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Transcript of an oral history interview with William F. "Bill" Lyons, conducted by Sarah Yahm at his office in Boston, Massachusetts, on 10 March 2015, as part of the Norwich Voices oral history project of the Sullivan Museum and History Center. Bill Lyons is a member of the Norwich University Class of 1990; his interview includes a discussion of his experiences as an electrical engineering student at Norwich as well as his later educational endeavors and his career as a planner, engineer, and attorney. His military service in Bosnia and Iraq is also a focus of the interview. ; 1 COL William "Bill" Lyons, NU 1990, Oral History Interview March 10, 2015 At his Boston, MA office Interviewed by Sarah Yahm Transcribed by C.T. Haywood, NU '12 March 19, 2015 SY: I am at Bill Lyons' office in Boston. It is March 10? Is that correct? WL: I think so. It's in that range. SY: It's in that range. It's March 10, 2015 and we're going to be doing an oral history interview. So, yeah you were just, you just started telling me before I turned the tape on about how you ended up at Norwich. So how did you end up at Norwich? WL: So when I was about thirteen I decided that I wanted to be in the military, and I wrote a letter to the Marine Corps asking them when I could enlist. And they informed me that I'd have to wait until I was eighteen but they encouraged me to apply for service academies and for scholarships. So I did. I actually started the process to attend the Naval Academy. I was Barney Frank's nominee in 1986 to attend the Naval Academy. But I did not pass the physical, because I have a lazy left eye and color blindness. So that was traumatic in that that particular dream was not gonna come to fruition. And so it just so happened that two doors down from us on my home street was guy named Wally Burke, who's Class of '86 [siren in background] and Skull and Swords and Honor Committee and all that stuff. And Wally's dad and my dad were friends. Wally's dad was a cop and my father was a firefighter and so my father told me about Norwich, but he simultaneously discouraged me because he really didn't want me to be in the military. SY: Hold on one sec— WL: Sure thing. SY: Because I just realized, oops, that I have my questions right over here. WL: Okay. SY: Um so why didn't you dad want you to be in the military? WL: My father was in the Army from 1958 to 1960. He left the Army early. He got a compassionate discharge because his father was in a TB hospital here in Boston. And my father was in Germany at the time and his older brother was in the Army in Germany, and so one of the boys needed to come home to look after the family. And my father quickly responded to that call. Being a city boy he thought all the outdoorsmanship was really not up his alley. And he was a very disciplined, disciplined man but didn't like the constriction of military life so he took the opportunity to come home early so he only served about eighteen months. And it's not so much that he didn't want me to be in the military, he just thought that he didn't like it so I wouldn't like it and um— SY: Did he just like not being told what to do? 2 WL: Yeah I think that's part of it. He ended up raising his most of his siblings, he was a very independent minded person. So he, he was not accustomed to being directed. He was the director. So he was a private and I think he got busted twice in rank from PFC down to private, PFC to private so that should be some indicator of the fact the life wasn't for him. So, ah in the summer of, between my junior and senior year I only applied to one school. I applied to Norwich because having not having the opportunity to go to the Naval Academy I thought Norwich was a great, um, a great opportunity for me to do what I needed to do. And as I was mentioning I was a, awful awful teenager. SY: Oh come on give me some details. How were you awful? WL: I got into a lot of trouble. I was actually, I was a decent student, studying came too easy for me so I never really learned how to study and I got great grades without doing any work. I worked full time after school and on weekends I was the director of custodial services for a florist bran--chain here in Massachusetts. And because I was working full time I had a lot of money and I was actually making more money than my mother who was working full time at the phone company at the time [car beeps]. And that lead to trouble. I was drinking too much, spending too much time not focused on my studies. I totaled three cars my senior year, one of them was an outright explosion, blew my father's brand new station wagon up. So at the end of my senior year my dad had pretty much had it. But the good news is early, I had applied early admission to Norwich and I got in early. So in November of my senior year I already knew I was all set. And had a good side - I knew I was in. And had a bad side because I knew I didn't have to try anymore so it cut both ways. But I knew that Norwich was the right place for me and um… SY: Had you gone up and visited? WL: I had, I went up with my dad for a brief visit. SY: And what was your impression? WL: You know it's kind of hard to remember, but I remember saying to myself, "This is what I'm meant to do." My father on the other hand was like, "Oooh I don't know" [laughs]. SY: So I wonder about that. So what was your dream, your vision of what being in the military was gonna be like? WL: So another little nitnoid fact- I had applied for a Marine Corps NROTC scholarship and I was notified that I was a recipient, and then about two weeks before school started in August of '85, no I'm sorry August of '86, I was notified that I, they had made a mistake and that the scholarship was no longer available because of my eyesight. So I was like, "You already knew that because you screened me out of the Naval Academy." But nevertheless my father, God bless him, he came up with the cash to pay for tuition. And so it, it just all came together. It really came together quickly and the rest is kinda history. I mean I settled in, I wanted at the time to be a Navy officer and after I took two years of Navy ROTC, and then after realizing there was no way in heck I was ever gonna get a Navy commission I switched to Army ROTC. And they said, "You want to commission? Sure you can have a commission." 3 SY: They were like, "We don't care about that lazy eye." WL: Yeah, so they gave me a contract in February of my junior year and gave me credit for my Navy ROTC. And at that time I was turned off the active duty thing. I had kind of seen it and done it at Norwich and didn't feel the need to do more. So I signed a Guaranteed Reserve Forces Duty commission, and took a commission in the Army Reserve. There was also a way for me to guarantee myself military intelligence as a branch because if you're in a military intelligence reserve unit you automatically get a military intelligence commission which is what I wanted. So that part came together quite nicely. The summer between junior and senior year I actually got, of course I went to the Advanced Camp for ROTC, but actually get to go Airborne School for three weeks and that was a, it was a life altering time just learning, learning to redefine what I thought my limits were. Obviously I learned a lot more about what I was capable of doing and that was a, that was a really good experience for me. And I came back to school ready, you know, I was like, "You know what, I gotta finish this school thing up and get my commission and drive on with life," so. [sound of something falling] [laughs]. SY: Sorry. Dropping things. Yeah. So let's rewind a little bit and ask you about being a Rook. Do you remember your first, do you remember your first day? Do you remember the first? WL: I do, yeah, it's funny I showed up for my first day, I had long, blonde hair because I worked in the outdoors all summer and my hair gets kinda blondish in the summer. And I hadn't had my haircut since the beginning of my senior year in high school so it was just about a year since my hair had been cut. Intentionally, you know, I was like rebelling. And my arm was in a sling. I had actually just had been in an accident. I was body surfing off of Singing Beach in the North Shore of Massachusetts, and there was a hurricane at sea. It was beautiful on the beach but there was a hurricane at sea, the waves were just huge. So I was body surfing and a wave picked me up and threw me on the beach and dislocated my shoulder. So that was maybe two weeks before school started. So I showed up with my arm in a sling and my bleach blonde hair and long hair, so I was instantly labeled "surfer boy," which really wasn't apt for me but that's all they knew was a snap shot in time. And I remember the, they challenged me to do pushups with my arm in the sling. And I was in much, much better shape than I am today and I actually did one-armed pushups and that was like the instant challenge I needed to be able to push back. And so I kinda got their instant respect because I dropped and started doing one-armed pushups. And so that was an interesting time, you know, I did everything I could to fit in but you know running was a real challenge with a arm in a sling, so. But I adapted and it was fun. SY: Did they make any exceptions for you because your arm was in a sling? WL: Yeah, you know they were all like, "Oh you don't have to do this now," and I was like, "I just want to fit in. I want to, I don't want to be the kid that's off to the side, you know, getting special treatment." So I worked really hard to fit in. There were obvious, I couldn't do sit ups so that was kind of out of the question. So, but did everything I could to fit in. SY: Do you remember being scared? 4 WL: You know I--scared is kind of the wrong word in the sense that it was more bewildering like trying to take it all in and understand because people are barking at me from every direction and I'm sure they do that now. All the barking is intended to have that bewildering effect, and it was very effective on me and I was struggling just to focus on what was important and who seemed to be the person that was in charge so I could follow their instructions. And I don't ever remember being fearful in the sense of, you know for life and limb, more just alarmed that I had to keep up with this dizzying pace of things so that I didn't fall behind. Because I had seen kids fall behind and then they get targeted, and then when they get targeted they kind of get drummed out and I didn't want to be that person, so. It was all I could do to just make sure that I wasn't the person getting picked on. SY: So something I've been thinking about, you know not somebody who has a military background, I've been reading a little bit about comparative military training like in, you know in Scandinavia and various different places. So to what degree do you think the Rook training and that sort of boot camp model really does help you when you are in the field later? How much is a residue from sort of previous understandings and how much is it really what's needed? WL: Yeah, I'm a very strong believer in a rigorous Rookdom, and as near as I can tell it's gotten more rigorous. I know they have much more stringent physical fitness standards than we had, and its substantially longer - Rookdom is substantially longer, or at least unrecognized Rookdom is substantially longer. For me I thought it was critical because it really--the basic training model is really about tearing you down so that everybody is more or less equal in terms of their ego and their psyche and and all of the individuality, you know it's all designed to strip all that off and then build you back up in the model that they want you to be in. I thought Norwich was incredibly effective at that, very, very effective. And I think reflecting on that it was really important to me, like I had some really good core values that my father and mother inculcated into me - honesty, integrity, and all those. Hard work, I had a very hard work ethic. And that was all there but it wasn't completely formed. And so my, my ex—my Rook year experience at Norwich was they tore me down to that base level and figured out how to build on it and make it all fit together with my individual personality, but in a fairly structured way. And I think that that, personally I think that made all the difference in my success in life because it preserved my work ethic, it preserved my core values, and then showed me how to take those characteristics and use those to my advantage in business and in the military and in all facets of life, really. So I give Norwich a lot of credit for making me the man that I am. SY: Yeah, interesting. Do you remember sort of a high and a low of your time at Norwich? WL: Yes. So I'll give you the low. I discovered my entire Navy ROTC class cheating on a test. They were in the barracks. I walked into a room, they had the quiz that I had just taken and they were kibitzing about the answers on the quiz. And I said, "Guys, I'm not gonna say anything, but go back, give them the test and tell them you need a different test So that everything's good." And they didn't do it and I, I remember the gut wrenching decision to tell the instructor. And the instructor, I remember him vividly, a guy named Lieutenant Fricke, he said, "Well I didn't see it and I don't, there's no, nothing to suggest that it actually happened other than you." And I said, "Well, I'm telling you it happened." And he said, "Well in the absence of something else to 5 corroborate that there's nothing I intend to do about it." And so I complained to the school. I actually didn't, someday I can dig up all the letters I wrote to President Todd and to Tim Donovan, who I've since become quite friendly with, and I complained pretty vocally. I wrote a letter to the Guidon, complaining that the school wouldn't take action on this and how contradictory to the school's value it was. And that was a very troubling time, that was my junior year I believe. It was a very troubling time for me, I just felt that Norwich didn't rise to the occasion to seize an opportunity to, to live its values and… SY: And what about your peers? Did, they knew you had reported them? WL: Ah you know, obviously a lot of heartache with some of my peers. To this day some of them probably wouldn't say hello to me. I'm okay with that. It's, you know, it is what it is and they are who they are, and I'd rather pick friends that are, share my values. SY: And you acted with integrity so if they can't handle that they can't handle that, yeah. WL: Yeah. The friends that I had are still my friends and so, you know, they got it, they were like, "You did the right thing, so hold your head high and be proud of what you did," so. SY: You know I see that today with students, that they seem torn between two things that Norwich teaches - one is the loyalty to the Corps, right? WL: Yeah. SY: And the other is this idea of sticking up for what's right even if pushes against the group and I'm wondering, that's a really great illustration of that conflict. WL: Absolutely. SY: Did you notice any other conflicts like that? Any other people struggling with that? Did you have other incidents like that? WL: I can't point to any. You now there were rumored to be all kinds of activities on campus that were, were in one sense these incredible examples of loyalty - we'll use the Knight Riders as an example, right, this mythical organization that supposedly existed. And then, so they're loyal to each other, and supposedly to the University, and allegedly worked to the betterment of the University, at least in their own minds. And then of course there's the things that they were accused of doing that some would say that they did do in terms of beating people up that didn't fulfill the you know the model cadet role. And so you know I think that's another example of it. I didn't personally witness any of that, but I heard plenty of the, we call it the rumint, you know rumor intelligence about that sort of thing. I didn't, I have to say in my four years at Norwich I didn't really indulge in that much, so it wasn't an important part of my experience. But I think that in any organization, the Army is an excellent example, there are constant, there's constant tension between loyalty to your brothers and to your service and the integrity of doing the right thing all the time. And, you know, the history of the Army is rife with people that make wrong decisions for the right reasons, if you want to say it that way. And so, you know, it's very, very hard to straddle very important values that span or are in that dynamic tension. And that's a really good example of it. 6 SY Yeah and I think, I'm gonna sort of ask you about that as we go through and talk about your military career when you leave Norwich that theme, because the citizen soldier seems to me be about that, that conflict, right? Especially because you have the Corps and then you a liberal arts education, right? And I talk to professors all the time who are like, "And I'm teaching them critical thinking and they're also learning how to follow orders. And sometimes they don't know in my class that they're allowed to disagree." You know it's like a different mentality, yeah. Okay, so your senior year you get commissioned by the Army? WL: Yes. So that was probably the highlight and I, obviously you would hope that would be a highlight is graduation, commissioning, I think just prior to that I found out that I got an A on my senior project, and that was a huge milestone for me. My, my early years at Norwich were marked by severe underperformance academically. I finished my freshman year at a 1.8. SY: Why do you think? WL: I failed Calc I. That is really bad for Electrical Engineering students [laughs]. So I had to retake Calc I over the summer, but not taking Calc II in my second half of my freshman year prevented me from taking Physics I, and it had a huge snowball effect. So I ended up graduating from Norwich with a 2.32 grade point average which was, I think, the third worst in my class, or it's in that range. [clears throat] My roommate happened to be lower than me so there was at least one lower than me. SY: That's always nice [laughs]. WL He's still still one of my best friends. But the fact that I managed - first of all had to catch up. So I ended up, there was one semester I took 22 credits just to get back on track because I came home from my freshman year and I told my dad that, "I think I need to change majors. This electrical engineering thing, I'm, it's not working out for me." And he said, "I'm paying for the next three years. You can finish up in the next three years. Your best chance of doing that is to stay in electrical engineering. So go back to school and get it done." So I did. I really wanted to change to diplomacy, and it didn't work that way. So I really had to catch up, I really did take a huge course load which of course, you know all my grades suffered when I was spreading myself so thin and trying to do Corps activities, et cetera. SY: Do you think it was also you didn't have to learn study skills in high school? WL: Yeah oh yeah, definitely. I mean Calc I, I was totally unprepared for the academic rigor of Calc I. Just totally not prepared for that, and it showed. So I did, I did the whole catch up thing and so by senior year I actually had a relatively normal course load again. And the fact that I, I think I got a 3.1 my senior year, to imagine that 3.1 still only got me to a 2.32 overall [laughs] should tell you something. But the fact that I got an A on my senior project was just a moral victory for me. And then so you know the crowning achievement of course was commissioning and graduation and everything that went with that. I was only the third person in my father's extended huge Irish family to ever get a college degree at that point. SY: So was your family ecstatic? 7 WL: Yeah, so the whole clan descended on Northfield. My father had eleven sisters and brothers of which one had passed by then, so everybody else descended on Northfield. They rented like a whole slew of condos over at Suagrbush and it turned out to be like a weeklong celebration. It was really quite something um… SY: That's awesome. And these are all like working class Boston cops and firefighters? WL: Yeah so my dad grew up in Roxbury and he was a firefighter. He ended up in Natick. He was an outlier, he actually moved all the way out to Natick at the time. One of my uncles was a Boston firefighter; another one was teamster, he drove an oil truck; another one owned a cleaning business. So they were working class people. Proud people. And my father was a very, very bright man but he decided he wasn't gonna go to college so that others could. That was really his decision. And so it was, it was you know it was a celebration of kind of that, "Well finally somebody's gonna move up the middle class," type of thing. So it was great, it was a lot of fun. SY: Yeah, and then what'd you do right afterwards? WL: So my, my orders to my military intelligence officer basic course weren't, didn't even exist yet. I got commissioned and went back into my Army Reserve unit but I had to do my officer basic course, and the next available slot was the following February. So I worked the summer at the tent company where I had been working summers, and then that job ended because the summer ended, and then I went back to work for the florist that I had worked at all through high school. And I worked there until February and then I, so that was kind of interesting working as a electrical engineer as a custodian at a florist company. And then I went to my officer basic course in Fort Huachuca, Arizona for six months. And that just so happened to coincide with the kick off for the Gulf War. So I was, you know, sitting in classes in Arizona trying desperately to try and get released so I could go to the war which is, you know, that's, it was the big show, who knows if there's ever gonna be another one, you know that sort of thing. SY: Oh back in the days when we thought there were no more wars. WL: Yes, right, Cold War was over and the Gulf War was the big show and— SY: Right that was gonna be it, the end. WL: So yeah, so of course they weren't gonna release me because I needed my officer basic course before they released me and then by the time the course was over it was all over but the crying, so. It was such a fast war. SY: And did you know anything about, I mean, did you know about Iraq at that time? Did you know anything about Kuwait? Did you know anything about Saddam? Had that been something you'd gotten at Norwich? Like that geopolitical understanding? WL: Yeah I had no geopolitical understanding from my time at Norwich. I did get a lot of that in the reserves and at the officer basic course. So I had a very, very solid footing on the geopolitical issues kind of as it was happening, I suppose you'd say, but definitely not while I was at Norwich. I was very, I had you know my, my ROTC unit, I was the first sergeant of the 8 freshman company when I was there. And I had no Corps responsibilities, and I had my electrical engineering curriculum. I was the president of IEEE, the Institute of Electrical Electronics Engineers, the student chapter, so nothing like picking the kid with the lowest cume in your class to be president of the social club. So that really took up my time and ah, there really wasn't a lot of time for much else. SY: Yeah that makes sense. Okay so you're all ready to go and the wars over. WL: Yup. SY: So what do you do instead? WL: So I came home and that was probably a lifetime low point. The economy in late '91 was absolutely atrocious. It was awful. No jobs anywhere. I went on so many attempted job interviews, you know just showing up at companies and filling out an application. And all the tech companies all over New England, and there was just nothing. And I ended up, let's see I sold pots and pans for a little while. I worked in a call center for a little while, and I was pumping gas for five dollars an hour in April of '92, so this was just about two years after graduation, when a good friend of my dad's drove into the gas station where I was pumping gas. It just so happened that the guy that owned the gas station was a selectman and I had run his campaign because my father was very active in town politics, and the guy that pulled in was a very good friend of the gas station owner and my dad. And at the time he was the Deputy Commissioner of Massachusetts Highway Department. And so he looked at me and he said, "Bill, why are you pumping gas? Don't you have an electrical engineering degree?" I said, "Yup. But there's just no jobs." And he said, "Well show up on Monday, you'll have a job." And I was like, "Show up where?" [laughs] He said, "Show up at 10 Park Plaza, that's where the Highway Department is. I'm sure we could use an electrical engineer." So that was my big break. I ended going to work for the Highway Department for two and a half years, and found a home and a career in an industry that I'm, I've been very fortunate to grow up in. And, you know its proof positive that family and your connections are as important as what you know. And that certainly worked to my advantage. SY: Yeah absolutely, and then you gone on, you've got like a gazillion degrees. WL: [both laugh] Well I'm, despite my undergraduate experience I've really come to appreciate learning and growing intellectually. So I've pretty much been in school ever since I graduated in one capacity or another with short breaks. There was my officer basic course, then my advanced course, and then after that you go to the Combined Arms and Services Staff School. And sprinkled throughout there I took some graduate classes at Northeastern, at UMASS Lowell, and then I completed the Command and General Staff College. And I really got bit by the bug, I decided in 1999 that I wanted to go to law school. And I'd always dreamed of going to law school when I was at Norwich but I, with a cume of 2.32 it was highly unlikely that I was gonna get in. SY: Well you also didn't have time to take classes that weren't electrical engineering classes.9 WL: That's true that's true. So, and and I set out to be a patent lawyer to utilize my technical background in the field of law. And in the '90s I worked for a consulting firm called HTSD and they did a lot of Wal Mart related work - site planning and transportation planning, traffic engineering. And I really found a niche presenting to local planning boards. And it just so happened I was elected to my hometown's planning board from '94 to '97, I think. And so I found, kind of found a home, I found a comfort zone with the planning board process. And I was attending a lot of planning board hearings and there would be a big high falutin' downtown Boston lawyer, and there would be a local planning lawyer, and then they'd put me out because I was articulate and could present technical information in a way that lay people could understand it. And I was at that time billing out at about 120 dollars an hour and the [clears throat] two downtown, the two lawyers were well above that, and they just sat there and listened. And so it kind of occurred to me, I'm like, you know, "I can sit there and listen for a lot more money and be happy" [laughs]. So I really decided in my mind that I wanted to go to law school. And so in '99 I left the consulting firm and I went to work for the City of Somerville as the traffic and parking director and worked in that capacity directly for the mayor. And I was in her office one day, at that time I was, I don't know, thirty-one, and she said, "Bill, it's pretty clear to me you don't want to be traffic engineer the rest of your life. You've good political skills, and you've good communication skills, what do you really want to do?" and I said, "Well I really want to go to law school but I don't think I can get in. I have an application pending at Suffolk, you know I just don't have the grades. I did okay on the LSAT." And so she said, "Sit right there." So she went into her private office and then she came out and she said, "You're gonna get a letter of acceptance in three days. Don't embarrass me." So she pulled a string, again it's who you know not necessarily what you know, and I went to law school. It actually took me seven years to graduate because I deployed twice. I deployed in 2001 to Bosnia, and then 2003 to Iraq, and so uh I had to take military leaves of absence for those two. The school was great about it, but. So in 2007, believe it or not, I finally completed the law school program at night. And like I said, you know I've been very, very oriented towards continuing my academic interests ever since then. I did the Joint Forces Staff College, and I did the Army War College, and I did - of course the War College is a master's degree producing program. And then the, I did the master's in transportation and urban systems at North Dakota State University. So it's fun. SY: You have a lot of degrees. WL: Its fun. I enjoy it so you know it's something that I feel incomplete if I'm not constantly studying, learning something. SY: I mean you're preaching to the choir, I have two master's degrees and am gonna go for a third at some point. WL: There you go. SY: I hear you. So let's go back, let's rewind actually, and let's go back to your deployments. WL: Okay. SY: So it's 2001. 10 WL: Yup. SY: So can you tell me that story? WL: Sure, in December of 1999 I was alerted that I was gonna get mobilized. Is that right? No, December of 2000 I was alerted that I was gonna get mobilized for Bosnia rotation. And at this time it was strictly a peacekeeping mission and there were actually several opportunities for me to jump off that bandwagon. But once I was starting to go down the path I was like, you know, "I've spent my entire time in the Reserve wanting to someday get mobilized. And here I am, you know, I have an opportunity to get off the train and I just really wanted to fulfill that particular aspect of my life and go on a mobilization." SY: Yeah, what's the desire to mobilize? What was the…? WL: Well I think on several levels. One is you know you get so invested in all that training. I mean if there's one thing the Army is particularly good at is training, constantly training and it's a huge investment. And I felt like I just wanted to realize the return on that investment, on some level. I also felt like the citizen soldier mantra of Alden Partridge was kind of a river running through that whole thing, because at the time the active Army was trying to turn that mission over to the Reserve and National Guard, and it just seemed to me a very logical extension of everything that had been my life to that point. You know it was a peacekeeping mission, it wasn't a combat mission. I had, you know, I don't know how much time you've been in Somerville, it's a tough town so one could say some of what I did there is peacekeeping. And it was, you know, it was it was nation building it was community building and to me that felt very satisfying, it felt like a good match for everything that I had to offer at that time. And I just really wanted to see that through. SY: Yeah. WL: So we mobilized in August of 2001. So there was a nine month buildup of this constantly training and repetitive drills and paperwork. SY: And what was peacekeeping, I mean obviously the mission became different, but what was peacekeeping gonna look like? WL: Peacekeeping was supposed to be having a continuous presence in the communities that had been torn apart by the civil war. In part to provide a buffer between the warring factions, but perhaps more importantly to set the example of how to do things right, to provide that beacon of democracy and hope and and and what, you know, the model of western democracy should look like. So a lot of it was anticipated to be monitoring elections, and providing a presence in the towns so that there was no opportunity for the warring factions to engage in what could be provocative. SY: Weapons or no weapons? WL: Um weapons. SY: Weapons. 11 WL: Yup and there wasn't, it wasn't expected you'd need the weapons and not to split hairs but the Army calls that form of peacekeeping peace enforcement, whereas true peacekeeping is without weapons. And so you can argue one way or the other, you know, what the intended mission was. NATO calls it peacekeeping, we were calling it peace enforcement, but it's because we had weapons. So we mobilize in August. We went to Fort Bragg for a couple weeks to train up with our active duty counterparts, got on a plane on September 10, flew from Fort Bragg to Fort Drum, picked up a whole bunch of soldiers at Fort Drum, and then flew from Fort Drum to Ireland, and then landed in Ireland. And then when we took off from Ireland and flew to Tuzla Main, which is the airfield at the Eagle Base, in that time the attacks in 9/11 occurred. So we landed at Eagle Base, and the whole plane cheered [laughs] because it was the culmination of literally ten months of training. We're like, "Yes, we finally made it. " There was on our plane a whole bunch of reservists from New York, New York City in particular. So when we coasted to the end of the runway we all expected to get off fairly quickly and nothing was happening. So we were all kind of bewildered, you know. And then the post command sergeant major, we didn't know he was the command sergeant major at the time, but the post command sergeant major came on the plane and he said, "I regret to inform of what's taken place in the United States. And gentlemen, ladies, the United States is at war and stand by for further instructions." So me and a bunch of my friends on the plane we were, you know, we kind of concluded in our minds that this was a drill. The Army's prone to coming up with these ridiculous scenarios and saying, "Okay you have one hour to brief the commander on what you would do under these circumstances." So, you know, we're all huddling, "What do we do, you know, what do you think we should do?" And we really had resolved in our minds that it was an exercise. And then not too long after that junior enlisted guy came on the plane and he said, "Okay, we really don't know what's going on in the world but we're in a predominately Muslim country. Everybody is gonna get their ammunition basic load as they get off the plane, and stand by for further instructions. Most of you guys are standing post until all this gets sorted out." So right then we knew it was no kidding. So the kids that were from New York City on the plane were obviously were very concerned about their families, and there were lines set up to use the very few phone lines on base. SY: Hey and we're going. WL: Excellent. SY: Look at that. Okay I feel good about that. Here we go. Okay so you're in the intel business, the mission is changing. WL: The mission changed. My job was to be the requirements manager, which is to determine what things get collected on. And then there are different means of collection. There's foot patrols, which was the vast majority of our intelligence collection. We had aerial intelligence platforms, and signals intelligence platforms, and various other means of intelligence collection. But my job was to figure out which asset would collect against which requirement, and then my boss who was the collections manager, would task out all those tasks to the various subordinate elements. And, you know, I was anticipating that my job would be mostly collecting about economic intelligence, political intelligence, issues related to governance. And it turned out that 12 there was still some aspect of that, but I really had two tasks: one was to help catch persons indicted for war crimes, which was our exit strategy to catch the we call them PIFWCs (Persons Indicted for War Crimes), PFWCs. So one job was to try and track those folks down so they could be captured by Special Forces, and the other job was to do directed patrols in neighborhoods and areas that were the more conservative and known extremist-view Muslim groups. So when Bosnia had its civil war a lot of freedom fighters actually came from the Middle East and from Northern Africa to Bosnia and settled there, married into the community, and so those communities were obviously of great concern to us at the time because we really didn't know what exactly was gonna occur. So that was, that took up a lot of time. SY: And what [coughs] what did you end up concluding about those communities? WL: Um so some, there was some activity there that was responded to appropriately. I was tangentially involved in the, the detention of the Sarajevo group that was trying to break into to U.S. Embassy. And that group actually ended up in GTMO so I was partially involved in the intelligence lead up to that particular operation. And I think that's probably the biggest operation that we were involved in. We were involved in other couple other operations and then on the other side I was very involved in the PIFWC hunting, which I thought was probably one of more rewarding parts of my time there. SY: Yeah I would imagine. Yeah and so what ended up, did you capture some people? WL: Ah yes, whose names they are anymore I can't remember. SY: Right, unless it's Milosevic, I won't remember either. WL: No, we were—the guy that we were really hunting was Radovan Karadžić and we didn't catch him. The French dimed us out and he escaped because the French gave him a heads up. SY: Huh, why they do that? WL: Um, that's a really good question. The French were very sympathetic to the Serbs, and I don't really know why that was but they had a very sympathetic posture towards the Serbs in the conflict. So they caught the guy on his cell phone telling Karadžić to escape and so he made a very speedy exit out of Bosnia. But from that point forward there was some very deep soul searching about who we shared intelligence with and that was a pretty tough thing to lose out on, you know. SY: Hm. You don't think of the French being people U.S. intelligence has to watch out for. WL: Yeah well I mean they're, they're, you know on a geopolitical level they are actually one of our biggest adversaries from a spying point of view. SY: Really? WL: Yeah. SY: Fascinating. WL: Yeah there's all kinds of open source documents on that you can read about [laughs]. 13 SY: Okay I'll go educate myself about that later. Um okay, so that's Bosnia and then there's Iraq. That's 2003. WL: Yeah so I was home for 10 months and the Iraq War was spinning up, and one of my closest friends who was my boss in Bosnia called me up and said, "Bill, we're putting together the band. We're going back, we're going back on active duty. Do you want to come?" And I said, "Well, let me think about it, talk to my wife, see what I wanted to do." And after a lot of soul searching you it just seemed to be the right thing to do to go with people I knew rather than wait a couple of years and be an individual mobilization placement and go with people I didn't know. So, you know, a couple of days' worth of serious soul searching and you know thinking about all that it would mean to my family, I decided to go. So I got mobilized in February of 2003, went to Fort Dix for our pre-mobilization training and activities. Spent about a month there, then got sent to a forward operating base called Camp Virginia in Kuwait, spent another month there getting all of our final shots and getting our vehicles in country and getting ready to go. And then during the ground war we got the go-ahead to go over the berm and head into Iraq. So we had a seventy-five vehicle convoy that took off out of Camp Virginia and convoyed just about twenty-four hours straight all the way to Camp Balad, which had numerous different names over the years, but it was Balad Army Base. And we ended up there for abou--I was there for about a month and a half. When we got there everybody they just said, "Freeze wherever you at, the ground war is over. And now were gonna consolidate on the objectives." And so we stayed there and made camp for about a month and a half. And then there was a call for augmentees to go to Baghdad to help staff up the new headquarters for the theater - the entity was called Combined Joint Task Force 7. So I was deemed not essential to my battalion headquarters. I had been the assistant S3 battle captain for operations and plans, and so they just said, "Listen you get a whole bunch of extra captains down there at the 325th MI Battalion, cough up two and send them to Baghdad and please send ones with human intelligence experience." So I didn't actually have human intelligence experience, but they sent me anyways. And me and one of my best friends got sent to Baghdad. He ended up being the battle captain of the CJ2X which is Combined Joint, 2X is human intelligence section. And I ended up being the human intelligence operations officer for the theater. And that, phew boy, that was probably one of the most traumatic, interesting, dynamic, fulfilling, every possible emotion you can think of. SY: So let talk about 'em, let's tease it apart. So what's, what's traumatic, what's fulfilling, what's? WL: Well it was a fairly easy job from June, I think I got there June 6, until mid-to late summer, and then the insurgency started. So it was initially really exciting to be in to be involved in the setting up of this new headquarters and the staffing of it and the policies and procedures that went with it and standard operating procedures and writing. We were still doing detainment operations and one of my responsibilities was again was to think about the requirements, what we needed to collect intelligence on from a detainee point of view. And I had a hundred tactical human teams out in the field that were collecting intelligence, and my job was to figure what they should collect on. So I had this huge enterprise that I was working on. I was only an Army captain and it was a huge scope for somebody with very little experience in that realm. And I,14 you know I sip from a fire hose for about two months, and learned a lot, and filled my brain up with a lot of cool experiences that I only learned about in books. And so that's kind of the fulfilling part. And then when the insurgency started we had a commanding general named Ricardo Sanchez, Lieutenant General Ricardo Sanchez, and he turned out to be perhaps the most toxic leader I've ever met in my life. He would, he would question everybody's performance of their specific jobs without any inkling of what their job actually was. He was heard to say things like, in front of thousands of people in the battle update brief, he'd say things like, "Why are we catching so many people and detaining them, why don't we just kill them?" So that environment bread a lot of, just a toxic environment. And if you're, if you're a malevolent person looking for an excuse to be and have an outlet for that malevolency, that's a license. And, and what that ultimately, in my experience, devolved into was the Abu Ghraib problem. So for me in August, August-September of 2003 we had an interrogation and detention facility over at Camp Cropper which is on Baghdad International Airport, and the international community for the Red Cross came and said, "These are inhumane living conditions. You gotta get these detainees out of here." So working with the MPs we had to find someplace new to put them and it just so happened that the prison, the maximum security prison out of Abu Ghraib - they're actually four prisons on the Abu Ghraib complex - had just begun renovations and it was intended to be used by civi-by the Iraqis for civilian detainees. And, and so we went out to take a look at it at the provost marshal's suggestion, and determined that it would be an absolutely magnificent facility for this. And kind of reflecting on the citizen soldier model, on my team of intelligence guys my driver and NCO in his civilian life was a corrections officer at Rikers Island; and my company commander was the president of state correctional workers in Massachusetts, the Correctional Worker's Union and he was, he was a, correction he was a corrections officer here in Massachusetts. So I brought them with me and I said, "You know we have to find some place to put the worst of the worst, the people we want to interrogate, what do you think of this facility?" And they were like, "This is perfect. This is the right place." SY: What made it perfect? WL: It was, ah, it was well organized, it was clean, it was neat, it wasn't in the bombed out parts, it wasn't in a mud puddle. It was just in immaculate shape because it had been renovated and it was perfectly suited for an interrogation facility. SY: So the thinking in some ways was that it would be humane? WL: Yes. Absolutely that was the absolute intention was to—when you have high level detainees you don't want them to think about anything else other than what you want them to think about. You don't want them thinking about how to escape the mortar attacks at night, you don't want them to—you want them to be thinking about whatever, whatever you're working on with them in terms of intelligence collection. So it was really an optimal facility. And so that was, you know that was a high point in my deployment. It was. I actually have pictures of me behind bars at Abu Ghraib. SY: I saw those pictures. WL: That's the day I picked Abu Ghraib. It was my staff action that made Abu Ghraib happen.15 SY: And they're really chilling in retrospect but at the time, right? And then and then it looks like you're seeing all the remains of Saddam Hussein's prison too. It looks like a lethal injection bottle and signs for death row and so I'm-I was trying to imagine what you guys were talking about when you were walking—there's graffiti, super weird pornographic graffiti. What were you guys talking about when you were exploring that building? WL: You know we'd already been briefed that Saddam executed about 30,000 people at that jail in his reign of terror. And we also knew that some pretty despicable things had happened out there. And so, you know, it was all to us almost surreal to be walking around and seeing all that wild graffiti, and the, you know we don't really know what was in those bottles but you can [laughs], you can make all kind of informed guesses. And then to actually go in the death house which, which ultimately got walled in so that people wouldn't go into it so it could be preserved for war crimes. Um, I mean that that to me was the closest thing that I have ever felt to death because you could smell death. It was it was an awful, awful, awful place. So that, you know, was traumatic on some level but the breadth of the experience for me was just absolutely incredible in terms of the scope of what I was involved in. SY: So let's go back to the citizen soldier idea to the idea of the ethical soldier. So what do you think happened there? What turned it into what it became? WL: So there was this enormous pressure starting with Secretary of Defense - Undersecretary of Defense - all the way down to Ricardo Sanchez: "We need to get more intelligence, more actionable intelligence so we can stop this insurgency." And the pressure, I can't even begin to describe the pressure that these people, these senior leaders were under. And I, I have the luxury now at this point in my career to have a sense of what that strategic leadership's like and how, how difficult it is to manage political expectations and, you know, the realities of a war torn environment. And I guess I can see how a twisted mind can get twisted to the point of losing the ability to be a genuine leader. And that's what happened. At all ranks people that could twist their social values to suit ends that were inconsistent with those values, those people were everywhere. And it permeated all the way down to the lowest level, it really did. I wasn't, I didn't personally didn't meet any of the MPs that were involved in the atrocities that happened at Abu Ghraib. I did know two of the intelligence people that were involved, not on a friendly basis but they were they were junior enlisted and I knew who they were and they weren't bad people, they just caught up in a very ugly situation. And so I think it was that that just that tiered level of toxic leadership that permeated everything - results now, don't care what the cost is. And, and I learned a lot from that experience. I learned, I learned really how easy it is for well-intentioned, well-managed groups to get off track because there's this abject fear and and apprehension about failing. Because you're failing your brothers in arms when they're getting killed every night from mortar attacks and roadside bombs, and so this this constant drumbeat of "Your brothers are dying, your sisters are dying on the roads of Iraq. You have to do something, you have to get this intelligence." And so when people say that enough, and you live through enough depravity, it's not hard to imagine how people can lose it and I think that's what happened. I really do. SY: And now you're a colonel so now you are higher in the leadership. How, how as a leader do you think you can prevent this type of thing from happening again? 16 WL: That's a, that's a good question. I've taken the last five years of my career and really focused on mentorship. I sit down with every single officer that I rate or senior rate and I'm, unfortunately I'm one of the rare people that does this. One on one I devote an hour at a time to each and every one of them and really have a conversation about values and how values are the foundation of citizen soldiery, because all my soldiers are reservists, and how values are really the foundation of good ethical leadership. And it might sound weird to have an hour long conversation about values but that time goes quickly when you have people that are engaged in it, and I can tell which ones get it and which ones don't get it. And the ones that get it are the ones that I invest my time in and the ones that just sit there and go, "Yes sir, yes sir, yes sir." "Okay [laughs], you don't really get it, so you know, you're not really on track." And that's how my ratings fall out. So that's my way of giving back, I guess, is to try and identify the people that I think have the moral footing necessary to be a strategic leader. SY: And so [coughs] if you were gonna give Norwich advice about how to train ethical leaders, right, who can who can stand up when things are toxic right, who can have integrity. What advice would you give them? WL: Excellent question. When I was a cadet, not a Norwich cadet, but an Army ROTC cadet and to some extent the Norwich thing, making second lieutenants was kind of a cookbook operation. It was "Here's the recipe. Put him in the box, sprinkle all the dust around him, shake it up, enough will stick. Send him all to all these very regimented courses. Get him smart about how the Army works and stick him in the force." And I think that was, I know that was a very Cold War mentality - shake and baking officers. Today's world is so much more complex. SY: Okay hold on one sec [sirens outside of office, interview pauses]. [interview resumes] WL: So now we live in the age of the strategic corporal, where the lowest private through social media can literally influence the battle. Abu Ghraib is an example of that, those pictures got out. And ah, so you have to teach leaders—it's much less a recipe than it is a crafting. Every individual needs to be crafted. They have to understand the strategic implications, they need to be taught how to think critically and creatively. The very volatile world that we live in with globalization, urbanization, mass communications, climate change—all these things weren't even in our vocabulary when I was a second lieutenant, because we were focused on the Cold War. And now our threats are more likely than not, the future threats are less about kinetic threats, somebody shooting at you, and more like what happens when a city of 24 million people gets hit with a tidal wave. And then what do you do? And you're a second lieutenant and you get put in charge of a bunch of people in that environment. There's no way that you can possibly teach a second lieutenant how to handle every single one of those situations. Whereas when I was a second lieutenant you had a cookbook, you followed the cook book, "Don't deviate outside of this, you'll be good." Now we have to encourage them to look outside of the four corners of their little world and figure out how what's on the right and the left is gonna impact their operation. And, you know, the military talks now not about the unknown but the unknowable. So as an intelligence officer the unknown was pretty daunting. My job was to 17 figure out what wasn't known and how to go know it, how to collect that information. What we talk now about the unknowable, the implication being, you can't know [laughs]. You can come up with various constructs of what that unknowable thing might do, and how you cope with that, but it's literally unknowable, you'll never know. And so that framework has to be driven into the lowest levels because those kid—those are the kids that are gonna make it survive. They're gonna go into villages with people who are living primitively and try and infuse in them our democratic Western values, and help them with development and conflict at the most elementary level. And that is not something you can get out of textbooks at Norwich. You have to go out in the wide world and see that. I love the fact that Norwich has a very aggressive international program now, because that is absolutely - I am utterly convinced that the future of education has to involve an international component so that you see, touch and feel how other people live and have an appreciation for other, other value systems other than Western value systems. SY: Seems like anthropology classes should be required too. WL: Language class, anthropology class. I know it's awfully hard to do that when you have a technical discipline like electrical engineering, but I think that it's we are doing our nation a disservice if we don't educate our children and our young adults to live in an increasingly global world. Insularity is the enemy of America's success, it really is. So I'm utterly persuaded by that. And a little aside - when I grew up in the Army it was all about the Cold War, the Russians were our enemies, anything to do with Russia was like, "ooh." And so just as an example of how things change, in Bosnia in 2002 I had a Russian Spetsnaz colonel - full colonel, I was a captain - I had a Russian Spetsnaz full colonel working for me, doing collection plans for the intelligence that the Russians were doing in their sector. We had a Russian sector. And the guy's name was Colonel Volkov and I befriended the guy, professionally, not personally, I befriended the guy. And we ended up having a very good cordial relationship to the point where on Defenders of the Motherland Day in, I want to say it was February or March of 2002, he invited me to be his distinguished guest at the Defenders of the Motherland parade and ceremony. And I ended up getting placed in the front row right next to the CG, and the CG sat down and he goes, "You're in the wrong place, move back captain, you don't, you're not a distinguished visitor." And I said, "Actually, I am, Colonel Volkov invited me." And he looked at me like, "What? That doesn't make any sense." And Colonel Volkov showed me that cooperation, even in today's environment, is possible, you know when you get down to the human level. He invited us to that event and then held a private reception for us with vodka and smoked salmon and toast and cheese. And then we moved from to that private reception to his group's his little special forces bar on the Russian base and we drank there for like four hours. And then we were all trying to leave and one of the traditions is to cut the patch off your uniform and exchange patches. So I was in the middle of cutting my patch off my uniform and the colonel was looking very longingly at my Gerber knife, it was a very basic folding knife. And I said, "Sir, would you like my knife as a gift?" And he said, "I could never accept," through his translator, he was like, "I could never accept such a generous gift." And I said, "Come on it's a thirty dollar knife," and I put it in his hand. And he goes, "And I must repay you." So he takes me to his private quarters. Now you have to keep in mind I'm on a Russian Army base in the middle of Bosnia and me and this colonel walk off into the woods arm and arm, half in the bag. And I'm gone, and all my 18 colleagues are like, "Where did Lyons go?" So I disappeared for an hour. He took me back to his private quarters. We drank Slobovicz and chatted a little bit down there, and then he reached into uni-his closet and he took his uniform, and he took every badge off his uniform and he said, "Is this a good enough gift?" And I was dumbfounded like, I have now all these Spetsnaz badges from Russia. And I said, "Sure." I'd have taken two, but I'll take it, you know? So I put it in my pocket, we had another shot of Slobovicz and then it occurred to me, "Oh my God, like I've been gone like an hour with a Russian Spetsnaz colonel and if they're not totally freaking out, something's wrong." So we go back and you know frantic, "Oh my God, thank God you're okay." And I went back to Eagle Base that night and I just reflected that a mere three years earlier we were mortal enemies, and to have that experience at that juncture in my life was just remarkable, remarkable. And it just proof positive that whatever today's situation is three years now it is not what you think it's gonna be and and and if Norwich doesn't produce people that can anticipate those changes and be ready for those challenges. You can't know them all, but you have to have the intellectual capacity to cope with them all, to adapt to them all. SY: And not knee jerk prejudices against entire peoples and populations or religions, right? WL: Exactly. SY: Because lo and behold [laughs]. WL: Yup, exactly. So that really opened my mind up to how important it is be, and I used the word agile because you have to be intellectually agile. You have to understand and perceive on a very subtle level all the little changes that are going around the world, and if you're not capable of doing that, you know, we're gonna make colossal strategic mistakes. The strategic corporal is gonna make a big blunder and jeopardize an entire national security strategy. And who better than to do that than citizen soldiers that have one leg in the civilian world and understand things from the civilian populous point of view, and one leg in the military world who have a greater appreciation of military strategy and tactics and operations. I think the citizen soldier brings that dimension to, a very much needed dimension to the national security strategy. And incidentally many senior Army leaders after thirteen years of war get it, they have had reservists in their headquarters and have had one on one contact. I myself, my boss in Iraq was General Barbara Fast, active duty, one star promotable, and I was in her office one day and she was briefing me-not briefing me but, you know, bringing me up to speed on a particular initiative [coughs]. And she says, "What do you think of this?" and I said, "Ma'am I think that's really awful idea." And she was startled, she said, "Nobody talks to me that way. Why do you talk to me that way?" And I said, "Ma'am, I'm a Reservist. If I can't be honest with you than I'm doing something wrong. If you like my advice and change your plan because I was honest with you, then good, you changed the plan in a way that I think is constructive. If you don't like my advice and you say, 'piss off,' I just say, 'good,' because you know I was heard, different ideas were on the table, and I wasn't a yes man." So I said, "Ma'am, you're always gonna get a very honest answer opinion from me. You might not like it but it's gonna be a very honest and direct opinion." And she goes, "You know, I have like twenty majors that work for me" (at this point I was a major). She's like, "You know nobody, nobody gives me honest advice, you're the only one." And from that point forward I was her go-to guy for the "is this a stupid idea or a good idea or whatever." 19 SY: So what do you think gave you the chutzpah to be able to do that, to sort of to speak your mind in that context? WL: I think it was a lifetime of of—first of all confidence in your analytical abilities which I, I've always been fairly confident in my analytical abilities. But I think it was the, you know, the lifetime of values thing, the integrity that my parents inculcated in me, and the school inculcated in this this this, "Always stand up for what's right approach." And, you know, the truth of the matter is you know we live in a somewhat political world so you do have to when to pick your battles and not everything can be a fight because that person gets nothing done. But you really have to be perceptive and know when is the right time to speak your mind and make your thoughts heard. And if you're judicious and thoughtful about it you'll get a reputation for being the one that can be called upon to consult with in tough situations. And I, I've been fortunate that that's been the case for me. I've been counsel now to people that I started as company grade officers that are now generals, and it's satisfying and rewarding when somebody calls you up and says, "Hey I got this, you know, this really tough problem, just wanted to talk to you about it, you know. I don't need an answer. I just want to talk it out." And it's very satisfying, it really is. SY: I can imagine, you know it's interesting at this point I've done a bunch of these interviews and in my experience it's reservists and ah helicopter pilots— WL: [laughs]. SY: Who their identity as citizen soldiers is about, you know, standing up for what you think is right even if it is pushing back against authority. And then people who are more Regular Army, that is not their mentality. It's interesting. That's what I've observed so far, yeah. WL: One of my, one of the, my, the deputy intelligence officer for Iraq, he was our boss for a little while, and he was responsible for the day-to-day operations and General Fast was the big thinker policy person. So Colonel Boltz is the guy's name, he's a Norwich guy, Norwich, I want to say '78, '79, Steve Boltz. He's currently the Deputy G-2 for U.S. Army Europe, fantastic guy. So he would come into our—we were behind a purple curtain believe it or not in our little headquarters, and he would come in and he would flip the purple curtain open, and me and my buddy who was Ponce, this guy's name was Captain Ponce at the time, he's now Colonel Ponce. He'd go with his really strange accent, "Ponce, Lyons, tell me the truth, all my majors lie to me and you're the only ones that tell me the truth!" And we'd sit down and we'd have an hour long bull session with this colonel because he could trust us to just tell us the way it was. And when we were flat out wrong, he'd explain it, he'd mentor us and say, "Just because you have the chutzpah to be honest with me. I'm gonna invest in you and, and mentor you." And so Ponce and he actually ended up being very close friends, and Bill just visited him in Europe like just two months ago. And he's just a fantastic guy, fantastic leader. I mean he was the, he's the classic guy who got to colonel speaking his mind but couldn't get to general because he spoke his mind. That's Steve Boltz and I appreciated him for all of that he was a really straight shooting kind of guy. Really, really cool. SY: So it seems like you've seen examples of really toxic leadership and really good leadership? 20 WL: I have, yeah, yeah. SY: And I'm wondering if I have more questions to ask you about that. I mean and you've served, you've served at all your deployments as an officer. WL: I have, yeah. SY: And I guess how do you think the experience is different um for somebody - I mean this is such a huge question - but for somebody who's enlisted. I guess I've been doing interviews in part with some people who've dealt with PTSD and it seems pretty clear that PTSD is more prevalent among enlisted men than officers, and I don't know if that's true or not true but do you have thoughts about that? WL: Yeah, it's not my experience. I think that officers tend to manage and conceal their PTSD because they're expected to. You're expected to be the tough one, the guy that keeps it all together, but there's ample opportunities, ample examples of officers that didn't keep it together. I'll give an example, my, my brigade commander, a guy whose name is escaping me at the time, he had the single largest military intelligence brigade ever assembled, seven battalions. It was huge and he was responsible for Abu Ghraib, the intelligence side of Abu Ghraib. And I remember being summoned to his office and a guy named Jonathan Carpik came to me and he, Captain Carpik, and he said, "Hey Colonel." I can't re—he's the guy pinning the medal on in my picture, and I can't--I'm just drawing a complete blank as to his name. He said, "He wants you in his office." Now he had this little closet of an office, it was literally a closet with a desk in it. And so I went and the door was maybe three inches open and I could hear sobbing inside. So I was like, "Well that's weird." So I knocked on the door and he said, "Come in," and I kind of cracked the door a little bit and he said, "Come on in Lyons." He was visibly shaken, and he looked at me he goes, "You know I never thought I'd say this, but I hate my job and I hate my life." And that was a full colonel in the middle of a combat environment. And if that's not PTSD I don't know what it is. So, you know he clearly was struggling like the weight of the world around him. I myself struggled with survivor's guilt coming home. SY: Can you talk about that? WL: Well I spent about a year in therapy just coming to terms with the various losses. Two guys in my unit got killed, Travis Fredrich and um Gregory Bellanger two, one was a cook that was on a convoy, the other was an intelligence interrogator who was killed in a in a mortar attack. And that was a bit of a loss and I came home and my Norwich class president Rob Soltes was killed shortly thereafter. He was an optometrist on a Civil Affairs mission in northern Iraq and he got hit by a VB IED and he died [coughs]. So those were very traumatic experiences for me, and what it resulted for me was you know those were lives that were lost. And first of all it could have been me and maybe I would have felt better it was me so that their families didn't experience the loss. But it also made me reexamine all of my own priorities in life, like and this is gonna sound trivial and trite, but how can I live better to make their loss worth it? So that's really been sort of the driving force behind my life since then. And then my bo--my roommate in Bosnia, a guy named Harold Brown who's from Bolton, Mass., Army Reservist, he ended up getting recruited by the CIA when we left Bosnia. And he ended up being an intel operative for 21 them. and he is the one of the guys that gets killed in Khost in the movie Zero Dark Thirty. That was what? Four years ago now, Christmas-ish? That was a huge loss, I mean that was very very traumatic. He and I were very close in Bosnia. We stayed close. So I still work with his family and we try to remember him every year. It's a very big loss, so. SY: I also would imagine coming home and then the Abu Ghraib scandal breaking would also be a bit of an existential crisis in addition, right? WL: Yeah. Well I and Ponce ended up being interviewed extensively, ah what's an AR-15-6 investigation, which is an investigation into potentially criminal activity. It's like a precursor to like a grand jury type of investigation. A guy named Major General George Fay came and interviewed us because of Abu Ghraib. And I was interviewed extensively as was Ponce, and you know looking, they were looking deep and desperately to try and find the trigger that caused all that and I mentioned I don't think it was anything specific, I think it was just pervasive. But um, but reliving all of that was very, very traumatic. And I'll tell you probably one of the weirdest things that I experienced in Iraq was at six months under the Geneva Conventions if you are a detainee you are entitled to a review of your detention. And so in August, which was roughly two--six months after the war started, we had to start reviewing all these cases. And I was appointed the guy that was gonna be the intel person coordinating the review of all the files. So there was an MP officer that was reviewing for threats, and there was an intel officer reviewing to determine if there was intel value in that detainee and whether we should keep them for the intel value. And so we were reviewing all these files and we literally had something like 14,000 detainees at this point, and I'm reviewing the earliest ones first because they're entitled to their review. So one of the first manila folders I'm handed, handed has a detainee number on the, you know the little piece that sticks out, index, and a name. And you open it up and there was nothing in it and I go, "Hey anybody have the information on this file?" "Oh no, I didn't see anything." So I called down to the detention center I'm like, "Hey I got this manila folder with nothing in it" [laughs]. And they're like, "Yeah that's all we got." I'm like, "Well how am I supposed to make a decision on that?" you know, "Go debrief the guy and find out what the circumstances of, at least the circumstances of capture were." So somebody goes into the pen and now this guy's been tied up for six months and when they go, "So you know what's the circumstances?" And so he was walking back from the hospital after carrying his daughter several miles to the hospital, dropped his daughter off. On his way home, um, the 3rd Infantry Division captured him because he was out past curfew. Got rolled up, sent to Camp Cropper, then sent off to Abu Ghraib and had spent six months wondering what happened to his daughter, wondering if his family knew where he was, wondering anything. And so, I mean if we didn't make an enemy out of this guy I don't know what would, right? So I reflected a lot of that. That definitely troubled me, you know, as I, as I came home and unwound from the war that. That, you know, that haunted me a bit. So, you know, PTSD comes in a lot of forms. Those are my forms. And there are all different forms, you know. It's… SY: Yeah I talked to a guy last week who was in Vietnam and Korea. And in his words he was "cuckoo" after Korea, that's what he said. So he was, he had PTSD after Korea. And he said oddly he healed himself in Vietnam because in addition to you know developing a missile, he 22 personally created these two humanitarian missions. So like they took some rice from the Viet Cong and the Army was gonna burn it and he was like, "Yeah I'm taking that over to that village," right? There was another instance where he took the packing crates and brought it over to build a school. And he said really beautifully that he was able to maintain his sense of himself as an ethical person even though he was doing other things that he didn't feel good about. Because of that he was able to, to not feel so messed up when he got home. WL: Yeah, it's a good outlet. I think everybody, that's really what you need is an outlet. SY: Yeah, and maintaining a sense of yourself, right? WL: Yup. Yeah absolutely. I spent the last—the first—when I was deployed my mayor got voted out of office so I came home to no job. SY: Oh no! WL: So while I was trying to figure what to do a friend of mine said, "Hey, we're gonna start an engineering company. Do you know anybody that'd like to run it?" and I said, "Well, me." So I took that job and the weird thing was for the first two or three months I couldn't do anything. I would sit in front of the computer and stare at it, do internet searches about the war, because I needed the "vig," you know, the excitement of being engaged. And it just occurred to me one day I was like, "I'm a basket case [laughs]. I am totally lost." And that's when I decided to seek counseling because I knew that there was something wrong with me, and it was very standard behavior for somebody that was so amped up 24/7. I worked eighteen hours a day on military stuff and then [snap] gone. SY: Welcome home! WL: Yeah, welcome home, get normal, put a suit on, sit in front of the computer and and build a company. I was like uhh…. SY: Ahh! [laughs] what do I do? WL: So— SY: Did you have that hypervigilance stuff too that a lot of people describe? Like scanning and— WL: No, I, I honestly didn't. I did some pretty crazy stuff in terms of convoying in Iraq, but I never felt like the, and some people describe it to me as sort of the razor's edge experience, like you feel like you're right out on the edge of stuff. I did a lot of convoying in the Highway of Death and I don't know why but it never, and I was very very, I was very attuned to the threat and I did everything that I was supposed to do, but I never felt that particular high. The high I felt was more about working with Special Operators to identify targets, and to me that was the most exhilarating thing that I could do. So I, you know convoyed to Tikrit, and I convoyed to out to Abu Ghraib a bunch of times. I convoyed to Babylon. That was a wonderful experience, I got to explore all the ruins. Oh it was just fantastic experience, just very, very, um, very rewarding to do that. And yeah, I mean I spent a lot of time on my way out to visit other agencies that I 23 needed to coordinate with as part of my responsibilities. And it just never occurred to me, I knew how dangerous it was but it never felt as exhilarating as the other parts of my job. SY: Hm. That makes sense. WL: The other people that worked for me were like, "Why do you go out so much?" you know, "You shouldn't be so quick to go out on these convoys." I'm like, "But it's my job. I need to talk to these people." They're like, "Use a phone." I'm like, "I can't get the same information on the phone, I gotta go talk to these people," so. My driver who was uh, Freddy Klein, who probably would much have preferred that I did not go out. He tried on numerous occasions to talk me out of my road trips but he and I almost met our fate, we got shot at from behind by our own people who discharged a weapon when they shouldn't have, and it went right between us. I was sitting in the passenger seat of the truck and he was sitting in the driver's seat of the truck, went by his ear by about six inches. Yeah it was a pretty interesting day. So that's the closest I came to getting shwacked. SY: That's pretty close [laughs]. WL: It was a big, there was a night we got 57 millimeter rockets raining on us, and so that was another fairly close call. It was quite the experience to say the least. SY: How'd you get that teacup? WL: So, um, when I went to the, I think they call it the Al Faw Palace, it's the the palace that was in the middle of Camp Victory. Camp Victory was actually forming at that time, like they just barely had the perimeter secured when I showed up. And I had this guy who was a Marine Corps Major, a guy named Bob Sirks who was nominally my boss for three weeks or something. And he goes, "Have you been in the palace?" Now the palace was supposed to be off-limits, we weren't supposed to go there. I said, "I haven't." And he goes, "Let's go in." I said, "I don't know." He's like, "There's nobody over there, nobody will ever know." He's like, "I've been inside, it's cool." I said, "Okay." So we, we found a way into the building, I don't even remember what way we got in and it was opulent - gold toilet seats and gold leaf everything. And so he goes, "Hey, let's go in the kitchen." So we go in the kitchen and this huge china set, now this was a palace, one of the many palaces that Saddam used, but this huge china set with the tea cups and everything just left untouched. It's just sitting there. And he's like, "Oh let's get a souvenir." I'm like, "I don't know, you know." He's like, "Oh just a tea cup." So, "alright just a tea cup." So he gets a tea cup and I get a tea cup and he goes, "Now what?" I said, "That's enough for me." And so he took a whole bunch of other stuff and I was like, "Well I got my one war trophy, I'll take this." So that was the tea cup story, and that particular day, again because there was nobody in the palace. There are a whole bunch of pictures in my CDs of being inside the chandelier which is a totally cool experience. There's a chandelier in the pictures and you can actually go inside the chandelier. SY: I somehow must have missed that set of pictures because I—you know what? Maybe there were two Iraq discs and I only looked at one. I'll go back and look later. 24 WL: Yeah, that was cool. And then there's a picture of me on the roof, and there's a hole in the roof so it's kinda like straddling my, I'm straddling the hole. And that's where a JDAM1 went through the roof and then you can see the picture of Saddam's bedroom that's blown to smithereens. And so that one bomb went down three stories and basically blew up on his bed. Of course he wasn't there, but the intent was to target him. And that was really proof positive that I was on the right side [laughs] just to see to see the technological advantage that we had. It was really really amazing. And the rest of the building was intact. It was just that room that was blown up. Everything else, the tea cups were all where they were supposed to be, the, nothing was affected outside of that. I mean it was really— SY: The building wasn't even rattled enough that the tea cups fell? WL: Yeah it was it was totally illus—illustrative of how we were— SY: Illustrative? I never know how pronounce that word, yeah. WL: Yeah you get the message. It was the, technical, technological overmatch was on, you know, absolute display in that, in that particular moment to me. It was really amazing, really amazing. SY: What'd ya think when you were walking though Babylon? WL: You know that was almost surreal. The Marines had kind of secured Babylon to prevent looting, and they hired the chief archeologist of Iraq to give tours. So this guy who was Saddam's chief archeologist showed us around all of the ruins of Babylon. And one of the weird things is that Saddam had—he was very envious of Nebuchadnezzar, the king that ruled Babylon. And he built a huge castle above Babylon to show his supremacy, but he later thought better of it and he wanted his castle built on top of Nebuchadnezzar's castle. So he actually in the process he sank Nebuchadnezzar's castle because it was on filled marshlands. So you can see the sinking process going on because stacked all these bricks with his stamp on it over Nebuchadnezzar's bricks with Nebuchadnezzar's stamps on it. But we saw the procession street where he had all his military parades and civic parades, the Lion of Babylon was still there. We got—I got pictures in front of the Lion of Babylon. It was a very rewarding experience. I can't say that I had a very classical education and that sort of stuff so I was kind of learning it on the fly with the chief archeologist of Iraq, so I guess you couldn't ask for a better teacher than that. It was a very, it was a very interesting experience. Very fun. SY: That's pretty cool. I have to head to Northbridge soon and I want to beat some of the traffic. WL: I got to go pick up my kids. SY: Alright, any last thoughts? This has been a fantastic interview. WL: Oh it's my pleasure. Um no. I, you know I will say that I owe my success to Norwich and to a number of leaders that were Norwich, and weren't Norwich, along the ways. One of my best friends is now a commander of my command in the Reserves, the military intelligence readiness 1 This is an acronym for Joint Direct Attack Munition (JDAM), a bomb guidance system. 25 command. The guy's name is Brigadier General Gabriel Troiano. He's not a Norwich guy but he exemplifies the citizen soldier in my mind. He was my boss in Bosnia, he was my boss in Iraq, and now he's a brigadier general and that to me is proof positive that the right values system and the right leadership really does make a difference. It really makes a difference and I applaud Norwich for staying on that path all these years, and I hope that they stay on it. SY: Yeah, hey thanks! WL: My pleasure.

XA VOL. IX. NO. 2 APRIL. 1900 ooTheO O Oettysbuf! Mercury CONTENTS. Arbor Day Hymn 35 Our Country's Safety 36 Miscellaneous Column 39 Duties of an Alumnus to His College 43 An Evening- Reverie 44 The Duties of an American Citizen 45 A Strange Apparition 47 The Healing- Influence of Time 48 Editor's Desk 49 A Science Unfriendly to Sensi-bilities 53 An Outing- 55 Chief Incentives to Higher Edu-cation 57 Destruction of Forests and Ex-tinction of Wild Eife 59 Railroads in Turkey 61 Leaving- the Nest 64 Exchanges 65 FAVOR THOSE WHO FAVOR US. TkJ. For Fine. Printing go to CARLISLE ST. GETTYSBURG, PA. C. B. Kitzmiller Dealer in Hats, Caps, Boots and . Douglas Shoes GETTYSBURG, PA. R. M. ELLIOTT Dealer in Hats, Caps, Shoes and. Gents' Furnishing Goods Corner Center Square and Carlisle Street GETTYSBURG, PA. EDGAR 5. MARTIN, ^CIGARS AND SMOKERS' ARTICLES. t^" f^F? ^F* Chambersburg St., Gettysburg. Have you got to ■■■■ speak a piece? Well, we don't know of any kind of " effort," from the schoolboy's "recitation" or the schoolgirl's "rend- S ing," and along through the whole school and college career, down to the " response to toasts " at the last m "claee dinner," that ia not provided for among t— Commencement Parts, including "efforts" for all other occasions. (1.50. Pros and Cons. Both sides of live questions. $1.50. JBJ Playable Plays, For school and parlor. $1.50. ™ College Men's Three-Minute Declamations, $1.00. _ College Maids' Three-Minute Readings. $1.00. B Pieces for Prize-Speaking Contests. $1.00. Acme Declamation Book, Paper, 30c. Cloth, 50c. | Handy Pieces to Speak. 108 on Depurate curda. 60c. _ List of "Contents" of any or all of above free on re- ■ quest if you mention thin ad. ■ HUfDS & NOBLE, Publishers 4-5-13-14 Cooper Institute K. T. City Schoolbooks ofallpublishers at one store. .THE. GETTYSBURG MERCURY. VOI,. IX. GETTYSBURG, PA., APRIL, 1900. No. 2 ARBOR DAY HYMN. TUNB—"America." [By PROF. S. F, SMITH.] Joy for the sturdy trees, Fanned by each fragrant breeze, Lovely they stand ! The song- birds o'er them thrill; They shade each twinkling- rill ; They crown each swelling- hill; Lovely or grand. Plant them by stream and way, Plant them where children play And toilers rest. In every verdant vale, On every sunny swale— Whether to grow or fail, God knoweth best. Select the strong and fair ; Plant them with earnest care ; No toil is vain. Plant in a fitter place, Where like a lovely face, Let in some sweeter grace, Change may prove gain. God will his blessing send, All things on earth depend, His loving care Clings to each leaf and flower, Like ivy to its tower, His presence and his power Are everywhere. 36 THE GETTYSBURG MERCURY. OUR COUNTRY'S SAFETY—THE PUBLIC SCHOOL. IT has been said: '' The wars of the world are the mile-stones of history.'' Our country has just passed the mark of another mile, a mile which has proved a glorious epoch in her career. Battles have been fought and victories won, and our nation is the conqueror, and, at the close of the recent Spanish-Ameri-can war, our people find themselves possessed of an increase of the same feeling which has always characterized our nation. It is not the triumphant feeling which the conqueror has over his vanquished foe. It is not the exultation of a successful combat-ant. It is a deeper feeling and one which brings more real pleasure to the hearts of our people than the mere gratification of the desire for victory. It is the feeling of safety. Who can have more pleasure than the little child as he plays within sight of his parent, and knows that any attempt to harm him will surely be resented ? How well the tired soldier enjoys his sleep when he knows that trusty guards surround him. Few of us ever allow fear to detract from the pleasure of a trip on the railroad; we feel perfectly safe. likewise, how much the citizens of our great Union enjoy our prosperity when possessed of that same feeling of safety. And what is the cause of our great confidence ? Is it our strength of arms ? Russia is one of the mightiest of all nations in military and naval strength ; yet if she were deprived of her pres-ent efficient corps of ever-watchful civil officers and her complete secret service, internal strife would instantly cause her downfall. Does the cause of this feeling lie in our great numbers? No. China, the most thickly peopled country in the world, has been imposed upon for centuries, and is still being imposed upon, by countries which have much less population. Perhaps it is in our possession of large amount of territory. But Spain, our late opponent, at one time possessed of vast amounts of territory, has not been safe. It may be because of our present sound financial condition. But our financial condition has not alwa}'s been sound, and although at times our country has been plunged into great distress thereby, in no case has that feeling of security disappeared. This sense of safety which prevails in the United States to-day does not spring from external causes. It arises from an internal cause, and that is the superior mental development ofour populace, THE GETTYSBURG MERCURY. 37 brought about through free education. Our safety is the public school. The frequent crises through which our government has passed have taught us that no matter how perilous the circumstances, our people are equal to the occasion. They have true patriotism, which can only be inspired in those who have had some mental training. It is true that many who have not used the advantages which have been offered are, nevertheless, loyal citizens and devoted servants of their country. But the highest love of country can only be conceived by one who has enough mental training to comprehend reasonably well the workings of his own government. And when our people use—as they have been using—these oppor-tunities for free education, and by this means are able to cast their votes intelligently, we cannot help believing that the public school is our safety; for it is the votes of our common people that control our government. One of the greatest perils of any country is the ease with which the votes of the illiterate man can be influ-enced, but the educated citizen very seldom allows his opinion to be changed. It requires only a glance at modern history to see that those nations that have had the best free educational systems have the truest citizens, are most prosperous, and are possessed ofthe highest degree of safety ; that those whose intellectual standards are lowest are the ones who have had the least success in governing, have lost the most territory, and are now either in peril of downfall or in a state of entire subjection. The stability of the German and English governments is un-doubted, and their excellent schools are unrivaled. Free educa-tion is offered to all in France, Norway, Sweden, and Italy; and these governments are safe. On the other hand, the average Spaniard's lack of mental capacity is the result of the failure of his government to provide him with sufficient free schooling, and the feeble condition of the Spanish nation is only too evident. Only about three per cent, of Russia's immense population are able to read and write, and she is totally devoid of the feeling of do-mestic safety. China has no free schools. The government of Hindustan has given way to a more highly cultured conqueror. Not one out of a hundred Filipinos has ever examined the contents of a book. And the fall of the illiterate Turk is not far distant. The security of a nation is in direct proportion to the efficiency 38 THE GETTYSBURG MERCURY. of its public school system. And in this respect our nation stands among the highest. Our people are among the most enlightened of the world. They know how to run our government. It is not necessary that that work be left in the hands of a few intelligent despots. Our proportion of illiteracy, as compared with others, is extremely low. What a rare thing it is to find a young man now in these United States who cannot read the names on his ballot. And why is this ? It is not only because all over this land the doors of the public schools stand wide open, ready to receive him, but also many of our states have adopted laws which compel him to enter, and to spend a portion of his life in the school-room. With such a beneficial system of schools as this, it is no wonder that a feeling of safety prevails. And if we feel safe for this reason now, we have great cause to believe that our country is destined to be still more secure. Our nation is yet young. England and Germany have existed for many centuries, but we are not much more than one century old. Yet, our common school S3Tstem bids fair to rival that of either of these countries. Give us time and we shall excel both. And while we are growing in this respect, we are growing also in security. And this security shall increase, for our government recognizes the importance of increased mental training for her people, and her intention is to enlarge the facilities for obtaining it. We shall surely prosper; our foundations shall remain firm, because we have come to realize that our security does not lie in force of arms, in numbers, in possession of territory, or in a sound financial condition, but in the education of our people, and that the safety of the United States is the public school. —"NESCIO." " "Tis better far to win a heart That's loyal, kind and true, Than take a city from the foe, As mighty warriors do. For city walls are battered down— Such triumphs have an end ; But heaven and eternity Encompass friend and friend." It is better to inspire the heart with a noble sentiment than to teach a truth of science. —EDWARD BROOKS. THE GETTYSBURG MERCURY. 39 "MISCELLANEOUS COLUMN." Scientific American, February 2nd, 2900 A. D. [Read at "Junior Special," rendered in Phrena Hall, February 2nd.] THE editorial management wishes to apologize to its readers for the lateness of the present issue and to offer in explana-tion, that the auto-feediiig-electro-hypopueumatic printing-press to-day refused to turn out over twelve thousand copies per second, and despite the most careful investigation by our best machinists the trouble was not located until late this afternoon. The perpetual motion-motor, it was finally discovered, had a cog broken out of the main epicycloidal wheel, of course lessening its working power very much. In the future we hope nothing will interfere with our usual prompt issue of the paper. A report has just been received at our office that great conster-nation is rampant at the central station of planetary communica-tion, because of the failure of the receiver of the wireless 'phone in the metropolis of our neighbor planet, Mars, to record the message sent by our Transportation Syndicate, regarding the proposed scheme of establishing a line of aerial transportation be-tween these two sister and friendly planets. The cause of the trouble in Mars cannot be imagined. It is earnestly to be hoped that their long distance receiving instrument which in delicacy, certainty, and accuracy of impres-sion is far superior even to our own, will soon be in working order again, and negotiations between these two syndicates be resumed. If an agreement can be made the line will run straight through from Mars to Chicago where the terminal will, in all probability be built, with no intermediate stations except a fifteen minute stop at the Moon for luncheon, provided the climate of that celectial orb does not prevent. VIVIFACTION PROCESS IN HISTORICAL INVESTIGA-TION. The electro-galvanicpropozone process of vivifaction for the restoration of life in deceased bodies in which decomposition has not too far progressed, one of the century's greatest inventions, is now employed by historical associations in their researches. The Boston association monopolizes this new application of the process by patent in America and is using it to great advantage on Egyptian mummies, which, in case the memory has not been too seriously impaired by prolonged inactivity, will, in answer to 4o THE GETTYSBURG MERCURY. properly directed questions, give very tolerable verbal accounts of the life and times of the dim ages in which they formerly lived. Professor Sage, of this fortunate association organized for the purpose of original research, after patient efforts with the mummy of Rameses II, succeeded in bringing the renowned king of tyr-anny and persecution to consciousness, and by a rigid examination conducted in the ancient Egyptian tongue, secured many facts of the greatest historical importance. When Rameses was asked what he had been doing since he left this mundane sphere so many centuries ago, he gasped and cried out in great terror, "Xege ! Xege!" which being translated into English is "water ! water !," and falling back would have fainted, had the professor not promptly applied smelling salts to his nostrils, thus making further exami-nation possible. Conservative theologians who yet adhere to the superstition of less rational ages, viz., that there is another world where oxi-dation, chemically speaking, continues interminably, have attached a great deal of imaginary significance to his exclamations calling for water, confidently asserting that had Rameses known of the progress the world has made in invention he would have called for a Babcock fire-extinguisher. To discuss this question, however, does not lie within the province of a scientific journal. BY SPECIAL ETHERO-GRAM FROM PHILADELPHIA. ' 'The government medical board was puzzled last evening by a queer case of disease discovered among the south tenants of this city. The city physicians in special meeting determined that it was a reappearance of a malady known to earlier ages as consump-tion." This is the first case on record since the twenty-third century, when that dread disease was conquered by the celebrated medical discover}'of A. D. Ketterman, an obscure chemist, the great grandson of the renowned and eloquent preaching evangelist P. H. Ketterman, of the twentieth century. Thus is called to mind the achievements and genius of the chemist's great grandfather, who we find by reference to the encyclopaedia, converted the entire population of Gleuville, the "Babylon" of the world in that century. The destined pulpit-orator early showed religious inclinations. By reliable chroniclers it is asserted that even during his college course he would burst THE GETTYSBURG MERCURY. 41 forth in pious exclamations, quoting Scriptural names as if by inspiration, especially, it is said, after examinations, very much to the astonishment and edification of his companions. It will be remembered that the great preacher was the last master of the L,atin language in the world's history, whose style possessed in every respect the polish and purity of the Augustan age. Although the authorship is much disputed, it is generally believed by scholars that he wrote that celebrated epic, depicting the trials of a student on his weary pilgrimage through the muddy realms of learning. This sublime poem seems to have burst from the heart and experience of the poet-preacher. What school-boy is not familiar with the well-known couplet beginning this famous poem: " Greekibus—cramit, Flunkibus—damit!" The remainder of the poem can be found in any library of stand-ard literature. THE LATEST INVENTION. A machine christened the hypoelecto-chronogxaphic indicator for the accurate measurement of the energy and rapidity of the vibrations of the cerebal nerve-fibres, and exact determination of the algebraical formulae corresponding to the chemical reactions in nerve tissue changes during process ol thought and feeling, has recently been patented by a young inventor named McCarney. The machine is to be used in testing the qualifications of students for admission to colleges instead of entrance examinations, since it will not only more accurately indicate the capacity and attain-ments of the applicant as well as show whether he shall be a poet, orator, mathematician, or philosopher, but it will prevent cheat-ing, a practice which has been growing for many centuries. When the machine was applied to the head of the inventor, the indicator whirled around on the dial, coming to a standstill at the formula A s S. In order to test the machine as to whether it would always register with uniform accuracy, the inventor had it applied to his head several times but every time the pointer turned round with marvelous promptness and rapidity to the above mentioned formula, obstinately refusing to move the thousandth part of an inch, no difference to what part of the inventor's head the instrument was applied. The inventor is a lineal descendent of the famous Irish orator McCarney, a school fellow of the evangelist Ketterman at the 42 THE GETTYSBURG MERCURY. National University, known in his day as Gettysburg College, and possesses all the mental characteristics of his illustrious progenitor. MUSICAL COMPOSITION UNEARTHED. A musical composition of the first order has been discovered in an old cannon, unearthed on the ancient battle-field of Gettys-burg, which is causing much discussion as to its authorship in music circles. The name is somewhat obscured and although the first three letters Moz— are distinctly legible it cannot be deter-mined whether the remaining letters are —art or —er. The fact that it was found on the scene of the latter's early training and the high quality of the production incline us to the belief that it is the work of the later and more brilliant genius. ADVERTISEMENTS. All aerial machinery, flying machines, storm preventers, cyclone traps, rain producers, etc., etc., repaired promptly and to order. Terms moderate. Work satisfactory. Respectfully soliciting your patronage, ALUMINUM FOUNDRY CO., Pittsburg, Pa. RELICS FOR SALE. Bicycles, automobiles, phonographs and many other quaint and curious remains of the dark ages. ARCHAEOLOGICAL ASSOCIATION AND SYNDICATE, Boston, Mass. TO STUDENTS I ! ! Auto-Greek and Latin-translator; easiby concealed in vest pocket; runs two hours with one winding and will meet the requirements of any ordinary examination. Price $2.00. Satis-faction guaranteed. Also LATE SPECIALTY ! Auto-essay-writer ; easy to manipulate ; will write any thing but poetry and love letters. Correspondence strictly confidential. Price $2.00. For sixty days we will mail in plain package both the auto-Greek and Latin translator and the auto-essay writer to any address for $3.00. HINDS & NOBLE, (Incorporated 1887,) New York City. {In answering advertisements kindly mention the "Scientific American." mm THE GETTYSBURG MERCURY. DUTIES OF AN ALUMNUS TO HIS COLLEGE. HEINTZELMAN, '01. 43 MORE and more are educational institutions beginning to see the importance of keeping in close touch with their alumni, and recognizing the fact that their success and growth depend upon these former students. The world judges the worth of a college by the sort of men it turns out. Athletics may and do advertise a college, but a long list of able and honorable alumni gives standing to any institution and commands for it the respect of all men. This assertion needs no other proof than that afforded by the older universities of our country. Their lasting glory is not in football and baseball teams but in the long line of illustrious sons to whom they point with just pride. To particularize, we would state, so must it be with our own Gettysburg. When the glory of the athletic field long since shall have faded, the world will look to the men who delight to call her Alma Mater, and in them see the true worth of Gettysburg. We cherish the memory of those who have gone before us from these walls, and rejoice that there are those who are to-day reflect-ing honor upon our college. Thus we see to what a great extent the prosperity of a college depends upon its alumni; and, as this is the case, certainly every alumnus should regard it as his bounden duty to do all in his power to uphold the honor and dig-nity of his Alma Mater. Often do we hear of colleges complaining of a lack of interest, as manifested on the part of the alumni in showing their utter dis-regard and unconcern for all college affairs. The all-absorbing and important question is, " How the alumni may best be made to retain his interest for his Alma Mater." The alumnus, if left entirely to himself is apt to forget the color of the desires, purposes and ambitions of his college days ; and as he becomes more engrossed in the details of business or the anxieties of professional life, to denominate as boyish and foolish the very things which made up the best part of his college life. But if he were put there again, under like conditions, he would be as enthusiastic as the best of the modern students. On the other hand, the undergraduate often fails to appreciate properly the attitude which the great majority of alumni are forced to assume after they have been out a few yearsi Affairs of \ V 44 THE GETTYSBURG MERCURY. profession, business, church, society, and home create their sev-eral diverging interests among alumni and make demands on their time which cannot be evaded ; so that it is only here and there one is found who can control his engagements, money and time to allow anything more than occasional indulgences in the revival of the old college associations. While the warmest recollections may remain, and the most devoted regard for the college may still be found, yet these things make him seem a very indifferent al-umnus in the eyes of the undergraduate. In no other way is the interest of alumni more revived than in the alumni associations. Where alumni are numerous a small per cent, can be depended upon to form a body large enough to support monthly, bi-monthly or quarterly reunions. The duties of an alumnus to his fostering mother are not com-pulsory, but must be prompted by a spirit of love for the institu-tion that did so much for him. In times of distress and need he should come to her. assistance as he would to his natural mother. Thus we see the duties of an alumnus to his college are many and varied—all converging to this general principle, " to do all in his power to uphold the honor and dignity of his Alma Mater, and thereby continually keep pushing her to the front rank among the best educational institutions of the country." AN EVENING REVERIE. As I sit by the open window, When the toil of day is done, And gaze on the far off hillsides Enclosing the setting sun ; O'er me creeps a lonely feeling, But contentment fills my breast As I see the day declining And the approaching hour of rest. My thoughts are my sole companions, What happy thoughts are they ; For in my mind I see my friends, So near, yet far away. Oh ! what a happy moment, When sorrow flees away, And sadness has no place, In the closing hours of day. —" LAH.," '01. wm ■n I THE GETTYSBURG MERCURY. THE DUTIES OP AN AMERICAN CITIZEN. E. C. RUBY, '02. 45 WE often hear people expatiating about the glorious rights and privileges of the American citizen, especially those rights and privileges to which he is entitled under our form of government. With respect to these the American citizen may well be proud ; for he holds within his grasp powers for which citizens of other countries have long been contending. The citizens of every country have moral, social, and political rights. The American citizen differs from all other citizens in his political rights. This is due to the kind of government under which he lives. In America the citizen is guaranteed the right to worship God as he will; the right to assemble when and where he will ; freedom of speech, press, and petitions ; the right to keep and bear arms. Nor is this all. His house is preserved in-violate from search and seizure, and everywhere in all his rela-tions the shield of the law is thrown over his person and possessions. But the American citizen has likewise duties corresponding to his inestimable rights and privileges. Only in proportion as he recognizes and performs the duties devolving upon him are his rights and privileges of value to him. The citizen has his own destiny to work out consistent with the moral order of the world. All he can realize is made possible to him by his own nature, and he is responsible for the exercise of his own powers. Every American citizen has duties which pertain to the nation, the state, and whatever political division of the state he may choose as his residence. The duties toward the nation are true of all its citizens ; the duties toward the state are true strictly of the people who comprise that state ; so with regard to the smaller political divisions of the state. As the nation is the power that alone realizes the ends and purposes of government, it is by understand-ing the nation that the rights and dicties of American citizenship are learned. Foremost among the duties of the American citizen is patriot-ism— unselfish devotion to his country. If Americans will but catch the fire of patriotic zeal for their own country, there is room enough in history for the future generations to refer to their lives and their services as memories to be linked with those of Wash-ington and Franklin and Hamilton, of Lincoln and Grant and Garrison. Even at this present time the American citizen has an 46 THE GETTYSBURG MERCURY. excellent opportunity to show his patriotism by refusing to give encouragement or to lend aid and support to our enemy in the Philippine Islands. It is to be regretted that the American citizen sometimes loses sight of the true meaning of patriotism. It would be well for that one to put on his glasses and carefully study the following words from Henry Clay : " The high, the exalted, the sublime emotions of a patriotism which, soaring toward Heaven, rises far above all mean, low, or selfish things, and is absorbed by one soul-transporting thought of the good and glory of one's country, are never felt in the bosom of him who with-draws from his on account of his pride, vanity and egotism, and cannot see beyond the little, petty, contemptible circle of his own personal interests. That patriotism which, catching its inspira-tion from on high, and leaving at an immeasureable distance be-low all lesser, groveling, personal interests and feelings, animates and prompts to deeds of self-sacrifice, of valor, of devotion, and of death itself, is the noblest, the sublimest of all public virtues." Another very important duty of the American citizen is obedi-ence to the laws. Sometimes a law may seem to the individual cit-izen unnecessary or trivial, or may prove inconvenient. Never-theless, no one has any right to put his personal preference or con-venience before the laws which serve the public good. The government which guarantees to its subjects rights and privileges must be dependent upon another duty of the citizen— the payment of the taxes levied for the necessary expenses in main-taining that government. It would plainly be unfair that citizens should enjoy the benefits of a government without making any return. To vote may be considered as a right or a privilege. But it is also a duty, and one which ought to require as much faithfulness on the part of the citizen as that of obeying the laws, or of pay-ing the taxes. The duty of the right use of the elective franchise still needs to be learned by many American citizens. This is a duty which is required of every American citizen at some time or other. Finally, it is the duty of every American citizen to know his rights and to perform his duties ; to understand the privileges of his own government; to carry out its humane principles ; and to eradicate, by lawful means, all influences injurious to the peace and welfare of his native land. THE GETTYSBURG MERCURY. 47 A STRANGE APPARITION. CLARENCE MOORE, '02. A TERRIBLE night it was. The rain which had fallen in-cessantly for twelve hours had about ceased, but the wind had risen, and was blowing a perfect gale, causing sign-boards to creak and shutters to rattle. The streets of Gettysburg were deserted. Not even was a dog found wandering around on such a dismal night. The clock in the tower of the old court house had just struck the hour of midnight, when a man stepped out of the Eagle Hotel and started towards the Square, leaving behind a group of jolly friends. Turning up the collar of his great coat, and pulling his hat down over his eyes, to shield himself from the gale, he hurried along the deserted streets, eager to reach his home, just south of town. Sorry, indeed, did he feel for having ventured forth on such a night as this. Once, before he reached the top of Balti-more Hill, he had almost resolved to turn back, but thoughts for the one who he knew was anxiously awaiting his return drove away his fear, and he hastened on. As he passed the gates of the National Cemetery he thought that he saw some object moving ahead of him, but the arc light in front of the gate kept swinging violently in the gale, and he could discern little of the appearance of the object. A sudden fear came over the mind of the traveler, and he wished himself at home. Mustering sufficient courage to make a full investigation, he slowly moved towards this object of interest, and discovered that which made him shiver from fright, for the object before him was that of a large, broad-shouldered man, dressed in mili-tary attire, crouching beneath the branches of the overhanging pine trees, to shield himself from the terrible tempest. Seeing no means of avoiding an encounter, our midnight traveler cautiously approached the stranger, and in a voice that portrayed his feeling, thus addressed him : '' Who are you that dares to cross my path on such a night as this?" The tall figure straightened to his full height, and in tones commanding, but gentle, made reply : " Don't you know me ?" "No." " I am General Hancock." 48 THE GETTYSBURG MERCURY. '' You General Hancock ? What are you doing here ? Why are you not over there on your horse where you belong ?" The figure advanced a few steps and thus spoke : " When The Smith Granite Co. erected yonder monument to my memory some few years ago, they did their work well, but about two years ago a flash of lightning struck the monument, shattering the base and rendering it unsubstantial. In every storm my position is perilous, yet, through all this time, I have never offered to leave my seat. To-night, however, the shaking was more than I could endure. I have always tried to be a fear-less man, but to-night the thoughts of being tossed over by the raging winds, and hurled down over yonder hill, were more than I could endure, so I have left my steed to seek shelter beneath these lofty pines." " My dear General," exclaimed the belated traveler, in a ner-vous manner, " I have just come from the Eagle Hotel, and whom did I see there but Col. John P. Nicholson, Chairman of the Battlefield Commission. He'll give you both thunder and lightning if he catches you off your horse." At this reply the General, without another word, sprang across the road, leaped the high iron fence with a single bound, and hastily remounted the steed which he had left only a short time before. Though storms have since swept over Cemetery Hill, never again has the General offered to leave his seat. This weird tale may seem incredible to you, dear reader, and far be it from us not to offer an explanation of the whole affair. Our friend who beheld this scene had evidently tarried long at the wine, which caused his imagination to become aroused and his vision obscured. THE MEALING INFLUENCE Of TIME. C M. A. STINE, '01. AS we stand in the light of the present and look down the long vistas of history we see, here, the ruined city, the overthrown statue, the ravaged temple and the countless tiny hillocks which are graves ; there prosperity smiled upon a nation, and all was beautiful and peaceful; yet while we look, the broken columns vanish amid the grasses, the tall pillars of the empty temple become the tale of the mighty, empty vastness THE GETTYSBURG MERCURY. 49 which we call the past; the graves have vanished into the bosom of the earth, and the happy and the sad become alike in the dim, mellowing light. The shadowy, silent aisles of time present no glaring contrasts. Time, the destroyer, is also Time, the healer. There have been great revolutions, terrible massacres, convulsions of nature which have wiped out cities, but they are forgotten utterly or, if not yet forgotten, are spoken of without the emotions of bitter passion that they once held. The terrible suffering has long since passed from the recollection of men. How much emotion is ex-cited to-day by the narration of the lives and property destroyed, or the suffering entailed by the wars of a Rameses, an Alexander of Macedon, or a Napoleon ? Or take, for example, two more recent events in our own country. How much of the bitter hos-tility of the war of the rebellion still remains? Even the South-erners themselves have in many cases utterly changed their views. No one is ignorant of the destruction of the Maine. Only one short year has passed and yet we no longer feel the shock of sor-row and indignation which the mention of this event at first ex-cited in our breasts. Time changes our opinions, even as it soothes regrets. What once, we may have regarded as an unmitigated evil we can to-day look upon rather as a blessing. It is sure that the monastic system of the middle ages was regarded as a great evil, yet it is also true that it was the monks who kept alight the feeble spark of learning, preserving the priceless treasures of the literature of the past to us. Consider our own Washington. How men clamored for action, for a general who would do something, that winter at Valley Forge ! He had few admirers then. Yet how men have changed their opinions ! Listen to the sentiments of Lincoln. He said : "To add brightness to the sun, or glory to the name of Washington, is alike impossible. Let none attempt it. In solemn awe pronounce the name, and in its naked, death-less splendor leave it shining on." Of this changing of our opinions the civil war affords an excellent example. As we have already said, the change has been so great as to be almost incon-ceivable. Having seen that time certainly does exert so beneficient an influence, we naturally inquire for the causes. Let us first con-sider new associations. As we hasten on, busy with our life 50 THE GETTYSBURG MERCURY. work, we constantly come into new associations. People think differently, and we are influenced by their views. Our own views are broadened and we look at an event from many standpoints, whereas heretofore we may have regarded it only on the light of our own selfish interests. Thus our views are modified and changed, and what we heretofore have regarded as an evil may now appear to us as a great good. Again ; a higher system of education, as our store of learning grows with the centuries, makes itself felt. It, too, broadens us and widens our field of vision, and, in the case of individual sor-row especially, it furnishes us other matters with which to occupy our minds, and other thoughts to take the place of a great sorrow. As a third cause let us consider one of the facts which we know to be true of the human mind. We are so constituted that we have the power to forget. It is a psychological truth that parox)'sms of grief or of joy will return each time with less force and with less frequency. Gradually we are able to forget even our greatest losses, our most poignant sorrows. Whether we will it or no, such is the case. Longfellow says: "Time has laid his hand upon my heart, gently, not smiting it, but as a harper lays his open palm upon his harp, to deaden its vibrations." So it is that Time deals with mortals, smoothing our cares and helping us to live on. It furnishes us new interests, new employments and causes us to forget our losses and disappoint-ments. As with the marble statue, at first its lines are sharp and clean cut, and the draperies stand in rigid folds, but gradually the lines soften, the draperies flow in gentler curves and the figure is doubly beautiful. We are not then heartless creatures that we do not grieve forever over the ruin of the past. It is rather one of the wisest provisions of an all-seeing Father that the present should crowd out the past, and that our griefs should be lulled and our mistakes corrected by the hand of Time. Imagine for a moment a dreary world, without a smile, where only there is mourning, and grief that cannot be forgotten. If it were not for this healing influence of time it is certain that the world would be uninhabitable; life could not be endured. Truly, "A wonderful stream is the River Time, As it runs through the realms of tears, With a faultless rhythm, and a musical rhyme, And a broader sweep, and a surge sublime, As it blends with the ocean of years." mm .THE. GETTYSBURG MERCURY. Entered at the Postoffice at Gettysburg as second-class matter. VOL. IX. GETTYSBURG, PA., APRIL, 1900. No. 2 Editor-in- Chief, ' S. A. VAN ORMBR, '01. Assistant Editors, W. H. HETRICK, W. A. KOHl.KK. Easiness Manager, H. C. HOFFMAN. Alumni Editor, REV. F. D. GARLAND. Assistant Business Manager, "WILLIAM C. NEY. Advisory Board, PROF. J. A. HIMES, LIT. D. PROF. G. D. STAHLEY, M. D. PROF. J. W. RICHARD. D. D. Published monthly by the students of Pennsj-lvania (Gettysburg1) College. Subscription price, Oue Dollar a year in advance; single copies Ten Cents. Notice to discontinue sending- the MERCURY to any address must be accompanied by all arrearages. Students, Professors, and Alumni are cordially invited to contribute. All subscriptions and business matter should be addressed to the Business Manager. Articles for publication should be addressed to the Editor. Address THE GETTYSBURG MERCURY, GETTYSBURG, PA. EDITOR'S DESK. THE Y. M. C. A. is heartily to be congratulated on the suc-cess and high quality of the entertainments presented under its auspices, this year, in Brua Chapel. The audiences were large, considering the unfortunate inclemency of the weather on two different evenings, and likewise, were always apprecia-tive, as manifested not only by repeated encores during the per-formances, but as well by the high terms of praise with which all who attended expressed their opinions regarding them afterward. Mr. Kellogg's entertainment, entitled " The Grand Bird Car-nival," was first on the list. Exhibiting by the aid of a stereop-ticon the birds in their natural haunts and environments, Mr. Kellogg produced, with the appearance of each bird upon the screen, its peculiar song and call by means of the art, or rather gift, of warbling, which he has cultivated with the most gratify-ing success. I 52 THE GETTYSBURG MERCURY. He was accompanied and assisted by Miss Octoria Stuart, a vocal soloist, and Mr. Gouhler, a pianist, both of whom were well received. The entertainment was highly interesting and in-structive. Elias Day, characterist, furnished the second evening of en-joyment. Mr. Day is graceful in delivery, unctious in humor, unique in personality, and, above all, a born entertainer, possessed of that versatility and originality necessary to sustain unaided the unbroken enthusiasm of an audience throughout an entire even-ing. The Patricolo Grand Concert Co. was in every particular highly satisfactory, giving us a musical treat such as only the best in talent and most proficient in art could furnish ; but it was by no means scandalized by being associated in the same series with The Franz Wilczek Concert Co., which fully, if not more than fully, satisfied the expectations created by the former. The next and last number will be a lecture. The committee expects to procure a speaker of acknowledged ability and wide repute ; and thus to complete a course of entertainments, which will not only reflect most favorably upon the association and com-mittee in its service, but will recommend similar courses in the future to the patronage of college and town. IN accordance with custom, and in compliance with law, Gov-ernor Stone recently designated and proclaimed Friday, April 6th, and Friday, April 20th, to be observed as Arbor Days throughout the State. Since 1885 days have been set apart annually by Governor's proclamation for the planting of trees and shrubbery; and in compliance therewith thousands of trees are planted annually. Public roads are being shaded, school grounds and college campuses are being beautified, and waste lands are being made to serve a purpose. The tree beautiful and symmetrical, the tree growing and ex-panding, the tree comforting and cheering, and finally, the tree towering aloft and wrestling with the storms, is emblematic of a true college class. Would not the planting of trees by the several classes have a tendency to unite more closely the several mem-bers to one another and to Alma Mater ? Perhaps in future years THE GETTYSBURG MERCURY. 53 class reunions may be held beneath the shade of trees planted in college days. " A tree is a nobler object than a prince in his coronation robes." So FAR we have had an abundance of material for publication, but stories and poems are lacking. We need stories and poems, and we believe that there are those in college who can produce these, if they but try. It is desired that students write articles, solid and humorous, and verse, specially ior publication. A few articles have been mailed to us, unsigned; these do not appear. The editors should know the authors of all articles, whether or not the name is to appear in print. IS SCIENCE UNf RIENDLY TO SENSIBILITIES ? HOPE DILL, 01. SCIENCE and humanity go hand in hand for the reason that science is in itself human. In studying the lives of scientists it has been my rare fortune to find none of whom the kindly and affectionate nature has not been spoken of as a general characteristic. And although humanity is said to be a natural and innate quality, that scien-tists all have been born human, would seem unlikely, indeed. It seems preferable to lay the blame on their careful and culti-vated study of the sciences, in which they see so distinctly the value of humanity. A great many facts illustrative of this could be related of the different scientists, such as Darwin's giving up his favorite pastime, shooting, as a sport which inflicted too great pain. Such illustrations could be multiplied, and would be very interesting, if space would permit their being brought in here. There is a story told by Mr. Dana in one of his lectures on "Coral Islands," which brings us a true idea of his nature. I shall give it in his own words : "During my rambles over the island I came across a noble bird, as white as snow and nearly as large as an albatross. In 54 THE GETTYSBURG MERCURY my zeal for science I began to contemplate it as a fine specimen —indeed, a magnificent specimen—and although it was not in my line of research, it seemed a failure of duty to neglect the oppor-tunity to secure it. By a scientific process the work of death is easily accomplished. I went up to him ; he stood still, not offer-ing to fly. I commenced to carry out my plan—a slight point of blood soiled the white plumage, and my zeal gave out. It was another's duty to play the executioner, not mine; and after strok-ing down his feathers and wishing him well, I walked away. But as I glanced back from time to time there was that bird still looking at me in mute appeal, and I see him yet as on that day." The more animals become the object of scientific study the better; for the scientific spirit is essentially a spirit of benevolence and mercy, and a minister of good toward the lower world. It is by scientists that measures have been taken to secure merciful treatment for animals in their transportation, and for the prevention of various forms of cruelty and neglect, which animals have suffered at the hands of man. The question of vivisection is a much-disputed one as to its value; of course, the practice of vivisection is liable to abuse in indifferent hands; but the feeling of the scientific world in gen-eral is strongly opposed to needless infliction of suffering on lower animals. The diseases which afflict man and the animal world can only be known through these means. But after a time the need of vivisection will pass away, and the truths which it has established and taught will form a body of knowledge available for the pre-vention of suffering to animals, and also to the human race. It's the humanity in man which prompts him to risk his own life to prevent suffering among his fellow-men. We all have read of the late scientist who, in investigating the Bubonic plague, ex-perimented on himself for the good of science and to relieve the suffering among others. The wonderful treatment in similar dis-eases, what were formerly deadly, is due to scientific discover)^, and many of the scientists, imagining this knowledge, have lost their own lives. So let us think well if we are going to interfere in any way with scientific investigation, and let us endeavor to entertain correct views toward the lower animals, which in certain ways are even superior to ourselves. THE GETTYSBURG MERCURY. 55 AN OUTING. ONE OF THE "CROWD." IT was iii the month of August in the summer of ninety-nine that " the crowd," as we termed ourselves, assembled to talk over the proposed camping party. We had talked over the same thing every year as the season came 'round, and, so far, it had not been realized. This time we were determined to make our actions suit to our words ; and, as each girl declared she would go if she were the only one to go, the way looked very clear, for us to spend a part of our vacation under the airy (?) roofs of tents. After much discussion and many suggestions from all, it was arranged that we should take extra blankets, jackets, lanterns, frying-pans, hammocks and bakers, for it was said, " afterweget there we will need loads of things which we haven't along." When "the crowd" separated that evening it was with the thought that on the morrow we would go to spend a short time healthfully and happily beneath the shelter of the leafy boughs by the side of the beautiful Dunning's Creek. On that memorable day, on which we started to the camping grounds, the sun came up in all his glory, much to the delight of us all, for we were trembling with fear, lest we should be delayed a few hours on account of rain. Part of the crowd went ahead with the tents and cooking apparatus, while the others of us were transported thither on the most comfortable (?) kind of conveyance—a hay wagon. We all wore hats that were broad in the brim, And in them I'm sure we looked very prim ; If you could have seen us that very day, That's what you would have had to say. It was certainly a jolly crowd, and must have been a very en-viable sight for the ones who were to remain at home. When we arrived at our destination, the tents were already go-ing up, and it seemed to us very much like " gypsying." Many were heard to exclaim, "Oh! girls, isn't this jolly ? " "It'sperfect-ly delightful ! " etc., but alas ! night changed our feelings some-what. As some of the girls were given to talking and laughing, rather than to sleeping and dreaming, until the wee sma' hours, we did not get a large amount of sleep. Just as we fell asleep we were awakened by a most terrific peal of thunder. The rain 56 THE GETTYSBURG MERCURY. came down in torrents, and the lightning was something awful. It was one of the worst storms we had ever witnessed ; and our first night in camp, too ! We felt the chill creeping into our bones and the edges of our pillows getting wet. We were very glad then to reach down and pull over us the heavy comforters which we thought were a burden to us. To make things worse, the boys had forgotten to dig a trench around the tent. That night as they silently performed their duty they looked, from the inside of the tent, like so many brownies hard at work, trying to finish before the break of dawn. Towards morning we fell asleep, and when we next awoke we heard sighs and groans from all parts of the tent; the following expressions were oft repeated : " Oh, girls, it's raining yet! " and "oh, girls, what shall we do? " In the absence of a cook the girls, all excellent cooks (as all girls are), took turns at the cooking. The cooks of the morning assured us breakfast and sunshine at eight o'clock, and, true to their prophecy, we had an excellent meal and glorious sunshine. During the week we spent our time fishing, boating, bathing, cooking, eating, drinking and reading. One of the most delightful things was the camp-fire at night, and the roasted corn and potatoes. Have you ever heard of setting eel-bobs for roasting ears ? Well, we sawsome boys who did it—and they caught thecorn, too. We had a delightful trip into " Italy "; it is not every camp-ing party that can take a trip into that beautiful country—and on a hand car, too. If you have ever had the pleasure of riding on a hand car, you can have some idea of what pleasure we had on that trip. After visiting many old ruins and taking souvenirs from them, we returned to our '' old camp grounds '' for the night. We were much pleased with the fine scenery, and much invigorated by the delightful breezes from the mountains. We spent Sabbath at camp. As we nearly all belong to the Christian Endeavor Society, we held a very delightful and inter-esting meeting on Sabbath evening on the grounds. We all thoroughly enjoyed our outing, and are all anxious to go camping again as soon as the season comes around; but when we returned to our homes we were fully able to appreciate what a sweet place is home, and what good things we have there. THE GETTYSBURG MERCURY. 57 CHIEF INCENTIVES TO HIGHER EDUCATION. J. R. STONKK, '01. THE great elements in human nature that tend to incite to higher education are intense love of knowledge and the desire to see human nature brought into a closer relation with the Divine Nature by the holy influences of pure and rightly directed knowledge. These are the highest and truest incentives. All other worthy incentives, directly or indirectly, owe their origin to these. There are incentives cherished by some who are of a narrow and somewhat ungenerous nature, which stimulate an ambition to pursue a course of higher education in order to enter the sphere of high intellectuality merely for selfish ends and not for the noble purpose of using the power acquired through careful intellectual discipline to give to the world some new and elevating ideas along the line of enlightenment, and to bring it into more perfect har-mony with the plans of its creator. Incentives like these, tending to selfish ends and embodied in narrow concepts of what is true greatness, are cast into the deep shadow of contempt when contrasted with the truer and higher incentives with their glorious terminations in careers that have risen to the zenith of the intellectual sphere, illuminated the realms of learning and left their records in letters of fire, eternally upon the pages of history. Thus in order that men may be stimulated to take a course of higher education, in a true sense, a state of intense longing of the soul to drink deep of the fountain of knowledge must exist. If it does not exist as a psychical condition it may be culti-vated by a rightly-chosen course of reading, in which the indi-vidual is brought face to face with the greatest and most noble-minded authors; authors who .instill into the minds of their readers their own high ideals and lofty ambitions. The love of knowledge comes with reading and grows upon it. The influence of books upon man is remarkable ; they make the man. The young man who reads of deeds of manliness, of bravery, and of noble daring feels the spirit of emulation growing within him, and the seed is planted which will bring forth fruit in heroic endeaver and exalted life. Carlyle saw the influence of books many years ago, when he I 58 THE GETTYSBURG MERCURY. said : "Of all the priesthoods, aristocracies—governing classes at present extant in the world—there is no class comparable for importance to the priesthood of th» writers of books." Books are the soul of actions, the only audible, articulate voice of the accomplished deeds of the past. The men of an-tiquity are dead; their fleets and armies have disappeared ; their cities are ruins ; their temples are dust; yet all these exist in magic preservation in the books they have bequeathed us, and their manners and their deeds are as familiar to us as the events of yesterday. " A reading people will soon become a thinking people, and a thinking people must soon become a great people." As the mind is thus, by reflective reading, introduced into the sphere of philosophy and filled with an insatiable desire for ever increasing knowledge, it is destined to rise above the common modes of life, and to seek a course of thorough training in the higher institu-tions of learning in order that it may be more fully equipped for the vocation of life, whether it be along the line of philosophic or scientific investigation or of philanthropical work. The love of knowledge is not only the highest and truest in-centive to higher education and the principle that stimulates man to spend his energy in trying to bring his fellowmen into a higher sphere of morality and culture, but when created and fostered in the young mind, it is almost a warrant against the inferior excite-ment of passions and vices. It will cultivate a refined taste for all that is best and noblest in literature, and the culture of all that is purest and noblest brings scorn upon whatsoever is low, coarse and vulgar. Ivet the love of knowledge be created early within the soul of man, and let the principle be cherished throughout all stages of life ; and human nature will soon reach a stage of more perfect harmony with the Divine Nature, whose attributes are infinite knowledge and wisdom. "What a superb face," said a Boston girl as she stood before a marble head of Minerva. "Yes," said another, "what a nose for spectacles." THE GETTYSBURG MERCURY. 59 DESTRUCTION Of FORESTS AND EXTINCTION OF WILD LIFE. WILLIAM FBEAS, '01. THIS is a subject which has agitated many minds for many years, and one well worthy of study. The forest problem is one that must soon be considered, whether we will or not, because forests all over the country are rapidly disappearing. For the proper treatment of this subject, a retrospective view is necessary. When the Pilgrims came to America they found the Atlantic coast covered with a large belt of forests, mostly pine. They cleared small places for their settlements and for agriculture. It was with almost indescribable toil that this was accomplished. The forests seemed to spring up as soon as they were cut down. But our forefathers succeeded in preparing a great portion of land for agricultural purposes, as their number steadily increased. Gradually the drift of population was westward, and the country beyond the Alleghenies was opened up. It was a trackless wil-derness, inhabited by hostile Indians and wild beasts. The population of America has been steadily increasing, and with it the demand for lumber, which our forest supplies. The Atlantic coast has been made almost destitute of forests by the lumbermen making inroads into them. First, the New England States, then New York, then Pennsylvania were de-spoiled of their covering of forests, which at one time were thought inexhaustible. The Southern States have a forest sup-ply which is likely to last for some years yet, but those bordering the great lakes are rapidly losing their trees. It might be well to touch upon the uses and benefits of our forests. There is an old saying that " The tree is father to the rain," but with greater truth it might be said, "The rain is father of the tree." For the forests do not produce the rain, but the rain the forests, and without a certain amount of rain they can-not exist. We can easily see that where the rainfall is copious, and evenly distributed, forests thrive very well; and where it is light, and unevenly distributed, they cannot thrive at all. In California there are immense tracts of timber land, and in fact, west of the Alleghenies there are vast forests, which, under proper care, will produce lumber for an indefinite length of time; but if these be removed, or treated with negligence, the laud will soon be destitute. 6o THE GETTYSBURG MERCURY. There are two great evils which threaten the life of the Ameri-can forest. The first is the forest fire, which is allowed unchecked to ravage large forests, and in a day destroy the work of perhaps five hundred years. This is either through negligence on the part of lumbermen, or pure wantonness of some vandal spirit. After the Winter cutting, the loose limbs become as dry as tin-der, and serve as an excellent field for such a fire. The fire de-stroys not only the young seedling, but the tree ready for the axe, and so affects the ground that it takes generations of enriching the soil to give suitable ground for a forest. The second evil is the cattle allowed to browse in the forests in most localities where they abound. They eat up every green thing, and thus only the old trees remain in a forest, the cutting of which at once means the extinction of the forest. The forests are mostly owned by private individuals, and thus the General Government could do nothing, but the State govern-ment should pass fencing laws and also laws in regard to forest fires, to inflict the severest punishment upon the one or ones starting them. They could easily be apprehended, since public sentiment would not shield those who do it, as it endangers their own life and property. Private owners might claim that it would not pay them to spend their money now, that their successors be richer, and there is truth in this. The forests are of benefit in restraining the mountain torrent, in preventing mountain springs from drying up, and in keeping the moisture in the ground for a length of time. So, if the forests are destroyed, perhaps large tracts of land watered by rivers having their sources in the moun-tain regions may be made barren and unproductive. The rail-road has had something to do in destroying forests, by cutting them in two, as it were, and perhaps sometimes in starting fires. The Government and the railroads should combine in the protec-tion of the forest. There has been a scheme considered by the "powers that be" to buy up waste land, and plant forests on it. They can plant them, but they cannot make them grow. The soil for anything of this kind must be sufficiently enriched. So we may arrive at the conclusion that if the destruction of the forests is to cease, something must soon be done to prevent the destruction of the seedling. There is another subject right in line with this, and also of THE GETTYSBURG MERCURY. 61 great importance, namely, the extinction of wild life. At one time the forests and prairies were full of game, which has grad-ually disappeared as civilization has advanced. Recently game laws have been passed which, to a large degree, protect the wild life of our country during certain periods of the year. The Ameri-can bison has almost entirely disappeared from our plains, being driven off by the Indian, white man, prairie fire, and railroad. Indeed, the railroad has as much as anything else to do with the gradual but sure extinction of wild life. Another example which should be mentioned is the birds which used to frequent our wooded lands, and especially forests on marshy ground. Many an object lesson we might gain from them, and profit by having learned them. Laws have been passed which, to a certain extent, protect them, and already there can be noted a cessation of their rapid removal. The destruction of our forests and the extinction of wild life must soon cease on account of public sentiment. RAILROADS IN TURKEY. ARDASHES H. MERDINYAN,'01, KONIA (ANCIENT ICONIUM). THERE is not any country which is more distinguished in her opposition to improvements than Turkey. It is well said, that the Turk does not understand progress, and like a dog in the manger, he has hitherto neither developed his realm himself nor allowed others to do it for him. The country comprises the most magnificent spot upon this great sphere, and stands forth as the most beautiful relic of the past centuries. Her civil and geo-graphical history have undergone many changes ; yet she kept herself far back in civilization and progress. As her usurpers were the haters of progress and reformation, it is not strange to see her destitute of many tokens of civiliza-tion; one of which may be considered railroads. They are the means by which a country enters into closer intercourse with na-tions, and people rise to a higher standard in ever}' phase. But Turkey has been one of the slowest countries in this respect, and she is even more fanatical than China in her opposition to im-provements. The Sultan has thrown every possible obstacle in the way of the opportunities for improvements which presented I 62 THE GETTYSBURG MERCURY. themselves by many foreign capitalists; so that old fashioned traveling prevails in the country even at the present time. There are not very many trains to abolish that old fashioned traveling, which is, indeed, subject to many hardships and dangers. Ten or fifteen years back the railroad systems were introduced into the country, but not fully yet. At the present time there are over i,800 miles of lines built by Europeans. During the last few years there has been great enthusiasm to establish railroads by European capitalists in different sections of those most important and historic cities, and some have been able to obtain the royal concession of the Sultan. Eately the Euphrates Valley railroad, which was for a longtime discussed, seems to be completed, run-ning from Constantinople to the Persian Gulf, giving a new and eas}r route to the far East. In 1878 English capitalists tried to get a franchise for their road, but they were refused. Then Russia tried to cut off British ambitions by getting the privilege herself; but the Sultan fearing to displease England said no. In 1888 the German Bank of Ber-lin and allied syndicates secured a concession from Turkey, and a railroad was built from Constantinople to Angora, and later— in 1897—to Konia (ancient Iconium). The precise arrangement with the Sultan was that after a time he was to buy back the rail-road, but as the Turkish treasury never has a surplus, the day of redemption has been put off and put off until the road is perma-nently in German hands. Now the same German capitalists, with some British interests in sympathy, have secured another conces-sion whereby they are permitted to extend their line to Bagdad, and thence to Bassorah, at the head of the Persian Gulf. This railroad is to be extended from Konia terminus on through the pass of the Taurus mountains to Aleppo, thence direct to the Euphrates ; down that great valley to Bagdad (about i,ooomiles from Konia), and finally to Bassorah, about 400 miles further. This route will lead through lands illustrious with early traditions. The moun-tains, too, are rich in minerals ; and the building of railroads will surely open up many sources of wealth. The rich mountains of Asia. Minor will open up their treasury for humanity, which, under Turkish power, had been out of existence. There are now rail connections from western Europe to the Bosporus. You can go from Paris to Constantinople on the Oriental express without change of cars. Thence the Anatolian railroad will now set you THE GETTYSBURG MERCURY. 63 down at Konia—nearly 400 miles to the east—and the extension will leave you at Bassorah, 1,400 miles farther. By this route, when it is in operation, the journey from London to Bombay will probably take 12 days. Russia put in her application for permission to construct a line of railroad from Karo in Trans Caucasus, a strong Eussian fort-ress, to Ergerum in Armenia, a Turkish stronghold. Russia's policy is to push this line on west until it connects with the Ana-tolian road at Angora, and also east by way to Tehron. These roads when connected will reduce to hours the journey which now requires days. They will do much to civilize the county, to re-move the barbarism, and will promote peace and bring prosperity to the country. At the present the condition of the country is very uncomfortable on account of the lack of trains. The recent enthusiasm of foreign capitalists is tending to introduce railroads in every section of the country, bringing to that country many blessings which have been excluded for a long time. A few more words may be interesting concerning the trains and the way of running. The trains are very far from being com-fortable. There are three classes of cars, and three grades of tickets. The fare is about 3-4 cents a mile. The first-class car is not equal to the regular passenger car of Pennsylvania. There are no excursion tickets, no smoking cars, no closets ; neither is there any water ; passengers generally carry a pitcher or tumbler to get a drink at the depots, which are provided with wells—nor even do they have stoves to heat the cars in winter. Cars are divided into four or five compartments, each having two seats cross ways, so that passengers sit facing one another. The doors are on both sides of these compartments ; conductor asks for tickets from these doors. There is no connection between two cars. A narrow platform extends on both sides of the car upon which now and then the conductor goes and comes from one car to another for the tickets. The arrival and departure of trains are made known to the people five minutes before by the ringing of a bell in the depots. After the signal of the bell the ticket window is open, and you see passengers, after getting their pass-port examined by the police, which are always in the depots, hastily buy their tickets and run to the cars. When a train ar-rives at a town or city all passengers are taken into the waiting room, where their pass-ports and trunks are examined, then they are left out. 64 THE GETTYSBURG MERCURY. LEAVING THE NEST. M. R. RABY, '01. THE subject suggests to our mind a nest in which there are some young birds. They have been under the care and protection of the mother bird up till this time ; shelter and food have been provided for them, and now they have grown to maturity and are about to leave the nest. When they do this they must take care of themselves ; hunt their own shelter, seek their own food and be prepared to protect themselves against dangers. As soon as the bird has strength enough to get to the top of the nest it will jump from branch to branch, and after a few unsuccessful attempts, will be able to fly. Rooking at the subject in a different light we can apply it to mankind. We may ask the question, " Why does the young man seek to leave home?" It is instinct with the bird; but man is endowed with an intellect, and different reasons may be given, which will answer the question. Sometimes he begins to feel the responsibility of life. He looks about, sees that those older than himself have all left the homes of their childhood and are now busy with life's duties. He feels that each one is put here for some purpose; there is some work for each one to do, so when he comes to the full attainment of his powers he is ready for life's work. The influences and surroundings at home determine largely whether he will make a start early or later in life. If his parents are hard working people, he will see this and will lighten their burden when he can, perhaps by leaving home and relieving them of the care of himself. On the other hand, if his parents are well-to-do, he will not likely leave home so soon. Sometimes there is a spirit of wandering which seizes the young man. He becomes unsettled, and perhaps discontented with the quiet, uneventful life at home, and wishes to see some-thing of the world. This is the most critical period in his life ; this is where he ought to pause and think. I cannot suggest any one better as an ideal man of character than Abraham Lincoln—one who left his nest thoughtfully aim-ing at something higher than simply remaining in the log cabin and not making use of his talents. He attained true greatness through his own efforts ; and, by making use of every oppoitun-ity, at the time of his death he held the highest office which a nation could bestow upon him. THE GETTYSBURG MERCURY. 65 Who can tell on looking at the head and face of a child what his future will be? Look at the eye, nose and mouth of the boy at school and you will not fail to perceive from Lhe very outlines of his countenance that his destiny depends upon the influences by which he may be surrounded. On the one band you see him choosing his profession and contemplating a settled life, wedding himself to a virtuous and loving woman. "In another case you seethe man emerging from the scenes of brutal intoxication to plunge into deeper and darker vices, until life becomes a burden and he goes down to the grave forsaken and alone." "How different this from the career of the upright man, whose happiest hours are spent in the home with his loving family and who grows old amid the most genial influences, honored and loved, and who goes to his last resting place amid the tears of friends and loved ones, cheered by the hope of a happy reunion where life is perfect and joy complete." EXCHANGES. THE Oratorical Contest Number (February) of The Midland is the best exchange that has reached us to date. It contains eight orations that are worthy of a second reading. The March number is at Normal, which is good. AMONG the March journals, another special number appears ; it is the Poetry Number of The College Student, F. and M. It con-tains several rather carefully written and interesting poems by students. THE Marchjuniata Echo contains a high-grade story, A Legend of Alfarata and the Arbutus, by W. L,. Shafer. It is especially interesting to those familiar with the fabled Onojutta (Juniata). TIME'S Warning, in St. John's Collegian; Debating as a Fac-tor in Education, in The Bucknell Mirror, and The Use of the Dictionary, in The Roanoke Collegian, are worthy of notice. 66 THE GETTYSBURG MERCURY. WE welcome to our list of exchanges The Georgeionian. It is a bright, cheerful journal, containing weighty matter, with an abundance of foil. A DOWNFALL. c. w. w., 'oi. As I was going' down the street, I met a charming- girl ; She was so pretty and so sweet— My head was in a whirl. I wished to pass her dandy like, I wished to cut a swell, When I a cellar-door did strike, And lo ! behold !—I fell. I picked me up—a silly goose ; I heard a little laugh— A merry giggle, and—the deuce— I heard her say—" the calf." c$p THE DAY OF REST. There is a day of peace and rest For every troubled mind ; A day of joy supremely blest, Where strife is left behind. Grief comes to man as comes the night Upon the fading day ; But joy comes with the morning light, And dawn dispels the gray. The soul of each one seems to him So torn and bruised by woe, Unlooked for things with visage grim, Than ever man did know. But though the heart be bruised and torn, The future may seem dark ; The night will yet burst into morn More bright than heavens arc. Have courage, then, while yet 'tis night And storms seclude the stars; A fairer day more sunny, bright Shall greet your morning hours. -W. THE GETTYSBURG MERCURY. 67 THE BRAVE AT HOME. T. BUCHANAN REED. The maid who binds the warrior's sash With smile that well her pain dissembles, The while beneath her drooping- lash One starry tear-drop hangs and trembles ; Though Heaven alone records the tear, And fame shall never know her story, Her heart has shed a drop as dear As e'er bedewed the field of glory. The wife who girds her husband's sword, 'Mid little ones who weep or wonder, And bravely speaks the cheering word, Although her heart be rent asunder; Doomed mightily in her dreams to hear, The bolts of death around him rattle, Hath shed as sacred blood as e'er Was poured upon the field of battle. The mother who conceals her grief While to her breast her son she presses, Then breathes a few brave words and brief, Kissing the patriot brow she blesses, With no one but her secret God To know the pain that weighs upon her, Sheds holy blood as e'er the sod Received on Freedom's field of honor. ' PATRONIZE OUR ADVERTISERS. C. R. SOLT MERCHANT TAILOR Masonic BIdg., GETTYSBURG Our collection of "Wooleus for the coming- Fall and."Winter season cannot be surpassed for variety, attractive designs and general completeness. The latest st3'les of fashionable novelties in the most approved shades. Staples of exceptional merit, value and wearing" durability. Also altering, repairing, dyeing and scouring at moderate prices. .FOR UP-TO-DATE. Clothing, Hats, Shoes, And Men's Furnishing Goods, go to I. HALLEM'S MAMMOTH CLOTHING HOUSE, Chambersburg St., GETTYSBURG, PA. ESTABLISHED 1867 BY AEEEN WALTON. ALLEN K. WALTON, President and Treasurers ROBT. J. WALTON Superintendent. flammelstoian Broom Stone Company Quarrymen and Manufacturers of Building Stone, Sawed Flagging and Tile Waltonville, Dauphin Co., Pa. Contractors for all kinds of Telegraph and Express Address. Cut Stone Work. BROWNSTONE, PA. Parties visiting- the Quarries will leave cars at Brownstone Station on the P. & R. R. B. For a nice sweet loaf of Bread call on J. RAJHER Baker of Bread and Fancy Cakes, GETTYSBURG. PA. ELMER & AMEND, Manufacturers and Importers of Chemicals and Chemical Apparatus 205, 207, 209 and 211 Third Avenue, Corner 18th Street NEW YORK. Finest Bohemian and German Glassware, Royal Berlin and Meissen Porcelain, Pure Hammered Platinum, Balances and Weights. Zeiss Mic-roscopes and Bacteriological Apparatus; Chemical Pure Acids and Assay Goods. SCOTT PAPER COMPANY MAKERS OF FINE TOILET PAPER 7th and Greenwood Ave. PHILADELPHIA PATRONIZE OUR ADVERTISERS. The Century Double-Feed Fountain Pen. Folly Warranted 16 Kt. Gold Pen, Iridium Pointed. GEO. EVELER, Agent for Gettysburg College PRICE LIST. No. 1. Chased, long- or short $2 00 No. 1. Gold Mounted 3 00 No. 3. Chased 3 00 No. 3. Gold Mounted 4 00 Spiral, Black or Mottled $2 50 Twist, " " 2 50 Hexagon, Black or Mottled 2 50 Pearl Holder, Gold Mounted 5 00 THE CENTURY PEN CO., WHITEWATER, WIS Askyour Stationer or our Agent to show them to you. Agood local agent wanted in every school. vmmwmwmwmimwmmwmmL I Printing and Binding We Print This Book THE MT. HOLEY STATIONERY AND PRINTING CO. does all classes of Printing- and Binding-, and can furnish you any Book, Bill Head, Letter Head, Envelope, Card, Blank, or anything pertain-ing to their business in just as good style and at less cost than you can obtain same elsewhere. They are located among- the mountains but their work is metropolitan. You can be convinced of this if you give them the opportunity. Mt, Holly Stationery and Printing Co. t**wkk7**. 3 H. S. BENNER, .DEALER IN. Groceries, Notions, Queensware, Glassware, Etc., Tobacco and Cigars. J7 CHAMBERSBURG ST. 1 WE RECOMMEND THESE BUSINESS MEN. Pitzer House, (Temperance) JNO. E. PITZER, Prop. Rates |1.00 to $1.25 per day. Battlefield a specialty. Dinner and ride to all points of interest,including the three days* fig'ht, (1.25. No. 127 Main Street. MUMPER & BENDER Furniture Cabinet Making, Picture Frames Beds, Springs, Mattresses, Etc. Baltimore St., CIETTYSBURa, PA. You will find a full line of Pure Drugs and Fine Sta-tionery at the People's Drug Store Prescriptions a Specialty. .GO TO. f?ote! (Gettysburg Barber Sfyop. Centre Square. B. M. SEFTON J. A. TAWNEY ,. Is ready to furnish Clubs and Bread, Rolls, Etc. At short notice and reasonable rates. ■Washington & Midde Sts., Gettysburg. W.RCODORI, Sin^TSXl Dealer in Beef, Pork, Lamb, Veal, Sausage. Special rates to Clubs. York St., GETTYSBURG. Davib Croxel, Dealer in ^tne groceries anb Hotiorts *_{-c4}orfc Street. .GO TO. CHAS. E. BARBEHENN, Barber In the Eagle Hotel, Cor. Main and Washington Sts. YOHN BROS Agents for the Keystone State, Waldo, Washburn, Groupner & Meyer. Highest Grade Mandolins, Guitars, Banjos, Mandollas and Mandocellos. Headquarters for Phonographs, Graphophones and supplies. Trimmings of every description. All sheet music one-half off. Earge discounts on Books and studies. 326 Market St., Harrisburg, Pa. FAVOR THOSE WHO FAVOR US. Spalding's OFFICIAL Athletic Goods Officially adopted by the leading Colleges, Schools and Athletic Clubs of the Country. Every requisite lor Baseball, Football, Golf, Tennis, Athlet-ics, Gymnasium. Spalding-'s Offi-cial League Ball is the Official Ball of the Na-tional League and all the lead-ing college asso-ciations Handsome cata-logue of Athletic Sports free to any address. Spalding's Baseball Guide for 1900,10 cts. A. Q. SPALD1NG & BROS. New York Chicago Denver ROWE. YOUR GROCER Carries Pull Line of Groceries, Canned Goods, Etc, Best Coal Oil and Brooms at most Reasonable Prices. OPPOSITE COLLEGE CAMPUS. S. J. CODORI, *# Druggists Dealer in Drugs, Medicines, Toilet Articles, J> Stationery, Blank Books, Amateur Pho-tographic Supplies, Etc., Etc. BALTIMORE ST. R. H. CULP PAPER HANGER, Second Square, York Street. COLLEGE EMBLEMS. EMIL ZOTHE, ■ ENGRAVER, DESIGNER AND MANUFACTURING JEWELER. 19 S. NINTH ST. PHILADELPHIA, PA. SPECIALTIES: Masonic Marks, Society Badges, College Buttons, Pins, Scarf Pins, Stick Pins and Athletic Prizes. All Goods ordered through A.N. Bean. To Repair Broken Arti-cles use Remember MAJOR'S RUBBER CEMENT, MAJOR'S LEATHER CEMENT. Meneely Bell Co. TROY, N. Y. MANUFACTURERS OF SUPERIOR BELLS The 2000 pound bell now ringing in the tower of Pennsylvania Col-lege was manufactured at this foundry. PATRONIZE OUR ADVERTISERS. You can't expect to create the im-pression that you are well dressed unless your clothes are MADE FOR YOU. Equivocate as you may, the fact remains that ready-made garments lack that air of exclusiveness which custom work possesses. J. O. LIPPY, Merchant Tailor 39 Chambersburg- St., Gettysburg1, Pa. G. E. SPANGLER, Dealer in Pianos, Organs, Music, Musical Instruments, Strings, Etc. YORK STREET. 1ST SQUARE. GETTYSBURG. L. D. Miller, GROCER Confectioner and Fruiterer. Ice Cream and Oysters in Season. 19 Main St. GETTYSBURG City Hotel, Main St. Gettysburg. J* Free 'Bus to and from all Trains Thirty seconds' walk from either depot Dinner with drive over field with four or more, $1.35 Rates $1.50 to $2.00 per day John E. Hughes, Frop. ^WlLLlNSUREYOUR^ FAMILYONEYEAR/ i AGAINST ILLNE5S. 1 PHY5ICIAN5& PLUMBERS' BILLS.DUETO IMPURE AIR, To/itrPstPfR agrnrW-tsi* ,N. flew York, Bos/on. PA//d

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

Issue 13.2 of the Review for Religious, 1954. ; Review for Religious MARCH 15, 1954 Foreign Missions for Communities Charles H. Helmsing -Voca÷ional Ideal . Joseph P. Fisher Life Conformed to Mary . Louis J. Puh~ External Grace and Religious . ~John J. Stochl Annunciation Thoughts . . ~ . Paul Dent Are You a Jellyfish? . Bruno M. Hagspiel ' Controversy on Obedience . Richard W. Rousseau Benediction . Pete~" Goodman Secular Institutes . Francis N. Korth Questions and Answers News and Views Book Reviews VOLUMe. XIII NUMBER 2 RI VII W FOR RI::LIGIOUS VOLUME XIII MARCH, 1954 NUMBER 2 CONTENTS A FOREIGN MISSION FOR EVERY AMERICAN COMMUNITY?m Most Reverend Charles H. Helmsing, S.T.D. 57 NEWS AND VIEWS . 61 VOCATIONAL IDEAL--Joseph P. Fisher, S.J . 64 OUR CONTRIBUTORS . 68 LIFE CONFORMED TO THE IMAGE OF MARY-~ Louis J. Puhl, S.J . 69 BACK NUMBERS WANTED . 72 EXTERNAL GRACE AND THE' RELIGIOUS LIFE-- John J. Stochl, S.J . 73 ANNUNCIATION THOUGHTS--Paul Dent, S.J . 77 ARE YOU A JELLYFiSH?mBruno M. Hagspiel, S.V.D . 79 A RECENT CONTROVERSY ON OBEDIENCE-- Richard W. Rousseau, S.J . 87 BENEDICTION--Brother Peter Goodman, C.S.C . 93 BOOK REVIEWS . 95 BOOK NOTICES . 97 BOOK ANNOUNCEMENTS . 97 ABOUT SECULAR INSTITUTES--Fra.r, eis N. Korth, S.J . 105 QUESTIONS AND ANSWERS-- 7. Percentage of Income to Mother House . 109 8. What Is Meant by a First Councilor? . 109 9. Power of Superior General in Novitiate . ll0 10. Gift Money for Mass Stipends . ll0 II. May MiStress of Novices be Provincial Councilor.;' . ll0 12. Veil before Blessed Sacrament . Ill 13. Visits Required for Gaining Indulgences . Ill 14. Visitation at Mother House . Ill 15. Information on Chapter of Faults . ll2 REVIEW FOR RELIGIOUS, March, 1954, Vol. XIII, No. 2. Published bi-monthly : January, March, May, July, September, and November at the College Press, 606 Harrison Street, Topeka, Kansas, by St. Mary's College, St. Marys, Kansas, with ecclesiastical approbatiori. Entered as second class matter January 15. 1942, at the Post Office, under, the act of March 3, 1879. Editorial Board: Augustine G. Ellard, S.J., Adam C. Ellis, S.J., Gerald Kelly, S.J., Francis N. Korth, S.J. Copyright. 1954, by Adam C. Ellis, S.J. Permission is hereby granted for quota-tions of reasonable length, provided due credit be given this review and the author. Subscription price:" 3 dollars a year: 50 c~nts a copy. Printed in U. S. A. before writincj to us, please consult notice on inside back cover. A Foreign Mission t:or F:very American Community? Most Reverend Charles H. Helmsing, S.T.D. THESE reflections stem from an unheralded visit of a native Fili-pino bishop. Weary and disappointed, he told of his unfruit-ful visits to eight mother houses. Responsible for more than a million Catholics, he has a total of sixty-seven priests to care for them. He has only five Catholic schools taught by religious and a total of forty-eight sisters. He came to me with a missionary priest and a zealous local pastor. ¯ It was the latterwho launched the dis-cussions leading to these paragraphs. The writer had interrupted Matins for the new year of grace: "Regern uentururn Dorninurn uenite adorernus"--"Come let us adore the Lgrd, the King who is to come." It is his prayerful hope that when these reflections are rdeditated upon by harassed general and provincial superiors, they may mean the coming of the King of kings to. many souls in the field afar. Most religious communities are familiar with the Missionary Plan of Cooperation, known in the family of Mission Directors as M.P.C.1 Briefly, M.P.C. means that the parish gives prayers and alms and the visiting missionary gives missionary knowledge, mo-tivation, and zeal. In other words, the missionary receives material and spiritual assistance, and the parish receives an increase of apos- IThe Missionary Plan of Cooperation is a method of soliciting funds for specific mission-sending societies or missions. On application to the Diocesan Director of the Society for the Propagation of the Faith, a society with personnel in the missions or a missionary bishop is assigned a group of parishes in the diocese. Then, on dates agreed upon with the local pastors, the mission procurator or bishop preaches at all the Sunday Masses, indoctrinates the faithful in reference to his particular mission, its activities, progress, and needs, and finally makes a financial appeal. This appeal for funds is in addition to the membership offerings of the faithful and the Mission Sunday offerings to the general fund of the Society for the Propa-gation of the Faith. Under the Plan, the Director of the Pontifical Society as-signs a missionary to every parish of the diocese annually. This missionary, by recounting the particulars of his own work, arouses an interest in all mission work. Thus, while the Society for the Propagation of the Faith helps mission-sending societies over and above the general funds that are apportioned by the Holy Father, the missionary who participates in the Plan cooperates by engendering in the faith-ful a spirit of Catholicity and apostolicity. Without a doubt, the Plan accounts, at least in part, for the tremendous growth in mission interest and mission support during the past decade. Diocesan Directors have one big regret: that they have not more parishes to assign. 57 CHARLES H. HELMSING tolicity. While this Missionary Plan of Cooperation is relatively new and still far from.perfect in operation, by contrast with the old method of soliciting mission aid it represents vast returns from little effort--mutually, I mean, for the begging missionary and for our Catholic parishes. In the old days before the Plan, even when alms were substantial, very often the neediest missions were not the re-cipients. Good parishes were satisfied with giving a mere pittance, and the whimsical giving was frequently based on the natu'ral mutual likes or dislikes of pastors and visiting missionaries. Worse still, through specious reasoning about their own needs, ~heir debt, etc., most parishes refused to give at all. Now under the Missionary Plan of Cooperation all parishes give and all receive some benefits of increased apostolicity. Best of all, the whole procedure is orderly and under obedience to the bishop of the dioceke and the religious superior of the soliciting community. There is the merit and bles-sing of obedience as well as of charity. Every Director of The Society for the Propagation of the Faith in the United States has witnessed the disappointment of visiting foreign bishops wffen they return from religious houses where they have solicited personnel. Usually, they have been dismissed with a polite but firm refusal: "We cannot take care of ou~r present obliga-tons; how can we think of opening a foreign mission?" Indeed, it is rare for any community seriously to consider the possibility of undertaking foreign mission work. Consequently, the thought arises: could not the generals and provincials of our religious communities of priests, brothers, and sisters collaborate in giving a regular supp.ly of personnel to the world-wide missions of the Church? Under such a plan every community could anticipate its turn to establish a foreign mission by budgeting its personnel and' resources. ,Just as mission-sending societies apply to participate in the Missionary Plan of Cooperation for the sake of funds, so missionary bishops could apply for partici-pation in this receiving of religious and priestly workers. The practical' collaboration of major religious superiors in such a project is, of course, not without its difficulties. Initially, in each diocese the Director of The Society for the Propagation of the Faith with the approval of his ordinary might urge every community in the diocese2 to have a mission overseas. For diocesan communities, 2provided, of course, that neither its constitutions nor the specific purposes of the institute exclude foreign mission work. 58 ¯ March, 1954 A FOREIGN MISSION ? the bishop himself would be the proper person to plant the idea: for interdiocesan communities, the urging of the Director would be merely a pious wish which he can hope will be relayed to the mother house. As a second step, the Diocesan Director might suggest that any community desirous of collaborating should consult the Mission Secretariat or missionary communities of its acquaintance to ascer-tain where American religious are badly needed, and in general to clarify its thinking relative to undertaking foreign mission work. Ultimately, with a definite idea of assuming a new apostolate, the community will apply to the Apostolic Delegation in Washing-ton or directly to Rome. It will be amazed how enthusiastically its offer will be received and how overjoyed some missionary bishop will be. It should be noted at this point that every American commun-ity that opened a foreign mission has been immediately blessed with an unexpected supply of vocations. Every experienced Mission Di-rector throughout the nation can vouch for this. Experience further shows that very often native vocations immediately supplement the meager mission personnel so that the harassed-mother house need send very few trained religious in the future. Pope Pius XI insisted on the formation of native communities, aware as he was of the ne-cessity of "like being apostles to like." However, the international character of most of our religious communities pr6vides a rule adapt-able to all nations under all conditions. In a few years' time, a native province can be set up with the native religious more stable by the fact that they are .brothers and sisters of a world-wide com-munity. By way of example the writer recalls with joy how one provincial of a teaching community, sorely pressed by requests of bishops and pastors; gave of her best sisters to establish a mission in Japan. The next class of postulants d0ubl.ed that of the previous year (and the increase has been maintained) : a new spirit of mis-sionary zeal permeates the entire community; and best of all, there are already six native professed in the Japanese mission, with nov- . ices and postulants giving promise of a future Japanese Province. While these beflections would apply to any mission field throughout the world (we cannot forget that-.there are still 1,I0i3,- 000,000 pagans), they seem to have an urgency for practi6ally all countries of Latin America, and especially for Hawaii and the Phil-ippines. Indeed, Hawaii is not a foreign mission, since.it is part of 59 CHARLES H. I"~LMSING our great nation; and the Philippines, while independent, are cer-tainly a sister republic. It is startling to think, for instance, that since 1898 ,only three American communities of women have'estab-lished themselves in the Philippines, while the Philippines have adopted American customs and even our language for all official matters. It is terrifying to think that since 1898 approximately 16 per cent of the Philippines have been lost to the Church. The pastor who accompanied the begging bishop on his unher-alded visit suggests a practical plan to meet unexpected objections here at home. He said, "Suppose I would obtain a lay teacher and persuade five other pastors to hire a lay teacher in addition to those they have at present in order that six sisters might be released for a foreign mission. Would you back up this proposition?" I said that I certainly would, and I am convinced that the attitude of this good pastor is that of many of our pastors throughou~ the United States. I am prompted to suggest a fervent meditation on the parable of the rich man and Lazarus. Only those in authority over our reli-gious communities are in a position to make the decision. We in the United States are blessed beyond measure. Great as our needs are for priests and religious, certainly our sending out of a half-dozen or even a dozen religious from each of our provincial houses could be termed scarcely more than giving the crumbs that fall from our table. Without a doubt, our shortage of vocations is due to the fact that we are not pruning our vines in order to transplant the shoots that will be the beginning of new vines in the other and more impoverished corners, of the vineyard of the Lord. True it is that we have special communities especially dedicated to mission work, and they are "doing a wonderful job." But they cannot cope with the p,roblem alone. The problem with very many communities is identical with that touching our laity. ¯ The Mis-sionary Plan of Cooperation is one means, together with member-ship. in iThe.:S.od~ty.fqr the Propagat.ign. of .the Faith, that has proved effective in rousing our.la.ity to apostolic zeal.We ay.e. con-fide~ t that .a sim.i!~" organized.effort to bring more communities.into active missionary work. will re-enkindle in more of our religious a true apostolic spirit and a truly Catholic interest in everything that touches in any way the growth and vitality of the Mystical Body of Christ. 60 News Views Marian-Year Proiecf To his inspiring article on missionary zeal Bishop Helmsing ap-pended the following note that should be of special interest: "This article was written just before receipt of the Directives of the Sacred Congregation of ~Religious that during the Marian Year each reli-gious family undertake some special work of charity and zeal. Since the Sovereign Pontiff has characterized the missions as the greatest charity in the world, it is our hope that the foregoing paragraphs may help superiors decide on their contribution for the Marian Year." A Good Superior? In To Gouern is to Loue Father Ronsin offers young superiors the consoling thoughtthat to assist them in their office they have at their disposal not only the merits and prayers but also the accumu-lated experience of the superiors who have gone before them. These words may contain a bit of poetic exaggeration, yet they suggest another project that might have great practical value. During their terms of office most superiors must learn from their own personal experience, certain things that are very helpful in gov-erning a religious community. These lessons may concern some-thing apparently new--something not in the books, as they say-- or they may concern experiences that throw new light on something already known. If all those who are or have been religious superiors were to meet and to pool all these helpful personal experiences, the result would truly be an accumulated experience of immense value to present and future superiors. It is hardly.feasible to try to arrange a meeting at whic,h superi-ors could pool .these helpful experiences. But, with proper coopera-tion, it would be feasible to gather these experier~ces together in the form of writing. .Suppose each religious who is or was a superior would write down in an informal way the helpful lessons he or she has lea'rned during his or her term of office and would send the re-suits to us. We could.compile these experiences into a set of sug: gestions for superio.rs, that might be very practi.cal. Some superiors' might have very. little to write; others might have much. The amount would make no difference. The main thing that we should like to do is to create some interest in what seems to be a useful project. 61 NEWS AND VIEWS Review for Religious We might add that subjects are not excluded from this invita-tion. In fact, they are explicitly included. The subjects' experience of what it means to be governed well is every bit ~s valuable to superiors as their own experiende of what seems to make for good government. This project merits consideration and cooperation. But it should be emphasized that we are asking for constructive suggestions and not for negative criticism. Moreover. we should like suggestions based on actual experience of their helpfulness. Finally, we should prefer that any material sent to us would be signed, unless of course the nature of the communication would demand that it be anony-mous. At any rate,' whether the communications are signed or un-signed, we would comr~ile the material in such a way that those who contribute the suggestions are not recognized. American Founders' Series We seem to be in a "project" mood. Here is another. In the United States and Canada there are many native religious insti-tutes- institutes, that is, that were founded in these countries. The lives of the men and women who founded these various institutes would make interesting reading. In fact, during the last decade or two many book-length biographies of such founders have appeared. Obviously, however, we are interested in articles, not books. We should like very much to publish a series of articles containing the biographical sketches of these founders. Articles in the REVIEW are necessarily limited in length; but we could use biographical sketches up to five or six thousand words. In such sketches we should like to have not merely the main facts of the founder's life but especially an attempt to present the character of the founder and the spirit with which he tried to animate his institute. In such a series there would be danger of a certain sameness; but this danger could be kept to a minimum if the biographers would make a special effort to give the distinctive characteristics of the founder and the distinctive features of the institute he founded. Although we are thinking primarily of institutes that originated in Canada or the United States, we do not wish to exclude other in-stitutes from this project. Some of the older orders and congrega-tions, though founded in other countries, were extended to the "New World" by men and women who were, so to speak, second founders. Biographical sketches of these religious pioneers should also be included ,in our series. 62 March, 19~ Suggestions made in these pages are not usually accorded an overwhelming response; and we do not expect to find our mailbox suddenly crowded with founders' biographies. Nevertheless, lest the unexpected should happen and we should receive more than one sketch of the same founder, it seems advisable that any superior gen-eral who might be interested in this project would designate some-one to write the founder's biography. This is not essential, but it might make for efficiency. For Contributors The thought of possible articles necessarily reminds us of manu-scripts. Unfortunately we do not have a fully prepared style man-ual. But we can offer some suggestions to possible contributors that might solve problems for them and relieve us of an unnecessary bur-den. 1) Every manuscript submitted to us should be neatly typed, double spaced, with at least an inch of margin on each side of the page. lit is difficult to make editorial notations on a crowded page. 2) Quotations should also be double spaced. We mention this particularly because; in many of the manuscripts sent to us, long quotations are always single spaced. We know not how this custom originated; but we do know from experience that it can be an edi-tor's nightmare. 3) Rules for capitalization are difficult to formulate and more difficult to apply; and this is especially true iri a journal devoted to religious topics. We have found that consistency in this matter is an almost impossible goal. Perhaps in some future issue we may publish a list of words to serve as a model. For the present, how-ever, we offer contributors this one practical suggestion: be uerg re-serued in the use ot: capitals. 4) On points of style, spelling, capitalization, and so forth, we usually follow Webster's Collegiate Dictionary and A Manual of Stqle (University of Chicago Press). We would appreciate it if contributors would do likewise. Painting of Our Lady We are informed that a new painting of the Immaculate Heart of Mary has been .completed in time for the Marian Year. The painting is a companion picture to the Ibarraran Sacred Heart ,Jesus which has been used. in a national non-profit picture-distribu- ¯. (Continued on Page 86~.' ¯ 63 Vocat:ional Ideal Joseph P. Fisher, S.J. OFTEN enough to older religious the spiritual life looks simple enough but to beginners and ev, en those advancing it seems frequently anything but simple. They are frequently on the lookout for some formula or other which will make the spiritual life easily and comprehensively grasped. It is not uncommon that one approach after another is tried and found wanting. And it is not unheard of that some remain confused f6r years in regard to the theory of the spiritual Iife and some even wonder whether the diffi-culty can be resolved:. All this uncertainty, of course, affects to some extent the living of the spiritual life. Anything, therefore, that can help in the problem will be welcome. I shall propose a few thoughts suggested by Father :Lindworsky's Ps~tchologg of Asceticism. To start with an illustration. Sister Bona wants to purchase a pair of shoes for tired feet. She goes to the shoestore to be fitted and right away she is handed a pair of shoes and told they ought to fit her. She tries them on and finds them far too small. Curious as to why the salesman was under the impression they would fit, she questions him. He replies that he had measured the feet of hun-dreds of sisters. He then figured out the average size of the sisters' feet and had shoes made to that size. But he acknowledges that thus far not once has he found that the average shoe fitted any particular sister. Thus it is to some ext~nt with patte'rns of the spiritual life pre-sented in many books. No one kind of religious is had in mind. The pattern is apparently meant to fit an active religious, a contem-plative religious, a young religious, an old religious, religious men, religiouswomen, lay religious, clerical religious, each and every reli-gmus. It must be acknowledged that in a certain sense this method of procedure is excusable and at times even necessary. And those~who have a sufficiency of knowledge, and experience can easily make proper adaptations; for the large principles of the spiritual life re-main the same for all. But some try very hard to fit themselves with-out adjustment into this, so to speak, average pattern and find them- :selves spiritually very uncomfortable. It may be said, then, that there are two approaches to the spir-itual life indicated above--what may be called the "abstract" ap- VOCATIONAL IDEAL proach and whatmay be Called the "concrete" approach. The "ab-stract" approach comes about very logically~ Theology teaches us that when our first parents fell in the garden of Eden, besides losing sanctifying grace and certain gifts not due to their nature, they be-came subject to various concupiscences. Hence there arose a warfare in their nature, their lower passions often rebelling against reason. And, although in tbernsel~)es the mind and will of men were not vitiated, nevertheless, because of the condition in which these facul-ties operated,' the mind was, in effect, darkened and the will weak-ened. Hence it can be said that the original integrity in man was broken and the harmony consequent upon the integrity was dis-turbed. Therefore a man was subject to many vices--a whole cata-log of them, beginning with the seven capital sins and descending to the slightest act of unreason. If man was to approach the former high state of his nature, he would have to root out these vices and struggle back up the long ladder of the virtues. Even after Christ redeemed man and restored grace, there still remained the necessity of struggling against the vices and putting on the virtues. The old man of sin had to be destroyed and the new man of grace had to be brought, with labor, into being. And so catalogs of vices and lists of virtues were drawn up and the aspirant to holiness was encouraged to work away at them. The idea was, of course, to build up a new man in Christ by the death of all the vices and the flourishing of all the virtues. Not much attention was paid to just what vices a par-ticular individual should eradicate (although some did speak of a predominant passion) or what virtues he should put on. Since for perfection he had to be without all the vices and in possession of all the virtues, he bad to struggle manfully with the complete lists. Such is what one might call the "abstract" view of the spiritual life. The "concrete" approach may be presented this way. What is man's part in his sanctification? To do God's will. And what is the will of God for any religious? To live out his own vocation as perfectly as possible. This sounds most obvious and exceedingly simple. Like many obvious and simple truths, however, this one is overlooked. I am sure that many spiritual directors have found re-ligious, and sincere religious, who are trying to live the vocation of other religious and not their own. They read of or hear of some "way" of the spiritual life and decide that that is the way God has called them t6, "considering.hardly at all how it fits in with the plan , of their o'wn particular religious calling. Agood many religious are JOSEPH P. FISHER Reoieto for Religious and have been captivated by the idea of being a "Victim soul." This is a fine ideal if properly adjusted to one's own vocation. But any-thing in the ideal which makes impossible or difficult the. living of their own vocation has to be modified. They should be "victims" according to their own vocational-ideal. An active religious reads about contemplation and decides he is going to live as a contem-plative. /ks long as th,e ideal fits in with his own vocation, fine; but, if it is at variance with the spirit of his own order or congrega-tion, it is suspect. As long as he believes his vocation is to the active order, his way of life must fit the vocational-ideal of his order. The endeavor to live out his own vocation as perfectly as pos-sible puts every religious under the obligation of understanding the spirit of his order. It is obvious that various orders and congrega-tions have different ends in mind and hence correspondingly differ-ent means. A Poor Clare is not called upon to work on the mis-sions like the Maryknoll Sisters: the Sisters of Charity are not called upon to recite the Divine Office like the Carmelites: Christian Broth-ers are not expected to work in hospitals as the Alexian Brothers are; ,lesuits are not expected to observe the seclusion and silence of Car-thusians. So each religious must endeavor to form a clear ideal of what his particular way of life asks of him. He must study and pray over his constitutions and the rules of his order; he must read and reflect on the life: of his founder: he must imbibe the spirit that animated those who have lived their lives with signal fidelity in the same calling--he must, in brief, form a "vocational-ideal" based on objective evidence revealing what should be the spirit of his life. Then the holiness of the particular religious will depend on the way he puts this vocational-ideal to work in his life. He must put on all that his vocational-ideal requires of him and cut away what stands in the way of' the living-out of the ideal. This puts before each religious very definite work to do. And most religious would undoubtedly find plenty to work on within the limits of their voca-tional- ideal without having to spend precious time and effort trying to master and put into their lives an ideal based on an abstract treat-ment of the spiritual life or, what may be worse, an ideal based on a form of life foreign to their own. The advantages of such an approach, the concrete approach, are clear. First of all it presents the religious with a definite, detailed expression of God's will---every man's means of holiness. It, ac-cordingly, .puts emphasis in the spiritual life on something solid, 66 March, 1954 VOCATIONAL IDEAL something open to no illusions. Again it presents a simple and yet comprehensive plan of man's part (as opposed to God's part) in the spiritual life for any particular religious. This makes for integral living-~a// a religious does is sanctifying, for (in the supposition) it fits in with his vocation which for him is God's will. Consequent upon such living, there should.be peace and calm, for a religious knows that he is doing the best he can do on earth--God's will. He can have hope of arriving at holiness, for he knows that God gives him the graces required to live his vocation. Several conclusions would seem to follow from the above. First of all when a religious reads a spiritual book that is not expressly pointed to his vocation or, as sometimes happens, is actually pointed away from it, he ought to make proper adjustments in accordance with his own vocational-ideal. There are many very fine spiritual books which have to be so adjusted. Even a classical work like the The Following o[ Christ bas statements which certainly do not ap-ply literally to all religious. For example, this statement may have literal application in the case of contemplatives but hardly in the case of active religious whose work is among men: "As oftenas I have been amongst men, said one, I have returned less a man." And a second conclusion would be this. Religious institutes would do well to provide their religious with commentaries and even medita-tions on their rules. Likewise it would be useful to have lives writ-ten of founders and illustrious members of the congregation. Above all the efforts of superiors and instructors should be devoted to bringing the religious to a really practical love of their own precise vocation. It is all well and good to admire the ideals of religious of other orders, but one has to live and sanctify oneself according to the ideals of one's own order. Since a religious owes the loyalty of love to his own religious family, he is in duty bound to come to know his family and cherish it as he does .no other. It follows from all this that the ideal form of mortification for all religious is the effort of will required to live their vocation pe?- fectly, that is, to put on all that their vocation requires and cut off what hinders the full living of it. It may seem at first glance as if there is not much mortification in this; but let a religious earnestly examine himself on how be conducts himself from early rising through all the exercises and work of the day till he goes to bed tired at night, and he will find plenty of scope for the effort of will that means mortification. And the strong points of this kind of morti- 67 JOSEPH P. FISHER fication are these: it is definitely willed by God and so there can be no delusion in it; and secondly it makes for a habit of mortification, continual mortification. Religious all know the necessity of morti-fication but many feel they are remiss in its practice. Even those who perform scattered acts are rarely satisfied. They feel the need of a more continual spirit of mortification. However, they realize that there is a limit to the little incidental acts they can perform. But there is no limit to the mortification involved in the plan suggested above. And, since it is all connected with the proper living of their freely chosen vocation, it appears desirable and possible. When the , penitents of John the Baptist wanted to know what they were to do to manifest fruits of ,repentance in their lives, they received these an-swers in accord with their various vocations. "And the crowds asked him, saying, 'What then are we to do?' And he answered and said to them, 'Let him who has two tunics share with him who has none; and let him who has food do likewise.' And there came pub-licans also to be baptized, and they said to him, 'Master, what are we to do?' But he said to them. 'Exact no more than what has been appointed you.' And the soldiers also asked him, saying, 'And we-- what are we to do?' And he said to them, 'Plunder no one, neither accuse anyone falsely~ and be content with your pay.' " (Luke 3: 10-14.) The spirit of this answer certainly applies to religious to-day. "Walk in a manner worthy of the calling with which you were called" (Ephesians 4: 1). OUR CONTRIBUTORS MOST REVEREND CHARLES H. HELMSING is Auxiliary Bishop of St. Louis. JOSEPH P. FISHER is master of novices at Florissant, Missouri. LOUIS J. PUHL is spiritual director at the! Josephinum, Worthington, Ohio. JOHN J. STOCHL is making his theological studies at. St. Mary's College, St. Marys, Kansas. PAUL DENT is a former missionary in Patna, India, and is now teaching Hindi at West Baden College, West Baden Springs, Indiana. BRUNO M. HAGSPIEL has had long experience in writing, lecturing, and giving retreats, and is now at Sacred Heart Mission Seminary, Girard, Pennsylvania. RICHARD W. ROUSSEAU is making his theological studies at the College of St. Albert, Louvain, Belgium. PETER GOODMAN is on the faculty of St. Joseph of Holy Cross, Juniorate of the Broth-ers of the Holy Cross, at Valatie, New York. FRANCIS N. KORTH is on the fac-ulty at St. Mary's College, St. 'Marys, Kansas. 68 Lit:e Cont:ormed to !:he Image ot: Mary Louis J. Puhl, S.J. OUR Holy Father Pius XII in the encyclical consecrating this year,to the Immaculate Mother tells us that she rejoices to see her likenes~s in her children. He asks all Christians to conform their lives to the image of the Blessed Virgin. Fortunately for us, we have a portrait of the Immaculate Heart of Mary that pictures for us her holiness and perfection. It has been drawn under the inspiration of the Holy Spirit by no less skillful hand than that of our Blessed Mother herself. This she has given us in the hymn of thanks and praise she left in the Magnificat. It is a summary of the spirituality of our Blessed Mother, and a model given us by God to aid us to carry out the wish expressed by the Holy Father in his request to conform our live~ to her image. The circumstances that gave rise to this hymn of thanks will help us to appreciate its meaning. The angel of God had come to Mary and asked her consent to be the mother of the Savior. When the humble Virgin understood how she was to serve God, she joy-fully embraced His will with those words we repeat each day in the Angelus, "Behold the handmaid of the Lord! Be it done unto me according to Thy v~ord." This act of surrender to God may be called the motto of Mary's life. It gives the key to her whole spir-ituality. Having learned in her conversation with 'the angel that her aged cousin would soon be the mother of the precursor, the humble Vir-gin hastened to be of service to her in need. The Mother of God, the living temple of God, did not think it beneath her dignity to do menial service for her kinswoman. ~ She understood well that the essence of perfection is charity. When she came to the home of her cousin and greeted her with the familiar Jewish greeting, "Peace be to you," Ehzabeth, inspired by the Holy Spirit, in great joy saluted her with the very words the angel had used, "Blessed art thou among women and blessed is the fruit of thy womb." Mary, seeing that the great mystery of the Incarnation had been revealed by God to her cousin, broke forth into a song of praise of the Redeemer. The very first verse of this hymn strikes at the most fundamental principle of the spiritual life. "My soul doth magnify the Lord," 69 LOUIS .I. PUHL Review [or Religious Mary sings. What is the ultimate destiny of man that must guide all the actions of his life? The glory of God. If I do not live up to this purpose of my life, I do not lead a rational human life. So Mary, teaching us to lead a truly Christian life, glorifies God for the wonders He .has wrought in her, and for the great mystery of the Incarnation and Redemption. But God has so arranged in His infinite goodness and power that what we do for His glory is for our happiness. We were made for joy in Him in time ,and eternity. Hence the second verse of this hymn, "My spirit hath rejoiced in God my Savior." Man without Christ is a hopeless, helpless debtor. Nothing remains for him but to be cast into prison till the last farthing is paid. But since he can-not pay his debt without a Savior, he must remain there forever. There is no happiness possible without Christ. Hence, if I seek my happiness in any other, I am doomed to failure. The foolish world has sought peace in power, in pleasure, in wealth, and has ended in slavery. My happiness and joy is in Christ alone. He came to teach the way to peace and happiness and la'id down His life to secure the means to it. Unless with Mary my joy is in Christ my Savior, I can have no true joy :in time or eternity. Next, our Blessed Mother teaches us the great means to praise God and to find happiness in God. "He hath regarded the humility of His handmaid, for behold from henceforth all generations shall call me blessed." In practice, perfection must always consist in walking in the will of God, in being the humble handmaid, the servant of God. Wherever God's will is made known, in the Com-mandments, in the duties of our state, in the wish of our superiors, in the inspirations of the Holy Spirit, man the servant of God by nature is bound to obey. This humble service by Mary, she tells us, is the secret of the wonderful graces God gave her. Because she was the humble servant, God regarded her and blessed her. So abundant were these favors that came from her service that she prophesies that henceforth all generations shall call her blessed. In its way, the same will be true of us if we serve. God and His angels and saints will rejoice and call us blessed even in this life if we serve. And the day will come in eternity when Christ Himself, as He tells us, will gird Himself and minister to us ~at the table of the Lamb'. All of God's saints and the Mother of God herself will call us bles-sed through all eternity. Then follows a way to magnify the Lord and rejoice in God our 70 March, 1954 LIFE C~NFORMED TO MARY Savior. Mary begins to praise God for the present order of God's providence, for the great work of the Incarnation and the Redemp-tion. It is the work of the omnipotence of God, "He that is mighty hath done great things to me." Indeed, only an infinitely powerful God could ca.rry out the design of His wisdom and mercy to save man by clothing Himself in our human nature, coming into the world as the child of a virgin, and finally laying down His life for our salvation. Secondly, she calls the work of the Incarnation and the Redemp-tion a work of the holiness of God, "And holy is His name." God came to teach us the way of holiness, to share His own nature with us and so sanctify us, to free us from sin and clothe us in justice such as he Himself has. Finally Mary proclaims the Redemption as the great work of the mercy of God. "His mercy is from generation unto generation to them that fear Him." Wherever there is that humble reverential fear of the servant for his Lord. of the child for his Father, Mary tells us, there will be the boundless mercy of God.If we reverently serve, she teaches, we are secure in God's mercy. In the next verses we are let into the great secret of Mary's suc-cess in her spiritual life. How did she become the model of all sanc-tity? The secret is humility. How often we read and are told that the foundation of all virtue is humility. From the first to the last verse of this hymn this truth is suggested in some way. Humility simply means that I know my place and live accordingly. I know who God is, the infinite Good to whom I owe all; and I know who I am, the servant who has received all from God and must go to Him for all I need. God must reject the proud, Scripture tells us. Mary eloquently proclaims this truth and the necessity of humility. "He hath shewed might in His arm. He hath scattered the proud, in the conceit of their heart. He hath put down the mighty from their seat, and hath exalted the humble." If we wish to conform to the image of Mary, we must strive for humility. The second secret of her success pointed out by Mary is an ardent "desire for perfection. "He hath filled the hungry with good things and the rich he has sent empty away." Who ever heard of any per-son attaining a difficult goal without willing it? No one acquires a strange language without wanting to do so. We cannot learn to play the piano or succeed even in a game such as golf without wanting to learn. We do not wake up some fair morning and find 71 LOUIS J. PUHL ourselves masters of Greek against our will. Hence, the insistence in spiritual writers on an earnest desire for perfection. Our Lord Him-self has said, "Blessed are they who hunger and thirst after justice for they shall have their fill." If we really wish to perfect our lives, there must be a real hunger for justice. If there is, there will follow the blessing of God and all the means necessary to attain holiness. Hence, Mary says, "He hath received Israel His servant, being mind-ful of His mercy." Notice. again, it is the humble servant that re-ceives the help. TEe last verse gives a third secret of Mary's success, her great faith and trust in God. God is faithful to His promises, "'as He spoke to Abraham and his seed forever." It was this complete trust in God's fidelity in Mary that was praised by Elizabeth, "Blessed art thou because thou bast believed, because those things shall be ac-~ complished that were, spoken to thee by the Lord." Faith in God's word who has promised to help us in every need and complete trust in His omnipotent love and mercy are necessary for success on the way to God. There are many mysteries in life we cannot under-stand. We must keep our faith firm in the words of Christ and go on in boundless trust. "God is faithful who hastcalled us to the society of His Son." He can accomplish His ends by humble means. The humble Virgin, raised to the dignity of Mother of God and praised by all generations, is an eternal example of this truth. Such is the portrait of the Mother of God left us by the inspira-tion of the H01y Spirit. She lived for the glory of God, she found her joy in Christ her Savior, she was the humble servant. Her life was a,hymn of praise of the omnipotence, holiness, and mercy of her Redeemer. The fouffdations of her holiness were a deep humil-ity, a hunger and thirst for justice, and an unshakable faith and trust in God. If I am to conform my life tO the image of Mary as God asks us to do through the words of the Holy Father, I must make it according to the model God has given us in Mary. BACK NUMBERS WANTED We have urgent requests for back numbers that are needed to complete sets. You can be of great service to other religious if you happen to have duplicates of any of these numbers and' are willing to part with them. If you have such dupli-cates, kindly notify us. The requested numbers are: Complete volumes I (1942): II (1943); and III (1944). Single copies: January. 1942; May, 1942: July, 1943 (2 copies): November, 1943; September, 1945; March. 1946: and Sep-tember, 1946. 72 Ext:ernal Grace and t:he Religious Lil:e John J. Stocbl, S.J. 44 | F THOU didst know the gift of God," Christ told the Samari- ! tan woman at Jacob's well, " . . thou perhaps wouldst have asked of him." The poor sinful woman, thinking that Our Lord was speaking of ordinary drinking water, did not understand; and so the divine shepherd had to explain that the water He had to give was "a fountain of water springing up unto life everlasting." This "gift of God" that Our Lord spoke about is grace, which God bestows on men and which was merited for men by the suf-fering and death of Jesus Christ. And truly, if we did fully under-stand this gift of God, we would know the science of sancFity a.nd the secrets of the saints. It is the heart of the supernatural life. Sanctifying grace, that divine life which is infused into the soul at baptism and which is increased or restored with the reception of the other sacraments and the performance of good works, is the greatest of all created gifts to man; so great is it that it actually makes us children of God and sharers in the divine life. Actual graces are transitory supernatural helps, holy thoughts and desires, that God continually sends us, especially when we are spiritually troubled. Their purpose is to inspire us to lead'tbe supernatural life and to give us supernatural strength when we most need it. The thought of our own weakness would be a terrifying one were it not for the fact that we have God's own assurance that His grace is sufficient for us. For this reason we can say with confidence at the beginning each ,day the prayer in the office of Prime: "Lord God Almighty, who hast brought us to the beginning of this day, defend us: throughout its course by Thy power, that we may not this day fall into any sin, but that our words and thoughts and deeds may be directed to the fulfilment of what is right in Thy sight." The band of God stretched out in our support is manifested not only through these interna~ supernatural helps which He gives us to avoid sin and perform works of eternal merit, but also in countless external helps we find all bout us. Thus we can see in the creatures about us a third kind of grace, 73 JOHN J. STOCHL ° Reoieto for Religious external grace, which theologians and spiritual writers frequently acknowledge wit~ only a passing nod as they hurry on to deeper and more important problems of sanctifying or actual grace. External graces are not absolutely necessary for salvation and are not even sufficient in themselves for the performance of a salutary act. Because of this they are often neglected in spiritual conferences and instruc-tions. They rouse the soul to merely human resolves, and hence are not sufficient of themselves to win the divine reward of eternal life. They are only the preparation for internal graces which are sufficie.nt for salvation. Yet external graces are real gifts of God, special gifts that help us to holiness. And for religious who habitually live in the state of sanctifying grace and whose whole effort is aimed at in-creasing that divine 'Iife in the soul, no means to sanctity is 'to be ignored. God places various creatures around us to help us reach the goal for which we were made. These creatures are external graces and should be used as God intended, namely, as helps in working out our own salvation and sanctification, St. Francis of Assisi found that the sun, the birds, and the animals made him love God more. For St. Francis Borgia, the death of his queen and the sight of her decaying body was an external grace that started him on the path to sainthood. And St. Ignatius says in his book of the Spiritual Exer-cises that "all other things on the face of the earth were created for man's sake, and in order to aid him in the prosecution of the end for which be was created." Any influence coming from creatures outside the soul and helping us to salvation is an external grace. Such external influences arouse thoughts of good deeds and excite holy resolutions. The sermon of a priest frequently stirs up in a sinner the first thoughts of repentance; the example of a strong Catholic in the armed service has often been a source of strengtb to weaker Catholics living with him. And on at least one occasion, the music, singing, incense, and ceremony of a Benediction servic~e has led a non-Catholic to inquire into the trutbs~.of the Faith. Some external graces of their very nature draw men to a better life. The life of Christ, the Blessed Virgin, or certain saints, the Bible, and the Church itself are bound to have a good effect on all who experience them. Other outside influences will appeal only to certain people or under certain circumstances. Music, for example, or books, good example, friends, recreation, or the radio can all lead 74 March. 19:54 ¯ ~ EXTERNAL GRACE us to God. In fact anything can be an external grace--even pain, sorrow, suffering, and sin-s-if we put it to the use that God intended. As Father Matthews says in his little book, With the Help of Thy Grace: "Every creature can make us think of God the Creator and so lead us to glo,rify.the Creator in His works. But such glorification would be only natural and God wants us to do supernatural deeds in order thereby to win heaven. So just when the external grace makes us know and love God naturally, actual grace enters our soul and helps us to know and love God supernaturally." It can and frequently does happen that all three kinds of grace come to us at the same time. The sister, for example, who° makes her weekly .confession, receives an increase of sanctifying grace by the very fact that she receives the sacrament. She also knows that by receiving the sacrament she is assured of a sufficiency of actual graces during the coming week to make her good resolutions and purpose of amendment effective. But over and above this, the difficulty of the actual telling of her faults and of the saying of the penance, and the shame felt in having to mention the same little sin of criticizing, for the fifth week in a row are all external helps to avoid sin in the future. God does not force His grace on anyone; nor does He act against the natures which He created. Rather, He deals with each creature in accord with its nature. And since, as philosophy teaches us, there is nothing in the intellect which was not first in the senses, God usually enlightens the intellect or strengthens the will through the use of the sense.faculties or emotions. Exterior graces act directly on the senses and only indirectly reach the spiritual faculties. They are either the occasions of inner graces, or else accompany interior helps. They do not of themselves strengthen the will, as Tanquerey says, but they produce in us favorable impressions, which by quickening the mind and rousing the will, prepare the soul for the reception of supernatural life. But since they are connected with true inward promptings, which move the soul to amendment and advancement in the supernatural life, they are of extreme importance. And we may be sure that when we make use of the many external graces God gives us the more important interior graces will be present. Religious life of its very nature assures us of couiatless such ex-ternal graces. The fact that religious live in communities where everyone is working for the spread of Christ's Kingdom is in itself a JOHN J. STOCHL Review for Religious great grace. Moreover, the religious is separated from many sources of temptation to which~ most Other Catholics and even the diocesan clergy are constantly exposed. For the most part we are cut off from all the pushing struggle for worldly success and the esteem of men, from bad companions, harmful reading, temporal worries, from practi.cally all persons, places, and things that are generally occasions of serious sin. The daily order of a religious house assures all of sufficient time for prayer and reflection, ample spiritual direction, and easy access to books for spiritual reading. All we have-to do is to recognize these graces and make use of them. They can be found all about us, in our Rule, the religious habit, the daily order, the little pinches of poverty, and the petty irritation that frequently accompanies reli-gious obedience. The presence of the Blessed Sacrament in our house, the beauty of the liturgy, wholesome books and study are also external graces. And though these latter are available to many of the faithful, still religious have more frequent opportunity to make use of them. ~Perhaps the greatest external grace that religious have .is the con-stant companionship of others who are striving to advance in the way of perfection. Who has not felt impelled to kneel a little straighter and put more effort into his prayer when he saw his neighbor in chapel pray with external reverence?' Or what over-worked teaching sister, is not inclined to give herself even more gen-erously when she sees others facing problems greater than hers? The unfailing generosity of one or other member of the community tends to make all the members of the community more generous with their time and their talents. Even the little twinge of human respect we feel over the violation of a rule in the presence of others can-- though it sounds strange to say it--be used as an external grate to prevent further violations. And every monastery, convent, or seminary has its number of those who by their unfailing cheerful-ness or exact observance of the rules draw others closer to perfection. There is absolutely nothing in religious life that cannot be used to draw us to greater love of God. As St'. Paul says in his Epistle to the Romans, "We know that to them that love God, all things work together unto good, to such as, according to his purpose, are called to be saints" (Romahs 8:28). And surely, if any are called to be -saints it is those who have voluntarily followed Christ's counsels, who have "left house, or brothers, or sisters, or father, or mother, 76 March, 1954 ANNUNCIATION THOUGHTS or wife, or children, or lands for my name's sake" (Matthew 19: 29). ~ God comes to us through a thousand and one doors, and the' marvel of it all is the ingenuify He uses to touch our thoughts and draw our wills to higher things. God is not only present in crea-tures, according to St. Ignatius, "in the elements giving them being, in the plants giving them growth, in animals giving them feeling, and in men giving them understanding," but He actually "works and labors for me in all created things on the face of the earth, that is. He behaves as one that labors." Annunciation Thought:s Paul Dent, S.d. MARY'S plans were upset when the angel told her she would become the mother of a child, she who had planned a life of virginity vowed to God! But she gave instant consent to God's plans when she knew they were God's plans, and her own were realized in a way more glorious and holy than she could have imag-ined- and the world was redeemed, too. I must ever be ready to imitate Mary in regard to my plans. Souls will be. saved if I in-stantly and perseveringly consent to God's plans. They are infinitely holier than any plans of which I myself can think. (Luke 1:26 f.) From God to a town in Galilee (the mostboor-ish section of the Holy Land) named Nazareth (the proverbially despised section of that boorish section) to a virgin (not to a mother of a family, a person of merit and importance) betrothed to a man (whence all her importance, such as it was, in the eyes ot~ that little world--not from herself, but from him) named doseph (Joseph? Which one of the several Josephs? Joseph, the carpenter. Oh, that fellow! I thought you meant the Joseph, the one in that big house) of thehouse of David (a ruined house now, and of no account any more) and the virgin's name was Marg (a common sort of name, not distingu~ like Irene or B~renice). Thus God chooses what the world thinks little of, God chooses one fit for nothing but ordinary jobs about the house, not a brilliant writer, executive, orator. God, chooses one lowly in all eyes, especially her own, one accordingly 77 PAUL DENT not discouraged and ,despondent, but full of confidence in God and of gratitude to God for letting her love Him, letting her love Him. I want to be like you, O Mary Immaculate, Mother of God. I want to trust God and to be grateful that He allows and enables me to love Him. Mary is kneeling in prayer, adoration, love, oblation, abandon-ment, loving attention to the presence of God. ,She is lovingly aware that God is and she is humbly pleading to be allowed to be His servant-girl. Suddenly out of nothing a man appears and calls her highly favored, full of grace. She is troubled, thinking the Divine Majesty has deigned to answer her prayer. For this is evidently an angel before her who has been sent to bring God's answer, and yet he is calling her highly favored, her who had not asked to be praised, but to be ancilla Domini. B~t the angel speaks no flattery in calling her highly favored, for that is just what she is. By God's grace she is full of the love of God and is aware that she does love God, able to bear herself the honest, humble, candid witness that she really does love God. Is she now going to be told that she is allowed to be God's servant-girl? That were indeed to be highly favored! Is this not the angel's meaning? What els~ can his words mean? O Mother of God, is it presumption for me thus to try to ex-' press to myself your thoughts? ! do not think it is, if I know--as I do know !--that your thoughts, your pure, virginal; sinless, im-maculate thoughts are inexpressibly far above my power to imagine or express them. I do not think it is presumption, if I try to put your thoughts here before me'in order to help me realize more than I do what my prayer-life must be. I am your child and you are my Mother, and "like mother, like child" must mean that I try not only to do like you, but to think like you. Guard my thoughts, holy Mother of God. Help them belike yours, so that I may be like you --lovingly aware that God is and humbly desirous to be all His. "AURELIANS" IN THE UNITED STATES A Sister Adorer of the ,l~recious Blood writes, with reference to the article "Aurelian Spirituality" in our January, 1954 number: "We regret that no men-tion is made of the fact that the houses in the States (with the exception of Belle-vue, Ohio) are independent of either the French- or E.nglisl?-speaking Unions: and each has its own novitiate', in accordance with the way we were founded." 78 Are You a ,Jellyfish? Bruno M. Hagspiel, S.V.D. THIS is a challenging question. To face it honestly requires more than a modicum of courage. Yet it should be faced because this little creature of the sea has much to teach us if we are willing to let our powers of reasoning bear with full force upon the analogies that such a study suggests. Our Lord has endowed His smallest, weakest creatures with a meaning. He has used the sparrows, the flowers of the field, the mustard seed, to teach His incomparable lessons. We are but fol-lowing His inspiration if, like eager children, we try to learn from the most inconsequential things He has made, not only how to be but how not to be. If the poet Wordsworth, sensitive to the realities underlying the natural world, speaks of "the harvest of the quiet eye," how much more should we, with an eye steadied by faith, perceive the more profound realities of the supernatural world beating upon our inner selves. Yet we are sometimes as unaware of the full import of these realities as is the jellyfish of the insistent roll of the surf. If this were not so, we should not find the glaring inconsistencies between creed and conduct that are ot:ten manifest in the lives of those professing the Catholic faith and even of those committed to the higher dedica-tion of the religious life. To clarify out, thinking on this subject we might follow the lines indicated by Msgr. (later Bishop) John S. Vaugban .in "Inconsistency, or Our .Faith and Our Practice" (in Thoughts for All Times). Msgr. Vaughan alludes to the fact that~ve are often puzzled to explain why, in spite of' the overwhelming .arguments in proof of the authenticity of the Catholic Church, so many earnest men con-' tinue to resist her claims. We seldom take the t~ouble, however, of inquiring why we who believe firmly in the stupendous truths of Revelation are so little affected by them. That a materialist with no belief in a future life to sustain him should center his interest on the acquisition of worldly goods--whether honors, pleasures, or pos-sessions- is not strange. But that we who are well aware that this life is nothing more than a preparation, a path leading to an im-mortal destiny, should attach so much importance to what we know to be empty,, yain, and unsatisfying, is far more extraordinary and 79 BRUNO M. HAGSPIEL Review for Religious constitutes a really difficult problem. "We profess belief," Msgr. Vaughan says, "and .we do in re-ality believe every dogma, and yet we seem to be ab'le to reconcile With such a profession a line of conduct diametrically opposite. What we openly'affirm with our lips we are perpetually denying by our actions; and What we emphatically assert in words to be of the most vital importance we declare by almost every act of oui lives to be of no importance at all. However rational we may be in business, in politics and in our social relations, we seem to be wholly devoid of reason as soon as we begin to deal with the spiritual and the supernatural." In illustrating his point, be eliminates all matters of mere opin-ion and suggests that we confine ourselves to points of certainty on which we-all agree. He proceeds first of all to the concept of sin. We believe, obviously, that sin is the greatest evil in the world, that even the smallest deliberate sin is a more genuine misfortune than any pos-sible loss of health or fortune, that both in itself and in its conse-quences no merely human calamity can compare with it. We know with a divine certainty that not even to save our lives or any num-ber of lives would a person be justified in committing a single de-liberate v'enial sin. This, as Msgr. Vaughan asserts, is not a pious exaggeration, but the literal truth. In our own case, our faith no doubt is securely rooted. But how is it with our conduct? Does it coincide with our belief? Our atti-tude towards venial sin will supply an answer. How do we show our horror of small sins, our realization of their baseness and of the deep ingratitude inherent in them? Does our everyday life indicate an unhesitating preference to suffer pain or calamity rather than commit a deliberate venial sin? The result of such questioning will-show whether these words of Msgr. Vaughan apply to us: "We be-lieve sin to be the greatest of evils, ,we act as though it were the least." From the negative to the positive; from the consideration of evil to the consideration of the greatest supernatural good that can come to us in this life. We recognize this good as divine grace. Through faith we know that grace is so surpassing a gift that to gain one ad-ditional degree of it is an advantage immeasurably greater than to in-crease our fortunes or any of our earthly gifts a milliontimes over. One degree of grace is incalculably better in itself, of greater profit to ourselves, and more pleasing to God than any advance in worldly 8O March, 1954 ARE YOU A JELLYFISH prosperity, social position, or political power. We ought to be willing to renounce these, together with any natural gift such as wisdom, beauty, dignity, or talent, if thereby we could purchase the slightest increase of divine grace. We know all this and we teach it to others. But do we deny it in practice? The thought of grace leads logically to the thought of eternity. We may" indeed say with Msgr. Vaughan that God has committed to our hands the fashioning of a future that will be.precisely what we make it, neither better nor worse. Granted that we are fortunate enough to reach heaven, still our position in God's kingdom will depend on our own cooperation. We know that every degree of grace carries with it a corresponding degree of eternal glory. While breath lasts, we may continue to add to the amount of acquired grace-- which means that it rests with us (i.e., on our cooperation .with God's help) whether or not throughout an everlasting life we are to know God better, love Him more, and enjoy Him more completely and profoundly. This dependence is as'inevitable as that of the oak upon the acorn. But Msgr. Vaughan reminds us that many neither act nor speak as becomes men and women who have taken these truths to heart. If someone were to follow us as we go through our daily avocations, could be conclude that we are conscious of the fact that moment by moment we are drawing the plans and laying the foundations for an interminable future? Would be believe that we are aware that every one of our thoughts and actions is stamping our lives beyond the grave with an indelible mark and helping to make or mar a career that is unending? Since we easily recognize our inconsistencies, we cannot avoid~the questions: why this disparity between belief and practice? why do we behave so unreasonably? The general answer, at least in part, suggests itself at once; it is that, though we believe, we do not re~ alize. Truths affect us only in the measure that they come home to us. Even in the natural order, such truths as the distance of the .nearest.fixed star will come home to us only after a process of com-paring and contrasting. It is similar in the supernatural world. The great truths of faith affect us little because we do not realize them. We may believe them with a faith su6icient for the fulfillment of divine precepts; but unless we realize them--that is, make of them an inner experience that will work its way into our minds and hearts and permeate our whole being--they will never have the power to 81 IM. HAGSPIEL Ret~ietv for Religious the course of life, resist temptation, and give us the courage to "~ heroes and saints. The essence of~the matter is to bring our faith to the point of setting fire to our lives--the fire that Christ came to kindle--and to draw our souls out of the lukewarmness that has the disdain of God upon it. We can do this if we ponder over the truths that tell us of an invisible world, not merely skimming the surface of life, but following it to its hidden realities. By meditation the mustard seed of the gospel will grow and the kingdom 'of God that is within us will give forth its' secrets. The valhes of life here and hereafter will fall into their proper proportions, and the tranquillity of order will keep us on a steady course. Things invisible will grow visible to the eyes of. the spirit, and we shall have the thrill of knowing that we are not asleep amid the wonders that are about us. If we need added assuran, ce, we have only to look at those who have succeeded in the one great enterprise upon which we all are em-barked. From the example of the saints, all of whom have both practised this life-giving habit of meditation and exhorted others to do so, we draw the inevitable conclusion that it is a sure, simple, direct means of acqu~iring sanctity here and everlasting glory here-after. The great theologian Suarez declares it to be morally neces-sary for all who wish to rise above mere mediocrity. St. Teresa declares it impossible for anyone to practise meditation and at the same time continue to lead a tepid and sinful life. The two are mutually exclusive. Upon this matter the Holy Spirit Himself has spoken: "Think of thy last end and thou shalt never sin." And by the voice of the prophet He laas sago: 'With desolation is the whole world laid deso-late, because there is no man who considereth in his heart." it is a relief to turn for a moment from our own inconsistencies to the thought of the saints, to expose ourselves to the radiance of their uniform consistency. Even that well-known apostle of modern unbelief in Germany, Friedrich Nietzsche, who made no effort to conceal his hatred of the saints and did not hesitate to ridicule them, paid them an undeniable tribute. Obviously,' the loving humility of their surrender to God conflicted sharply with his theory of the superman. Nevertheless, he praised them "because they lived logi-cally according to their views," and he added that, compared with the saints,~''the ordinary average Christian cuts a sorry figure; he acts like a man who cannot count up to three." 82 March, 1954 ARE YOU A JELLYFISH? The saints not only realized their belief; they summed it up in effective maxims. For Augustine, "all that is not eternal is nothing": Stanislaus was born "for greater things": and Aloysius ruthlessly applied the question, "of what value is this for eternity?" And they lived ac,cording to these maxims. They were not jellyfish. To carry out the uncompromising program of the saints requires not 0nly logic but a spirit of self-denial, rt means mortification, penance, suffering. But here again we meet an inconsistency. Christ has left no doubt as to His teaching concerning our daily crosses and what to make of them. He laid down this lesson by both word and example; yet all too often the average Christian, and religious too, spontaneously turns away from the daily cross and abhors it as if it were an evil. We not only avoid suffering, but we tend to eliminate .every inconvenience. The way of the cross is not our chosen path, even though it leads to heaven. Theoretically we know that for those who love God all things work together unto good (cf. Romans 8:28), but do we live up to this knowledge? In practice--let us hu~mbly admit it--we too often act as if we could serve God well only as long as we can live in sufficient comfort and ease, as long as we are healthy and we/l, as long as we have success in our daily work and in our plans. How we dread the very thought ~f discomfort and material loss, of illness and disease, of ill success and failure! We seem to look upon such circumstances and conditions as so many hindrances and obstacles on the road to heaven: we imagine we can-not serve God so well any more; and our spirit of equanimity, of "holy indifference," and of conformity with the will of God is gone. Is not this jellyfish-like inconsistency? This is manifest especially when we find ourselves face to face with the necessity of makingade-cision in the choice of "creatures." Contrary to our'~better theoretical understanding ahd conviction, we catch ourselves ever ~o often se-lecting not what is lastingly useful to us, but what we think is more pleasant. We really ask ourselves not "what will help me most to serve God and to give Him pleasure?" .but "what will give me the least trouble?" Perhaps the climax of our inconsistency is r~ached in regard to Christ's law of charity. Again He has taught us by word and ex-ample. We must be kind to everyone. We must love everyone as we love ourselves. He has pointed out even the measure of our love. He has indicated also even the measure of our acts of kindness, "as long as you did it to one of these my least brethren, you did it to 83 BRUNO M. HAGSPlEL Reoieto for Religious" me" (Matthew 25:40). Our Lord accepts every kindness to a ~eilow human being as though it were done to Himself; but He rega.r~l.s also -every unkindness as having been done to Himself. Must qce not tremble with apprehension when we remember all the uncharitable judgments, the petty bickerings, the pointed remarks that we l~vel at those around us? If we eliminate the grosser injuries of slander and calumny, what shall we say of the endless gossiping, the influendo, the taunting tone, the disparaging glance? Can we justify these things and make them consistent with God's law of love and God's own eternal love? What answer shall those who call themselves followhrs of Christ offer in explanation of unkindness, of hardness against those who have sinned, to the pitying Christ who with a divine hatred for sin had only mercy to show to the sinner? In our littlenes~ and our bitterness~, if we would find the r~medy, we need but look at Our Lord in one of tb'e most moving scenes of His earthly life, when the adulterous woman trembles at His feet while the Pharisees drop their accusing stones and slink away. Those who have consecrated themselves to Christ by the triple bond of poverty, chastity, and obedience, have chosen the three mos( potent safeguards against the fundamental weaknesses tin, at afflict our human nature. Here too the question is of supreme necessity: are we being consistent? Much too fr.equently we see that those who by the vow of poverty have voluntarily renounced all earthly pos-sessions will none the less frequently adhere to trivial things, be it a room or cell, a habit, even a dustcloth, knickknacks, trifles of every description. Even this leaves untouched the further question of in-ner poverty, the~stripping of the sp!rit that renders it unattached to all that is not needful, unattached even to itself. As for the vow of chastity, the purpose of which is to foster that undividedness by which the soul is wedded to God as to its Spouse, there are numerous ways in which inconsistency can show itself. Fidelity demands not only the observance of celibacy but also the exclusion of all things that unnecessarily endanger purity. Never-theless, much halfheartedness is evident in this respect among reli-gious. Many give way to undue attachments, indulge in the read-ing of dangerous literature, and by careless behavior Show the incon-sistency of believing one thing and doing another. The vow of obedience, this giving up, out of love for the obe-dient Christ, the most precious thing that we have, our own will, 84 March, 1954 YOU A JELLYFISH? puts consistency strongly to the test. The surrender to a God-given superior brings with it many interactions of rights and duties that give occasion for many a difficulty. How frequently self-will in affairs, both major and trivial, comes to the surface! When assign-ments are given we often see resistance, tears as of babies, excuses, an unwillingness to accept uncongenial work, pretenses of having no time for certain errands, various subterfuges. Superiors themselves do not always escape the danger of incon-sistency. Parallel to the'it rights to obedience they have their corre-sponding duties. A superior must be all things to all in the com-munity. Even here we frequently see partiality, an unwarranted establishing of precedents, an insistence on the "holy rule" as an end in itself, to the injury of some person concerned. All these things imply a disparity between that which the lips have professed and the behavior denies. Expediency takes the place of dedication and self-will usurps the primacy of self-sacrifice. We can easily im.agine Our Lord speaking to us as He spoke to the multitudes concerning John. To them He said: "What went you out into the desert to see? A reed shaken with the wind?" We can envision Him with His eyes upon us as we look through the ranks of those who have succeeded in this business of Christian living, and we ourselves can fashion the question: what did you come here to see? a jellyfish? a backboneless, glutenous substance? a semisolid hydrozoan? ' We may be sure that when Christ commanded His apostles to cast the net into the sea and the net nearly broke from the weight of the miraculous catch, there was but little room for a jellyfish. We may be equally certain that this helpless little creature was not the one chosen to be given as food to the hungering ap~ostles when the Master awaited them on the shore after His Resurrection. Happily we have still God's gift of time. We can, in a single moment of logical thinking and courageous willing, begin to make ourselves that which we desire to be. Unless we wish it, God be praised, we need not be jellyfish. MARIAN YEAR MEDAL PROJECT To encourage the wearing of the Miraculous Med~ during the Marian Year, the Daughters of Charity, of Milwaukee, are sendxng pledge cards with medals at-tached to all who request them. The cards contain a pledge to wear the~medal through the Marian Year. For the cards and medals write to: Daughters of Charity, 809 West Greenfield Avenue, Milwaukee 4, Wisconsin. 85 NEWS AND VIEWS NEWS AND VIEWS (Continued from Page 63) tion plan. Three thousand schools and organizations utilized the plan to have three hundred thousand homes consecrated to the Sa-cred Heart. As was the case with the picture of the Sacred Heart, framed glass-covered prints of the Immaculate Heart are now avail-able at 25 cents each. The companion pictures are obtainable in lots of thirty-six from the Nu-Dell Plastics Corporation, 2250 North Pulaski Road, Chicago 39, Illinois. Saturday lns?iCu,~e for Religious From Regis College, Denver, Colorado, comes news of an insti-tute for sisters held on four Saturdays during Advent and again on four Saturdays during Lent. Regis College has been conducting this institute for the past two years. The program found most suitable has been the following: 1:30 p.m., conference; 2:10 p.m., refresh-ments and social half-hour; 2:40 p.m., conference; 3:20 p.m., Benediction. Opportunity for confession is also provided., A preliminary questionnaire showed that the sisters preferred religious to academic topics. Some of the topics treated have been these: Appreciating the Mass; Mental Hygiene; Mystical Theology for Nuns; The Spiritual Life: The Psychology and Practical Diffi-culties of Prayer; Shakespeare and Catholicism; The Supernatural Life; Suffering; The Sisters in the Modern World; The Passion of Christ. The total attendance for the series in the first year was 1150 sisters. Unanimous requests for the continuance of the institutes show that the sisters like them and find them helpful. Catholic Periodical Index The Catholic Periodical Index covering the period, June, 1952- May, 1953, is now available. This contains a cumulative Author and Subject index to a selected list of Catholic periodicals. One has to see a publication like this to get even a faint idea 0f the pains-taking scholarship required in its composition. It is invaluable for libraries and writers. All communications regarding subscriptions, editorial policy, etc., should be addressed to: The Editor, Catholic Periodical Index, Catholic University of America. Room 301- Library, Washington 17, D.C. Catechism and Eucharistic Fast It is obvious that the new legislation on the Eucharistic fast re- (Continued on Page 102) 86 A Recent Con!:roversy on Obedience Richard W. Rousseau, S.J. ASMASH hit of the recent Paris stage for over a year was a play with an all-male cast: Hochw~ilder's Sur la terre cororoe au ciel (On Earth as It Is in Heaven). Though not a strictly historical play, it deals with the seventeenth- and eighteenth-century Jesuit missions in Paraguay. In these missions, or reductions as they were ca/led, the Jesuits had built up a set of independent Indian cities where the Indians were learning the arts and crafts of a settled agri-cultural life, safe from the predatory, slave-making raids of certain Spanish settlers. Whether or not such a venture was by its very nature temporary and destined not to last is a moot question. In any case, it all came to a sudden and somewhat bloody end in 1767 when, heeding the trumped up charges of the discontented plantation owners, Charles III, King of Spain, ordered the reductions closed, the Indians dis-persed, and the Jesuits exiled. The play deals with those most dramatic moments of crisis when the Envoy of the King arrives with tbe message of dissolution, his imprisonment by the outraged Jesuit provincial, the arrival of the secret Jesuit messenger with orders from Rome to obey, the brief military clash, and the accidental death of the provincial. A French Dominican, H.-M. Feret, has written a short book of partly literary, partly theological criticism of the play) His literary conclusion is that the central theme'of the play is not obedience but rather the politico-ecclesiastical problem of the legitimity of the theocratic system of reductions. With that conclusion we are not concerned. The book treats of necessity, however, of obedience in itself. This section of the book has given rise to an interesting little controvers~ that we intend to examine here to see whether we can thus shed any additional light on that highly delicate problem of the Christian conscience. Fr. Feret's opinion is summed up in the fol-lowing passages: "The Christian theological explanation of obedience is relatively simple. Whether one considers the authority of the legislator who lSur la terre cororoe au ciel: le vrai drame de Hochtoalder, Contestations (Paris: Ed. du Cerf, 1953). 87 RICHARD W. ROUSSEAU ' Review for Religious develops and imposes ia law or the superior who watches over its ob-servance and applies it to concrete situations, or whether one consid-ers on the other hand the obedience of the inferior, the submission of the person who is subject to the law. we find that b:th submission and obedience, commanding and authority, have as a common, fun-damental norm th~ common good of the society or group in which takes place this commanding Or authority, this submission or obedi-ence . "That in addition obedience also concerns the personal life of the subject who obeys, if only in making clear to him how he can and must serve the common good, is quite clear: but this is only a secondary consideration. A superior does not give orders merely to intervene in the personal life as such of his subordinates, but to point out to them, and bring them to work for, the needs of the common good. In the same way, one does not obey to submit oneself to a superior, but in order to serve, by means of his orders, the common good of which he has the care.''2 Soon afterwards, dn the Jesuit journal 12tudes) Fr. Henri Hol-stein, S.J., commented thus on Fr. Feret's book: "Religious obedience is a sharing, through the habitual exercise of a spirit of faith, of the very obedience which St. Paul discerned in Christ, who became 'obedient unto death: even to the death of the cross.' . . . "[This] sharing of the obedience of Christ within the Church constitutes what we may call the objective side of Christian and reli-gious obedience. We must now show the subjective side, its place of insertion within the supernatural organism. We think that obedience flows from the theological virtue of faith, that it is inspired by a spirit of faith. Religious obedience is not, as a matter of fact, a purely sociological phenomenon, a way of acting demanded by the good order of the community .or by the efficient organization of the apostolate. 'It is essentially an attitude commanded b~j :aith.'" At this point, A.-M. Henry, O.P., one of the editors of the Dominican review of :spirituality, La Vie Spirituelle, enters the scene. In a short article4 he examines thus Ft.Holstein's pages. "Fr. Holstein is right it seems to us, in underlining the mystical side of obedience, in'presenting it as a sharing in the obedience of 21bid., pp. 48-50. 3Sept., 19~3: "Le myst~re de l'ob~issance.'" See pp. 147, 150, 152. 4"Le 'myst~re de l'oblissance'," La Vie Spirituelle. Nov., 1953. See p. 415. 88 March, 1954 CONTROVERSY ON OBEDIENCE Christ. It is. as a matter of fact, essentially that. Nevertheless, the doctrine he presents seems to us to be incomplete. We think, fur-thermore, that this criticism, in the best sense of the term, is not due simply to a question of emphasis or of a school of spirituality. We admire the obedience of the 'true sons' of the Society . But this does not prevent us from regretting the absence of two important points in the doctrine proposed by the worthy ,lesuit journal." Fr. Henry then develops two points: first, that obedience is not faith: and secondly, that obedience is not given immediately to God. A previous article of his in the Suplol~ment de La Vie Spirituelles had presented his own positive ideas on religious obedience. For his com-plete exposition of these two points both articles must be consulted. Explaining what he means when he says that obedience is not given irfimediately to God, Fr. Henry points to the fact that all gov-erning authority, civil as well as ecclesiastical, comes from God. The Church, he says, is not distinguished from other societies solely by the fact that it has hierarchical authority, but rather by its origin, its end, and its infallible teaching magisterium. Obedience' to govern-mental authority in the Church is not directed by norms that are entirely different from the norms that direct obedience to civil au-thority. All obedience is a free dependence, otherwise it is slavery. What then are the norms of this dependence? Here Fr. Henry admits the norm of Fr. Feret, but only in this context. He says that there are two necessary conditions for obedience to an order: first, that the order is not contrary to the divine positive or natural law, and sec-ondly, that it does not go b~yond the needs of the common good, which in all societies defines the power or jurisdiction of the superior. There are times when these conditions are not fulfilled, and then obedience must be refused. Here are some examples: the order of a local superior is directly contrary to that of a major superior; an or-der is given in a domain outside the power of the superior, e.g., if a Franciscan superior should order a Franciscan. to live his own spir-itual life according to the spirituality of the Societ'~ of 3esus: the weight of some orders, .their complexity and infinite detail make them tyrannical; or an order is against the natural or divine positive law. When therefore Fr. Holstein says "obedience consecrates to God not only a man's work, but the very principles of his'activities, his intellect and will," Fr. Henry answers that this can very well be 5$ept. 15, 1953, pp. 249-82: "Ob~issance commune et ob~issance rdigieuse." 89 RICHARD W. ROUSSEAU ¯ Ret~ieto for Religious understood as the complete gift of ourselves to God, which naturally includes our minds and wills (as in the Contemplation for Obtain-ing Di+ine Love of the Spiritual Exercises of St. Ignatius), but that this does not mean that we thereby somehow destroy the right and normal use of those faculties. He believes that the phrase as such, in the context of the article and lacking adequate distinctions, may lead to an understanding of obedience as a substitute for the natural and spontaneous working of the mind and will. For it can and does hap-pen that now and then men and women in religious orders thus mis-understand obedience, and see their minds and wills as mere instru-ments in the hands of the superior. Obedience is not' faith. This was Fr. Henry's first point. The Church herself, he says, is a supernatural society. To be a member of it requires supernatural admission. This supernatural society, be-sides her work of sanctifying through the sacraments, has a double function. The first 'is her teaching function. When she teaches for-mally,' she is infallible with the infallibility of God and .demands submission of the human intellect. The second is her governmental function or function of jurisdiction. Since she is a supernatural so-ciety, it follows that we could not recognize this authoritative func-tion of hers as legitimate, and therefore as representing God for us, without ultimately an act of faith. All this is, as Fr. Holstein rightly says, an imitation of the fa~ith and obedience of Christ. The object of the act of faith with regard to the governmental function of the Church is the office or the principle, that is, that the legitimate supe-rior represents God in the supernatural society which God has estab-lished. But--and this is extremely important, because it is where the expressions of certain writers can lead astray--the orders of a superior are not in themselves objects of faith, that is, they cannot command the assent of the intellect that is given only to the infalli-bility of God. When Fr. Holstein says that the submission which a religious grants to his superior is not given to a man but to the heavenly Father, whom he recognizes in the .superior--that is true, as long as one clearly distinguiShes the superior from God and the order of the superior from his office. The superior is essentially an intermediary and his orders are not infallible. Religious obedience is not based on the fact that the orders of the superior, since he repre-sents God, are infallible, but rather on the fact that since the superior has duly legitimate @uthority and is exercising it within the limits of that authority, his orders, even though objectively erroneous, are God's will for the subject and must be obeyed. 9O March, 1954 CONTROVERSY ON OBEDIENCE And so we come to the question of obedience of judgment, that Gordian knot Of religious obedience. Fr. Feret judges it rather se-verely. "Certain writers on obedience," he says, "mainly concerned with efficiency, whether ascetical or collective, have a tendency to preach a perfection of obedience that consists not only in a crushing of all self-will, which, putting aside all question of aboulia, is ac-ceptable enough, but even more, in a giving up of all personal opin-ign, or at least any opinion differing from that expressed in the su-perior's order. Now this, at le~ast if we judge by the moral the-ology of St. Thomas, runs the risk of an over-extension of obedi-ence that no good moralist could approve." Fr. Holstein does not treat explicitly of obedience of judgment, although the tone of his article supposes,it. And Fr. Henry treats it only incompletely. Fortunately, however, a pertinent article ap-peared recently in the theological review of the Diocese of Malines.~ The author, Fr. J. Brabants., a diocesan priest serving as a chaplain to nuns, had encount'ered so many theoretical difficulties concerning obedience of judgment .that he had decided to study the question more deeply. The results of his work are contained in the article, which has some penetrating observations and explanations. He treats with special clarity the case in which the subject, though willing to obey in act, finds that evidence to the contrary, forces him to recog-nize the objective unworthiness of an order. In such a case of physical impossibility of agreement by the intellect, must .we call the obedience of the subject mere obedience of execution or of the will? Would it then necessarily be excluded from the category of obedience of judgment, and therefore also from perfect obedience? This is the conclusion we must perforce come to if we demand actual conform-ity of the subject's mind with that of the superior as the essence of obedience of judgment. But is this what St. Ignatius himself taught? Fr. Brabants thus sums up St. Ignatius' formal teaching on the subject in his Letter On Obedience--teaching which must be carefully distinguished from those parts of the letter where St. Ignatius is merely being exhorta-tory or speaking" of practical means to acquire this perfection of obedience: "The complete and perfect offering of oneself is realized in the third degree of obedience by the submission of one's judgment to that of the superior in those cases in which the mind does not find itself bound bg the force of the truth . The really obedient man 6"Remarques sur l'ob~issance de jugement suivant saint Ignace," Collectanea Mech-liniensiao Nov., 1953, pp. 652-70. See especially p. 653. 91 RICHARD W. ROUSSEAU ought to bow to his superior s wishes. He approves the order re-ceived insofar at least as the will can bbnd the mind to this ap-prot~ al.'" Here St. Ignatius is teaching, first, that perfect obedience and obedience of judgment are identical; secondly, that sometimes the will, even though desiring to do so, cannot bring the intellect of the subject to agree with the superior's because the subject's intellect can in no way refuse solid, contrary arguments; thirdly, that obedience which of necessity cannot go beyond execution and will is rightly considered obedience of judgment; and fourthly, that this obedience of judgment is also perfect obedience. Obviously, however, if we give to the orders of superiors, be-cause of certain incomplete expressions concerning faith in obedience, a nature of quasi-infallibility, then actual conformity, at least by some very mysterious sort of faith, becomes essential to obedience of judgment and perfect obedience. But if, as has been explained, the motive of obedience is not the infallibility of the superior's order but his God-given function bf governmental authority, then actual in-tellectual conformity becomes accidental. We can define obedience of ju'dgment, therefore, as an inclination of the will to be so perfectly united with the will of the superior that it does all it can to bring the intellect to be in actual accord with the mind of the superior in a specific order unless reasons to the con-trary make this particular agreement impossible. We have thus examined all the authors and their articles. Re-garding the opinion of Fr. Feret, we agree with Fr. Holstein that it is inadequate. Rightfully, however, Fr. Henry points out that cer-tain aspects of Fr. Holstein's exposition need clarification, but be himself does not treat t,he question of obedience of judgment. On this last point, Fr. Brabants' article seems to us to present an illum-inating and interesting solution. We have taken the mystical notion of obedience.from Fr: Holstein, the thorough"analysis of the object and nature of obedience from Fr. Henry, and finally, from Ft. Bra-bants, the complementary considerations on the nature of obedience of judgment. And having made all the necessary distinctions and reservations, we can see in the sacrifices obedience occasions, in the graces it demands, in the faith it builds upon, in the trust in divine providence it requires, and in the identification it makes with the mystical obedience of Christ to his Father, how necessary and how noble a thing is religious obedience. 92 Benediction Brother Peter Goodman, C.S.C. IT IS INTERESTING to note during this Marian year that it was a devotion to Our Lady that was one of the forerunners of our present-day Benedidtion. It became the custom in the twelfth and thirteenth centuries for the faithful to gather together at the end of the day to sing hymns and canticles in honor of Mary. As this took place usually before her shrine in the local church, gradually another custom, that of exposing the Sacred Host for adoration (a carry over perhaps from the elevation at Mass), was added to give greater solemnity to the occasion. The use .Of a monstrance for holding the Host probably developed.from the need for such a vessel in which to carry the Host during the processions subsequent to the establishment of Corpus Christi. It has been suggested, too, that the monstrance might have originated from the practice of putting relics in glass reliquaries for veneration. As a fitting close for the service the Sacred Host was raised in blessing over the gathering. In .one of Cardinal Newman's lectures he describes the character and meaning of this rite in glowing terms, particularly the blessing. "It is our Lord's solemn benediction of His people, as when He lifted up His hands over the children, or when He blessed His chosen ones when He ascended up from Mount Olivet. As sons might come before a parent before going to bed at night, so once or twice a week the great Catholic family comes before the Eternal Father, after the bustle or the toil of the day: and He smiles upon them, and sheds upon them the light of His countenance. It is a full accomplish-ment of what the priest invoked upon the Israelites: 'The Lord bless thee and keep thee; the Lord show His face to thee, and have mercy on thee: the Lord turn His countenance to thee, and give thee peace.' " Upon reflection we might wonder why our vision of His counte-nance is not appreciably clearer, our peace not more firm and deep after we have received this blessing numberless times. Is it not be-cause we have failed to understand what is being done to "us, and failed to make full use of the power placed at our disposal? A,short paragraph in the encyclical Mediator Dei points the way 93 o . PETER GOODMAN Review for Religious to a keener appreciation of the rite of Benediction. In speaking of the blessing at the conclusion of the ceremony, our Holy Father says, i'. it is an excellent and fruitful thing that the priest, holding the Bread of Angels aloft before the bowed heads of the Christian multitude, and turning it about duly in the form of a cross, should pray the Heavenly Father kindly to turn His eyes to His Son crucified for love of us. and because of Him and through Him, Who willed to be our Redeemer and our Brother, should command supernatural gifts to flow forth to those who have been redeemed by the immaculate Blood of the Lamb." This eminently Christo-centric manner of approach is prob-ably not our usual method of praying at Benediction. We might be more inclined to bow low and feel, in imagination, the soft touch of Christ's pierced hands upon our heads and hear Him whisper, "See how much I have loved you." It requires faith, of course, to do this; faith in the Eucharistic Presence. But there are degrees in faith as there are degrees in shadow. Worldly things seen with our bodily eyes partake of the aspect of shadows'--"a, shadow's shadow, he, the Spokesman, tells us, a world of shadow!" (Ecclesiastes 12:8.) Things of the spirit, viewed with the eyes of faith, become clearer as faith deepens. To concentrate on the blessing itself, regarding it as a sort of mystical laying on of Christ's hands, does not seem to give suffi-ciently free rein to our habit of faith. Faith seeks not so much the blessing, as Him who bestows the blessing. It wants to encompass in an intuitive fashion this being who is not only human but divine. The Word was made visible to draw us upward to the love of things invisible. Christ tells us, "See, I hold you engraven on My hands and in My heart," but we are to pass through those wounds to knowledge of His Father and of the Holy Spirit. A lively faith is also acutely aware of Christ's role as Redeemer. The sacred humanity was ,broken by suffering that our human natures might be made whole by sharing in the very lif4 of the Trinity. To faith's clear vision, Christ is ever the "Lamb standing upright, yet slain" (Apoc. 5:6), the eternal Mediator between God and man. Our Lord has frequently urged us to pray in His name, to avail ourselves of His divine intercessory power. This we shall do if we pattern our sentiments at Benediction on the recommendation offered by His Holiness, Plus XII. Whet; the Sacred Host is raised above our heads in the salvific gesture of the cross, our first thought 94 March, 1954 BOOK REVIEWS will then be to beg thee Father to look upon His incarnated Son, formed by the operation of the Holy Spirit from the pure flesh of Mary. We shall remind Him to gaze upon the scars of the cruci-fixion sustained for love of us, the wounds in Christ's hands, feet, and heart. They are our means of violence with which we may rock heaven and bear away the Father's blessing. In virtue of these wounds, and of the love borne the Son by His Fa.ther, we can then with great confidence ask the Father to bless us and all the world. LISTEN, SISTER SUPERIOR. By John E. Moffaff, S.J. Pp. 208. McMul-len Books, Inc., New York: 1953. $2.75. Although one might strongly disagree with some points made by the author, yet the general impression created by Listen, Sister Supe-rior is that it is a thesaurus of practical advice, compiled by an ex-perienced director of sisters from his many years spent in giving re-treats to sisters throughout the country. Father Moffatt's creden-tials need hardly be given here because his many previous works have merited for him an enthusiastic throng of readers. As usual, the author's style is warm and engaging; his thought, uplifting and practical. As the title indicates, these spiritual chats are directed to superior's, but they are just as applicable and worth while to subjects. Often a sister in the ranks has suddenly lifted her eyes to find the hand of Divine Providence suture, oning her to lead others on the path of perfe.ction~ For many humble ones there is neither thought nor premonition that such an event could happen to them, and a wave of almost frantic helplessness overcomes them as they face their new obligations and realize their unworthiness and lack of preparation. Such persons will find this work a manual of arms in helping them to know clearly their new obligations: and the ideals presented would .soon enable the most timid to go forward with confidence, realizing with St. Paul that all things work unto good for those who love God. For the experienced sister superior each little chat might well provide matter for an examination of conscience and an inspiration in following her ideals. For the sister in the ranks this work will 95 BOOK REVIEWS ¯ Reoieto for Religious engender a greater understanding of the problems of her superior and will enable her to understand many decisions heretofore perplexing and seemingly harsh. For all, Listen, Sister Superior will pr.ovide an inspiring and refreshing review of the fundamental principles in-volved in silence, common life, poverty, rule of life, humility, jus-tice, and especially obedience.--EDWARD A. LARKIN, S.J. OBEDIENCE. Edited by A. PI~, O.P. Pp. viii ~ 289. The Newman Press, Westmins÷er, Maryland, 19S3. $3.7S. This volume contains the English version of a collection of re-ports presented by priests and sisters of various religious institutes at the 1950 conference of La Vie Spirituelle on the topic, "Obedi-ence and the Modern Nun." Although the book is primarily in-tended for religious women, more than half of the contents would be useful for all religious: and the entire book would seem to be indispensable for priests charged with the spiritual direction of re-ligious women. The loose unity characteristic of collections of this kind is offset in the present instance by an attitude and a theme which seem to have prey,ailed in most of the authors' approaches to their facet of the subject. The attitude is one of candor and honesty in facing the problem of evaluating and ordering the personalist and democratic tendencies which are certainly, if only indirectly, influencing con-temporary religious life. The theme is religious obedience as a vir-tue which involves a maximum of intelligent activity. The impact created by this contemporaneity of treatment is that of freshness rather than novelty. Suggestions and conclusions arise from a merger of the present historical condition with the vital tra-dition of Saints Basil, Benedict, Dominic, Francis, Ignatius, Thomas Aquinas, Teresa of ,Avila, John of the Cross, and Th~r~se of Lisieux. The tinique value of the book lies in this attt!mpt.to as-similate within the tradition of the Church whatever is good in modern psychology and the social drive toward personalism. Because of the variety of topics, a brief review can hardly give an accurate description of the contents of the book. Yet the flavor might at least be sampled by reading some short statements made by Henri Bissonier in histreatment of "Initiative and Obedience in Re-ligious Life." "Initiative is in full play when a subject can, and in some ways is obliged' to, give plain proof of his originality, free 4hoice and creativeness in the permissions he seeks. Obedience is in full play because the subject acts only when the permission sought 96 March, 1954 BOOK ANNOUNCEMENTS comes back to him as a permission granted with the validity of a command" (p. 237). "In brief, let initiative be not only tolerated by superiors but conceded, allowed, encouraged and almost, imposed. so long as a subject needs to be drawn out of that dangerous inertia which merely counterfeits obedience" (p. 238). The whole tendency of this book is to arouse a new appreciation and enthusiasm for obedience.-~ROBERT D. CROZIER, S.J. ~ BOOK NOTICES To GOVERN Is TO LOVE, by F. X, Ronsin, S.J., translated from the French by Sister Eugenia Logan, S.P., is addressed to superiors of religious women. Translations have appeared in Italian and Spanish, and others are being prepared in Polish, Dutch, and Por-tuguese. This book is a r~sum4 of a much larger work published by the ~uthor in 1947 under the title Pour Mfeux Gouoerner, which has not as yet been translated into English. It is divided into four parts: I, To Know Subjects; II, To Understand Subjects; III, To Form Subjects; IV, To Love Subjects. Although it is not easy reading, perhaps because it is a condensation, still superiors will find it well worth while to make a study of the points discussed and to ponder on them, for their benefit as well as for that of the members of the community. (New York: Society of Saint Paul, 1953. Pp. 288. $3.00.) ~ To write profoundly, correctly, simply, a~d clearly on any aspect of the Catholic teaching on grace is a genuine achievement. John V. Matthews, S.J., once did this on the subject of actual grace. More recently be has done the same thing as regards sanctifying grace. THE LIFE THAT IS GRACE gives in simple, readable chapters the profound truths pertaining to the doctrine of sanctifying grace, and presents these truths in a practical, inspirational manner. (West-minster, Md.: The Newman Press. 1953. Pp. vii q- 196. $2.50.) BOOK ANNOUNCEMENTS [For the most part. these notices are purely descriptive, based on a cursory exam-ination of the books listed.] BRUCE PUBLISHING CO., 400 N. Broadway, Milwaukee 1, Wis. A Life of Mar~t, Co-Redemptrix. By Peter A. Resch, S.M. "This little work tries to set forth the life of the Blessed Mother 97 BOOK ANNOUNCEMENTS Review [or Religious simply and positively, amplifying the gospel story only by the in-~ terpretations which the Church seems to favor in her liturgy, in her papal pronouncements, and in her recognized commentators." Pp. 96. $1.00. CATHOLIC LITERATURE DISTRIBUTORS, 660 N. Dearborn St., Chicago 10, I11. The Wife Desired. By Leo J. Kinsella. As the title indicates, this book gives the qualities that are desired in a good wife. Ac-cording to the various chapters, the wife desired is an inspiration to her husband, has personality, is patient, is a physical being, has a sense of humor, is a companion to her husband, and is religious. This is the first book to be published by the Catholic Literature Distributors. Pp. 168. $2.50. (Paper edition, 70 cents.) THE DAUGHTERS OF ST. PAUL, Old Lake Shore Road, Derby,N.Y. Louis Martin: An Ideal Father. By Louis and Marjorie Wust. In this book the authors have given us "the first life in English of a saintly father of a sainted daughter." This life of the father of the Little Flower of Jesus "is presented in a pleasant and entertaining style." Pp. 375. $3.00. (Paper edition, $1.50.) EXPOSITION PRESS, 386 Fourth Ave., New York 16, N. Y. Living for God. By Rev. Manuel Milagro, C.M.F. "The book is designed for those who have a fair knowledge of the doc- .trine and the teachings of faith, hope, and charity; who have expe.ri-enced the bitterness of the struggle required to lead a virtuous life; but yet, who find their way more or less clouded by a feeling of anxiety." Pp. 116. $2.50. FIDES PUBLISHERS, 21 W. Superior St., Chicago 10, Ill. Wisdom Shall Enter. By Leo J. Trese. A book of modern apologetics presented in readable style. Contains an introduction, sixteen chapters, and two appendices., The chapters deal with standard apologetic themes: existence of God; man's immortality and freedom; need of religion; credentials of Christ and His Church; and so forth. The appendices treat briefly of the nature of God, and of the dictum that outside the Catholic Church there is no salvation. Pp. 144. $2.75. The Apostolic Itch. By Vincent J. Giese. "A group of reflec-tions from the lay point of view, on the lay apostolate, particularly the directions it should take in the years ahead." The author is edi-torial director of Fides Publishers, which is dedicated to serying the 98 March, 19~4 BOOK ANNOUNCEMENTS lay apostolate. Pp. 126. $2.75. The Kingdom Is Yours. By P. Forestier, S.M. An "unpre-tentious commentary of the Gospel," as the author says in his Preface, in which "youth will be able to meet Christ, to hear His teachings directly, to gaze at leisure upon His sacred person, and to learn at first hand the virtues that make true and perfect Christians. Young men and women will realize that religion is not like other school subjects, such as science or literature, for instance. They will discover that religion enriches the whole personality--the mind, the heart, and the soul." Pp. xiii q- 189. $3.50. WILFRED FUNK, INC., 153 E. 24th St., New York 10, N;Y. Catholic Shrines in the United States and Canada. By Francis Beauchesne Thornton. "What.I have tried to do is to give the his-tory of noted places of popular pilgrimages: places where the attrac-tion of a saint, an atmosphere, or a devotion, has drawn men and women with the compelling magnetism Chartrek had for Henry Adams" (from the author's Preface). The book tells the story of one hundred and nineteen of these noted places and gives exact loca-tions, with maps and photographs. Beautifully printed and illus-trated. A distinctive contribution to the story of Catholicism in Canada and the United States. Its price, as prices range ~today, is very moderate. It should be in every Catholic home and institution. Pp. xii + 340. $4.75. GILL ~ SON, 50 Upper O'Connell St., Dublin, Ireland. Our Lady of the Smile. By Rev. St6phane doseph Piat, O.F.M. One of the memorable events in the life of the Little Flower is the apparition of Our Lady when she was a child. It was at this time that Our Lady smiled on Th6r~se. In this book Father Piat shows how the Little Flower later fostered the devotion to Our Lady of the Smile, and how this. devotion has spread since her death. Pp. x + 134. 5/6. We Catholics. By Robert Nash, S.d. This is a second volume of short essays on what might be called the everyday spirituality of Catholics. Besides the Introduction. there are twenty-six essays on practical topics and in the readable style that we have come naturally. to expect of Father Nash. Pp. viii ~- 136. 5/. Plus X. By Fr. Hieronymo Dal-Gal. ~Translated and adapted from the Italian by Thomas F. Murray, M.A. An authentic bi- 9grapby based on ot~cial records. For the sake of readability this English adaptation omits the notes and abbreviates some of the 99 BOOK ANNOUNCEMENT~ Reuieu~ for Religious material contained in the original Italian. Good for both private and public reading. Pp. xv ÷ 246. 15/. THE GRAIL, St. Meinrad, Indiana. Mission [or Margaret. By Mary Fabyan Windeatt. This is a life of St. Margaret Mary, with special reference to the devotion to the Sacred Heart and the practice of Communion on the First Fri-day, told in story form. Pp. 230. $3.00. B. HERDER BOOK CO., 15 South Broadway, St. Louis 2, Mo. The Philosophy of Being. By Rt. Rev. Louis De Raeymaeker. Translated by Rev. Edmund H. Ziegelmeyer, S.J. A synthesis of metaphysics in which "the author follows the lines of thought of St. Thomas Aquinas, and makes convincing application of the doc-trines of the analogy of being and the real distinction between es-sence and existence in all contingent beings." Not a textbook: but suggestions for using' it as a textbook are furnished by the trans-lator. Pp. xii -k 360. $4.95. HOLY SHROUD GUILD, Esopus, N. Y. Self-Portrait of Christ. By Edward A. Wuenschel. C.SS.R. The author is a recognized authority on the Holy Shroud of Turin. In this book' he presents the arguments for and against the authenticity of the Shroud and concludes that it is authentic. Good photographs of the Shroud are included, as well as an excellent and detailed bibliography. Pp. 128. $1.00 (paper). P. J. KENEDY ~ SONS, 12 Barclay St., New York 8. N.Y. A Doctor at Calt~ar~t. By Pierre Barbet, M.D. Translated from the French by the Earl of Wicklow. In this book Dr. Barber, an eminent French surgeon, gathers together his many writings and lectures on the physical sufferings of Christ. His interest in this sub-ject began when be saw photographs 6f the Holy Shroud. His work is based on a careful study of the impressions on the Shroud, as well as of archaeology, history, scriptural exegesis, and so forth. Pp. 178, plus 12 pages of photographs. $3.00. The Epistles in Focus. By B. Lawler, S.J. Contains a'n explan-atory foreword and sixteen chapters. The first two chapters are in-troductory. "All the remaining chapters," says the author, "are devoted to one or two Epistles in turn. Each c,hapter contains (i) useful information, followed by (ii) a brief commentary. (i) The information is partly certain, partly conjectural: you need not take it all as 'gospel-truth,,' . . . (ii) The commen'tary makes no preten- 100 March, 1954 BOOK ANNOUNCEMENTS sions either to completeness or to havir;g a balanced selection of learned opinions. It is merely what I regard as necessary or useful for the ordinary reader." The book concludes with useful schematic summaries of the Acts of the Apostles and the Epistles. Pp. 165. $3.00. NEWMAN PRESS, Westminster, Maryland. Faith and Prayer. By Vincent McNabb, O.P. A reprint of works formerly published by Father McNabb. Pp. ix-I- 215. $3.50. The Fulness of Sacrilice. By A. M. Crofts, O.P. A study of the Eucharist intended to "help the reader to appreciate the Sacrament and Sacrifice of the Eucharist, not.merely as a truth isolated within itself, but as the culmination of God's vast and eternal design of Re-demption, gradually unfolded down the ages of preparation, and, once fulfilled, for ever perpetuating the fulness of sacrifice in the re-deeming mystery of the Messiah."' Pp. 296. $3.00. The Trinity in Our Spiritual Life. By Dom Columba Marmion, O.S.B. The Abbot Marmion once composed a beautiful Consecra-tion to the Blessed Trinity. This book contains the Act of Conse-cration, and an explanation of each part of the Act by means of apt selections from other published works of Dora Marmion. Pp. 284. $3.50. The Scale of Perfection. By Walter Hilton. A noted English classic on perfection translated into modern English, with an intro-duction and notes by Dom Gerard Sitwell, O.S.B. The fifth volume to be published in the new Orchard Series. A book which is indis-pensable for the student of Christian asceticism and mysticism and which makes charming and unctious spiritual reading. Pp. xx-~ 316. $3.50. RADIO REPLIES PRESS, 5'00 Robert St., St. Paul 1, Minn. That Catholic Church. By Rev. Dr. Leslie Rumble, M.S.C. Edited in collaboration with the Rev. Charles Carty. A sequel and companion book to the three volumes of radio replies published pre-viously by Frs. Rumble and Carry. This volume contains 1650 replies to questions, also a detailed index. Pp. x ÷ 453.$3.50. (Paper edition, $2.50.) TEMPLEGATE, 719 E. Adams St., Springfield, Ill. Christopher's Talks to Catholic Teachers. By'David L. Green-stock. Advice to Catholic teachers covering their own preparation, religious teaching methods, the manner of dealing with various age 101 NEWS AND VIEWS Reoiew /:or Religious groups, also of dealing with the abnormal child, vocational counsel-ing, and so forth. Pp. xi + 228. $3.75. JOSEPH F. WAGNER, INC., 53 Park Place, New York 7, N.Y. Kegs to the Third Floor. By Philip E. Dion, C.M. A very practical and readabl~ .treatise on how to live the religious life well especially by imitating Christ in His obedience, His love of the poor, His love of the cross, and His love of enemies. Pp. 188. $3.25. Nr-WS AND VII:WS (Continued from Page 86) quires some changes in our catechisms. Of special interest, there-fore. is the communication of the Sacred Congregation of the Coun-cil published in Acta Apostolicae Sedis, December 16, 1953, pp. 809-810. According to this communication, the Sacred Con-gregation of the Holy Office, with the approval of the Holy Father, has ordered certain changes in nn. 335, 339, and 340, of the Catechism of Blessed Pius X. The following is an accurate sense-translation of the new version of these numbers: 335. What is required to make a good Communion? Ans. To make a good Communion, three things are required: (1) to be in the state of grace: (2) to know and to bea~ in mind who is going to be received; (3) to be fasting from midnight. 339. In what does the Eucharistic fast consist? Ans. The Eucharistic fast consists in abstaining from food or drink of any kind, with the exception of plain water. 340. May one who is not fasting euer receiue Communion? Ans. One who is not fasting may receive Communion in danger of death; also in definite circumstances determined by the Church. 340-bis. What are these de£nite circumstances determined by the Church ? Ans. They are the following: , 1) The sick may receive Holy Communion, even after taking medicines or liquids; if, because of grave inconvenience recognized as such by the confessor, they are unable to observe a complete fast. 2) Those who receive Communion at a late hour or after a long journey or after fatiguing work may take some liquid nour-ishment up to an hour before going to Communion, if they experi-ence grave inconvenience recognized as such by the confessor in ob- 102 March, 1954 NEWS AND VIEWS serving a complete fast. 3) At evening Masses, those who have abstained from solid foods for three hours and from liquid for one hour may receive Communion, 340-ter. When permission is granted to take liquids, are alcoholic drinks included? Ans, When permission is granted to take liquids, alcoholic drinks are excluded. Summer Sessions Reverend James I. O'Connor, S.J., professor of canon law at West Baden College, will ~ive a course entitled "Canon Law con-cerning Religious," at Immaculate Heart College, Los Angeles, from June 28 to July 31, inclusive. This is a general course directed to all religious women, and it will be given during the regular summer session. There is adequate housing on th~ campus for out-of-town religious. For further information address: The Dean, Immaculate Heart College, Los Feliz and Western Avenue, Los Angeles 27, California. The Institute for Religious at College Misericordia. Dallas, Pennsylvania, (a three-year summer course of twelve days in canon law and ascetical theology for sisters) will be held this year August 20-31. This is the second year in the triennial course. The course in canon law is given by the Reverend :losepb F. Gallen, S.J., that in ascetical theology by the Reverend Daniel J. M. Callahan, S.J., both of Woodstock College. The registration is restricted to higher su-periors, their councilors and officials, mistresses of novices, and those in similar positions. Applications are to be addressed to the Rev. Jo-seph F. Gallen, S.J., Woodstock College, Woodstock, Maryland. Marquette University offers an Institute on Canon Law for Re-ligious, to be held on six week ends during the 1954 summer session. The Institute will be conducted by the Reverend Adam C. Ellis, S.J., a member of the editorial board of REVIEW FOR RELIGIOUS. Although primarily intended for superiors, masters and mistresses of novices, councilors, bursars, and others charged with some direction of reli-gious communities, the institute will be open to all religious. The meetings will be held on successive Friday afternoons at 3:30-5:15, and successive Saturday mornings at 9:00-11:00. The first ses-sions will be June 18-19. Father Ellis will also give one special con-ference on "The Mind of the Church in the Government of Reli-gious," discussing such problems as adaptation, studies, physical care 103 NEWS AND VIEWS Retffew ~or Religious of the community, sleep, diet, work, and the like. Another special feature will be a question box. Registration fee for all twelve sessions will be ten dollars; for individual sessions, one dollar. For a detailed list of topics to be treated at the various sessions, as well as for regis-tration and further information write to: The Director, Summer Session, Marquette Universi.ty, Milwaukee 3, Wisconsin. C, anonizaflons, 195 I The Clergy Monthly, edited by the Jesuit Fathers at St. Mary's Theological College, Kurseong, D.H. Ry., India, has published short biographical sketches of those who have been beatified or canonized during ~he reign of Pope Plus XII. With the gracious permission of the Editor of The Clergy Monthly, we have already reprinted the biographical sketches of those canonized or beatified from 1939 to the end of the Holy Year, 1950. (See RE.VIEW FOR RELIGIOUS, VIII [1949], 3-17; IX [1950], 330-31; X [1951], 225-38.) The following are brief sketches of those canonized during 1951: St. Emily de Vialar: born, 1797; died 1856; beatified, 1939; canonized, June 24, 1951. Foundress of the Sisters of St. Joseph "of the Apparition." By 1952 her institute had become an impor-tant missionary congregation, with 2,000 members in 125 houses. St. Mary Dominic Mazzarello: born, 1837; died, 1881; beati-fied, 1938; canonized, June 24, 1951. Cofoundress, with St. John Bosco, of, the Daughters of Mary Help of Christians. Don Bosco wanted a congregation that would do for girls what his own Sales-ians were doing for boys. By 1952 there were more than 14,000 Salesian Sisters in 58 countries. St. Anthony Gianelli: born, 1789 ; died, 1846 ; beatified, 1925 ; canonized, October 21, 1951. As a diocesan 15riest he distinguished himself in educational work and in the parish ministry. In 1838 he was appointed bishop of Bobbio. He founded an institute of sisters for teaching poor children and nursing the sick-~the Daughters of Mary dell' Orto. In 1952 this institute had 1,400 members in Europe, Latin America, and Asia. St. Francis-Xaoier Biancbi: born, 1743; died 1815; beatified, 1893; canonized, October 21, 1951. A Barnabite, professor of theology, great preacher, and director of souls. The peopl~ of Naples venerated him as the Philip Neri of their city. St. lgnatius of Laconi: born, 1701: died 1781; beatified, 1940; canonized, October 21, 1951. A Sicilian Capuchin lay brother/ He i 04' March, 1954 SECULAR INSTITUTES spent most of his long life begging food for the Capuchin monastery --an occupation that gave him many opportunities to do good for souls. The last three.salnts, the Holy Father observed on the occas;on of their canonization, differed much in their external life--a bishop, a theologian, and a lay brother--but all three were great apostles. All three were remarkable for overcoming natural family affections and self-love, for being constantly united with God in the midst of manifold occupations, and for dedicating themselves ardently to the salvation and sanctification of their neighbor. Francis N. Korth, S.J. An informal two-day gathering of a number of priests interested in secular institutes was held at the Morrison Hotel in Chicago, Feb-ruary 22 and 23. Various parts of the country were represented. The meeting developed out of a questionnaire sent to interested per-sons last December. The questionnaire mentioned the possibility of a meeting of priests who might already know something about sec-ular institutes or who might be desirous of learning something about this type of institute. Those who received the questionnaire were asked to contact other priests who might be interested. Father Joseph E. Haley, C.S.C., of Notre Dame University, was chiefly re-sponsible for getting the meeting together. A small but select group of priests gathered for the opening ses-sion at ten o'clock the morning of February 22. It became imme-diately apparent that these priests had come together for a very definite purpose and that they were wholeheartedly concerned with the topic under discussion. A short introductory paper followed by discussion was the planned outline for each session. The lively, lengthy discussions that characterized each meeting amply fulfilled all expectations. The first paper treated the topic: "The Role of Secular Institutes in the Church Today." It was presented by the Reverend Raymond E. Bernard, S.J., of the Institute of Social Order at St. Louis. A number of pertinent historical items, from the eighteenth century up FRANCIS N. KORTH Reoieu., [or Religious to the present time, were noted. It was pointed out that the blend-ing of firmness and flexibility in the Prooida Mater Ecclesia wisely allowed for the growth of the new institutes under the guidance of the Holy Spirit. ~ The afternoon session of the first day was devoted to a paper and discussion on the juridical requirements of secular institutes, the initial ~teps to be taken in forming a group that might develop into a secular institute, further steps, consolidation, and final ap-proval in a diocese. Subsequent papal approval is a further possi-bility. This matter was ably presented by the Reverend Andr~ Guay, O.M.I., Director of the Catholic Center at the University of Ottawa. Guides in formulating steps of development are the docu-ments that have emanated from the Holy See and the constitutions of approved secular institutes. The first definite general purpose of a secular institute is the sanctification of its members; any apostolate that follows is an outgrowth of that. There must also be a definite specified purpose, which might be quite general, such as the purpose to undertake the various types of work the bishop may suggest, provided there is no one else to do that work. At the beginning de facto approval by the local ordinary should be obtained, and then the group will function as best it can. Great care is to be exercised in admitting applicants, since there is question of a very special vocation for life, a vocation that makes peculiar de-mands upon the individual because of the complete dedication of oneself to a practice of the evangelical counsels in the world. In a true vocation of this kind God's grace will not be wanting. After experience shows that the group can function along the lines of a possible secular institute and that it has within itself the potential ability to carry on, the bishop is to be approached again, this time for de jure recognition of the existing group as a pious as-sociation of some kind (society, sodality, or some other form). After such recognition is obtained, the succeeding period is

Issue 6.1 of the Review for Religious, 1947. ; Review for Religious 3ANUARY 15; 1947 °YouIdre as ony Pe r?a r . ~ . ~The Editors On Difficulties in Meditation . ' . G. Augustine Ellard The Little Office of Our Lady . : . . Adam C. Living in Christ . Charles F. D(~novan "Open My Mouth, O Lord!" . Richard L. Roo~ey Oualifications of Pos÷ula nts Sister of'the Precious Blood Recruiting for the. Brotherhoods . Brother Placidus The Cl~urch Unity Octave .~ . . Father Bartholomew Communications Book Reviews Ouesfion~s Answered Decisions of the Holy See "VOLUME VI NUMBER 1 REVIEW FOR . RELIG, IOUS VOLUME VI JANUARY, 11947 NUMBER , cONTENTS YOUR IDEAS ON PRAYER~-~The Editor~ . . . ON DIFFICULTIES IN MEDITATION" G. Augustine Ellard, S.J; COMMUNICATIONS . 16 OUR CONTRIBUTORS '~ . . : . : . . 1 THE LITTLE OFFICE oF OUR LADY--Adam C. °Ellis, S.J, 18 DECISIONS OF THE HOLY SEE . 24 LIVING IN CHRIST'--Charles F. Donovan, S.J . 28 CONCERNING COMMUNICATIONS ON PRAYER . 32 "OPEN MY MOUTH, O LORD !"--Richard L. Rooney, S.J . 33 BOOKS~,FOR HOSPITALS . . . ¯ . 36 QUALIFICATIONS OF A GOOD POSTULANT-~Sister of Preciotis Blood 37 CHURCH UNITY OCTAVE .INDULGENCES . . RECRUITING FOR THE BROTHERHOODS--Brottier Placidus, C.F.X. 45 THE CHURCH UNITY OCTAVE--Father Bartholomew, S.A. 50 QUESTIONS AND ANSWERS-- .1. Absencd from Novitiate during Second Year . 53 2. Reappointment of Local Superiors . 53 3. Pd'wer to Prescribe Community Prayers; Imprimatur . 54 4. Meaning of Spiritual Re.lationship 54 5. Mism Recitata Permitted under Certain Conditions . ~.~ 55 6. Absence from Postulancy . ~ 55 7. Superior Appointed for Unexpired Term . 56 FLOUR FOR ALTAR" BREAD,S . ~ BOOK REVIEWS~ ~ A Bedside Book of.Saints; Extraordinary Life of Marie Louise Brault; ¯ Lumen, Vitae; The Index to American Catholic Pamphlets; The Systematic Teaching of Religion: Ancient, Christian Writers . 58 BOOK NOTICES . . .~ . : . °. 63 REVIEW FOR RELIGIOUS, January, 1947.~ Vol. VI. No. 1. Published bi-monthly; January, March, May, Ju!~, September, and November at the College Press, 606 Harrison Street, Topeka, Kansas, by St. Mary's College, St. Marys~ Kansas. with ecclesiastical approbation. Entered as second class matter January 15, 1942, at the Post Office, Topeka, Kan.sas, under the act of March 3, 1879. Editorial Board: Adam C. Ellis, S.J., G. Augustine Ellard, S.J., Gerald Kelly, S.J. Editorial Secretary: Alfred F. Schneider,~ S.J. Copyright, 1947, by Adam C. Ellis. Permission is hereby granted for quotations of reasonable length, provided due credit be given this review and the author. Subscription p~ice: 2 dollars a year. Printed in U. S, A. Before writing to us, please consult notice on Inside beck cover. Review ~or Reli gio'us Volume VI ~January--December, 1947 Published at THE COLLEGE PRESS Topeka, Kensas Edited by THE JESUI~T FATHERS SAI¯NT MARY'S COLLEGE St. Man/s, Kansas " REV~IEW FOR RELIGIOUS is indexed in the CATHOLIC PERIbDICAL iNDEX. Yobr. J Jeas on Pray6r? The Editors. VARIO S TIMES in the p~st, the editors of thi.~" EVIEW. have suggested some definite topic to be dis-cussed in the Communications Department with th~ intention of pooling useful ideas and informatioh." For example, we have had communications on spirithal direc-tion, on formalism in religion, .and On vocations. Of all _the discussions, by far. the most interesting and profitable was the one concerning spiritual direction. This discussiofi" "'o ran through an entire year; and when it was complete&we Were able to publish a very helpful su.rvey of all the articles and commu,.nications. . Why was~spiritual direction such a frutifui .topic for discussion? The reason seems to be thatTM the topic has a definite persor~al meaning to most religious. They have "id~as and ideals ~r~.the subject; and they. can and'will express themselves. It is all but inevitable that communi- ~ation~'which touch upoh matters that are concrete and that are of personal significance-will be successful. We should like to start another series of communica-tignsi" and we think we have a,subject that should vie.with. spiritual direc~iori in its personal appeM to.religious. The Subject we wish to suggest is Pra~jer. Here'is our plan. During the present year, beginnin~ with this issue, we hope to publish a number of. articles prayer. In these, attention will be drawn to many of the "difficulties.ordinarily met with in prayer and. an attempt will be made to indicate ways and means of overcoming them, Thui we hope to give our real:ldrs,suggestio,ns, that will be of ,great constructive value. Yet our purpose can 3 THE EDITORS '~" - ha, rdly b.e.attained ~erely by, formal articles. We need the informal, perso~ial t6uch of communications. Prayer is somethin.g,that pertains intimately to the life of a religious. E~ry religiouS, we su~,pose, has at least tried mental prayer, and has met with success or failure. We think that all reli- '~gi~,us Ould gain mu~h by an interchange of Views on these failures and succeSSeS. Hence, we ask fo~ communicatiohs to supplement or if need be--tocorrect our articles. What should be included in these communications? It .is hard to give a Comprehensive answer to thi~iq~estion. Here.are ~ome suggestions~: You have read or heard some-thing '~about prayer;~ you have .tried it and founfl it either ~.helpful or useless. You have .experienced di~culfies-~-or discovered methods and h~lps that the ordiffary books do notmention.~ Others would like to hear about ~uch things. Why not tell them? These are but priming suggestions;. they are not intended tolimit'th~ ~scope of your communi-c_ a~ions. The importfint thin~'is_that you tell about pr~yer,. ~/our ideas concerning, prayer, and so forth. It seems that the s.ubject should be limited, for the most partl to mental prayer;, however, we certainly do not wisl"i to exclude correspondence on vocal pi:ayer. , Who should write these communications? Anyone Who i~ intdrested;, anyone who .has somethinl~ to say. Whethei ~rofi aie'a superior ora Sub~ject; a sPkrituai ~direc~orI h~ retreat master,-a priest, a Sister, ,a Brother; whether your irocatidn stresses the acti~ce or the contern-plh~ive-iife you :can hace~something worth while tO say on this important subject. If we can cbmbine our articles and communica'- tions in such a way as to give us 'a practical- suivey of.all the' real difficulties and real helps to prayer, we shall have accomplished something truly worth while. [ NOTE: Please see. p, 3 2 for directions concerning cdramunications.] On Difl:icul ies G. Augustine Ella~rd, S.J. |~ ET US .take meditation~ to be a heart2to-h~ar~t confer- I~ ence with God upon one's spiritual problems. .Th~ -intellectual moment is expressed by "conference,'~ in ~he sense of consultation or discussion; the affective moment by "heart-to-heart"; and-the element of prayey. 'is. implied' in the words "v~ith Gsd." Moreover let us take the term meditation both in the narrower acceptation of discursive mental prayer and in the broai:ter use as men.t~l prayer. general, except of.course infused contemplation. The diffi') culties are encountered primarily in meditation in the former sense, but in diminishingdegrees, they occur also in those forms.of mental prayer that are commonly called affective or contemplative. The purpose of these remarks is purely practical. And it would seem that not many-efforts in the spiritual life ~ould be more practical than endeavoring to make medita-tlon le~s sterile and more effective. A. TheFacts I cannot imagine that anybody who has tried over a ldng period of time to pray mentally would ~leny that there are difficulties imit. Even'St. Teresa, that, soaring eagle of " Avila, who must have found about as much facility and delight in it .as anyone, at a certain stage in thedevelop-ment 6f her prayer-life used to shake the hourglass because it was too slow to her tas,te in measuring the hour for medi-tation. Yet there are ascetical writers, carried away appar-ently by zeal and forgetful of experience, who assert that "mental. prayer is not difIiculU' As a.matter of fact, it seems quite certain that the diffi-culty bf meditation ranges" all the way from sheer impbssi- ,G. AUGUSTINE ELLARD "" Review for Religious bilit_-y, to,no.difficulty at all. There ar_.e.some people'who are ~h~si~aii~ and }imply'i~capabi~ Of itl .and tl~ere are others "~ho diari.ng .long periods of time find only e?ase and delight in it. These represent the two extremes. If we consider the generality of per~gn~who apply thedas~lves 'to addita-ti0n, m~impression-is that th~ difficulty is both c6mmon and gre~t. In any case, whate;cer the f~cts be, let us acknowledge them candidly 'without exa'~g~ration or diminfition: "~ ° Ess_e_ntially the difficulty Of meditation seems'to consist in a cert~iin darkness of mind and'a certain apathy of soul. It kvill be noticed that. these two conditions are precisidy the" contrary Of w.hat constitutes actual grace, namely} illumina-tion of the intelligence and movement or irispiration Of the will. "A~ all~ven(s when one finds 'medit~ition hard, it seems scarcely possiblTto go on in it; or at least it seems that to proceed would be laborious and painful." ~ B. Causes o~ th~oD~gi~ultg. ~I. P~ray~r~ in general is difficult to human natureqn v,~ri-ous degrees ~because of its supern, atural c~aracter; ~because the senses find little therein to occupy themselves, w~tla: because, if it ~s a conversation~with God, it is really .rathel a mont~logtie'thafi a dmlo~ue; ~because oftetitirfie~ itdbes not fit-,qn comf0r[ably~'With one's moral habits;, and finally~ because it tends to become too monotonous and staid': '~ The difficulties of.mental prayer'm6re particularly~ma'~r be external or ,internal; and, if external, they' may be eitl'i~r inevitable 6r~avoidable.~', Where~ meditation must bemade in com.mon; s~m~ persons may unavoidably or not' annoy and disturb others.Perhaps there are. distractihg noises from "the neighborhoo~t that one cannot get .away fr0rfi. ¯ Examples of trouble from within an~ of a physical natU're would be ill health, fatigue, and that old besetting weak-ness, ~som~ol~nce, ~. "~ ,Januar~t, 1947 ON DIFFICULTIES II~°MEDITATION Psychological difficulties may be hardly r~mediable or fairly remediable: Some people are. congenitally and intel~: lectually incapable ofo meditatiom except perhaps on ~pec'ial occasions, just as some y&~ng people cannot assimilate a higher educati6n. There is no use in dodging this fi~ct. Such people must seek their sanctificati6n by other means. Other persons are~more or less unfit because of an imagination thht~is either° too torpid, or too flighty. The temperament of some is too nervous a~d unstable. A high-degree of extraversion, that ~is, the tendency to be preoccupied with external interests, is a distinct impediment to mental prayer. Deficiencies that are more ~asily remedied are the fol-lowing. One may be too ignorant of God and divine trutlfs; of the doctrine of prayer itself, and of its importance. Then there is the old 4~aunting specter of distractions, voluntary or in~coluntary. _-Distractions coming from one's duties or~ work are a special probl.em all by themselves. There is a whole series of difficulties stemming fiom moral origins: general negligence or tepidity in the spiritual life, some particular faulty hab'it, neglect of recollection, half-hearted applicationto mental prayer, carelessness in-preparing for it, .resistance to grace'calling in times of prayer for some specific sacrifice,- and finally the discouragement due to repeated past failures in cultivating meditation. The' author of a redent work entitled Di~cuttfe.s ot: Mental Prager, (Boylan) fihds the moral difficulty to be the greatest of all (p. 41). II. If we mak~ the rather obvious comparison ofmedi-tation with the recitation of the Divine Office (each is nor-maliy about an hour of prayer), in meditation we n0ti~e that what is to be done is-not so definite, there is less activity for the sens_es, ~and the sanction for acting is far less.com-pelling. In the Office there is less liberty to do this or that, there is more-monotony and repetition,- and oftentime's \ 7 G. AUGUSTINE ELLARD ~ Reviet~, ~or Religious there is less harmony between wl~at One says and what one~/ feels. " " _This suggests another comparison. We observe that in reading some things .we must plougl5 ahead laboriously and toilsomely and only under pressure of some necessity ~or gther.' Contrarily some books are so interesting that they may tempt us not to put them aside even to the neglect of our duties. Again a little knowledge of haman nature reveals that it is easy and pleasant for, say, 3~oung men to carry on long conversations or even reveries by themselves on athletics, for businessmen to discuss or think about ventures that promise money-profits, and for arl~ists and Sscientists to occupy themselves with their chosen specialties. Lastly did anybody ever hear a lover complain that it was tedious and boring to busy himself mentally and.emo-. tionally, even for.protracted periods, with his beloved, and even if she were absent? "For where your treasure is, there will ~rour heart be also" (Luke 12:34). III. From the causes indicated above and from these comparisons, the conclusion seems to be that the~.primary source of difficulty in mental pra.yer is none other'~than tack o1: interest. Interest would not remove all ~ifficulties--a pursuit can be interesting and still be hard--but with it one would be glad to make the'effort. Interest v,;ould, unless this ~analysis_be wrong,~take away the principal and characteristic difficulty in meditati_on-.~ People are not dis-tracted from that in which prevailing interest lies. Nor do they go to ~leep when. they have an opportunity to occupy themselves with it. They can never feel bored with it, .nor complain that it is'dull. ~ ~Another conclusion is that this lack of interest cannot be due to a deficiency of interest-evoking .qualities in the objects dealt with, e.g., God,~ life-eternal, and so fortl~- rather i~ must be attributed to some inadequacy in the sub~, 8 danuar~t, 1947 ON DIFFICULTIES IN .MEDITATION ject~'h{ms~lf, in t,he :person, prayin~ ax:d eyperiencin~g the ennui. He is like a' child who is being introduced to some-thing that in" itself is re;illy:ver~y interesting; but as yet, the child does not realize the fact, and consequentl~ .it easy.to direc~ 0rhold its attention. He may be compared to a man who !s b~eginning to read a b6"ok that:on the: whole is~ ir~deed thrilling ;, and hbsorbing, but not in the first chal~ter, or two: '.Many studies and investigations are not in~ter~sting hntil,one gets fairl~ far into them; thin'they may~ become all-engrossing. So~it~, seems to be with'mental prayer. In the case ih.which a,person's troubles With meditation,are mor:il rather than psychological there is a doubledeficiency ~f.interest: t6o little appreciation of the. values of'the good life, and too little ,insight into %hat meditation should mean to him. . C. WhatIs to Bb Done? ~ I. Clearly the. fi~st thing to do is to remove the obstacles that can be got rid 'of. A change of place could in some cases put'an end:?o many disturbing circumstances. If one's external posture is~ not quite reverent, and one is not lazy,; that at least can be remedied with comparative facil-ity. Much of. the trouble i!hat: m~ny people h~ve with meditation could and should be handled by takihg another ~and better time "for.it. I'refer to the early morning ~ind sleepiness. Phy°sically and psychologically meditation is a more difficult form of work than, say, an hohr of study, Therefore one ought to be physically fit for it.~ /ks a ma't~- ter of fact in the quiet and dhrk hours of early morning many are not. If the hour for praye.r cannot be changed. possibly the time _for retiring could .be advanced. Certain bodi!y ppsitions, for example, kneeling, star~ding, or walking, espedally in the fresh air, are less conducive to somnolence and more helpful to 9ttention and devotion.¯ It would-be infinitely better merel~r to read than to sleep away G. AUGUSTINE ELLARD the ~ime of prayer. "Writing too can be an aid. At all events there is. no use in torturing oneself and racking one:s n.e.rves and getting into a condition in which, " although awake indeed, one is unfit for any~_serious mental effort. II. Now let,us see what we can do positively, espe-cially with regard to building up interest. Since the objects with which we occupy ourselves inmeditation are in them-selves~ interdsting, in" fact incomparably more apt to capri- 0 vate attention than the trivial-things that come. into compe-- tition with them and distract us away from them, to becomd interested we need to kno~¢ them better and underthe appropriate°aspects. Admittedly- this is no.t easy. Since those objects are spiritual or supernatural and since all our knowledge comes through the senses orat least must follow the. analogy df sensible things, to know and evaluate super-sensible things well and adequately may require much effort and exertion. In proportion as the-realities anal values, that we hav~ to deal with are high above the mate-rial level, to reach that height and main'tain our heavy and earth-bound selves there we may need powerful and con-tinuous operation on the part.of our two spiritual motors, namely, the intellect and the will. 1. We may need more knowledge about God, the Bles-sddTrinity, the Word Incarnate, and indeed about all the ! sacred truths; at least wd may be deficient in the right kind" of. knowledge of them, that.is,~ that which is realistic, thor-bughly assimilated, personal, and effective. Certainly we need to find these doctrines interesting. This is true in gen-eral and for everybddy, but especially for one who would" be something of a contempl.ative.- The great majority, of people can hardly hope to discover.many new truths' for themselvds; the most that t~hey, can. expect to accomplish, is to review and reclarify this knowledge by .furthe.r residing, ¯ listening, or reflection. It is now a lawof, the Church that i0 Januar~o l P4 7 .ON'D.IFI~kCULTIES-IN MEDITATION' the-following, wOrds of Pope Pius XI should be read to young religious clerics at the beginning of each year: For since the sole or at least the chief function of those who have consedrated themselves ~to God is prayer, and the contemplation or meditation of divine things, how will they perform that most sacred _ duty Unless they be thoroughly and intimately versed in the doctrine of faith? " W~ wish,first of all, to call this to the attenti6n of those who lead a retired life in the contemplation of heavenly things; for " they err if ~hey i_magine that after havii~g either ~eglected_in the beginning or'later" abandoned their theological studies, they will be able without that abundant knowledge of God and of the mysteries of faith which is drav~n'from sacred studies, to go along easily in the. higher spiritual life and .to be lifted up to intimate union with God. As regards others whether they be engaged in" teaching ~. or in dail~ o in'tercourse with people, will" not that varied ac~vity'in the sa~red ministry be the stronger and more efficacious, the more brilliant and replete'they ;ire with the fulness of learning? (Pius XI. AAS 214.81.) A" particular field of s/acred doctrine that is most,useful for meditation and that'is susceptible of cultivation indef-initely is the life ofChrist. The more one knows about,it, the more realistic will one's knowledge and apprechtion of the God-man be. ~[t is always possible to learn something more and. thus add a bit of freshness and novelty to one's ac.quaintance with it. In this connection it may. be .men-tioned that viewifig suitable pictures of the Holy Land ani:l 'of the life of Christ would contribfite an additional touch of realism to one's imagery and~nowledge of Him. These suggestio~ns ark not to be taken to imply that the kind of kno-,kledge which an archeologist or historian seeks is just .the same as that which makes for a greater love and imita-tion of Christ. Theology may be definedas faith ~seeking "under~- standing, that is, a scientific, theoretical knowledge of revealed truth. Similarly mental prayer may be described as faith seeking understanding, but now an insight that is dynamic, practical, and vital. ._ 11 G. AUGUSTINE ELLARD Review for Religious 2. After learning more about the sacred truths, one should make a special effort to see them as interesting. ¯ At least in three~vcays they are'interesting in themselves: (1) in~ asmuch a~ they~ answer the most fundament~il questions that we can ask; (2) in that they are singularly- fitted to excite the emotions of fear, pity, hope, and love; and (3) they disclose tremendous dangers andopportunities for each one of us personally. 0 The first and most fundamental need of any personas sore( sort of philosoph.y of life; giving a solution to s'~ch problems as what he is, whence he is, why he is, what is the sighificahce of the things about him, and so on. To such queries. Catholic doctrine supplies answers at once simple enough to satisfy average rfiinds and profound and sublime enough tb keep the best minds investigating them indef-initely a~d profitably.They are like rich mines that can ne~er become quite exhausted. Thus Catholic doctriffe gives the best available satisfac.ti6nto our deep instinct for truth and knowle~lge. - . ~ Ingeneral it seems quite correct to say that whatever is fit to excite fear ot hope or love in men'shearts will interest them. The experience of all,"writers, ~peakers, and story- ~elle~s woul~d.seem tocorroborate 'that S'tat~ment~ - .Now there are no facts, or for,.that matter, no creations of fiction either, that ~re,so apt to arouse men'to fear or sti.mulate thereto h6pe' or inflame them tb love as just those doctrines which commonly form thei themefor meditation.: Objec-tively this is so true. that no beiiev'er w6uld hesitate for an instant to"affirm it. But subjectively? There's the rub. These-fact,:are not known so as t6 be excitingly inter-esting. We need to become more keenly and vividly a~are-bf ~11 that these truths mean for fear and hope and love~ Of themselves they are great~,enough to give th~ human heart the most thrilling expefience's,rthat it c~n. possibl~; 12 'danuary,, 1947 ON DIFFICULTIES'IN MEDITA]HON have; but first they must be apprehended clearly eho~gh and under the appropriate as.pegt. , It is natural for ~en to be interested in whatever they perceive'to contain uncommon opportunities or dan~ers for themselves personally. If a.stranger at the other extremity Of the 'block is ill, it may be immaterial to me. But if learn that he has infantile paralysis and may pass the infec-tion on to me, that is a very different matter. Similarly if read that Mr. So and So a t.housand mile,s'away has dis-covered oil on his property, what is tffat to me? If however oil is found or~ the property adjacent to mine, why, it would be folly not to take notice, and promptly too. Now the ~ruths of faith disclgse to us g.reater dangers and oppor-tunities for our own dear selves than any that the~world can-offer. If men were only sufficiently and properly acquainted with them and their tremendous significance for them personally, nothing would be more. natural than to be interested and eagerly alert about the matter. 3. In the case of some religious there "would be less diffi-culty and distress in mental prayer if they hr~eto more" about it. Perhaps they have hardly added to their knowledge of it.since they left the novitiate; possibly_even What they learned then has become dim and vague. But even if they remembered it all, mature religious could scarcely consider themselves well-informed on prayer and well-prepared to cultivate it if they had only a novice's acqu~aintance with the theory and practice of it. This is all" the more'.true inasmuch ~ls for obvious reasons it would be indiscreet for novice masters to give more than introductory instructions on prayer. ]~f more were given, some novices would mis-understand arid mi~app!y it. CFully trained religious should be conversant with the principal points in the theory and practice of meditation° or discursive mental prayer, of affective prayer, and contemplation'._ ,Many would add now 13 G; AUGUSTINE El;LARD ~ Reolew [or Religious that they should" have an experimental as well as a specu÷ lativeknov~ledge of mystical or infiased contemplation;" '- _which, they maintain,, is quite'necessary, for the normal development of the interior life and for the perfection of charity. At the very minimum religious should ~not ti~e ignorant of the fact that if they exercise themselves in medi-tation well and earnestly for a sufficient period of time. ,usually it is to be expected that they will pass on .to higher forms of prayer that are both easier and more fruitful. Orie - shbuld not countupon remaining in the freshman~ class, so to speak, with all its drawbacks, forever.- Greater familiarity with the theory and practice of mental p~ayer should naturally issue in greater interest in it. This interest may be increased~also by striving-to see and.fed,what a difference it makes to be proficient in it: first, the fact that it really does make ~/ difference; second, what kind Of difference; and third, how much difference. The differences are .to a great extent the same a's those between ~he good and the bad life, be, tween devotion to God and relative neglect of Him, between heaven and hell.- Hence al'l"tfie reasons that %e have'to be good, all thev~lues ofGod Himself, all the advantages of His blessed plan. for us, may .be urged as so.many motives for striving to medita.te well. " Our final destination is the beatific vision and love of the Infinite. Is. there,an.y activity possible on the way that is more closely akin to it or a bettdr help" to it than the con-templative:' considerati0n and love of God? If we take the - practical i~roximate aim of our existence here to be keeping the precepts and counsels of God, then in general and nor-mally the most effective means of achieving that purpose , seems to be precisely mental prayer. And that from the very nature of things. Keeping the divine precepts and counsels requites a certain disposition of n~ind and will, a- , .14 dahu~ir~/, 1947 ON'DIFFICULTIES IN MEDITATION certain .vision and inclination that is the_natural result of m~ntal prayer more.than of anything"else. All the active [life of ~any spirit consists in thi~nking andwilling, rand .where there is no thinking and w~illing there is no-spiritual life. Iri mental prayer the human.spirit normally reaches its summit in religious' thought and volition. When b,! means of grace God. leads one t6. do some good or avoid some evil, He enlightens the mind ahd moves the will accordingly. Is there any exercise so closely related to this divine illumination and.inspiration or so,,apt to further the process as meditation or contemplation? Again, our super-natural life and perfectiofi consisl~ in thinking and willing. like God; in mental prayer very especially we do just that. Probably no one would deny that in all our spiritual armory there is no more'telling weapon than the' retreat. Retreats are so effective.partly because under favorable ~ir-cumstances they bring to° bear upon one the whole battery. of s[firitual arums at one and the sam~ time, but partly also ' becfiuse the most essential and fundamental actix~ity involved in'making a_retreat is skrious and practical reflec-tion on eternal tri~ths. It is this that makes those truths seem real enough to stir one's emotions and change One's ways of living. One might object that to feel much interest in the dogrfias of religion and particuJarl~.y in the prayerful consideration of them it is necessary that a person should already have mad~ great progress in meditation., In oiher words, the remedy suggested presupposes that the malady has been cured. The fact is tha.t, there is an ascending spiral of inter-est and progres_s, and that o~ne must break into it where best one caw. At the very minimum a man who has some appreciation of the value 8f mental pr.ayer can begin'; a little p~oficiency will give greater interest, and that in turn COMMUNICATIONS Review for Religious greaterprofictency, and so on indefinitely. - Similarly prayer and good living constantly interact one~,up.onthe other in a sort oF virtuous spiral. In a subsequent ,paper it is hoped to propose certain, other aids to combating the difficulties of meditation. Reverend Fathers: In compliance with the request in ~the November j.ssue of REVIEW FOR RELIGIOUS that readers send in information in regard to the interruption of the choral recitation of the Divine Office, I am sub-mitting the following~ data: About twenty years ago we ~ent a similar question to our Gen-eralate in Rome: "Is there any regulation that .the Divine Office mfist be interrupted when, during its recitation, the tabernacle is.opened and Holy oC.o m m u n i 6 n i s b r o u g h t t osi tchKe . The answer we received was: "No, the Divine Office should be continued standing." From L.iturgical Law by Rev. P. Chas. Augustine, O.S.B., D.D:, B. Herder Book Co., p. 149, I quote the following: ". each canonical Hbur (public recitation.) should be recited without inter-ruption." Since the Divine Office~s a "public prayer" (Augustine, p. 101) and "is recited in the'name of the Church" (A~ugustine, p. 17-3). is it not "in accord with respect for our. Sacramental Lord, who is passing by," to continue its recitation instead of stopping "and thus allow 'all the individual members to greet Him as each one's devotion may suggest" ? One other passage from the Dominican Ceremonial, I would like t to quote: "Non fiat pulsatio Campanulae in alia parte Missae, neque alibi, nisi notetur. Item non est pulsdnda ad Missas privatas celebratas e conspectu Chori, tempore O~cii aut Missae. Conventualis." (S.R.C. 5. Martii 1767. 1,4. Mail 1856.) 16 January, 1947 COMMUNICATIONS From the above does it not follow that private Masses,~maY be celebrated and Holy C~mmunion be distributed during the recitation of the Divine Office? Dominican ,Sister. Reverend Fathers: Three times, weekly our chaplain carries Holy Communion to the sick while the choir is chanting the Little Hours before Mass." "Apart . from the fact that it is very difficult to hav.'e a-choir stop and start .duling a Psalm or other prayer without considerable disturbance find ~ annoyance, I fail to see why one's private devotions are considered superior to or should take precedence over the liturgical prayers of the Church. I have noticed that frequently when Our Sacramental Lord is pa.ssing through our choir, we are chanting the Gloria Patri or similar words of praise. What could be more fitting than such a greeting? If we are chanting our Office in union with that divine intention with which Christ praised God on earth as set forth in tl~e Aperi Domine, why should we substitute our owri private devotions, however sub-lime, for these prayers of the Church when Christ Himself enters our midst? This would seem to'imply that our minds and hearts are not, and should not be, so closely united to God in liturgical prayer as in private devotions, Ghich would be a lowering 6f ideals arid an unnecessary concession to-human weakness. We have better order and much less disturbance by simply kneding during the time the priest is preparing and carrying the -Blessed Sacrament through the chapel while the chdir continues without interruption. ,And we take it for granted that ,the minds and hearts of the choir members are United to their Sacramental Lord whether He is hidden in the tabernacle or passing through their midst, and that they are adoring Him "in spirit and in truth." A Superior. ouR CONTRIBUTORS ~ FATHER BARTHOLOMEW is director of the Church Unity Octave. BROTHER PLACIDUS is vocation director for the American Province of the Xaverian Brothers. CHARLES F. DONOVAN is studying education at Yale University. RICHARD L. ROONEY is on the staff of The Queen's Wor/~. G. AUGUSTINE ELLARD and ADAM C. ELLIS are members of our editorial board. 17 The Li!:t:Je Off:ice ot: Our Lady Adam C: Ellis, S.3. .C~T. BENEDICT, the founder of the religious life in iiae -~, West, ,perfected the Divine Office by instituting Prime and Compline as the morning and night piayers of his monks. In the early centuries after Benedict, when most of the monks-were still engaged to a great extent in manual labor, the Divifie Office remained rather fixed. Each mon-astery, as well as eac~h cathedral chapter, had its own cus-. toms regarding details, but the substantial elements re-mained the same for all. In the course of time "more of the monks took up the , study of l~tters and gradually confined themsel~es to the recitation of the Divine Office and to study, thus giving rise to the distinction between choir monks and ttie conversi or lay Brothers, who continued to carry on, the manual labors nec,essa,ry for the sustenance of the monastery. In the various ref6"rms which took place in monastic circles from the ninth to the thirteenth centuries nufnerous devo-tional practices were gradually added to the recitation of the Divine Office, since the choir monks now had more leisure for such devotions. Thus, in the 'course of time the, fifteen gradual psalms, the seven penitentiil psalms together with " the Litany, the Office of the Dead, an Office of All Saints/ (Vespers and Lauds only, late~: shortened to our present commemoration of All Saints), and finally the Little Office of the Blessed Virgin, c~ime to be recited-in conjunction _with the Divine Office, which was then called the Great ONce to distinguish it from these minor additions. From the monks these devotional additions passed to th'e cathe- THE LITTLE OFFICE O~ OUR LAD~ dral chapters arid t~the diocesan clergy.1 ° While there W~is a certain degree of general conformity in, the West by the end of the thirteenth century, there also existed an infinite variety of minute and indifferent details i~ these liturgical prayers. The Council of Trent felt the ~need of curtailing these devotional additions tothe I~ivine Office and" of introducing uniformity "regarding details. Hence' it requested the Pope to ,work out such a, reform, materials for which had already been collected by Pope Paul IV. Thelreform was completed l~y,Pope St. Pius V, who in 1568 by the bull Quod-a Nobis published the "reformed ~Ro~nan Breviary for the Western Church, making it obliga-tory on all religious orders, monasteries, dioceses, and churches which did not possess a l~iturgy, of their own extending back over two hundred years. In this reform the Pope released both religious and diocesan clergy from the" obligation of reciting any of the devotional additions men-tioned above, but he highly recommended them as forms of private devotion for all, and enriched their recital with indulgences. Hence they are still printed iia the Roman Breviary as appendi~es to the Divine Off=ice. The Little ONce of the BleSsed Virgin appeared' fi~rst as a private devotio~ in certain Benedictine monasteries. "ir~ Italy, Peter the Deacon, the chronicler of Monte Cassino, informs us that its recitation in that monastery w, as a cus-tom of long standing begun by. ~:eason of a command of Pope Zachar'y (died 75~2). However-that may be, the cusr tom had ~ertainly been in vogue at Monte Cassino for a very long time when Petdr wrote his chrbnicle~ in the early ye~ars of the twelfth kentury, 'and by that time it had pi~ssed to other Benedictine monasteries of Italy. The use of the XThose who.,_are interested in ~earning more about this developme_nt of devotional" additions to.the Divine Office will find a detailed accent of it in Bishop: Liturt~ica ttistorica, chapter ix, pp. 21 I- 2 3 7. 19 ADAM C. ELLIS Revieu~ for Religious Little Office of the Blessed Virgin~ was customary ~in the monasteries of England b~fore the coming of the Norman conquerors in 1066. Records from the tenth= and eleventh centuries in France and Germany sh6w that i~ was~in use in individual monasteries and cathedral churches such as "Augsburg, V~erdun, and Einsiedeln. Cluny introduced but restricted its recitation to the monks in the infirmary~ since the ~nfirmary chapel was dedicated to-the Blessed Vir-gin. Finally it was through the Black Canons (of St. Au-_ gustine) that the Littl~ Offifice passed into common use among the diocesan clergy. By the end of the thirteenth cent.ury it was recited both by religious and by cathedral and other chapters of canons throughout Western Europe. After the reform of Plus V some of the older orders retained the Little Office as an addition to the Divine Office~ . to.be recited on certain days, or in some cases as the official ot~ice'of their lay Brothers. S(. Francis de Sales prescribed°° ,it for his Order of the Visitation in place of the Greater Off~e.and stated that "the Office of Our Lady is the soul of "- devotion in convents of the Visitation." Many of the new congreqations of religious "founded during the nineteenth century have adopted ~he Little Office and recite it daily in w~hole'or in part (Vespers and Compline) or at least.on Sundays and holydays. Others who are prevented by the nature of their,work from assembling together at a fixed hour, have.to content themselves with a private recitation as time_permits~ keeping choir with their guardian angels.- TileLittle Office of the Blessed Virgin was long a favor-ite de~;otion of pious.layfolk, especially in England, where '- there were two versions of "Mary's Hours". current as far back as thee eleventh century. In a report ,to his govern-.~ ment about 1496 the Venetian Ambassador to England related of the Catholics of that day,: "Th_~y all attend Mass. every day and say many toaternoster.s in public the women 20 ,lanuaGI, 1947 ~- THE LI ,TTLE OFFICE OF OUR LADY carrying long rosaries in their hands, and any that can read taking the Office of. Our Lady with them, _and with some corhpanion reciting it in the church Verse by verse after the manner of dhurchmen." Nowadays many of the laity use the Little Office as their. dail.y prayer. It is part of the rule for Dominican, Carme-lite, and Augustinian Tertiaries, and Franciscan ~Tertiaries are exhorted although not obliged to say it. '- , Obligation [of Religious, Cdngregatiobs T.he obligation of reciting the Little Office. of the Blessed Virgin in ~rel.igious con, gregations arises entirely from the constitutions. Generally speaking the obligation falls upon the communit__y as a whole, so that the superior has the responsibility'to" see thilt the Little Office is recited as prescribed by the constitutions.-- This obligation; however, does not bind under sin, as was expressly stated in the Norrnae of 1901, article 156. What is the obligation of th~ individual religious with regard to the Little Office? Generally speaking, there is no obligation for the individual religious, since, as was sfgted above, the obligation rests on the.community as a whole, Hence an. individual'religious who has been excused from' attending the common recitation of the Little Office has no obligation to recite it privately unless the Constitutions expressly require this. ~ ~Reciting the Little ONce in the Vernacular "" Must the Little Office of th_e Blessed Virgin be said in .I2afin~ or may it be recited in the vernacular? We are dis, cussing here merely the law of the Church, leavin~ the° question of indulgences aside for the moment. Unless the-constitutions prescribe that the Little Office must be said in Latin, it ,may be recited in. the vernacular, that. is, in am" language, provided the translation used has the approval bf 21 ADAM C. ELLIS ' --' R¢Oie~o for Reffgious " ~a local ordinary. This opinion .of reliable post,Code authors is based fipon several answers of t~e~ Sacred Con-gregation of Rites (Decrees 3221, 3897, and 3945). - Even though the constitutions require that the I~ittle Office must be, recited by the community in Latin, the indi., vidual religious who have been absent from choir, and who are obliged by the constitutions to recite priyately the parts of the office which they missed, may recite those parts in the vernacula~ unless the constitutions expressly state that even in such a private recitation the Latin lan.guage must be used. ,Indulgences We hav, e seen above that Pope St. Plus V had already 'granted indulgences for the recitation of the Little' Office on the occasion of his reform of the Roman Breviary. Pope Leo XIII revised and increased these indulgences. The official manual 6f indulgences, Preces et Pia Opera, published by t~he Holy See in 1938, gives the following under N. 289: ~ "To the faithful who have devoutly recited the Little Office of the Blessed Virgin Mary, even~ though_they are ob!iged to do so, are granted: "An indulgence of 500 days for each hour of the same Office; an indulgenc~ of ten yea,rs for the "entire Office; a plenary indulgence¯ under the usual c~nditions, provided they" have recited the entire Office daily for a full month." When Pope Leo XlII revised and increa~sed the indul-gence~ granted for. the recitation of the Little Office, in 188 7; :the Sacred ~ Congregation of Indulgences was asked whether these indulgences could be gained by the recitatiori of the Little Office in thel vernacular, or whether the Latin form had to be used. On September 13, 1888,~the Sacred Con-gregation replied that the. Little Office must be recited in Latin in order, to°g~iin the indulgences. .~his rigorous reply was~ mitigated bya later:decree of August 28, 1.903~ :22 January, 1947 ~. THE LITTLE OFFICE OF OUR LADY approved on the same day by Pope Plus X, which allowed the indulgences-to be gained for the private recitation.of the. Little Office in the ~ernacular, provided the.translation used had be~n.checked and approved by a local ordinary in' whose territory that language is current. In a later answer given to Cardinal Mercier on December 18, 1906, the same Sacred Congregation replied by explaining that the recita-tion of the Little Office was still t6 be considered private even tho~ugh it was said in common within the religious house, or even in the church or public oratory attached to the religious house, provided that the faithful are not allowed in the church or public oratory while the religibus community is. reciting the Little Office in common. Method of Recital The official text of the Little Office to which the iiadul-gences are attached is the Latin text which is printed in the back of the.Roman Breviary. Any translation used must be a faithful version of this text, approved by the Sacred Penitentiary, or by a local ordinar~r in whose territory the language used is current (canon 934). It is nb longer necessary that the Latin text be printed along with the translation, as was formerly the case, but the translation used should be complete, that is, it should c0ntatin the rubrics as well as the text. The rubrics are Sufficiently clea~ and need no explanation. Two points, however, may be mentioned here in answer t6 questions received. The Te Deum is said at the end of the third lesson of Matins .throughout the year,-except during. Advent, .and from Septuagesirna Sunday, to Holy Saturda~r_inclusive. But even during these periods it is said on all feasts of the Blessed Virgin, as Well as on the feast of St. ,Joseph which occurs during Lent. .The Final Antiphon of the Blessed Virgin 'is always DECISIONS OF THE HOLY SEE ¯ -said after Compline, and after Lauds if the offee is inter-rupted then: otherwise after the last hour immedihtely-fol-lowing upon Lauds. In the common recitation this final antiphon must likewise be said at the end of any redtation, for instance, at the end of the litt.le hours (Nones), if these - be said separately. Conctusion Religious should c.herish the Little Office of the Blessed Virgin and make frequent use of it. It,,is theoldest offdal prayer of th~ Church in hon~ar of Our Lady. If obliged by rule to rec¯ite the Little Office, religious will do well to avoid being absent from the common recitation, or from asking to be excused for slight reasons. 'They may rest" assured that Our Lady will not. be outdone in generosity, and will reward them bountifully for the devout and fervent recital of "Mary's Hours." Decisions Of e Holy See [EDITORS' NOTE: Inthe past .it has been our policy to publish only recent Deci-- si0ns of the Holy See which might be, of interest to religious. However, it fre-quently happens that there Were no such decisions; and consequently this depart'. merit "had to be omitted. To avoid such a ¢onting.ency in the. future, we have itiMded on the new polic~ of-puNishing both recent and old decisions. The latter will gather under one heading the various pronouncements that ,pertain to the canons governing religious, ] Old Decisions Regarding Impediments to Entrance (c. ~42) ' 1. The first among the diriment impediments listed in this canon enacts that "'those who have belonged to a non-Catholic sect" cannot validly be admitted to the novitiate. As soon as the Code was pub-lished, these words gave rise to the notion that converts coultt not be receivedinto the.religious life without a dispensation from'the Holy See. To dispel this false notion one of the first answers given by the Cqd~ Commission, October 16, 1919, declared that these words of 24 Ja~uar~., 1947 -,~, DECISlOIq8 OF THE-HOLY SEE 'ca'non, 542:did.'not a~6ply. ~i(o~tho~e wh~o, moved by ~the ~g~ace 6f .God, camednto~be Church from~ h~resy, or ~chism in which they ,were .born,, 'but~ rather to ~thbse .~ho fell away frbm the faith arid joined a non- Catholik . ' A 'lattr,an~ei give~- by' the same Gommission.~Jnly{ 30, ,.19,34, interprets~the~'wbrds "non-~atholic sect" to include ~"as regains all 1{~1 e~ects : ~. persdds w~o~belong or ,bav~ belonged'tot an atBeisti~ ~:-'Id:view of these answers, the S.~ Congregatmn' of Religiou~ now ~p~roves-tbe following text for new constitutions: "Those whohave fallen away fro~ the Catholic faith and have joined a non-Catholic or atheistic sect." :: ,.~., ~The .l~st,,of the.impedi~nt impediments .to entrance into reli-gion ,.(.canon -542, ,2 o ~ excludes '-'Ori~ntal~:. in institutes ~of,~ the Latin rite~ithout,thee,written permission of t~e~Sacred gongregation:for .t~e East~rn~Church." ~owever, according to anl answe~ given by,the ~ode Commissi6fi,ofl. November 10 ,q 925,.~VOrientals who, without changihg their rite,~ are*being ~r~pa~ed to ~establish .religious houses and'provinces of.the':Ofiental rit4; ma~ be,licitly, admitted td the nov-" iceship imreligious~institutes of the Latin rite, without, the permission ~dntioned in canon 542, 20." The r~ason for the seeming'exception "is obvious, Ordinarily the Oriental who joins ~ Latin institute~must-change his rit~. Hence the ~eed of~spe~ial p~r~ission from th~ S. Congregation of the Eastern Church. Hoyever, after the first world ,war s~me re~jgious orders of.men ;beg~n to ~receive candida.tes belong-ing to an Eastern rite with a, view to the establishment of, houses~ of s~ch a rite, and eventu~11,y eyen of provinces. _Sinqe these novices did not change their rite.,during the course o~t.he novitiate, thg Code ~9mm{~sion'~eclared thug ~t~erg ~as no need to obtai~ermissiqn to admit them'kto the novitiate, of the Latin ,rite. ~. . . 3. A joint decree issued by the S. Congregatipn of:Religious and ~y .:the. S.~gongreggtion of Seminaries ~n&,Studies, dated. J~ly, 25 !941, cofitains, the ~following part ,of interest ,to ,religious~ "Before a person who.for any .reason~ ha~.qeft a geminaryr,is~ admitted .:to a~ reli- "gi0us fami.lg,,,the religious.:s~perior.,must have recourse to the.,S: Con~ gregatiqn o~ Rdigious,. which will inform .superiors of~jts ,dgdsion after .having,.con~idered-all the circumstances of the cas~.'~ ,.This decree was. appgoved, confirmed, and ord~re~ published by.His Holi- ,, ~'When, a_we, first p'rinted ;this ,decree in~ ~VIEW,, FOR, ~EEIGIOUS 25 DECISIONS O~ THE~HOLY ~SEE r Reoietu for Religiotts ' (v~l. I, p. 71) we expressed the opinion that 'qf a'seminarian applied for entrance into a religious institute and was accepted by the religious superior before, he left the se?ninary, the case would not have to be referred to the S. Congr.egation of, Religious.". This opinion was ¯ confirmed by a private answer of the S. Congregation, dated May 11, 1942, and sent to th~ procurators general of several religious orders. It reads as follows: "The Decree of the SS. Congregations of Reli-gious and'of Seminaries does not apply to those who leave a seminary or coll~ge in order to embrace a life of perfection in some religious institute, as sufficient provision is made for them in canon 54.4, § 3." New Decisions September 14. 1946: The Sacred Congregation of the Sacraments issued a lengthy decree of great interest and importance. It grants to pastors~the faculty of administering the sacrainent of confirmation to dying persons-under certain circumstances. After-recalling l~he teaching of the Church regarding the nature and effects of this sacra-ment, the decree recalls that only bishops are its ordinary ministers ¯ but that to provide ~r the needs of the faithful the Church sometimes confers this faculty upon priests as extraordinary ministers. Since these needs have increased grea, tly because of the war. the decree makes the following provisions: 1. By a general ir~dult of the Holy See. the faculty to confer the sacrament of confirmation as extraordinary ministers (can. 782, § 2) and limithd by the conditions liste~l below is granted, to the following priests: (a) to pastors who have their own proper'territory; ('b) to the vicars mentioned in canon 471 (practically, to religious who are pastors) and to vicars econorne (administrators Of parishes) ; (c) to priests who have the permanent and exclusive care' of souls in a certain territory .with a determined church, provided they have all the rights and duties of pastors. It is important to note that the decree grants this faculty 0nly to priests who have parochial rights and duties in a determined terrffory. Therefore it does not grant the faculty to assistant pastors, nor to chaplains of hospitals even thoffgh they be exempted from the juris-diction of the pastor. Furthermore, pastors can'not delegate this faC-ulty to other priests since, as will be seen below, it is granted to them for their personal use only. 2. The above-mentioned ministers may personally, administer confirmation validly and licitly only to the faithful who~are actually 26 danuary, 1947 DECISIONS OF THE HOLY SEE ~within their territory, ,including persons who ~ir~ there temporari)y. Therefore they may administer the sacrament to persons in semi; naries, hospices, hospitals, and all other institutions inclu.ding those cared for by exempt religious. However, the faculty, may be used only when the faithful in question are in danger of death from a seri-ous illness from which it is foreseen that they will die.- 3. They may use this "faculty even in the episcopal city, provided the bishop cannot be called or, is legitimately impeded from confer-ring the sacrament personally, and pr.ovided further that there is no other bishop (.for example, a titular bishop) who could act as a sub-stitute without grave ihconvenience. 4. Confirmation should be administered according to the disci-pline 6f the Code of Canon Law as adapted-to the circumstances: and °the rite,prescribed by the Roman Ritual should, be used as gix;en in detail'in the decree. Furthermore, the sacrament must be conferred gratis: that is, no stipend may be. demanded under any circumstances. 5. The sick person should be instructed as well as circumstances per.mit so that he may receive the sacrament fruitfully. If he recover.~, ,the instruction is to,be continued. , (Cf. can. 786.) °6.' The pastor mus.t enter the name of the person confirmed, together with" his own ,name and those of the parents and sponsors, in the confirmation record book according to the prescriptions Of canon 798~, With this addition: "Confirmation was administered,by reason of the apostolic indult because of the serious illness of the perso.n confirmed, which put him in danger of death." It must also be entered in the baptismal record (can. 470, § 2). If the person confirmed belongs to another parish, his pastor is to be informed and SUlSplied with all the necessary data. 7. The pastor must s~nd an authentic 'notice to the diocesan ordinary each time. he confirms a'sick person in danger of death. In Part II, the decree repeats the provisions of the Code of Canon Law concerning the sacrament of confirmation; and in Part III, the form to'be used in administering the sacrament. It began to have the force of law on.January I, 1947. / In conclusion it should be" n6ted t1~at this decree also applies to infants @ho are in danger of death from a serious illness from which :it is foreseen that they will die. (Cf. can. 788.) :Living in Chris!: CharIes,F. Donovan, S.J. AS LONG as we are conscious, the powers of our soul are bu~y doing o,ne of three things: they are absorbing _and assimilating facts, pictures, impressions, stories, sounds from the wo~ld around us thrbugh the co~muni,ca=" tion line of the senses; or they are woi~king on data already" assi.mila_ted '-reflecting, loving, hoping, fearing, desiring, planning; or they are communicating our personaliz.ed reaction to our environment---our ideas, affections, hol~es, fears, and plans to the world .outside. While we are fully conscious; the soul is active, incr, easing its ,store o~ material for cognition and volition, acting upon the existing store through ~eflecting and willing, or giving outward expression to its thought~ and desires._ If it is our" °conCern t6-subject the total activity of our soul, ~t0 the domination of Chris~; we must see to it that Ch'rist enters into and olors each of these rational processes, the assimi-lat~ ive, the menta,l, .and the expressive process. We must 'make sure that Christ is th~ standard and sharer of every- ~hing that enters our soul, of everything that transpires within the soul, and of everything.that, the soul transmits to the world. Th'is care for the complete Cbris.tianizing of our~soul~s activities may be summed up in the prayer: "Let everything that enters my soul be Jesus;sifted; ~let~every-thing that is in my soul be Jesus;ste~ped: let everything that ;leaves my soul be Jesus-laden." It:is important" in the first plac~-to be careful about what we allow into our hallowed' inner sanctum. We ~ire to a large _~ktent determined in character and cast of mind by the impressibns from the world that pass through the LIVING IN (~HRIST gales of the senses;-and so we must make Christ our gate~ keeper'so that all undesirables will be excluded. All ,of us ,have an enemy within, a fifth column--the°drag of con-cup'iscence and the fuse of pride. But tlfe unruly~elements inside can best be controlled if they are not supplied and atigmented from-without. The world bristles with sights, @ords, actions, ideas, emotions which are unholy;~a'nd it is _wise to Use Our Lord as a sort of screen through which every applicant for admission to our soul must pass ir~ order that unworthy and un~-Christlike applicants may be screened off and rejected. If a visitor enters the contagious ward of a hospital, he is given a mask to wear to keep from inhaling lethal germs. There are germs lethal to our soul. everywhere _about us, not isolated in a single spot as in a ward. ,,We are not being prudish when we are on our guard against them~ °There: are books not necessarily vicious books, but sophisticated, cynical books which we will not read if Christlike sim-plicity is important to us. There are topics which we will not discuss, pictures we will not entertain, tastes and atti-tudes we will not imitate if Christ's friendship is precious to us. It is not a sign of weakness or immaturity to guard one's treasures: anyone knows that. And the common-sense concl-usion is that if we leave something unguarded-it is because we do not treasure it. Since Christ is our treasure, let Him also be the norm for deciding what is fit for entrance into our soul and what is not. It is foolhardy, if not insin-. cere, to say, "I can stand this book or this conversation or this luxury even though it isn't quite Christlike.", What Our Lord can't stand, I can't stand. And therefore our avowed program must be "Let everything that enters my soul be Jesus-sifted." But the world outside, is static and tame compared-to the world in our soul-~--,the world of imagination, of con- CH/(RIIE$ F. DONOVAN Review for Religious science; of memory,mind, and will; the woridof worries, affections, regreys, daydreams, aversions,,and joys. Human iife, rationai,lifel is essentially interior. We may ~xternalize some of it in speech or act, but.only a fraction of it. There are th6ughts too deep for words; there ~are secrets of the heart, there are feelings, reflections, and desirestoo swift and profuse for expression. It is this inner universe, this realm oflour own making, this life Within a life, that'we most particularly want dedicated to God. The exclusion of worldly influences from the soul guar-antees a Christlike inner life no more than precaution against .germs guarantees bodily vigor. Beyond and deeper than the question, "What goes into. the soul?" is the ques-tion, "What goes on in the soul?" Are the manifold activi-ties that add up to the self I have made and am making out of the self God gave me the int,erests, efforts, and attitudes that constitute my truest life are these uniformly inspired and guided by Christ? Suppose, for instance, I like my current assignment. Is this liking merely personal and subjective? or has the satisfaction something to do with Christ? And what of the hobbies, friendships, and arribi-tions I find most zestful? They may be wholesome in themselves, but they should not be left unrelated to Our Lord. The sanctification of our inner life, as far as it depends upon us, consists in subjecting all "affections, thoughts., attachments, and dreams, all passing reflections and lasting ideals to the sweet yoke of Christ. There should be no region of the soul that is neutral, no enthusi-asm that is merely natural. The process of baptizing all the innocent and spontaneous activity of °the soul, of extendi.ng and.intensifying the sway of Christ in ou~ heart, is the lifelong business of growth in holiness. It is a hori-zontal and a vertical growth: more. of our life ismore deeply saturated with the spirit and influence of Christ. 30 danuar~t, 1947 LIVING IN CHRIST That is what we 'mean when we say, "Let everything in my soul be Jesus-steeped." Finally, the inner self is not hermetically sealed. It is constantly pouring out through the communication lines of the body and asserting itself before the world. Whether we think of it or not, by merely living with people, by .the most casual association, we have some influence 6n them, because ~ impressions from us--words, attitudes, demeano~ ---enter, thiough their senses and register, however slightly" and evanescently, on their souls. Herein lies outsocial opportunity and responsibility. Some part.of us is going to alter the people we meet. What part is it going to be? We imagined a screen at the entrance to our souls, sifting out and discarding un-Christlike elements. We do not want a similar screen at the exit so that everything Christ-like is separated and hel~l within. If we have anything worth communicating to the world, it is not our ego: it is Our Lord. We aim at a s,anctity that is not purely self-contained, but. outflowing and apostoli, c. " , The apostolic ideal-is summed up perfectly in the~ prayer said at Mass while the missal is being changed for the reading of the gospel: "May the Lord be in my heart and on ~y tips, that I may announce His holy gospel worthily and well." Note the twofold presence of Christ that makes one an apostle Christ in the heart and Christ. on the lips. ~To have Our Lord on the lips and not in the heart is hypocrisy. To have Him in the heart and not on the lips is selfish, perhaps cowardly. Not just our words. but our whole conduct, our patience and sympathy, our expression and gestures, can be me.ssengers of Christ, the true and enduring good ne ~ws, sent out-from our souls to ourfellowmen. We want nothing to go Out into the world, as.representative of us.that is not also representative of Christ. And so With a sense ofurgency and .responsibility 31 CHARL]~S F. DONOVAN we,resolve, "Let everything that leaves ,my soul be Jesus-laden." ' 0 ~ It is almost a spiritual, bromide that sanctity is not something for only a segment of our lives, whether it be a segment, of time or a segment of interest or activity. The ideal is to have no piece-work or paff,time holiness. The ideal is for sanctity to suffuse and interpenetrate the total life in all its areas and at all its levels. And this means a threefold co-operation with Christ, Christlike in learning, Christlike in being, Christlike in doing. A .prayer com-prehensive enough to embrace all conscious aqtivity, yet which includes life's complexity and richness in a broad three-part formula is the one recommended here: Let everything that enters my soul be Jesus-sifted. Let everything that is in my soul be Jesus-steeped. Let everything that leaves my soul be Jesus-laden. COMMUNICATIONS ON PRAYER In our editorial (pp. 3-4) v~e ask for communications on prayer. It will help us greatly if the following points are observed by those .who send such communications: 1. If at all p.ossible, type your letter, double-spaced, and leave at l~ast an inch margin on each side of the page. 2. Make the letter as brief as you reasonably can, withoflt hbw-ever sacrificing'ideas ~or the sake of brevity. 3. Address your letter to: Communications Deparfmenf, ~ Revlew For Religious St. Mary's College, St. Marys, Kansas. 4. Names will not be published,with these ie~t~rs unless the senders explicity ask" for this. However, if you do not object to doing so, please'enclose your name, so that the ~ditors can get in touch with you if this is necessary. ' 32 "Open My Moul:h, 0 ,Lord!" Richard L. Rooney,.-$,.~,-~ ~UR vocal prayers are quite likely to be unsatisfactory to our; ~ selves, and, eve are afraid, to God. One of tl~e chief causes of. this condition comes from the fact that frequently they art too" superficial. How many of us religious find, for example, our best, most meaningful prayer in the daily r~citation of the Office? We say. the familiar words. We know what we are saying; but, do we not stop on the 'surface of them? Does the real depth and the beauty and the energy embodied in them penetrate our souls? We recite those prayers. Do we really pray them? Since we are asking a number of questions, may we add one more?: How many times in the past year have you taken the prayers of the Office as subject matter for your meditations? It is this very prac-. rice that we would urge upon anyone who wants to change the daily recitation from an onus to a real opus. Let a religious take time out regularly, to meditate on these ~surface-worn and apparently well, known prayers and he (or she) will experience a doubly surlSrisinlg benefit. He will find a real spiritual treasure hidden in the ~rayers be has so long taken for granted. He will go back to choir and find that the prayers which he has recited for years have taken on a new. life and warmth. He will no longer find himself "saying'" the office but actually pra~.tinq it !. The use of books which deal with the Our Father, the Hail Mary, the Creed, the Psalms will demonstrate the truth of these statements to anyone who gives them an honest trial. The present article, and future articles that We offer here, will a~tempt a like demonstration for the shorter or rfilnor pr~ayers scattered throughout the breviary. They are the prayers which are most likely to slip°off our tongues with ~the greatest dispatch. Again, the prayers selected for these pages Will be such as are cbmmon to both the full Divine Office and the Little Office of the Blessed Virgin Mary. The~" are offered here in the hope that they will enrich our readers' prayer life in general and in particular will give new light, arid life~'~b thei~ Offi&-worship. The "'Aperi'" Having made the sign of the cross, the religious or priest begins RICHARD L. ROONEY Reofew for Religious .the recitation of his Office with a prayer which sl~ould be committed to mem0ry~.~ If. it is, it can be made to'serve as an introductory prayer for any and all other prayers and works, from a visit to the chapel to a trip to the laundry. It will help to make of everything that one does a canticle of praise to the Lord in fair weather or foul. The Aped is, in fact, a brief but pregnant instruction in the whole science of prayer, of conversation with God. o Think and pray Over it .fin your own gray, or consider prayerfully the following ideas: "Open my mouth, 0 Lord." How often we forget that we cannot so much as begin to p~ay unles~ God Himself inspires and aids us! We cannot so much as say. ."Abba" (Fad:her) unless the Holy Spirit gives us to say it, unldss He opens our mouths and looses our tongues. True here especially are the Lord's words, "Without me you can do nothing!" We cannot even ~peak to God by ourselves alone: we cannot name the Lord Jesus without His help[- i "to bless thy Holy Name" That is one beautiful thing about the Office, it stresses our own blessing of God rather, than seeking further blessings for ourselves from Him. It takes us away from our selves. Perhaps that is one reason" why "objective" prayer is less popular than more personal ¢ffu_sions ! Let me pause a moment and look at my own prayers. Which pl~edominates in them? Praise? ot petition? .Why? How.much more we would grow in divine life if we looked out and up at Him rather than in and down at ourselves, if we sang God's blessings instead of crying our own woes. "cleanse as well my heart from all empty, evil and distracting thoughts." A peasant going to an audience with a king dons his best raiment. It may be poor, but it will certainly be clean. Our own souls may not be rich with the thoughts of an Aquinas or glowing with the love of a Bonaventure but they can at least be clean when we gd to talk with God. " Being poor and weak we need God's help here again to second our efforts to dust away thoughts, which are empty, to wash away thoughts which are evil, to banish thoughts which would intrude themselves to Blur our converse V~ith the Divine Majesty. ,Our thoughts are~ empty when they are not filled with God or :.34 danuar~, 194Z ~'OPEN .MY MOUTH, 0 LORDt'~ things divine~ or His interests in ourselves and. others, They are evil, when they are proud, vengeful, bitter, impure, hateful, discgura.ged; despairful, small, petty, mean. They are distracting When they would lead, our minds away frorfi God even to things good in them-selves but out of place here in this wondrous hour of communion with Him. "Enlighten my mlnd." How much this dim little intellect of mine needs the casting into it of light divine~! How much I need to see in the darkness that.sur-rounds and sometimes fills me! But I cannot see unless God gives me light. I can take courage, for the good God hhs this light. He can, He will share it with me~ Torpid, cold, inert, its embers dying, my will need~ to be stirred up into active, flaming love. Oh, not the love of feeling, but the white-hot love of~ faithfulness to my state, to my fellows; the love that shows itself in little, hidden sacrifices, rule-observance, kindness; understanding, sympathy. I have not the strength nor the courage to stir it up myself. Do you then, dear God, enliven it and set it afire. "to the end that I may recite this Office worthily, with attention and devotion." Our preceding petitions have not been sent to the heart of God for anything that we might get out of them; but to the end that God may be better praised and served: to the end that we may give Him a gift, a gift of love, a tiny love-gift-offering of praise; to the end that this praise may be less unworthy of Him than it ever would be with~ out His help, without the touch of His grace:to the end, finally, that it may not be marred by any inattention, any niggardliness, any holdin'g back of love, ,any willful imperfection. "and that I may deserve to be heard in the presence of thy D;vlne Majesty through Christ our Lord. Amen." Who am I to stand before God, even to praise Him? Of myself deserve nothing save exclusion from the divine presence. I deserv~ only ieprobation. If God will hear this my initial petition, however, which,I offer through His divine Son, then by His grace I shall merit to bd heard. My feeble voice shall be joined toall the voices of the other members of~His Mystical Body. All of ours in turn shall be blended into Christ's. We shall then be heard everi in the presence of the all-august God, not for ourselves, but for His reverence. "RICHARD L. ROONEY "0 Lord, in union with that divine intention with which thou didst praise God on earth, I offer thee these hours." -. O Lord Jesus Christ who are also lover, friend, savior, and ~rbt~er, I-Tinsignifi_cant, of little worth, sinful, on occasion Your .c.rucifier--I offer Thee these hours: Hours? Nay, technically they'are ['hours": actually they are but a few minutes. Yet despite their brevity and my littleness I offer these prayers to You. I offer them through YOU to the Father. ° -':Takethem, then. U/rite them to that intention by whicl~ You di'rected Your Own praise to God while You were here on earth, tha~ intention th~t~You still have in.the tabernacle and in You/ place in l~e~aven. Then, lo, out of that union my poor pri~yers shall be t~rans-formed. ¯ The Father will look and see not me but You praying again 'in me. ~ He will be as delighted today as He was yesterday when You offered Him the sacrifice of praise on the night:shrouded hilltop or at "th~candle-lit supper table. He will not see'the soilurebf my selfish-~ heSS .nor hear the dissonance of my inconstancy but only the blazing beautyoof Your divine voice! BOOKS FOR HOSPITALS Religious who conduct hospitals, especially With nurses' training schools, will be interested in these books: Medical Ethics/:or Nurses. by Father Charles 3. McFadden. O.S.A., and Professional Adjust-ments, by Sister Mary Isidore Lennon, R.S.M. Father McFadden'~ is the best book on medical ethics we have yet seen. The material~is carefully selected, arranged with a fine sense of proportion, and helpfully illustrated by numerous practical Cases. Published by F. A. Davis Co., Philadelphia. Pp. xv + 356. $3.00. Prot:essional Adjustments presents a well-rounded plan for intro- ~iucing the student nurse into her newly-embraced professiorial life. it shows her the entire life (interior, social and strictly prdfessional) bf the "nurse from entrance into training school to finial achievement. ~ke Father McFadden's book, it is eminently practical. Published by C. V. Mosby Co., 3207 Washington Ave., St. Louis 3, Mo. pp.~299., $3.00. 36 Qualifications a ,ood Pos!:ulant: Sister of the p~:~cious Bloo~l- [EDITORS' NOTE:'W~ are printing this article and the one which,follows.because we think that religious will find in~thefa much helpful material for Vocation Week. "The author, of the prese'nt article prefers to remain unknown, [t is substantially the samd as a paper read at the Vocational Institute 'held at St. Francis College, Quincy, Illinois. June 30, 1946, under the auspices of. the Franciscan Fathers. For' a treatmen~ of this same sufiject from the canonical point of view, see the article,. ~"Admissio~ to the Religious Life," by Father James E. Risk. S.J., REVIEW FOR RELIGIOUS, Volume II, p. 25.] ~E ALL AGREE that there is an imperative need. of ~ ,~ vocations to our Sisterhoods today. -We are keenly aware of the~acute shortage corrfmunities are,suffer-. i,ng in the numberof vocatioris, and as a cons4quence we are putting forth every effort to increase them. Bht in doing ,this we must not forget that the candidate who seeks admid2 sion must be p.roperly~,,qualified, for the 0life she wants to. lead. Therefore an inv.estiigation as to th~ fitness o'f the possible member is of first importance; and in our eagerness to get recruits, we must be on our guard lest we, sacrifice qu'ality for quantity. ¯ When a young, girl, plans her life and ~he question of a possible call to the reli.gious state arises, .sh~ will naturally ask l~rself,-"Have I a true vocation?:' Before she Can answer that question intelligently, a serious c0nsider_ation ofthe nature of re.ligious vocation and an examination of her qualifications for the religious life are of fun&imentdI importance, both to her and to the community ~she °may desire to join. What is a vocation to the religious life? "It is a call that proceeds from God to serve Him-and to seek perfection by faithfully following the three evangelical counsels. " ~ SISTER OF THE PRECIOUS BLOOD Review for Religious According to canon law: "Eve~:y Catholic who is not debarred by any'legitimate ithpediment, and is inspired, bv .a'. right intention, and is fit to bear the burdens of the reli-giou's life cap be admitted into religion" (Canon 538). , Given that there are no legitimate 'impediments,. our first-duty is to ascertain whether the applica_nt is motivated by.the right intention. In Chapter 58 of. The Rule of St. Beffedict; the saint instructs the novice master to ~'watch over 'the newly admitted postulant with .the utmost care and to see whether he is truly seeking God,_ and is fervent in the Work of God, in obedience and in humiliations." Our next step is to consider the essential qualific~itions that will make toward "fitness to bear the ,burdens of the religious life." ,These qualifications can be summed up under three main headings. Acc, ording to Reverend B. Strittmater, O.S.B., "a true vocation rrianifests itself in the" necessary~fitness; namely, "the candidate must be endowed. -with physical health, he must be able to acquire, sufficient kriowledl~e, and he must possess adequate sanctity o(life.''1 To face ,the difficulties and to carry on the apostolic" Work of our various communities, one' needs physical strength and fitness. The life of a religipus is a strenuous -one that taxes the strength day after day, with f~w reprieves. It does .not take a .gigantic nor a herculg.an strength, but it does.demand a normally healthy body to, e.ndure~l~he strain of working through the'day plus the addi-. tional duties demanded by the rule and customs of the respective congregation or order to Which a Sister.belongs.- , This is true of every type of active life, be it nursing, social work, teaching, cat.echizing, caring for the orphan .or the-old folks,'and so on. 'A normally healthy person is more likel~ to maint~in,a IRev. B. Strittmater. O.S.B., "On Vocation. What It Is~" Journal of Religious ln-structi. on, XVI (~April, 1946), 719. Januar~], 1947 QUALIFICATIONS OF A GOOD POSTUL_ANT well-balanced emotional.and mental life. We can expect" such a candidate, .under proper guidance, more easily'to develop,th'e emotional maturity which is an essential requi-site in working for and with souls. We know, too, that child-adults, can accomplish littlethat is of lasting value, Finally, as ~he Scholastics say: "Grade is built on nature."_ It is frequently in a "healthy body that we find the healthy soul." It is true that a number of religious; many of whom .the Church has crowned with the halo of sanctity, were ph.ysically weak and performed great works in spite of these handicaps. Ho-weve_r, few of them wi~re thus handicapped when, they sought admission to the con-vent. .The vocation to physical suffering when.given tO .religious usually comes after the novitiate days,-after tFie soul has been formed and tested. I~t is all-important, there-. fore, that our candidates .possess energetic, healthy bodies, .capable of physical endurance,~free from physical, deformi-ties, and vibrant~with the vitalit3~ of youth. - The applicant must, of course, have soundness of mind: there must be no strain of insanity and no highly emotional ,traits; and it is well to ascertain these facts in reghrd to every applicant. It is evident that such persons are not. desirable for religious life, since they will never be able to make themselves one with the heterogeneous group that lives together in a convent. But mere soundness of mind is not sufficient. The can-didate must be able to gr~asp the meaning of religious lif~ and understand its obligations. This is essential because, if the religious life is not understood, the subject will be car-ried onward by emotionalism which will manifest it.~elf ii~ a crisis. Such a person might remain normal if she were in the lay state, but in the religious state she easily becomes neurotic. Moreover, she must-,ha~e sufficient intellectual' ability to make herself useful in such a way that her supe- 39 A~.SISTER:OF TI'~E PRE¢IO~US "BLOOD ~riors .know~sh~e will ~carry.thelresp0nsibility j6f. the~p0sition or W~ork,given fier,~.be.,,it ~high or low':. ~,_~In~a ~6r~d,~.oher intel-lectuababilit. y, must be ~u~ient to~make her.,a responsible, dependable ~r~ligio~s. ~. ~ ~.~ ~ L~, ~ ',,~ ~ ~ ~ ~. Be~jd~s~aving sufficient, intellectual ability.~t6,gra~p the ,mea.fiivg of religi0us:life and,of .ac~ui~ting:herself. bf the ~0rk assigned h~r, ~tbe applkant ~mus~also~ poss~s~ those q,al.~fies. ~f chhracter, which. ~are .requi~ed,,,for~ the: s0cihl "[~spects of common life:~ By this.,I,~mean~that.~he,must.~have .ability ~an~. the[ disposition, to react~tO her environment ~consistent, effective, :afidqnt~rated-~ann~r~. A~:religious.,.~oes .npt, liye ,~¢i~h~one;.: t~o,.~or, eve~.thre~ people; ~but ,~ith ,Ja.rge :g~.pup.that may .humber ~fr6m ten ~t6 a~hundr~d~ or.more-. .persons~of~alLcha#ac.ters, .ages; temperamen~;~and~ di~posi- .ti0n~. She must' p.ut aside h~r o~fi,tastes;her o~n~likes' and ,g.js!~ikes, inxorder, to:live the co~munity or~family' life in peace:?nd harm6oy.~,. It is ~important.~therefo~e:tliat "didate possess ~ ~ealthy S0dal attitude., ~he .following. statement,, made b.yz a ~n~ted ~psychiatrist, ~ seems ,.to., me to q~r~y.~a~special message to~feligiousdn regard to this~point. .He~said:~"I much prefer t0 see a, young~ girI whb has lived the normal social life of an ~ adolescent having~tasted- its .innP~nt.~njoyments to the full.enter a convent thanAhe gir!~ ~.ho~seeks,to isolate h~rself an~.spend mffch- ti~e avher , .devotions ~n preference to social inter~ourse~it~:others. ~It has been my~e~perience~ that, ~any~religious, ~wh~ are s~kjng v0cations~f0r thei~ ord~rs,~have m~de~jfist this~error ~of e~gouraging the~girl ~who.isolhtes he~self :in,preference to the~one who enj0~s having a good~time:~ ,;Later,. time proves that the isolationist loses h~r-e~0tional,~ evefi'mental bal-ance, and.becomes unfit to carry on,.her duties as.a religious.~' This[needs~.~o further~comment, ,~hefefor~ the :candidate ought: t0 give.s~me assurance, that,she possesse~in a. measure the~ fol!o~ing charicteristici She sbguld ~sh0~,that'~ She danuar~], 1947 QUALIFICATIONS OF A GOOD POSTULANT recognizes, her own~ assets and limitations; knows enough about human beings not~to exp"ect too much from them; is .adaptable and open-minded; enjoys her work; sleepswell: is interested in the common good; has a sense of humor; ap-pears calm, happy, sereneY - Possessed df such characteristics the applicant will be enabled to adapt and adjust herself to the mln~r different situations she will meet, and will the more easily learn the~ art of becoming "all things to all men." Such a healthy -social attitude arms the candidate to meet and overcome the problems .that. will arise; at the s;ime time, it helps her to appreciate the opportunity community life. offers that her iridividual life might be a fuller and.richer one.8 The third qualification required of the candidate is that "she possess adequate holiness of life." We are not looking for perf.ection, but there must be a foundation upon which the structure of Christian perfection can be built if the~.can-didate i~ to reach the goal of religious life which is the seeking of God through charity. Therefore it is .not suffi-cient for a young girl merely to appear pious; something farmore genuine must be manifested. "Briefly, she should sho¢ a real interest in things religious, such as the glory of God, the welfare of the Church of God, and the salvation of souls. She will recognize that she has her own limi~a2 tions and consequently needs guidance and help; this. is another mark of a practical Christian spirit. Most essential, "however, is the spirit of prayer. This can be determini~d especially by frequent.attendance at Holy Mass and the fre-quent reception of the sacraments. '~ ¯ ' The fundamental prerequisites for religious vocation are charity and sincerity. The more fully charity is devel- ~Cf. Carl H. With;rington, Educational Psychology (New York: Ginn and Cdm-pariy, 1'946), p. 8Cf. Walter Farrell, O.P., 2t Companion r~ the Summa, Vol. Ill--The Fullnes, of Life (New York: Sheed and W, ard,. 1940), p. 5 I1 ft. 41 A SISTER OF ~HH PRECIOUS BLOOD Reuieu) fo~ Religious oped the more vital will b~e the growth of the religious in the Christian life, the more far-reaching the work fo~ souls. Therefore, love for Christ, love for Holy Mother Church, and love for one's fellowmen, and all three in a more than an average~measure, are the root and heart of a vocation and constitute the fundamental and indispensable motivation in every call to the higher 'life. Evidences of such a charity - should-be noted in the conduct of the candidate before she is accepted intothe postulancy. Charit~ alonewill not suffice; the'candidate's seeking for God must be sincere. The determination she shows in ogercoming inevitable difficulties and obstacles, her candor and'frankness in'her ~elatiofis with stiperiqrs and com-panions, these are manifestations, of the sincerity of "her intentions and-the integrity of her motives. Without this sincerity all efforts on the p:irt'of superiors to form and, guide the future religious will be more or less wasted; hence the importance of te,sti,n~ this virtue of the applicant. Humili}y and obedience, reverence and willing submis- Sion to superiors are essential. A proud disposition Under-mines the spirit of humble andvoluntary'obedience, hn. obedience that should be. p)ompted by ~onscience and a ~re, spect for authority. The applicant who has a proud and insubordinate character is not suited for the religious life and should not beehcouraged. OI~ the other hand, the soul with a humble disposition, who-is convinced of her own limitations and consequent dependence,on God, who is con-vinced too of-tl~e need of prayer, of the necessity for suf-fering, and of the usefulness of correcti6ns, shows great promise. Such a soul will easily be led to realize~the impor-tance and value of obedience, the necessity of renouncing self-wi,ll, and the need of following the directions of a supe~ riot. Patience and generosity should be manifested to some 42 January, 1947 QUALIFICATIONS OF'A GOOD POSTULANT degree, but if the candidate has true charity and'is sincere and ob~di~n.t these virtues will gradually be-developed under the proper direction. Finally she must have the cou.r.age and determination to follow through, to persevere no matter what obstacles confront her, to push on without ever resting on past laurels, and to do this every day of her life. A further important consideration is the family back-ground of the Calididate. This is a real necessity, today, when Our family life has in so many, instances become cor-rupted by broken homes, infidelity to the marriage vows, mixed .marriages, birth control, and other prevalent social evils. Other things being equal, th6se candidates who come from Catholic families where the faith has been cher-ished and made the guiding principle of life more readily develop into promising religious embued with a holy enthusiasm for their vocation than candidates who com¢ from families where an atmosphere of genuine faith and sound morality ~1o not prevail. Special consideration should also be given to the recent convert, who seeks admission while yet in the first fervor of ber ne~v-found faith. Is'it not, better for her to spendzsome time in the world, con-scientiously fulfilling her duty as a,zealous Catholic before she takes on the additional burdens of religious life? Ought she not first learn to fight in the ranks before she enters the vanguard? I have tried to outline in some manner the desirable qualifications of those who would seek admission to the. , religious life. While no sing!e applicant Will possess these ifi their fullness, nevertheless there should be definite indi-cations that she possesses them in some degree and that with the help of God's grace and the proper guidance and direc-tion she will 15e able to reach that peifection her vocation -demands of he~. .- 43 SISTER OF THE PRECIOUS BLOOD It is most essential for the healthy growth of our reli-gious communities that we bear .in mind the fact that no~- every one wh~ knocks at the convent door is called to be a religious. It is the sacred duty of any Sister, be she supe~- "rior, novice mistress, or the'influential friend, to conscien-~ tiously investigate the qualification of any possible mem-ber before she encourages her to enter the convent. During the recent war, our young men an[l women were subjected to detailed ,physical and psychological examin'ations, and ~e were appalledat the number declared ,unfit to fight for tlae protection.of our country. The officers w~o conducted these examinations could not, and would'not admit those who were physically.and mentally unfit. We are recruiting forces to carry~on the work,,of Christ. We need women who measure up to standards. Religious ~ave always been honored in the Church of God, and it is essen-tial that we strive to keep Christ's Vanguard true to the title St. Cyprian has given it, "the claoi~e portion of Christ's~ flodk." If we admii: girls.to our postulancies and juniorates without using the proper discretion and prudence, we can-not expect our religious of the coming generation to main:- rain this standard. And only if we maintain it can Christ's~ -command, "Go ye forth into the whole world and preach the gospel to every creature," be fulfilledin that part of the apostoli~ field it is~given us. by the Church to cultivate. CHURCH UNITY OCTAVE INDULGENCES On, February 12, 1946, Pope Pius XII increased the indulgendes originally given to.the Octave observance. A plenary indulgence may be gained once a month by each of the faithful who recite the authorized prayers every day provided the usual ~onditions requisite for gaining a plenary indulgence are fulfilled. "'A plenary in-dulgence is also granted each .time during the Octave that the faithful shall recite the prayers for unity. In acJdition, on each day of the Octave a partial indulgence of 300 days may be gained provided that the same prayers are said with at least a contrite heart." (Cf. Church Unity Octave leaflet.) I cruifing for :he Bro :herhoods Brother Placidus, C.F.X. RECRUITERS for the various teaching orders encounter many obstacles in their zealous work, but the teaching o" Brother seems ~0-me~t more than his share~ In ad-dressing groups of grade and high,school pupils, he at once becomes aware of a towering barrier--the present-day world. The decline of home life, indifference to religious vocations among Catholic parents, separations ~ind vorces, lack df Catholic educational facilities for" all our Catholic youth, and the unreligious atmosphere in secular educational institutions--theie are~ some of the initial hindrances to the Brother recruiter. Such influences naturally narrow the recruiter's inter-ested audience. A further handicap may be added, namely, the general unpopularity of the teaching vocation. 'How-ever, the recruiter on his round accepts these hindrances as unavoidable evils bat finds it hard to meet a more intangible difficulty, which may be termed an attitude. He "tries to make excuse for it on the ground of lack of understanding about the importance of the teaching Brother in the teaching apostolate of the Holy Catholic Church. True, the teaching Brother is better understood and appreciated today than he was in past years; but there is still enough active misunderstandi~ng about him to deserve comment here. Except among boys who have come in contact with teaching Brothers in their schogls, there is a woeful laek0f information on the subject. ~hotlsands of boys in Catholic schools are fully aware of the-work of the priests and Sis-ters, but have never heard of a teaching Brother. " They can 45 BROTHER PI~ACIDUS , ~ ~, Retffe~v [or Religious distinguish the work ofdioceSan priests ffofn that of reli-~. gious, or the work o~ these tw6 from that ~f missionaries, but are completely unaware of the existence of men who have a God-given ~rocation to a consecrated, life in the class-" room. Pa_rents are equally uninformed. Even many who have boys under the care of the Brothers seem a bit confused as to ~_wh.at the vocation to the BrotherhOod really is. They believe "Brother" applies only tb candidates for the priest-, hood at a certain stage of preparation.~ But the almost general belief is that it applies only" to a member of a reli~ gious order who takes care of the temporal affairs of the monastery, that is, the lay Brother, ._ That the last-mentioned idea is in many boys' minds is apparent. frorri their openihg words to the recruiter in an interview. The boys obviously, feel that they h~ive a_cail. ~ from God, but realize that they lack the talent necessary"~ to'become priest.s. Since the recruiter-is interested only in ¯ candidates for classroom te_aching, he" has to direct such \ boys to orders which receive lay Brothers. He is forcedto " Lhis decision by the ever improving ~tandards required for diocesan and state certification of teachers. Gone are-the days when young men who lack the ment~al'ability to study for:.the priesthood-may be accepted into the ranks of the teaching Brothers. , Pastors Where Brothers teaqh insist rightly .tha't'only teachers Of recognized fibility be placed'on the staffs of their schools, but often, with strange: .inconsistency, they urge. that some boy of good character~but of limited mental capacity be giyen a chance to enter the ranks of th~ teaching Brothers. Where this attitude exists, its corollary.~is, also present, that anyone of except.ional ability, even though dra, wn'toward the life Of a ~teaching Brothe,r, must be oma_rk~d f6r the priesthood. Discussion of the possibility 46 ,lanuary; 1947 / RECRUITING FOR THE BROTHERHooDs of the priesthood for such a boy is certainly in order; but tha~ the' amount of intelligence should be the determinant is inadmissible. The late Rev. Felix Kirsch, O.F.M.Cap'., said on the subjecl~: Still an indulgent pastor may often come forth with this objec-tion: "But this particular boy is too intelligent to become a t~aching Brother." I should hardly think such an objection possible were it not for the fact that I recently heard a plea made against a boy's vocation on ~hls ground: How could any human intelligence be too" fine to b~e consecrated to God in the noble work of making men of our boys! Is any ability too fine for the work that we expe~t of the teachers in our high schools an.d colleges?.1 Another strange attitude all too frequently, confronts the Brother recruiter, that becoming a Brother is a half-way step in the service of God. Even many pr!ests and Sisters share this convictior~, s~tirely not through any lack of esteem for the Brothers, but most.ly from thoughtlessness or lack of understanding of the need and'importance of male religious teachers in the present working of the teaching aposto.late of the Church. The story of one Brother, new prominent in his con-gregation, illustrates the "half-Step" attitude quite clearly. While attending a high school conducted by" an 6rder of religious priests, he made known to his spiritual adviser his intention of becoming a teaching Brother. He was sur-prised to hear i~mediately, and on subsequent visits, a talk on the priesthood. He listened with attention to these talks and accepted them up to a certain poin.t. Af.ter se.veral ses-sions, when he still insisted, that he felt drawn to be a teaching Brother, his adviser said: "Bill, it's like ,this: Become a Brother, and you're serving God 50 per cent: become a priest, and you're serving Him 100 ~er ~ent." This per cent business set the boy to thinking. He 1The American Ecclesiastical Review, LXXVII (1927), p. 16. 47 BROTHER PLAcIDUS Review ~of Religio~s wondered what per cent his go.od mother w~s.earning in the service of Christ. And how. about the Sisters who had. taugh.t him in the elementary schools--they couldn't become priests what per cent for them? His: thinking~ became more int~eresting--if somewhat more confusedm during a-retreat which he made shortly afterwards. In bne 0f the talks,, defending the nobility of the.contemplative life; the retreat master said: "When,all is said and done, those heroic souls who enter the contemplative orders have gone all out in their zeal for God, and really, serve him 100 per cent." This made him wonder then whetlSer priests who-were not conte.mplatives were really serving God 100 per cent! The whole series of incidents dealing with the business 6f per-cents finally brought him. t6 thinking of God with a marking book in His hand, a.Divine Teacher g.rading all His children; and the picture likely brought him back t6 his original intention of becoming a te_aching Brothe~. It is perfectly natural that a zealous priest, interested in an increase in the number of pries, ts, be on the lookout for fitting candidateS. However, it would be helpful for him sometimes to take the long range view whenever he feels that he is losing a priestly vocation to the Brothers. ~Appropria.te' to this subject, one priest had this to say: It may seem paradoxical to contend, that the very dearth of priests should' urge ~s to encourage vocations t6 tff~ teaching Brother: hoods. Yet a venerable ecclesiastic, closely connected with elementary education for many years, has been quoted recently to the effect that. wherever the Br6thers are in charge of the seventh and e'ighth grades vocations to tl~e sacerdotal and the religious life are numerous, and that vocatlonsdecrease when the Brothers are replaced by the Sister~; The same authority went on to explain that boys oi: that age revere the Sisters, but are not so apt'to confide: in them.2 Any of the Brotherhoods can substantiate this sthte- ZKirsch, op. cit.o p. 15. ~ 48 Januarg, 1947 RECRUITING FOR THE BRO'rHERHOODS ment with statistics. A cer_tain Brothers' high~.s, cho61,~ opened only in ~1930, h~s affeady thirty-.two of its. gradu-ates ordained priests. Another, opened in 189~4, has sent two l~undred hnd twenty-two to become recipients of the sacrament of h0!y.orders. The conclusion then must be hpparent, tha~ morse Brot.bers means more priests. The tendency: t'o regard the Brother's vocation as a halfway measure is-very confusing tb an honest applicant. He has been told that the Church recognizes the vocation of a teacl'iing ~r.other as a special call. Then he finds some members of the Chfirch t~eating him to the prospect of not being able to serve God perfectly as a teaching Brother. Father. Claude- Kean,~ O.F.M. treats the matter poignantly in a recent article: This vocation [the teaching Brother's] is as distinct as our own [the Priest's]. Men do not choose to be Brothers: they are chosen by God for that role. Frequently from their earliest ,years, the Brotherhood attracts .them. They do, indeed, possess the physical, mental, and' moral fitness for ,the priesthood--as, for that matter, do many layfolk; but they lack that first of all vocational, d.eterminants, tho'desire, for the priesthood. (Italics mine.) Their articulate in-sistent call is not to the sanctuary, but to the Catholic sch0ol-room. They would imitate not the Christ of the Upper Room, offering mys-tical, Sacrifice, but the Christ of the Temple Portico, teaching daiiy.~ Although _tl~e picture presented ~bove may look pretty~ dark for the Brother recruiter, it actually .has its brighter aspects, not the least of which is the uniformly courteous welcome accorded him on his rounds by both pastors and Sister principals." Still'there is enough need for clarifying the rol'e of the te~aching Brother in the Church militant to justify what has been said above. oCf. The Priest, January, 1946, p. 25. The . u Unit:y THE Church Unity Octa~ce has as'its object the return of the Straying anderring'children of be'rest; schism, hnd i~fidelity to the true f~ld of their for"effathers. Our"Lord has said, ~-'Other sheep Iohave that ire, n0t0of this fold, them a~l~o must I bring. ~ There shall be one fold and 6he shepherd." (qohn. 10, 16:) There is but .ohe true fold. The sheel5 in other folds are'stray sheep, led by-wan: dering shepherds away fr6m their true home. It is the purpose of the Church Unity Octav~ to promote prayer, and work for thd benefit of these stray sheep that th.ey may qtiickly find their Father's home. TlSat tl'ie Church was always one and has ever existed as the true fold set.up by Christ is the.Catholic belief based upon the teach!ng of her Divine Founder Himself and upon,khe fact of her apostolic ~uc-cession. The Protestant notion that unity probably never existed. but that it might be realized by a compromise amongst the con-tending and bpposite opinions of the various religious bodies, is cer- -tainl'y untenable. Jesus Christ founded His one Church. That Church h~s.remained ~uch as He founded it in its visible, organic, and divinely constituted uniter with the divine protection promised to it~and,preserving it inviola'ble in its purpose and doctrine. The late Pius XI wrote in his encyclical, Mortalium Animos: '"There is but one way in which the unity of Christians may be. fos-tered, and that is by furthering the return to the one trueChurch of Christ of those who are separated fio~ it." ~ T~ent~r years before Pi.us XI wrote this, an Episcopalian minis-ter, fir~d with.thd ideal of unity and sighing for the reunion of all Christians founded an octave og.pra~rer as a means of fostering Chris-tian unity. This octave was ~o begin on the Feast of St. Peter's, Chair at Rome and to end with the Feast of the Conversion of St. Paul. The Octave was to be used also fo.r studyipg the question of ,unity, especially, the doctrine involved ~nd' methods of attaining it and of acquiring a deeper U'nderstan~ing of thd~ problems that were ~re~ented by the many religious~bodi,es s~eparated fromo that -unity for which Christ had prayed. There are many reasons why we should pray and work earnestly for Church unity; but let us be content here to consider a few that are "basic and of special interest to us: God in His essence is perfectly one. All His qualities and~ftri- 50 THE CHURCH UNITY OCTAVE butes are cer~te~ed in Himself, so that 'qHe"who is" is the Truth, He.i~ Holiness, He is Supreme Goodness, and He is Infinite Perfec-tion. Alth~.ugh in God there is a distinction of Persons--the Father" who begets the Son, the Son who proceeds from,the Father,-and the Holy Spirit who proceeds from both the'Father and the Son--these three Persons all have tile same Divine Nature and are equally God. They are Perfect Unity. Christ based His prayer for unity on the oneness of the Father in Him, and of, Himself in the Father. And the Church Unity Octavel regardinff this:as the greatest motive for unity, has,adopted Christ's words as the antiphon to the petitio~n for unity: "That,they all may be one, even as :thou, Father; in'me and I in thee; that they also ma',~ be one in us, that the world may believe that thou" hast sent-me" (John 17, 21). , ./ust as God is one and all truth,is in Him, so truth is one, "Thi~ truth is centered in one authority, by which God has ordained that all men should come to Him. Ther~ i~ only one way that leads to Go'd, and that is the Church which Christ has set up to teach men the truth and to leadthem to their God-given destiny. If there were a multiplicity of ways, then there would be a multiplicityof yarying doctrines: and truth would be divided. This would be contrary to the unity of the Godhead and the unifying order of creation, It would mean that God is not one and that chaos would eventually reign. But the Triune God in His infinite wisdom has revealed to us how the m~ny may be one in their lives.and, moreover, how they must believe and work as one if they would become united with Him in His Godhead, not only in this life, but also in the world to come.~ Another motive for,unity is the King~l~ip of Jesus Christ. Our Lord was sent down upon the earth_, to set up a. kingdom in which all' men might' make their peace with His heavenly Father. By reason_of the Hypostatic'Union, whereby the humanity of Jesus is united to, His divinity, Jesus is the most excellent of the works of God and has .b~en given ~lominion over all creatures. AsKing bf heaven and earth, He has a right°to the service and obedience of all men. He has established" one rule, which all must'follow if they are to serve Him faithfully. This kingdom cannot be divided since it is most perfect. It has God for its author and for its ruler: and a visible authority has been appointed by the Divine King to rule in His name, to teach" His laws to all men, and to minister justice and peace by His powder. ~_ A powerful motive for.faithfully observing the Church Unity 51 ~'F/~THER BARTHOLOME'W Octave is that of atonement. By. the Fall o'f ~dam we xvere. separated from God a~ad deprivedt of everlasting hnioh with Him,. Reparati6n was n~eded in order to restore the supernatural, grace and gifts "that had been lost. The Son of God willed to come. down upon the earth to. make adequate atonement fo~ the infinite offense lagainst~His Father. And the effect of this~atonement was' unity. Atonement means "to make one." By His whole life and Lspecially by. the shedding of His Blood upon the Cross, Jesus reconciled us to His Father and made us one in Him. Thi~ motive should .appe~l" to religious~i.n a sp.ecial ~ay0 for their lives of prayer and self-denial offer them many opportunities for~.the practice of atonement. We have outlined some of the principhl motives., which should urg'e religious and others to 'obserVe the Church Unity Octave witl~ all possible fervor and devotion. Religious may co-operate in a sp cial way by instructing lay people--their pupils, their patients, and others with whom they come in contact teaching them the -meaning and the.purpose of the Octav~ and u~rging them to join wholeheartedly in .the work. But above ~all else religious should co-operate by .their pra$~er, for prayer is the primary means by which. the purpose of the Octave is to be attained. If daily ~hroughout the Octave all rehgmus spend some t~me praying for the part,cular reten-tion of the day., their prayers will not go unanswered. "In union there is strength." If all join together to petition for the fulfillment of Our Lord's own .prayer, "that all may be one." they may be sure/ that He .will be in the midst of them to hear and answer them. A striking example of Christ's readiness to respond to our peti-tions may be seen in the conversion of that small Anglican band of Franc.iscans founded by Father Phul James Francis. Less than two~ years after he had inaugurated the Chu~rchUhity Octave, Father Paul and his sixteen associates, comprising the Society ,of the Atonement, recognized t_he cla,ms of'the*successor of St. Peter, made their submis-sion to his autl~ority, and were received into the true fold. Similar if less striking answers to our own prayers may confi-dently be expected. ~Ignorance, here~sy, and schism will be dispelled in time and all men will become one in the love and service of God. And it is the duty of all, whether they already be. within the one'." true fold or outside it, by the love they bear for one another and by the uprightness of their lives, to hasten the d.aywhen there shall be "one fold and one shepherd." FATHER BARTHOLOMEW, S.A. 52 Our consfitu~fions prescribe a two-year nov;flare. OnE of our novices completed her canonical.year on December 8, 1945. Because of 'illness she missed 32 ~ays during her second y.ear novff;ate. Does she have to make up these 32 days before she ;s permiffed to take her f;;St vows, or m.ay she pronou~nce her first vows on December 8, 19467~ i " Whether absence from the novitiate during the second year must be. made UP or not will depend entirely u.pon the constitutions and the-will of superigrs~ The general law of the Churc~requi~ing that an absence of more than fifteen days must be made up, and that an a.blsence of more thai1 thirty days interrupts the novitiate so that it must be begun over again (canon 556) applies only to tile canonical or t~rst yea, r of novitiate. Hence your constitutions must be. con~- suited. If they say nothing on this subject, then the second year., of novitiate is not required for the validity of the~ subsequent profession ~(canon 5551 § 2), but.only for its licitness, and days df absence would not have to be made ,up, unless super!0rs think it well to require that this should be done . k4a~/a local superior who has served two ~erms.of ~hree years each and then was out of office for one term of three years be now a ppolnted ~s~ super;or of the same community in Which she already served for six years? ¯ ~Canoh 505 i~f' ~he Code of. Cation Law prescribes that "local superiors are not to hold office for more than,three years; on the i~xpi-ration, of thi~ ~rm they can be reappoin[ed ~o th~ Same office if the constitutions ~6ermi.t' it, but not immediatelyfor 'a third term in tl'i~. Sa~ne, religi~sus£h0use.'' From this textit is cl~r that ~o local sui~e~io/ may remain SUl3erior 0f the same religious house for more thim six Vears without ~ special permissibn of ~the Hdly See. Nextl~he word "immediately" must~be considered. It means ,the local superior'wh5 has served ,tWO terms must be removed from office in that community for the time being, but it does not forbid tile reappoin~ment of that superibr to the same community after the lapse of three years. Henc'e~ the answer (o our question is thi~t the local superior.who has served,, two terms of three.years each and then was ou~ of otfice for one term 53 QUESTIONS AND ANSV~ER~ Review [or Religious of three years may, now be appointed again ,asolocal superior of that s~a~e community. ,,~ ,. , " Do the delegates at a general c~hapter have the right and the .power o prescribe, that the piqus exhortatlon, of a,founder or foundress, which I~h~' nelth~er an ~rhpkima~tur nor an indulgence, be mad6 ? ~'art of the com- ~unity.prayers? ifis, nqtla prayer, but a pious.exhortatlon. Do not all prayers~sald in common call for the imprimatur of the lochl Ordinary? The general chapter in a religious c.ongregation has dominative power'over the members (canOn 501, § 1) and can, therefbie, issue 6rdinations or dtcrees which are binding upon all until revoked by a .ft;fure thapter. There seems to he no objection to the reading of a ¯ pt0us exhortation.by the founder or foundress du~ing the recitation 0.f tlde communit~r prayers,. While it istrue that canon 1259 requires the Ioc~il or~in~ary's approvai for prayers and pious exercises ~or us~ ~n churches and oratories, this is commonly ~interpreted to apply to /~ew prayers and devotions rather than' to prayers once apRro~red~ by any local ordinary, 6r to such as .haVe the equivalent approval of :i'oiig Usage. ~ " "" Furthermore, community prayers said in a convent ~chapel When ~hefaithful' are notpresent are not ~ubli~ but pri~ate pra~l~e~s, and therefore would nor come under the regu~lation .of canon' 1259: Hence the pious exhort~ition in question would not need an imprima-tur in order that it may be read during community prayer.s_ , Kindly ~explain what is meant by "spiritual-relationship" .and how it is determined. ~ : Spiritual relationship is a supernatural bond which arises from the 's.acramen_ts of baptism and.confirmation. ,It unites the person :baptized with the m~nister of baptism as well as with l~is sponsors ~(cahon' 76~), and the person confirmed with .hi~ sponsor only .(cangn 797). .This spiritual, bond imposes upon.sponsors the obli, .gation of having a perpetuai interest in their spiritual child (hence~ ~ the name "godfather"), and. of seeing to it that the childreceives~.~a proper Christian. education and lives up,to the promises they made in-his n~ame,during the baptismal ceremony (canons 769 and 797). -,While they should always retain an interest in, their spiritual child, sponsqrs should, not interfere in its Christian education as. long as the "Januarv, "1947 . QUESTIONS AND'ANSWERS parents' of the child are doing their duty. Because of this close spiritual union between sponsor, and child,. the Church has made this bond a diriment impediment to marriage, but only in the case' of spiritual relationship arising from baptism-". (canon 1079). Has the Holy See published, or in any other w.ay made known, an-official disapproval, of.th~ manner of assisting at Mass that is known as the Missa Recifafa? Father Bouscaren's Canon Law Di'~est, II (ed. 1943), pp. 198~ 200, gives five replies of the Congregation of-Rites concerning the Dialogue Mass. From these replies it .is clear that the Holy See wil'l: no~ tolerate some forms of the Dia.logue Mass. but that, with certain. r~strictions and under certain Conditions, individual bishops" and other local ordinaries may permit this form of piety in their ryspectik,¢ ter-ritories if they deem_it advisable. Though there appears to be some. difference of opinion concerning' the limitations, it seems to us tha~. they may be summarized as follows: 1. The faithful may. recite the server's responses'in union with-. the server; and the Gloria, Credo, Sanctus, and Agnus Dei with the priest. 2. The practice is to be allowed only to those who can carry it -on in ~an orderly ahd dignified manner. 3. It should not cause disturbance to ~.he celebrant or to other-priests celebrating in the church. Such are the limitations as we understand the matter. In prac'- rice, since those who ~ish to have the'Dial6gue 'Mass must get the. permission, of their own local ordinary, they should also have a clear understa.nding with him as to just what conditions {hey are to observe. A day student at one of bur colleges wishes to enter the novitiate-in time to receive the habit on July .IS. She will not finish her semester. studies' and examinations until the end' Of January( Would it be"permis-silble for her to.walt until after~the examinations and enter then, probably 0n.February 2? or may she enter on January 15, take up her resid.ence at the college until after the examinations, and then return to the,novitiate? ¯ Reliable commentators on the canons 6f the Code regarding reli, 55 -QbE~TISNS AND ANSWERS R~oieto Io[" Religious gious hold as probable th( opinion~ that if' the su~n ~of all absences from tile postulancy does not exceed fifteen days,, sfich absen~es-;:need n0t°be supplied provided the~e are good beasons for, them. Hence it- ~-ould ~eem better to have.th~ st.udentin.question go to the novitiat~ on January 15 to be admitted with her class, and then at the proper time return to the college to take her semester "examinations. She should go back to the novitiate as~soon as the examinations are oger. ~[~ @0uld ~unwise tO let her remain at the college for fifteen full days unl.ess, that is unav6idable. Later absences fr6m the postulancy may be necessary, and if the total absence exceeds, fifteen days, such days o~ al~s~nce should be made up before the p~stulant is. all6wed ~p~ receive the habit" and to begin her novitiate. The local superior of the mother.house died recently. Her term of offlceWould not have e~plred till the fall of 1948. May .a Sister be #ppolnted %fill out the unexpired term, or must the appolritment be for-three years? ¯ Canon 505 forbids local superiors to holdoffice for more than three years. It does'not forbid a te~m of less" than three years, ,althOugh that is the nobmal term. Hence, unless_the Constitutions require a full term of three years, a Sister may be appointed to fill out the ianexpired term of the deceased local superior. This would be rea~ sonhble in case it is customary to change all local superiorsat the sametime, but it should be made clear to the Siste~ appointed that she is merely to complete th~¯ unexpi.red term so that possible misunder-standings may be avoided later on. If ~t is not tustomary-to change all local¯ superiors at the same time, it would geem advisable to appoint the new superior for three years, unless special circumstances, make it advisable to appgint her for the unexpired term only. Flour for Altar Broads ' " In our September, 1946, number (Vol. V, p. 338), We gave the principles to be followed in getting flour for altar breads; and we" asked, if our readers could supply any information that might' help' in the actual app!ication of these principles, ~v*e have received, several ¯ infor'~native communications~ and we subjoin the: main points. -Needless to say, we are not a~tempting to give final directions in" this QUESTIONS_AND ANSWERS matter. Nor are we mentioning individual' dealers or brands of flour for the purpose of recommending one more than another. 1. A priest referred us to two articles published in The American Ecclesiastical Revtew. (Vol. 35, 1906, p. 579; and Vol. 73, 1925'; p. 397). These articles show the great difficulty of being assured of unadulterated wheaten flour when buying from commercial dealers, and they strongly recommend that those who make altar breads secure their flour from religious communities that make such flour. 2. A commun,ity of Sisters notified us that they had a chemist analyze the commercial flour they use for making altar breads, ~init the chemist pronounced it pure wheat. When we requested more-pa~ rticular information concerning this flour, the Sisters replied: "The flour we use is Pillsbury Best, or Pillsbury 4X, or Pillsbury AA Cake flour. All these are pure wheat. We do not use any family flour, as they Have vitamins added." - 3. Another community of Sisters sent an interesting communi-cation, the pertinent sections of which run as follows: "In answer to your request . . for information from youb readers who make altar breads, we are embodying in this letter an exact, copy of the statement received from our flo~r mill which describes very fully their method of insuring 100% pure. wheat~ flour: " 'It is quite evident that extreme caution must be exercised t6 insure an unadulterated 100% wheat flour. The first step, before milling starts, is to insure that all foreign seeds, dust, and other mat-ter be removed from the wheat before milling. Choice wheat is set aside, cleaned as it would be for milling ordinary flour, and' then sub-jected to an aspirator cleaning (air suction for removing dust and light foreign particles) plus an additional processing through another disc cleaned, and the mill thoroughl}; cleaned from grinding rolls on through the packing machineby. During the process of m.illing, all bleaching processes are tut oiat as are also the malt flour feeders. With these steps kaken, one can be positively certain that the final prod'uct is as pure and unadulterated as it is humanly possibl~ to make. With the grinding ot: flour automatic as it is, not even human hands come in contact with it." (Belgrade Flour Mill Co., Belgrade. Minnesota.) "The managers of this Milling Company are Catholic and trust-worth~,. They have assured us that they follow this procedure in .making Altar Bread flour for us." 4. We close these communications with ~in interesting NCWC 57 BOOK REVIEWS " , . ° Review for Religious" news,release that refers particularly, to the new "80-per-cent" flour: The news release was .clipped,from a diocesa_n paper and sent to us by 'one of-:our readers.Weoinclude only the'points that bear directly on the information we bare been geeking: " ~'T~oge Catholics who have fdlt a.nxiety and uncerfainty about the validi~y.,of '80-per-cent' flour if used in making hosts for Con-_ secration may cease to worry. ,So says the Rev. F~ancis, 3. Con-nell, C.SS.R., associate professor 0f moral theology at the Catholic University of America. "Father Connell~has learned from government officials that '80- per-cent' ~our~ is actually composed wholl~r of genuine wheat. The phrase merely, means that nowadays 80 per cent of.the bulk of the wheat u~ed for flour is°retained in the finished productl with 20 per cent becoming a b~y-prodia'ct. Formerly:pnly 72 per cent of the wheat was used for the flour's comp~0sition. The new flour contains a larger ¯ amount of the wheat berries' husk and is richer in food value, despite its darker hue. , "In_ addition, the fact that hosts made from the '80-per-cent' flour are a shade darker than those used heretofoie is no impediment to their~valid-and lawful use for the Holy Eucharist. " '~'Oh.the Otherliand, Fa~her.Connell declares,, an effort should be made to obtain for altar breads flour that has not been "enriched" .by' the inclusion" of small amounts of iron, calcium, and-barley flour. O.nly pure wheat and water are supposed to be use,d. 1.Difficulty' in ge.tting unenriched flour, however, allows perfectly lawful use of the ~-nriched variety." [NOTE: A somewhat similar statement by Father Connell may be found m The Ecclesiastical Review, CX (Feb., 1944), 145-46.] :Book Reviews A BEDSIDE BoOK OF SAINTS. By the Reve_rend Aloysh~s Roche. "Pp.,xl °'~ '-I-145. The Bruce Publlshin~ Cornpany~, Milwaukee, 1946.- $1.75. The title of this book hits off the book itself apt.ly eno.ugh. From the lives of saints, Father Roche has with remarkable industry pieced together al!. sorts of interesting items under'such headings.a~ "The Human Nature of the Saints,'~ ".The Common Sense of the Sain.ts," "The Wit and Humour of the Saints,'-' and st) on. The resulting book, 'in which, the material from the different saints', lives is spuzi~ 58 danuar~. 1947 BOOK REVIEWS .- out into a continuous narrative, isthe iort of fhing one welcomes. " for occasi0nal readiiag. It can be dipped into at any time, and even for:very short periods, with interest ,and satisfaction.' - -F~ither Roche emphasizes not onlywhat is interesting .about. saints but what is normal as well. It is characteristic of our'tim~s that we I/ave some sort of psychological need f6~ telling ou'rde!ves how normal the .saints are--they[re just like everybody- else--- although other ages .seem to have derived their chief satisfaction con-cerning the saints from noticing how different they are" from. ordina.ry persons. Of course the saints are both normal and different. Aware-ness of the normali,.ty which Father R6che stresses should not make the reader complacent--the saints were just like me, after alll so all right; but it shouldxshow~him tl4at the .world of thd saints'is not some sort o~ fairyland but quite like his own-~-a world not readily analyzed and e, asily fitted into little formula's, as the world in most ' biographies turns out to be, but a world concrete and mysterious, - often puzzling and confusing enough, a world with-a good many loose ends, so far as .we can see. This is the world we know, the , , world the saints knew, the world in whicl~ God dwells, the world in ~ which sanctity grows;. Tfiis book, now published for the first time in the United States, , was originally published in .England by Burns~ Oates, and Wash-bourne, Ltd., in 1934.W. 3. ONG, S.,J. EXTRAORDINARY LIFE OF MARIE LOUISE BRAULT. By Lohis hier, S:S. Tr~n~la÷ed from ÷he French by W. S. 'Reilly, S.S. Pi~. 306. The Newman"Bool~ Shop, Westmlnsfe~, Maryland;q946.$3.50'. Spiritual dividends and a good deal of amazement are in store for the'~readers" of Madaine Brault's definitely extraordinary life. we ~re ;iot ac~ust0fiaed to associate such, happeni_hgs .with the twentietfi tury; T~ Catholic~ ands, religious, who'like the Master are con~emned for their belief in the supernatural, such remarkable confirmati6n of all their cherished beliefs, brings welcome comfb-rt. But of even greate~ worth is the~in~pact of one's own. soul from meeting a personality " , like Madarhe Brault. Dutiful'wife, arid mother of eleven childrefi, heroically cbaritable to the'sick and suffering,, afire with zeal for.her neighbors' salvation and .the reliet:,of the ~so~ls in purgatory, she ~" responded to grace as the finely tuned instrument to the least touch of the Master, ,Her love for God and particularly, for the God-man makes the passion of earthly lover~ a'sorry rival, This .obscure 59 R~view ~or.Religious Canadian~woman, who died in' 1910, is referred to as a "star of the /~rst magnitude in the skT of mysticism." Her letters," which reveal the astonishing events of her inner life and which were written under obedience, are said to recall the &ritings ofoTeresa of Avilaoand Catharine of Siena. Where We only a~spire, Madame Brault .has accomplished: -Per-haps the m6st valuable part of this book is the second, in which eighty of her letters are repro'di~ced. There her personality is lumi-nousl~ r .portrayed. 'We see a very human, sensitive, affectionate soul, keenly'~susceptible to pain and humiliation, yet under the strong sup- 130rt of God's grace undergoing unbelievable suffering for her love: Apparently the greatest was the furious cruelty with which the dem6ns visibly afflicted her. They beat her like brutal thugs, flung h~'r.around even in the church of Pointe-Claire, and worked endless mischief within the wails of her home. They were also the agents of untold interior pain. An intimat~ friend of Madame Brault, Father Bouhier is cer-tainly .in possession of the facts. He has related them clearly and well: For making his sim, ply-told story available in English, we are g~eatly indebted to Father Reilly. There is perhaps too little artistry in the.composition. ~ind gt times a tendency so to stress_th~ superlative virttle of MadameBrauh that she seems not one: of our race. This impression, however, is removed by her letters. Her life merits further and more complete biographical presenta-tion. Particularly ~for religious and priests she has many definite messages, and we cannot help thinking that God wants us to know ,well this modern triumph'of His grace. R.D. HUBER,. S.J. LUMEN VITAE: International Review of Religious Education. Vol. I, No. I (January-March, 1946). Pp. 200. Centre International d'Etudes de la Formation Refigieuse, BrusSels. $4.00 per year; this issue, $1.00. ~The International Center for Studies~ in Religious Education launches herewith a challenging hi-lingual review addressed to all who are in any way interested ih religious education. The goal aimed, at is "tb take modern life as a starting point, and give a living religious training suitable to the contemporary, generation, so as to prepare it to fulfill its particular'mission." This envisages a twofold task. The one is to discover in contemporary society its particular mentality, or its "psychology," that may serve as a stepping-stone t6wards-Christ. The other is. thedirect j~b of imparting religious 60 ,lan~,ary, 1947 - ~ instruction at all levels in all milieu. ~BooK REVIEWS It is hoped to coordinaterill- ._ferent spheres of educatiori,' different academic levels; to infl'uence differing media of instruction and diversion. ' .Editorials will" be bi-lingual, French and English'throughout. " Erticles ih French will have an ~English summary; those in English, ~a suha.mary in F.r~ncb: "and articles in other languages will have both F~'e'nch and English resumes. ~Believing that Lumen Vitae will beof ,~iery special interest to hosts of religious teachers, we subjoin.a'survey bf its first issue. " , What precisely out of. all contained .in. seminary courses can.:b~ squeezed into college courses, and in what proportions? Msgr. J. M Cooper argues .for this division: Of the total content of class-hours, dogma should have 25 per cent, moral, 25 per cent, worship, 25 per cent, and the remaini,ng 25. per cent should be about ~evenly. divided among Scripture; apologetics; ritual, Church history/and ascetics. If this statement seems cut and dried, the article is not. woman'~ apprlo,ach to the same basic prdblem is mirrdred in Ma"~leleine Dani~lou's account of the courses.she h~s instituted in the Salute: Marie colleges in France. In instituting her .important work, she. was following ,the diredtion of FatherL. de Grandmai~on, whose :'large spirit lives on in it . , o .- "Catholics in German-speaking countries have been .grappling for - years, under the. heading-Of catechism revisiorl, with the deepyr. ~i.nd more importaht subject of ca.techism cdntent an,d .ar#a-ngement, So as to bring out .more clearly the essentially joyo

Transcript of an oral history interview with W. Russell Todd conducted by Joseph Cates at the Sullivan Museum and History Center on May 16 and May 19, 2016, as part of the Norwich Voices oral history project. W. Russell Todd graduated from Norwich University in 1950 and was president of the university from 1982 to 1992. In his interview, he discusses his thirty-two years of active duty in the U.S. Army as well as his experiences at Norwich University. ; 1 W. Russell Todd, NU '50, Oral History Interview Interviewed on May 16, 2016 and May 19, 2016 At Sullivan Museum and History Center Interviewed by Joseph Cates JOSEPH CATES: This is Joseph Cates. Today is May 16th, 2016. I'm interviewing General Russell Todd. This interview is taking place at the Sullivan Museum and History Center. This interview is sponsored by the Sullivan Museum and History Center and is part of the Norwich Voices Oral History Project. OK, first tell me your full name. RUSSELL TODD: William Russell Todd. JC: When were you born? RT: I was born on the first day of May, 1928, in Seattle, Washington. JC: What Norwich class are you? RT: Class of 1950. My father was 26. My son was -- I'll think about that. JC: Well, we'll get back to that. Tell me about where you grew up and your childhood. RT: For the first year of my life we lived in Seattle, Washington. Dad had a job with a lumber company out there, getting experience to come back to work for his father, who ran a lumber company just outside Milton, Massachusetts. So I grew up for the first nine or ten years in Milton, Massachusetts, a very nice place, right on the edge of where Mattapan and Milton come together. There was a lot of traffic. Well, just for an example, during that period of time I came up with my dad to his fifteenth reunion, and the difference in traffic between where we lived and what we found up here was considerable. When I got back to school on Monday the teacher said, "Russell had a day off. He's now going to tell us what he saw." Well, nothing came to mind, and I stood and told them that I had seen something they had never seen, miles and miles and miles of dirt roads. Now I live on one. (laughs) JC: Was that the first time you were ever at Norwich? RT: Yeah. JC: What was your impression of it when you first saw it? RT: It was a very interesting period of time. It was just before World War II affected the United States, and many, many people were sending their sons to Norwich -- rather than perhaps better prepared schools -- because they could get a commission. They assumed that everyone was going to go to war, and the opportunity of getting an education and a commission together at the same time really appealed to a lot of people. Our football team got everybody we wanted of great quality. We won all the games in that time 2 frame. And we had some very, very fine people who came back in 1946, the year I entered the university, and they made a big impression on my life. JC: I'm sure. I assume the buildings were the same. There weren't any new buildings between the time that you went and -- RT: As a matter of fact it was 1941 I believe, and two buildings on the main parade ground were being dedicated. One wasn't quite finished, and the other was, and two new dormitories shows you an example of what I was saying, how it was a golden period in Norwich's history. But saying that, the opposite is true when the war ends. You remember that we had, what, 15 cadets come up here after the Civil War. They all got off the train, (laughs) yeah, we don't think much about that. It's happened each time there's been a war. The incentive, or the idea, or the concept of perhaps having to serve didn't appeal to a lot of people at the end of wars. JC: Right. You kind of have a boom before the war and a bust after the war. RT: Yeah. JC: What made you decide to come to Norwich? RT: I think probably that trip did, that and the fact my dad was always talking about it. He would make us on Saturday nights -- eating beans and franks -- to sing Norwich songs around the table. (laughs) JC: Do you remember any of those Norwich songs? RT: There's a good one. What is it? "Oh, My First Sergeant" "Oh, my first sergeant, he is the worst of them all. He gets us up in the morning before first call. It's fours right, fours left, and left foot into line. And then the dirty son of a buck, he gives us double time. Oh, it's home, boys, home. It's home we ought to be. Home, boys, home, in the land of liberty. And we'll all be back to Norwich when the sergeant calls the roll." JC: That's wonderful. (laughter) I've heard in some of the oral histories "On the Steps of Old Jackman," but I haven't heard that one before. (Todd laughs) So when you came here with your father, was that during homecoming? RT: Well, homecoming and graduation were the same period of time. It was fascinating to me. It was a cavalry school. They had all kinds of drills that we went to and watched, and prizes were awarded. People loading up the water-cooled submachine guns on horseback and racing around, then taking them down, and putting in ammunition blanks, and firing -- you know, first, second, and third prizes kind of thing. Oh, yeah, that impressed me. Then, of course, the parades were fun to see. But it took about three days to get through graduation and homecoming as a single entity. JC: When you came to Norwich what did you major in? 3 RT: That's an interesting story. As I said, Norwich was having trouble at that time recruiting people, and I got recruited by the president of the university. We met in Boston, and he asked me all the things I was interested in, and to him it looked like I should be an engineer, and he wanted me to take an exam that would carry that forward. Well, I took the exam, and I became an engineer, and about the first part of the second semester I discovered you really had to do the homework. I really didn't like that much, and I wasn't doing very well, so I changed my major to history and economics. I really found that fascinating. JC: Well, tell me about what it was like being a rook here. RT: Yeah, another interesting thing. I was sold on the rook system, and my dad had always talked about it. When he brought me up here, people would drop off their suitcases, and go right out onto the parade ground, and start being ordered around by the corporal. I thought that was great. I never seemed super. But I didn't have many followers on that. I was very anxious that my father leave, and get out of there, and go home, and I convinced him to do that. But after, oh, maybe a month the class, who had elected class officers by that time, called a class meeting, and we all got together -- I've forgotten where now. "We got to stop this. We got to tell these guys we're not going to put up with this nonsense. We've got to show our power." I stood up and said, "Gentlemen, this isn't what we want to do. We want to put up. We want to show him we can do it," and I got booed right off the stage. However, they eventually made me class secretary, so I didn't lose all my friends that day. (laughs) JC: Now let's talk about post-war Norwich, because you did say there's kind of a bust. There isn't as many people. RT: Yeah, I think we had 200 in our class, and there was no really classes of Bubbas. Norwich toward the end of the war, when they were really desperate to get money to pay salaries to the faculty, had a high-school level. I think it was two years, the high-school level, and many people went into that and came up here, and that toward the end made some income for the university. But what it did for us, as an incoming class of freshmen, we had our officers, lieutenants, who were younger than we were, but they'd been here two years. You know, that didn't sit over very well either. That was difficult. JC: And the cavalry was still here at that time. RT: It was, yeah, for the first two years of my term and tenure at Norwich, at that point. JC: What do you remember about the horse cavalry? RT: Oh, my God. Oh, my God. Well, let's just put it this way. The first person I visited in Northfield when I came back as president was my old sergeant [Kenoyer?], who we hated. He was tough. But on the other hand, we really liked him, and I felt very, very sorry for him, and I really wanted to see him. His son had won entry into West Point, and 4 about two nights before he was to report in he and a bunch of his buddies were in an automobile accident. I think they were hit by a train and killed. Sergeant [Kenoyer?] was never the same after that. He continued to ride horses in the parades in Northfield and that kind of thing. But he was a character. His education was perhaps at the level he was working, taking care of the horses, and taking care of the riding. He was a good man, but, for example, I had a roommate named George Pappas who was scared to death of the horses, and some of the horses knew it. They knew when you were afraid. And old George would step into the stable area, ready to put on the harness, and that old horse would just back him into the wall and lean on him -- oh, you win. Then, of course, [Kenoyer?] would come by and say, "Kick him in the neb with your knee!" Well, no one was going to do that, trapped in there. So George, he decided that he would skip equitation classes, and instead he took 10 demerits for every single class that he was supposed to be at, and he spent his first semester walking around the parade ground on Saturdays carrying a rifle, doing tours. Many things can be said about George. That's a whole other story of absolute wonder. But it was difficult. We only went down once a week actually to use them, but there really wasn't a hell of lot you can learn in one-hour time once a week. But toward the end of the freshman year we were out trotting around in the neighborhoods, etc. I remember one time one of the captains in the Army ROTC program there, officers, Army officers, lead us on a parade, and we went out across the railroad tracks and up into the hills. And on the way back the horses got the idea they themselves would like to jog back to the stables, and we came charging down that hill totally out of control. Some of the horses and men went all the way to downtown before they came under it. I went through the football practice. (laughs) It wasn't everything it was cracked up to be. Now there were some people here, including a classmate by the name of Bob [Bacharat?] [00:13:18] who really was a polo player. He came from Switzerland. I think that's the reason he came to Norwich was to be able to play polo, and we played polo in that time frame with people like Miami who flew their horses up here. Now, I never saw the plane, but we were told all this and a few years earlier, before the war, that Norwich was playing the big colleges and winning. Toward the end of the first year we played something called broom polo, which they'd throw out a basketball on the floor, and then you'd have to hit it with a broom to get it to go to the goal. Those kinds of things were fun to watch. I remember one time George, my roommate, in skipping class went up into the stands, which are on the south end of the hall, but up above in a balcony, and he opened the window and got a snowball, several of them, and put them up there. When somebody would go by, the stove down on the floor -- there were four stoves in that place -- they'd get red hot, but they really didn't make a hell of a lot of difference when the temperature was 30 below or whatever it might have been outside. And the horses, when you'd take them from the stable to the riding hall, would fight you all the way; they didn't want to go out in that cold. But George, on one occasion, dropped snowballs on those red-hot stoves, and you can imagine, they hissed. As the horse went by, this great hiss came out, and the horse would throw the guy, or run for the far -- I went hell bent for election to the far wall. And when he stopped, I went right up onto his neck and was hanging on. Sergeant [Kenoyer?] came over and gave me hell, you know, "You didn't take control of that horse." (inaudible) [00:15:36] There are people lying down all 5 around, and the horses are running around. Well, there's a certain romance in having the horses, so long as you're sitting in the stands watching a polo game. (laughs) JC: Had you ever ridden a horse before? RT: No, never. JC: So you didn't have any experience with horses. RT: Neither did anybody else. Yeah, yeah. They were wonderful animals though, for the most part. JC: Now you said a lot of the people that were there before the war came back after the war to finish up. RT: Mm-hmm. A lot may be too much of an adjective to use, but Alumni Hall was essentially filled with non-married veterans, or veterans who hadn't brought their wives back. Civilian clothes and having nothing to do with the military. The rest of the dormitories were filled with 200 and whatever it was cadets, and the very few upperclassmen like the one I mentioned who came up through the high school route. We didn't have a lot to do with them, and they were very serious about their studies in the classrooms, very serious about their studies. The fraternization took place after the first of the year when we could go into a fraternity house, and I remember the older veterans -- older, 22 maybe -- who were in Theta Chi, where I was, were a remarkable bunch of people and very, very much appreciated. They didn't always come to dinner with us, but they were in the house and participated with it. They ranged all the way from a parachutist in Europe to a lieutenant colonel in the air force. So that's a big gap. But they were great guys who made fraternity life reasonable. JC: Well, tell me about Theta Chi. Why did you choose that one? RT: Oh, yeah, the same old story, the same reason I came here. My dad was a Theta Chi. Why, of course that's what I'd do. This is my father's fraternity, you know. JC: So what were the fraternities like? RT: They weren't too bad. When General Harmon eliminated them, I thought it was the right thing to do, because there weren't fraternities at other military colleges. And when they were started I really believe they were very useful. They were much more an eating club, and since there wasn't a mess in the university in the 1850s. If you look into some of the old records you'll see at graduation time they invited the alumni back to have dinner, and they had dances. They had inter-fraternity baseball and football, etc. We were trying at my time, in my fraternity, to replicate that. It wasn't perhaps as successful as it might have been. It was great fun to beat SigEp in baseball or something. But it was a different part of the university. I remember one time when I was a corporal, and one of the men in the rank under me, in the barracks, was in the fraternity. We get down to the fraternity, 6 and he would give me a hard time for giving him a hard time. It wasn't what I thought it should be, but it was a good time. I mean, don't misunderstand me. Well, it was a fraternity. (laughs) The girls came in by train, if they were away. Carol came up several times on a train to spring break, or a winter carnival, and that kind of thing. That was good sport to have a place where we could party. There was no drinking - baloney, there wasn't. (Coates laughs) I remember one time we were having lunch, and one of the seniors, one of the veterans that had come back, was the president of the house, and he said, "Our Theta Chi member on the faculty, old Professor Woodbury, is going to be our chaperone for the party. Does anybody know Professor Woodbury?" "I know Professor Woodbury. My father told me about him. I've met him once." He said, "Good. You and your date will sit in the living room with the Woodburys while we're down in the basement drinking." (laughter) It wasn't much fun that night. We had the bars hidden behind sliding doors, or doors that pulled down, and all this kind of stuff, so if we got word that there was someone from the faculty coming we could close it up and all sit down, smile, and look like there was no alcohol in the place. JC: Can you tell me a little bit about winter carnival and some of the dances that you all had? RT: They were good sport. Much of the fun though centered around the fraternity at that time. Yes, of course we went to the dance, etc., but before going to the dance we probably went to the fraternity, and certainly after the dance we went to the fraternity, and that was really good sport. In my senior year my roommate, Rollin S. Reiter, from Ohio decided that in his fraternity they were going to have a special Christmas party. Now, it didn't make an awful lot of sense, because it was right at exam time. We took exams right in that time frame, so he really had to work to get these guys. They were going to do it in tuxedoes, not in our uniforms, so that slowed it down a little, too. But one of the guys, Chubby Jordan, who has since passed away, he was a brigadier general in the Massachusetts National Guard later on, an ex-marine. He didn't want to go do it, so they convinced him that he had to do it, and they would get him a date. When he went to the fraternity house, he was introduced to the worst looking girl in the place, and he immediately started drinking beer and avoiding her and all this. It wasn't even the girl they were going to match him up with, and they just were teasing him something awful. When he got very sleepy they put him on the pool table, laid out flat like in a mortuary and put two lit candles, one at either end of him on the pool table. It was a sight for sore eyes. (laughs) JC: I bet it was. Now you were on the rook committee while you were there? RT: Yeah. In my sophomore year I was the head of the rook committee, elected by the class. During the summer period of time I had to get together with the printers and the university and go through this business. There were big posters that said "Beware, Rook, Beware," and then they listed all the things down. We'd get them printed up here by John Mazuzan down in the Northfield Press, and then we'd sell them to the rooks at $1 apiece. I don't know what we did with the money, in the class coffers I guess. Yeah. I remember that President Dodge, who had no military experience previous, but was a very, very well known scientist and had been the dean of one of the big Midwestern schools in that area, 7 he was brought in by some hefty people on the board of trustees. He didn't fit. He didn't understand us. He was a great academic and did some very fine things for the university. But he called me in one day, as head of the rook committee, and said, "When will this period end?" This was right after supper. I said to him, "Sir, it's very clear. It's right on the chart." He said, "I want it to end at Thanksgiving." I said, "Sir, I don't think you're talking to the right guy. You should really be talking to the commandant of cadets, your left-hand man." He said, "Well, I don't know if I can convince him," and I thought, oh, my God, what have we got here, you know. (laughter) He was a fine gentleman, but the minute it was possible for the alumni to discover that General Harmon might be available, in May of my senior year, Dodge was gone. The alumni just -- it wasn't working the way they wanted to see it work. JC: So Harmon was not president any of the time that you were here? RT: His inauguration was held at the same time as my graduation. It was one thing. He had been here for maybe a month, and I remember that we had a football banquet, and they invited General Harmon to come. And he stood up and told us all that he had been here as a cadet, and he had come back in 1935 as the commandant of cadets, and he loved and understood this university, and he was going to make it famous, you know, kind of, "Yeah!" Just the kind of story we needed. Then he told us a story that just curdled me. It was a dirty story. I'd never heard some guy stand up in a dinner and tell a dirty story. It sort of surprised me. He had that reputation. As a matter of fact, one time later in my career, when I was in the army, I was asked by my boss if I would go back to Hamilton, Massachusetts, where I had lived at one time and see Mrs. George Patton, and tell her that her son-in-law -- as a brigadier general -- was about to be sent to Fort Knox, Kentucky. He was married to one of Patton's daughters, and he is now a bachelor. I was to go with three sets of quarters' plans and say, "Which of these, General, would you choose, because we at Fort Knox can now get the house painted up and ready for you, and all this kind of stuff ahead of time?" Well, Mrs. Patton agreed. When the time actually came general orders was late in his itinerary and couldn't be there, so she said, "Why don't you and Carol just come to dinner, and we'll talk about this? I will pass your message to Johnny when he comes through next week, and your leave is over." So that was just fine. But we had a quiet period in that Mrs. Patton was at one end of a long table, and I was at the other end, and Carol was in the middle, and there was a little old maid with a bonnet on her head, and an apron moving around quietly around the room. Everything went silent, and I said, "I can handle this." I said to Mrs. Patton, "Mrs. Patton, do you happen to know General Harmon?" And she said, "Indeed, I do, Russell, and he's a very disgusting man." (laughter) Now as it turns out, she gave an award right after that, she gave an award at Norwich of a similar pistol of General Patton's famous (inaudible) [00:29:38] to the leading cadet. But she was clear. (laughter) JC: Yeah, I've heard stories about General Harmon. RT: He did a great job. He stayed too long, but he did a great job. 8 JC: Well, what clubs were you in when you were here at Norwich? RT: Yeah, I went out for football. I'd come from a little school in Wenham, Massachusetts, where we played six-man football, and if one guy was sick, it didn't look like we were going to play, you know, kind of thing. I went out for football in Beverly High School, and that was danger. I mean, I wasn't up to that. When we got to Norwich I said, "I'm going back out for football. This looks like --" They were mostly freshmen. There were some veterans that came back, and there were some very good veteran players who came back but weren't interested in playing football. They wanted to study and have a family life. So Norwich had a terrible football team during that period of time. About the second day of practice Joe Garrity, who'd been a friend of my dad's who I had known, put his arm on my shoulder as we walked back to the locker room and said, "I've got a job for you." And I thought to myself, I'm going to be quarterback for the freshman team. And he said, "You're my manager, how about that?" and I said, "Oh, OK." Later in life, when I became president, the alumni director here, Dave Whaley, took me out to visit various alumni clubs. In Chicago a fellow named Hale Lait, who played football and was co-captain in his senior year, started to walk up to us, and Dave says, "Mr. Lait, do you know General Todd?" Hale Lait says, "Shit, he used to wash my jock." (laughter) And it was true! We had a big laundry over there. JC: Were you in any other clubs while you were here? RT: Yeah, I'd have to think upon it. We had an international relations club that I became president of at some point of time under -- oh, come on, his name is skipping me. I'll come back to it. But we brought I people to speak on the issues, and then Norwich formed an alliance with the other colleges where we were all working together, and that was sort of fun working that out. Oh, incidentally, when I was manager for the freshman team I had to write all the letters to the other schools and make all the arrangements, all that kind of thing. It sort of surprised me that the university wasn't doing that; the athletic department wasn't doing that. JC: Did you have a favorite professor when you were here? RT: Yeah, and I just told you I couldn't remember his name. (laughter) Sidney Morse. JC: Oh, OK. RT: Old Sidney Morse was a terrible lecturer, but he was a genius, you know. He understood American history, and that was his forte, and he also was a wonderful human being and understood us. He really got me to dig in and start getting decent grades. He would lecture, but he would have side comments on this thing, and there we are taking notes left and right. I never wanted to miss a class under any circumstances. He invited some of us -- one of them being me -- over to dinner, and he was just a great sport. He was not a big man in stature, but a big man in intellect. JC: Was there a professor you particularly didn't like? 9 RT: Oh, there were some who I'd rather not name who I didn't appreciate or think that they were at the level they should be. JC: What was the favorite class you ever took here? RT: I guess it was history. That's what I worked at. Let me go back to what I didn't like. We lost -- somehow, I don't know how -- one of the economics professors, and President Dodge brought in somebody in mid-semester, and this guy had written many books and was well appreciated around the world, but he was terrible. He couldn't remember any names, he refused to take any attendance, so people didn't come. You could answer him back and forth. I was told, I can't vouch for this, I was told by the people that say they did it. They invited him out the night before his final exam to join them for dinner in Montpelier, and when the time came, they picked up the tip, and went down to the railroad station, and put him on a train going to Montreal. (laughter) I believe it was true. But he just wasn't accustomed to teaching at our level in that circumstance. He was someone that should have continued writing his books. He was essentially a sociologist, but that was a while. I got called in by the dean for skipping class, and the dean was a great guy at that time. I was a little embarrassed by it, but the class was mostly veterans in this particular -- in economics. You know, they had their way. They weren't required to come to class. If they didn't come to class it chalked up one of a series you could have freer, but cadets didn't have that, so I just played like I was a veteran to old Mumbles [McLeod?]. That's what they called him, Mumbles. When the dean called me in, I got right back on it. JC: Decided you'd rather go back to class. RT: Yeah. JC: Did you ever get in much trouble when you were here? RT: Not really. I came close a number of times. Well, let me go back and talk about Carol. Carol and I met one time when we were in about the ninth grade. She was in Beverly, Massachusetts, and we were living in Hamilton, Massachusetts, at the time, and the Congregation youth groups met at a third place, Essex, Massachusetts. There were lots of people of our ages. You know, these groups didn't know each other. And I spotted her. She was -- wow! Wow, yeah. But I never got to speak to her before we broke up and went back. A couple of years later in Beverly High School -- we'd moved to Wenham, and Wenham didn't have a high school, so I went to Beverly High School. Todd with a T and Wyeth with W happened to have lockers opposite each other on the wall, and I said, "My God, there's that girl." I went over and spoke to her, and she invited me to her birthday party, and that'll show it all started with us. But it came to a point in our sophomore year when I had changed from engineering into history and economics. I had to make up some subject material that I didn't get in the first part, and I went to the University of New Hampshire trying to make it up. I went down on the weekend to her house in Beverly, and I stayed with her aunt 10 who lived next door. She was on my team. But Carol when we were -- she said, "Let's stop this tennis game for a minute. I want to talk to you." We walked up to the net, and she said, "You know, I'm through with this relationship. You're never going to be serious about anything you do in your life; you're going to be a perennial sophomore. I want to do more with my life than you are going to do, and this isn't going to work out." OK, I'll show you. I came back and studied like hell for the last two years I was here and sort of caught up. But it was interesting, when I was invited back at graduation time to be the officer who commissions everybody, and at that time the university ordered a master's or a PhD, you know, honorary to the speaker. Loring Hart didn't tell me whether I was supposed to say anything or not, so I had in my pocket a little thing I would say. It went something like this. It is indeed an honor to be here. I represent my classmates in this ceremony, and I'm very proud of the way Norwich is moving. But I would like you to know that 25 years ago, this very day, I received a letter from the committee on academic degrees and standings that read to this effect: "Dear Cadet Todd, The committee has met and has agreed to allow you to graduate (laughs) based on the circumstances that were not your fault." (laughter) So, you know, that's the way life went for me. I dug in and did relatively well. But another interesting thing about that. I don't know about anybody else, but I had a picture in my mind of VMI, and the Citadel, and all these places as being superior to Norwich in their military training, etc. But when I got in the army I discovered that 50% of them were duds, and it just changed my life around and my feelings about my institution. Yeah, it was strange. JC: When you graduated from Norwich what was the first -- you went into the army. RT: Yeah. JC: Did you go straightaway into the army, or was there a period? RT: Well, some of us -- I think it was 12, maybe as many as 15 -- received an opportunity to go into the regular army, not into the reserve army. I was one of those. About half of my classmates who were given that ability to do that chose not to do it, so there were a number of us that went. Upon graduation we received our commission in the United States Army Reserve, and then two weeks later I was brought into the regular army with another commissioning thing, which happened to be by my father's Norwich roommate, Colonel [Rice?] in Boston. He was running something in Boston for the army at the time. That was sort of fun. Then I went immediately off. We graduated about 15 or 17 May or something, June rather. On the second day of July, I reported in to the 3rd Armored Cavalry Regiment Light at Fort Meade, Maryland, as one of these people you had a regular army commission. So there wasn't any time -- there was time enough in between that the family all went down to Cape Cod for a two-week vacation, but I graduated and went into the army. JC: Now did you get married before you were in the army? 11 RT: No, no. No, no. I was still trying to get back in Carol's good graces. Before I left -- well, I went, as I said, to the 3rd Armored Cavalry Regiment. Now the army was doing something really stupid at that time. They had been told to reduce the army's personnel requirements, and rather than reducing in any reasonable way, they chose to take one-third of every squad, one-third of every company, one-third of every battalion, one-third of every regiment. It was a paper army. It couldn't really operate well at all. But when the war broke out in Korea they took from those drawn-down forces and sent them over as individual replacements, supposedly to go into units that also had the same kind of vacancy that was created now. So we had almost no reasonable training while I was in the 3rd Armored Cavalry Regiment before going to Korea, and these people went into units for which they were not trained. The army was really messed up, really messed up. General Abrams one time in discussing this with a group of officers, after he'd become chief of staff of the army, had tears running down his face. "No army should ever do that to its people. There is no excuse for it, and as long as I'm chief of staff I guarantee you that our units will be ready to fight, if we have to fight." You know, oh. It was a terrible mess over there. So before leaving that unit in which I had a miserable career for that short period of time. For example, it wasn't two weeks later that the post's military police battalion left Fort Meade and went to Korea. Company A of my organization, of which I was a lieutenant, became the post's military policemen. Now, we know nothing about being the post's military policemen, not a thing. There wasn't anything in ROTC, there wasn't anything that lead us to believe. What I knew about policing was I'd seen in movies, and I hid behind the "Welcome to Fort Meade" sign in my sedan, and chased down someone that was speeding, and discovered it was the chief of staff of the post. At midnight I went over and had a bed check in the post's prison, to see that there weren't any knives in there. But I got called in and said, "Hey, come on, get off it. You can go to jail for what you're doing," you know. (laughs) It was crazy. I was trying to do my job as I knew it, but no one was there to supervise me in any way. JC: And how long were you doing that? RT: I left there in September. I went in in July, left in September, and got to Korea in late November, first having leave and then going to the West Coast, going through the checks and balances of travel over there. Just about that time MacArthur announced that the war would be over by Christmas, and as a result the army slowed down the number of replacements they were sending over. This was just about the time that the marines invaded Inchon, and it was followed up with the 7th Division behind them, and trapped the North Vietnamese soldiers below us. It was really a magnificent maneuver. So we were just sitting around in California waiting to get orders. Every weekend we'd go into town, and we'd go into some bar and then talk out loud about how we've got to go, and waiting to go to war, this kind of thing. Somebody would pick up the bar tab. (laughs) Then we crossed the Pacific during a hurricane, and that was something most unusual, as you might imagine. The piano broke loose in the lounge. It had been a troop transport in World War II, and they converted it to be a troop ship but for families to go to Japan or other places. At that time these ships were the property of the army, it wasn't the navy. 12 I remember distinctly there was a captain on board, mostly lieutenants, but this captain on board was a ranger, and he'd a big, puffed-up chest, and walked among us, and told us to stand up straight, and "Take your hands out of your pockets." When he'd get tired of doing that he decided we should have bayonet drill, and issued the bayonets, put them on our rifles, and went up on the deck. Oh, God. I said, "I'm not playing this game." There was a ladder still going up the funnel, in wartime where they had a station to look for submarines, OK. I went up there while everybody else was screaming and hollering down below and got away with it. It's a wonder I ever went anywhere in the army. (laughs) JC: So what was Korea like? RT: Well, let me describe it. We arrived the day before Thanksgiving in Inchon, got off the boat. There was a long, long tidal process; the ship couldn't get close to the docks or anything else. So they threw the nets over the side, and we were to go over the side of the ship and climb down into a small boat to go in. But we had all our personal gear with us. We were carrying great bags of stuff. I had two bottles of whiskey in my bag, and some damn fool says, "Drop your bag into the boat." I did. (laughs) But as a matter of fact, they took our uniforms away from us at that time and said, "We will hold them here, because if everybody goes home at Christmas it won't affect you for a while, and you'll be in a regular army uniform." But we got on the boats and went on the shore. They fed us what was left over from the Thanksgiving dinner, and a lot of canned fruits, put us on a train, and sent us up to North Korea. Each of us, each lieutenant, was on an open freight car, you know, enclosed but with doors on both sides, and each one of them had a little stove in it. It was cold, and we headed north, and every time the hospital train came south on that one track we would pull over maybe an hour before it came by, and then stick around and get back onto the thing. In my one car I had 27 people. Those cars were small. They were Japanese-style freight cars, and they were small. We had nothing but straw on the floor and a sleeping bag, but it was a summer sleeping bag, not a winter sleeping bag, and the stove didn't really heat the thing at all. There were slots in the side of the thing. Anyway. We didn't have any ammunition, and we would get shot at on the train. Now, nobody I know of got hit, but it made quite an impression. But still they didn't issue us any ammunition. There was a major in charge, and he was in the last car, which was a caboose kind of car, tight, a good stove, etc., etc. So whenever the train stopped we as lieutenants would run back and sit in his car with him and then take off again. Many of the soldiers would get off and run in to find somebody in the little town we stopped in and buy rot-gut whiskey. Boy, they were in trouble. One of the people in the car behind me, I was told, went blind on the spot. Maybe he was cured later, but it made an impression. We finally got to the capital of Pyongyang, and they put us on trucks and took us to what used to be a hospital. We went on about the fourth floor and were on cots, or on the floor, kind of thing, and at midnight that night some captain in the army came in and said, "OK, everybody out. Get down on the truck below. Let's go. Get your gear together." Well, we all didn't get there first, and the last of us were turned around and sent back. That batch was never heard from again. The next morning we were loaded on trucks and sent up. But before going they fed us a good breakfast. We went down into 13 the basement of this place -- it was steaming and dark down there -- and we had breakfast on some slate or granite tables. Steam is pouring out of the coffee pots, etc., and I filled my cup with coffee and took a big drink to discover that it was maple syrup. I went forward that day sick as a dog, sitting at the end, at the tail of that truck yurking all the way. I'm sure all those men I was traveling with, "Look hey there, look at that lieutenant. He's so scared he's puking," you know. We went on and eventually we came to a stop, and the captain who was leading this convoy came back and told us to get off the trucks and go into these schoolhouses that were available, right immediately, I mean, just saw them and said, "Take them." We went into the schoolhouse, and he turned around and went back to get "another load," quote, unquote. We never saw him again; he never came back. Here we are with no ammunition, carrying guns, living in a schoolhouse, and the Chinese are moving in on us. They were moving down the mountains on both sides of this thing, and then there was a tremendous, tremendous loss of life up the mountain further, coming toward us. The 38th Regiment that I joined after we got out -- I get the men out, and then I jumped on a mess truck headed south, all trying to find where the headquarters for the 38th Regiment was. The 38th Regiment was part of the 2nd Division, and it lost in about two days, coming through a real tight trap -- there was a river, there was a road that wasn't wide enough for two tanks to pass, and then there was a mountain again on the other side, and the Chinese are up on both sides just raking the convoy. One truck stops, you know, they've got to push it off the edge to get the convoy going again. Now I wasn't a part of that, but I joined the company that did, and when I finally caught up with my unit, it was because I had stopped in from the schoolhouse when I saw the 1st Cavalry Division people pull on in close to us, so I went over and inquired. I walked into the TOC, the tactical operation center, and there was a major sitting in front of a map, on a stool, making little marks on it. I waited a while, and he didn't notice me, and finally I said, "Sir, could you tell me where the 38th Regiment is?" and he turned around and said, "No, but where's the division? Where is the 2nd Division?" I said, "Sir, I have no idea. We're trying to find it. We were left off down here." He said, "I don't know where they are. If you --" It was that confusing. They lost something like 4,000 men coming out of that gap. Now, I wasn't affected, not at all, in any way. I was scared to death at times, but then after that I joined the 38th Regiment. When I went in to meet Colonel Pappal -- yeah, something like that -- he shook hands with one, and passed me a bottle of whiskey with the other one, and said, "Son, you're going to need this." I reported in to the battalion commander, and he at the time was meeting with his staff in a little hutch where the Vietnamese -- the Vietnamese -- the Koreans built their houses of mud and mud brick, and they would cook in an open room attached to the house, and the smoke would go under the floors and heat the house. We were sitting on one of those floors, warm and toasty, and they were passing the bottle of whiskey around this circle as we talked about (inaudible) [00:59:47]. By that time the bottle of whiskey got pretty hot. (laughs) It was a very strange circumstance. When he finally got to it, the battalion commander said to me, he said, "Todd, you're going down to A Company." I said, "Sir, and who commands A Company?" He said, "You do." I had about as much opportunity to learn infantry tactics and lead a rifle 14 company as nobody at all. My buddy who I was traveling with who had some experience in World War II in combat in Europe, came back and went to the University of Illinois, and then came into the army the same as I did, through the (inaudible) [01:00:34], he was sent down to a company that already had an experienced commander. You know. Nobody was thinking. I sent the first sergeant back to division headquarters, he got commissioned, and he came back, and essentially he told me what we ought to be doing. Then we did it. Until MacArthur issued an order, that probably came to him to do it, that said all armored officers that had been assigned to infantry units are to be returned to armored units. So I went down to the regimental tank company of the regiment where my company commander, before coming over there, was an infantry officer who was aide to camp to the commanding general who gave him the tank company in the 38th regiment who didn't know a damn thing about tanks. It was really screwed up everywhere. At a point when I was running the rifle company, I was told that a replacement was on the way, flying in, and he would replace me as company commander. Oh, great, that's good news. The guy showed up, and during World War II he had been in the air force as a bombardier. He had absolutely no infantry experience. He had joined the nearest reserve unit to his home when he was discharged. It really wasn't working out. Where we got replacements, the adjutant would go down and say, "Has anybody been through armored training?" Nobody. Nobody. So there wasn't anybody to send to the armored company except the people that came in (inaudible) [01:02:41]. So we were training these guys, but we weren't -- there were some old sergeants that really knew what they were doing, and that's we made. We eventually had a pretty good tank company. I remember my sergeant was a gruff, old son of a bitch. I walked up to a formation he was holding one day, and his back was to me, and I was walking toward the platoon. And I heard him say "The kid says we got to --" I said uh-oh. "Sergeant [Beach?], come with me," and we went in to see the company commander. I told the company commander that I couldn't resolve this one. He said, oh, very well, I'll assign someone else." Sergeant [Beach?] remained behind. Wow, I've done it. Sergeant Beach comes out. I said, "What happening Sergeant?" and he said, "I'm going to be the lieutenant in charge of the other platoon." Ahhh, God, you know. (laughs) It just wasn't the army I knew later on. Yeah. It was a very sad arrangement. It really wasn't until General Walker was killed in a jeep accident, and he was the 8th Army commander, and they sent General Van Fleet over to run it, and we by that time had moved 125 miles to the rear. We were running as an army. Word got out very quickly that General Van Fleet's orders were "I don't want to see your plans of defense, I want to see your plans of attack." And everyone says, "Sure, sure, General. You look at them, and you'll be all alone up there." Well, by God, he took that army and straightened it out and moved it forward and stopped the Chinese, without much additional support. It was amazing to see that happen. I'll never forget that, that one man deciding that he's going to turn the army around and you'd better fall in line. I did have one experience before that happened when I was with the tank company, and I was in a jeep riding down a road, and the division commander had decided that since we had all these losses, and we're all screwed up, that he had a way to make us all feel proud of ourselves and identify. The methodology he used was that one regiment would have a mustache, another regiment would have sideburns, and another 15 would have goatees. Crazy, just crazy. But I'm driving down the road, and an assistant division commander, a one star, is coming this way, and he went right by, and I saluted, and then he stopped and hollered back at me. I jumped out and ran down to his jeep. He said, "You're not obeying the division commander's orders." I said, "Sir, what do you mean?" He said, "You shaved." I said, "No, sir, I've never shaved." (laughter) God. Yeah. But General Van Fleet really pulled that into order, and he relieved a lot of people. He relieved my brigade commander, gave us a lieutenant to be the colonel's slot in the brigade, who turned out to wind up with four stars in the end. They made the mechanism work. JC: Amazing. Now, you were awarded the Medal for Valor in Korea, weren't you? RT: Yeah. I got a Bronze Star for Valor and a Silver Star for Valor, neither of which I really want to talk about much. I think somebody else would have done better to have them than me. I mean, I was pleased, happy to receive it, proud to wear it on my uniform kind of thing, but there was a lot of that going on to bolster up morale of everybody. JC: Is there anything else you want to say about Korea? RT: I don't know. At the end it was a pretty good experience. When we had gone into a stalemate, we started a rotation system back to the United States, and it was a point system. If you came within a certain period of time, then you could go back at a date specific, so we all knew when we'd be going back. There were points for the kind of job you had and all this kind of thing. It was interesting, I went back to Japan, spent a few days in Japan. When we got on the boat I was assigned -- as I had on the way over -- to a large stateroom, and I think there were 12 of us in it, and up and down cots. It was the same gang I went over with. You know, the timeline of where you engaged in combat were the same for all of us, in different units, and that was really pretty special. Two of them, only two of them, didn't come back, and they were both infantry officers. To the best of my knowledge, from the 38th Regiment that I was familiar with, the lieutenants didn't go back whole. The majority of them were killed. Those that were wounded were wounded seriously enough that they didn't come back to the unit. So it was us armored guys that, essentially, came back together, went over together and came back together. Stopped in Hawaii on the way back, pulled into the port, and there's all these hula girls down on the thing, people with big signs, "Welcome Home, Veteran." I said, "Hell, I'm not a veteran. That's a guy that sits outside the post office trying to sell pencils." (laughs) That came as a bit of a shock to us. But, yeah. JC: Well, once you got back to the United States where were you stationed? RT: Before I got back to the United States, on R&R in Japan, I knew of my rotation date. I called Carol, who by that time had finished her year after Smith at Radcliffe, taking the first year of the Harvard Business School program at Radcliffe -- business school faculty, business school-devised location, Radcliffe. I called her and said, "How about meeting me in New York City on such and such a date at the Biltmore Hotel? We'll meet under the clock." Now, meeting under the clock, there'd been a movie about that whole 16 business. So she did, and we went to my family's house. They'd moved to Scarsdale, New York, at that point. I asked her to marry me. She said, "Give me a couple of weeks." So I went back to visit my family. They're not my immediate family, my grandparents in Quincy, Massachusetts, and my other grandparents in Dorchester, Massachusetts. I went to -- my uncle, my mother's brother, ran a hardware store that had originally been his father's, and he said, "What are you going to do about a car?" I said, "I got to get one." I sold my car before I went over. He said, "Well, I've got a good friend who's honest, and I think we can get a good car." So I went over that afternoon and bought a car and called Carol, and I said, "I bought a car today." She said, "A convertible?" and I said, "Yes," and turned it in the next day and got a convertible. (laughter) I'd do anything to make sure she's sweet. She said yes, we were married on the nineteenth of June of that year, and she obviously had to quit her job to become an army wife. JC: So where did you all go after that? RT: The first station when we returned, and I'm talking now about the same group of army officers that went over and came back together, also went to Fort Knox, and we lived in newly-built quarters that were built by a civilian contractor on the edge of there, which were great for a newly-married couple, but they certainly weren't anything special. George and Joanne Patton lived next door to us, a small world, yeah. I've lost my train of thought here now. (break in audio) JC: And we'll get back started. All right, so we were talking about Fort Knox. RT: Fort Knox being a first assignment together in the army was really great. So different. I mean, Fort Knox was organized. Everything was working well. People were happy. Not that we weren't working hard, because we really were. My first assignment was to a training division. It took the number of the division, the third, and replicated it and then trained, basic training. I was in the 2nd Brigade headquarters working on the planning and that kind of thing. I really was disappointed that I wasn't one of the company commanders, but it turns out that that was a tough job. In the tank company, the guy that headed the tank company had more tanks than a tank division, and it was a mess to keep them all straightened out and going around. So one day I went back home for lunch, and Mrs. George Patton, Sr., was sitting in the living room of our house talking to Carol. She had come down to Fort Knox because George and Joanne had just been married, and Joanne got some kind of disease when they were on the honeymoon in the Caribbean. And I reintroduced myself to Mrs. Patton, and we sat down and talked. She asked me what my job was, and I told her. I said, "But I've got to go. I've got an appointment this afternoon to see the commanding general. They're looking for an aide to camp to the commanding general, and I really don't want that job. I really would prefer to get an opportunity to command a company in the division here." She said, "Russell, General Collier is a very, very fine man. He has a 17 fine family life. He is a very, very successful soldier who commanded the 2nd Armored Division at the end of the war in Berlin. You could learn an awful lot working for him." So I went over, and I got the job, and for the next two years I was the junior aide to the commanding general. I did such things as travel with him when he went to different places for different purposes. My buddies all got a hold of me when they found out I was going to do this job, and all had things they wanted changed at Fort Knox, and I was to be their agent in telling the commanding general how he could change the place. Very early on we went out of the headquarters, down the steps, into the car, went past the post theater. I thought, well, here goes. I said, "Sir, do you realize that on this post now an officer must be in his full dress uniform in order to go to the movies?" He said, "Yes, I know that, and it will remain that way." I didn't have many new ideas for him after that. (laughs) He'd go over to the armor school, and the people that are teaching in the combat kinds of business would say, "This is what we're doing now, General, and what do you think? We'd like your approval of it," and I'd sit in the back of the room and listen to what was going on, and understand it. I would hear the people that had served in combat talk about what you ought to do, and I got a great education. Also, every year there was something called the Armor Warfighting Conference. Twice I was there for that. They bring in all the people that belong to the Armor Association, or were serving in an armored position, all the senior people, and they'd talk about what the army ought to be doing in armor. One of my jobs was to go into the airport in the general's big sedan and his chauffer and pick these guys up and drive them back to the post, and I'd chat with these guys, and it was really fun. I got to know an awful lot of people, army commanders, army staff members, and all this. I really felt pretty special that I'd had this kind of an opportunity. Then we also had at Fort Knox in that time frame an armor board. This armor board, when General I. D. White was the commander at Fort Knox -- before General Collier -- that the chief of staff of the army was not pleased with the way the chief of ordnance was managing the tank program and gave the responsibility to the commanding general at Fort Knox. All the bigwigs gathered at Fort Knox to make decisions about what the next tank would look like, what the next armored personnel carrier would look like, etc., etc. Again, I sat in the back of the room, and young captains and majors, most of them West Point graduates who'd gone off to graduate school and were coming back and using their talents. It was a great, great opportunity for me. We were always invited to the house when the Colliers were having a party, and people would say, "Oh, you're going over there and pass the cigarette butts around with them, aren't you?" "No, we don't do that. We're part of that group." Mike Popowski here in town, his dad was one of those colonels on the post at that time. I really got to know all those people. Not that it was doing me any good, but I learned from them, you know. I learned how to act, I learned when to shut up. It was very useful, and it was a great time. The Colliers were magnificent to us. We had a child while we were living there -- it was Tom, and Tom got burnt badly in an accident at our house. He was crawling across the floor, and there was a coffee pot that started percolating, and he looked up and pulled on the cord, and it came over and broke open on his back. The Colliers came over and relieved us of our 24-hour duty, and they took it over; they sat with that baby. We were their family. It was amazing; it was wonderful. 18 Yeah. I began to really understand what the army was about, that it could be a good army. JC: Well, after Fort Knox where did you go? RT: Let's see. Oh, yeah. When General Collier left, he was to be promoted and going to go to Korea, and he offered me the opportunity to go with him, and I told him that I would much prefer to have a tank company in Europe. While I loved the guy and his family, I wanted a tank company in Europe. He said, "We'll take care of that," and he called up the commanding general of the 2nd Armored Division in Europe, the one that they call Chubby Doan, and told him the situation and that I would be on orders to go over to the 2nd Armored Division and a tank company. He said, "I'll give him a tank company." So, wow! You know, we made it, and off we go to Europe. We pull into Bremerhaven, which is the northern port in Germany, and they send forth a little craft to meet the boat. A sergeant first class climbs up the rope ladder and comes over and starts telling people what their orders are going to be, and I was ordered to something called the 13th Military Intelligence Group. I thought, oh, my God, something's wrong here. The colonel who was in charge of us all on the boat, for the boat trip, he got his orders, and he opened it up, and it's the 13th MIG. He said, "What's an MIG?" I said, "The best I know it's a Russian airplane." (laughs) It turned out that he thought he was going to the 1st Infantry Division for a regiment. Well, we got off the boat, and both of us went down to this intelligence group, went through two different fences, guards posted in towers and all the rest of it, and slept in an open bay area over the officers' club. There were a number of other offices there, and they said, "What are you going to do?" I said, "I don't know. I'm here by mistake. I'm headed to the 2nd Armored Division." They said, "No, no, you aren't. We're all in the same business, fellow. Tell us where you're going." And I said, "No, no. I'm an officer, and I'm going to --" They said, "We understood an armored officer was coming, and he was going to go underground and behind the Iron Curtain, and report on the Russian movements." Holy Crow! That's not for me. So the next morning I went down and asked authority to see the commanding officer of the 513th [sic] MIG. He spoke with me, and he said, "No, you're going down. You're not going to do that; that's rumor. You're going down to the headquarters in Heidelberg, and you're going to be an intelligence officer in that headquarters." I said, "I'm not an intelligence officer." He said, "That's your orders." OK. So I went down to Heidelberg. General Jim Phillips was the G2 at the time, and I asked to see him, and I went right up to his office and told him my sad story, that I was going to go to the 2nd Armored Division -- and he was an armored officer -- "Now here I am an untrained specialist in your department." He said, "What were you going to do?" I said, "Well, General Doan in the 2nd Armored Division had accepted me to come and be in tank company." He says, "I'll talk to him about that," and he reached over -- they had a red phone system that red phones went to the different generals in different locations -- he picked it up and dialed 27 or whatever it was, and General Doan answers the phone, and I'm sitting there. He said, "I got a young captain sitting here that tells me he's supposed to be in the division. Tell me about him, what are you going to do with him?" Well, poor old General Doan hadn't remembered much about the phone conversation a couple of 19 months before or something, and said, "Well, I'm going to make him my aide." And he said, "Like hell you are. I'm keeping him here for that." (laughs) I did it all over again for another two years in the headquarters at [Usera?]. [01:26:32] It was a great experience. General and Mrs. Phillips were a mother and dad to us; they'd invite us to Sunday dinner, and little Tom would crawl around the floor or under the table, and General Collier would feed him peanuts or something. It was a wonderful time, and when the Colliers would take a trip and borrow the commander in chief's train, we went with them. It was marvelous. I saw all of Europe. I knew most everything that was going on in the intelligence field, and it was a great experience with wonderful people. But when he got assigned to go back to the United States, I took the Colliers up to the port to put them on. When I came back, this again on the commander in chief's train, I had the train stop in Mannheim, and I got off in Mannheim. I wasn't going to be stopped again and reported in to the 57th Tank Battalion and for the last year there had a tank company. That was probably the greatest experience of my life. It really was a good experience. We were hard training, we were well trained, good people. In the beginning we had a wonderful commander who was a major, and the division commander, General Doan, didn't want to put a lieutenant colonel in that slot. He wanted this man to get that experience, but eventually they had to pull him and let -- the lieutenant colonels were backing up. So we were out maneuvering and we came to the last day of the maneuvers, and the new battalion commander arrives, and we have this party in a beer hall. The new commander arrives, and one of the company commanders in Charlie Company walked up to the head table with two boots of beer. You know what that is? Glass things that replicate a boot. Big. He puts one in front of each of the two commanders and says, "Let's see who's the better man." This poor guy that has just got off the train coming down from Bremerhaven and crossed the ocean picks up his boot and starts to drink. The battalion commander we love drinks it down and wins the contest, and the new battalion commander was so tight from drinking that beer too fast his feet slipped out from under him as he sat at that table and went right down under the table. (laughter) That was his first day of duty, and he didn't improve much after that. We were all pretty cocky, the company commanders; we were doing a lot of good things. But he knew nothing about it. We told him -- we were told that he had served in a tank battalion in World War II, and that's all we knew about him. It sounded great to us, a guy with some real experience. Well, it turns out that he reported in to a replacement company, and they said, "Take this truckload of men and go forward to point A. There will be a sign on the road at so many miles or kilometers. Turn left in there, and that's where your unit will be." Well, he got down there and made the turn, then went up, and three Germans come out and say, "Achtung! Put him in the compound!" and he went directly to the prisoner-of-war camp. He never had any experience. He'd been a public information officer before, and he was terrible. He was so bad that in a morning meeting every time, when he would suggest something the other three company commanders, we'd sort of nod or shake no. And "Well, what's the matter?" You know why? We didn't get any leadership out of him at all. When it came time to leave there, I had probably the most frightening experience in my life. He stood up in front of the entire battalion officer group and said, "Well, now that Captain Todd is leaving maybe I can take command of this battalion." Oh, my God. 20 Oh, my God. He gave me an efficiency report that would sink anybody, but it just turned out that in that moment of time the army changed the efficiency report system whereby your commander rates you, and his boss rates you, and then a third person rates what they did. Well, the third person turns out to have been the fellow that had been recently the brigade commander, and he knew me, he knew my performance, etc., and he sent back the efficiency report to be redone. Ho. (laughs) Yeah. Those were good times though, good times. Scary times, but testing, really testing you. JC: Because you were right there in Germany during really the height of the Cold War. RT: Yeah. As a matter of fact, one time we were out on maneuvers, 200 miles from our base, when the French and British moved into Suez, because the Egyptians said they were taking over the canal. There we are sitting out in the woods saying, "Oh, my God," because the president had said, "Oh, no, you don't." Eisenhower said, "No, you don't. You can't do that. We give you a lot of money to bring your economies back from the war, and we'll stop it tomorrow unless you withdraw." But we didn't know all that, and my guys are saying "We're going to gyro to Cairo," you know, that (laughter) kind of stuff. We finally came back. But if we'd had to go, I haven't seen a unit that would be any more ready than we were. Yeah. It was really a great exper-- In a company command, everybody doesn't have to bypass the battalion commander who's a dud. But when you do have to do that, then you're really thinking on your feet. It was great. JC: What was your next assignment after that? RT: Would you believe back to Fort Knox? JC: Oh, really? RT: Yeah. I went back there to go to the Armor Officer Advanced Course, which was a nine-month course in there, in which they were teaching you at the next level. Now the course we took before at Fort Knox was a course we should have had before we went to Korea. I came away with a great impression of how good that was. It was excellence. When I saw General Collier working with the instructors and telling them how to handle this kind of thing. When I came back three years later, it was a well-organized organization. In fact, General Abrams had been there as the head of the command department. It was a first class education. I really and truly look back upon my Norwich experience as not up to that standard that the army was producing there. At the end of that course I had talked my way into becoming one of the instructors in the command department, and I was thrilled to death about that. On graduation day I'm sitting in my chair on the aisle, and as the assistant commandant went by my seat he stopped and said, "You're going to be working in my office." (laughs) So I then worked for Colonel Chandler, who was a first-rate soldier. He had been horse cavalry, in the Philippines, and was on the Bataan death march. He was really very much a gentleman, very much strong willed, and very much of a tutor, and I worked out of his office. My job was to arrange the schedules of the classes, and we had all kinds of classes -- enlisted classes, officer classes -- so that they would mesh how 21 many people, how many classrooms do we need, how many instructors do we need, on what day are we going to do it? I was bringing home page after page of long paper, and on the kitchen floor working out the details of making this thing work. It was great, but, again, there was an intermediary. There was a lieutenant colonel who was my immediate supervisor who, again, I thought to be a dud. On my first day of working there he said, "That's your desk right over there." And I'm, "Yes, sir." I went over to my desk. Now what do I do? Here I am, I found my desk. There was a major sitting at a desk facing me who never looked up. He was just scribbling away, scared to death of this guy evidently. A few minutes later he came over and said, "Well, here's the first project I want you to do. This is it. I want you to study this, and then rewrite it, and we'll discuss it." Fine. It wasn't five minutes later, he came over and said, "No, I want you to do this one instead." I went through about six of those before I understood what I was doing. I was hopeless that anything was really going to happen. That same day he came over and looked over my shoulder, and I looked up, and he said, "What are you writing there?" I said, "Well, sir, I'm writing myself a note so that I will be able to put these things in the appropriate order." He said, "Well, you're not saying it very well." (laughter) It was awful. My out was Colonel Chandler, and a major got assigned to the office, and he very quickly understood what was going on here and went in and talked to Colonel Chandler, and Colonel Chandler moved him out. Again, we got a very, very fine operating organization going. It was good; it was very successful. But, you know, every time there's some kind of a roadblock in your career, you've got to stop and figure out how the hell you're going to get around it. JC: What was after Fort Knox? RT: Twenty more years of -- let's see. I graduated from Fort Knox. I was selected below the zone for a promotion. Do you know what that means? JC: Uh-uh. RT: When you're considered for promotion a board meets in Washington, and everybody whose career appears between this date and this date is considered. Isn't that right? Well, what they started, and I don't know if they're still doing it or not -- I think they are -- they would go below this zone and choose certain people to be examined with this group, and I was lucky enough to do that and really jumped ahead. In the headquarters there was Major Howard from Norwich University. Major Howard didn't graduate from here, but he was an instructor when I was a student here. He was in another department, or I didn't see much of him. But when I came out on the below-the-zone list, there were two of us at Fort Knox that came out on it, and he called me on the phone, and he said, "Well, I thought Frank would make it, but I never thought you would." (laughter) So things are weird, but Leavenworth was an exciting time. I was a captain. The majority of people were majors and lieutenant colonels. A real shock of my life in the first day was seated at tables, and there's a blank card in front of you, and the instructor said, "Now write your name on it, not your rank. Write your name on that card." Well, the guy sitting opposite me was a lieutenant colonel, and I was a captain, and I don't know his rank. What do I call him? We were all calling each other by their first names 22 rather than you find in a unit. That (inaudible) [01:41:04] like that, I'm up against it here. So I worked hard, harder than I've ever worked, and at the end of the halfway mark in the course they gave us standings of where you stand in the course, and I was number five or something. I said, "I'm working too hard." Yeah, that was good, a good period in our life. We had Saturdays and Sundays off. I had a little golf group I played with on Saturdays, and Michelob beer was local out there. We'd buy a pitcher -- the loser would buy a pitcher of beer, and that was a big deal. That was a big deal. JC: So when did you go to graduate school at the University of Alabama? RT: Strange you should ask that. When I came to the end of the course at Leavenworth a general officer, a brigadier general, came out to the course to announce to the armor officers, to the infantry officers, etc., what your next assignment would be. About the third name he read was a good friend of mine, and when he read off where he was to go this guy went "Ooohhh." The general looked down at him and said, "What's the problem?" He said, "Sir, I don't think anybody in your office ever read my request." "Oh." He said, "Major so-and-so, come out here." The guy comes out from behind the curtain with a big notebook, and the guy flaps through it, and he looks down, and he says, "I don't know what you're complaining about. It says right here, 'Anywhere in the world but Fort Knox.' And you're going to Fort Knox, your second choice." (laughter) Then he got to my name, and he said, "I want to see you right after this." I thought, oh, God, what now? So I went in, and he was in his office. There was a temporary office. And he said, "We've got a problem here," and I said, "Sir, what is it?" He said, "Well, they've got you going to graduate school, and as the chief armor officer I want you to go to an armored unit." I said, "I have a choice?" He said yes. I said, "Where will I go if I go to an armored unit?" He thought for a minute, and he said, "You'll go to the tank battalion in Hawaii." I said, "Can I discuss this with my wife at lunch?" and he said, "Sure," and I came back and said, "We have decided that we're going to go to graduate school," and that's how that worked out. JC: So you went to Tuscaloosa instead of Hawaii. RT: Yeah. (laughs) JC: Now, what degree did you get at Alabama? RT: MBA. It was a good tough course, but it was in the process of changing the curriculum of business schools, and some of it was very tough. Part of it was very simple, but some of it was very tough. I established a schedule where I went in very early in the morning, got in there before 7:00 every morning, went down to the basement of the library where I had an assigned carrel and started working until it was time for a class to begin. I'd go up to the class and go back to the basement, eat my lunch in the basement, go home at 5:00, and hardly ever did any midnight work at home. We lived a good, wonderful family life in Tuscaloosa. Now, it wasn't all easy. There had been the problems of the colleges not admitting blacks, and the president of the United States pushing hard to make them do it. 23 Then there were the riots at Ole Miss, right at that time. The army sent down its chief person who determines whether the applicants will go to college -- army applicants -- and to which college they will go to. So we all gathered, and there were people taking nuclear physics, and [we have to?] discuss with him, and he talked it back and forth, etc. Finally one young captain in the back said, "Sir, this is all very interesting, but the army's practically at war with our citizens. What the hell happen-- What do we do? What are our orders, and what are our instructions here at the University of Alabama, if the same kind of thing breaks out on this campus?" This poor old duffer who'd been the president of some college someplace sort of shook his head and said, "Well, I hope you'd be on the side of the government." (laughter) That hit right in the heart of soldiers. But it was a good program. When I left I was going to be assigned to the headquarters in US Army Europe in the comptroller's office, and you're required to stay in that position for three years to make up for your being chosen for that job. They want to use your knowledge and experience. Just before I left they changed it, and I went to the US Army Support Command in France, which had 57 separate organizations that it commanded, to include a pipeline that came in at St. Nazaire and went out to all of the air bases and army refueling, etc., and repair of tanks, repair of everything. We took German factories over, used Germans. It was a very, very exciting assignment in terms of technology, but I got assigned to the comptroller's office in that damn headquarters, and I was one of three soldiers. The rest were all civilian employees, or French. One of the people that worked for me was from Yugoslavia; he'd escaped Yugoslavia. So it was a mixed up kind of place. We lived at a French house down by the railroad station. We didn't want to live in the government quarters, we'd done enough of that. We wanted to have an experience in France. From that point of view, it was wonderful. The job was terrible, just terrible. They expected me to know everything that they did in their routine because I'd been to this business program. Well, I had to really move fast to catch up with them. My boss was a man by the name of [Birossi?]. He'd been an Italian-American soldier in World War II who married an Italian and never went home, and when they created the support command then he stayed on in Europe and became a very important man in the headquarters as the budget manager of this very vast organization. I worked like hell to try and get it straightened out. They first gave me the responsibility of working the budget of a couple of the major organizations, one the tank rebuild plant, which was -- God, it looked like General Motors out there. I finally got frustrated with it all. We'd all sit in a room, roll out our papers, and bring in the guy, the comptroller, from that organization, and you'd sit facing each other with Mr. [Birossi?] looking over your shoulder, and you'd work out a budget for them. How the hell did I know? I didn't have any basis for doing it, but we'd discuss it to get it. When this was all over and calmed down I said, "This is stupid as hell," to [Birossi?]. He said, "What are you talking about?" And I said, "We've got the world's best information technology program right in this headquarters, those guys that are working the plants do it all by technical means, punch cards, and here we are sitting around trying to argue about a number on a sheet of paper that doesn't mean a damn thing." He said, "What do you suggest?" I said, "I suggest we go to talk to them, get onto their system somehow, and work this thing out that we can make a reasonable stab at it." He said, "OK, wise guy, do it." 24 Now, there was a lieutenant colonel in this overall office who was Birossi's boss, and I went to see him and told him, I said, "Now, I'm not competent to do this. There's no question about it. However, if you give me two of those young captains of finance that work down the hall from me, I can get this thing started and going." So he assigned these two guys to me, and we changed the whole system of how we did the budgeting of US Army Europe. I got some kind of an award for that. Then they put me in another job where I had all kinds of stupid responsibilities. I had a responsibility for efficiency of each of these many, many organizations, and I got permission to send people -- Frenchmen -- back to the United States to be trained in each of those depots to do it. Then we pulled all of this together right as the secretary of defense had initiated a program to improve work force relationships, his program, and they sent it out and said, "Everybody in the army, navy, and the air force will use these procedures." And my two-star boss said, "No, we won't. We're not doing that. We got a god system, we just got it started, and, well, that's the way it will be." OK, you're the boss. So six weeks later, maybe two months later, there's a message sent to the commanding general that said "We're sending over someone from the Department of Defense to look at your program." I got called in to the CG's office, and he said, "You got two weeks to put this program in place." Well, you know, I was put into a position where I got attention, and I could do what I wanted to do, and I could get help to do it, and everything just sort of worked together. It was a great experience. But, again, it's a case of speaking up and saying what you think is wrong and finding a way to do it. I went in on the train from Orleans into Paris to the IBM plant with boxes of punch cards in my (inaudible) [01:53:43] and brought them into IBM, and we worked it out with them to do it at first before we turned it over to our own organization. That's because if we screwed it up, we'd screw them up badly. But those two finance captains did all the work. I just plowed ahead. Another time, in that same job -- I really thought -- when I got there I said, "My career is ruined. My career is ruined. Who's going to believe that I was in a damn headquarters for a support group? No, uh. I'm an armored guy. No." But anyway, they came up with another program, again, out of the Department of Defense. This time it was to work specifically with -- I can't remember the name of it, but, again, it came out of the secretary of defense's office, and again I got the job to do it. But this time I had an opportunity to start from the beginning with it. It was a matter of saving money, and we were supposed to put out programs, out to our subordinate units, and help them find money and other ways of doing business (inaudible) [01:55:09]. We started with the laundries, a simple thing, and went into the laundries with the people we trained, and they would say to the laundress, "How can you do your job better?" They'd say, "Well, I've been working at this for six years. If we did this, and that, and the other thing," and all of a sudden we weren't doing anything but saying "How do you do it?" and then helping them do it, and getting their boss to agree to it. Well, then you had to take all this information and turn it over to another agency who would check your figures, and numbers, and back and forth, and everything. That all seemed to work out, and things were going along rather well when they put me in for an award as the civilian of the year for product improvement. I was called (laughs) into Heidelberg, and they put on a parade, and the commanding general and I are -- there were other people, for other reasons, being recognized that day. I'm standing 25 beside the commanding general when the troops are passing in review, and he said, "What the hell are you doing here? This is a civilian award." I said, "Sir, you signed it." (laughter) And off we went. I just kept working. Living there was great sport, except the French are crazy. We lived in a neighborhood, as I said, on Rue de la Gale, and the house was an old one. It was rent controlled, and we had to slip the landlord money on certain days, and you'd walk up to his house with a paper bag full of money. A door would open, a hand would come out and grab the paper bag out of your thing, the extra money for the -- crazy. In the neighborhood we never made close friends except in one instance. Our youngest daughter, Ellen, went to French school. The other two kids refused; they were smart enough not to do it. Ellen and her friend [Pascale?] (inaudible) [01:57:36] walked to school with her mother and Carol, over to school. The ladies walked back from school. After lunch, walked over, back to get, march them over, again, at the end of the school day. And they talked, and they talked, and they talked. Not a single word of English was ever spoken for three years between these two women. We get back to the United States and got a very nice letter from her, in English, and she said, "You never would have improved your French the way you did if you knew I had been a nanny in Great Britain and speak English." (Cates laughs) Now, that's the dirtiest, rottenest trick I can ever imagine happening. (laughter) When we had a problem with the house, you'd try and go out and find someone that would fix the faucet. Now, there are four sizes of pipe, and there are 12 sizes of faucets, and there are 14 sizes -- and they ask you which one do you want? You don't know. So somebody has to come and measure it and go back, and two days later you've got water running again. When it came time to buy coal, we went down to the place you buy coal, and it was a storefront on the main road, right in the main store, and he's got little glass canisters with different kinds of coal in the window. You don't buy coal that way anywhere else in the world. We went in, and he wanted to know how many radiators we had in the house, and how many veins each radiator had, and how many sections were in the stove, and then he could figure out how many tons it would take to heat the house. He didn't ask if there was any broken windows, or open doors, or boards off on the roof. They did it totally unscientific. Then when you come to that decision, then they say, "Now do you want it from Belgium? Do you want it from --" you know, down the list. We want anthracite from Belgium, OK. Then they come and dump it in the house with buckets in the window of the cellar, and the whole house is covered with coal dust everywhere. And it was expensive. Living there was not easy, but we made a pact that we were going to go once a month with the kids to Paris, every time, every month, and we did, and we traveled a lot. Not any great distances, but we loved parts of France. But the French were very difficult to live with. JC: Oh, I'm sure. I've been there once. (laughs) RT: The worst one was my father had a cousin who was, in relationship to Dad, it was about six up from him in the corporation, and he was the chairman of the board. We got a call that he was coming to visit the French company that was owned by the American company, and they were going to come down and see us in this hovel (laughs). And just about the time we knew that they were coming but not exactly when they were coming, 26 the French left us with a bit of a problem. When they put in the sewer system, they left the septic tank in the house, in the basement, made of clay, and it began to leak. Do you have any idea what living in that house was like? You couldn't flush a toilet. When I'd go off to work and leave Carol, they had a deal with these crazy guys coming in, and eventually they came in. One guy came in, and he took off the top of this thing, and then he went away. She chased him down, and he said, "Oh, you've got to hire somebody else. The union won't allow me to put the hose down in here and suck out what's left. You've got to find that guy." And it went on, and on, and on, and trying to live in that house. Fortunately we got it cleaned up before Uncle George showed up for lunch. (laughter) JC: Sounds like it was quite difficult living in that house. RT: It was very difficult. Every single day one of us crossed the street to the bakery that was directly across the street from us, and we'd order a demi pan, and bring it back for breakfast, or something else. And every single day that one of us went, my own experience was I'd walk in the door -- "Bonjour, Madame." (laughter) The only guy that spoke to us lived next door, and the reason he spoke to us was that nobody else in the neighborhood, or the town, or the city would speak to him, because he had been a butcher during the Nazi occupation and gave the Nazis all the best cuts of meat. We had no phones. It took three years to get a phone, and it was a three-year tour. If you got a phone, you had nobody to call; they'd all gone home. They're crazy, just crazy. (laughs) JC: So what was the next assignment after France? RT: Well, while in France the Vietnam War broke out, and people lieutenant colonel level in Europe were being pulled back to the United States and given a command in Vietnam. So I applied to get a command in Vietnam, and they said, "Oh, no, no, no, no, you haven't finished your tour for having gone to graduate school. You can't possibly go." This is talking to somebody back in Washington. Then another job opened up, and they needed a lieutenant colonel in an armored battalion, and I called them back again. I said, "I'll come back to this job after that. How about that?" "Nope, we can't do that. We can't do that." Eventually they said, "OK, when you come home from --" I put enough pressure on them. "When you come home from France, we'll send you to Vietnam." And when we came home from France, they said, "No, you're going to go to the Armed Forces Staff College. You've been selected among the army, navy, and air force to go to the Armed Forces Staff College, for six months. After that, we'll get you a job that will get you to Vietnam." Well, you know, it's frustrating, just terribly frustrating. After the Armed Forces Staff College they told me I would go to Vietnam, but first I would go to pick up 57 tanks that had just been manufactured of a new design, and I was to form the tank battalion in the United States, train it in the United States, and take it to Vietnam. When that day came, ready to go, we had three rounds blow up in the chamber back at Aberdeen Proving Ground, and they said, "Hold it. You're no longer on the list to go. But you are going to go to the Naval War College." I couldn't get to Vietnam! It was very difficult. 27 JC: What was the Naval War College like? RT: Terrible. The Naval War College, well, we called it the sleeping room. They had two major speakers every day, one in the morning, and one in the afternoon. That was fine. I mean, I loved to hear them, and they did have a message, but it wasn't work. It was sitting there like you're turning on the television. There was no challenge to this thing at all. Now you could go and get a master's degree along with it from George Washington, but I couldn't, because I had a master's degree, so they weren't going to let me take that program. So they hired somebody the University of Massachusetts had fired from their Economics Department, an old man, to be my mentor and take me through a separate program -- nothing comes out of it other than a dissertation at the end. OK, I'll put up with it, but he was awful, and it was a waste of my time. You never had time between these people to really go to the library and do something. It was 20 minutes. What can you do in the library in 20 minutes? No, you don't. Everyone went and get good coffee, sat around and talked, etc. Oop, time to go back into the bedroom. There was nothing going on in terms of substance in the place. When I had my first time as directing my little group, I worked long and hard on the assignments, and came in the next morning and said, "OK, let's see. Now we had readings in this one, and then we had a differing opinion from this requirement, and then this one, and another one. Commander Jones, what do you think about this?" "Oh, shit," he said, "You don't think I pay any attention to that, do you? I'm in the George Washington program. I'm not going to do any of this." That was a general attitude. There wasn't any depth to what we were doing. One day the admiral in charge, who'd married a British lady and had just come back from another tour in London, said, "How would you like to have lunch at my house with a guest speaker, Todd?" I said, "Gee, that would be very nice, sir." I got up there to discover there were 12 or 13 of us at separate tables and he and the speaker was at another table. What did we do? We sat around and chatted, and ate his food, and left. He said, "How'd you like that?" I said, "What are you referring to, sir?" He said, "Well, the opportunity to be with the speaker." I said, "We weren't with the speaker. You were with the speaker." "Well, how would you handle that?" "I'd put in a round table, and we'd all sit around and talk." "What a great idea." Really, really bad stuff. So he did, and then he invited me to come, and I went, and he said, "How did that go?" I said, "Sir, that was wonderful. But if you did that in the classrooms it might help, too." "We don't have round tables in the classrooms?" He'd never been in a classroom. We didn't have one single naval officer who was nuclear qualified come to the course. They sent them to the National War College. We didn't have one single graduate of a senior college who was on the faculty. I could go on, and on, and on about how bad it was. But one day, in Vietnam, I was sitting at my desk outside General Abrams's office, and I got a call from the naval head in Vietnam. I'm trying to think of his name. I know it as well as I know my own. But anyway, he called me and said, "Russ, I got to see General Abrams." I said, "Well, he's tied up at the moment. Come on up and sit down, and I'll get you in just the minute I can break into it." He said, "Good," and he came up. We sat there, and he said, "I got to talk to General Abrams. They're going to announce this afternoon that I'm the new chief of naval operations, and I don't want him to hear it from anybody else but me." I said, "Oh, have I been waiting for this." He said, 28 "What are you talking about?" I said, "You can do something about the Naval War College that I couldn't," and I laid it out for him, and he fired the guy when he got back there. This is Zumwalt, Admiral Zumwalt. He fired the guy and changed all the programs. I mean, they were tough on him, and they've got a good school there now, or at least the last I knew of it, a very good school that has been accredited. But it was awful. JC: Did you finally get to Vietnam after the Naval War College? RT: Yeah, that's why I was sitting in General Abrams's office. I was to be sent over to be on the command list, which meant this list of people the army feels are capable of doing a job as colonel in a combat unit. They sent my name over, and then they called me back and said, "We've withdrawn your name." (sighs deeply) I said, "Come on, guys. This isn't fair." He's "Hold it, hold it, hold it. They're looking for an assistant to General Abrams, and we've sent your name in." I said, "Look, I've met General Abrams a few times. I don't think he was very impressed with me. I don't think he'll select me off of any list of yours." He said, "There is no list. We only sent your name." (laughter) So I went over there, and I sat for, oh, eight months I guess in General Cao Van Vien's office, who was the head of the Vietnamese armed forces, and I acted as a liaison between General Abrams and General Cao Van Vien, of which there was no requirement. Those guys talked to each other whenever they wanted to. But I represented General Abrams when General Cao Van Vien called the other -- the Koreans, the Australians, the New Zealanders, etc., etc. -- together on a Monday morning to have a meeting, and that was interesting, and I learned a lot, and I met a lot of people. Eventually the secretary of the staff rotated home, and I took his slot. You actually work for the chief of staff, but I read and decided which messages that came in that night would go into General Abrams the next morning, so I got to work very, very early and stayed very, very late, day after day after day, seven days a week. But I really loved working for the guy. Every Saturday morning we would meet with the commanders of the army, navy, air force, etc., the CIA, in the basement of our building, and it was general so-and-so, admiral so-and-so, etc., and Colonel Todd. And Colonel Todd sat in the back of the room and checked -- again, a great learning experience. Watching the interrelationship between these very, very senior commanders was a great experience. Then I went with General Abrams every Monday morning down to brief the ambassador. We'd drive down in his sedan. On Sunday I'd prepare a book for him that he'd go over, and then he'd have that in front of him. He never read it. He never sat in front of the ambassador and read it. I'd be on pins and needles all the time that he'd turn to me and say, "What the hell's this?" (laughs) But he was great. Then I got a command. I left the headquarters and went out and joined the 24th Division as a brigade commander, and I'd been there about eight days when it was announced that the brigade was to go home. (laughs) The next day I got a call on the radio, out flying around in my helicopter -- I had seven battalions in the brigade at the time -- from the corps commander, General Davidson, and General Davidson said, "Meet me at coordinates so-and-so," and we both flew into a point. He said, "I'm pulling you out of this. I've got a problem with the Royal Thai Army. The officer we have working 29 with them is not acceptable any longer to the Royal Thai Army. I need somebody tomorrow, and you're it." That was the craziest thing I've ever been involved in. Wonderful, wonderful Thai commander, who began his military experience at age five in a military academy run by the government. He finished his education in France. The French owned Indonesia. Thailand (inaudible) [02:16:30]. So there we were. Day in and day out, he and I would receive the same briefing. He'd get it in Thai, and his aide-de-camp would give it to me in English. We never ever, ever came to the same solution. We were generations in thought apart. For example, in World War II Thailand never declared war on anybody, but went to war against the Allied forces when they thought Japan was winning. This fellow was a captain in the Thai Army, and he did something very spectacular -- whatever it was, I don't know, very heroic. He was called back to the capital, and he was given the Royal Order of the White Elephant or something. They'd give out five for every war. This was something very, very special, parades, the whole business. He went back to his unit, and then the Thais decided that the Japanese weren't winning the war, and they changed and became our allies. Now you're not going to believe this. They called him back and took the medal because he was fighting on the wrong side. (laughs) I could go on forever on this. My brain couldn't absorb it. When I'd left that and gone back to the United States, I guess when this happened -- I don't remember where I was, but anyway, I wrote him a letter, and I said, "What in the world is going on in Bangkok? You were the commander of the 1st Division, responsible for the security of Bangkok. Your father-in-law is the dictator. They're rioting in the streets, and, to the best I know, nothing's happening." He wrote back to me, after some (inaudible) [02:19:06] time, and said, "Well, you just don't understand our way of thinking. The soldiers had killed some civilians who were rioting, so I went back to my BOQ and stayed there two weeks, and when I came back my father-in-law had been deposed, and the fighting was over." Huh? (laughs) And it wasn't that he wasn't a good soldier, and it wasn't that he was afraid of anything. No, we'd fly around in his damn helicopter and take it places I never would have gone. On the other hand, he had some VIPs coming over, and he said, "We can't take the helicopter today. I'm going to use it tomorrow for some Thai VIPs, and I don't want any fingerprints on it, I don't want to make sure there's no bullet holes in the thing. We'll just take this other thing." What? We couldn't come together. At one point, the real one that almost got me in trouble -- I think it was on Thanksgiving -- our base camp also had three units in it from the 1st Cavalry Division, and the Thais, and the Thais who were responsible for the security, and I was responsible to the US headquarters. Well, on the big army base, maybe 15 miles away, on Thanksgiving night everything went up in the air, flares, and shooting, and machine guns, and all the Thais thought this was great, and they all did it. He called me in the next morning, and he laid me out. He said, "No Thai would ever do that. Your Americans did this." Well, OK, I'll suck it up. "I assure you it won't happen again, sir." So come New Year's time, I put out to my staff with each of his units, where they normally served, to stay with them all night and record everything that happened in that TOC. Next morning he got me again when I went in there. I said, "Sir, before we say anything else, I suggest you talk to your TOC officer." He went down there, and those 30 guys, we made them record everything, and he discovered that it was his units that were doing it. What do you suppose his answer to that one was? JC: I don't know. RT: He called in his senior officers and said, "I'm resigning from the army. You've let me down." And he went back into his hooch and stayed there for about three days. I woke up at the end of three days early in the morning, and the whole goddamn Thai Army that was posted in Vietnam was out there in a formation. I walked out to see what was going on and stood behind him -- he was up on a platform -- and they all apologized, etc., and he forgave them, and they went back into the woods to their positions. They'd left their fighting positions to come back and apologize to the commanding general. JC: Oh, wow. RT: (laughs) You can find one worse than that, I'll bet. My goodness. JC: Want to stop again? (break in audio) JC: Let's stop here, because we've done about another hour and 10 minutes. (break in audio) RT: Let's -- (break in audio) [02:23:15] JC: All right, this is Joseph Cates. Today is May 19, 2016. This is my second interview with Major General Russell Todd. This interview is taking place at the Sullivan Museum and History Center. This interview is sponsored by the Sullivan Museum and History Center and is part of the Norwich Voices Oral History Project. So when we left off last time we had gone through Vietnam, and you're ready for your next assignment. What was that? RT: OK. When the Royal Thai Army left Vietnam I moved out to a brigade, as I said earlier. But the time with the brigade was very unsatisfactory to me as a professional. It was a little more than a month, and that's not what I considered to be a command. So thinking about what would happen when I got home, I called to the Pentagon, talked to the people in armor branch. A lieutenant colonel sits on a desk and shuffles the papers for colonels and helps make the decisions. I told him I wanted to have a particular command at Fort Lewis, Washington, that I knew the command was about to change. And they said, "Oh, we've already appointed somebody to that port. But you are coming back to go to the Pentagon." 31 I had fought off the Pentagon earlier in my tour. When I was working for General Abrams I got a call from the Pentagon that said "We're bringing you back to the United States because a new position has opened up, and it calls for a brigadier general, and although you're only a colonel, we want you to fill that position." And I said, "Tell me about it." They said, "Well, you're going to be the army's first drug-and-alcohol-abuse officer." I said, "You've been watching what I'm drinking." He said, "No, this is what we've got in mind for you." And I said, "That isn't going to work. It just isn't going to work. I'm over here on a two-year tour, and if you want me to leave here, I'll give you General Abrams's telephone number, and you can call him and ask him to release me." Well, no, they didn't think they would do that. (laughs) So when I went back I went to the Pentagon, and there I went to work for a four-star general who I had met several times, because he traveled to Vietnam back and forth, General Kerwin, a wonderful, wonderful soldier. And when I reported in he told me that I was going to be the head of the department that he supervised for the Modern Volunteer Army. My job would be to coordinate all of the programs that were going on both at posts, camps, and stations around the country and around the world, and also within the Pentagon, to evaluate where we ought to be going. Well, OK. It wasn't my first choice. I had about, oh, 10 lieutenant colonels working for me in a very small office that didn't have any windows, and there was a lieutenant general working in the chief of staff's office whose title was the chief of modern volunteer army. So I was torn between two very senior officers who didn't agree with each other very often, and the job went on, and back and forth, and up and down, but a lot of answering letters from the Congress and this kind of thing, and then evaluating things that came from the field. Well, one day I was up in the next level in the Pentagon, because I'd been called by that lieutenant general, and he started chewing me out just something awful for reasons I couldn't explain. Finally he said, "I'm going down and see General Kerwin." My boss. What the hell's this about? So I was standing alone in his office. He went out a side door, and I said, "I've got to get to General Kerwin quick." So I picked up -- they have red phones that go between the very senior officers. I picked it up and dialed General Kerwin's office, and he has to answer that, no matter what's going on. And I said, "Sir, we got trouble," and told him what was going on. I saw him later in the day. He said, "Thanks. That really made a difference." From that moment on, he treated me like I was one of his best friends and had faith in what I was doing. Now, they did bring back in a major general who had just stopped commanding the 82nd Airborne Division, and he came in, and he was my immediate supervisor. But General Kerwin made a proposal -- not a proposal -- instructions to everybody about that time that said "Everybody that works for me in the deputy chief of staff personnel office is going to spend four years in this job." I could see my chances of getting a second shot at a brigade just going out the window. Carol and I had bought a house in Washington, the first home we ever owned. In France it was a rental, and everything else was army quarters. So this was special. She loved that house. She took a job in Washington, DC, in the personnel department, and then she had done a lot of that before, and that was sort of a big part of what she had done at Radcliffe after Smith, and she loved that job. In fact, everywhere we went she tried to find a job that would keep her busy and active. 32 So there we were, balancing back and forth. Now what do I do? Well, I'll go back to my old trick and call the people in my branch on the phone, and I called this young man early one morning before anybody else was in the office, and he happened to be there. I told him my plight, that I'd been really cheated in that one month I'd had in the thing, and General Davidson had said I was coming to Europe with him to command a brigade, and that didn't work out once he found out I'd never been in the Pentagon. "So I want a command, and I want to lay it out right now. I want you to start working on it." He said, "Sir, I'm not sure I can do that." I said, "Well, what time do you come to work?" He said, "Well, I'm in here by 8:00 every morning." I said, "Get in at 7:30 on Monday, because I'm going to call you every goddamn Monday I'm sitting at this desk," and I did. Eventually he said, "I've made an appointment with you with my boss, Colonel [Touche?], who oversees all the branches for colonels." I walked over, and it was my old friend from Fort Knox who had been the senior aide when I was the junior aide to General Collier. He had talked it over with the committee that makes these kinds of decisions, and they were going to put my name in nomination to go back onto the brigade commanders list. Great. A few weeks later I get a phone call that says "We put your name before the committee, and you are on the list, and you're number two." Uh-oh. I'm supposed to spend four years working for General Kerwin? (laughs) So a little later they call back and said, "Whoa. Wait. In the 2nd Armored Division the brigade commander has moved up to be chief of staff, and that brigade is open." I said, "OK. Now you guys call General Kerwin and tell him that you're pulling me out." They said, "Like hell we will." (laughter) So I went to see General Kerwin, and he sort of grimaced and (inaudible) [02:32:24]. He said, "You know my policy." I said, "Yes, I do, sir, but this is a once-in-a-lifetime opportunity for me." And he said, "I'll tell you tomorrow." So the next day he called me, and he said, "Against my better judgment I'm going to let you go to that command. But let me tell you this. The day that's over you're coming back to work for me." I said, "Yes, sir. Thank you." I ran home. (laughs) A little later, in time, the moving truck was in front of the house. I'd gone home, checked out of the office, done everything appropriately, and gone back, and there was a phone call waiting for me at home. General Kerwin. He went on to say what he really wanted me to do, wouldn't I know, is that -- "Sir, we've made our deal," and he says, "OK, but remember, I'm going to get you when you get (inaudible) [02:33:21]." And that was very pleasing to me. I loved the idea of working for him. But, again, it was a matter of just working your way through the system. It was terribly important to my career and to me. People were telling me that "You don't have to do this" kind of thing. You know, "You've done all those kinds of things." But no, that wasn't the career I wanted. So I went to the 2nd Armored Division and took over the 3rd Brigade of the 2nd Armored Division at Fort Hood, Texas, and that was a real fun thing. I really enjoyed it. I had a lot of good people working for me. Some of them went on to become general officers later on. The first thing that happened was they told me that the brigade in one month is going to move to Germany on Operation [Forger?]. Does that mean anything to you? Well, in the Cold War we had built all kinds of home hutches and places to store tanks and materials that take a lot of time to get into the theater. If they said, "OK, the balloon went up. Come over here," you wouldn't have had any -- you'd have to wait for your 33 tanks for a month. So they had all those vehicles and stuff over there, and every year we went over and exercised the idea of flying over -- not me, the army did. It was my brigade's turn, and it was just great. I had planned that thing for every possible contingency, in my mind, and we laid it out with the staff. I said, "Now if this happens, or that happens, or this happens, this is what we'll do. Plan A, B, C, and D." And damn, I figured everything except it was going to snow at Fort Hood, and the air force wouldn't show up. (laughter) So we were about two days late getting there, and it slowed things up. But we went out on maneuvers for about a month and a half, and that was a great experience. I'd done it as a company commander when I was stationed in Europe, but as a brigade -- when I went over I've been detached from the 2nd Armored Division of the United States and attached to the 1st Infantry Division, when I got over to Europe. There for the first time I met a fellow named (laughs) -- I met someone, a senior officer, a brigadier general who, because my brigade wasn't part of his division, I had to go through the ropes of him looking over my shoulder for the first three weeks of what we were doing. It wasn't easy. Eventually he and I had a good reputation among each other, and then we're good. It worked out pretty well. Well, his name is Fuller, Fred Fuller. Just to move that part of the story a little further forward, when I went to Forces Command he was the DESOPS, and I was the assistant -- correction, he was the DESPER, personnel, and I was the assistant DESOPS. And again, good friends, you know. No, sir. I had to prove myself all over again to him. That was tough. That was tough. Then when I became division commander at Fort Hood, would you believe they made him the corps commander, and my boss again? And again, I went through the process. I called it rook training, he wanted to test me on everything that was going on, and then eventually he agreed, and we got along. That was a very difficult relationship I had with that individual. So we came back from Germany after the Reforger, and it was time to change division commanders. A general officer that I had met once or twice but didn't know came in as the two-star commanding the (inaudible) [02:38:26]. This was a fight for my life. He, in my opinion, didn't represent a good soldier. He would drive in his jeep with the two stars on the front, down the street, and the men in the division would say, "Hi, General," and he'd wave back, "Hi." No saluting, none of this. He would come around in my battalion and ask the company commander and the battalion commander to see their operational reports, and particularly the readiness reports, whether or not this tank would go or that one. He required them, not required them, but pushed hard for them to like take something off this tank and put it on that tank, and now we've created another tank that this one isn't working, this one if you take the parts and put it on this one, that's one less tank, but will look that much better. It was everything how you looked. Eventually he was promoted to lieutenant general and shipped to Europe, and his chief of staff caught on to his way of life, reported it. He got thrown out of the army, reduced to major general, and was retired. But that was a tough fight, that was a tough fight. In town now there's a major general, retired, John Greenway. Maybe you've met Phyllis. JC: I have. RT: Well, John Greenway was my chief of staff in the brigade, and I don't know how many times he saved my life. He'd say, "No, no, no, don't go up there and tell that general off. 34 Don't do it. Stop here." One time I actually said, "The hell with you, John, I'm going up there." I was really mad. Again, he had ordered my people to do something that was not proper. So John called up the division chief of staff, who was a good friend, and said, "Russ is on the way. Stop him." (laughs) So I never got in to see him, and I calmed down, and the chief of staff discussed it with me in a way. But it was a difficult, difficult system to live with, but I had wonderful people working for me. JC: Well, that's good. RT: Yeah. JC: What year is this? RT: Oh, my God. (inaudible) [02:41:04] I can't remember my birthday. (laughter) It was about '60 something, yeah. I came back to the United States, and I was assigned to forces command, where General Kerwin was, the man that said, "You're going to go work for me," and I went to work for General Kerwin just as I'd been promoted by the system to be brigadier general. I worked for him for two years and then another year with General Rogers, who went on to be the chief of staff of the army, and it was great. Real professionals who understood various ways of handling people beautifully. I must admit, he had a chief of staff who wasn't quite up to speed in my opinion, and as a result I found myself bypassing the chief of staff, which really isn't a very good idea. But both General Kerwin and General Rogers, when I was there, would call me on the phone directly and ask me to do something. As the junior brigadier general at Fort McPherson, Georgia, they immediately appointed me to be club officer, and to be the president of the Association of the United States Army chapter at Fort McPherson. I was really the junior guy in that headquarters as far as a general officer is concerned. The biggest thing that happened to me really there was that that's when we had the baby lift out of Vietnam, and then we had the evacuation of Vietnam. In the operations business at forces command, we had the responsibility of preparing those units in the United States, wherever they might be involved, to prepare them for the influx of people. I was up a lot of nights and really mad at the air force sometimes. They would bring in planes early, before we could finish taking people off the previous planes and get them, kind of thing. They finally came around. But it was a real wonderful experience as far as I'm concerned. I had the thrill of getting a thank you letter from the president and being called in by the State Department, who had the responsibility of taking these people once they arrived in the United States -- when they arrived in the United States the army was responsible for them. We took old barracks and tried to fix them up to be for families and all the rest of it. And the next step was to put them out into the population in America, and that was done by the State Department. At the end of this, the State Department gave me an award and invited me over to Foggy Bottom, and it was carried out in the formal part of that. It's a very ordinary-looking building, but inside, on the top floor, they have collected and put in there all the furnishing and antiques of America. They would go to somebody that had something that the State Department wanted, and they would say "We would like to have it, and we will replicate it exactly, and give you back the replication." They built -- it's a museum, it's a wonderful, wonderful museum of 35 American furniture through time. I was really impressed with it being there. I wasn't that impressed with the State Dept- people in Vietnam. (laughs) It was very interesting. JC: Yes, sir. So this was around 1975, that would be (crosstalk; inaudible) [02:45:47]. RT: Yeah, that's right. Yeah. I did one or two year. JC: Where were you from Fort McPherson? RT: From Fort McPherson, when my immediate boss left General Rogers called me in and said, "I want you to be my full-time top guy and deputy chief of staff operations." I said, "No, General, that isn't right." "What are you talking about, it isn't right?" I said, "You want someone that's been a division commander to be in that job. I mean, you're dealing with all those division commanders, and if the guy that's passing the instructions hasn't had the experience of being a division commander, it doesn't come through right." And he said, "All right. All right." About a year later I was on a board in Washington. You're sent in to do a lot of those things. Interestingly enough, on this particular one I was the head of the board for captains being promoted to major, and I got in trouble with General Rogers. The instructions we had were "These are the formulas, etc., that you follow when you're looking at the history of their being in the service. You can add to this other things, if you, as a board, want to do it." The first thing we added to it was that any captain who had served a normal period of time as a captain in the combat arms branches and had not had a company wasn't to be promoted on this occasion to major. Passing up a captain, you pass up the real army and the real understanding of the army, and, oh, boy. It turns out that we eliminated from being promoted five captains at West Point, instructors, and that reverberated around the world. (laughs) General Rogers finally calmed down. Then on another occasion when I was away in Washington he called me on the phone and said, "The major generals promotion list has just come out." I said, "Oh, good. Who's on it?" and they said, "You are." Oh, wow. After I went back he called me in his office and said, "Now, I'm going to send you to Fort Hood to command a division." Previous discussion, you got to have a command. I said, "Oh, my. Where's George going?" And he looked at me with this great strain on his face and said, "George who?" I said, "George Patton, 2nd Armored Division." I had been in the 2nd Armored Division twice. Four men have commanded the 2nd Armored Division, three of them during World War II. I knew that was my place in life. Well, he said, "You're going to the 1st Cav." Of course, when I'd been there as a brigade commander the 1st Cav was the enemy. (laughter) It was a little difficult to change my mindset that I was now the head of the 1st Cavalry Division, but it turned out to be a good assignment, too. We were immediately assigned a mission of working on something that was called Division '86, and this was the '76-'77 time frame. What we would do is to experiment with different organizational concepts, try them out, and another R&D organization would evaluate whether this was a good idea, or whether it wasn't a good idea. But, man, was that a lot of work. We had soldiers picking up their mattresses and marching over two streets, and then joining another company, because now we were trying -- we were going to have tank platoons with only four tanks rather than five tanks, 36 and these guys had to fill in for the -- you know, back and forth, and up and down. It was a crazy time, but it was very, very rewarding. We lived next door to George Patton and Joanne Patton, and as a matter of fact we had become very close friends over the time we were in the army. We went home on vacations sometimes by accident at the same time, back in New England, and other times purposefully. But we celebrated our twenty-fifth wedding anniversary together, both divisions, at the club, and it was officers. It was really good sport. JC: Was that your last command? RT: No. They sent me to -- at one Fort Hood, after two years of commanding the division, I went down and commanded something called [Tecada?] [02:51:38], which was a research and development experimental station kind of thing. I was doing to the rest of the world what they'd been doing to me, for two years I guess, at which point I was shipped over to Europe to be the deputy chief of staff for operations under General Kroesen. He was one of the most magnificent soldiers I'd ever met. I worked for him once before for a short time, but he was first class. Then I got a call from Loring Hart, president of Norwich University, who I'd gotten to know -- over his 10-year span as president -- pretty well. In my traveling around at various times, I was the head of the Norwich Club of Georgia, the Norwich Club of Fort Hood, the Norwich Club in Europe. They'd come over to visit, and we became close. I had come home on leave to see my dad, who was in bad trouble health wise, and I got a call from Loring Hart to my dad's home down in New Hampshire. He said, "I need you to come up here. I need to talk to you; it's important." And I said, "Gee, I don't know. Dad is not well, I don't know how long he's going to live, and I can't be here very long, so I really and truly want to see as much of him as I can." He said, "Well, afterward, after this weekend" -- it was a big alumni weekend -- "I'll stop in to see you." I said OK. Well, Mother got a hold of me, and Dad got a hold of me and said, "Go on up there." Dad said, "Get a hold of my classmates and tell them I'll be there next year." Well, I knew most of his classmates. When I arrived I found them at lunch in the Armory, and I walked down to the table, the half where they were, and started saying this lie about my father, he's going to be getting well, and he'll see you next year when he comes. All of a sudden the most unusual thing happened. There was this great noise in the Armory, and it kept getting louder and louder and louder. As this individual coming into the room got closer to our table, I discovered that it was General Harmon coming back, and all of these people were saying, "Ernie, Ernie, Ernie, Ernie." I couldn't believe it, you know, really and truly. It showed me just exactly how much he was loved by this institution. That doesn't mean he didn't make a lot of mistakes at times, but he really pulled us out of the woods. So Loring Hart stops in at the house and says, "The board at Norwich University has told me that 10 years is enough, and I'm going to retire. I want you to put your name on the list to be considered." I said, "You're a PhD, you taught English, you became the dean of the university. I don't have any of that." He said, "And you don't need it either, because I'm absolutely certain they're going to choose a soldier." I said, "What do you know, I'm qualified." I went back to Europe, told my boss, and then came back. I made a couple of trips back and forth. I told my boss, which was General Kroesen, what was 37 going on, and then went to see the chief of staff of the army to tell him that I was putting in my papers. You know, after you've been division commander you owe the army something, because of the experience they've given you. So I went to see General "Shy" Meyer, who I'd known in Vietnam, and I was a little dubious here. What will he say? So I told him, and he jumped up from behind his chair, rushed around to my side of his desk, shook my hand, and said, "Boy, that's just exactly what I want to do when I get out." (laughter) Then, unfortunately, and this doesn't have to be spread around, he told me that my name had been submitted to be promoted to Lieutenant General, and it is now before the Congress. Had I not put this in and had I been selected, I was going to go to one of two different jobs, and neither one of them sounded as much fun to me as coming home. Not that I could change my mind. Once you've told the army you're retiring, you're retiring. You don't change your mind. So that's how I got here. JC: What were the other two choices? RT: To be the chief of staff of USEUCOM, which was for the European theater of all of the activities there, and the other one was on the joint staff, doing the DES-OPS kind of work, which is called the J5. JC: So you come to Norwich. Talk a little bit about the application process, because I know Phil Marsilius says in his oral history that they gave you an eight-point plan that they wanted implemented. RT: Yeah. Very unusual I thought, and very useful. Before I get to that (laughs), Carol and I came. We went to New York City and joined a committee of the board who were involved in the selection process. The plane was late, the taxis weren't running, and we were late getting to this thing. Carol was a little nervous that that showed that maybe we weren't working hard enough to get there. They said to me, "We've just finished lunch. Do you want something to eat?" and I said, "Oh, yeah. How about a bowl of onion soup?" Carol said to me afterward, "You could have chosen anything but that cheese dangling out of your mouth." (laughter) But, to me, we had a wonderful conversation, and quite frankly I left in the cab going back to the airport with a member of the board who sat there and congratulated us, because they were certain that the board was now going to select us. Yeah, interesting. Where were we in our discussion? JC: The eight-point plan. RT: Yeah. I can't tell you what the eight-points are right now, but they were all reasonable, one of which was to make Vermont College work, the system of the two institutions together, and that's interesting, too. On that point I tried very hard -- they put a lot of pressure on Loring to go up to Vermont College at least twice a week. He'd go home, changed out of his uniform into civilian clothes, go up to Vermont College, and I don't know what he did, presumably he did good things, and came back again. I got into that routine with him, and I found that Vermont College was in deep trouble, I mean, in my opinion. Over time Vermont College had reduced the quality of their education in order 38 to sustain the number of students they needed, and they had all kinds of programs going that didn't make a lot of sense. They had a nursing program that was excellent. Excellent. They had just bought some programs from -- oh, what's the name of it? JC: Goddard? RT: Goddard College, and they were difficult to mesh into the family. For example, I hadn't been here very long, and I got a call from Mrs. Lippincott, who was the chief officer of Vermont College and had previously been Loring's assistant. I got a call that said, "There's going to be a graduation on Friday" -- this was about Wednesday -- "and it's going to be outside at Vermont College. It's going to be one of the Goddard programs that's graduating at this time. They would like to invite you to be part of their graduation." So I said, "Fine, I'll be there." But before I went I hadn't heard anything more, so I called up to find out, and I said, "Now, what's my role in this? Do I hand out the diplomas? Do I make a speech, do I congratulate them from the platform? What do I do?" They said, "Oh, no, they just want you to sit there and be present. They do all this themselves." OK. I can live with that, and we'll see what happens. The first student to graduate came up, gave a little speech, each one of them, and then took their diploma and put it from their left hand to their right hand, and went back to their chair. The institution wasn't involved. This happened seven or eight times before I really said this is something we've got to look at. Then they decided, or they didn't then decide, the next thing was to have a musical rendition. They had a fellow with a fife and a piano player, and they pushed the piano out toward the group, and the front leg broke off pushing it through the grass. They somehow got it jacked up and started, and the flute player -- well, it was awful, just awful. The next day I said to my vice president, Jim Galloway, major general, retired, I told Jim what had happened, and he said, "You know, you weren't the first. I was the first. The same sort of thing went on, but it was crazier when I was up there." I said, "Tell me." He said, "The flute player was in a tree." (laughter) So we spent some time trying to bring it into the focus. Quite frankly they had some fine professors. They just didn't have a system involved. JC: I've always heard Goddard is a little strange. RT: Well, put it this way. One time Carol and I invited the president of -- oh, in Burlington. JC: UVM? RT: N