrated commitment degenerates into corporate complacency. This is not to imply that religious have lost the ability to live community. Rather, it asks whether we have suf-ficiently explored other models of living a celibate communal lifestyle with-in the heritage and tradition of our congregations. Frequently in the past, community "happened" in a relatively large resi-dence associated with a congregational ministry. The daily schedules and general patterns of life within the community were much influenced by the needs of the ministry. Generally, those schedules and patterns reflected and were consistent with individuals' expectations. As ministry diversified (and individualized) during the last twenty-five years, expectations also diversi-fied. Common schedules and patterns became less possible and less realistic, given the broad spectrum of responsibilities and time commitments of local community members. Unless those expectations are observed, articulated, and modified as necessary, particularly in residences originally associated with a single ministry, those members unable to be present at certain times and events can be branded as having lost their sensitivity to or even their appreciation of the value of community. The ways in which expectations are lived are not solely internal; others observe how we live together, for better or for worse. Coworkers and other associates shape their perception and understanding of religious life by the pattern and quality of life they observe among us. Though we cannot live our lives in slavery to the multiple, diverse, and often inconsistent expecta-tions and assumptions with which others characterize us, we should not for-get that religious life is a form of witness to the Church and the culture. It bears a responsibility to be a living example of the Gospel and a working model of Jesus' mission. We need to observe our life as celibate community with a probing and 652 / Review for Religious, September-October 1991 questioning eye. Are our communities prayerful, hospitable, and happy? Do we take individual and collective responsibility for the house in which we reside? In our communities, can we comfortably and frequently discuss the Gospel, faith, and religious life? Do we invite and welcomethose consider-ing religious life? Do we enjoy one another? Do we know one another? Do we live our life together with passion? Day 2 -- Separation God said, "Let there be a space between the waters, and let it separate the waters from the waters." God made the space and separated the waters which were under the space from the waters which were above it. And it was so.And God,called the space Heaven. And there was evening and there was morning, a second day (Gn 1:6-8). With the dawn of the second day, God begins to put order into creation. Specifically, he makes some working room, so to speak, space in which to continue and complete the work of creation. If the first day emphasized observation and identification, then this second day emphasizes separation and distinction. Re-creating religious life involves separation. In recent years religious have spoken and written much about the need for continuing renewal. Chapters and other gatherings have focused extensively, and sometimes exclusively, on the renewal and refoundation necessary for religious life to be a continuing evangelical and apostolic force. Chapter documentation often remains disembodied as the demands of ministry and the routines of daily life reassert themselves after the chapter closes. Patterns of life change neither quickly nor easily. Regardless of how sublime and profound chapter proceedings may be, we will never effectively legislate renewal and refoun-dation. We must provide space for patterns of individual and communal life to be re-created. For celibate community, the observation and articulation of differing and conflicting expectations may suggest creating some new space. Can quality of life be sustained and intensified if those expectations are left to coexist without enough space for coordination? But, on the other hand, if coordina-tion becomes synonymous with the lowest common denominator, is the effort to provide such space worthwhile at all? Sometimes, no doubt, coordi-nation will bring about re-creation, but this does not seem to be the normal pattern; more often than not, re-creation by separation should be considered. Separation will involve establishing new local communities. Alternative housing could be provided for members who are committed to exploring and implementing a communal lifestyle that will meet their expectations and Re-creating Religious Life / 653 maintain a consistency and an integrity which reflect clearly their commit-ment as religious. The assumption here is that such alternative communities would be established with the highest common denominator as the standard. Prayer and relationships and the practice of the vows would be regularly reviewed to assure that standard. Separation is not schism, it is not a condemnation of other communal lifestyles within a congregation. Twenty-five years ago it was possible to find striking, and even exact, parallels throughout the local communities of a sin-gle congregation. Often those parallels were evident among many congrega-tions, also. Today, even between large local communities of the same congregation, we can find striking differences. Separation has to do with dis-tinction, not division. It seeks to express the rich diversity of ways in which a congregational heritage can be embodied among those committed to it. Major superiors have a significant role in this, a multifaceted role. First, they can take the initiative of identifying people and providing resources for new ventures even if the original initiativecame from community members themselves. The major superiors' involvement could signal the validity of the venture for those whose first reaction is critical. Second, major superiors can offer their support, encouragement, and assistance as new communities get underway. When some "red tape" needs cutting or some bureaucratic procedure needs streamlining, they are usually in a privileged position for expediting whatever needs to be done. Third, they can serve as initial observers and objective consultants for new local communities, Their role is not to mold groups into their own image and likeness, but to see that the members remain faithful to the principles and practices they have agreed upon for their life together. Finally, major superiors can be a buffer between nascent local communities and the established community. Not everyone in the latter group will agree with new ventures and the direction they repre-sent. Major superiors should avoid any defensive posture which would make the new communities look like aberrations in the eyes of the established community. They should focus their explanations about these ventures on their continuity with the congregational heritage. Separation is a means of re-creating celibate community; it is an invest-ment in the future. No doubt there are risks involved, but the prophetic nature of religious life has always placed religious in precarious situations. The risks are a challenge to acknowledge God's providential presence and activity. As religious we must reaffirm our faith in providence and move boldly into the future. Without faith, we undermine the very foundation of our religious life; without movement, we betray any assurance we profess to have about the future. 654 / Review for Religious, September-October 1991 The future will come, but not in a vacuum. The choices we make now will determine the quality of that future. In making those choices, we need to create a fresh space, to provide a place for the future. Day 3 -- Cultivation God said, "Let the waters under the heavens be gathered into one place, and let the dry land appear." And it was so. God called the dry land Earth, and the waters that were gathered he called Seas. And God saw that it was good. God said, "Let the earth produce growing things, plants bearing seed, and fruit trees bearing fruit containing their seed, each according to its kind, upon the earth." And it was so. The earth produced vegetation, plants bearing seed according to their own kinds, and trees bearing fruit containing their seed, each according to its kind. And God saw that it was good. And there was evening and there was morning, a third day (Gn 1:9-13). The third day brings cultivation to what has been created. With the emergence of land, "growing things" can appear; each of these growing things contains individuality and generativity. Life--and all of creation-- will continue; there will be another day. "And God saw that it was good." With this third day, God has completed the foundation for what will appear on the succeeding days of creation. And the foundation was good. Re-creating religious life involves cultivation. The future quality of celi-bate community will not appear by spontaneous generation, nor will it be manufactured according to elaborate specifications. It must be cultivated. Establishing new local communities does not signal the dawn of the seventh day; it is not the time to rest and lay aside further efforts. Quite the contrary, it is the time to move forward enthusiastically and confidently with every-thing that has been initiated thus far. This is the time for "growing things?' The root of the word cultivate is a term which can be translated "to move around" and "to dwell," depending upon the context. This dual ety-mology is quite appropriate for these present reflections. Cultivating celibate community requires some moving around. Community compromises vitality if it stops moving according to its own informed choices; that is, if it begins to operate on automatic pilot. Vitality springs from the continuing observa-tion and articulation of expectations. Patterns of personal and communal life must be mutually monitored with integrity and without fear of reprisal. Relationships must be nurtured naturally With quality time and refreshed regularly through reconciliation. Cultivation assumes that expectations and patterns and relationships will evolve. Cultivation flourishes in an environ-ment of exchange, interest, care, and concern. Cultivation moves around Re-creating Religious Life / 655 within and among community members to prevent that stagnation which taxes commitment and tempts to convenience. Cultivating celibate community requires some dwelling. Cohabitation is not celibate community; it merely means that two or more people inhabit the same residential space and need not involve any interpersonal commitment. Dwelling goes beyond living together to include entrusting our lives to one another. If we do not have mutual trust with those with whom we live, then what grounds do we have for claiming we entrust our lives to the Lord? It is a basic tenet of faith that the quality of our relationships with one another verifies or falsifies the quality of our relationship with the Lord. Truly dwelling with one another, recognizing that our life together makes a home of the house, is a certification of our love relationship with one another and with the Lord, and a witness of integrity to others. There is no flawless formula for assuring cultivation; it involves all the effort, discipline, and asceticism requisite for any healthy relationship. There are, however, some principles which can support that effort, discipline, and asceticism. First, clarity of vision: Members must have a sense of the direction in which they hope the community to move. More than an in-house conve-nience, that vision is part of the apostolic character of celibate community. Second, communication of values: A common vision is built upon shared values. Without this sharing, there is little common ground to cultivate; com-munity quickly becomes an arid land. Third, cooperation for vitality: This is a discipline and an asceticism which positions the common good as the high-est priority. The vitality of vision and values can be cultivated only coopera-tively; it cannot be assumed. Fourth, concern for vocation: This is the foundational principle. Vision and values have no vital and substantive pur-pose and meaning unless community members share a sincere concern for the integrity of their commitment to the vocation of religious life. In practice, these principles are skrategies which must characterize the re-creation of celibate community. Cultivation is a daily enterprise which will mark the presence and activity of community members with one anoth-er. Thus, cultivation never comes to a point of sufficiency, beyond which no further efforts are necessary. There will always be both peaks and plateaus in the quality of life within any community. The principles of clarity, communi-cation, cooperation, and concern are reminders that neither the peaks nor the plateaus are places of permanence. We must cultivate celibate community if it is to have a prophetic place in the future and even if it is to have a future at all. We must cultivate it since the culture will not support it. We live in a culture whose materialistic, indi- 656 / Review for Religious, September-October 1991 vidualistic, and sensualistic preferences and practices have compromised its capability for fostering the personal commitment which lies at the heart of both celibacy and community. The decline of marriage and the family is but one testimony to that compromise. Celibate community can stand as a prophetic sign that such a commitment is humanly possible. For the future, that sign may be the small seed which is cultivated into the means of trans-formation for the entire culture. In the Days to Come "In the beginning God created the heavens and the earth." As the story is presented, nothing existed before God began his creative work. Everything could be made as an original, without the pressing and pressuring influence of a long-standing tradition. God could, so to speak, work from scratch. Re-creating religious life, and celibate 'community in particular, cannot assume the absence of any influence. There are values and traditions and practices by which communal religious life has endured and prospe,red over the cen-turies. The observation, separation, and cultivation which will position reli-gious life for re-creation cannot dismiss that influence as unnecessary, nor distance it as untouchable. The influence of those realities which have shaped religious life can be incorporated and assimilated into the re-creation; thus will be their creative transformation. Admittedly, some refinement may be necessary to preserve the spirit of those values, traditions, and practices. Nevertheless, such refinement is not a ruling of inadequacy, but a rendering unto new life. In the days to come we must observe closely the ways and means of our religious life together. We need to articulate clearly and forcefully the values by which we will actually live.Prophetic statements from individuals or chapters or other gatherings that remain forever disembodied phrases will never be true characterizations of religious life. Indeed, they can become pharisaical, lofty ideals without living intent. Observation, as I have used the term, has more to do with enacting motivation than with simply gathering information. In the days to come we must separate ourselves from whatever patterns of life have compromised or constricted our desire and ability to live our religious commitment with intensity and integrity. We must re-create the spirit of being called, of being set apart for the Gospel. Without that spirit, the prophetic prowess of religious life is neither affectively experienced nor effectively expressed. Within that spirit, religious life claims the power and proclamation which are the inheritance of Gospel witnesses. In the days to come we must cultivate our life together. We need to re- Re-creat.ing Religious Life / 657 create the commitment we have made to God and to one another. We have at our disposal a power for and a promise of common life that can bring hope to a world broken by betrayal, gouged by greed, and disheartened by deceit. The passion with which we live our celibacy, poverty, and obedience will counteract the standards set by that betrayal, greed, and deceit. The convic-tion with which we re-create and realize our communal life will cultivate and confirm the presence and activity of the kingdom within and around us. "In the beginning God created the heavens and the earth." This is an old story, but one that may be enacted once again as religious life approaches the twenty-first century. Observation, separation, and cultivation are strategies which can support the work of re-creation; and yet we should never displace the fundamental truth that this is God's work, all is grace. The alliance between those strategies and that grace will enable us to speak of religious life and of celibate community with the same bold confidence which marked Yahweh's promise for the temple. "The Lord Almighty speaks: 'Is there any-one among you who can still remember how splendid the temple used to be? How does it look to you now? It must seem like nothing at all. But now do not be discouraged, any of you. Do the work that is needed, for I am with you, so do not be afraid . In the_days to come the new temple will be more splendid than the old one, and there I will give you prosperity and peace' " (Hg 2:3-4, 9). To the Bird of My Prayer Songster, your hymn of praise Never ceases in a melody all your own; Chanting a song--pleading, thanking-- With the sheer joy of having voice to sing. From highest pole to roof, you find your perch, No earth-bound bush can stifle flight to God. Anna Louise Staub, S.S.J. 217 W. Commercial St. East Rochester, NY 14445 Prophetic Witness in Contemporary Religious Life Jean Steffes, CSA: Sister Jean Steffes has been general superior for the Congregation of the Sisters of Saint Agnes. Her address is: 427 Gillett Street; Fond du Lac, Wisconsin 54935-4598. The notion of being prophetic in today's society can conjure up many images in us, depending upon our perspective. For some of us being prophetic might seem a quality to be admired in Dorothy Day, Archbishop Romero, the martyred Jesuits of El Salvador, and the Agnesians Maureen and Teresa of Nicaragua, but one to which we could never aspire. It wo~ld mean speaking, acting, or giving witness in larger-than-life situations that may never be the platform for most of us. Another perspective might give rise to images of angry demonstrations directed at society and culture or at our Church. The call for greater inclusion of women in roles in Church and society, for the right to life of the unborn, the unwanted, and the elderly, and for the preservation of our environment can result in tactics that seem or are angry. For those who shrink from such approaches, even the very valid and necessary content can be lost. A third image of the prophet (which we may enjoy) is of one who foretells the future. In our society there are those who use past patterns to predict our economy's collapse or other dire conse-quences. For those of us who live a Gospel faith, such prophets do not give the hope so necessary to engage in present realities and so make the world a better place here and now. The images I have shared are overdrawn stereotypes, but they show the difficulty in speaking on the topic of prophetic wit]aess. In this reflection I will explore three broad areas: (1) What does it mean to be prophetic? (2) prophetic witness and the current experience of religious life: (3) an agenda for the future. 658 Prophetic Witness / 659 What Does It Mean to be Prophetic? Walter Brueggemann says in The Prophetic Imagination, "The time may be ripe in the church for a serious consideration of prophecy as a crucial ele-ment in ministry."~ Prophets understood how change is effected. They knew the power of language, how to "evoke newness, 'fresh from the word.' ,,2 Let us develop at some length Brueggemann's ideas of prophecy. He states, "The task of prophetic ministry is to nurture, nourish, and evoke a consciousness and perception alternative to the consciousness and perception of the domi-nant culture around us . ,,3 I believe his approach can help us understand prophetic witness as it applies to the goals and meaning of religious life. Beginning with the story of Moses, we can learn what it means to form an alternative community. The story of the Exodus shows us how Moses and the Israelite people were brought out from their domination by an imperial religion and the politics of oppression and exploitation. The religion and pol-itics of Pharaoh worked hand in hand to keep him in power and control. Through the interaction of Moses and Aaron with Pharaoh and his regime, the Israelites began to see the difference between the freedom of God and the lack of freedom of the Egyptian gods. Belief in the Egyptian gods served to maintain a social order that allowed for oppression and exploitation. The God revealed to the Israelites is tied to no social order. God is a God of free-dom who calls for an alternative community built on the politics of justice and compassion. The alternative consciousness that Moses fostered in the Israelites was both critical and energizing. His critique, validated when the Egyptians were struck by plagues which their gods were powerless to counter, showed up false claims to power and authority which could not keep promises in the face of the free God. Prophetic criticism has an element of grieving in it as the prophet mourns the oppressions encountered. The Israelites were afflict-ed, oppressed, and ground down by the dominant Egyptian culture, and so they risked the freedom of the free God against the regime. The energizing happened not through what the Israelites already possessed but through what was promised. God went before them in pillars of fire and cloud and trans-figured this fear into energy. The people were energized to follow the free God to establish an alternative community built on justice and compassion. Though the Israelites left Egypt to live more freely, they, too, eventually developed a dominant culture. It was characterized by the reign of Solomon, whose whole achievement appears to have had the self-serving purpose of securing the place of the king and king's dynasty. Solomon did not welcome the ideas of a free God and an alternative community any more than did Pharaoh, for they threatened the established order. There were three bases 660 / Review for Religious, September-October 1991 for Solomon's rule that generally mark any dominant culture. First, there was incredible well-being and affluence, though it was not equitably shared. Some went without enough so that others might have too much. Second, an oppressive social policy sustained the standard of living. There was a system of forced labor in which laborers met the needs of the state although unable to meet their own needs. The politics of justice and compassion disappeared, and the order of the state became the overriding agenda. Third, there was the establishment of a controlled and static religion. God and God's temple became part of the royal landscape. How could God, seen as living in a house provided by the king, say anything critical or abrasive? Solomon was countering the counterculture of Moses: the economics of equality was countered with the economics of affluence, the politics of justice with the politics of oppression, and the religion of God's freedom with the religion of God's accessibility. The dominant culture of Solomon managed to brush aside Moses' vision. The gift of freedom was taken over by the yearning for order, and the human agenda of justice was used for security. Against reali-ties like these, people are called to utter prophetic words. Moses both criticized and energized. Like him, Jeremiah is shown as proclaiming the critique while Second Isaiah offers the energy for the new vision. The prophets offer symbols that contradict a situation of hopelessness and give public expression to long-unspoken fears and hopes. They show us that the dominant culture leads people to despair of new life. They present an alternative consciousness, grounded in the unwavering faithfulness of God, that can energize the community to new forms of faithfulness and vital-ity. Jesus, too, is shown as a prophet who criticized the dominant culture of his day. "Jesus is remembered and presented by the early Church as the faithful embodiment of an alternative consciousness.''4 Jesus' ministry and death oppose the politics of oppression with the politics of justice and com-passion. The counterpart to the crucifixion is the birth of a new reality that finds full expression in the resurrection. What does this very challenging reflection on prophets and prophetic consciousness have to say to us in religious life? What is apostolic religious life's prophetic role in church and society today? It is important to reflect on this, recognizing that we have generous portions of both dominant culture and alternative consciousness within us. We recognize our conflicted nature, yet we aspire to a prophetic role in church and society. We must ask, then, whether apostolic women religious have been co-opted by our dominant consumer culture or whether we manifest an alterna-tive consciousness based on the freedom of a free God. Do we show a belief in community and interdependence as inherent in our way of life, or are we Prophetic Witness / 66'1 fragmented and self-centered? Are we motivated by a desire for justice and compassion, or do we prefer stability even at the price of the exploitation and oppression of "invisible" others? The questions are hard but necessary as we examine the religious way of life for evidence of prophetic witness. Prophetic Witness and the Current Experience of Religious Life Our challenge as women religious is to position ourselves to recognize the revelation of the future. One current writer, Mary Jo Leddy, N.D.S., speaks of the need to develop a postliberal model of religious life. Her thesis is that the basis for our contemporary religious life in North America is a declining culture that depends on the liberal thought fed by industrial capi-talism. While liberalism has made many contributions to modern society, it cannot deal with the reality of limits. If there can be no limits, ultimately there can be no meaning or values. Liberals tend to see themselves as contemporary or progressive and in conflict with the conservative or traditionalist ideas of Church and religious life. In Leddy's view, the more serious obstacle to the transformation and renewal of religious life results from the tension between the liberal and the prophetic approaches. The prophetic leads us to a more radical response in spirituality, mission, ministry, and community. The prophetic is risky, for it calls us to response to an unknown future rather than reaction to a no-longer-valid past. Leddy says, "We who live in a disintegrating empire today are summoned at prophetic moments to criticize the patterns of decline within our culture and within ourselves, to contemplate the holiness of God in the midst of these dark times, and to evoke the creative desire in one another for a meaningful alternative for the future.''5 These words are very similar to those Brueggemann uses to describe the prophetic imagination. The prophetic intersects with our apostolic religious life. Contemporary writers call religious to the same challenge the prophets faced in biblical times. Religious congregatiohs represent an alternative to the values of the dominant culture but do not stand apart from the people. Rather, apostolic religious recognize clearly the need for reflection, discernment, and a ground-ing in the holy as they criticize, yet energize, themselves and their peers to bring the values of the Gospel into contemporary society and culture. We have reflected on what it means to be a prophet. We have also recog-nized the challenge it presents to apostolic religious. Let us now look at cur-rent beliefs and responses regarding apostolic religious life in light of prophetic witness. I will consider mission direction, the meaning of member-ship, and some current realities. These areas provide us with the material to critique and energize our own prophetic potential. 662 / Review for Religious, September-October 1991 Mission Direction Although expressed differently in each congregation, mission direction today involves in some way a commitment to transformation of the world, the Church, and ourselves through promoting systemic change for the quali-ty of life; justice for the economically poor; furtherance of the role of women in church and society; and mutuality, inclusivity, and collaboration in all relationships. Such mission direction clearly reminds us of our partici-pation in the mission of Jesus. When we call ourselves to systemic change for the quality of life, what do we mean? We are asking for two things, systemic change and quality of life. When we say the system is not working well, how do we want to change it so it will work better? For whom do we want it to work better? If we take a global view, we see that entirely too much of the world's popula-tion is forced to live at a level that does not meet its basic needs of food, shelter, health care, and education while a minority has more than its share. We see that, in order to feed the wants and needs of a market economy, rain forests are irrevocably destroyed, topsoil is depleted, deserts are expanded mercilessly, and the world's fresh-water supply is tainted and diminished. On local and national levels we 'must ask ourselves how the needs of the poor are being met. After all, Jesus was clear in showing us that whatever we do to the least of his people we are doing to him. The poor are receiving poorer education, less nourishing food, substandard or no housing, and inad-equate health care in this country so rich in resources and technology. We must use our ingenuity, gifts, and talents to change a system that has canonized greed and competition in order to satisfy wants. How can we in our own daily living point the way to change that would benefit those with least access to the system without denying the legitimate gains and goods of our society and culture? Such responses as simplifying our lifestyle by avoiding use of Styrofoam, recycling our disposables, and making thought-ful choices regarding food and other consumer goods can raise our con-sciousness and lead us to getting others involved and to networking with those already involved. Indeed, most changes begin as ordinary people change their thinking and the patterns that go with their thinking. We must know our values so that they, rather than the manipulative marketing of an over- consumptive dominant culture, will shape our choices and responses. We claim that we want justice for the economically poor. This value links with the goal of systemic change for the quality of life. Jesus' life and ministry showed us his love of preference for the poor. This is not to say that Jesus does not love all, but that his ministry was not directed in the main to those who were the power brokers of his day. These, of course, he invited to Prophetic Witness / 663 join him in loving God and neighbor, but the cost was generosity, sharing their possessions. Jesus was good news for the poor. Are we who are called to continue Jesus' mission also good news for the poor? Whether in direct service So the poor or in ministry with middle- and upper-middle-class peo-ple, are we focused on a more just distribution of and access to necessary goods and resources? Do we in our teaching and in our healing, pastoral, and social works always have in mind those who are less fortunate than we are? Are we willing ~o call others to this consciousness even when we see and know that the poor are not to be idealized? They, like us, have faults and failings and may not reflect Christ as we might want them to. A reverence for the poor calls us to a view of Christ very different from that of popular piety. While comforting, it is challenging; while open and inviting, it is demanding; and while satisfying, it never ceases to call out for more--more love, more generosity, more hospitality. Not all of us are called to direct ser-vice with the poor, but all of us are called to seek justice for the poor. In this quest we continually recognize that we, too, are among the needy and are enriched by those we serve. Another commitment common to religious is to the furtherance of the role of women in church and society. Worldwide, the conditions of women vary from those in countries where women have legal equality to those where brides are still considered property. Women the world over have the primary responsibility to feed and care for the children even though means and resources are not equitably at their disposal. In the United States a vio-lent crime is committed against a woman every three minutes, and a woman is raped every six minutes. Households headed by women are increasing while the rate of their income is dropping. Children are our most precious resource, but those who care for them are denied the necessary means. Our Church struggles with the role women are to play in its pastoral, liturgical, and philosophical reflections.In the U.S. the most recent draft document on women's role in the Church and society calls for equality for women in theory but holds back in p.ractice. As John XXIII said in Pacem in Terris in 1963, "Since women are becoming ever more conscious of their human dignity, they will not tolerate being treated as inanimate objects or mere instruments, but claim, both in domestic and in public life, the rights and duties that befit a human person.''6 The women's issue is more than an issue, it is a perspective that demands attention and response. Once unleashed, the forces of confusion and dissension drive towards resolution. In our lives we will use inclusive language, advocate for women, and net-work to help make society a friendlier place for women to develop and share their gifts and talents. Despite such a commitment on the part of congrega- 664 / Review for Religious, September-October 1991 tions, there is dissension among women religious in language usage and other matters. Our heads and hearts find themselves in conflict here, leading to results that could be less than satisfying. Can we avoid being our own worst enemy in the search for inclusivity? Let us not deny the richness of our past, the demands of the present, or the call of the future as we work for justice and right for women in contemporary society and church. Another area of commitment of apostolic religious today has to do with mutuality, inclusivity, and collaboration in all our relationships. The values implied here are very positive, and yet to achieve them one must give in order to receive. The mystery of sacrifice is contained in these words in a way that is not apparent at first glance. For mutuality to occur, I must not only believe in myself, I must also learn to believe and trust in the other. With whom do we allow ourselves to be mutual? Do we let power, position, language, style of dress, or education prevent us from speaking our truth or hearing that of others? In terms of inclusivity, do we go to the extremes either of having no boundaries or expectations or of expecting everyone to fulfill every role or function in an organization? Inclusivity involves includ-ing others in the concerns affecting their own lives. Not all will do every-thing, but there must be input from those affected. In terms of discernment, though all are included, not all perspectives can be responded to or chosen. We often try to make inclusivity mean pleasing everyone all of the time even though this may be impossible. Finally, let us look at c.ollaboration. If we pull the word apart, we can see the meaning as co-labor or working with. At one time we may have considered ourselves collaborative if we hired lay teachers and nurses and more so if we hired lay administrators. Collaboration at its most radical, however, calls us not just to bring others into our projects and have them do things our way, but to work with others and to respond to the signs and needs of the times together. Unhe.althy com-petition or too rigid control in ministry or community strikes at the heart of the love which binds us together so that the 'risen Christ may be discovered among us and in our world. The Meaning of Membership The consideration of mutuality, inclusivity, and collaboration leads us into the meaning of membership. Community life is a topic, issue, and reali-ty that continues to generate much attention. As apostolic religious we have such different experiences, expectations, and definitions regarding commu-nity life and the meaning of local community. Sometimes when the phrase "local community" is used, the assumptions and expectations already in place cause us to "shut down," to become unable to continue a dialogu~ Prophetic Witness because we are really unable to h~ar one another. (I personally have felt anger, despair, defensiveness, longing, fear--and also hope--around this topic.) What has led religious women to this state and what can we do to move beyond shutdown and breakdown to a breakthrough? It is clear that, in this matter, apostolic women religious are striving, striving to understand meaningful bonding and to express it through authentic participation in community. Someone recently said that we may have so emphasized mission and ministry in the years of renewal following Vatican II that c6mmunity has become the shadow side of our way of life. If that is the case, the difficulties surrounding our efforts to deal with community life are deep and profound. We must face and deal with this central area of our way of life so that we are nok torn apart by unclear expectations and assumptions. I offer three perspectives for consideration in the area of community: human-growth issues, the importance of faith community and faith sharing, and l~ousin~ in community. We sometimes get bogged down by human-growth issues in our lives with one another on the local or on the broader community level even though our lived experience points to the need for human growth and development among ourselveg. Each of us knows how difficult it is to change herself and how truly futile it is to expect to change another. Each of us must deal with herself and her own issues in as healthy a fashion as 16ossible. Only when my behaviors and patterng are healthy may I be able to imiarove the dynamics between myself and those with whom I interact on a r~gular basis. The challenge here is to deal with my own behav-iors, realizing that I have no real or lasting power over the behaviors another may choose. My role is to try not to feed into unhealthy behaviors that may be pre.sent around me. Although unatteiaded human-growth issues can wreak havoc on healthy relating within community, still apostolic religious must recognize that we will never overcome all of these problems either individually or corpbrately. Gra~e biailds on nature; it will not replace or deny our humanness. We must realize how eadh sister's desire and motivation influence her choices regard-ing her behavior and interaction. We cannot choose for each other, only for ourselves. Each ~'eligious needs to be challenged to a self-knowledge and self-awareness leading to growth. Practices such as spiritual direction, the annual retreat, and the daily consciousness examen can keep us grounded in reality yet open to ongoing conversion. We must deal with human-growth-and-development issues, but not remain there. We must be committed to the making of or participating in faith community as a means of nurturing shared life, shared love, and shared vision. We must find ways to relate regularly and meaningfully with our sis- 666 / Review for Religious, September-October 1991 ters in community in order to reflect on, renew, and recommit ourselves to the mission, charism, and spirit of our congregation in our daily lives. Depending upon our miriistry and the proximity of other congregational members, how we do this will differ; that we must do it if membership is to mean more than an annual touchdown or the reading of congregational mate-rials is the reality we face. Some Current Realities I. recogniz9 that each congregational member will have other communi-ties thai will lay claim to her time, energy, and affection. That is good and healthy. My point is that we must have quality time for our own congrega-tion as well, as part of the ordering rhythm of our lives. Sometimes one's commitment to ministry or to parish can become so all-encompassing that ther~ is. little or no time or energy left for her to express her membership in her religious congregation. For me, the making of faith community involves reverence for one another, presence to one another for celebration as well ag dialogue and reflection, honesty so that we can affirm one another or call each other to growth, and a commitment to the goals and developing agenda of our congregation. This topic of makirig and participating in faith community leads to another important topic: the difference between housing and local communi-ty: We often equaie the two and this ~quation may not reflect that community life is broader than housing. The recent lived reality of women religious shows that faith community on the "local" level is not necessarily synony-mous with where a sister lives. In some locales th~ sisters have committed themselves to hei,ng a faith community without walls; regular meetings, cele-brations, and gatherings among them challenge and deepen their member-ship in the cbngi'egation, in other locales the sisters in a particular house function well as a faith community. We must recognize such differing com-munity realities and encourage them on the local level as well as on the con-gregational level. A commitment to community in our current society of intenge individualism and consumer gratification keeps us involved in a prophetic role. An Agenda for the Future The prophetic nature of this life to which we are called leads us to cob-sider an agenda for~the future. Any living organization must be open to change or it will die. In a sense change is an ordered type of death, not death as final but rather death leading to new life. One of the greatest strengths of apostolic women religious is the serise that the agenda or common goals Prophetic Witness / 667 belong to all of us. This strength we will build on as we look at change and new life for us religious. Central to understanding ourselves as women religious is understanding our spirituality. I believe that the biggest challenge for each of us with regard to spirituality is to lead more integrated lives. Integration does not just hap-pen in a person's life. It must be worked at daily through a continuous blend of action and reflection leading to further action. Somehow the aspects of one's life must be part of a whole rather than segments that do not overlap. In an integrated life my religious commitment is not separate from who I am when I am at leisure. My response in mission and ministry is not limited to my paid professional work but may overlap into volunteer involvements in food pantries, visiting the sick or elderly, letter writing, and other activities. Community life is not an end in itself in an apostolic religious institute, nor is it merely a refuge that ought to be there when I want and need it. Community is a place or space where I share faith and vision, humanness, and the quest for the divine. My ministry is not all-consuming; I do allow myself necessary time for recreation and reflection. And my prayer life is more than specified exercises or spiritual reading. All these somehow fit together and reflect my spirituality, my integration of life. An integrated life has powerful witness value in a society that wants everything and does not want to be reminded of the need for balance. Integration is not synonymous with transformation, but it can surely open us to being transforming elements in the institutions and structures of society and culture. In our desire to be prophetic witnesses, we commit our-selves to transformation of the Church, the world, and ourselves~ I recently read that one way of understanding transformation is to look at the life cycle of the butterfly. First there is a caterpillar; next there is the chrysalis stage, in which the organic matter is quite shapeless and formless; finally, there is the butterfly. Transformation is what happens in the chrysalis stage. The process is not very appealing; it suggests a profound letting go as well as an openness to a different future. While transformation has global ramifications, it will not begin at the global level but rather at the local level, where we can encourage one anoth-er to let go of attitudes or practices that may have been more helpful to a known and comfortable past than to the needs of the present or the concerns of the future. The desire for transformation of the world, the Church and our-selves flows directly from our relationship to God, self, others, and creation. It is expressed in a commitment to justice, peace, and the integrity of cre-ation. Transformation is not something anyone can directly make happen by willing it. No one person caused the recent freedom movement in Eastern 668 / Review for Religious, September-October 1991 Europe, nor can one individual move our economy from a military focus to a domestic and global focus responding to human and planetary needs in a humane fashion. Likewise, no ond person's recycling of materials will reverse our problem with excessive waste. Yet all of these and many other alternative responses can indeed lead to transformation. When such respons-es begin, networking or replicating starts to happen and systems begin to change. At the May 1990 meeting of the council of the International Union of Superiors General (UISG) in Rome, the following global challenges to evan-gelization were identified: the widening gap between the rich and poor; indi-vidualism characterized by greed, violence, terrorism, abandonment, indifference, and irresponsibility; loss of human dignity through political oppression, social discrimination, and economic injustice; the breakdown of family life; the destruction of the environment; inability to trust the human community, coupled with a preoccupation with survival. These challenges help us to formulate an agenda for transformation that is larger than ourselves, and they clearly link with the transformative ele-ments for religious life in the future developed by the major superiors of U.S. women's and men's communities (LCWR/CMSM) in August 1989: prophetic witness; contemplative attitude toward life; poor and marginalized persons as the focus for ministry; spirituality of wholeness and global inter-connectedness; charism and mission as sources of identity; change of the locus of power; living with less; broad-based inclusive communities; under-standing ourselves as Church; and developing interdependence among peo-ple of diverse cultures. These challenges and transformative elements reflect in broad strokes the goals and concerns ofapostolic religious. Though the future depends in part upon us and our efforts, it depends even more on the grace of God our Creator, the inspiration of the Spirit, and our cooperation with each other as members of the body of Christ, joined in a common humanity and gifted with a common creation. Our communion with and in Christ calls all humanity "to reclaim relationships with family, clan, and tribe, to choose the common good, to seek solidarity with one another and with the earth.''7 For transformation to occur, we must believe and act in such a way that we give the message that life has meaning and that, assisted by God's grace, our responses make a difference. The prophetic imagination described by Brueggemann remains viable as we respond in our own times with an alter-native consciousness, as we critique our dominant culture and yet energize one another for a more just and compassionate future. Our faith gives us the vision and the mission, our hope gives us spirit and energy, and our love Prophetic Witness / 669 grounds us in the mysterious blend of transcendence and immanence that is life. I close this reflection on prophetic witness and apostolic religious life with Isaiah's words: "Remember not the events of the past, the things of long ago consider not; see, I am doing something new! Now it springs forth, do you not perceive it?" (Is 43:18-19). NOTES I Walter Brueggemann, The Prophetic Imagination (Philadelphia: Fortress Press, 1978), p. 9. 2 Ibid. 3 Ibid, p. 13. 4 Ibid, p. 88. 5 Mary Jo Leddy, Reweaving Religious Life: Beyond the Liberal Model (Mystic, Connecticut: Twenty-Third Publications, 1990), p. 164. 6 John XXIII, Pacem In Terris, in Seven Great Encyclicals (Glen Rock, New Jersey: Paulist Press, 1963), p. 297. 7 Helen Maher Garvey, B.V.M., excerpt from notes on the Meeting of the General Council, UISG, Rome, Italy, May 7-11, 1990, p. 2. Storms Tornado watch, the weatherman said, to last until ten o'clock. Four hours to wait for what may be or not. Storms of spirit come suddenly; swirl through the heart's towns and wash its skies to morning clean-- with no hours to wait for what so swiftly is. Sister Elizabeth deSales Dee, S.S.J. St. Joseph Convent 7300 Torresdale Avenue Philadelphia, Pa. 19136 Mission or Consecrated Religious Person: Which Comes First in Apostolic Institutes? Marie Therese Levey, R.S.~. Sister Marie Therese has taught school in country areas of Australia. Later she spe-cialized in teaching instrumental music: piano and violin. More recently she has done research in liturgical music and earned a Ph.D. Her address is St. Joseph's Convent; P.O. Box 472; North Sydney, N.S.W. 2059; Australia. In May/June 1988 this joumal published Sister Georgine Scarpino's article "The Unemployed Sister: Challenge and Opportunity." It defines the unem-ployed sister as a woman religious physically and emotionally capable of active ministry who, despite seeking work, currently has no formal position. It gives two causes for this modem phenomenon: the location of the work and the way ministry decisions are made. In summary, Sister Georgine points out the need for congregations of women religious to develop programs within religious institutes to address both employment and unemployment. Surprisingly, no published response has followed her article until now. Since women religious have sacrificed potential material wealth, marriage, and motherhood in order to serve the Church in institutes devoted to apos-tolic works, it seems unjtist that the situations described occur. However, occur they do, and the first step toward rectifying the problems is to admit them. One then asks why they exist and seeks an appropriate cure. Sister Georgine presents causes of these problems in the United States. Although here in Australia there are general parallels to what she describes, yet the causes and thus the cures seem somewhat different here. The present writer has, in religious life, personally experienced "job search" and the special type of demoralization which occurs in close-knit communities when one is the "odd man out." I thus feel equipped to write on this subject. Regardless of the differences between countries in reasons for the phe-nomenon of the unemployed sister, I believe that the two elements most 670 Mission or Consecrated Religious Person? / 671 needed in addressing the problem of appropriate placement in apostolic works of religious personnel in institutes of consecrated life are: (l) a correct balance in religious leaders between their attitudes towards responsibility for the institute's authentic mission and their attitudes towards the rights of the individual members; (2) adequate use of written media, particularly those which are internal to the religious institutes and which include forums for peer review and the opportunity for subjects to respectfully challenge those directives or oversights of superiors which seem to threaten the authentic mission of the institute or the rights of its members. Mission and Person The religious state belongs to the life and holiness of the Church (canon 574), and the primary mission of the Church is the care of souls. Ecclesiastical law insists that apostolic action for institutes of consecrated life should confirm and foster union with God (c. 675, §2). The Church has Msb a social mission, namely, to support and protect people's material well-being and to inspire and promote true civilization through Christian philoso-phy. 1 In the social category of mission can be placed the apostolic pati'imony of many institutes, and the Church insists that such patrimony, or intentions of the founder, should be.preserved by the institute (c. 578). Thus, leaders of institutes of consecrated life f6unded for apostolic works, in order to justify their ongoing existence and their acceptance of candidates, need to ensure that both the corporate entity and the individual members have a correct con-cept of this patrimony as well as machinery to implement it. Bearing in mind that the Church places the person at the center of the social order, religious leaders have a r~sponsibility to see that members of the institute are placed in apostolic works which are appropriate to the tal-ents and needs of each (see Perfectae Caritatis 18). The pastoral commit-ment of a leader in an apostolic institute does not remove--but, rather, ¯ increases--her obligation towards seeing to appropriate placement of per-sonnel. Although religious leaders nowadays delegate administrators for works for which members of their institute are the trustees, a large part of the responsibility of preventing serious damage to the person through long-term lack of appropriate apostolic work must lie, by the nature of their role, with the religious leaders. Moreover, the responsibilities leaders have to individtial persons within the institute vary according to how long and in what manner they have contributed to the institute (see REVIEW FOR RELIGIOUS 1989, p. 460). Since it is often claimed that consecrated religious are in short supply, the application of the above principles might seem straightforward. In reality 672 / Review for Religious, September-October 1991 there are circumstances in the modem world in general, and here in Australia in particular, which cause it to be very difficult for congregational leaders. As in the United States, the location of the work in Australia affects the opportunity to do it, and the way ministry decisions are made in America has parallels h~re. Some details may clarify the differences between practices in the two countries. Conditions in Australia Prior to Vatican II, the missioning procedures in Australian apostolic religious congregations were relatively simple. Obedience, or the will of God, was equa~ed with doing what a superior told one to do and living where the superior told one to live. In larger Australian congregations, (over 1,000 members) often more than half were primary school teachers, and a large proportion of the remainder were either secondary teachers or nurses. Changes of residence for those "in the ranks" usually involved interchange between personnel engaged in similar works. This principle of interchange was fundamental to the smooth application of the third vow. When a difficult posting was required--for example, to isolated rural areas--younger reli-gious under perpetual vows were usually sent. Postings to apostolic works almost invariably came directly from a major superior, whether or not that superior's apostoli~c background was in the relevant work. Recruitment of staff for a school or a hospital by an administrator, or board, was foreign to most Australian apostolic religious congregations of women prior to about 1960, whether the mission was in the city or in the country. In the early 1960s a radical change occurred in the overall secondary education system in the most populous state of Australia, New South Wales. That change to what was called the Wyndham System, emphasizing science and the arts, was much more revolutionary in Catholic education for girls than it was either in state education or in Catholic education for boys. In the typical local Catholic school run by consecrated religioi~s women in Australia before that time, the girls remained in the same school, almost entirely staffed by r(ligious, from kindergarten through secondary school years. In state education and in Catholic education for boys, secondary schools were already separated at least from lower primary schools. Thus, state-school teachers and men religious in secondary education had been required to have university degrees before some larger institutes of w~men religious recognized such a need. When the more farsighted Catholic educa-tors pointed out that it would now be a problem to provide adequate sec-ondary education for the girls of less well-off families in local pa~:ish schools, some congregations saw in their higher grades a source of more Mission or Consecrated Religious Person? / 673 thoroughly trained religious personnel. That vain hope made difficulties in long-term planning for the transition from religious to lay staff. A further dramatic change in Australian education, which was to affect all ministries, occurred in the early 1970s. After a break of twenty years, the Australian Labor Party, headed by Prime Minister Gough Whitlam, was elected to govern the country. One of its earliest reforms was to make uni-versity education free. Although some criticized the extraordinary cost this was to the nation, the move brought the opportunity for tertiary education to the masses. Before that time, university education had been for the fortunate and the chosen. Now the initiative for tertiary education was up to the indi-vidual. The suc.c~'ss achieved by some "late starters," many in their forties and fifties, revealed how much talent had previously been unused. From about 1975, attitudes within religious congregations changed for both superi-ors and subjects. Superiors began to listen more attentively to those who did well in their tertiary studies, and subjects found their personal confidence and self-esteem strengthened by their academic achievement. With the advances made in the study of theology and the social sciences, it is now rarel~ pretended that apostolic religious life is simple, or that doing the will of God is always as clear-cut as that decided by another human being alone, whether or not that person h.appens to be a religious superior. Because of the broader scope of ministries open to women religious, modem specialization, and improved administrative techniques, the principle of interchange among personnel--which for many years had been integral to the practice of the third vow--is now becoming more and more difficult. In addition, although the median age of religious congregations is rising faster than that of the general population, many religious feel they have the right, and indeed the duty, to request proximity to aging parents. Religious congre-gations in serious decline have virtually no young sisters under perpetual vows who might be sent to isolated schools in rural areas. Since the majority of Australian sisters have reached the "winding down" stage of their lives, many now look to the cities from whence they originally came. In addition to these developments within the Church, the governments of Australia and New Zealand have acknowledged, in the form of funding, the benefits to the country as a whole of certain works of the private sector, including Catholic, and have thus made it necessary to rethink the ecclesias-tical structures for some ministries in which religious are involved. The equitable processing of government funding necessitated merging many local works, including parish schools within dioceses, into larger systems, most of whose personnel are now lay. These mergings required the develop-ment of policies acceptable to the relevant bishops, major religious superi- 674 / Review for Religious, September-October 1991 ors, and state and union representatives for the management of the works, particularly those of healthcare and education. Making the policies work in practice required the establishment of sophisticated structures, which in turn required religious or lay personnel with the proper management skills. As a result, the power of the leaders of religious institutes with regard to the placement of personnel in traditional works in Australia and New Zealand has been lessened. Unlike lay staff, religious in Australia are not permitted employment status; this is not the case in New Zealand.2 Because of all of these circumstances, religious superiors have had to rethink how to preserve their true patrimony oi" authentic mission and what human cost would be involved. Mission or Consecrated Religious Person? The whole issue of the employment, or active involvement, of religious personnel leads to the question: Which is of greater importance to an insti-tute claiming to be dedicated to apostolic works, the works for which it was founded or the persons who will serve in those works? For leaders of insti-tutes whose acceptance of candidates demands that they offer them appropri-ate apostolic work, the answer is neither obvious nor simple. However, the Church has offered some very sound advice in the general area of human work. Of the documents which have come from the Vatican since the council, few could be more relevant to our times than the encyclical letter Laborem Exercens (LE) of the present pope. Pope John Paul II presents human work as "one of the characteristics that distinguish man from the rest of the crea-tures." It is "from work [that man's life] derives its specific dignity" (LE Introduction). Pope John Paul describes the "conflict between labor and cap-ital in the present phase of history" (LE 1 l f f). The Church, he points out, has always taught "the principle of labor over capital." Both are causes of pro-duction, but while capital is the mere "instrumental cause," labor is the "pri-mary efficient cause" (LE 12). In the labor-over-capital issue, Pope John Paul equates labor with per-sons and capital with the material returns from their labor. Consecrated reli-gious, even those who have employment, individually receive no capital }'or their labor. They have sacrificed this right for a stable form of living by which they can follow Christ more closely under the action of the Holy Spirit (c. 573). In Australia and New Zealand, more than half of the person-nel in apostolic institutes made their commitment in the years when religious superiors had supreme control over placement into works, and they are now beyond the stage at which they might have arranged for alternative security Mission or Consecrated Religious Person? / 675 in old age upon seeing that the original system in which they sacrificed pos-sible wealth, marriage, and motherhood was beginning to break down. So the competent authorities obviously have a serious question of obligation towards them now. Many of the religious have perhaps forty years of life which they could still offer in apostolic works within the Church. Pope John Paul also writes concerning the roles of the "direct and indi-rect employer" (LE 17). By the "indirect employer" he refers to many differ-ent elements in society which make up the human environment of the worker. He says: "The role of the agents included under the title of indirect employer is to act against unemployment, which in all cases is an evil, and which, when it reaches a certain level, can become a real social disaster" (LE 18). These are strong words from the pen of the vicar of Christ. The principal agent in the concept of indirect employer for religious personnel would be the wider Church in that country. Should not, then, sections of the local Church accept part of the responsibility to address any problems of unem-ployment for religious? As well, the question should be raised within reli-gious institutes: Is it justifiable for religious superiors to accept candidates to poverty and obedience within a particular institute when those superiors do not have the power to place them in suitable work soon after profession? Perhaps declining numbers in a congregation increase the temptation for superiors to do so, and perhaps they excuse their actions with the reminder that all should "trust in God." I believe that succumbing to such a temptation would constitute power abuse of a particularly destructive kind. The abuse would surely be more damaging if others within the institute were already searching for similar employment, and were exposed to the same market forces. Power and Recruitment for Apostolic Works The power of recruitment brings us to the heart of the present discus-sion, namely, the opportunity for or deprivation of suitable apostolic work for religious personnel. It is neither possible nor desirable to completely sep-arate apostolic persons from the society in which they live. Professed mem-bers of Australian religious institutes are exposed to the forces which are part of the sophisticated living of the decade leading up to the twenty-first century. In this society ~nd age, control of recruitment for works represents power. For religious personnel, recruitment can be translated into mission-ing. Procedures for the missioning of religious should be such that they lead to the spiritual strengthening of the members and the corporate growth of the institute. The immediate practical problem to be faced by governing bodies of religious institutes is to develop policies for missioning procedures that 676 / Review for Religious, September-October 1991 are within their power to implement, that support evangelization, that are just and equitable and adapted to the personhood of each sister, and that accord with both canon and civil law. Nowadays apostolic work for religious may be broadly placed into four categories: (1) viable institutions of which the con-gregation is the trustee, (2) charitable works of the congregation or of other ecclesiastical bodies, (3) viable institutions of other ecclesiastical bodies which pay stipends or salaries for the work of the sister, and (4) viable and nonviable works found in profane structures at the initiative of the religious. (1) Viable institutions owned by a religious institute are, in a distinctive manner, part of its patrimony. They are, as well, material assets of the insti-tute, which its leaders should, in. poverty, care for "with the diligence of a good householder" (canon 1284). Viable works of religious congregations are businesses, and for businesses to survive and attract personnel today, they must be competitive. Vatican II (Gaudium et Spes 64) teaches that eco-nomic development through technical progress "must be fostered, along with a spirit of initiative, an eagerness to create and expand enterprises," and that the purpose of productivity "must be th.e service of. the whole human per-son, viewed in terms of his or her material needs and the demands of his or her intellectual, moral, spiritual, and religious life." Pope John Paul points out that "capital cannot be separated fr6m labor" (LE 13) though, of course, in the case of religious persons, the capital is, through poverty, directed elsewhere than themselves. Religious persons, knowing that they are materially contributing towards the whole, find in the capital "confirma-tion and support" (LE 13) for the work done. Sound economics and evangel-ical poverty should go hand in hand. In order to maintain the correct balance between responsibility to the institute's mission and respect for the rights of the individual members of the institute, congregational leaders (trustees of the works) must regard the work and those involved in it as separate entities: the work itself is important regardless of who does it. Individual members must have the same percep-tion so that they may practice the spirit of poverty, or detachment. There should, accordingly, be protective structures for the ministry, including sometimes the combining of similar works under one administration so that they will continue even in cases of illness or of anyone's taking longservice leave. It is particularly important that this principle of continuation be respected when works require only one person in the local area, for example, instrumental music practices.3 Setting up protective structures for ministries in order to maintain the institute's patrimony will include policies for recruitment of staff. In those works in which a number of religious and lay people, are engaged, religious superiors have the direct power to influence Mission or Consecrated Religious Person? / 677 administrators in the recruitment of personnel. It stands to reason, then, that---other things, like professional qualifications, being equal--in recruit-ment for works of which the religious institute is the trustee, preference should be given to its own members. (2) The category of charitable works might include refuges for the needy which are supported by the congregation and by external donations. Without viable works there can be no charitable works. The Church's teaching on a "preferential option for the poor," by which the poor should have a preferen-tial claim on the Church's resources, cannot be initially applied without the resources. Once competent authorities decide that a charitable work is authentic to the charism of the institute, then the congregation should set up, as it should for its viable institutions, protective structures to preserve the work, whether or not there are religious personnel to staff it. Indeed, true missionaries strive to make themselves ultimately dispensable--teaching the disadvantaged how to be self-reliant and how to recover the dignity which is their right (see LE 9). Protective structures would include finance arrange-ments which can be monitored, and the work should be the source of support for the individual religious workers; that is, their salaries or stipends should be fed back into the general system. Again, for a religious institute's own charitable works, other things being equal, one would expect that members of the institute who are under civil retirement age should be considered first when positions are vacant. In Australia, women over sixty years of age (men over sixty-five) who have limited assets (a category which includes religious) are eligible to apply for the Social Security payments from the government. With the pres-ent societal structures, it seems that religious who receive Social Security should not deprive others (perhaps more deserving) of needed employment positions. In some dioceses it is established policy not to accept into stipend-ed positions religious women who are over sixty. If protective structures for an institute's works do not include allocationof salaries, or stipends which are independent of Social Security payments, then receipt of the latter would generate for the ministry an artificial security which could destabilize long-term plans for it. (3) In the third category above, which here in Australia refers principally to Catholic education, lie the greatest current problems of placement of reli-gious personnel. In most of Australia, the recruitment of staffs for nonpro-motional positions in Catholic schools is in the hands of local principals. This power evolved with the gradual acceptance of lay staffs into the parish schools previously staffed by religious. Perhaps to our discredit, it is only recently (since about 1975) that there has been widespread acceptance of lay 678 / Review for Religious, September-October 1991 teachers into promotional positions. In general, the power of religious supe-riors to place personnel in diocesan works is limited to those positions which were previously held by other religious of their own congregations. Declining numbers, and thus declining positions, led to some religious being exposed to market forces for ministries. School principals, whether religious or lay, still have the power and responsibility of staffing. This has now become an excessive burden for principals of Catholic schools in the coun-try, and an excessive power for those in the city. One solution would be to have staff recruitment moved to the systemic level so that consistent staffing policies might be applied across dioceses. This might lessen the number of religious who today feel forced into the fourth category above. The exposure of some religious to market forces in the area of ministry is quite a different method of missioning than the appropriate placement of a person by a religious superior. The question should be asked: Is it just for the two types of missioning to coexist ~within the same religious institute? The answer to this important question will require great honesty and humility on the part of religious leaders. Religious exposed to market forces are some-times refused employment in diocesan works or, when school enrollments drop, dismissed by school principals of their own congregation who have the power of recruitment. Such practices are effectively structuring out of Catholic education the few teaching religious who are left, and are a serious cause of unemployment amongst religious. Some religious teachers even turn to the state school system for employment rather than lose touch with the classroom and "real life." Considering the authentic commitment which the religious have made, this alternative seems to the present writer an anomaly. On the other hand, relatively little investment has been made by the wider Australian Church over the last twenty years for the education in theology of lay teachers for Catholic schools. The above problems can now be solved only by negotiations between diocesan and religious leaders who have in mind the well-being of both the mission and the persons. As well, past oversight in planning could perhaps be avoided in the future if religious are encouraged to contribute ideas through appropriate media. Adequate Use of Media There are two levels of written communication which are particularly important in preserving a correct balance between responsibility for authen-tic mission and respect for the rights of individuals. These levels are media within the wider Church and media within religious institutes. Media within the Wider Church. Recruitment of personnel for Catholic works is effected via both the Catholic journals and the metropolitan dailies. Mission or Consecrated Religious Person? / 679 Like most other countries, Australia has its regular Catholic state and dioce-san papers. Because these are virtually all the Catholic community has for information on what is happening in the Church, they warrant better support and readership than they receive~ In general, editorial staffs in this country strive to maintain an adequate standard of journalism. Despite these vehicles of communication, religious leaders sometimes offer only private invitations to coveted positions which become available. They would avoid much criti-cism if they were to justify, via the Catholic media, such private invitations, especially those to academic posts in Catholic theological institutes, which remain predominantly male. Media within Religious Institutes. If any group of people ever needed to be skilled in transmitting information to each other, it would surely be the members of a religious community. Today there is frequent reference to the "role of the prophet" within religious institutes. Prophets must have vehicles in which they can deliver the message, and the printed word offers the par-ticular benefit of time for considered expression and response. I believe that religious institutes need especially these two kinds of print media: directo-ries and forums for challenge. Directories. In order for general leaders to affirm a work as part of the institute's authentic mission, they must understand clearly what the work is about and be sufficiently convinced of its value to defend it, if necessary, at the general chapter. On the other hand, if chapter delegates believe that the congregation has more ministries than they can validly affirm, they should seriously and courageously argue that systematic steps be taken towards reducing the number.4 Chapter delegates, in order to make valid contribu-tions to discussions and debates regarding works, must have information about their nature and value. Since this is so, it stands to reason that those who elected them--namely, all members of the institute--should have it too. Therefore, each apostolic institute in today's world needs its own official directOry, revised and published annually and containing information on the residence and mission of each member. The directory, which would be an implicit demographic study of the institute, should contain, as well, an annu-al financial statement of the institute and its provinces, with statistics on works which had some elements in common. I believe this would assist greatly in the appropriate placement of personnel and act as a deterrent to increasing fragmentation in ministries. Forum for Challenge. If members of religious institutes with at least parallel qualifications to lay teachers are to have the same work opportuni-ties in the institutes' traditional ministries, then positions that are open should be advertised first within "the system." Trade unions insist on this 680 / Review for Religious, September-October 1991 right for their civilly employed members, so it should not be too much to expect within the religious institutes themselves. As well, religious subjects often have insights and ideas for better management which are unknown to superiors. They should have the opportunity to share them. Their ideas may be of benefit to all so that problems like unemployment may be addressed before they gain a hold. Since religious women were, for over a hundred years, to an extent indoctrinated not to express an opinion, they will need to be encouraged to contribute. Therefore, internal journals which contain forums for challenge must have a mandate from a competent authority and must be frequent and regular. When what is written in them is not uncharita-ble- that is, criticizes a policy or a structure and does not attack a particular person--and is limited in audience to professed members of the institute, then it is not a threat to loyalty. Indeed, such a forum could become a c.orpo-rate examination of conscience and could preserve or restore the balance between responsibility for authentic mission and the rights of the person. It could also act as a specific prevention or cure of the evil of unemployment within the religious institute. In educating religious to the use of an internal journal, it should be pointed out that the institute, being made up of human beings, is quite subject to error and that it could be harmful to their beioved congregation to write only of its virtues and to overlook its faults, including possibly incorrect policies with regard to the placement of personnel. Conclusion More than twenty years have passed now since religious congregations first experienced declining numbers and lay teachers became an ac.cepted part of Catholic education here in Australia, so there has be~n adequate time to face up to problems which have occurred regarding recruitment for specif-ic works. Sister Georgine recommends that a program "address all the dimensions of employment and unemployment." However, "job clubs" and "comprehensive programs" are unlikely to take shape until religious leaders acknowledge that the problem is there. I believe that leaders also have the duty to provide those engaged in the works with information and reflection based on surveys or particular works so that they will know what the scope of that work will be in the future, how long the work itself is likely to sur-vive, and what the superiors are planning in that regard. There is no guarantee that any of the above proposals are a complete cure for the evil of unemployment within religious life. However, endeavor-ing to maintain a correct balance between responsibility f~r the mission and respect for the persons of the members of the institute goes to the causes of the evil and is more likely to effect a long-term cure. The use of appropriate Mission or Consecrated Religious Person? / 681 media is a method of achieving the "maximum feasible participation" in effecting a cure. We are living in a world at the brink of the third Christian millennium. It is a world which needs the commitment of consecrated reli-gious life as much as ever and perhaps more than ever. A life wholly dedi-cated to contemplation is a rare gift. However, there is plenty of evidence to indicate that apostolic institutes of consecrated life have an important place in contemporary society. The chief characteristic of Christian moral doctrine besides its Christocentric orientation is the integration of love and justice, the latter being "the strong and firm will to give to each his due.''5 For a reli-gious woman who has sacrificed potential marriage, motherhood, and career in order to serve the Church in an institute devoted to apostolic ministry, unemployment is a serious injustice. The Church and religious institutes should work together for both prevention and cure. NOTES I See R. Hoffman, "Mission," in The New Catholic Encyclopedia. 2 For the purpose of the present article, the word employment will sometimes refer to apostolic work, whether or not the religious has employment status in the civil law. 3 The present writer admits to a certain bias towards instrumental music teaching. I believe that this work is of great importance to the liturgy of the Church. One of the long-term effects of the mergings of parish schools and the employment of lay teach-ers in Australian Catholic education was the death of much traditional music prac-tice, which was not absorbed into the diocesan systems and had few protective structures. It seems to me that the most important strategy for preserving the practice of music is to remove revenue management from the hands of the individual teacher. Otherwise the work tends to become like that of a self-employed person--a situation which is not compatible with either poverty or obedience. Skilled musicians in parishes attract worshipers. I believe that budgeting towards producing musicians for the Church should be part of its primary mission. 4 The idea of permitting novices to have unlimited scope in "working out" their future ministry is, I believe, a recipe for disaster; apostolic congregations already have difficulty in staffing missions recognized as authentic to their charism. 5 New Catholic Encyclopedia, vol. 8, p. 70. Quotation from St. Thomas Aquinas (ST 2 a2ae, 58.1). Inner Africa: A ,Journey of Conversion Susan Rakoczy, 1.H.M. Sister Susan Rakoczy, I.H.M., began ministry in South Africa in October 1989 and currently lectures in systematic theology and spirituality at St. Joseph's Theological Institute in Cedara. Her address is 21 Buchanan Street; 3290 Howick; South Africa. It was about 2:30 in the morning as the door of the plane was opened. The humid and steaming air of West Africa enveloped me as I was pushed down the stairs by the crowd onto the tarmac of Ougadougou airport. Swept along with women carrying immense bondles on their heads, children looking for their parents, and determined men striding forward, 1 suddenly thought, "I am on holy ground--I am in Africa." But if I had bent down to kiss the ground I would have been trampled--better to let myself be borne by the flow of humanity to the small airport terminal and the arrival procedures. In the rush and confusion of all the formalities I could sense that I had now entered something deeper than my own self for 1 was touching "mother Africa." Later, as we stowed our luggage in a friend's car for the drive to the hostel to spend what was left of the night I wondered, "What have I done with my life?" What indeed. ? The experiences of my years in Ghana (1982 to 1988) provided many different answers to that question. Most essentially they led me into the depths of conversion Which I can describe now as "inner Africa" for I soon learned that "mother Africa" would ask everything of me. The Call Some people dream all their lives of serving outside their own country, but that was not my experience. Not until I was finishing my doctoral studies in religion at Catholic University in 1980 did I sense a call to serve beyond North America. Through the months of preparation, prayer, and discussion 682 Inner Africa: A Journey of Conversion / 683 which preceded my journey to Ghana, people often asked, "Why are you going?" Slowly I clarified my own sense of call, speaking of my desire to share something of my gifts and education with the "young Church" of Africa. As I read about Africa and its needs, struggles, and promise I became aware of a continent and Church reaching towards maturity of faith and vision. Somehow I sensed very deeply that I wanted to be part of that. But it is not enough just to desire to serve in Africa. It is an immense continent, large enough to contain the continental United States two-and-a-half times. I received an invitation to teach in the major seminary in northern Ghana (our congregation had come to that section of the country in 1976) and so the plan was to come and spend a year getting acquainted with the culture and life of the people and then to begin teaching in 1983. As with many people who come to Africa, things did not turn out quite as I had planned. While I did work in Navrongo, a small town in Ghana for a year, the seminary door never opened wide enough to admit a woman theologian. But life at the Centre for Spiritual Renewal, a retreat center in the city of Kumasi, gave me a much wider scope for ministry with opportunities in retreats and spiritual direction, intensive leadership formation with prayer group leaders, and writing and editing, all of which enabled me to enter more deeply into Ghanaian life and culture. All the preparation I tried to do, while helpful in some ways, was still inadequate to the challenge of Africa. After I arrived I realized that what I needed was a radical openness, a sense of adventure, a desire to meet the continent and its people on their own terms. As the day of departure neared my own sense of expectancy of what was ahead increased. Shortly before I left I spent a few days on retreat at our com-munity hermitage. The entries in my journal for those days speak of praying for courage and joy and experiencing great wonder at this call I had received. The night before I left I wrote: Tomorrow~departure. I feel more than ready. Mostly I feel a deep free-dom and joy which has placed fear on the sidelines. Somehow 1 know I will meet the Lord--in and of his people--in ways never before imag-ined and experienced. And that is enough--more than enough--to move me across oceans and cultures. 1 go in utter joy and freedom. As the plane left United States soil the next day, ! remember how my whole spirit moved forward towards Africa. Soon I descended the steps of that plane that hot morning in Ougadougou. Inner and outer Africa now began. Call To Conversion As I reflect on my years in Ghana, I experience them in the images of 684 / Review for Religious; September-October 1991 "outer" and "inner" Africa. The first was the living of African reality in terms of my ministry; it describes what I did, with whom I lived, the rich-ness of my experience in those years. But "inner Africa" was the core of it all. My years in Ghana were fore-most an experience of conversion--a turning from, in order to turn to some-thing else, something which challenged everything I thought I was, knew, and had within me. Paul Robb, S.J., describes well the essence of conversion as a journey into the unknown: It is difficult to endure conversion because it seems to put into jeopardy our very lifestyle and ministry, but even more so because we sense that it touches the very roots of our life. It reaches deep into our being---our personality, our choices, our very self. It touches in places that are unknown, places where we are strangers. To begin a journey into an unfamiliar, haunting land is frightening, but not to know whether we will find life or death, blessing or curse, at the end can be terrifying. To enter the journey with all its uncertainties proves the possibility of finding life and life in abundance. Not to begin the journey, but to harden and steel oneself against it, is already death.2 The images are true and strong and evocative of my own African experi-ence. In my first weeks, as I entered "outer Africa" in its immensity with all the challenges of a new culture, 1 also experienced a sense of inner chaos. Some days I felt as if I were drowning, the waters of Africa enveloping me, About two months after I arrived I realized that I had to truly "walk through the door of Africa" ifI were to survive. In my journal I wrote: I have straddled first- and third-world existence in great disharmony. Today I felt that part of this is ended--it is within Africa now--that (God's) grace will work, from the inside out. It is as though 1 have now truly entered Africa. Once I had walked onto the solid ground of Africa never again did I feel this inner chaos. The work of conversion could now begin. These conver-sions were multiple and touched every dimension of my life as a North American woman of faith in a radically different culture: My first-world perspective was turned upside down; I was called from idealism to realism; I moved from giving to receiving; 1 experienced strength becoming weakness; I passed from death to life--from myself to God alone. Inner Africa: A Journey of Conversion / 685 First-World Perspective Turned Up-Side Down We come to a new culture as we are. If we are even halfway faithful to the challenges of cross-cultural experience, our own self-understanding of our home culture will change dramatically. This I experienced very pro-foundly. I discovered that I had brought a very large amount of cultural bag-gage with me. It was disconcerting to be criticized as "too American" at times--that is, too self-assured, too curious, too organized, too conscious of time; too ready with my questions and opinions. What was salutary, if painful, was the opportunity to allow my world-view to shift into new patterns. I first learned that the United States is not the center of the universe, even if it often acts that way and its military and eco-nomic policies impact the rest of the planet in such dramatic ways. It is one country among many, with its own strengths and weaknesses. I learned also how diverse and beautiful are the gifts of the people of other countries. 1 especially experienced this gift in the opportunities 1 had to meet people from so many different parts of the world and to enter into something of the richness of the world's cultural heritage, to see how differently people can feel, think, and organize human life. There were two central ways in which my world began to be "turned upside down": my experience of poverty and my attempts to learn new dimensions of the common life and hospitality. Poverty is a hard and often a "loaded" word. We fight it and yet some-how sense that in being poor we will find the key to new life in solidarity with others. The Gospel's call to detachment from riches and from every-thing that would hinder our response to the invitation from Jesus to disciple-ship has always challenged Christians profoundly. To come to Ghana was certainly to see poverty and share in it in some small ways. It was indeed a shock for me to see the extent of poverty and marginality: lack of clean and safe water for so many, schools with few books, hospitals and clinics without supplies, limited transportation, rudi-mentary communication, erratic electricity. Some of the practical details of my new lifestyle were a challenge. It was "farewell" to dependable electrici-ty, unlimited water, telephone service, easily available fuel, and to book-shops, movies, and regular postal service. It was, on the other hand, "hello" to a sense of living on the "edge of things" at times--lanterns and attempts to get kerosene for them, recycling every possible drop of water, limited food supplies, simple amusements, and difficulties in communication. All these changes were hard in different ways. I wrote: I am struck again by the gap between theory and practice in my life, for 686 / Review for Religious, September-October 1991 example, to talk about poverty, being with the poor--and then not to embrace poverty wholeheartedly, as indeed Jesus did. The:conversion to acceptance of and a certain ease with my new simple lifestyle took time. I never did get used to the erratic postal system and its consequences for poor communication with family and friends. On the other hand, as the years went by I gradually experienced in myself a certain ability to live with much less and to find in that a real freedom. To have to do things simply and patiently experience inconvenience gradually became a way for me to share some sense of solidarity with the poor who have no options and no outside resources. I was becoming comfortable with the simplicity of Ghanaian life and my heart was slowly becoming centered on what was most essential. I was not poor in the way the ordinary Ghanaian is poor but I did come to experience in small ways the shocks and diminishments of poverty. 1 also learned new meanings of community life and hospitality because African life is lived in common. The extended family of several generations living together in one compound has been the normal pattern in rural areas. Daily activities take place outside, and people are inside only when it is rain-ing, or at night, or if they are sick. The atmosphere in both urban and rural areas is one of physical and psychological openness to friend and stranger. Entering into such a different cultural atmosphere of hospitality and availability also challenged my Western habits. In the West we live inside; people come into our lives generally at our convenience thanks to the cultur-al presuppositions that one lives by calendars and schedules. But in a situa-tion where the culture says "welcome" all that changes. People walk into one's life often unannounced, and the person at the door could bring the unexpected pleasure of a friend coming to visit or someone arriving for a retreat without any previous communication or someone coming to ask for prayer---or the bishop with overseas visitors. 1 learned to be always ready to adapt to people's needs and to realize that my life and my time were really no longer my own, Prayer time was often interrupted; reading and study had to be immediately abandoned to answer someone's need. Privacy became very relative since, although I had my own room and office, my own space and time were now the resources of the people I tried to serve. These demands taught me much about my own selfishness, the need to have my own way, my own schedule, my own plans. I never did become totally comfortable with being physically and psychologically available at all times. Yet gradually I learned to absorb something of the spirit of welcome and hospitality which are so important in Ghanaian culture and to live them in my halting way. Inner Africa: A Journey of Conversion / 687 The first dimension of conversion in my life then was a shift in con-sciousness from being a woman of the first world to one living in the third world and trying to enter fully into life there. My American perspective and cultural habits were turned upside down and inside out. The result was a double-consciousness for I saw, and felt, and experienced first- and third-world realities at the same time. Nothing could or would be the same again. From Idealism to Realism Soon after I came to Ghana I realized what a "good press" the African Church has in the West. The reading I had done before I arrived had given me the overwhelming impression of a "young Church" on its way to real inculturation as a true African expression of the Christian faith, with signifi-cant achievements already made in liturgy and catechesis. It is true that inculturation is happening, theological development and reflection are proceeding, liturgy is more authentically African in some places--but the pace of everything is slow and that is the pace of Africa. Idealism about the Church was gradually replaced by a realism about the Church as it is. To be a "young" Church is exactly that. In the southern part of Ghana modern Catholic

. ■--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

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

NOTICIAS / NEWS ("Transfer", 2016) 1) CONGRESOS / CONFERENCES: 1. Languages & the Media – Agile Mediascapes: Personalising the Future, Hotel Radisson Blu, Berlín, 2-4 Nov. 2016 www.languages-media.com 2. Third Chinese Drama Translation Colloquium Newcastle University, UK, 28-19 Junio 2016. www.ncl.ac.uk/sml/about/events/item/drama-translation-colloquium 3. 16th Annual Portsmouth Translation Conference – Translation & Interpreting: Learning beyond the Comfort Zone, University of Portsmouth, UK, 5 Nov. 2016. www.port.ac.uk/translation/events/conference 4. 3rd International Conference on Non-Professional Interpreting & Translation (NPIT3) Zurich University of Applied Sciences, Suiza
5-7 Mayo 2016. www.zhaw.ch/linguistics/npit3 5. 3rd Postgraduate Symposium – Cultural Translation: In Theory and as Practice. University of Nottingham, UK, 18 Mayo 2016. Contact: uontranslation2016@gmail.com 6. 3rd Taboo Conference – Taboo Humo(u)r: Language, Culture, Society, and the Media, Universitat Pompeu Fabra (Barcelona) 20-21 Sep. 2016.
https://portal.upf.edu/web/taco 7. Postgraduate Conference on Translation and Multilingualism Lancaster University, UK, 22 Abril 2016. Contacto: c.baker@lancaster.ac.uk 8. Translation and Minority University of Ottawa (Canadá), 11-12 Nov. 2016. Contacto: rtana014@uottawa.ca 9. Translation as Communication, (Re-)narration and (Trans-)creation Università di Palermo (Italia), 10 Mayo 2016 www.unipa.it/dipartimenti/dipartimentoscienzeumanistiche/convegni/translation 10. From Legal Translation to Jurilinguistics: Interdisciplinary Approaches to the Study of Language and Law, Universidad Pablo de Olavide, Sevilla,
27-28 Oct. 2016. www.tinyurl.com/jurilinguistics 11. Third International Conference on Research into the Didactics of Translation. Universitat Autònoma de Barcelona, 7-8 Julio 2016 http://grupsderecerca.uab.cat/pacte/en/content/second-circular-1 12. EST Congress – Expanding the Boundaries or Strengthening the Bases: Should Translation Studies Explore Visual Representation? Aarhus University (Dinamarca), 15-17 Sep. 2016 http://bcom.au.dk/research/conferencesandlectures/est-congress-2016/panels/18-expanding-the-boundaries-or-strengthening-the-bases-should-translation-studies-explore-visual-representation/ 13. Tourism across Cultures: Accessibility in Tourist Communication Università di Salento, Lecce (Italia). 25-27 Feb. 2016 http://unisalento.wix.com/tourism 14. Translation and Interpreting Studies at the Crossroad: A Dialogue between Process-oriented and Sociological Approaches – The Fourth Durham Postgraduate Colloquium on Translation Studies Durham University, UK. 30 Abril – 1 Mayo 2016. www.dur.ac.uk/cim 15. Translation and Interpreting: Convergence, Contact, Interaction Università di Trieste (Italia), 26-28 Mayo 2016 http://transint2016.weebly.com 16. 7th International Symposium for Young Researchers in Translation, Interpreting, Intercultural Studies and East Asian Studies. Universitat Autònoma de Barcelona, 1 Julio 2016. http://pagines.uab.cat/simposi/en 17. Translation Education in a New Age The Chinese University of Hong Kong, Shenzhen, China 15-16 Abril 2016. Contact: Claire Zhou (clairezhou@cuhk.edu.cn) 18. Audiovisual Translation: Dubbing and Subtitling in the Central European Context, Constantine the Philosopher University, Nitra (Eslovaquia). 15-17 Junio 2016. https://avtnitraconference.wordpress.com 19. Cervantes, Shakespeare, and the Golden Age of Drama Madrid, 17-21 Oct. 2016 http://aedean.org/wp-content/uploads/Call-for-papers.pdf 20. 3rd International Conference Languaging Diversity – Language/s and Power. Università di Macerata (Italia), 3-5 Marzo 2016 http://studiumanistici.unimc.it/en/research/conferences/languaging-diversity 21. Congreso Internacional de Traducción Especializada (EnTRetextos) Universidad de Valencia, 27-29 Abril 2016 http://congresos.adeituv.es/entretextos 22. Translation & Quality 2016: Corpora & Quality Université Charles de Gaulle Lille 3 (Francia), 5 Feb. 2016 http://traduction2016.sciencesconf.org/?lang=en 23. New forms of feedback and assessment in translation and interpreting training and industry. 8th EST Congress – Translation Studies: Moving Boundaries, Aarhus University (Dinamarca), 15-17 Sep. 2016. www.bcom.au.dk/est2016 24. Intermedia 2016 – Conference on Audiovisual Translation University of Lodz (Polonia), 14-16 Abril 2016 http://intermedia.uni.lodz.pl 25. New Technologies and Translation Université d'Algiers (Argelia). 23-24 Feb. 2016 Contacto: newtech.trans.algiers@gmail.com 26. Circulation of Academic Thought - Rethinking Methods in the Study of Scientific Translation. 11 - 12 Dec. 2015, University of Graz (Austria).https://translationswissenschaft.uni-graz.at/de/itat/veranstaltungen/circulation-of-academic-thought 27. The 7th Asian Translation Traditions Conference Monash University, Malaysia Campus, 26-30 Sep. 2016. http://future.arts.monash.edu/asiantranslation7 28. "Translation policy: connecting concepts and writing history" 8th EST Congress – Translation Studies: Moving Boundaries Aarhus University (Dinamarca), 15-17 Sep. 2016 http://bcom.au.dk/research/conferencesandlectures/est-congress-2016/panels/13-translation-policy-connecting-concepts-and-writing-history 29. International Conference – Sound / Writing: On Homophonic Translation. Université de Paris (Francia), 17-19 Nov. 2016 www.fabula.org/actualites/sound-writing-on-homophonic-translationinternational-conference-paris-november-17-19-2016_71295.php 30. Third Hermeneutics and Translation Studies Symposium – Translational Hermeneutics as a Research Paradigm Technische Hochschule, Colonia (Alemania), 30 Junio-1 Julio 2016 www.phenhermcommresearch.de/index.php/conferences 31. II International Conference on Economic Financial and Institutional Translation. Université du Québec à Trois-Rivières (Canadá), 17-18 Agosto 2016. www.uqtr.ca/ICEBFIT 32. International Congress - liLETRAd 2016-Cátedra LILETRAD. Literature Languages Translation, Universidad de Sevilla, 6-8 Julio 2016. https://congresoliletrad.wordpress.com 33. Transmediations! Communication across Media Borders Linnæus University, Växjö (Suecia), 13–15 Oct. 2016 http://lnu.se/lnuc/linnaeus-university-centre-for-intermedial-and-multimodal-studies-/events/conferences/transmediations?l=en 34. Translation Education in a New Age, 15-16 Abril 2016. School of Humanities and Social Science, The Chinese University of Hong Kong, Shenzhen. Contacto: chansinwai@cuhk.edu.cn 35. Translation and Time: Exploring the Temporal Dimension of Cross-cultural Transfer, 8-10 Diciembre 2016. Departamento de Traducción, The Chinese University of Hong Kong. Contacto: translation-and-time@cuhk.edu.hk. 36. Du jeu dans la langue. Traduire les jeux de mots / Loose in Translation. Translating Wordplay, 23-24 Marzo 2017, Université de Lille (France) https://www.univ-lille3.fr/recherche/actualites/agenda-de-la-recherche/?type=1&id=1271. Contacto: traduirejdm@univ-lille3.fr, julie.charles@univ-lille3.fr 37. Translation and Translanguaging across Disciplines. EST Congress 2016 "Translation Studies: Moving Boundaries", European Society for Translation Studies, Aarhus (Dinamarca), 15-17 Sep. 2016 http://bcom.au.dk/research/conferencesandlectures/est-congress-2016/panels/12-translation-and-translanguaging-across-disciplines/ Contacto: nune.ayvazyan@urv.cat; mariagd@blanquerna.url.edu; sara.laviosa@uniba.it http://bcom.au.dk/research/conferencesandlectures/est-congress-2016/submission/ 38. Beyond linguistic plurality: The trajectories of multilingualism in Translation. An international conference organized jointly by Bogaziçi University, Department of Translation and Interpreting Studies, and Research Group on Translation and Transcultural Contact, York University, Bogaziçi University, 1-12 Mayo 2016. Contacto: sehnaz.tahir@boun.edu.tr, MGuzman@glendon.yorku.ca 39. "Professional and Academic Discourse: an interdisciplinary perspective". XXXIV IConferencia Internacional de la Sociedad Española de Lingüística Aplicada (AESLA), 14-16 Abril 2016. Interuniversity Institute for Applied Modern Languages (IULMA) / Universidad de Alicante. http://web.ua.es/aesla2016. Contacto: antonia.montes@ua.es. 2) CURSOS, SEMINARIOS, POSGRADOS / COURSES, SEMINARS, MASTERS: 1. Seminario: Breaking News for French>English and English>French Translators King's College Cambridge, UK, 8-10 Agosto 2016 Contacto: translateincambridge@iti.org.uk 2. Curso on-line: Setting Up as a Freelance Translator Enero – Marzo 2016. Institute of Translation & Interpreting, UK https://gallery.mailchimp.com/58e5d23248ce9f10c161ba86d/files/Application_Form_SUFT_2016.pdf?utm_source=SUFT+December+Emailer&utm_campaign=11fdfe0453-Setting_Up_as_a_Freelance_Translator12_7_2015&utm_medium=email&utm_term=0_6ef4829e50-11fdfe0453-25128325 3. Curso: Using Interpreters for Intercultural Communication and Other Purposes (COM397CE) http://darkallyredesign.com/what-we-do/using-interpreters-for-intercultural-communication 4. Workshop: How to Write and Publish Your Scholarly Paper In cooperation with the European Association of Science Editors (EASE) New Bulgarian University, Sofia (Bulgaria), 21-23 Marzo 2016 www.facebook.com/events/1511610889167645 http://esnbu.org/data/files/resources/ease-nbu-seminar-march-2016-fees.pdf 5. Posgrado: II Postgraduate Course on Spanish Law Taught in English "Global study". Universidad Internacional de Andalucía / Colegio de Abogados de Málaga. www.unia.es/cursos/guias/4431_english.pdf 3) CURSOS DE VERANO / SUMMER COURSES: 1. STRIDON – Translation Studies Doctoral and Teacher Training Summer School, Piran (Eslovenia), 27 Junio – 8 Julio 2016 www.prevajalstvo.net/doctoral-summer-school 2. Training in Translation Pedagogy Program School of Translation and Interpretation, University of Ottawa (Canadá), 4-29 Julio 2016. https://arts.uottawa.ca/translation/summer-programs 3. 2016 Nida School of Translation Studies. Translation, Ecology and Entanglement, San Pellegrino University Foundation, Misano Adriatico, Rimini (Italia), 30 Mayo – 10 Junio 2016. http://nsts.fusp.it/Nida-Schools/NSTS-2016 4. TTPP - Intensive Summer Program in Translation Pedagogy University of Ottawa (Canadá), 4-29 Julio 2016. http://arts.uottawa.ca/translation/summer-programs-2016/ttpp 5. CETRA Summer School 2016. 28th Research Summer School University of Leuven, campus Antwerp (Bélgica), 22 Agosto – 2 Sep. 2016. Contacto: cetra@kuleuven.be. http://www.arts.kuleuven.be/cetra 4) LIBROS / BOOKS: 1. Varela Salinas, María-José & Bernd Meyer (eds.) 2016. Translating and Interpreting Healthcare Discourses / Traducir e interpretar en el ámbito sanitario. Berlín : Frank & Timme. www.frank-timme.de/verlag/verlagsprogramm/buch/verlagsprogramm/bd-79-maria-jose-varela-salinasbernd-meyer-eds-translating-and-interpreting-healthcare-disc/backPID/transued-arbeiten-zur-theorie-und-praxis-des-uebersetzens-und-dolmetschens-1.html 2. Ordóñez López, Pilar and José Antonio Sabio Pinilla (ed.) 2015. Historiografía de la traducción en el espacio ibérico. Textos contemporáneos. Madrid: Ediciones de Castilla-La Mancha. www.unebook.es/libro/historiografia-de-latraduccion-en-el-espacio-iberico_50162 3. Bartoll, Eduard. 2015. Introducción a la traducción audiovisual. Barcelona: Editorial UOC. www.editorialuoc.cat/introduccion-a-la-traduccion-audiovisual 4. Rica Peromingo, Juan Pedro & Jorge Braga Riera. 2015. Herramientas y técnicas para la traducción inglés-español. Madrid: Babélica. www.escolarymayo.com/libro.php?libro=7004107&menu=7001002&submenu=7002029 5. Le Disez, Jean-Yves. 2015. F.A.C.T. Une méthode pour traduire de l'anglais au français. París: Ellipses. www.editions-ellipses.fr/product_info.php?cPath=386&products_id=10601 6. Baker, Mona (ed.) 2015. Translating Dissent: Voices from and with the Egyptian Revolution. Londres: Routledge. www.tandf.net/books/details/9781138929876 7. Gallego Hernández, Daniel (ed.) 2015. Current Approaches to Business and Institutional Translation / Enfoques actuales en traducción económica e institucional. Berna: Peter Lang. www.peterlang.com/download/datasheet/86140/datasheet_431656.pdf 8. Vasilakakos, Mary. 2015. A Training Handbook for Health and Medical Interpreters in Australia. www.interpreterrevalidationtraining.com/books-and-resources.html 9. Jankowska, Anna & Agnieszka Szarkowska (eds) 2015. New Points of View on Audiovisual Translation and Media Accessibility. Oxford: Peter Lang. www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=83114 10. Baer, Brian James (2015). Translation and the Making of Modern Russian Literature, Londres: Bloomsbury. Translation and the Making of Modern Russian Literature is the inaugural book in a new Translation Studies series: Bloomsbury's "Literatures, Cultures, Translation." 11. Camps, Assumpta. 2016. La traducción en la creación del canon poético (Recepción de la poesía italiana en el ámbito hispánico en la primera mitad del siglo XX). Berna: Peter Lang. 5) REVISTAS / JOURNALS: 1. JoSTrans, The Journal of Specialised Translation, nº especial sobre Translation & the Profession, Vol. 25, Enero 2016. www.jostrans.org 2. Translation and Interpreting – Nº especial sobre Community Interpreting: Mapping the Present for the Future www.trans-int.org/index.php/transint. 3. inTRAlinea – Nº especial sobre New Insights into Specialised Translation. www.intralinea.org/specials/new_insights 4. Linguistica Antverpiensia NS-Themes in Translation Studies, 2015 issue, Towards a Genetics of Translation. https://lans-tts.uantwerpen.be/index.php/LANS-TTS/issue/view/16 5. Quaderns de Filologia, Nº especial sobre Traducción y Censura: Nuevas Perspectivas, Vol. 20, 2015. https://ojs.uv.es/index.php/qdfed/issue/view/577 6. The Translator – Nº especial sobre Food and Translation, Translation and Food, 2015, 21(3). www.tandfonline.com/eprint/ryqJewJUDKZ6m2YM4IaR/full 7. Current Trends in Translation Teaching and Learning E, 2015, 2 www.cttl.org/cttl-e-2015.html 8. Dragoman Journal of Translation Studies. www.dragoman-journal.org 9. Current Trends in Translation Teaching and Learning E. Edición especial sobre Translation Studies Curricula Across Countries and Cultures. www.cttl.org 10. International Journal of the Sociology of Language, Nº especial sobre Translation Policies and Minority Languages: Theory, Methods and Case Studies http://fouces.webs.uvigo.es/CallForPapersIJSLTranslationPolicies.pdf 11. Nº especial de The Interpreter and Translator Trainer 11(2) – Employability and the Translation Curriculum www.tandfonline.com/doi/full/10.1080/1750399X.2015.1103092 12. InTRAlinea. Nº especial sobre Building Bridges between Film Studies and Translation Studies www.intralinea.org/news/item/cfp_building_bridges_between_film_studies_and_translation_studies 13. Nº especial de TranscUlturAl: Comics, BD & Manga in translation/en traduction https://ejournals.library.ualberta.ca/index.php/TC/announcement/view/290 14. The Journal of Translation Studies 2015, 16(4) Nº especial sobre Translator and Interpreter Training in East Asia Contacto: Won Jun Nam: wjnam@hufs.ac.kr, wonjun_nam@daum.net 15. TRANS Revista de Traductología, 19(2), 2015. www.trans.uma.es/trans_19.2.html 16. Between, 9, 2015 – Censura e auto-censura http://ojs.unica.it/index.php/between/index 17. Translation Studies, Nº especial sobre Translingualism & Transculturality in Russian Contexts of Translation http://explore.tandfonline.com/cfp/ah/rtrs-cfp3 18. Translation & Interpreting, 7:3, 2016 www.trans-int.org/index.php/transint/issue/view/38 19. "The translation profession: Centres and peripheries" The Journal of Specialised Translation (Jostrans), Nº. 25, Enero 2016. The Journal of Translation Studies is a joint publication of the Department of Translation of The Chinese University of Hong Kong and the Chinese University Press. Contact: jts.tra@cuhk.edu.hk, james@arts.cuhk.edu.hk 19. Nuevo artículo: "The Invisibility of the African Interpreter" por Jeanne Garane, Translation: a transdisciplinary journal http://translation.fusp.it/. Contact: siri.nergaard@gmail.com.

Los chicos y chicas aprenden a interaccionar y comunicarse con sus iguales a partir de las relaciones interpersonales que mantienen en la escuela. Relaciones que pueden verse enturbiadas o alteradas por situaciones de desequilibrio y abuso entre los iguales que llegan a afectar a su propio desarrollo psicosocial. El acoso escolar es un fenómeno que quebranta la convivencia positiva entre los escolares que ha llamado la atención de las familias, profesores, políticos, investigadores y de la sociedad en general durante las últimas décadas. El acoso escolar puede definirse como una agresión intencional y repetida en el tiempo que uno o más individuos hacen sobre otro igual (Olweus, 1993). Entre víctima y agresor se establece un desequilibrio de poder sostenido del que la víctima se encuentra indefensa y sin posibilidades de parar la situación de abuso (Ortega-Ruiz, 2010). La intencionalidad de la agresión refleja que esta conducta puede ser una estrategia instrumental para el logro o mantenimiento del estatus y del dominio social (Hawley, 1999; Pouwels et al., 2018). El acoso escolar también se caracteriza por su naturaleza inmoral, pues atenta contra los valores de respeto y afecto hacia los demás (Ortega & Mora-Merchán, 1996). Este tipo de violencia entre iguales viola los principios éticos y fomenta la injusticia, el desprecio, la coacción y la soledad. A través del desarrollo de la tecnología y el acceso a Internet, el ciberacoso ha emergido como una nueva forma de acoso. El ciberacoso se define como un comportamiento agresivo intencionado y repetido en el tiempo mediante dispositivos digitales a cargo de uno o varios individuos contra alguien que no puede protegerse (Campbell & Bauman, 2018). Si bien el ciberacoso comparte características del acoso escolar, es necesario matizar algunas distinciones (Smith, 2016). En el ciberespacio la repetición en el tiempo está vinculada con la posibilidad de que una sola conducta de agresión puntual puede multiplicarse en la red, más que con la repetición de la conducta por parte del agresor (Olweus & Limber, 2018). El hecho de quedar almacenada y ser accesible hace que pueda ser reenviada por terceras personas. En el ciberacoso el desequilibrio de poder se vincula con el dominio de las habilidades tecnológicas (Kowalski et al., 2014), así como con el anonimato, que facilita la deshibibición de la agresión, además de dificultar su identificación (Nickerson et al., 2018). Si bien la intencionalidad en el cara a cara tiene por objetivo dañar a la víctima, en el ciberespacio la reducida comunicación hace que el daño causado no sea directamente percibido por el agresor. Además, la accesibilidad permanente hace que la víctima sea vulnerable 24/7 (24 horas los 7 días de la semana), lo cual puede agudizar sus consecuencias psicosociales (DePaolis & Williford, 2019). Numerosos programas de prevención e intervención han emergido para tratar de reducir la implicación de los escolares en acoso escolar y ciberacoso. No obstante, la investigación psicoevolutiva respalda la necesidad de continuar profundizando en los mecanismos que explican por qué algunos escolares se implican en conductas de agresión. A través de la presente tesis se desarrollan tres estudios independientes—aunque relacionados entre sí—con la finalidad de contribuir al avance científico que permita comprender cómo diferentes variables de naturaleza individual y grupal se vinculan con la implicación de los escolares en acoso escolar y ciberacoso. En el primer estudio se analiza la relación entre la desconexión moral, la necesidad de popularidad y el acoso escolar en los escolares. Vinculado con la naturaleza inmoral de la agresión, uno de los factores asociados con la implicación de los escolares en el acoso escolar es la desconexión moral, entendida como el conjunto de estrategias cognitivas que permiten eludir las emociones asociadas al incumplimiento de las normas morales interiorizadas (Bandura, 2002). A través de la desconexión moral los escolares pueden desactivar selectivamente su proceso de autorregulación y llegar a considerar que la agresión puede ser legítima. La desconexión moral se ha analizado como un factor de riesgo en la agresión del acoso escolar principalmente de forma transversal (véase meta-análisis; Gini et al., 2014; Killer et al., 2019). Un menor número de estudios longitudinales han evidenciado cómo aquellos escolares con mayor desconexión moral se involucran posteriormente en la agresión entre iguales (Bjärehed et al., 2021; Falla et al., 2020, 2021; Georgiou et al., 2021; Teng et al., 2019, 2020; Wang et al., 2017). Sin embargo, no existen resultados concluyentes que permitan afirmar que el acoso escolar puede predecir la desconexión moral (Georgiou et al., 2021; Teng et al., 2019; Visconti et al., 2015; Wang et al., 2017). La relación longitudinal entre desconexión moral y acoso escolar se ha analizado teniendo en cuenta que este mecanismo cognitivo es una característica estable del individuo (Thornberg et al., 2021). No obstante, aún se necesitan estudios que aborden la desconexión moral como un estado o un proceso que puede cambiar y derivar o ser el resultado de un aumento o disminución de la implicación en acoso escolar a corto plazo. El acoso escolar, además de ser definido como un fenómeno inmoral también se caracteriza por su marcado carácter social pues surge y se mantiene en el seno del grupo de los iguales. En ese sentido, se ha demostrado que la popularidad tiene una gran influencia en las conductas de los escolares. La popularidad otorga a los chicos y chicas el acceso a los recursos del grupo (visibilidad, prestigio y atención), lo que les permite tener cierto dominio social. Estos beneficios posibilitan que muchos de ellos desempeñen conductas destinadas a ser reconocido como popular, movidos precisamente por lo que se denomina necesidad de popularidad (Santor et al., 2000). En algunos casos, la agresión se convierte en una estrategia efectiva para acceder a ese deseado estado de dominio e influencia sobre los demás (Malamut et al., 2020). La necesidad de popularidad se ha reconocido como un factor de riesgo del acoso escolar (Caravita & Cillessen, 2012; Duffy et al., 2017; Garandeau & Lansu, 2019; Romera et al., 2017; Sijtsema et al., 2009) e incluso, en menor medida, se ha considerado como un resultado del acoso escolar (Dumas et al., 2019; Malamut et al., 2020). Aunque la necesidad de popularidad y la desconexión moral no se han vinculado previamente, determinadas perspectivas teóricas apuntan a una posible asociación entre motivación y moralidad. En la desconexión moral, las motivaciones personales constituyen un elemento clave en la desactivación selectiva de las estrategias de autorregulación de la conducta social. En base a ello, las motivaciones de naturaleza egoísta, como puede ser la necesidad de ser popular, pueden determinar el juicio moral de los escolares (Thomas, 2021). La necesidad de popularidad se ha analizado en estudios previos como un rasgo estable a lo largo del tiempo (Dawes & Xie, 2017). No obstante, se necesitan estudios longitudinales que aborden la necesidad de popularidad como un estado, es decir, como una característica que puede variar a corto plazo y que puede influir o ser influenciada por un aumento o disminución del acoso escolar y la desconexión moral (McDonald & Asher, 2018). ; Boys and girls learn to interact and communicate with their peers from the interpersonal relationships they maintain at school. These relationships can be disturbed or altered by situations of imbalance and abuse among peers, which can affect their psychosocial development. Bullying is a phenomenon that interrupts the positive convivencia among schoolchildren and has attracted the attention of families, teachers, politicians, researchers, and society in general during the last decades. Bullying can be defined as intentional and repeated aggression over time that one or more individuals carry out against another peer (Olweus, 1993). A sustained imbalance of power is established between victim and aggressor, in which the victim is defenseless and cannot put an end to the situation of abuse (Ortega-Ruiz, 2010). The intentionality of the aggression shows that this behavior can be an instrumental strategy to achieve or maintain social status and dominance (Hawley, 1999; Pouwels et al., 2018). Bullying is also characterized by its immoral nature, as it violates the values of respect and affection for others (Ortega & Mora-Merchán, 1996). This type of peer violence violates ethical principles and fosters injustice, contempt, coercion, and loneliness. Through the development of technology and Internet access, cyberbullying has emerged as a new form of bullying. Cyberbullying is defined as aggressive behavior, intentional and repeated over time through digital devices by one or more individuals against someone who cannot protect themselves (Campbell & Bauman, 2018). Although cyberbullying shares bullying characteristics, some distinctions need to be qualified (Smith, 2016). In cyberspace, repetition over time is linked to the possibility that a single behavior of punctual aggression can multiply in the network, rather than the repetition of the behavior by the aggressor (Olweus & Limber, 2018). The fact that it is stored and accessible means that it can be forwarded by third parties. In cyberbullying, the imbalance of power is linked to the mastery of technological skills (Kowalski et al., 2014), as well as anonymity, which facilitates the disinhibition of aggression, also making it difficult to identify the bully (Nickerson et al., 2018). Whereas face-to-face intentionality aims to harm the victim, in cyberspace, reduced communication means that the damage caused is not directly perceived by the bully. Further, permanent accessibility makes the victim vulnerable 24/7 (24 hours a day, 7 days a week), which can exacerbate the psychosocial consequences (DePaolis & Williford, 2019). Numerous prevention and intervention programs have emerged to try to reduce the involvement of schoolchildren in bullying and cyberbullying. However, psychodevelopmental research supports the need to continue delving into the mechanisms that explain why some schoolchildren engage in aggressive behaviors. Through this thesis, three independent—albeit related—studies are performed, to contribute to the scientific advance that allows to understand how different variables of a motivational, moral, emotional, and cognitive nature are linked to schoolchildren's engagement in bullying and cyberbullying. The first study analyzes the relationship between moral disengagement, the need for popularity, and bullying perpetration in schoolchildren. Linked to the immoral nature of aggression, one of the factors associated with schoolchildren's involvement in bullying is moral disengagement, understood as the set of cognitive strategies that allow avoiding the emotions associated with the breach of internalized moral norms (Bandura, 2002). Through moral disengagement, schoolchildren can selectively deactivate their self-regulation process and come to consider aggression as legitimate. Moral disengagement has been analyzed mainly transversally as a risk factor in aggression in school bullying (see meta-analyses; Gini et al., 2014; Killer et al., 2019). A smaller number of longitudinal studies have shown how schoolchildren with greater moral disengagement subsequently engage in peer aggression (Bjärehed et al., 2021; Falla et al., 2020, 2021; Georgiou et al., 2021; Teng et al., 2019, 2020; Wang et al., 2017). However, there are no conclusive results that allow to affirm that bullying can predict moral disengagement (Georgiou et al., 2021; Teng et al., 2019; Thornberg, Wänström, Pozzoli, et al., 2019; Visconti et al., 2015; Wang et al., 2017). The longitudinal relationship between moral disengagement and bullying has been analyzed considering that this cognitive mechanism is a stable characteristic of the individual (Thornberg et al., 2021). However, studies are still needed that address moral disengagement as a state or process that can change and derive from or be the result of an increase or decrease in involvement in bullying in the short term. Bullying, in addition to being defined as an immoral phenomenon, is also characterized by its marked social nature because it arises and is maintained within the peer group. In that sense, it has been shown that popularity greatly influences schoolchildren's behaviors. Popularity gives boys and girls access to the group's resources (visibility, prestige, and attention), which allows them to have some social dominance. These benefits allow many of them to perform behaviors that are considered popular, driven precisely by the so-called need for popularity (Santor et al., 2000). In some cases, bullying becomes an effective strategy to access that coveted state of dominance and influence over others (Malamut et al., 2020). The need for popularity has been recognized as a risk factor for bullying (Caravita & Cillessen, 2012; Duffy et al., 2017; Garandeau & Lansu, 2019; Romera et al., 2017; Sijtsema et al., 2009) and, to a lesser extent, it has even been considered an outcome of bullying (Dumas et al., 2019; Malamut et al., 2020). Although the need for popularity and moral disengagement have not been previously linked, certain theoretical perspectives point to a possible association between motivation and morality. In moral disengagement, personal motivations constitute a key element in the selective deactivation of the self-regulatory strategies of social behavior. In this sense, selfish motivations, like the need to be popular, can determine schoolchildren's moral judgment (Thomas, 2021). The need for popularity has been analyzed in previous studies as a stable trait over time (Dawes & Xie, 2017). Nonetheless, longitudinal studies are needed that address the need for popularity as a state, that is, a characteristic that may vary in the short term and that may influence or be influenced by an increase or decrease in bullying and moral disengagement (McDonald & Asher, 2018).

This is the second volume of the Advances in Global Services and Retail Management Book Series. This volume has the following parts: Part 1: Hospitality and Tourism Part 2: Marketing, E-marketing, and Consumer Behavior Part 3: Management Part 4: Human Resources Management Part 5: Retail Management Part 6: Economics Part 7: Accounting and Finance Part 8: Sustainability and Environmental Issues Part 9: Information Technology ISBN: 978-1-955833-03-5 Hospitality and Tourism Significance of VR in the spa: A spatial analysis Irini Lai Fun Tang, Schultz Zhi Bin Xu, and Eric Chan Social media marketing in rural hospitality and tourism destination research Samuel Adeyinka-Ojo and Shamsul Kamariah Abdullah All aboard! Is space tourism still a fantasy or a reality: An investigation on Turkish market Emrah Tasarer, Vahit Oguz Kiper, Orhan Batman, and Oguz Turkay Strategic consciousness and business performance relationship of open innovation strategies in food and beverage businesses Muhsin Halis, Kazim Ozan Ozer, Hasan Cinnioglu, and Zafer Camlibel The effects of COVID-19 epidemic on guided tours and alternative tour samples from Turkey Bayram Akay The effect of COVID-19 phobia on holiday intention Halil Akmese and Ali Ilgaz The effect of the usage of virtual reality in tourism education on learning motivation Sarp Tahsin Kumlu and Emrah Ozkul The impact of effective implementation of customer relationship management to the success of hotels in Afikpo North local government of Ebonyi State, Nigeria Ogboagha Callister and Managwu Lilian The influence of study travel on quality-oriented education: The case of Handan, China Wang Jingya and Alaa Nimer Abukhalifeh The impact of U.S. Cuba policies on Cuban tourism industry: Focus on the Obama and Trump Administration Jukka M. Laitamaki, Antonio Diaz Medina, and Lisandra Torres Hechavarria Determination of students' characteristics and perspectives about social entrepreneurship: A case of Anadolu University Muhammed Kavak, Ipek Itir Can, and Emre Ozan Aksoz The place of Kazakhstan tourism sector in the countries of the region in terms of transportation infrastructure Maiya Myrzabekova, Muhsin Halis, and Zafer Camlibel What are tour guides most praised for? A sharing economy perspective Derya Demirdelen-Alrawadieh and Ibrahim Cifci An examination of representations for USA in tourism brochures for Chinese market Yasong Wang An exploratory study on cognitive internship perception of tourism students Ozge Buyuk and Gulsah Akkus Are you afraid to travel during COVID-19? Gulsum Tabak, Sibel Canik, and Ebru Guneren Destination management during the health emergency: A bibliometric analysis Valentina Della Corte, Giovanna Del Gaudio, Giuliana Nevola, Enrico Di Taranto, and Simone Luongo Determination of food neophobia levels of International Mersin Citrus Festival participants Sevda Sahilli Birdir, Nurhayat Iflazoglu, and Kemal Birdir Analysis of effectiveness of industrial exposure training undertaken by students of hospitality management in star hotels G. Saravana Kumar Conceptualization of ecotourism service experiences framework from the dimensions of motivation and quality of experiences: Four realms of experience approach Jennifer Kim Lian Chan Does Coronavirus (COVID-19) transform travel and tourism to automation (robots)? M. Omar Parvez, Ali Ozturen, and Cihan Cobanoglu Efficiency of internal control systems and the effect of organizational structure and culture on internal control systems in accommodation industry Kadriye Alev Akmese and Ali Ilgaz Ethical perceptions of housekeeping department employees: A study in Izmir Province Tuba Turkmendag and Bayram Sahin Factors that prevent participation of tourists in online co-creation activities Resat Arica, Feridun Duman, and Abdulkadir Corbaci Health sector after COVID-19: Salt thermal facilities example Azize Serap Tuncer and Sinan Bulut PRISMA statement and thematic analysis framework in hospitality and tourism research Samuel Adeyinka-Ojo Evaluation of Turkish nights as a tourism product: The case of Cappadocia Meral Buyukkuru, Eda Ozgul Katlav, and Firdevs Yonet Eren Customer perceptions against COVID-19 precautionary measures of the restaurants: The case of Istanbul-Turkey Elif Kaymaz and Sevki Ulema Analysis of e-complaints regarding hotel restaurants during COVID-19 process: The case of Antalya Sevim Usta and Serkan Sengul Marketing, E-marketing, and Consumer Behavior Materialistic social consumption amidst COVID-19 pandemic: Terror management theory in the Malaysia context Seong-Yuen Toh and Siew-Wai Yuan A conceptual framework for the mediating role of the flow experience between destination brand experience and destination loyalty Ipek Kazancoglu and Taskin Dirsehan Investigating drivers influencing choice behaviour of Islamic investment products Hanudin Amin Local food festivals within the scope of destination branding Hatice Akturk and Atilla Akbaba Marketing a destination on social media: Case of three municipalities of Izmir Huseyin Ozan Altin and Ige Pirnar Perceived usefulness, ease of use, online trust and online purchase intention: Mediating role of attitude towards online purchase Muhammed Yazeed, Mohammed Aliyu Dantsoho, and Adamu Ado Abubakar Social media framework for businesses Nawel Amrouche Social media marketing the African door of return experience in Badagry-Nigeria Huseyin Arasli, Maryam Abdullahi, and Tugrul Gunay The effect of corporate social responsibility on consumer-based brand equity: A research on automobile brands Ali Koroglu and Ibrahim Avci The effect of superstitions on consumer luck, horoscope and evil eye-oriented purchasing behavior: A study in Turkey Ibrahim Avci and Salih Yildiz The evaluation of S-D orientation on service innovation and performance of airline Inci Polat and Ozlem Atalik Brand new leisure constraint: COVID-19 Guliz Coskun The impact of consumers price level perception on emotions towards supermarkets Abdulcelil Cakici and Sena Tekeli The impact of TikTok's plastic surgery content on adolescents' self-perception and purchase intention Markus Rach Accelerated modernity: What are the social media stories undergraduate students engage with? Pericles Asher Rospigliosi and Sebastian Raza-Mejia Virtual influencer as celebrity endorsers Fanny Cheung and Wing-Fai Leung Does millennial shopping orientation using augmented reality enabled mobile applications really impact product purchase intention? Anil Kumar Exposure to e-cigarette marketing and product use among highly educated adults Onur Sahin Extending the theory of planned behavior to explain intention to use online food delivery services in the context of COVID -19 pandemic Ahmed Chemseddine Bouarar, Smail Mouloudj, and Kamel Mouloudj Factors affecting investors' buying decision in real estate market in Northern Cyprus Gurkan Arslan and Karen Howells From home to the store: Combined effect of music and traffic on consumers shopping behaviour Luigi Piper, Lucrezia Maria de Cosmo, Maria Irene Prete, and Gianluigi Guido Market expansion and business growth from the perspective of resources and capabilities: The case of a micro-enterprise Jose G. Vargas-Hernandez and Omar C. Vargas-Gonzalez How learning style interacts with voice-assisted technology (VAT) in consumer task evaluation Bonnie Canziani and Sara MacSween Effect of brand credibility and innovation on customer based brand equity and overall brand equity in Turkey: An investigation of GSM operators Suphan Nasir and Ozge Guvendik Value chain for a B school in India Vimal Chandra Verma and Devashish Das Gupta Management AI as a boost for startups companies: Evidence from Italy Irene Di Bernardo, Marco Tregua, Greco Fabio, and Ruggiero Andrea The role of quality management applications for corporate reputations Ibrahim Sapaloglu and Isik Cicek Toxicity in organizations: A sample study on the perceived toxicity in Turkish academicians Mustafa Hakan Atasoy and Muhsin Halis Which resources are matter to healthcare performance? A case study on Bahrain Mahmood Asad Ali and Mohamed Sayed Abou Elseoud Case study: HereWay Inc. European expansion: A facility location problem Mikhail M. Sher, Michael T. Paz, and Donald R. (Bob) Smith In search of the effective mission statement: Structural support of the firm's culture to augment financial performance Seong-Yuen Toh Innovation labs to support tourism organization in transforming crisis into opportunities: Insight from a case study Francesco Santarsiero, Daniela Carlucci, and Giovanni Schiuma Novelty and success of healthcare service innovation: A comparison between China and the Netherlands Yu Mu, Rujun Wang and Ying Huang Public private partnership in selected countries: A comparative analysis Bekir Parlak and Abdullahi Suleiman Hashi Strategic orientation of service enterprises towards customers Korhan Arun and Saniye Yildirim Ozmutlu The effects of organizational culture on information sharing attitude Mohammadi Lanbaran Nasrin and Cicek Isik The impact of industry 4.0 strategy on the work-life balance of employees Ali Sukru Cetinkaya The mediating effect of psychological empowerment on inclusive leadership and innovative work behaviour: A research in hotels Emete Toros, Ahmet Maslakci, and Lutfi Surucu Assessment of industry 4.0 on manufacturing enterprises: Demographic perspective Ali Sukru Cetinkaya and M. Kemal Unsacar Human Resources Management Affective commitment in new hires' onboarding? The role of organizational socialization in the fashion retail industry Pui Sze Chan, Ho Ching Ching, Pui Yi Ng, and Annie Ko Do burnout perception levels of nurses working in the health sector differ according to demographic characteristics? Irfan Akkoc and Korhan Arun Examining a moderating effect of employee turnover between recruitment and selection practice and organizational performance in Maldives civil service sector Fathmath Muna, Azam S. M. Ferdous, and Ahmad Albattat Personnel relationships in the workplace Ali Sukru Cetinkaya, Shafiq Habibi, and Umut Yavuz The evolution of human resources empowerment theory: A literature review (1970–2020) Theodoros Stavrinoudis and Moschos Psimoulis Teamwork, satisfaction and mediating effect of affective, continuance and normative commitments on employee's loyalty Thalita Aparecida Costa Nicolleti, Eduardo Roque Mangini, Leonardo Aureliano-Silva, Cristiane Sales Pires, and Carolina Aparecida de Freitas Dias Perceptions of teachers in educational institutions regarding the principles of teaching professional ethics Gulsah Aki, Nejat Ira, and Hasan Arslan Influence of psychological empowerment on employee competence in Nigerian universal basic education system: The mediating role of work engagement Isah Sani, Rashidah Binti Mohammad Ibrahim, and Fazida Karim Retail Management Artificial intelligence in retailing Ibrahim Kircova, Munise Hayrun Saglam, and Sirin Gizem Kose Customer value in retailing (2000-2020): A narrative review and future research directions Rajat Gera and Ashish Pruthi Effect of social media marketing on online retail performance of Konga Nigeria LTD Abubakar Ado Adamu, Muhammed Yazeed, Mohammed Aliyu Dantsoho, Jamilu Abdulkadir, and Aliyu Audu Gemu Employment of blue-collar workers in organized retail sector: The case of Turkey Inci Kayhan-Kuzgun Saving grace: Digitization to stay or address crisis? Smitha Vasudevan Inclusion of disabled consumers in online retail landscape: Web accessibility conformance of Turkish organized food retailers' web sites Asiye Ayben Celik A customer segmentation model proposal for retailers: RFM-V Pinar Ozkan and Ipek Deveci Kocakoc Economics Nigeria's economic management: Reflections through monthly interest rate movement from 1996 to 2020 and beyond Job Nmadu, Halima Sallawu, and Yebosoko Nmadu A qualitative study of perceptions of the residents of Sidon, Lebanon regarding the economic effect on Sidon with reference to repatriation of the Palestinian refugees Raja El Majzoub and Karen Howells Three keys of development: Knowledge, efficiency and innovative entrepreneurship Irfan Kalayci, Ali Soylu, and Baris Aytekin Tourism and women empowerment: Empirical findings from past experience and predictions for the post-COVID era Burcu Turkcan COVID-19 effect on FDI motivation and their impact on service sector: Case of Georgia Vakhtang Charaia and Mariam Lashkhi Economic cooperation between Central Caucasus, China, and EU, under COVID-19 challenges Vakhtang Charaia and Mariam Lashkhi Effect of real exchange rate and income on international tourist arrivals for Turkey Erhan Aslanoglu, Oral Erdogan, and Yasin Enes Aksu Innovative entrepreneurship in Turkey: Micro and macro perspectives Irfan Kalayci, Baris Aytekin, and Ali Soylu Optimal fiscal and price stability in Germany: Autoregressive distributed lags (ARDL) cointegration relationship Ergin Akalpler and Dahiru Alhaji Birnintsabas Struggle with COVID-19 crisis within the scope of financial national security: The example of the Republic of Turkey Silacan Karakus The nexus between fiscal freedom and investment freedom: The case of E7 countries Mehmet Bolukbas To be or not to be a female entrepreneur in the Mexicali Valley Roberto Burgueno Romero and Jose David Ledezma Torrez Accounting and Finance Comparative measurement of working capital efficiency for Borsa Istanbul restaurants and hotels for the COVID-19 period and previous quarters Fatih Gunay and Gary Cokins Relationship between business confidence index and non-financial firms foreign exchange assets and liabilities: Evidence from ARDL bound approach Ilkut Elif Kandil-Goker The impact of RTGS on internal control - A comparative study between some Iraqi banks Salowan H. Al Taee and Noor A. Radhi The impact of working capital on cash management under IAS 7 framework: An examination of tourism listed companies in Indonesia and Turkey Tri Damayanti and Tuba Derya Baskan A nexus between mergers & acquisitions and financial performance of firms: A study of industrial sector of Pakistan Fiza Quareshi, Mukhtiar Ali, and Salar Hussain Decentralized approach to deep-learning based asset allocation Sarthak Sengupta, Priyanshu Priyam, and Anurika Vaish Sustainability and Environmental Issues Blockchain technology applied to the Consortium Etna DOC to avoid counterfeiting Matarazzo Agata, Edoardo Carmelo Spampinato, Sergio Arfo, Ugo Sinigaglia, Antonino Bajeli, and Salvino Benanti Eco-label certification, hotel performance and customer satisfaction: Analysis of a case study and future developments Michele Preziosi, Alessia Acampora, Roberto Merli, and Maria Claudia Lucchetti The integration of circular economy in the tourism industry: A framework for the implementation of circular hotels Martina Sgambati, Alessia Acampora, Olimpia Martucci, and Maria Claudia Lucchetti Using the theory of planned behavior to explore green food purchase intentions Katrina Anna Auza and Kamel Mouloudj Survey on purchasing methods of food products in Tarragona and Catania Matarazzo Agata, Vazzano Tommaso Alberto, and Squillaci Carmelo Information Technology Comparative analysis of tools for matching work-related skill profiles with CV data and other unstructured data Florian Beuttiker, Stefan Roth, Tobias Steinacher, and Thomas Hanne State-of-the-art next generation open innovation platforms Murielle De Roche, Monika Blaser, Patrick Hollinger, and Thomas Hanne The coverage of AIOT based functional service: Case study of Asian futuristic hotel Gege Wang, Irini Lai Fun Tang, Eric Chan, and Wai Hung Wilco Chan The effect of the blockchain technology on service companies and food retailers: An overview of the blockchain use cases and applications Gokhan Kirbac and Erkut Ergenc The regulation problem of cryptocurrencies Lamiha Ozturk and Ece Sulungur Understanding information technology acceptance by physicians: Testing technology acceptance model Anuruddha Indika Jagoda

This is the second volume of the Advances in Global Services and Retail Management Book Series. This volume has the following parts: Part 1: Hospitality and Tourism Part 2: Marketing, E-marketing, and Consumer Behavior Part 3: Management Part 4: Human Resources Management Part 5: Retail Management Part 6: Economics Part 7: Accounting and Finance Part 8: Sustainability and Environmental Issues Part 9: Information Technology ISBN: 978-1-955833-03-5 Hospitality and Tourism Significance of VR in the spa: A spatial analysis Irini Lai Fun Tang, Schultz Zhi Bin Xu, and Eric Chan Social media marketing in rural hospitality and tourism destination research Samuel Adeyinka-Ojo and Shamsul Kamariah Abdullah All aboard! Is space tourism still a fantasy or a reality: An investigation on Turkish market Emrah Tasarer, Vahit Oguz Kiper, Orhan Batman, and Oguz Turkay Strategic consciousness and business performance relationship of open innovation strategies in food and beverage businesses Muhsin Halis, Kazim Ozan Ozer, Hasan Cinnioglu, and Zafer Camlibel The effects of COVID-19 epidemic on guided tours and alternative tour samples from Turkey Bayram Akay The effect of COVID-19 phobia on holiday intention Halil Akmese and Ali Ilgaz The effect of the usage of virtual reality in tourism education on learning motivation Sarp Tahsin Kumlu and Emrah Ozkul The impact of effective implementation of customer relationship management to the success of hotels in Afikpo North local government of Ebonyi State, Nigeria Ogboagha Callister and Managwu Lilian The influence of study travel on quality-oriented education: The case of Handan, China Wang Jingya and Alaa Nimer Abukhalifeh The impact of U.S. Cuba policies on Cuban tourism industry: Focus on the Obama and Trump Administration Jukka M. Laitamaki, Antonio Diaz Medina, and Lisandra Torres Hechavarria Determination of students' characteristics and perspectives about social entrepreneurship: A case of Anadolu University Muhammed Kavak, Ipek Itir Can, and Emre Ozan Aksoz The place of Kazakhstan tourism sector in the countries of the region in terms of transportation infrastructure Maiya Myrzabekova, Muhsin Halis, and Zafer Camlibel What are tour guides most praised for? A sharing economy perspective Derya Demirdelen-Alrawadieh and Ibrahim Cifci An examination of representations for USA in tourism brochures for Chinese market Yasong Wang An exploratory study on cognitive internship perception of tourism students Ozge Buyuk and Gulsah Akkus Are you afraid to travel during COVID-19? Gulsum Tabak, Sibel Canik, and Ebru Guneren Destination management during the health emergency: A bibliometric analysis Valentina Della Corte, Giovanna Del Gaudio, Giuliana Nevola, Enrico Di Taranto, and Simone Luongo Determination of food neophobia levels of International Mersin Citrus Festival participants Sevda Sahilli Birdir, Nurhayat Iflazoglu, and Kemal Birdir Analysis of effectiveness of industrial exposure training undertaken by students of hospitality management in star hotels G. Saravana Kumar Conceptualization of ecotourism service experiences framework from the dimensions of motivation and quality of experiences: Four realms of experience approach Jennifer Kim Lian Chan Does Coronavirus (COVID-19) transform travel and tourism to automation (robots)? M. Omar Parvez, Ali Ozturen, and Cihan Cobanoglu Efficiency of internal control systems and the effect of organizational structure and culture on internal control systems in accommodation industry Kadriye Alev Akmese and Ali Ilgaz Ethical perceptions of housekeeping department employees: A study in Izmir Province Tuba Turkmendag and Bayram Sahin Factors that prevent participation of tourists in online co-creation activities Resat Arica, Feridun Duman, and Abdulkadir Corbaci Health sector after COVID-19: Salt thermal facilities example Azize Serap Tuncer and Sinan Bulut PRISMA statement and thematic analysis framework in hospitality and tourism research Samuel Adeyinka-Ojo Evaluation of Turkish nights as a tourism product: The case of Cappadocia Meral Buyukkuru, Eda Ozgul Katlav, and Firdevs Yonet Eren Customer perceptions against COVID-19 precautionary measures of the restaurants: The case of Istanbul-Turkey Elif Kaymaz and Sevki Ulema Analysis of e-complaints regarding hotel restaurants during COVID-19 process: The case of Antalya Sevim Usta and Serkan Sengul Marketing, E-marketing, and Consumer Behavior Materialistic social consumption amidst COVID-19 pandemic: Terror management theory in the Malaysia context Seong-Yuen Toh and Siew-Wai Yuan A conceptual framework for the mediating role of the flow experience between destination brand experience and destination loyalty Ipek Kazancoglu and Taskin Dirsehan Investigating drivers influencing choice behaviour of Islamic investment products Hanudin Amin Local food festivals within the scope of destination branding Hatice Akturk and Atilla Akbaba Marketing a destination on social media: Case of three municipalities of Izmir Huseyin Ozan Altin and Ige Pirnar Perceived usefulness, ease of use, online trust and online purchase intention: Mediating role of attitude towards online purchase Muhammed Yazeed, Mohammed Aliyu Dantsoho, and Adamu Ado Abubakar Social media framework for businesses Nawel Amrouche Social media marketing the African door of return experience in Badagry-Nigeria Huseyin Arasli, Maryam Abdullahi, and Tugrul Gunay The effect of corporate social responsibility on consumer-based brand equity: A research on automobile brands Ali Koroglu and Ibrahim Avci The effect of superstitions on consumer luck, horoscope and evil eye-oriented purchasing behavior: A study in Turkey Ibrahim Avci and Salih Yildiz The evaluation of S-D orientation on service innovation and performance of airline Inci Polat and Ozlem Atalik Brand new leisure constraint: COVID-19 Guliz Coskun The impact of consumers price level perception on emotions towards supermarkets Abdulcelil Cakici and Sena Tekeli The impact of TikTok's plastic surgery content on adolescents' self-perception and purchase intention Markus Rach Accelerated modernity: What are the social media stories undergraduate students engage with? Pericles Asher Rospigliosi and Sebastian Raza-Mejia Virtual influencer as celebrity endorsers Fanny Cheung and Wing-Fai Leung Does millennial shopping orientation using augmented reality enabled mobile applications really impact product purchase intention? Anil Kumar Exposure to e-cigarette marketing and product use among highly educated adults Onur Sahin Extending the theory of planned behavior to explain intention to use online food delivery services in the context of COVID -19 pandemic Ahmed Chemseddine Bouarar, Smail Mouloudj, and Kamel Mouloudj Factors affecting investors' buying decision in real estate market in Northern Cyprus Gurkan Arslan and Karen Howells From home to the store: Combined effect of music and traffic on consumers shopping behaviour Luigi Piper, Lucrezia Maria de Cosmo, Maria Irene Prete, and Gianluigi Guido Market expansion and business growth from the perspective of resources and capabilities: The case of a micro-enterprise Jose G. Vargas-Hernandez and Omar C. Vargas-Gonzalez How learning style interacts with voice-assisted technology (VAT) in consumer task evaluation Bonnie Canziani and Sara MacSween Effect of brand credibility and innovation on customer based brand equity and overall brand equity in Turkey: An investigation of GSM operators Suphan Nasir and Ozge Guvendik Value chain for a B school in India Vimal Chandra Verma and Devashish Das Gupta Management AI as a boost for startups companies: Evidence from Italy Irene Di Bernardo, Marco Tregua, Greco Fabio, and Ruggiero Andrea The role of quality management applications for corporate reputations Ibrahim Sapaloglu and Isik Cicek Toxicity in organizations: A sample study on the perceived toxicity in Turkish academicians Mustafa Hakan Atasoy and Muhsin Halis Which resources are matter to healthcare performance? A case study on Bahrain Mahmood Asad Ali and Mohamed Sayed Abou Elseoud Case study: HereWay Inc. European expansion: A facility location problem Mikhail M. Sher, Michael T. Paz, and Donald R. (Bob) Smith In search of the effective mission statement: Structural support of the firm's culture to augment financial performance Seong-Yuen Toh Innovation labs to support tourism organization in transforming crisis into opportunities: Insight from a case study Francesco Santarsiero, Daniela Carlucci, and Giovanni Schiuma Novelty and success of healthcare service innovation: A comparison between China and the Netherlands Yu Mu, Rujun Wang and Ying Huang Public private partnership in selected countries: A comparative analysis Bekir Parlak and Abdullahi Suleiman Hashi Strategic orientation of service enterprises towards customers Korhan Arun and Saniye Yildirim Ozmutlu The effects of organizational culture on information sharing attitude Mohammadi Lanbaran Nasrin and Cicek Isik The impact of industry 4.0 strategy on the work-life balance of employees Ali Sukru Cetinkaya The mediating effect of psychological empowerment on inclusive leadership and innovative work behaviour: A research in hotels Emete Toros, Ahmet Maslakci, and Lutfi Surucu Assessment of industry 4.0 on manufacturing enterprises: Demographic perspective Ali Sukru Cetinkaya and M. Kemal Unsacar Human Resources Management Affective commitment in new hires' onboarding? The role of organizational socialization in the fashion retail industry Pui Sze Chan, Ho Ching Ching, Pui Yi Ng, and Annie Ko Do burnout perception levels of nurses working in the health sector differ according to demographic characteristics? Irfan Akkoc and Korhan Arun Examining a moderating effect of employee turnover between recruitment and selection practice and organizational performance in Maldives civil service sector Fathmath Muna, Azam S. M. Ferdous, and Ahmad Albattat Personnel relationships in the workplace Ali Sukru Cetinkaya, Shafiq Habibi, and Umut Yavuz The evolution of human resources empowerment theory: A literature review (1970–2020) Theodoros Stavrinoudis and Moschos Psimoulis Teamwork, satisfaction and mediating effect of affective, continuance and normative commitments on employee's loyalty Thalita Aparecida Costa Nicolleti, Eduardo Roque Mangini, Leonardo Aureliano-Silva, Cristiane Sales Pires, and Carolina Aparecida de Freitas Dias Perceptions of teachers in educational institutions regarding the principles of teaching professional ethics Gulsah Aki, Nejat Ira, and Hasan Arslan Influence of psychological empowerment on employee competence in Nigerian universal basic education system: The mediating role of work engagement Isah Sani, Rashidah Binti Mohammad Ibrahim, and Fazida Karim Retail Management Artificial intelligence in retailing Ibrahim Kircova, Munise Hayrun Saglam, and Sirin Gizem Kose Customer value in retailing (2000-2020): A narrative review and future research directions Rajat Gera and Ashish Pruthi Effect of social media marketing on online retail performance of Konga Nigeria LTD Abubakar Ado Adamu, Muhammed Yazeed, Mohammed Aliyu Dantsoho, Jamilu Abdulkadir, and Aliyu Audu Gemu Employment of blue-collar workers in organized retail sector: The case of Turkey Inci Kayhan-Kuzgun Saving grace: Digitization to stay or address crisis? Smitha Vasudevan Inclusion of disabled consumers in online retail landscape: Web accessibility conformance of Turkish organized food retailers' web sites Asiye Ayben Celik A customer segmentation model proposal for retailers: RFM-V Pinar Ozkan and Ipek Deveci Kocakoc Economics Nigeria's economic management: Reflections through monthly interest rate movement from 1996 to 2020 and beyond Job Nmadu, Halima Sallawu, and Yebosoko Nmadu A qualitative study of perceptions of the residents of Sidon, Lebanon regarding the economic effect on Sidon with reference to repatriation of the Palestinian refugees Raja El Majzoub and Karen Howells Three keys of development: Knowledge, efficiency and innovative entrepreneurship Irfan Kalayci, Ali Soylu, and Baris Aytekin Tourism and women empowerment: Empirical findings from past experience and predictions for the post-COVID era Burcu Turkcan COVID-19 effect on FDI motivation and their impact on service sector: Case of Georgia Vakhtang Charaia and Mariam Lashkhi Economic cooperation between Central Caucasus, China, and EU, under COVID-19 challenges Vakhtang Charaia and Mariam Lashkhi Effect of real exchange rate and income on international tourist arrivals for Turkey Erhan Aslanoglu, Oral Erdogan, and Yasin Enes Aksu Innovative entrepreneurship in Turkey: Micro and macro perspectives Irfan Kalayci, Baris Aytekin, and Ali Soylu Optimal fiscal and price stability in Germany: Autoregressive distributed lags (ARDL) cointegration relationship Ergin Akalpler and Dahiru Alhaji Birnintsabas Struggle with COVID-19 crisis within the scope of financial national security: The example of the Republic of Turkey Silacan Karakus The nexus between fiscal freedom and investment freedom: The case of E7 countries Mehmet Bolukbas To be or not to be a female entrepreneur in the Mexicali Valley Roberto Burgueno Romero and Jose David Ledezma Torrez Accounting and Finance Comparative measurement of working capital efficiency for Borsa Istanbul restaurants and hotels for the COVID-19 period and previous quarters Fatih Gunay and Gary Cokins Relationship between business confidence index and non-financial firms foreign exchange assets and liabilities: Evidence from ARDL bound approach Ilkut Elif Kandil-Goker The impact of RTGS on internal control - A comparative study between some Iraqi banks Salowan H. Al Taee and Noor A. Radhi The impact of working capital on cash management under IAS 7 framework: An examination of tourism listed companies in Indonesia and Turkey Tri Damayanti and Tuba Derya Baskan A nexus between mergers & acquisitions and financial performance of firms: A study of industrial sector of Pakistan Fiza Quareshi, Mukhtiar Ali, and Salar Hussain Decentralized approach to deep-learning based asset allocation Sarthak Sengupta, Priyanshu Priyam, and Anurika Vaish Sustainability and Environmental Issues Blockchain technology applied to the Consortium Etna DOC to avoid counterfeiting Matarazzo Agata, Edoardo Carmelo Spampinato, Sergio Arfo, Ugo Sinigaglia, Antonino Bajeli, and Salvino Benanti Eco-label certification, hotel performance and customer satisfaction: Analysis of a case study and future developments Michele Preziosi, Alessia Acampora, Roberto Merli, and Maria Claudia Lucchetti The integration of circular economy in the tourism industry: A framework for the implementation of circular hotels Martina Sgambati, Alessia Acampora, Olimpia Martucci, and Maria Claudia Lucchetti Using the theory of planned behavior to explore green food purchase intentions Katrina Anna Auza and Kamel Mouloudj Survey on purchasing methods of food products in Tarragona and Catania Matarazzo Agata, Vazzano Tommaso Alberto, and Squillaci Carmelo Information Technology Comparative analysis of tools for matching work-related skill profiles with CV data and other unstructured data Florian Beuttiker, Stefan Roth, Tobias Steinacher, and Thomas Hanne State-of-the-art next generation open innovation platforms Murielle De Roche, Monika Blaser, Patrick Hollinger, and Thomas Hanne The coverage of AIOT based functional service: Case study of Asian futuristic hotel Gege Wang, Irini Lai Fun Tang, Eric Chan, and Wai Hung Wilco Chan The effect of the blockchain technology on service companies and food retailers: An overview of the blockchain use cases and applications Gokhan Kirbac and Erkut Ergenc The regulation problem of cryptocurrencies Lamiha Ozturk and Ece Sulungur Understanding information technology acceptance by physicians: Testing technology acceptance model Anuruddha Indika Jagoda

Mary Swain, photo taken at her home on January 10, 2014 ; The New Zion Community Advocates worked with community members age 80 years and older to have contributed to the history of Ogden city. The interviews looked at the legacy of the interviewees through armed services, work, social life, church, NAACP and educational systems in an environment where their culture was not predominant. This program has received funding from the Utah Humanities Council and the Utah Division of State history. ; The following is an oral history interview with Mary Swain conducted on January 10, 2014 by Deborah George. ; 15p.; 29cm.; 2 bound transcripts; 4 file folders. 1 sound disc: digital; 4 3/4 in. ; Oral History Program Mary E. Swain Interviewed by Deborah M. George 10 January 2014 Oral History Program Weber State University Stewart Library Ogden, Utah Mary E. Swain Interviewed by Deborah M. George 10 January 2014 Copyright © 2014 by Weber State University, Stewart Library Mission Statement The Oral History Program of the Stewart Library was created to preserve the institutional history of Weber State University and the Davis, Ogden and Weber County communities. By conducting carefully researched, recorded, and transcribed interviews, the Oral History Program creates archival oral histories intended for the widest possible use. Interviews are conducted with the goal of eliciting from each participant a full and accurate account of events. The interviews are transcribed, edited for accuracy and clarity, and reviewed by the interviewees (as available), who are encouraged to augment or correct their spoken words. The reviewed and corrected transcripts are indexed, printed, and bound with photographs and illustrative materials as available. Archival copies are placed in Special Collections. The Stewart Library also houses the original recording so researchers can gain a sense of the interviewee's voice and intonations. Project Description The New Zion Community Advocates worked with community members age 80 years and older to have contributed to the history of Ogden city. The interviews looked at the legacy of the interviewees through armed services, work, social life, church, NAACP and educational systems in an environment where their culture was not predominant. This program has received funding from the Utah Humanities Council and the Utah Division of State history. ____________________________________ Oral history is a method of collecting historical information through recorded interviews between a narrator with firsthand knowledge of historically significant events and a well-informed interviewer, with the goal of preserving substantive additions to the historical record. Because it is primary material, oral history is not intended to present the final, verified, or complete narrative of events. It is a spoken account. It reflects personal opinion offered by the interviewee in response to questioning, and as such it is partisan, deeply involved, and irreplaceable. ____________________________________ Rights Management Special Collections All literary rights in the manuscript, including the right to publish, are reserved to the Stewart Library of Weber State University. No part of the manuscript may be published without the written permission of the University Librarian. Requests for permission to publish should be addressed to the Administration Office, Stewart Library, Weber State University, Ogden, Utah, 84408. The request should include identification of the specific item and identification of the user. It is recommended that this oral history be cited as follows: Swain, Mary E., an oral history by Deborah M. George, 10 January 2014, WSU Stewart Library Oral History Program, Special Collections, Stewart Library, Weber State University, Ogden, UT. iii Mary Swain, photo taken at her home on January 10, 2014 Abstract: The following is an oral history interview with Mary Swain conducted on January 10, 2014 by Deborah George. DG: Okay I'm Debbie George, I'm here today to interview Mrs. Mary Swain. We are in her home in her luscious living room and we're going to start our oral history interview. So tell me your full name. MS: My name is Mary Ellen Swain DG: What is your birth date? MS: May 9th, 1937. DG: And are we related at all? MS: No, we are not. DG: What are you doing now in your life? MS: I am just having fun, enjoying my grandchildren. I have been traveling quite a bit. I have gone on a few cruises, and I am just enjoying a life of leisure. DG: Alright wonderful. So tell me some of the important lessons that you have learned throughout your life. MS: Well let me start back when I was in Arkansas. My father worked for the railroad and he came here about a year before we did. When we were told that we were going to come to Utah, I got a book and I started reading all about Utah. I thought, "That is a religious state. Things are going to be so different than they are here in Arkansas." 1 You know in Arkansas, we were aware that we were segregated. We knew that we had our schools there, and we knew that there were other schools there, but we knew where we were supposed to be. Everybody knew what they were supposed to do. When I began attending Elementary school here in Utah, I had very high expectations for change. I did meet a lot of people and built a lot of strong friendships. One of the girls that I had become friends with was named Ruth. One day, Ruth and I had planned on going to her house after school. Ruth asked her mother if I could visit and her mother agreed. I asked my mother if I could go with Ruth to her house, and my mother agreed. With both of our parents approving the idea, Ruth and I got on a bus and went to her house, I had not been in Utah very long and I was not familiar with the area. She lived somewhere up on the bench above Washington Boulevard. When we arrived at her house, her mother said, "No Ruth. You cannot play with her. WI did not know that she was colored!" Ruth broke into tears and her mother asked me to leave. This was the funny part. I left, but I didn't know where to go. I could not find my way back home. I wandered around. That was very frightening. I was so afraid. I knew that I lived on 25th Street, and I knew that I lived west. I walked until I could see a big hotel that we lived by. I had finally found my home and I was so happy to get there. The next day at school, Ruth apologized. We were best friends you know. I was just shocked because I had no idea that would happen in Utah. I thought I could have white friends in Utah. I thought that I could have all kinds of friends. There were Japanese, Hispanics, and Caucasian, a little bit of every race in my 2 classes. I thought that was great. I thought Utah was the place, but that was one of the worst experiences. I did sing in the choir, and going from church to church, we were always welcomed with open arms. We never had anyone say anything about our race. We would just walk in with the choir and sing. We would go out and we would go back home. Nothing was said, and I could not figure that out. I wondered why could I sing with them at church, but I could not visit them in their homes. DG: That surprised you? MS: Yes, that was shocking to me. As I think about it now, it was funny that I got lost when I was going back home from Ruth's home. I think I had been in Utah for about eight days. DG: Wow, eight days! MS: Yes, I had no idea where anything was. I was just going home with her. I was happy to be in mixed company. It was just something I had looked forward to doing. DG: What was your proudest moment? MS: I think that my proudest moment is the birth of my children. Not just the birth of one specific child, but the birth of all my children. I have been blessed with seven children and nineteen grandchildren. I am also proud that I have been able to work in different areas. I have had some good jobs. I have been blessed in so many ways. I remember a time before I became eligible for each job, a friend and I were going to work in a 3 cannery to peel tomatoes. We were so excited about it. We got a ride out there because we were young children, and our parents did not own a vehicle. When we got there, the supervisor had a long line of people. We had called ahead of time and were told that he needed people to work for him. When he saw us, he told us that he could not hire us because he could not hire colored people. We had to walk all the way back to Ogden from Clearfield. That was a bad experience. Even though we had to walk all the way back to Ogden, we were not angry or upset about tit. We laughed at it, and came on back to Ogden. I had that same experience with so many jobs I had looked forward to being hired onto before. Colored people would not be hired in many areas at that time. I did enjoy elementary school though. I have a lot of good memories of elementary school. I cannot say I have many from junior high or high school. When I began Junior High, there were a lot of dances that were held at my school. There were only three black people in my school and were all females, so we would not attend the dances because we never had a partner to go with. We were not allowed to dance with white males and they were not allowed to dance with black females, so I missed out on that. I remember a time when a Japanese boy asked me to dance with him. There were no special events on this day like prom or anything, it was just a normal Friday afternoon. I was so excited to have the opportunity to dance and as he began walking towards me, a few guys started teasing him and he ran off. I was not going to let that spoil my time, and I did not let that make me dislike 4 people. I felt sorry for the guy because I was no stranger to rejection. Being rejected did not hurt me. While working with Ogden City Schools, the social worker and I were going to do a home study with a family. While we were in this home, the social worker said to me, "I am going to write them up because there are no books being displayed anywhere in side of this home." They had a Jet magazine, and Ebony magazine on the coffee table. She said she had never heard of them before. I informed her that is how we learn about our history. That is how we know what is going on in the Black community. We take Utah history classes in our schools, but we do not learn much about Black History. One of the Psychologists was writing a program for under privileged students, but not including the areas where most of the blacks lived. I asked him where the black students were going to go when they needed help. His reply was, "blacks take care of themselves. They do not need help. They are usually well behaved. They rarely have behavioral problems, and when they do, they can go see their school counselor. Blacks have always taken care of their own problems." I told him, "If you think that makes me feel better then you are wrong. We were born oppressed. We have just learned to live in the society that we were born in. We have adjusted to being treated as second class citizens. We take care of our own issues because people like you refuse to help us. We have problems just like everyone else in the world does. We do not have access to the same resources as you do. We have worked two and sometimes even three jobs just to make ends meet." 5 Although we lived on 25th street, we were not able to eat in any of the restaurants on the street, or any other eating establishment for that matter, unless it was owned by a black person. There was only one of two black school teachers in the Ogden area. When I came here in the 40's, there were employment opportunities working with the railroad system and the government. They were not the best jobs. If you would go and apply at any of the local stores, they would tell you that you could iron the clothes and unpack the boxes. No matter how busy they were up in the front of the store, we were never allowed to go up to the front and sell anything. We were not even allowed to greet customers. Although, when you have the support of your church, family, and local black community, at the end of the day everything is not all that bad. When we tried to buy a home located on Polk Street in Ogden, we were unable to do so because the realtor that we were working with told us that if he sold that home to us, he would be run out of Ogden by his peers. There were several black businesses here when I first moved her. Blacks owned beauty shops, clubs, dry cleaners, hotels, and new paper companies just to name a few. Somehow we got systematically destroyed in that area. I am not quite sure how or what happened, but one by one, the businesses started to disappear. DG: Thank you so much, Mrs. Swain. This concludes our interview. 6

Vážení čtenáři,S potěšením vám oznamujeme, že po několika měsících intenzivní práce je první anglické číslo Envigogiky na světě – a může být vypuštěno do světa. Envigogika se od roku 2006 postupně stává důležitou platformou pro komunikaci a šíření znalostí v oblasti environmentálního vzdělávání či vzdělání pro udržitelný rozvoj. Dosud byly publikovány "anglické verze" časopisu formou přehledů anglických abstraktů, samozřejmě s několika výjimkami plně anglických textů.Nyní, v roce 2013, jsme pokročili zásadním způsobem kupředu – začínáme publikovat plně anglická čísla časopisu vedle čísel víceméně pouze českých (a slovenských). To je možné zaprvé díky stále vzrůstajícímu počtu autorů: učitelé různých stupňů, kteří se o naše témata zajímají, se jimi také stále více zabývají v praxi. Mají potřebu reflektovat svou činnost, sdělovat si navzájem své zkušenosti; někteří dokonce plánují svůj výzkum tak, aby se pak o jeho výsledky mohli podělit s našimi čtenáři – to vše samozřejmě podporuje rozvoj této oblasti. Naši autoři tak postupně vytvářejí společnou "zásobárnu vědění", a sdělují si informace potřebné pro spolupráci a společné aktivity. Za druhé, a zde je třeba vyjádřit opravdovou vděčnost, nám pomáhají také četní anonymní recenzenti. V procesu nezávislého posuzování (peer-review) na sebe berou část odpovědnosti za publikované články, a také díky jim pak vidíme, jak celková úroveň našich textů postupně roste. Ochota vést tuto (kritickou) diskusi, a vývoj média, kde probíhá, nám pak nyní umožnily vykročit na mezinárodní scénu.Toto první anglické číslo Envigogiky je zaměřeno na environmentální vzdělávání (EV), vzdělávání pro udržitelný rozvoj (VUR), či vytváření obecného povědomí o environmetálních problémech; týká se i jejich širšího kulturního kontextu a politických podmínek ve specificky českém prostředí. S ohledem na udržitelný rozvoj společnosti se soustavně zabýváme jeho bariérami – které brání hlubším změnám ve společenských zvyklostech a pravidlech, životním stylu, nebo eticky podložených přístupech a způsobech rozhodování; soustřeďujeme se na naši oblast expertizy, kde čerstvé myšlenky, metody výuky/učení, nové postupy hodnocení atd. mohou být inspirací pro kritický pohled na systém vzdělávání jako takový. Snažíme se stát součástí mezinárodního společenství EV i VUR, přičemž současně očekáváme jeho podporu; všechny zásadnější změny či inovace jsou totiž založeny na širších diskusích (v našem případě vedených v evropském měřítku), teoretických úvahách, sdílených strategiích a společných iniciativách. A také doufáme v podíl zahraničních kolegů (z dalších zemí střední a východní Evropy jakož i odjinud) na obsahu i přípravě dalších čísel Envigogiky.Během posledních týdnů jsme také usilovali o zlepšení formy časopisu, a tím i jeho postavení mezi časopisy v mezinárodním měřítku. Součástí tohoto vývoje bylo převedení celého obsahu Envigogiky z původního systému (Joomla) do nového, tzv. Open Journal System (OJS) [1] – "otevřeného" systému pro správu a publikování časopisů. Tento systém pomáhá v každé fázi publikačního procesu: od zasílání/přijímání příspěvků, přes recenzní řízení a publikační proces v elektronickém prostředí, až po indexování.Využití OJS znamená pro Envigogiku kvalitativní krok kupředu – nyní se metadata z jednotlivých článků okamžitě načtou do EndNote, Zotera a dalších systémů správy referencí; časopis je již v tuto chvíli indexoán v Google Scholaru, a v nejbližší budoucnosti jej plánujeme zařadit do dalších důležitých databází jako např. DOAJ atd. Ve spolupráci s vydavatelstvím Karolinum Univerzity Karlovy v Praze bude Envigogika také zařazena do databáze CrossRef a každý článek získá své jedinečné číslo DOI.V následujících letech tak bude připraveno několik anglických čísel časopisu, a ty ponesou v názvu pro snadnou orientaci označení "ENGLISH ISSUE". Na základě zkušeností z tohoto období se pak rozhodneme, zda ve vydávání na jedné straně čistě anglických, na straně druhé českých/slovenských čísel pokračovat, nebo zda se v budoucnu vrátíme k číslům dvojjazyčným, například tematicky zaměřeným.Ale nyní se můžete podívat do obsahu tohoto prvního anglického čísla Envigogiky: V textu Jana Činčery si můžete přečíst o hodnocení interaktivní výstavy určené pro středoškolské studenty, která se zaměřuje na globální problémy a zodpovědnost konzumentů. Autor, který sledoval její působení na třech školách, dochází k zajímavému závěru: i když byla výstava úspěšná z hlediska zaujetí studentů a napomohla zvýšení jejich povědomí o daných problémech, někteří studenti ji hodnotili jako manipulativní, zatímco v jiných vyvolala pocit bezmoci. V článku je navržena změna strategie výuky a provádění aktivit týkajících se globálních problémů. Vzdělávací aspekty kurzu Environmentální ekonomie a politiky vyučovaného na Vysoké škole ekonomické v Praze zkoumal Petr Šauer a Martin Zahradník. Výzkum se zaměřil na postoje studentů vůči životnímu prostředí a na jejich hodnocení různých částí kurzu; snažil se odpovědět na otázku, v čem byl pro studenty kurz přínosný, jaké preferovali informační zdroje a jakou roli v jejich přístupu ke studiu sehrál zájem o stav životního prostředí. Autoři dospěli k závěru, že environmentální ekonomii považují za užitečnou jak studenti klasifikovaní jako "environmentalisté", tak i "ne-environmentalisté" (či dokonce "anti- environmentalisté"). V závěru diskutují klíčové faktory pro udržení zájmu studentů a možnosti analýzy tzv. přístupů ke studiu (learning strategies). Mezigeneračními rozdíly v osobním vztahu k přírodě se zabývá Markéta Vacínová a Tomáš Matějček . Sledují žáky a jejich rodiče z hlediska jejich vztahu k přírodě a zjišťují určité rozdíly v jejich osobním přístupu: zatímco žáci dávají přednost "moderním" aktivitám, jejich rodiče praktikují spíše více "tradiční" činnosti. Článek Anny Poláškové poskytuje pohled na environmentální gramotnost a postoje mladých technicky orientovaných českých studentů na farmaceutické fakultě, kteří se připravují na profese mimo oblast ekologie. Autorka věří, že environmentální gramotnost a povědomí univerzitních studentů v technických oborech jsou velmi důležité, protože právě na úrovni manažerů a vedoucích pracovníků vznikají politiky, které jsou více, či méně, šetrné k životnímu prostředí. Zjišťuje převážně pozitivní vztah k ochraně přírody a vzdělávání u těchto více techniky orientovaných studentů a studentek; na druhé straně úroveň environmentálních znalostí získaných během středoškolského vzdělání hodnotí jako v mnoha případech nízkou.V rubrice Informace připomínají Andrew Barton a Jan Vávra konferenci "Naše společná přítomnost (Our Common Present) - Jaké jsou současné výzvy Střední Evropy?", která se konala 24. dubna 2013 se na Filozofické fakultě Univerzity Karlovy v Praze; představují hlavní přednášející, jejich příspěvky a závěry z konference. První z autorů píše též o mezinárodní konferenci "Transdisciplinární výzkum udržitelnosti v Evropě" (23.-24. května 2013, UK), kde byl diskutován tento hraniční prostor ve vědě a byla též formulována doporučení pro Evropskou komisi utvářející budoucí vědecké příležitosti v transdisciplinární oblasti.Přejeme vám inspirativní čteníZa redakci EnvigogikyV Praze 28.8.2013Zvláštní poděkování patří všem, kteří přispěli k procesu publikování na straně vydavatele, včetně Univerzity Karlovy, která bude zajišťovat archivaci Envigogiky a vydávání čísel DOI pro texty v dalších číslech. Redakční tým chce také poděkovat těm, kteří pro tento krok poskytli finanční podporu, zvláště projektu Mezioborová síť spolupráce pro policy development v oblasti udržitelného rozvoje (MOSUR) financovanému Evropským sociálním fondem (ESF OPVK), jehož prostřednictvím jsou vydávána čísla od roku 2011, a v jehož rámci bylo též zahájeno vydávání anglické verze časopisu.[1] OJS je systém tzv. open source software vyvinutý v rámci projektu Public Knowledge Project (http://pkp.sfu.ca), který je financován kanadskou vládou, a který je poskytnut celosvětově všem časopisům – umožňuje jim publikovat formou, tzv. open access, tj. přístup k plným verzím článků není nijak omezen . V současné době jej využívá 12 000 vědeckých časopisů po celém světě. ; Dear readers,We are very pleased to announce that after several months of intense work the first fully English issue of the journal Envigogika is ready to be shared with the community of those interested in the field we strive to systematically cultivate! Envigogika has been an important communication and knowledge-sharing platform on educational topics regarding the environment and sustainability in the Czech- and Slovak-speaking professional community since 2006. English abstracts were previously included, but full texts were available predominantly in Czech and Slovak (with a few exceptions in English).Now, in 2013, the journal is taking a big leap forward by starting publication of additional issues in English alongside the Czech/Slovak issues. This is possible thanks to teachers at various educational levels in the Czech Republic involved in environmental education/ESD who are becoming more active and fostering a dialogue in this field that will support its ongoing development.The number of authors from different disciplinary backgrounds that publish their articles in Envigogika is growing, and some of them even plan their research with regard to our readership. We are happy that these authors thus contribute to a common pool of knowledge, share their experiences "from the field" and provide up-to-date information necessary for joint initiatives. We are also grateful to have numerous anonymous reviewers who are willing to undertake the difficult task of contributing to the quality of the published articles. Thus, we feel that the quality of our articles has been consistently improving since the journal's inception, which has also enabled us to step onto the international stage recently.This first English issue is primarily focused on the specific context of the Czech Republic: not only environmental education (EE) and education for sustainable development (ESD), but also awareness raising and the wider cultural context and political conditions necessary to achieve a transition towards sustainability. We are constantly challenging historically constructed and economically justified barriers to this development that also prevent deeper changes to habits, customs, lifestyles and ethical approaches; we concentrate on our field of expertise where fresh new ideas, teaching/learning methods, assessment techniques etc. could provide inspiration for and a critical view into the educational system per se. Thus, we are endeavouring to become a part of the international ESD community while also anticipating its support; any more profound innovation is based upon broader (in our case, European-wide) discussions, theoretical considerations, shared strategies, and joint initiatives. And we hope to involve colleagues from abroad (from other Central and East European countries, as well as further afield) in future English issues.During past few weeks, we have been working hard towards strengthening the position of the journal internationally and therefore, as part of further developments, we have transferred the content of Envigogika from the original Joomla system to the new Open Journal System (OJS) [1] – an open source journal management and publishing system. OJS assists with every stage of the refereed publishing process, from submissions through to online publication and indexing.For Envigogika, using OJS means a qualitative step forward – now you can immediately download metadata from articles to EndNote, Zotero and other reference management software, it is already indexed in Google Scholar and, in the near future, we plan to add it to other important databases such as DOAJ, etc. In cooperation with Charles University's publishing house Karolinum, Envigogika will also soon be included in the CrossRef database and each article will have a unique DOI.A number of English-only issues will be prepared in 2013 and 2014 and these will be marked "ENGLISH ISSUE" in the volume name for easy identification. Based on our experience from this period, we will decide whether to publish articles based on language (Czech/Slovak vs. English) or whether to produce bilingual (possibly thematic) issues in the future instead.But for now, in this first 2013 English-only issue, you can read about:1) An evaluation of an interactive exhibition for secondary education students, focusing on global problems and consumer responsibility by Jan Činčera. The author comes to an interesting conclusion: even if the exhibition was successful in terms of involving students and increasing their awareness of the problems, it was evaluated as being manipulative by some students while some of the others experienced a feeling of hopelessness. Modification of the exhibition and related activities is proposed in the article.2) Educational aspects of Environmental Economics – a course taught at the University of Economics in Prague for environmentally as well as non-environmentally oriented specialisations – are explored by Petr Šauer and Martin Zahradník. The focus of attention of their research is especially on what aspects of the course the students valued, what benefits they got from the course, how they managed the information resources and what role this played with regards to students' concern for environmental issues. The authors come to the conclusion that the students clustered as both 'environmentalists' and 'non-environmentalists' (or even 'anti-environmentalists') advocate environmental economics as a beneficial part of the curriculum.3) Intergenerational differences in personal relationships to nature are examined by Markéta Vacínová and Tomáš Matějček. They concentrate their research on pupils and their parents on selected aspects of their personal relationship to nature. They discover certain differences between these two groups of respondents in feeling a need to be in the countryside: while parents prefer more "classic" or "traditional" pursuits, the students practice mainly "modern" activities in the countryside.4) Anna Polášková's article offers an insight into the environmental literacy and attitudes of young technically-oriented Czech university students at a faculty of pharmacy in preparation for non-teaching and non-ecological professional careers. The author believes that environmental literacy and consciousness among university students in technical fields is very important, since it is usually among middle managers and executives with technical education that environmentally friendly policies and strategies more or less begin. She found that positive relationships to environmental protection and education in this faculty prevailed; however, the level of environmental knowledge gained from their secondary education seemed to be low in most cases.5) Information texts: Andrew Barton and Jan Vávra report on the proceedings of an academic conference held in Prague in April 2013 called Our Common Present which focused on the array of current challenges facing Central Europe. In addition, Andrew Barton also writes about a workshop on Transdisciplinary Research on Sustainability held in Prague in May in collaboration with the Schumacher Institute for Sustainable Systems, UK.We wish you inspirational reading,The Envigogika editorial teamIn Prague on 28.8.2013With special thanks to those who contributed to the publication process on the part of publisher, including Charles University which has been supportive in the archiving of Envigogika and providing DOI for future issues. The editorial team would, moreover, like to thank all who made this important step possible with financial support obtained via the project Interdisciplinary Sustainable Development Network (MOSUR, OP VK) for all issues published since 2011, including the current English issue.[1] OJS is open source software development by the Public Knowledge Project (http://pkp.sfu.ca) funded by Canadian Government and made freely available to journals worldwide for the purpose of making open access publishing a viable option for more journals. About 12 000 titles of scientific journals are using this system worldwide.

En el Ecuador, aproximadamente 72% de niños, niñas y adolescentes estudian en el sistema público. Dentro de ese porcentaje se constata el deterioro de la educación que reciben y que les resta oportunidades para competir en la sociedad del conocimiento, lo que no solo repercute en sus proyectos de vida individual y familiar, sino también en la sociedad en general al no contar con ciudadanos competitivos, críticos y dotados de las lógicas que les permitan gerencia el conocimiento y arribar a la ciencia y la tecnología. Así lo demuestran los decrecientes resultados del único sistema de medición de logros académicos con que contó el Ecuador desde 1996 hasta 2000, paradójicamente, nuestras autoridades, en lugar de dar alternativas urgentes, trataron de ocultar esa realidad y descontinuaron la aplicación del sistema. En el escenario actual se constata el impulso al Plan Decenal de Educación que, bajo la iniciativa del Ministerio de Educación, se analiza y busca consenso entre diferentes actores en el país. Sin embargo, de continuarse con el vigente sistema centralizado, sin rendición de cuentas y sin participación de los actores educativos, en especial los padres de familia, líderes comunitarios y autoridades locales, será muy poco lo que se logre, puesto que el impedimento mayor es justamente el sistema centralista y obsoleto. En este contexto, Fundación Ecuador aporta con una propuesta de Modelo de Gestión de Gobiernos Locales para una Educación Básica de Calidad, para que se convierta en política de estado destinada a establecer articulaciones y alianzas estratégicas entre el Ministerio de Educación y los gobiernos locales. Propuesta de política de educación básica: "Modelo de gestión de gobiernos locales para una educación básica de calidad" La propuesta que Fundación Ecuador hace al país tiene como propósito "facilitar un proceso de gestión y estructuras organizacionales que permitan al Ministerio de Educación (MEC) y a los gobiernos locales aportar eficientemente en el desarrollo socioeducativo de las comunidades". Se constata que los aportes más significativos de los últimos años, en términos de progreso y desarrollo de las poblaciones de nuestro país, provienen de los gobiernos locales, en contraste con el deterioro cada vez mayor del sistema centralista de gobierno. Un escenario a favor de la presente propuesta es justamente la Constitución de la República, que establece como mandatos:- Incorporación en su gestión de estrategias de descentralización y desconcentración, administrativas, financieras y pedagógicas. Participación de padres de familia, comunidad, maestros y educandos en el desarrollo de los procesos educativos. Además, con la aprobación de la Ley de Descentralización, en 1999, los gobiernos locales pueden solicitar al gobierno central los recursos y la responsabilidad de proveer los servicios públicos, como son la educación y la salud. En nuestro país se ha dado poca importancia a los sectores sociales para potenciar el capital humano y, como lo señala UNICEF, pese al crecimiento experimentado a partir de 2000, el gasto social se ha reducido casi a la mitad entre 1982 y 2005. El Ecuador gasta anualmente por habitante 131 dólares en inversión social, mientras el promedio regional es de 540 dólares por persona/año. Si la Educación es una inversión, entonces se requiere no solamente declarar que lo es, sino de la implantación de un modelo de gestión que permita identificar carencias y atenderlas de manera planificada. Atención, participación y transparencia deberán ser los componentes ineludibles en un proceso sistemático de mejoramiento de la calidad de la educación que se ofrece a los niños y jóvenes del país. En este sentido, consideramos que el Modelo de Gestión Educativa de Gobiernos Locales permitiría iniciar la transformación requerida y controlar la inversión desde parámetros de calidad. Calidad: al insertarse en una estructura organizacional que le permita al gobierno local invertir bajo la lógica de planeación estratégica y racionalidad de proyectos, con estándares de calidad a nivel administrativo y pedagógico. · Participación y control: al constituirse Comités de Gestión Educativa municipales y en cada escuela, de manera que los actores educativos y padres de familia puedan participar de la consecución de los planes estratégicos para mejorar la educación en su comunidad y en el control de la inversión de recursos. Descentralización y manejo de recursos: esta propuesta permitirá al gobierno local prepararse para asumir competencias en educación en el marco de las leyes que lo facultan. Dichas competencias solo pueden ser asumidas por un gobierno local dispuesto a rendir cuentas a su comunidad y al país, desde la rectoría de un MEC que promueva y determine que los municipios que quieran asumir competencias en educación cuenten con: Diagnóstico situacional de la calidad educativa de su territorio. Plan Estratégico del componente educativo, altamente participativo y que involucre la participación de los actores educativos, sociales y productivos de la comunidad para establecer objetivos y metas de interés comunitario en educación. Sistema de Participación: dedicado a canalizar la participación de padres de familia y actores educativos a través de Comités de Gestión Educativa en los municipios y escuelas, con funciones de veeduría, de planificación, gestión y evaluación en la consecución de los planes y proyectos. Diseño de estructuras organizacionales que generen un cambio en la atención al sector educativo, de manera que los gobiernos locales cuenten con un sistema de indicadores de calidad y proyectos que les permitan invertir estratégicamente en educación de calidad. Modelo de gestión de gobiernos locales para una educación básica de calidad. La implantación del Modelo propuesto requiere, a nivel pedagógico y administrativo, de un MEC altamente regulador que defina los estándares de calidad a fin de que los recursos invertidos por los municipios y/o asignados por el propio Ministerio consoliden un sistema nacional de educación de calidad. Así también, se requiere la definición de un Sistema de Capacitación a Maestros que les permita el manejo adecuado de los contenidos curriculares y el desarrollo de habilidades básicas en aspectos centrales del currículo, aspectos pedagógicos y didácticos.1 Fundación Ecuador, a través de la propuesta de intervención de los gobiernos locales en la consecución de una educación básica de calidad en sus respectivas localidades, propone un Modelo de Gestión que –a través de sus componentes– permita superar a corto plazo los problemas y debilidades planteados en los estudios diagnósticos desarrollados en 1996 y 2006, a fin de que se generen:· Equidad: en la medida en que se implante el modelo en los municipios ubicados en las zonas de mayor pobreza y con mayores desventajas para los niños y niñas escolares con niveles de explicación . Tomando en cuenta los antecedentes, en nuestra institución una de las primeras funciones que incumben a la educación consiste en lograr que la humanidad en su dimensión personal y colectiva pueda dirigir su desarrollo, para responder a su misión fundamentalmente humanista, y a las necesidades de desarrollo social. Y nada más expresivo en esta tarea para la Institución que una GESTION ACADÉMICA que influya en el MODELO DE LIDERAZGO ESTUDIANTIL, pertinente a su condición y naturaleza social de los docent@s y niñ@s de la Escuela Angel Polibio Chavéz ,aplicar las mejores estrategias y conseguir un mejor accionar educativo y una convivencia comunitaria de la provincia. ; In Ecuador, approximately 72% of children and teenagers studying in the public system. Within that percentage deterioration of the education they receive is found and subtracted them opportunities to compete in the knowledge society, which not only affects their projects of individual and family life, but also in society in general by not having competitive citizens, critical and logical equipped to enable them to arrive management knowledge and science and technology. This is demonstrated by the diminishing returns of the unique system of measurement of academic achievement with which featured the Ecuador from 1996-2000, paradoxically, our authorities, rather than give urgent alternatives, they tried to hide that reality and discontinued the application of the system. In the current scenario the urge to Ten Year Education Plan, under the initiative of the Ministry of Education, discusses and seeks consensus among different actors in the country notes. However, continued with the existing centralized system without accountability and without the participation of educational stakeholders, especially parents, community leaders and local authorities, will be very little is achieved, as the biggest impediment is just the centralist and outdated system. In this context, Ecuador Foundation contributes to a proposed Management Model Local Governments for Quality Basic Education, so that it becomes a state policy aimed at establishing joint and strategic alliances between the Ministry of Education and local governments. Proposal for basic education policy: "Management model of local governments for basic quality education" The proposal makes the country Ecuador Foundation aims to "facilitate a process of management and organizational structures to enable the Ministry of Education (MEC) and local governments to contribute effectively in the social and educational development of the communities." It is found that the most significant contributions in recent years, in terms of progress and development of the peoples of our country come from local governments, in contrast to the increasing deterioration of the centralist system of government. A scenario in favor of this proposal is precisely the Constitution of the Republic, which establishes mandates: - Incorporation into management strategies of decentralization and deconcentration, administrative, financial and pedagogical. Involvement of parents, community, teachers and students in the development of educational processes. In addition, with the approval of the Decentralization Law, in 1999, local governments can ask the central government resources and the responsibility to provide public services, such as education and health. Our country has given little thought to the social sectors to promote human capital and, as noted by UNICEF, despite the growth experienced since 2000, social spending has been reduced by nearly half between 1982 and 2005. Ecuador spends $ 131 per capita social investment, while the regional average is $ 540 per person / year. If education is an investment, then it is required not only to state that it is, but the implementation of a management model to identify deficiencies and address them in a planned way. Attention, participation and transparency must be the unavoidable components in a systematic process of improving the quality of education that children and youth in the country is offered. In this regard, we believe that the Educational Management Model Local Government would initiate the required processing and control the investment from quality parameters. Quality: to be inserted in an organizational structure that allows the local government to invest in the strategic planning logic and rationality of projects with quality standards at the administrative and pedagogical level. · Participation and control: to become municipal committees and Educational Management at each school, so that the educational actors and parents can participate in the implementation of strategic plans to improve education in his community and in the control of investment resource. Decentralization and resource management: this proposal will allow local government to prepare to assume responsibility for education within the framework of the laws that empower. Those powers can only be assumed by a local government willing to be accountable to their community and the country, from the rectory of a MEC to promote and determined that municipalities who want to take responsibility for education provided with: Situation assessment of educational quality of its territory. Strategic Plan of the educational component, highly participatory and involve the participation of educational, social and productive players in the community to establish goals and objectives of Community interest in education. Participation system: dedicated to channel the participation of parents and education stakeholders through education management committees in municipalities and schools, with oversight functions, planning, management and evaluation in achieving plans and projects. Design organizational structures that generate a change in the attention to the educational sector so that local governments have a system of quality indicators and projects that allow them to strategically invest in quality education. Management model of local governments for basic quality education. The implementation of the proposed model requires, to pedagogical and administrative level, a highly regulatory MEC defining quality standards so that the resources invested by the municipalities and / or assigned by the Ministry itself consolidate a national system of quality education . Also, the definition of a Teacher Training System that allows them the proper handling of the curriculum and the development of basic skills in key aspects of the curriculum, pedagogical issues is required and didácticos.1 Ecuador Foundation, through the proposed intervention of local governments in achieving quality basic education in their respective localities, proposes a management model that -through its components to overcome short-term problems and weaknesses raised in developed diagnostic studies in 1996 and 2006, in order to generate: · Fairness: to the extent that the model is implemented in the municipalities located in the poorest areas and most disadvantaged children to school with levels of explanation. Taking into account the background, in our institution one of the first functions assigned to education is to make mankind in their personal and collective dimension can direct their development, to meet its fundamentally humanistic mission, and social development needs . And nothing more expressive in this task for academic management institution to influence the MODEL STUDENT LEADERSHIP, relevant to their status and social nature of the docent @ s children s School Polybius Angel Chavez, applying the best strategies and get a better education actions and community life of the province.

Il presente lavoro ha un duplice obiettivo: illustrare l'importanza dei processi di internazionalizzazione come strumenti adottabili per sostenere e alimentare la performance dell'azienda ateneo al fine di accrescerne la competitività e, conseguentemente, applicare un sistema di performance management "dinamico" ad un caso di studio al fine di mostrarne la validità. Nel primo capitolo del presente lavoro vengono illustrate le caratteristiche salienti del Dottorato di Ricerca come settore all'interno dell'azienda pubblica "Ateneo", evidenziandone le peculiarità specifiche, gli attori chiave, gli stakeholders, e il quadro normativo di riferimento. In particolare l'attenzione viene focalizzata sulla più recente riforma del settore (D.M. 45/2013) e sulla conseguente introduzione di un nuovo processo di accreditamento dei corsi di Dottorato. Alla luce di tale analisi, il secondo capitolo è incentrato sull'approfondimento del concetto di internazionalizzazione e sulla determinazione dell'offerta formativa di tipo internazionale legata al dottorato di ricerca italiano. Nello specifico, si dimostra come in un mercato ormai globalizzato l'internazionalizzazione del Dottorato possa rappresentare un mezzo per accrescere i livelli di performance delle Università italiane, la loro immagine e dunque la capacità di attrarre investitori e studenti stranieri. Dalle considerazioni sviluppate emergerà che la performance strategica dell'azienda "Ateneo" ed in particolare del dottorato richiede di essere gestita e governata continuativamente. Per tale ragione, nel terzo capitolo, si illustra il contributo che la metodologia della System Dynamics può fornire ai decisori per la definizione delle leve decisionali su cui investire. Nel quarto capitolo si applica il Performance Management "dinamico" all'Ufficio Dottorati dell'Università degli Studi di Palermo (UNIPA). In particolare, viene analizzata la performance relativa al prodotto "Nuovo Corso di Dottorato" in termini di incremento delle immatricolazioni di studenti stranieri e dei finanziatori presso UNIPA. In conclusione, i risultati dell'analisi illustrano gli esiti della ricerca, i suoi limiti e le possibili raccomandazioni per uno sviluppo futuro. In sintesi, lo studio dell'internazionalizzazione, la sua applicazione al dottorato, l'analisi delle criticità sottostanti, la tensione verso la soddisfazione degli stakeholders, il governo strategico della performance e l'analisi delle determinanti causali di quest'ultima costituiscono le tematiche centrali lungo le quali il presente lavoro è stato sviluppato. ; The Higher Education (HE) system in Italy consists of a University(state and private Universities, polytechnics, Universities for foreigners, schools of advanced studies and on-line/distance learning Universities) and a Non-University sector(among others, national academies in the Fine Arts, Cinema, Dance and Drama, Music Conservatories, schools and institutes for the education and training of professionals in various fields, such as language mediation, design, etc.). According to Art. n. 33 of the Italian Constitution, Universities are allowed to perform autonomously within a regulatory framework defined by national laws . Thus, State Universities are public entities endowed with scientific, teaching, managerial, financial and bookkeeping autonomy. According to these principles of autonomy, each University may comply with the national regulatory framework by means of its own statutes and regulations, issued by Rector decrees. Italian Public Universities are primarily State funding-based, but the percentage of funds allocated to Universities by State-sources have been decreasing since 2001 and nowadays, the percentage of public funding appears to be aligned to most European countries. Moreover, a certain diversification of income streams is going through a widespread phenomenon, and Italian Universities seem more entrepreneurial and non-State funding oriented. Thus, exploring the principles of the funding system for public Universities, the legal framework is given by Law 537/1993. Concerning funding mechanisms as well as the introduction of a more performance-oriented system of resources allocation, we can say that the main State funding allocated to Universities is named Ordinary Financing Fund (FFO in Italian) whereas, quite recently, a reforming framework has been introducing a model of resources allocation (concerning a percentage of at least 7% of FFO) based on three leading performance indicators, namely quality of teaching and research, along with quality/efficiency/efficacy in combination with the maintenance of buildings and University campuses. In Italy, recent reforms of the sector have been inspired by various factors, and, in particular, by: – the economic crunch, that Governments have been facing for a long time, which led to budgetary restrictions; – the "marketization" of the Higher Education sector (Clark, 1998; Deem, 1998) with an higher competitiveness – at both national and international level – of the Higher Education sector. Regarding the first aspect, the ordinary funding allocation carried out by the National Governments, as said before, is strictly dependent on the performance that each academic institution achieves. Particularly, academic performance is assessed by the Ministry of Education, University and Research (MIUR in Italian) on the basis of specific criteria and parameters which, above all, tend to measure intangible outputs and outcomes, such as quality in education and research activities, efficiency, effectiveness, internationalization and impact on the community. So internationalization, as a performance indicator, is a central value for each University, acquiring more and more importance in a "Globalized World" which has pointed out a rapid development of Higher Education as a "market", showing managing academic institutions, in most cases, unprepared for the challenges introduced by a competitive environment, particularly in comparison to other Countries' best practices (Neely, 1999; De Boer and Goedegebuure, 2001). Consequently, the rapid progress of a globalized HE system and the higher number of cross-border movements of students and teachers, push each University to increase programmes concerning international collaboration and competitiveness. As a result, internationalization and global competitiveness of Universities has become crucial for each University all over the world. In this context Jane Knight (1997) defines the internationalization of higher education as: "the process of integrating an international/intercultural dimension into the teaching, research and service functions of the institution, where internationalization is considered as a process in response to globalization and includes both international and local elements". Following Knight, Qiang (2003) provides a useful conceptual framework of four different possible rationales for internationalization in higher education: - the political; - the academic; - the cultural/social; - the economic. The political rationale is principally related to issues of national security, stability, and peace as well as ideological influences ensuing from internationalization efforts. The academic rationale is principally linked to the goal of achieving international standards for both teaching and research. More generally, the reasoning goes that by encouraging greater internationalization across teaching, research, and service activities, the quality of higher education can be enriched. The cultural/social rationale is based on the view that the "homogenizing effects of globalization" (Knight, 1997, p. 11) need to be resisted and the culture as well as language of nations be respected. This view places particular emphasis on understanding foreign languages and cultures, the preservation of national culture, and respect for diversity. Finally, there is the economic rationale, which, by many, is considered to be a direct response to the market forces associated with the economic dimension of globalization. On the one hand, the economic rationale underlies efforts aimed at developing the human resources/capital needed for the nation to stay internationally competitive; on the other hand, it underlies efforts geared towards increasing the institution's (or sector's) income by providing education abroad or attracting more foreign students. Focusing, in particular, on this last rationale, the issue is gaining more ground also in Italy, as the positive effects that international courses can have on a University are quite broad. Moreover, these programmes led to a real improvement in the educational offer, image and, therefore, were able to bring new funds to the University, both in terms of distribution of the reward of the Ordinary Financing Fund (FFO), and as the acquisition of external funds. In recent years, the Ministry of Education, University and Research (MIUR in Italian) has been giving more weight to the internationalization process of Italian Universities. This can be seen, for example, through the Ministerial Decree (M.D.) n.71/2012, sharing FFO of the University for the year 2012, established, in Article n.13, the allocation of a share of € 3,000,000 to be reserved for exceptional assistance to Universities and institutes of higher education for purposes relating to specific initiatives in the areas of research, teaching and internationalization of the University system. This is the first time in which a similar amount is included, reflecting the importance that the MIUR is giving to the international development of Italian Universities. Of course the activation and implementation of International programmes requires the crucial involvement of, on the one hand, the administrative front office, having direct contact with students, and, on the other hand, of the administrative back office which is the macro management area essential for the coordination of all academic activities carried out taking into account available resources and local regulations. The involvement of many actors, at different levels, and the importance of internationalization, requires an analysis and evaluation - central object of the following thesis – of the ways and the timing required to activate, in particular, an international Ph.D. programme in an Italian Public University. A Ph.D. programme represents the "Third Cycle" of HE System and it is considered crucial as it contributes to generate Ph.D.'s, which, in great part, will be the future Professors, Educators and Managers of the entire nation. So any change in its regulation needs to be analyzed and discussed. In particular, in Italy, the recent introduction of the M.D. n. 45/2013 by the Ministry of Education, University and Research is the final step of a process which is trying to make more efficient and competitive the Italian Post Lauream sector. In particular, it introduces the so called "ACCREDITAMENTO" of Ph.D. programmes, a new compulsory validation process that risks complicating the activation of a Doctoral programme, in particular, international Doctoral programmes. So the analysis of this Reform is required to explain in detail Ph.D. founding and prosecution over time. Furthermore, this kind of programme represents a crucial issue on which all Universities should invest, in particular, in terms of international Doctorates, because they can encourage, on the one hand, students to study in other countries around the world and, on the other hand, attract the best students from other countries to study in Italy thus implementing further resources for the Italian Universities. So starting from the above considerations, the analysis of the most recent Reform on the Ph.D. sector can represent a useful starting point to show, on the one hand, the importance of investing in the creation of international Ph.D. programmes, and, on the other hand, the strengths and weaknesses introduced by this law, in order to identify the levers on which Universities should bet to make their future more secure. Consequently, we will answer to the following questions: What does this reform imply? What novelties does the validation process introduce? What changes will there be, in particular, for international Ph.D. programmes? What are the differences introduced in comparison with the previous code? Who are the subjects involved and the final customers in this process? What is internationalization of the HE system? How does it influence University image and attractiveness? How can internationalization and the comparison with international realities improve the performance of the Ph.D. sector? What are the consequences for a single University and for all stakeholders? How may the future of the University become under the implementation of international programmes? The analysis of how investments in internationalization and in the development of international agreements play a strategic role for University development will be made through the use of two survey instruments: the use of System Dynamics(SD) approach, since it enables the exploration of the dynamic complexity included in internationalization, in order to test how it can contribute to a sustainable development and the improvement of the HE system, the image of the University and, consequently, its capability to acquire new funds; through the use of semi-structured interviews, which includes the involvement of subjects directly involved in the activation of International Ph.D. programmes. In particular, to analyze the critical issues and benefits linked to the activation of this kind of University programmes, I will consider the specific case of the University of Palermo. It is a public institution which has, as its inseparable purpose, higher education and scientific research, but looking at its educational offer it is clear that there is only a small number of international courses with only 7 international Ph.D. programmes . Consequently, as opposed to what should be done in a European and global context currently more focused on international cooperation and collaboration, our University is still little present in this area, in fact the low number of international programmes generates an educational offer not competitive, damaging students as final customers. It is straightforward, therefore, to analyze and show, in the first chapter of the thesis, the characteristics of and supply of the Doctoral sector and within Italian public Universities, which are its decisions makers, key actors and stakeholders, with particular attention to the current law which regulates the Ph.D. sector in Italy, its characteristics and the differences in relation to the previous reform. Starting from this framework the second chapter will explain the international offer within the "Third Cycle" of the Italian HE system. In particular, the analysis will be focused on the analysis of internationalization as a means to improve University attractiveness and Ph.D. programme performance, considering the no-boundary global market in which they act. The target to improve University performance over time led to the necessity to find new ways and instruments, this is the central topic of third chapter focused on System Dynamic approach: the possibility to use a dynamic approach in the complex system of internationalization can furnish reliable results in order to identify levers on which decision makers should invest. The fourth chapter analyzes the critical issues and benefits linked to the activation of an International Ph.D. programmes, taking into consideration the specific case of the University of Palermo (UNIPA), the analysis, therefore will be extended to the Performance Management of the UNIPA Ph.D. Office. The last chapter will show the concluding remarks and consequently limitations and recommendations for future research. With the following research, therefore, I want to determine what the administrative, bureaucratic and educational processes that influence the activation of International programmes are, absolutely fundamental in a globalization context, and aims to show how the growing internationalization of the University of Palermo allows an increase of funding sources, both public and private, in order to enhance the University's image, its attractiveness and competitiveness and, in this way, the identification of an approach to assure a long term sustainable development without reducing the quality of students' supply.

p. 587-602: "An act for the more effectual disarming the Highlands in Scotland; and for more effectually securing the peace of the said Highlands; and for restraining the use of the Highland dress; and for further indemnifying such persons as have acted in defence of His Majesty's person and government, during the unnatural rebellion; and for indemnifying the judges and other officers of the Court of justiciary in Scotland, for not performing the Northern circuit in May, One thousand seven hundred and forty six; and for obliging the masters and teachers of private schools in Scotland, and chaplains, tutors and governors of children or youth, to take the oaths to His Majesty, his heirs, and successors, and to register the same." ; p. 575-583: "An act more effectually to prohibit and prevent pastors or ministers from officiating in Episcopal meeting-houses in Scotland, without duly qualifying themselves according to law; and to punish persons for resorting to any meeting-houses where such unqualified pastors or ministers shall officiate." ; p. 567-570: "An act to regulate insurance on ships belonging to the subjects of Great Britain, and on merchandizes or effects laden thereon." ; p. 559-562: "An act to allow the purchase, for His Majesty's use, of naval stores brought into this kingdom on board neutral ships, by any of His Majesty's ships, and to allow such stores to be landed and entered during the continuance of the present wars with France and Spain, or either of them." ; p. 543-554: "An act more effectually to prevent the frauds and abuses committed in the admeasurement of coals within the city and liberty of Westminster, and that part of the Dutchy of Lancaster adjoining thereto, and the several parishes of Saint Giles in the Fields, Saint Mary le Bon, and such part of the parish of Saint Andrew, Holborn, as lies in the county of Middlesex." ; p. 527-540: "An act for the further punishment of persons going armed or disguised, in defiance of the laws of customs or excise; and for indemnifying offenders against those laws, upon the terms in this act mentioned; and for the relief of officers of the customs in informations upon seizures." ; p. 519-522: "An act to indemnify persons who have omitted to qualify themselves for offices, employments, and promotions, within the time limited by law; and for allowing further time for that purpose." ; p. 515-516: "An act for amending the laws relating to bankrupts." ; p. 495-511: "An act for granting to His Majesty a certain sum of money out of the sinking fund, for the service of the year One thousand seven hundred and forty-six; and also for enabling His Majesty to raise a further sum of money for the uses and purposes therein mentioned; and for the further appropriating the supplies granted in this session of Parliament; and for making forth duplicates of exchequer bills, lottery tickets, receipts, annuity orders, or other orders, lost, burnt, or otherwise destroyed." ; p. 487-491: "An act for the better encouragement of the trade of His Majesty's sugar colonies in America." ; p. 479-483: "An act for settling an additional revenue of twenty five thousand pounds upon His Royal Highness William duke of Cumberland, and the heirs males of his body, for the signal services done by His Royal Highness to his country." ; p. 467-474: "An act for the better regulating of elections of members to serve in Parliament, for such cities and towns in that part of Great Britain called England, as are counties of themselves." ; p. 455-462: "An act for the more effectual securing the duties now payable on foreign-made sail cloth imported into this kingdom; and for charging all foreign-made sails with a duty; and for explaining a doubt concerning ships being obliged at their first setting out to sea, to be furnished with one complete set of sails made of British sail cloth." ; son of Col Mac Donald of Barisdale; Alexander Mac Donald of Glencoe, Evan Mac Pherson of Clunie, Lauchlan Mac Lauchlan of Castle Lauchlan, John Mac Kinnon of Mac Kinnon, Charles Stewart of Ardsheil, George Lockhart, eldest son and heir apparent of George Lockhart of Carnwath; Lawrence Oliphant the elder, of Gask; Lawrence Oliphant the yonger, of Gask; James Graham the yonger, of Airth; John Stewart, commonly called John Roy Stewart; Francis Farquharson of Monalterye, Alexander Mac Gilivrae of Drumaglash, Lauchlan Mac Intosh, merchant at Inverness; Malcolm Ross, son of Alexander Ross of Pitcalny; Alexander Mac Leod, son to Master John Mac Leod advocate; John Hay portioner of Restalrig, writer to the signet; Andrew Lumsdale, otherwise Lumsdain, sone to William Lumsdale, otherwise Lumsdain, writer in Edinburgh; and William Fidler, clerk in the auditor's office in the exchequer of Scotland; of high treason, if they shall not render themselves to one of His Majesty's justices of the peace, on or before the twelfth day of July, in the year of our Lord One thousand seven hundred and forty six, and submit to justice." ; p. 443-450: "An act to attaint Alexander earl of Kellie, William viscount of Strathallan, Alexander lord Pitsligo, David Wemyss esquire, commonly called Lord Elcho, eldest son and heir apparent of James earl of Wemyss; James Drummond esquire, eldest son and heir apparent of William viscount of Strathallan; Simon Fraser esquire, eldest son and heir apparent of Simon lord Lovat; George Murray esquire, commonly called Lord George Murray, brother to James duke of Athol; Lewis Gordon esquire, commonly called Lord Lewis Gordon, brother to Cosmo George duke of Gordon; James Drummond, taking upon himself the title of Duke of Perth; James Graham, late of Duntroon, taking on himself the title of Viscount of Dundee; John Nairn, taking upon himself the title or stile of Lord Nairn; David Ogilvie, taking upon himself the title of Lord Ogilvie; John Drummond, taking upon himself the stile or title of Lord John Drummond, brother to James Drummond, taking on himself the title of Duke of Perth; Robert Mercer esquire, otherwise Nairn, of Aldie; Sir William Gordon of Park, John Gordon the elder, of Glenbuckett; Donald Cameron the younger, of Lochiel; doctor Archibald Cameron, brother to Donald Cameron the younger, of Lochiel; Ludovick Cameron of Tor Castle, Alexander Cameron of Dungallon, Donald MacDonald of Clanronald, junior, son to Rhonald Mac Donald of Clanronald; Donald Mac Donald of Lochgarie, Alexander Mac Donald of Keppoch, Archibald MacDonald ; p. 439-440: "An act for calling any suspected person or persons, whose estates or principal residence are in Scotland, to appear at Edinburgh, or where it shall be judged expedient, to find bail for their good behaviour." ; p. 415-434: "An act to impower Lora Pitt, widow, to erect a bridge or bridges over the river Froome; and to make a causeway to the east end of the town of Dorchester, over Forthington Moor, in the county of Corset." ; p. 411-412: "An act to continue two acts of Parliament; one for encouraging the growth of coffee in His Majesty's plantations in America, and the other for the better securing and encouraging the trade of His Majesty's sugar colonies in America." ; p. 403-407: "An act for the better preservation of havens, roads, channels, and navigable rivers, within that part of Great Britain called England." ; p. 391-398: "An act more effectually to prevent profane cursing and swearing." ; p. 387-388: "An act to indemnify such persons as have acted in defence of His Majesty's person and government; and for the preservation of the publick peace of this kingdom, during the time of the present unnatural rebellion; and sheriffs and others who have suffered escapes, occasioned thereby from vexatious suits and prosecutions." ; p. 367-382: "An act for enlarging the term and powers granted by an act passed in the twelfth year of the reign of His late Majesty King George the First, for repairing and enlarging the road from Liverpoole to Prescot, and other roads therein mentioned, in the county palatine of Lancaster; and for amending the road leading from Prescot to the chapel of Saint Helen in the said county." ; p. 351-362: "An act for enlarging the term and powers granted by an act passed in the twelfth year of the reign of His late Majesty King George the First, for repairing the road from the city of Gloucester to Stone; and other roads therein mentioned; and for making the said act more effectual." ; p. 347-348: "An act for continuing an act of this present session of Parliament, intituled, An act to impower His Majesty to secure and detain such persons as His Majesty shall suspect are conspiring against his person and government." ; p. 335-342: "An act for allowing further time for inrolment of deeds and wills made by papists; and for relief of protestant purchasers, devisees, and lessees." ; p. 311-330: "An act for enabling the inhabitants of the hamlet of Bethnal Green, in the county of Middlesex, to compleat their church, and to pay debts already contracted, for the relief of the poor of the said hamlet." ; p. 303-305(?): "An act to continue the duties for encouragement of the coinage of money." ; p. 299-300: "An act to enlarge the time for justices of the peace to take and subscribe the oath directed by an act made in the last session of Parliament, intituled, An act to amend and render more effectual an act passed in the fifth year of His present Majesty's reign, intituled, An act for the further qualification of justices of the peace." ; p. 243-294: "An act for granting to His Majesty several rates and duties upon glass, and upon spirituous liquors; and for raising a certain sum of money by annuities, and a lottery, to be charged on the said rates and duties; and for obviating some doubts about making out orders at the exchequer for the monies advanced upon the credit of the salt duties, granted and continued to His Majesty, by an act of the last session of Parliament." ; p. 203-238: "An act for punishing mutiny and desertion; and for the better payment of the army and their quarters." ; p. 187-198: "An act for enlarging the term and powers granted by an act passed in the twelfth year of the reign of His late Majesty King George the First, for repairing the road from Market-Harborough to Loughborough in the county of Leicester ." ; p. 179-182: "An act for the more easy and speedy trial of such persons as have levied, or shall levy war against His Majesty; and for the better ascertaining the qualifications of jurors in trials for high treason, or misprision of treason, in that part of Great Britain called Scotland." ; p. 175-176: "An act for repealing so much of an act passed in the eleventh year of the reign of His late Majesty King George the First, intituled, An act for regulating elections within the city of London; and for preserving the peace, good order, and government of the said city; as relates to the making or passing of acts, orders, or ordinances in common council." ; p. [169]-172: "An act for adjourning the Court of session in Scotland; and for remedying the inconveniences arising from the surcease of justice in that part of the kingdom." ; p. [153]-166: "An act for establishing an agreement with the governor and company of the Bank of England, for cancelling certain exchequer bills upon the terms therein mentioned; and for obliging them to advance the sum of one million upon the credit of the land tax and malt duties granted to His Majesty for the service of the year One thousand seven hundred and forty six." ; p. [141]-150: "An act to enable His Majesty to make rules, orders and regulations, more effectually to prevent the spreading of the distemper which now rages amongst the horned cattle in this kingdom." ; p. [117]-139: "An act for continuing the duties upon malt, mum, cyder, and perry, in that part of Great Britain called England; and for granting to His Majesty certain duties upon malt, mum, cyder, and perry, in that part of Great Britain called Scotland, for the service of the year One thousand seven hundred and forty six." ; p. [17]-114: "An act for granting an aid to His Majesty by a land tax, to be raised in Great Britain, for the service of the year One thousand seven hundred and forty six." ; p. [9]-14: "An act to raise the militia of that part of Great Britain called England, although the month's pay formerly advanced hath not yet been repaid; and to raise such part of the said militia, as shall be judged most proper, ready, and convenient." ; p. [1]-6: "An act to impower His Majesty to secure and detain such persons as His Majesty shall suspect are conspiring against his person and government." ; Contains 37 acts, each with a duplicate of the t.-p. quoted; nos. 16-37 printed 1746. The paging and caption title of each follow ; Initials ; Blank leaves included in paging ; Mode of access: Internet. ; Book-plate: Mr. Baron Mure ; Contemporary suède calf binding

Investing in young children is the responsible thing to do. All children deserve a chance to grow into healthy, educated, and competent people, no matter where and when they were born. While parents bear most of the responsibility for raising their children, especially in the early years of life, governments also have an important role during this critical time of human capital accumulation. For example, governments can ensure that all expectant mothers and young children have access to quality health services and nutrition. They can support parents and other caregivers in providing a positive and stimulating environment for children from birth on by promoting parenting information programs, investing in direct services such as home-based visits, funding daycare centers and preschools, or providing financial incentives to access good quality programs for infants and children. This Early Childhood Development (ECD) guide presents lessons and experiences that have been useful in informing the policy debate about ECD interventions and the design of such programs across the world. Whether the user of this guide is at the initial stage of deciding whether to expand an ECD portfolio or already in the program design stage, the content offers a range of evidence- based options to inform policy and investment choices.

Die Corona-Pandemie wird den Schulbetrieb wahrscheinlich auch noch im Schuljahr 2020/2021 erheblich einschränken. Dabei stellen sich jenseits der Fragen zum Gesundheitsschutz zunehmend auch solche, die den Kern der Schule als Bildungsinstitution betreffen. Besondere Aufmerksamkeit muss dabei bildungsbenachteiligten Schüler*innen und solchen mit speziellen Förderbedarfen zu Teil werden, denn vieles spricht dafür, dass die Schere zwischen Kindern aus sozial privilegierten und benachteiligten Familien in Folge der Schulschließungen weiter aufgegangen ist. Diese Entwicklung wird sich im Zuge einer schrittweisen Öffnung der Schule fortsetzen, wenn nicht bewusst gegengesteuert wird. Notwendig ist deshalb eine breite bildungswissenschaftliche Diskussion über Ansätze und Maßnahmen, die zum Abbau der neu entstandenen und der schon bestehenden Bildungsungleichheiten beitragen. Im ersten Teil dieses Bandes werden Ergebnisse aus Erhebungen im Frühjahr 2020 vorgestellt, die Aufschluss darüber geben, wie Schüler*innen, Eltern und pädagogisches Personal die mit dem Fernunterricht verbundenen Herausforderungen erlebt haben. Die Beiträge des zweiten Teils widmen sich schulischen Problemfeldern. Unter besonderer Berücksichtigung der Ungleichheitsthematik fassen sie kurz den Forschungsstand zu rechtlichen, pädagogischen, didaktischen und anderen Fragen zusammen und leiten daraus Vorschläge ab, wie Schule, Unterricht und Lernen unter den voraussichtlich noch länger andauernden Einschränkungen und darüber hinaus gestaltet werden könnten. Das Beiheft richtet sich an eine bildungspolitisch interessierte Öffentlichkeit und insbesondere an diejenigen, die in der Bildungspolitik, der Bildungsadministration und natürlich in den Schulen Verantwortung für die Gestaltung des Unterrichts und für schulisches Lernen tragen. (DIPF/Orig.)

Part four of an interview with educators in the Leominster, Massachusetts area. Topics include: Joeseph DeCarolis, a school principal in Leominster and other locations, introduces himself. Vincent DiNino, a teacher in Leominster, introduces himself. Why their families settled in Leominster. How immigrants learned English. What Leominster was like. Memories of early education. Social clubs for Italian Americans. Bilingual education and preserving cultural heritage. ; 1 SPEAKER 1: Actually, I think he already gave that anyway, especially during – we'll get back to you… SPEAKER 2: Sure. SPEAKER 1: Because you were actually born in Italy. SPEAKER 2: Yes. SPEAKER 1: And that's important. JOE: I'm Joe DeCarolis. SPEAKER 1: Mm-hmm. JOE: I was born in Pittsfield, Mass. All four of my grandparents came from Italy. Uh, my mother's folks came from Calabria and my grandparents in Leominster, I'm not quite sure. I should know that. Uh, principal in Leominster for 25 years, I was principal in other places, for a total of 31 years; uh, and in the local schools, Lincoln School, Leominster Junior High School, uh, Leominster High School, Fitchburg State College, University of Mass., University of New Hampshire. I was all over the place. Uh, I live in Leominster now. I did… uh, I traveled [a little] also with my family, came back to Leominster. I've four children living, grandchildren, out here in Leominster, attending Leominster schools. We have a business − an insurance business. My parents would have been very proud of their grandson, but unfortunately they're gone to the great beyond. But, uh, I look forward to the future of Leominster where our kids are in the public education right now. SPEAKER 2: He was also all over the football field. (FEMALE VOICE) GROUP: [Laughter] SPEAKER 2: He was a football player… SPEAKER 1: Were you ever a coach? JOE: Yes, I coached. I played and, uh, I help now with my grandson playing the [unintelligible - 00:01:24] and my son coaching the Leominster High School offensive line so we're still involved in it, in that activity. I belong to most clubs in town − the Sons of Italy, the Elks, the Knights of 2 Columbus, Board of Directors of the Leominster Credit Union and other activities. Leominster Country Club, where I play a lot of golf; and my sons and my grandson also do that. VINCENT: My name is Vincent DiNino, and I was born in Corfinio, Italy in 1940. I came to the United States when I was 16. I remember my boat's trip. The boats – the boat I came over was the uh, Christopher Columbus − and the sister ship of that boat was the Andrea Doria, which met, uh, an early uh, fate, sinking; and I always thought it could have been the, uh, Christopher Columbus that would be sunken instead of the Andrea Doria, and now where would I be? So I've always been thankful that I did reach the shores of the United States. And to give a brief perspective, I never really intended to come stateside because when I started schools in Italy, in the middle schools, they ask you what kind of career you intend to take and the choice was you could take foreign language to match the kind of career that you wanted. And for most intents and purposes, you cannot take German because Germany was defeated. Yes, you could take Italian. You should take Italian because that was your country. And French or English were the foreign languages that were recommended. Now, if you did not intend to go to Australia or Canada or the United States, you should take French, because French was the international language of trade and commerce, industry. And that's what I did. I took French in middle school, not knowing that later on, about three years later, we would be coming stateside and I would come to Leominster, Massachusetts, not knowing a word of English − but knowing French quite well, Italian, of course, and having some Latin. So when I started school at first at the junior high and then at the high school, I was fortunate enough to be able to take foreign languages − but not to learn the foreign languages, to do reverse engineering and learn English. So I took Italian. I took French. I took Latin. Of course, I already knew the languages insofar as they were being taught in those grades; but I would learn the vocabulary and the 3 structure that pertained to English. So that's how I got through high school and I was able to get to college. And I went to college in Worcester − first Assumption and then Clark. I did get a degree in Education. And I had a good background in Electronics. The Dean of Students at Clark was so impressed with my thesis that he said, "I've just been given a post to be President at Leicester Junior College. Would you join me and set up a language lab there?" "Oh," I said, "Fine." Beautiful first job − and it had some perks, like resident at a very subsidized rate, so it fit me perfectly. And I stayed with Leicester Junior College until Becker Junior College bought it out in1970. Then as I had been teaching foreign languages and one of those languages was Spanish, I saw that there was a need for bilingual education in the area and I applied to the Leominster public school system, which apparently saw me as a good candidate and I worked in the Leominster school system for 10 years, until my parents were both diagnosed with cancer. And I decided that at that time, since I was the only child stateside − I have two sisters in Italy, but far away when there is a sudden illness or a big problem. So I said, "Well, I'll take a couple of years leave of absence and see if I… if I can help." And of course, the school system was kind enough to allow me to do that. And while I took care of my parents, who were getting weaker and weaker, I also started to do a electronics repair business in my garage, a relatively large garage in which we didn't park cars anymore, but we had TVs and VCRs and all kinds of electronic stuff that I always liked to tinker with. So it seemed to be okay. And at this time too, one of my close relatives, my aunt, had a stroke and couldn't live by herself so we took her in. And I was also taking care of her while doing the electronics business. And when the time came to decide whether I should be back for the schools or continue with my business, I decided that probably at that time I wanted to see what's running your own business look like. And I started electronic equipment repair, which I'm still running, in spite of the 4 fact that the electronics business has met with great competition from overseas, especially Southeast Asia. And most consumer products are very inexpensive to purchase and are disposable. But we do some products which are not disposable, in the thousands of dollars cost area – like projection TV sets, which are still relatively good insofar as business profit. SPEAKER 1: Okay, thank you. I was wondering if each of you could tell me, why Leominster? Why did your family settle here? SPEAKER 2: Why did my family…? SPEAKER 1: [Unintelligible – 00:08:38]… settled here. First of all, I have to say, it's a lot of people to keep track of. So even though you may have said something at the beginning − for example, you may have said [unintelligible – 00:08:48] in Leominster, I just… sorry about that if I'm asking you a question that maybe you answered a little bit. SPEAKER 2: Okay. SPEAKER 1: But I really want to know, why is it that your particular family settled in Fitchburg or Leominster? Did they follow another relative or was it because of work or…? SPEAKER 2: I wish I knew all of that. SPEAKER 1: Mm-hmm. SPEAKER 2: My paternal grandparents were in Leominster. And my maternal grandparents were in Boston. But when people were coming here from Italy, my grandmother… I don't know what you would call her in this day and age. But she was the one that people went to, for some reason. And I don't know whether she had been established, maybe, for a few years − and most of the people that came from a [unintelligible - 00:09:50] settled in Leominster, on Lincoln Terrace. And that's the first house that I remember my grandparents being in. When my parents were married, they moved to Leominster. I guess it was the woman's place to move to wherever her husband was. And both my grandfather and my dad were 5 employed at Dupont. And then my dad went on… I think in 1937, was the first detective police officer in Leominster, part-time for two years. And then in 1939 was promoted to a full-time position. They had to pass the Civil Service Test and all that went with it. SPEAKER 1: Italian Citizens Club helped him with that? SPEAKER 2: I remember him studying for it as a child, even – though I'm not certain of that. But I do know he belonged to Italian social clubs − the Salvini Club up on Lincoln Terrace; going to the Elks and the Knights, and all of those things. I really can't speak to that. I was too young; I was only maybe five years old. PELINO: Because my family was kind of mixed, in that my father's family were all in Corfinio, Italy. On my mother's side, her parents came to the United States in the early 1900s and settled around Everett, Massachusetts. And my grandmother had her six children all born in Everett. My mother was one of them. But then after the first World War, my grandmother went back to Italy, went back to Corfinio, with all of her children; taking all of them with her, primarily to take care of her father, who was alone at the time. He was… so she went back to the family homestead, so to speak, in Corfinio. And that's where my mother and her brother and sisters, you know, grew up. At the time that they went back to Italy, they were – some of them six years old, eight years old, in that range. And my mother grew up and got married. Met my father and got married in late 1930s in Corfinio. And then after the war, we came to the United States. That was in 1949. And we went to Cokeburg, Pennsylvania. My mother had a great uncle who lived in Cokeburg and he had a small business. He had a bar room and a restaurant, you know, combination. Coal mining was the way that people make their living in that area unless you own some small business or perhaps you own land and farmed. So my father went to work in a coal mine. At that time, the mines went on strike. They were out for three to six months. It was a very difficult time. And my great uncle suggested to my parents that we should come to Leominster. We had 6 other relatives here. My grandmother had a brother living here in Leominster. And one of my mother's sisters − my aunt, who came in 1949 − settled here in Leominster. So he suggested that for the betterment of the family, for greater opportunity, we should move to Leominster, which we did, in 1950; and the family's been here ever since. That's how we came in to settle in Leominster. That was all on my mother's side. My father's family is still all in Italy. SPEAKER 1: Now in 1950, how old were you? PELINO: At that time I was 11 years old. I came in 1949; I was nine. I came early; I believe it was February 1 when we landed. I can't remember the name of the ship, but they were sister ships, I remember that. One was the Vulcania, and the other was the Saturnia. And I believe I came on the Vulcania; that was quite a trip − have a lot of fond memories about it, my first cruise [laughter]. JOE: Was it in the winter or the summertime…? PELINO: It was winter. SPEAKER 2: Sure. I'm real curious to know where – which port you came in to. Was it Boston or was it…? PELINO: New York. SPEAKER 2: Okay. JOE: Oh, yeah. SPEAKER 2: See, that's the thing. I don't know where my grandparents came in… PELINO: Oh, I can remember the ship going to Canada and making a stop and letting some people off in Canada, because that was another, you know, port of entry. But then it did go down to New York and that's where we landed. JOE: Pelino went to Pennsylvania. They couldn't pronounce his name so they called him Paul [unintelligible - 00:15:04]. So when he came to Leominster, he said it was Paul [unintelligible - 00:15:07].7 PELINO: That's true. That's true. My uncle changed my name to Paul Marshall. I have report cards… I had report cards with that name. But coming to Leominster and registering here, I went back to my given name. SPEAKER 1: Now why did he suggest that? PELINO: That was a funny story. I never knew until in the mid-50s, he came to visit, you know, the family here. And particularly, his brother that I mentioned, lived in Leominster. And I asked him. I said, "Uncle Frank, how come you changed my name?" And he said, "Well, you know, this is, you know, the land of opportunity. You could be almost anything you want to be. And someday you could grow up and be a lawyer, or you could be a doctor or whatever, and you're going to have your name on the door. And people are going to come by and see that long name, they're going to be afraid to pronounce it and they're not going to come in." [Laughter] That was his answer. I said, "How come you never changed yours? And he wouldn't answer that question [laughter]. But he was a wonderful man. He married − around 1935 – he married a lady from Yugoslavia. And the small town of Cokeburg had a number of ethnic groups, Serbians, Croatians, all regions of what we know as Yugoslavia; Polish, Russian, Italians, of course. And they all had their social clubs, you know, just like we found here in Leominster. But they all congregated − and my uncle's one of them – in a bar room, particularly on Friday nights, which was payday. So you heard all kinds of… all kinds of languages. And my aunt, Pauline, actually spoke − not only English and Italian, which she spoke much better than I ever did − but also a little bit of Russian, Polish, you name it. And she picked it up, you know, from working in the restaurant, in the bar room. And one of my best friends was a Croatian. His name was Sam. And I don't think I ever had anybody in my life that I was closest to and who influenced me more as a friend than Sam. And I only knew him for about a year and a half. SPEAKER 1: The bar room was in Pennsylvania then, not Leominster.8 PELINO: Yes, right. He was in Pennsylvania. And like I said, it was one of, you know, a number of ethnic little clubs. SPEAKER 1: Mm-hmm. JOE: [Unintelligible - 00:17:54]. My four grandparents came for family. They wanted a new life. My mother's family went to New York − to Rome, New York. Rome is a very highly populated Italian population. And then they migrated to Pittsfield, Mass.; GE was flourishing… Actually they were in the grocery business; Italian imported and [unintelligible - 00:18:23] goods. My father's family in Leominster migrated to Leominster because of family and got involved with plastics; DuPont's – my father later started his own factory. When I went in the Army and I came out thinking I was going to be a millionaire because I was going to take over this plastics factory, but he sold it to buy a bar. Then my grandfather was out of work and he wanted to put him to work, so he bought a bar and he worked the days and my father worked the nights. But we spent most of our lives in Leominster. I call Leominster home even though I was born in Pittsfield, grew up across [unintelligible - 00:19:10]. My father's a cop would watch over us at downtown and give me a good [unintelligible - 00:19:15] go home and [unintelligible - 00:19:17]. Because if he would have crossed the street and said [unintelligible - 00:19:19] and Dominic, I [unintelligible - 00:19:21] around downtown, they took care of that. Going to the public schools as a young Italian kid in the beginning was a little difficult, you know. And the good thing was that the area, Leominster in those days was set up in ethnic sections − the Italian section, the Irish section, the Protestant section. So you were comfortable in that way, okay. Eventually, we started to play ball against the other sections of town and that broke the ice, and you made friends with the kids from different sectors, the Irish section; and intermarriage started to happen. And all of my brothers and I married outside the Italian culture, maybe…9 SPEAKER 2: That was a no-no. That was a big no-no. JOE: It was a big no-no. You didn't marry outside your culture in those days. That just didn't happen. But as I say, as things went on and we played ball together. We went to school together. We went to college together. That kind of broke that ice and people intermarried. I say we had a bar – we were given the opportunity. We made the opportunity to start our own businesses, okay? My brother went into a very successful semiconductor business. Now the industry is on 128; it's huge… major, major. He retired young, okay. My son owns four agencies − insurance agencies − in town. He started one and bought three. So opportunity was there if you wanted to take it and there was a tremendous desire on the part of all the people that I knew − my best friends all wanted to either be in business, or be in education. We had some tremendous people who were Italian. I can think of Christine [unintelligible - 00:21:13] was my first Italian teacher that I had in Lincoln School. I had her for two years in a row. We went fourth and fifth grade in the same room and then we went… SPEAKER 2: She was the second Italian teacher in Leominster. There's Mary McCall and Christine [unintelligible - 00:21:27]. JOE: I didn't realize that. Then she became Mrs. Mcgrall; she married [unintelligible - 00:21:31]. JOE: That's right. JOE: And he had a business, Mr. Mcgrall. SPEAKER 2: Yes. JOE: But I became… and she took a liking to me and I would run all her errands, go down to the store, buy her lunch and that kind of stuff; but it got me kind of enthused towards education. And I liked the aspect of working with kids and doing things that I liked people doing for me. So while I got out – actually, when I got out… I went to school; all my friends were joining the Army. So I got out of school, went home, told my mother that, "Mom, I'm going into the Army." I was getting ready for the 10 football season. She almost passed out. But when I got out, I got married. And I had a new aspect, a new view on life; so I worked – I went to school 8:00 in the morning with Pelino. We went together and I would go to [unintelligible - 00:22:28] at 3:00 and work to 11:00. And I did this for four years; I had two children. And my wife is Irish and [Swedish] and she could cook good Italian [unintelligible - 00:22:40]. SPEAKER 2: Did you speak English when you started school? JOE: Yes, yes. I figure a little Italian… in fact, the good thing for the parents in those days, that they could speak Italian and say things and you didn't know, so that the – and that was common in all families. [Laughter] My friends, most of my friends, don't speak Italian, and that's sad. I did take Italian when we were [unintelligible - 00:22:59] high school, three years of Italian. I'm not sure I learned a lot for long. I did plenty to get by, got good marks and so forth, but don't think that I recall [unintelligible - 00:23:10] but I don't know [unintelligible - 00:23:11]. And I'm very sad about that. SPEAKER 3: It's a matter of not using it, you know. (FEMALE VOICE) JOE: Exactly. SPEAKER 3: And I went… I took lessons from Vinny. JOE: I'm very jealous of people who… You did, huh? SPEAKER 3: Yes, I did. JOE: [Unintelligible - 00:23:23] night school, right? SPEAKER 3: When my mother was here we get [unintelligible - 00:23:27]. Yeah, we had a great time. JOE: I'm very sad about that. I never used it and then never kept it, you know. It was like Geometry, if you didn't use it, you lost it. And that's true today. And I wish I could have passed it on to my four children and my grandchildren, you know, and I can't do that. SPEAKER 3: I agree. JOE: And none of them speak a second language, which just too bad.11 SPEAKER 4: It's amazing. Do you mind my breaking in? (FEMALE VOICE) JOE: No. SPEAKER 4: I knew you loved it. I hate [unintelligible - 00:23:52]. [Laughter] [PELINO]: You know her well, don't you? SPEAKER 4: Maybe 12 years difference in age, right, between Joe and me? And yet, when I went to school and all of my friends didn't speak English − so within 10 years, he's going to school now… JOE: That's true [unintelligible - 00:24:11]. That's true. But you know, I can remember − I think Jeannie talked about it [unintelligible - 00:24:17]. Leominster had about five, maybe more, Italian clubs. The Calabrese, the [unintelligible - 00:24:24] and my dad belonged to a couple, as you said yours did. And every Sunday, off we would go with my father to the club and they would play cards, and they would drink wine. And my father would come home with a homemade bottle of wine; it was like somebody gave him a thousand dollars. He had a homemade bottle of wine and it bought – that was his, okay. But that's – and the people that I met in those days, the kids are still my best friends today. It was ties; there were ties, neighborhood ties and club ties − and they never got broken. PELINO: No, I had Mrs. Mcgrall too. She was my first teacher when we moved to Leominster. And I got a little Mrs. Mcgrall story. First day, I got there, registered. He said to me now, "Now, Pelino, school starts at quarter past eight." I said, "Yes, Mrs. Mcgrall." And we don't live too far away, [unintelligible - 00:25:24] right around the corner from Lincoln School. And so that first morning, I showed up about 8:23 and she called me inside and said, "Pelino, you're late." I said, "Really?" She said, "Yes, school starts at quarter past eight." I said, "Okay, Mrs. Mcgrall, I'll be here." The next morning I showed up about 8:20. She pulled me aside again. "Pelino, you're late." "Mrs. Mcgrall, I promise, I'll be here on time." The third morning, I got there about 8:17 and she said, "Pelino, I 12 don't know what to do with you. I talked to you twice already. School starts at 8:15." And the minute she said 8:15, the light dawned on me. To me, quarter was 25, because I first learned 25 cents. You learn money first, right Vinny? [Laughter] So up until that moment, I didn't make the connection that quarter, you know, quarter of an hour was 15 minutes. I thought I was in plenty of time. I don't know why she's [unintelligible - 00:26:28] every morning. [Laughter] But it was a funny experience; but we're a Southeast school and we have the bilingual program. You know the—Vinny remembers—that was one of the things that I – having learned that. You're a little bit more sensitive to other ethnic groups, okay, and their particular cultural backgrounds, so that you're not quick to judge them based on your standards. That was a lesson for me; and another lesson was always talking to the kids and having them look at me. And if they didn't, you know, my finger would go under their chin, you know, I'm talking to you, you know, look at me. Until one of the bilingual teachers explained to me that in their culture, that's disrespectful to look at the adults' eyes when they're talking to you. And it – you know, something entirely different from what I was used to. I was looking for respect from the youngster by having the youngster look at me, and I was asking him to do something that was disrespectful to his culture. And it's one of the things that was not very helpful, you know, years later in helping the classroom teachers and others adjust to different ethnic groups. JOE: You asked a while ago if I spoke Italian or took Italian. I started the first bilingual program when [unintelligible - 00:27:57] down the Southeast school in 1972. PELINO: Seventy-two, 72. JOE: Okay. But when I was going to school, it was the desire of an Italian family to have their kids speak English; no bilingual education, okay? And it annoys me today that we are still having people fight to save their culture. Oh, I want to save the Italian culture. And I think the Irish people should have their culture. But I also feel that you've got to give in to the 13 flow of civilization and what's happening. And we had to speak English, okay? We had to go to school. Now, if I may put it crudely, if I felt lousy, you know, my mother would say, "Go to the bathroom and go to school." That was it. You went to school, okay? Today, if there is a little headache or a big test or something, the kids don't come to school. If it rains, lots of kids don't come to the school. That's the advantage I think we had over today's youth, okay? I have to tell my own children, you get those kids to school. That's your main job, you know. They cry about getting sick, you always can go get them out; you [unintelligible - 00:29:09]. SPEAKER 1: So what's the intent of bilingual education, initially? JOE: It's to teach kids English, but written in to the law was the fact that they had to have so many hours of their culture each day, okay? We didn't have that. The culture was… is the one that you decided to live in, okay? We decided to live in Leominster, in United States of America, who spoke English, okay, and you were going to speak English, okay. I said the only advantage of Italian in my family is my parents can speak and talk about us and we didn't know it. SPEAKER 3: They all do. JOE: I guess it's coming back now, because they're going to change that [battle] of the law but it took 28, 29 years, okay? SPEAKER 1: So was the intent to keep it for a short period of time? JOE: I think so. SPEAKER 1: And then to grow out of it, so to speak? [PELINO]: [Unintelligible - 00:30:05] maximum of three years. SPEAKER 3: Three years, I thought. JOE: Three years? VINCENT: The program was conditional… JOE: Right, right. VINCENT: Bilingual education, so I guess the first thing is that you have to allow for a transition. And sometimes in transition they take one, two, three years, 14 and sometimes it may take a lifetime. Of course, everything has got to be within certain limits, because money is involved, because people's feelings are involved. And you kind of strike a balance between what some people want and what the necessities of the system dictate, I think. SPEAKER 4: The other thing too is that I think it's shifted from being primarily Spanish-type bilingual education. And then we had this whole influx of Asians come in and how were we adapting to that − that was a big transition. And I don't know what role bilingual education played for them. JOE: But there wasn't such a thing, though, as bilingual education. SPEAKER 3: Not when we went to school. JOE: When the Italian who came from Italy… SPEAKER 4: That's right. JOE: Or the Italian kid grew up in an Italian household where the parents spoke Italian, there were no such thing as bilingual education. You go to school; you learn how to speak English. And that was it. SPEAKER 1: Is it possible that the other ethnic groups now coming in have assimilated more quickly because they don't have bilingual education [unintelligible - 00:31:36] Spanish? JOE: I hope so. The only answer I can give you is, I hope so; because they're going find out their success is going to come quicker. PELINO: Okay, I think that Vinny said it well, what he said [unintelligible - 00:31:48] was transitional bilingual education. And there is a transition that needs to take place. In my own experience, while I very quickly picked up, let's say, the street language, I was able to converse, you know, very quickly, inside of three, four months. Part of that was the fact that I spent my first summer with one of my great aunts in Michigan City, Indiana. And she had a nephew that came to visit that summer, who was also nine years old; you know, my age. She didn't speak any Italian. Her nephew did not. My uncle had his own business selling Italian grocery products and did a lot of traveling, so I spent the whole day with her and 15 her nephew Floyd; go to the beach every day, every couple of weeks. We saved up enough money from cashing in bottles and cans. She would take us to Chicago, and, you know, go to a museum. I remember the stockyards; huge, huge. I couldn't believe how big the stockyards were at the time. So I assimilated the English language quickly, but only in terms of being able to speak in everyday terms, okay. School was a different matter. And I think this is partly what, you know, Vinny is speaking about in that I had to − similar to what he… he used his other foreign languages to translate into English − okay, I was doing the same thing in Italian. It wasn't until the 7th Grade, in junior high school, that I was finally able to read a Science or Mathematics problem in English and think in English. Prior to that time, I read it in English. If Jean was my teacher, I could read that book, just like I can read Latin; doesn't mean I understand it but I can read it. I can pronounce, okay. The fact was that it wasn't until then that I was actually doing my thinking in English. Prior to that, my thought process was in Italian and it was slower; because I had to read it in English or hear what the person was saying in English, translate it internally into Italian, get the answer or get the understanding, and then send it back out in English. One of the differences, as Jean mentioned, some of the other ethnic groups is that they have an advantage in that they're smaller in numbers, okay. They also come with, perhaps, some different priorities. And the… most people in the area associate bilingual education with Hispanics. But that's only because that particular language group is here. If you go in to Boston, Vinny would tell you they probably have a couple dozen of bilingual programs in all kinds of languages, okay, because they have the population that required that and the program that was needed to support that population. There is a need for a transition. I know of family members, I know of others who came and, you know, you were drawn into school, sink or swim, immersion. That's the term they use, immersion, okay. And I was able to survive that; but there are others that did not. I 16 think if we think back into our own families and we go back and think long enough, we'll find a number of people who, because of that immersion − because perhaps the support wasn't there at home to say that education is a priority for you, I want you to succeed, that's your future.− it became easier sometimes because of family need or whatever, everybody else, they drop out of school and go to work to help support the family. And there was a lot of that that happened. If anything, the transitional bilingual education program helps to keep kids in school. We don't gain anything. The individual doesn't gain. The family doesn't gain. Society doesn't gain when anybody drops out of school. I mean we [unintelligible - 00:36:07] you that. Nobody gains by that experience. And I think that anything we can do to keep kids in school, you know, for the full term is going to pay dividends. And if bilingual education, you know, comes with a cost, − yes it does; and it should be transitional − but as Vinny said, you know, some people can do it in one year and we used to get kids out of the program in a year; some took two, most took three. We had very few that stayed beyond the four year – the three years. As a matter of fact, it was school committee policy; as Assistant Superintendent, I would have to present the case to the school committee and ask them to allow, upon recommendation of the Bilingual Director and the teachers and the principal, to allow youngsters to stay in their program for longer than three years. And I never made any request more than three or four or five in any given year, out of over a hundred, 120, 130 kids in the bilingual program. So you know there has to be a balance. Yes, I understand, you know… where Joe and others are coming from. I have the same feelings. You fear as an individual, you need to make an effort to assimilate into the society. I mean that's why you're here. SPEAKER 2: [Unintelligible - 00:37:20]. JOE: But you need to keep your own culture too. I'm sorry, the same way that you are that my kids don't speak Italian. That's my fault.17 SPEAKER 2: Yes, yes. They're with more pressure. VINCENT(?): [Unintelligible - 00:37:31] okay. JOE: Now my grandparents [unintelligible - 00:37:36]. Okay, because and you ask, why did they come to Leominster, why did they come to Pittsfield? Because family was there! There wasn't such a thing as aid welfare, okay. Families took care of families; so it was important that they learned quickly so they can go out and work, can make their money and get their own apartment. There were very few Italian people those days owned their own home, you know; families – if you lost your job, you moved in with a sister or brother, with your family, and you'd share. So the need to learn was much quicker then. Today, you sign up, you get welfare, you get relief. And for some that's very important, I understand that, okay? But we also have maybe taken away incentive for some of these people. We make it too easy for some. VINCENT: You know, it's very interesting to notice that these problems that the United States have been experiencing for maybe the past 20 or 30 years are now occurring all over the world. I mentioned that my niece was visiting from Italy just this summer and it was tied to all the terrorist happenings. So she was able to visit many areas in the United States very freely, without hindrance, which would probably not be the case now. But talking to her, she would mention that even in Italy, there are a lot of immigrants; Albania, for instance, from North Africa. And these are people that say we know our rights. They pitch their tent in the public square and they're expecting the municipal services to provide for them. And of course, one of the complaints was that you couldn't hear the church bells because they had their loudspeakers announcing the Muslim rituals of prayer every so many hours. And there too, you have a clash of cultures. Of course, they wouldn't come to Italy if they weren't looking for a little better life than what they had where they left. And what are you going to do with them? You have to take care of the children, make sure they go to school, make sure that you could teach them in whatever 18 language they're using. Now I'm sure that the resources are smaller in a country like Italy. They're not the same as the resources that are available in a country like United States − and yet the problem is there. And if you don't want to have problems like they have in the Balkan countries or in the Middle East, you have to try to accommodate these different cultures the best way you can. And I think education, although it will not solve all the problems, if you can keep the kids in school and if the kids can get along with other kids, Albanian, Italian, from Morocco, from Algeria, from Tunis, whatever, then maybe you wouldn't have a kind of topsy-turvy world that we're presented with or that we have to cope with. So this idea of education, in a narrow sense, yes, it's important to a certain ethnic cultural entity. But in a larger sense, the world is very small now. Email goes everywhere. CNN and all the public media present you with pictures that you can't turn off. And maybe we don't have the skills just yet to cope with this kind of change, but we have to use what we have and do the best we can. And I think that maybe education is the place to start. You got to figure out what do those people need. Well, they need a job and they need to make money. And they need to have a sense of self-worth. If you tell them that, you know, that in your country, new laws apply; they should go to church, not to a mosque. Well, then you start to challenge them at their very core and you started to develop resentment. And you can't do that anymore, because even though you may have the might, there are people that if you put them or their shoulder against the wall, just like an animal which can't escape, they'll do anything that may destroy themselves in the process but will harm you; and at all cost, you want to avoid that. So that's the way I see education as a central issue for the world. It may not solve all the problems, but it sure is a good start. SPEAKER 5: It's a common denominator. In the same way that Joe talked about breaking down some of the barriers between the state of French and the Italians. There were sports, okay. The minute they started to integrate to athletics and then you made friends, you know, from the different ethnic 19 groups and that started to break down the barriers. And in the larger sense, education I think, you know, serves in the same way. We have much more common in this world than we have differences. And maybe Vincent is right. We just don't have the skills yet, perhaps, and the knowledge not to recognize that or deal with it. SPEAKER 1: But it also seems to be a logistical nightmare and financially impossible to offer bilingual education to all ethnic groups, so where do we go from here? PELINO: Well, those are the limitations. SPEAKER 5: It boils down to people who are called legislators, telling us what to do because it is popular with some people, okay. Educators don't go into factories and tell people how to run the electronics factory, okay? Bilingual education and all the laws that are coming out now are made by people who really don't know about education. MCast, I don't think educators are quote against MCast as such but they're against the fact that people are making the rules for MCast and they really don't know what they're looking for, okay. And that's what's happening and that's what's turning people off about education. Educate – legislators, they've got their fingers into education, much too much, and should leave it to the people who are trained to do it. PELINO: But the legislators are the ones that provide the resources. VINCENT: Unfortunate. PELINO: You know I can think of so many things, I'm sure all of us, the hundred plus billion dollars, billion dollars that we spent fighting the Gulf War − and that was a very brief period of time − I don't know who's going to tally up how much you know disengagement is going to cost. But there's a cost. And what happens is that the need is felt to be so immediate, whether it's a threat or whatever, that all kinds of resources and money go into it without really balancing isn't worth it. And I'm not saying it's not, okay. But we seem to respond to those kinds of crisis in an immediate way with all kinds of resources and yet when you look at education, when 20 you look at some of the other health, you know, human needs that people have, we don't see those problems with the same kind of immediacy…/AT/jf/mjv/mm