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Alexander Dugin on Eurasianism, the Geopolitics of Land and Sea, and a Russian Theory of Multipolarity
IR has long been regarded as an Anglo-American social science. Recently, the discipline has started to look beyond America and England, to China (Theory Talk #51, Theory Talk #45), India (Theory Talk #63, Theory Talk #42), Africa (Theory Talk #57, Theory Talk #10) and elsewhere for non-Western perspectives on international affairs and IR theory. However, IR theorists have paid little attention to Russian perspectives on the discipline and practice of international relations. We offer an exciting peek into Russian geopolitical theory through an interview with the controversial Russian geopolitical thinker Alexander Dugin, founder of the International Eurasian Movement and allegedly an important influence on Putin's foreign policy. In this Talk, Dugin—among others—discusses his Theory of a Multipolar World, offers a staunch critique of western and liberal IR, and lays out Russia's unique contribution to the landscape of IR theory.
Print version of this Talk (pdf) Russian version
What, according to you, is the central challenge or principle debate within IR and what would be your position within this debate or towards that challenge?
The field of IR is extremely interesting and multidimensional. In general, the discipline is much more promising than many think. I think that there is a stereometry today in IR, in which we can distinguish a few axes right away.
The first, most traditional axis is realism – the English school – liberalism.
If the debates here are exhausted on an academic level, then on the level of politicians, the media, and journalists, all the arguments and methods appear new and unprecedented each time. Today, liberalism in IR dominates mass consciousness, and realist arguments, already partially forgotten on the level of mass discourse, could seem rather novel. On the other hand, the nuanced English school, researched thoroughly in academic circles, might look like a "revelation" to the general public. But for this to happen, a broad illumination of the symmetry between liberals and realists is needed for the English school to acquire significance and disclose its full potential. This is impossible under the radical domination of liberalism in IR. For that reason, I predict a new wave of realists and neorealists in this sphere, who, being pretty much forgotten and almost marginalized, can full well make themselves and their agenda known. This would, it seems to me, produce a vitalizing effect and diversify the palette of mass and social debates, which are today becoming monotone and auto-referential.
The second axis is bourgeois versions of IR (realism, the English school, and liberalism all together) vs. Marxism in IR. In popular and even academic discourse, this theme is entirely discarded, although the popularity of Wallerstein (Theory Talk #13) and other versions of world-systems theory shows a degree of interest in this critical version of classical, positivistic IR theories.
The third axis is post-positivism in all its varieties vs. positivism in all its varieties (including Marxism). IR scholars might have gotten the impression that postmodern attacks came to an end, having been successfully repelled by 'critical realism', but in my opinion it is not at all so. From moderate constructivism and normativism to extreme post-structuralism, post-positivistic theories carry a colossal deconstructive and correspondingly scientific potential, which has not yet even begun to be understood. It seemed to some that postmodernism is a cheerful game. It isn't. It is a new post-ontology, and it fundamentally affects the entire epistemological structure of IR. In my opinion, this axis remains very important and fundamental.
The fourth axis is the challenge of the sociology of international relations, which we can call 'Hobson's challenge'. In my opinion, in his critique of euro-centrism in IR, John M. Hobson laid the foundation for an entirely new approach to the whole problematic by proposing to consider the structural significance of the "euro-centric" factor as dominant and clarifying its racist element. Once we make euro-centrism a variable and move away from the universalistic racism of the West, on which all systems of IR are built, including the majority of post-positivistic systems (after all, postmodernity is an exclusively Western phenomenon!), we get, theoretically for now, an entirely different discipline—and not just one, it seems. If we take into account differences among cultures, there can be as many systems of IR as there are cultures. I consider this axis extremely important.
The fifth axis, outlined in less detail than the previous one, is the Theory of a Multipolar World vs. everything else. The Theory of a Multipolar World was developed in Russia, a country that no one ever took seriously during the entire establishment of IR as a discipline—hence the fully explainable skepticism toward the Theory of a Multipolar World.
The sixth axis is IR vs. geopolitics. Geopolitics is usually regarded as secondary in the context of IR. But gradually, the epistemological potential of geopolitics is becoming more and more obvious, despite or perhaps partially because of the criticism against it. We have only to ask ourselves about the structure of any geopolitical concept to discover the huge potential contained in its methodology, which takes us to the very complex and semantically saturated theme of the philosophy and ontology of space.
If we now superimpose these axes onto one another, we get an extremely complex and highly interesting theoretical field. At the same time, only one axis, the first one, is considered normative among the public, and that with the almost total and uni-dimensional dominance of IR liberalism. All the wealth, 'scientific democracy', and gnoseological pluralism of the other axes are inaccessible to the broad public, robbing and partly deceiving it. I call this domination of liberalism among the public the 'third totalitarianism', but that is a separate issue.
How did you arrive at where you currently are in your thinking about IR?
I began with Eurasianism, from which I came to geopolitics (the Eurasianist Petr Savitskii quoted the British geopolitician Halford Mackinder) and remained for a long time in that framework, developing the theme of the dualism of Land and Sea and applying it to the actual situation That is how the Eurasian school of geopolitics arose, which became not simply the dominant, but the only school in contemporary Russia. As a professor at Moscow State University, for six years I was head of the department of the Sociology of International Relations, which forced me to become professionally familiar with the classical theories of IR, the main authors, approaches, and schools. Because I have long been interested in postmodernism in philosophy (I wrote the book Post-philosophy on the subject), I paid special attention to post-positivism in IR. That is how I came to IR critical theory, neo-Gramscianism, and the sociology of IR (John Hobson, Steve Hobden, etc.). I came to the Theory of a Multipolar World, which I eventually developed myself, precisely through superimposing geopolitical dualism, Carl Schmitt's theory of the Grossraum, and John Hobson's critique of Western racism and the euro-centrism of IR.
In your opinion, what would a student need in order to become a specialist in IR?
In our interdisciplinary time, I think that what is most important is familiarity with philosophy and sociology, led by a paradigmatic method: the analysis of the types of societies, cultures, and structures of thought along the line Pre-Modernity – Modernity – Post-Modernity. If one learns to trace semantic shifts in these three epistemological and ontological domains, it will help one to become familiar with any popular theories of IR today. Barry Buzan's (Theory Talk #35) theory of international systems is an example of such a generalizing and very useful schematization. Today an IR specialist must certainly be familiar with deconstruction and use it at least in its elementary form. Otherwise, there is a great danger of overlooking what is most important.
Another very important competence is history and political science. Political science provides generalizing, simplifying material, and history puts schemas in their context. I would only put competence in the domain of economics and political economy in third place, although today no problem in IR can be considered without reference to the economic significance of processes and interactions. Finally, I would earnestly recommend to students of IR to become familiar, as a priority, with geopolitics and its methods. These methods are much simpler than theories of IR, but their significance is much deeper. At first, geopolitical simplifications produce an instantaneous effect: complex and entangled processes of world politics are rendered transparent and comprehensible in the blink of an eye. But to sort out how this effect is achieved, a long and serious study of geopolitics is required, exceeding by far the superficiality that limits critical geopolitics (Ó Tuathail et. al.): they stand at the beginning of the decipherment of geopolitics and its full-fledged deconstruction, but they regard themselves as its champions. They do so prematurely.
What does it entail to think of global power relations through a spatial lens ('Myslit prostranstvom')?
This is the most important thing. The entire philosophical theme of Modernity is built on the dominance of time. Kant already puts time on the side of the subject (and space on the side of the body, continuing the ideas of Descartes and even Plato), while Husserl and Heidegger identify the subject with time altogether. Modernity thinks with time, with becoming. But since the past and future are rejected as ontological entities, thought of time is transformed into thought of the instant, of that which is here and now. This is the basis for the ephemeral understanding of being. To think spatially means to locate Being outside the present, to arrange it in space, to give space an ontological status. Whatever was impressed in space is preserved in it. Whatever will ripen in space is already contained in it. This is the basis for the political geography of Friedrich Ratzel and subsequent geopoliticians. Wagner's Parsifal ends with the words of Gurnemanz: 'now time has become space'. This is a proclamation of the triumph of geopolitics. To think spatially means to think in an entirely different way [topika]. I think that postmodernity has already partly arrived at this perspective, but has stopped at the threshold, whereas to cross the line it is necessary to break radically with the entire axiomatic of Modernity, to really step over Modernity, and not to imitate this passage while remaining in Modernity and its tempolatry. Russian people are spaces [Russkie lyudi prostranstva], which is why we have so much of it. The secret of Russian identity is concealed in space. To think spatially means to think 'Russian-ly', in Russian.
Geopolitics is argued to be very popular in Russia nowadays. Is geopolitics a new thing, from the post-Cold War period, or not? And if not, how does current geopolitical thinking differ from earlier Soviet (or even pre-soviet) geopolitics?
It is an entirely new form of political thought. I introduced geopolitics to Russia at the end of the 80s, and since then it has become extremely popular. I tried to find some traces of geopolitics in Russian history, but besides Vandam, Semyonov-Tyan-Shansky, and a few short articles by Savitskii, there was nothing. In the USSR, any allusion to geopolitics was punished in the harshest way (see the 'affair of the geopoliticians' of the economic geographer Vladimir Eduardovich Den and his group). At the start of the 90s, my efforts and the efforts of my followers and associates in geopolitics (=Eurasianism) filled the worldview vacuum that formed after the end of Soviet ideology. At first, this was adopted without reserve by the military (The Military Academy of the General Staff of the Armed Forces of Russia), especially under Igor Rodionov. Then, geopolitics began to penetrate into all social strata. Today, this discipline is taught in the majority of Russian universities. So, there was no Soviet or pre-Soviet geopolitics. There is only the contemporary Eurasian school, which took shape at the end of the 80s. Foundations of Geopolitics was the first programmatic text of this school, although I had published most of texts in that book earlier, and some of them were circulated as texts in government circles. Recently, in 2012, I released two new textbooks: Geopolitics and The Geopolitics of Russia, which together with The War of Continents are the results of work in this field, along four axes.
In your book International Relations, not yet published in English, you set out your Theory of a Multipolar World as a distinct IR theory. What are the basic components of the Theory of a Multipolar World—and how is it different from classical realism?
In order to be understood and not get into the details, I can say that the Theory of a Multipolar World seriously and axiomatically adopts Samuel Huntington's thesis about the plurality of civilizations. Russia has its own author, who claimed the same thing more than a hundred years ago: Nikolay Danilevsky, and then the Eurasianists. However, everything starts from precisely this point: civilization is not one, but many. Western civilization's pretension to universalism is a form of the will to domination and an authoritarian discourse. It can be taken into account but not believed. It is nothing other than a strategy of suppression and hegemony. The following point follows: we must move from thinking in terms of one civilization (the racism of euro-centric versions of IR) to a pluralism of subjects. However, unlike realists, who take as the subject of their theory nation-states, which are themselves products of the European, bourgeois, modern understanding of the Political, the Theory of a Multipolar World proposes to take civilizations as subjects. Not states, but civilizations. I call them 'large politeiai', or civilizations, corresponding to Carl Schmitt's 'large spaces'. As soon as we take these civilizations—'large politeiai'—as subjects, we can then apply to them the full system of premises of realism: anarchy in the international system, sovereignty, the rationality of egoistic behavior, etc. But within these 'politeiai', by contrast, a principle more resembling liberalism, with its pacifism and integration, operates, only with the difference that here we are not talking about a 'planetary' or 'global' world, but about an intra-civilizational one; not about global integration, but about regional integration, strictly within the context of civilizational borders. Post-positivism, in turn, helps here for the deconstruction of the authoritarian discourse of the West, which masks its private interests by 'universal values', and also for the reconstruction of civilizational identity, including with the help of technological means: civilizational elites, civilizational media, civilizational economic algorithms and corporations, etc. That is the general picture.
Your theory of multipolarity is directed against the intellectual, political, and social hegemony of the West. At the same time, while drawing on the tools of neo-Marxist analysis and critical theory, it does not oppose Western hegemony 'from the left', as those approaches do, but on the basis of traditionalism (Rene Guenon, Julius Evola), cultural anthropology, and Heideggerian phenomenology, or 'from the right'. Do you think that such an approach can appeal to Anglo-American IR practitioners, or is it designed to appeal mainly to non-Western theorists and practitioners? In short, what can IR theorists in the West learn from the theory of multipolarity?
According to Hobson's entirely correct analysis, the West is based on a fundamental sort of racism. There is no difference between Lewis Morgan's evolutionistic racism (with his model of savagery, barbarism, civilization) and Hitler's biological racism. Today the same racism is asserted without a link to race, but on the basis of the technological modes and degrees of modernization and progress of societies (as always, the criterion "like in the West" is the general measure). Western man is a complete racist down to his bones, generalizing his ethnocentrism to megalomaniacal proportions. Something tells me that he is impossible to change. Even radical critiques of Western hegemony are themselves deeply infected by the racist virus of universalism, as Edward Said showed with the example of 'orientalism', proving that the anticolonial struggle is a form of that very colonialism and euro-centrism. So the Theory of a Multipolar World will hardly find adherents in the Western world, unless perhaps among those scholars who are seriously able to carry out a deconstruction of Western identity, and such deconstruction assumes the rejection of both Right (nationalistic) and Left (universalistic and progressivist) clichés. The racism of the West always acquires diverse forms. Today its main form is liberalism, and anti-liberal theories (most on the Left) are plagued by the same universalism, while Right anti-liberalisms have been discredited. That is why I appeal not to the first political theory (liberalism), nor the second (communism, socialism), nor to the third (fascism, Nazism), but to something I call the Fourth Political Theory (or 4PT), based on a radical deconstruction of the subject of Modernity and the application of Martin Heidegger's existential analytic method.
Traditionalists are brought in for the profound critique of Western Modernity, for establishing the plurality of civilizations, and for rehabilitating non-Western (pre-modern) cultures. In Russia and Asian countries, the Theory of a Multipolar World is grasped easily and naturally; in the West, it encounters a fully understandable and fully expected hostility, an unwillingness to study it carefully, and coarse slander. But there are always exceptions.
What is the Fourth Political Theory (4PT) and how is it related to the Theory of a Multipolar World and to your criticism of the prevailing theoretical approaches in the field of IR?
I spoke a little about this in the response to the previous question. The Fourth Political Theory is important for getting away from the strict dominance of modernity in the sphere of the Political, for the relativization of the West and its re-regionalization. The West measures the entire history of Modernity in terms of the struggle of three political ideologies for supremacy (liberalism, socialism, and nationalism). But since the West does not even for a moment call into question the fact that it thinks for all humanity, it evaluates other cultures and civilizations in the same way, without considering that in the best case the parallels to these three ideologies are pure simulacra, while most often there simply are no parallels. If liberalism won the competition of the three ideologies in the West at the end of the 20th century, that does not yet mean that this ideology is really universal on a world scale. It isn't at all. This episode of the Western political history of modernity may be the fate of the West, but not the fate of the world. So other principles of the political are needed, beyond liberalism, which claims global domination (=the third totalitarianism), and its failed alternatives (communism and fascism), which are historically just as Western and modern as liberalism. This explains the necessity of introducing a Fourth Political Theory as a political frame for the correct basis of a Theory of a Multipolar World. The Fourth Political Theory is the direct and necessary correlate of the Theory of a Multipolar World in the domain of political theory.
Is IR an American social science? Is Russian IR as an academic field a reproduction of IR as an American academic field? If not, how is IR in Russia specifically Russian?
IR is a Western scientific discipline, and as such it has a prescriptive, normative vector. It not only studies the West's dominance, it also produces, secures, defends, and propagandizes it. IR is undoubtedly an imperious authoritarian discourse of Western civilization, in relation to itself and all other areas of the planet. Today the US is the core of the West, so naturally in the 20th century IR became more and more American as the US moved toward that status (it began as an English science). It is the same with geopolitics, which migrated from London to Washington and New York together with the function of a global naval Empire. As with all other sciences, IR is a form of imperious violence, embodying the will to power in the will to knowledge (as Michel Foucault explained). IR in Russia remains purely Western, with one detail: in the USSR, IR as such was not studied. Marxism in IR did not correspond to Soviet reality, where after Stalin a practical form of realism (not grounded theoretically and never acknowledged) played a big role—only external observers, like the classical realist E.H. Carr, understood the realist essence of Stalinism in IR. So IR was altogether blocked. The first textbooks started to appear only in the 90s and in the fashion of the day they were all liberal. That is how it has remained until now. The peculiarity of IR in Russia today lies in the fact that there is no longer anything Russian there; liberalism dominates entirely, a correct account of realism is lacking, and post-positivism is almost entirely disregarded. The result is a truncated, aggressively liberal and extremely antiquated version of IR as a discipline. I try to fight that. I recently released an IR textbook with balanced (I hope) proportions, but it is too early to judge the result.
Stephen Walt argued in a September article in Foreign Policy that Russia 'is nowhere near as threatening as the old Soviet Union', in part because Russia 'no longer boasts an ideology that can rally supporters worldwide'. Do you agree with Walt's assessment?
There is something to that. Today, Russia thinks of itself as a nation-state. Putin is a realist; nothing more. Walt is right about that. But the Theory of a Multipolar World and the Fourth Political Theory, as well as Eurasianism, are outlines of a much broader and large-scale ideology, directed against Western hegemony and challenging liberalism, globalization, and American strategic dominance. Of course, Russia as a nation-state is no competition for the West. But as the bridgehead of the Theory of a Multipolar World and the Fourth Political Theory, it changes its significance. Russian policies in the post-Soviet space and Russia's courage in forming non-Western alliances are indicators. For now, Putin is testing this conceptual potential very gingerly. But the toughening of relations with the West and most likely the internal crises of globalization will at some point force a more careful and serious turn toward the creation of global alternative alliances. Nevertheless, we already observe such unions: The Shanghai Cooperation Organization, BRICS, the Eurasian Union—and they require a new ideology. Not one like Marxism, any universalism is excluded, but also not simple realist maneuvers of regional hegemons. Liberalism is a global challenge. The response to it should also be global. Does Putin understand this? Honestly, I don't know. Sometimes it seems he does, and sometimes it seems he doesn't.
Vladimir Putin recently characterized the contemporary world order as follows: 'We have entered a period of differing interpretations and deliberate silences in world politics. International law has been forced to retreat over and over by the onslaught of legal nihilism. Objectivity and justice have been sacrificed on the altar of political expediency. Arbitrary interpretations and biased assessments have replaced legal norms. At the same time, total control of the global mass media has made it possible when desired to portray white as black and black as white'. Do you agree with this assessment? If so, what is required as a response to this international situation?
These are true, but rather naïve words. Putin is just indignant that the West establishes rules in its own interests, changes them when necessary, and interprets allegedly 'universal norms' in its own favor. But the issue is that this is the structure of the will to power and the very organization of logo-phallo-phono-centric discourse. Objectivity and justice are not possible so long as speech is a monologue. The West does not know and does not recognize the other. But this means that everything will continue until this other wins back the right to recognition. And that is a long road. The point of the Theory of a Multipolar World is that there are no rules established by some one player. Rules must be established by centers of real power. The state today is too small for that; hence the conclusion that civilizations should be these centers. Let there be an Atlantic objectivity and Western justice. A Eurasian objectivity and Russian justice will counter them. And the Chinese world or Pax Sinica [world/peace: same word in Russian] will look different than the Islamic one. Black and white are not objective evaluations. They depend on the structure of the world order: what is black and what is white is determined by one who has enough power to determine it.
How does your approach help us understand Russia's actions on the world stage better than other IR approaches do? What are IR analyses of Russia missing that do not operate with the conceptual apparatus of multipolarity?
Interesting question. Russia's behavior internationally is determined today by the following factors:
First, historical inertia, accumulating the power of precedents (the Theory of a Multipolar World thinks that the past exists as a structure; consequently, this factor is taken into account from many sides and in detail, while the 'tempocentrism' (Steve Hobden, John Hobson) of classical IR theories drops this from sight. We have to pay attention to this especially taking into consideration the fact that Russia is in many ways still a traditional society and belongs to the 'imperial system' of IR.) There are, besides, Soviet inertia and stable motives ('Stalinism in IR');
Second, the projective logic of opposition to the West, stemming from the most practical, pragmatic, and realist motivations (in the spirit of Caesarism, analyzed by neo-Gramscians) will necessarily lead Russia (even despite the will of its leaders) to a systemic confrontation with American hegemony and globalization, and then the Theory of a Multipolar World will really be needed (classical IR models, paying no attention to the Theory of a Multipolar World, drop from sight the possible future; i.e., they rob themselves of predictive potential because of purely ideological prejudices and self-imposed fears).
But if an opponent underestimates you, you have more chances to land an unexpected blow. So I am not too disturbed by the underestimation of the Theory of a Multipolar World among IR theorists.
In the western world, the divide between academia and policy is often either lamented ('ivory tower') or, in light of the ideal of academic independence, deemed absent. This concerns a broader debate regarding the relations between power, knowledge and geopolitics. How are academic-policy relations in Russia with regards to IR and is this the ideal picture according to you?
I think that in our case both positions have been taken to their extreme. On one hand, today's authorities in Russia do not pay the slightest attention to scholars, dispatching them to an airless and sterile space. On the other hand, Soviet habits became the basis for servility and conformism, preserved in a situation when the authorities for the first time demand nothing from intellectuals, except for one thing: that they not meddle in socio-political processes. So the situation with science is both comical and sorrowful. Conformist scholars follow the authorities, but the authorities don't need this, since they do not so much go anywhere in particular as react to facts that carry themselves out.
If your IR theory isn't based on politically and philosophically liberal principles, and if it criticizes those principles not from the left but from the right, using the language of large spaces or Grossraum, is it a fascist theory of international relations? Are scholars who characterize your thought as 'neo-fascism', like Andreas Umland and Anton Shekhovstov, partially correct? If not, why is that characterization misleading?
Accusations of fascism are simply a figure of speech in the coarse political propaganda peculiar to contemporary liberalism as the third totalitarianism. Karl Popper laid the basis for this in his book The Open Society and its Enemies, where he reduced the critique of liberalism from the right to fascism, Hitler, and Auschwitz, and the criticism of liberalism from the left to Stalin and the GULAG. The reality is somewhat more complex, but George Soros, who finances Umland and Shekhovstov and is an ardent follower of Popper, is content with reduced versions of politics. If I were a fascist, I would say so. But I am a representative of Eurasianism and the author of the Fourth Political Theory. At the same time, I am a consistent and radical anti-racist and opponent of the nation-state project (i.e. an anti-nationalist). Eurasianism has no relation to fascism. And the Fourth Political Theory emphasizes that while it is anti-liberal, it is simultaneously anti-communist and anti-fascist. I think it isn't possible to be clearer, but the propaganda army of the 'third totalitarianism' disagrees and no arguments will convince it. 1984 should be sought today not where many think: not in the USSR, not in the Third Reich, but in the Soros Fund and the 'Brave New World'. Incidentally, Huxley proved to be more correct than Orwell. I cannot forbid others from calling me a fascist, although I am not one, though ultimately this reflects badly not so much on me as on the accusers themselves: fighting an imaginary threat, the accuser misses a real one. The more stupid, mendacious, and straightforward a liberal is, the simpler it is to fight with him.
Does technological change in warfare and in civil government challenge the geopolitical premises of classical divisions between spaces (Mackinder's view or Spykman's) heartland-rimland-offshore continents)? And, more broadly perhaps, does history have a linear or a cyclical pattern, according to you?
Technological development does not at all abolish the principles of classical geopolitics, simply because Land and Sea are not substances, but concepts. Land is a centripetal model of order, with a clearly expressed and constant axis. Sea is a field, without a hard center, of processuality, atomism, and the possibility of numerous bifurcations. In a certain sense, air (and hence also aviation) is aeronautics. And even the word astronaut contains in itself the root 'nautos', from the Greek word for ship. Water, air, outer space—these are all versions of increasingly diffused Sea. Land in this situation remains unchanged. Sea strategy is diversified; land strategy remains on the whole constant. It is possible that this is the reason for the victory of Land over Sea in the last decade; after all, capitalism and technical progress are typical attributes of Sea. But taking into consideration the fundamental character of the balance between Leviathan and Behemoth, the proportions can switch at any moment; the soaring Titan can be thrown down into the abyss, like Atlantis, while the reason for the victory of thalassocracy becomes the source of its downfall. Land remains unchanged as the geographic axis of history. There is Land and Sea even on the internet and in the virtual world: they are axes and algorithms of thematization, association and separation, groupings of resources and protocols. The Chinese internet is terrestrial; the Western one, nautical.
You have translated a great number of foreign philosophical and geopolitical works into Russian. How important is knowledge transaction for the formation of your ideas?
I recently completed the first release of my book Noomachy, which is entirely devoted precisely to the Logoi of various civilizations, and hence to the circulation of ideas. I am convinced that each civilization has its own particular Logos. To grasp it and to find parallels, analogies, and dissonances in one's own Logos is utterly fascinating and interesting. That is why I am sincerely interested in the most varied cultures, from North American to Australian, Arabic to Latin American, Polynesian to Scandinavian. All the Logoi are different and it is not possible to establish a hierarchy among them. So it remains for us only to become familiar with them. Henry Corbin, the French philosopher and Protestant who studied Iranian Shiism his entire life, said of himself 'We are Shiites'. He wasn't a Shiite in the religious sense, but without feeling himself a Shiite, he would not be able to penetrate into the depths of the Iranian Logos. That is how I felt, working on Noomachy or translating philosophical texts or poetry from other languages: in particular, while learning Pierce and James, Emerson and Thoreau, Poe and Pound I experienced myself as 'we are Americans'. And in the volume devoted to China and Japan, as 'we are Buddhists'. That is the greatest wealth of the Logos of various cultures: both those like ours and those entirely unlike ours. And these Logoi are at war; hence, Noomachy, the war of the intellect. It is not linear and not primitive. It is a great war. It creates that which we call the 'human', the entire depth and complexity of which we most often underestimate.
Final question. You call yourself the 'last philosopher of empire'. What is Eurasanism and how does it relate to the global pivot of power distributions?
Eurasianism is a developed worldview, to which I dedicated a few books and a countless number of articles and interviews. In principle, it lies at the basis of the Theory of a Multipolar World and the Fourth Political Theory, combined with geopolitics, and it resonates with Traditionalism. Eurasianism's main thought is plural anthropology, the rejection of universalism. The meaning of Empire for me is that there exists not one Empire, but at minimum two, and even more. In the same way, civilization is never singular; there is always some other civilization that determines its borders. Schmitt called this the Pluriverse and considered it the main characteristic of the Political. The Eurasian Empire is the political and strategic unification of Turan, a geographic axis of history in opposition to the civilization of the Sea or the Atlanticist Empire. Today, the USA is this Atlanticist Empire. Kenneth Waltz, in the context of neorealism in IR, conceptualized the balance of two poles. The analysis is very accurate, although he erred about the stability of a bipolar world and the duration of the USSR. But on the whole he is right: there is a global balance of Empires in the world, not nation-States, the majority of which cannot claim sovereignty, which remains nominal (Stephen Krasner's (Theory Talk #21) 'global hypocrisy'). For precisely that reason, I am a philosopher of Empire, as is almost every American intellectual, whether he knows it or not. The difference is only that he thinks of himself as a philosopher of the only Empire, while I think of myself as the philosopher of one of the Empires, the Eurasian one. I am more humble and more democratic. That is the whole difference.
Alexander Dugin is a Russian philosopher, the author of over thirty books on topics including the sociology of the imagination, structural sociology, ethnosociology, geopolitical theory, international relations theory, and political theory, including four books on the German philosopher Martin Heidegger. His most recent books, only available in Russian at the moment, are Ukraine: My War and the multi-volume Noomachia: Wars of the Intellect. Books translated into English include The Fourth Political Theory, Putin vs. Putin: Vladimir Putin Viewed From the Right, and Martin Heidegger: The Philosophy of Another Beginning.
Related links
Who is Alexander Dugin? Interview with Theory Talks editor Michael Millerman (YouTube) TheFourth Political Theory website (English): Evrazia.tv (Russian) Evrazia.tv (English) Geopolitics.ru (English version) InternationalEurasian Movement (English version) Centerfor Conservative Studies (Russian)
Transcript of an oral history interview with Richard S. Schultz, conducted by Sarah Yahm at Norwich University on 8 April 2015, as part of the Norwich Voices oral history project of the Sullivan Museum and History Center. Richard Schultz was a member of the Norwich University Class of 1960; his interview focuses on discussion of his connections to Norwich University, his military service, and his law practice. ; 1 Richard Schultz, NU 1960, Oral History Interview April 8, 2015 Interviewed by Sarah Yahm SARAH YAHM: And you're bragging. (laughs) DICK SCHULTZ: That's what this is all about. SY: No, but it's not bragging, it's really just, but we'll, the whole point is it's sort of a casual conversation, so I'll ask questions and it's going to trigger your memory. And the point of oral history, too, is that it's not just like, you know, you've probably told the same stories a thousand times at dinner, you know. DS: Well, they get better as you -- SY: And you get better as you go along. But so, but maybe I'll ask a question that will make you rethink that story or remember another detail and things like that, you know. So that's kind of how it works. So anyway, so you're going to get, so for instance, you know, I interviewed somebody and, and I'm talking about, well, you'll get it back and you'll get to, you know, edit out things that are uncomfortable. So for instance, I've interviewed a bunch of the Iranian students who were here in the '70s, we're going to have to redact large parts of those interviews because if they ever want to go back to Iran, or their relatives in Iran, things need to be wiped out. Right? So there's that, which is serious, and then there's somebody who said something mean about her mother-in-law and was like, "You have to get that out of the tape!" right. So it spans the whole gamut. So let's get you close to this microphone, skooch in and close to the microphone. And then I have to test levels. So tell me what you ate for breakfast today. DS: Well, we had breakfast at the Capital Grill, I had two eggs, over light, some bacon, some good toast and several cups of coffee. SY: Oh my god, several cups of coffee. It's going to take me a lot to keep up with you. I haven't had my first sip of tea yet today. So you're going to be way faster than me, but that's okay. Hold on now, I'm checking my levels, okay, my levels are good. Your levels are good. okay. So I am here, what's the date? I should know that. But remember, you had the coffee. DS: Today's the eighth. SY: OK. So it's April 8th, I'm here at the Sullivan Museum and History Center with Richard Schultz, but you go by Dick, right? DS: Yes, I do. SY: With Dick Schultz, class of '60. DS: The great class of '60. SY: The great, so what made the class of '60 so great? DS: We're so active. Even the president, when he refers to us, we are the "great class of '60." SY: What do you think makes you so active? DS: Spirit, love of Norwich. SY: Yeah? So let's go back. So, well first of all, where were you born? DS: I was born in Brockton, Massachusetts. SY: OK, and when you were a kid, what did you want to be when you grew up?2 DS: An adult, I think. (laughs) I have no idea. I really had no idea as a very young child what I wanted to be. But this leads into Norwich because my father was a Reserve Army lieutenant colonel and I always saw the uniform. And I think as a kid, I wanted to have a uniform. And Dad was a Norwich graduate. And I'm a legacy. He was class of 1934. SY: Wow. Huh. And would he tell you stories about Norwich? DS: Not a lot. He would tell me that in 1934, before they marched to breakfast, they had to go down to the horse stable and take care of their horse. I remember that. SY: Yeah. So your dad was in World War II, I assume. DS: Yes. SY: Where did he serve? DS: He served in the States and in Europe. SY: Yeah. And so let's see, so you were probably a little kid when -- DS: Yeah, I was about seven years old when I really started to notice this. SY: How old were you when he was at war? Four? DS: Yeah, maybe four. SY: Yeah. Do you remember him coming home? DS: I remember coming home. I was, I think I came, after the war we came back to Brockton, Massachusetts, and I started the third grade. So what would you -- SY: But do you remember your dad coming home? Do you remember seeing him? DS: Not really. S: Not really? DS: No. S: Yeah, yeah. And did your mother move in with relatives while he was away? DS: Yes, yeah. SY: Yeah. That was a common thing to do, right? DS: Yep, common thing in those days, yeah. SY: OK, so your dad in uniform, so the military appealed to you. DS: It did, very much so. My dad was there. I had an uncle who served, saw a lot of combat in the Pacific theater and I had another uncle who died as a bombardier over Germany during World War II. SY: And did they talk about World War II, or was it not really discussed? DS: It wasn't discussed. SY: Because you know and again, we think a lot about PTSD nowadays. Do you think that the war, that your father struggled with memories -- DS: No, my father wasn't in actual combat. Not like my uncle who was in Japan, in New Guinea and Guadalcanal and that type of place. My father didn't see that type of combat. My uncle who did see a lot of combat never wanted to speak to it until I got to Norwich, then he would tell me some stories. SY: Really? What would he tell you? So he felt like you were sort of in the brotherhood? DS: Yeah, yeah. What would he tell me? Some of the atrocities that the Japanese committed upon the Philippines, the natives in the Philippines -- the rapes, the murders, the stuff that, that he saw. SY: Yeah, he witnessed that, yeah.3 DS: And he also saw, he also was a very lucky guy. Patrolling through the jungles of New Guinea, I think it was, he had a trained monkey that was on his shoulder and the monkey could somehow sense the Japanese in the area and would start to screech and give him, he was a lieutenant, give him some warning. And one day a Japanese sniper aiming for him shot the monkey off his shoulder. SY: No, he lost his monkey. He lived, but he lost his monkey. DS: He lived, the monkey died. SY: Oh. Happy but sad at the same time. (laughs) That was a good story. OK, so you're a kid, you're growing up in Brockton, Mass, and did you -- this is something I ask everybody -- did you play war as a kid? DS: Oh, I'm sure we did, absolutely. I'm sure we played war games. SY: But you don't remember them? DS: I don't remember them. I think we did, we played more than, war more than we played cops and robbers or Indians. SY: Cowboys and Indians, yeah. Well, it was a great generation post–World War II, it makes sense, yeah. OK. So tell me how you ended up choosing to go to Norwich. DS: Interesting story. I was not -- in high school I broke no academic records. I was just barely surviving. And Dad said, "I think it's time for you to go to Norwich," and in those days I think, I think it's probably not true, but I think as long as you had a pulse you could get into Norwich, OK. And I qualified with a pulse and not much more. And sure enough, I'm admitted to Norwich and I remember the first day I came here, Sarah. I drove up to the main gate in those days and I was 18 years old and I was driving the car, I'm a hot shot. Dad's in the front seat, Mom's in the backseat, kid sister is a couple years, three years younger, she's in the backseat. And I drove up to the gate and there was a cadet standing there and he had a couple of stripes on his arm. And I rolled down the window and I said, "Hey, where do you register?" he looked at me, no answer. And I said it quite, a lot louder, "Hey, where do you register?" no answer. Finally I whistled very loudly at him and he came over to the door and he put his nose through the door, right to my face and he said, "Mister, when you talk to me you call me 'sir,'" and my dad leaned over to me and he whispered in my ear, "I made it through this goddamn place and you'd better, too," my mother had tears in her eyes and my kid sister said that she thought that the cadet was very cute. (laughter) I remember that incident. SY: So you must have been, were you freaking out? Were you like, what the hell have I gotten myself into? DS: I was concerned. And at that point they separated us from our parents. (clears throat) They shaved our heads. And it's my recollection is they issued us an M-1, a rifle. SY: With no bullets. DS: No bullets. And we were told, "Never let it out of your sight," and "Say goodbye to your parents," and, "If you really behave yourself as a class and get recognized, maybe you'll get out of here for Thanksgiving, no guarantees," and then the parents were told to go down to the armory. And Ernie Harmon, Major General 4 Ernie Harmon was president of Norwich and my mother remembered that Ernie, who spoke with a real deep gravel voice said to the parents in essence, "Now why don't you all get the hell off my hill so that I can try to make men out of these pathetic boys." SY: Sounds like something Ernie Harmon would say. DS: That's exactly what he said. And that was it. They left and -- SY: Your father's like, what's going to happen to my little boy? DS: Absolutely, no question. That was my introduction. And I loved it. SY: Interesting. So when did you really start loving it? Right away? DS: I loved it the moment I got there. SY: Really? What did you love? DS: I loved the atmosphere, I loved the camaraderie, I loved the, everybody's doing the same thing, everybody's dressed the same way, nobody's different. SY: And what about that did you like? DS: I just liked the regimentation. I just felt that, this was made for me. And I also had the challenge. My father made it through, I could do it and I could have a better record than he did. SY: And do you think regimentation is part of why you didn't do so well in high school is that you didn't have enough regimentation? You think you were hungry for structure? DS: Oh, I'm a high school kid, you know, I'm chasing girls. I'm not interested in tomorrow's geometry assignment. That's no different than anybody is today, I think. But I loved Norwich. SY: So OK, so do you remember, OK, so you're getting your head shaved, right, so you're losing your precious hair. What are you thinking of while it's happening? Are you like, oh, I don't want to lose my hair? DS: I knew it was going to happen. It wasn't a surprise. SY: And then what about the first time somebody gets in your face and yells at you? DS: (laughs) It's all part of the orientation. You know, you know from day one that if you are a good cadet, a solid cadet, you're going to be in his shoes next year. You're going to have a couple of stripes on your sleeve and you're going to be yelling at next year's rooks. And it's all a big joke. SY: Yeah. Were there any kids who didn't make it? Do you remember? DS: Yes. Statistically, 51%, and I know this because I did some research on it, 51% of the cadets that entered with me in the class of 1960 did not graduate. SY: Wow, and did you -- DS: Now that is because of academics, because of military or because of honor code violations. So we lost 51%. SY: Did you lose any good friends? DS: Not that I can remember. I'm sure I knew them. Sometimes, I don't know if you, sometimes, I've bumped into my old roommate a couple of years ago at one of these reunions and he said to me, "Dick, do you remember the third guy that was in our room in Alumni Hall?" and I said to him, "Billy, we didn't have a third guy," he said, "Yes we did. He stayed only a couple of weeks and you and I woke up one morning and the bed was empty. He was gone," and I said, "You know, you're right."5 SY: You didn't know why, you didn't know -- DS: Just couldn't take it. SY: Yeah, just couldn't take it. So did you ever have moments of doubt, where you were like, am I going to be one of those kids? Or did you know you were fine? DS: I never dared to think that way. SY: Because your father would have killed you. DS: I was going to make it. It never occurred to me to leave. SY: Interesting. So what were your Norwich high moments and your Norwich low moments? DS: High moments, I think involved -- being here at Norwich, as a general thing, I was very proud of being here. I was very proud of the fact that all of the sudden I started to -- not immediately excel, but I started to handle my academic courses. I made good friends. That's something, Sarah, that I -- I think is so important about Norwich. The friends you make here in four years are lifetime friends. SY: Why do you think that is? DS: It's like no other college is, probably because of the fact it was a fulltime military school. Don't forget, in those days there were no women. Everyone, the draft was in, if you left Norwich your name, your deferment ended and you went right back into the draft. SY: So OK, but I'm confused. Because you're in that window post Korea, pre-Vietnam. Right? DS: Yes. SY: So there wasn't a draft (overlapping) -- DS: Oh there absolutely -- SY: There was? DS: There absolutely was a draft in 1960. The draft continued until just before Vietnam. Let's see, Vietnam blew up in 1963 or so. SY: Because that's, I've been confused about that, because I mean knew, and Korea ended when? Fifty? DS: Fifty-five, '56, no maybe '56. SY: So I thought there was a gap of, you know, I don't know, five some odd years where there wasn't a draft, but there was continually. DS: There was definitely a draft. And if you left Norwich, Norwich notified your draft board. SY: OK. And then you were going to go in without any control. DS: That's right. And you were not going in as an officer. SY: Right. Well that certainly makes leaving less appealing, too. So you were saying the friends you make at Norwich are the friends you make for life. DS: Yes. And that stayed, that's true as of today. We're a very, very tight group. Another high point, of course, would be graduation. My -- mother and father pinned my second lieutenant bars on. Dad gave me the first salute, I had to give him a dollar. Those are proud days. And academically I did well, I started to make the dean's list. SY: What was your major? DS: Business administration. I don't know if anyone's ever mentioned to you, but responsibility is something that they teach at Norwich. And cadet officers are 6 responsible for everything that happens or fails to happen under their watch. If a rook is not doing well academically, it's his captain's fault. And they would knock on your door during study hours and you'd better be seated at your desk reading a textbook and not a comic book. And there were certain hours that the upperclassmen were not allowed to bother you, academic hours, study hours. But once the study hours were over, then all hell broke loose. Then you're matched out into the halls and you're bracing and you're doing pushups and you're parading through the shower in nothing more than a raincoat and anything that the upperclassman can do to harass you. And then at a certain hour, get in your sack, go to sleep, it all starts again tomorrow morning. SY: Right, right. So did you end up taking on leadership positions in the Corps? DS: Yes. I was promoted my second year to cadet corporal. My third year I was cadet sergeant. My fourth year I was a cadet officer. SY: So what made, you think you learned how to be a good leader? DS: Absolutely. SY: So what made you a good leader? Do you remember a moment when you -- DS: No, there's not a moment. It's the combination of your training. The first thing a leader does is take care of his men. They're most important. Just because you have some stripes doesn't mean you can abuse anyone. And here at Norwich the rooks look at their cadet lieutenants and captains and majors and what have you and say, "That was me, they were me three years ago, four years ago," so that's something I have to aim for. SY: Mm-hmm. Yeah and did you feel, do you remember, I don't know, I was just thinking if there's a moment where you felt like you really excelled as a leader, and a moment when you felt like you failed as a leader? DS: I don't. I don't have specific instances. SY: OK, so we've talked about Norwich highs. And were there any Norwich lows? Failed tests to -- DS: Oh sure. But lows -- I'm hard pressed to tell you about any particular low. To me Norwich was just wonderful. I just could not have made a better choice, even though it probably wasn't my choice. SY: Did you get in trouble? DS: Everybody gets in trouble. Everybody walks tours. Everybody -- (laughs) I remember one time I, as a rook, I was coming up from the mess hall and rooks are not allowed to walk across the Parade Ground at that time. And I was in a hurry to go somewhere, I don't know. In any event, I started walking around, walking across the Parade Ground. And someone from a corner room in one of the, in the hall, I've forgotten the name of the, of it, right next to the -- the path, yelled at me and I turned around and I gave him the bird. And then next thing I knew there were two corporals escorting me up to the third floor room and I knocked on the door and I walked in and I never saw so many stripes in my life. This was a high-ranking junior cadet that I had just given the bird to. And he gave me demerits, that took me 10 hours to walk off. (laughs) Walk back and forth with a rifle. OK? And, but it's all in good spirit. SY: Yeah. What did you guys do for fun?7 DS: What did we do for fun? There were all kinds of clubs and activities. I'd have to go through the yearbook. SY: Were you a member of any? DS: Oh, yeah. And I don't remember, but I was a member of a number of clubs. And -- after the first year when you've got some freedom you could go to Montpelier. You'd grab a ride with an upperclassman, you didn't have a car. But you'd get to Montpelier and sometimes go to Vermont College, known as VC. SY: I was just going to say, what about the girls? DS: The girls, absolutely. Went to see the girls. And -- I don't know, we were so busy. SY: You didn't have much time for fun. DS: No. SY: Let's see. Who were your favorite professors? DS: By name? Oh boy. SY: Any that made an impression on you? DS: I liked most of the professors. I was a business major, I know I liked my English professor. SY: Was Loring Hart your English professor? DS: Yes. Yes, and subsequently president of Norwich. And I liked history. I liked the military professors. I won a prize as a freshman history, military history student. I was awarded a book as a prize, very nice. OK, that was about it. SY: All right. So it's getting to the end of Norwich, right, and you're about to commission. Right. So you know, where did you commission and what was that like? DS: Okay, okay. Let me back up a little bit. Before commission, in my class there were, some of us who thought we might like to go to graduate school. And we were ready to be commissioned and one of my buddies said to me that he was going down to Boston to take the law school admission test and I started to joke with him, I said, "What are you wasting your time for? You're not smart enough, you couldn't get into law school if you wanted to," he said, "I'll bet you $10 that you can't get into law school" and conditioned upon "if you do go down to take the LSATs, you've got friends at Boston University, you get us dates." I said, "Okay, you're on," so I called up my buddies at Boston University and I said, "Myself and a friend are coming down, we're taking the LSATs. We've got a three-day pass, we need dates," done, okay. So sure enough, we take the LSAT and both apply to BU and BC. We want to go to law school together. (clears throat) And he gets accepted at BC and waitlisted at BU. I get accepted at BU, waitlisted at BC. So that was the end of that. Also in my class another, two other guys went to law school, Doug Auer, who is now deceased, and Stan Brown, who is deceased. Stan and I roomed together in Boston. And we got our commissions with the rest of the class and we became what Alden Partridge who founded the school for, we became citizen soldiers. We had, we had, I was offered a regular Army commission, because I was a distinguished military student, which is a certain level of, of that and I turned it down, the regular Army commission, in order to go to law school. The Army said 8 to all of us who went to graduate school, there was also a couple of doctors and a dentist, out of our entire class that was it who went to graduate school, excuse me. And the condition was, yes, you can go to graduate school provided you're in the active Reserve while you're in graduate school. That means that each week you go to a meeting and you go to summer camp during the time you're in law school. Now we're second lieutenants. Which is fine. And that system worked out just great. Then I graduated from the law school. SY: Now hold on a sec. Hold on a second. Because it sounds like you sort of went to law school on a lark. You were like, I'll see if I can get in. DS: Yeah. SY: And then you're like learning tort law and was there a part of you that was like, why did go down and take those LSATs? Or did you discover that you really liked it? DS: Nobody likes law school. Anybody who tells you they enjoyed law school is full of baloney. SY: That is true. I've heard that before. DS: Okay. I think -- I did what was necessary to graduate from the law school. At that point I had no idea what I was going to do. I knew I could have my regular Army commission if I wanted it. And I -- I was just -- I didn't know what I wanted to do with the law degree. And I had to go in the Army, I owed the Army two years of active duty. The Army then came to me and said, "Well, Lieutenant Schultz, you are a Norwich guy, which we like, and a lawyer. You've passed the Massachusetts bar. We're going to make you an instant captain and we're going to put you in the JAG Corps, which is Army lawyers. And I said to them, "No you're not. I have had college right up to here. I don't want to be behind a desk. In the Pentagon or someplace like that. I am a commissioned armored officer and I want to be in tanks," and they said, "Well, it's up to you," I said, "That's right, it is," and so I said, "Where are you going to station?" and this is where the Norwich, what they call the "Norwich Ring Knockers Club" comes from, okay. Norwich takes care of Norwich. And they said, well, "I see that Norwich, well, we can make you this offer. You can stay at Fort Knox, Kentucky and be an instructor," I said, "That's not interesting to me," "Would you like to go to Korea?" I said, "Well, you know, that's a possibility, "Well, would you like to go to Germany?" I said, "Sold, OK, Germany sounds great, send me to Germany," and so a matter of a few weeks after graduating from law school, I reported to Fort Knox, Kentucky, I did some training in Kentucky and then they shipped me off to Germany. Which were, among, Norwich and my active duty time were the most formative years of my life. Both in a very positive sense. I reported to my commanding officer, who was at that time Colonel Frank B. Clay, son of Lucius Clay, who was a famous World War II general and in charge of Germany after the German surrender. Well, Colonel Clay, I went into his office and he has all my, he has my what they call a 201 file, he has my file on his desk and he said, "I'm so glad you're from Norwich," he said, "I am a very busy guy. The only officers I want in this unit are West Point, Norwich, VMI and the Citadel. I don't have time for the others," I 9 said, "Yes, sir," I'm assigned to what is called the Second Armored Cav which is a very, very prestigious outfit. SY: That's my phone. I'm sorry. DS: That's OK. I wanted to ask you if we're doing all right. SY: We're doing great, we're doing great. I'm getting really interested in hearing your stories in Germany. I just have my phone -- DS: Am I getting too detailed? SY: No, no, no, no. This is great. I want to hear about all this stuff. By the way, what did this, your commanding officer, what did he think Norwich grads had that other officers didn't have? DS: OK, we back on? SY: Yeah, yeah. I never actually paused it. Kept it going. Edit out. DS: Well, Colonel Clay, one of the most respected leaders I've ever met, I just loved him, he became a major general -- he wanted the training that came from a military college. He didn't want the ROTC. So anyway, I was about to tell you, the Second Armored Cav is a unit where in, where regular officers go to what is called "get their ticket punched for higher advancement." How in the world they took a reserve officer like me, with a law degree and put me in the Second Cav is beyond me, it belonged to somebody who was going to make a career out of the Army. And it was a wonderful assignment -- we were on what is called the, what was the East German / West German / Czechoslovakian border, known as the tri-zonal point. On one side is a minefield with watchtowers and East German / Russian soldiers looking at us through binoculars and we're patrolling a dirt path, fully armed, which made it a very, very unusual outfit after, in the Cold War. Fully armed, reading to protect ourselves and our only job as border patrol people was to give early warning in case they came over the border. We were much too small a unit to stop them -- our job was just to say, "They're coming, get the hell out," and -- it was so much more interesting than a garrison job because this is something that was very, very necessary and important in the Cold War. SY: So what was a normal day like? DS: Well, you went out on the border for a month at a time and you stayed, after a month you rotated back to your home, "concern" it was called. And you stayed there for two months and then you'd go back out again. What was it like? You lived out in the woods. You slept out there. You patrolled 24 hours, 24/7. You had listening posts. And -- you made sure that they didn't come over. SY: What was a listening post? DS: It was really very, very close to the border with microphones, to see if anybody was trying to sneak over the border. SY: So did you catch anybody sneaking over? DS: I never did. SY: You never did. DS: No. SY: So OK. So were there also any civilians attempting, they wouldn't cross at that point, that point to cross, there were tons of people with guns.10 DS: Yeah, yeah, but there's tons of crazy people. Don't forget, a border is a two-way street. It keeps them out and it keeps us in. So we didn't, we didn't have much of a problem. But we were ready in case there was a problem. SY: Was there ever a time when you thought you guys were going to -- DS: There was a couple of scary times. SY: Tell me about those. DS: One time, you've got to picture, you're in a Jeep. And you're not very well protected. You're patrolling this dirt path. And all of a sudden we heard (machine gun SFX) and we saw about 100 yards in front of us the dirt kick up. Well, if I'm going to, my grandmother, if she wanted to shoot us, wouldn't miss by a 100 yards. They had no intention of hurting us. It was harassment. But we were right there in so-called front lines. So we make a telephone call to Air Force jet fighters who are constantly monitoring the border and we give them coordinates and in a matter of a few minutes, along comes this jet fighter, zooms right over our heads and stays on our side of the border, but makes a ton of noise. And what does that do? One, it scared the daylights out of us, but we knew they were coming. He was coming. And second, it showed whoever fired on the other side that this is not just a Jeep, it's the United States of America. And we're going to protect our people. So this was the type of thing. And -- SY: Any other scary things? DS: Yeah, there was one other one. I was patrolling the border and there was a -- a train, a train trestle on top, a little bit of a tunnel, tunnel is just the width of a train and I came up on my side of the tunnel and my counterpart, an East German or a Russian, came on the other side and we just simultaneously looked at each other through the tunnel. And before I could do anything, my gunner, who was right over my head with a machine gun, turned the gun toward the Russian or East German and all I heard was click, click, click, he armed the machine gun and before I could say a word I was thinking, don't shoot, don't shoot, don't start World War III, and the Russian on the other side looked at me and yelled, "Amerikanisch cigarette? Amerikanisch cigarette?" and I yelled, "Nein, nein," and I told the driver, "Move," and that was the whole, the whole thing. SY: Interesting. So he was actually, he, huh, he actually thought you guys might be able to connect. DS: Oh, what we wanted me to do was throw him a pack of American cigarettes. SY: Cigarettes, for sure, but still -- (laughs) DS: Yeah, but he was not the good guy. SY: OK. So you're out in the field. You have a couple of incidents like this. DS: Yeah, but that's over a two-year period. SY: Right, most of it is probably boring. DS: It was fun. It was fun. SY: How did you guys entertain yourselves? DS: We were single. And the exchange rate was four to one. I think we were being paid somewhere around $230 a month as lieutenants, times four, makes us rich. We could buy anything. On the German economy. A Volkswagen cost $600. A Mercedes I think was somewhere under $2,000, maybe $1,800. OK? We were 11 very wealthy guys. I roomed with a fellow who's a West Pointer, we lived off base. We had a poodle dog who rode in our tank. We both had Volkswagens. SY: Wait, wait, wait. You had a poodle who rode in your tanks? DS: Oh, absolutely. He was the tank commander. (laughs) SY: That's hilarious. DS: Yep. And he came to work. And when we weren't out in the border, he came to work with me every day. He was very good. And toward about I would say -- oh, six, nine months before my tour ended, Colonel Clay came to me and he said, "I need an assistant S-1, which is a personnel officer at regiments. Would you like to come up to Nuremberg and work in the headquarters?" I said, "Sure," and he, I moved up from a town called Bamberg to Nuremberg and I was a regimental assistant S-1, which is personnel. And that's when my roommate and I lived together in Nuremberg and it was a good life. Yeah. SY: It sounds like it. DS: Oh, it was not roughing it. And after my time came up and I rotated home and that's when we get back to Brockton. SY: Yeah. And had you thought about staying in at that point? DS: Yes, I did think about it. This Vietnam had -- I couldn't point out Vietnam on a map, this was 1962, I'm sorry, mistake, 1965. And I -- we didn't even know where Vietnam was. Everything was nice and quiet, it was good. And I always thought of staying in, but then with the law degree and my parents were so happy their son was a lawyer, I came back to Brockton. And started a law practice. In those days, this was 50 something years ago, in those days you could do that, you could hang out a shingle and you could say, "Here I am, I'm a lawyer, I'm very well known," the name is known in Brockton -- I became an assistant district attorney. I prosecuted because of connections, that happens. I prosecuted some attempted murder cases, rape cases, things like that. And then I decided, time to go to work for myself. And opened an office and defended the serious felonies. And divorces and breach of contract and what a general practicing lawyer does. And I enjoyed it very much. SY: Yeah. What did you like best? Did you like being a prosecutor? Did you like being defense? Did you like? DS: I enjoyed both ends of it. I didn't stay a prosecutor very long. Just long enough to get what they call "experience at government expense," that's how you learned to try a case. Let the government pay you to screw up their assault case, rather than let the client pay you and say you're the worst lawyer he's ever had. SY: There you go. DS: So let the government pay for it. So then we start to practice law. And I'm still single. And now I've got, now I'm 28 years old. And I'm talking to my, about one of my very, very, very close friends, who's now married and I had met his girlfriend before I, while I was in law school, I said, "How about that girl you were dating when I was in law school? She married?" he said, "No, she's not married, I think I still have her number," then he gives me her number, I call her up, I make a date with her, she remembered having met me and we get married. And we've been married now for 49 years. Two children. One lives an hour from us in Massachusetts in Sharon, two grandchildren. And another one lives in 12 McLean, Virginia, which is an airplane ride. And he has two children. So that's jumping the gun, that's getting the children, but I think you probably want to know what I did in my law practice. SY: Yeah, I want to go back to Germany for a second. Because I think, you know, one of the benefits of getting someone from a place like Norwich, right, is in addition to the military training, you've also taken some history classes, right, taken some English classes and maybe taken a sociology class or two, so when you were in Germany, did you have a sense of like the politics or what was going on? Were you thinking about that? Or were you just kind of just keeping your head down? DS: The German politics? SY: No, the politics of the Cold War. Were you like sort of aware of the role you were playing in US foreign policy, were thinking about that when you were in Germany? DS: This was very much the Cold War and the answer to your question is definitely yes and it brings to mind a very serious incident that happened. I was there when President Kennedy was assassinated and I remember being in the officer's club after hours and don't forget, this is a time when there was no Internet, no telephone communication, no news that, you didn't know what was going on. And the officer of the day came into the officer's club and very dramatically, just almost like you would see in the movies, went to the bar, took a piece of silverware and banged on a glass for quiet. And I remember that he said, "Gentlemen, the president of the United States has been shot," we didn't even know if he was alive, OK, "Everybody man your battle stations," we did not know if this was a Russian conspiracy. We had no idea what had happened and we all got in our tanks and we all rushed to our stations on the border, the entire regiment went to the border. And our guns were loaded and they were pointed toward Russia, so to speak. And we sat there for three days not knowing what had happened to Kennedy and finally the word came out that Kennedy had died and that this was not a conspiracy from the Warsaw Pact and everybody returned to their base. Very scary. And just like in the movies. SY: Yeah. And did you sort of live with this fear that World War III was going to start? I mean, you're right on this border, you see everybody armed, the Cold War is quite literal to you and it's not so cold. DS: It's a terrible, psychological and dumb feeling when that happens. Because here you are trained to do a job and we sat out there and everyone had the feeling, we hope this is a war because we're Americans, we're the good guys, we're going all the way to Moscow, nobody can stop us, bullets will bounce off us, we've got the white horse. What an immature, dumb mindset. But that was the feeling. Let us go. We'll teach these sons of bitches that shot our president a lesson. SY: And you think that's just being 24? DS: That's being 24 and macho. SY: Oh, yeah. So it's interesting, it's sort of amazing to me thinking about this border with sort of armed kids on either side.13 DS: Eighteen year olds. SY: Both feeling that way and you know, it sort of seems like the Cold War could have gotten hot accidentally very quickly. DS: Oh, no question about it. SY: Why do you think it didn't? DS: Leadership. Leadership. At the officer level. The lieutenants knew that it would be their necks if they fired the first shot. And the training that the officers gave the enlisted personnel -- "You don't have to agree with me, but do what I say. And I'm telling you, you don't fire the first shot," and it worked. SY: Do you think you were a good leader? DS: The Army thought I was. I was promoted to captain. I was recognized as a good leader. SY: Sounds like you were a good leader. DS: I think I was. I did my best. I did my best. And when I came back from, when I came back and I decided to practice law, I still owed the Army some time, Reserve time. So I stayed in an additional Reserve unit and for a total of seven years commission time. Two years on active duty and five in the Reserves. Three during law school, two years active duty and two more. SY: And were you scared that you would have to go to Vietnam? DS: No. SY: No, because you were -- DS: No, they didn't need me at that point. SY: Okay, so let's talk about your law practice. How do you think your training at Norwich and your time in the service affected who you were as a lawyer? DS: Good question. How did it affect? I was very surprised that when I came back in 1965, you couldn't, a lawyer couldn't advertise. The rules have changed. You could put an ad in the paper saying you're opening an office, but that was the extent of it. So the only way a lawyer could get to be known as a practitioner was frankly to run for political office and hope to lose. (laughter) Because you don't want the job anyway. And that's what I did. There were -- three openings on the Brockton School Committee and there were six candidates, I was one. Being a candidate permitted me to advertise my credentials in the paper and to go to the League of Women Voters and this club and that club and talk to people. And at Election Day, thank goodness there were three openings, I came in fourth. Thank god, because I didn't want the job. But I advertised and I found that World War II veterans, Korean veterans were very interested in a Cold War veteran. And Norwich, to the military, whether you're a Norwich guy or an enlisted soldier, it means something. It's got credentials. Everybody goes to Boston University and Boston College and Harvard Law. In all my practice no one ever came into my office and said, "Before I hire you I want to know what law school you went to," never ever once asked that question. But if they saw my Norwich diploma on the wall and they wanted to talk about it. SY: Hm. Do you think it's that because lawyers have reputations at times for being like shysters, right? DS: Oh, absolutely.14 SY: So do you think they were like, okay, maybe this guy has integrity because he has this background (overlapping dialogue; inaudible)? DS: Maybe that was their thinking, I can't get in their heads, but I think to a lot of my clients, businessmen and defendants as well, the Norwich diploma on the wall didn't hurt. SY: Yeah. Hey, what case are you most proud of? DS: I can't pick one. I really can't pick out, that goes back too far, I've been gone a long time. But -- and I also, I'm also thinking in, you know, this idea of Citizen Soldier. SY: Yeah, let's talk about that. DS: I also became very involved in Brockton itself. I was appointed a member of the Brockton Planning Board, the zoning board, the Consumer Protection Agency. I was president of the Jewish Community Center in Brockton and it evolved into a larger geographical area, the South Area Jewish Community Center. I just volunteered my time, not only because it's the right thing to do, but it was the right thing to give back to the community. SY: So hold on. I didn't realize you were Jewish. So now I have some questions. So first of all, what was it like to be a Jew at Norwich in the late '50s? There weren't that many. DS: There weren't that many. Good question. SY: I should have -- Schultz, I should have -- I thought about German, yeah. DS: Yeah, no big. There weren't a lot but there were some. I can't remember a single incident at Norwich of anti-Semitism. As far as my friends were concerned, that never ever came up. I was extreme comfortable. SY: Interesting. And did you go, let's see, because on Sundays people go to chapel, but there's a synagogue in Burlington. DS: There also, in my time was one in Randolph. SY: Really? DS: Yeah. I don't know if there is there anymore. SY: I don't think so. DS: But there was a rabbi in Randolph and there were, I would say maybe 20, 25 Jewish students. And we arranged for the rabbi to come up here and conduct services for holidays, right here on campus. SY: So you would do like Rosh Hashanah, Yom Kippur. DS: Yeah, if we weren't home, the rabbi would come up. But specifically to answer your question, it never was a problem. SY: Now that's interesting. I also interviewed a woman in town, Phyllis Greenway, and she remembered a song that one of the fraternities sang. This wasn't an anti-Semitic song, it was a funny song, that sort of had like a vaudeville flavor that involved a Jewish student, I don't remember what it was, but you don't remember a song? DS: No, but she, what was her position? SY: Phyllis? Oh, she was the girlfriend and then the wife of a Norwich student, and I think he lived in a house off campus and they had a -- okay, so -- DS: Was he a civilian?15 SY: No, no. He was, OK, wait, hold on. So then I think you being in Germany has a whole different valence. This is post Holocaust, you're this Jewish kid, you're going to Germany, right? DS: Yeah. SY: I mean first of all your parents were probably like, what the hell are you doing? DS: No, the only instruction my parents had was, "Don't bring home the daughter of a Nazi." (laughter) SY: They said don't bring home a shiksa, don't bring home a Nazi shiksa, that's it. (laughs) DS: Right, right, right. SY: But here you are in Germany. You're dating all these German girls. You're enjoying the German life. Did you think about being a Jew in Germany? DS: No, no, no. It's a very interesting thing, no. We, my roommate and I visited Dachau. And we were, of course, he wasn't Jewish but he was from West Point and one of my closest friends to this day and it just, Sarah, was never an issue. SY: It doesn't sound like it was something you were thinking about that (overlapping) -- DS: I wasn't thinking about it. I was very aware of the fact that when an American officer, emphasize "officer," walked down the streets of Germany in 1963 and if the street was narrow, the German citizen would give way to the American officer. They're very conscious of a caste system. This is going to be very difficult to describe, I think in this oral history, but the other thing that I remember to this day is when we drove our tanks down some of the narrow roads of Germany in 1963 and there's still some damage, everything had not been built up, if the scene had been transposed from Germany to the United States, an American seven- or eight-year-old kid seeing a tank go by would wave to the tank, the tank would wave back to the kid. In Germany the 10-year-old kid doesn't wave, he raises his right hand to the tank. In the salute. And we were very conscious of that. How they get that -- SY: And it's the Sieg Heil salute, right? So did it -- DS: Yeah. It was a tank. Germans love tanks. They've got tank mentality. They'd rather have a tank than 10 Mercedes. Yeah, they didn't, we were very conscious that the German kid did not wave, he saluted. SY: So it was a militaristic society. Yeah, yeah. And did you, when you were sort of hanging out with German girls, did you mention that you were Jewish? Or was it something, did it not come up? You didn't think about it. DS: Never thought about it. If they knew, fine, who cares? SY: Interesting. And did you, you were there for nine months. Did you celebrate any holidays? DS: Oh, I was there for 18 months. SY: For 18 months. So did you celebrate any holidays there? DS: Oh, yeah. SY: So where did you go? DS: Right there on the post. SY: There were enough men for a minyan.16 DS: Oh yes, absolutely. Are you Jewish? Oh, I didn't realize that. How do you spell your last name? SY: Yahm, Y-A-H-M. DS: YHM? SY: Y-A-H-M. We don't know, we don't know where it comes from. Sea in Hebrew but, yeah. DS: So this must be interesting to you, then. SY: Oh yeah, very interesting. That's why I was like, wait a second. I didn't realize that. Yeah, yeah, so that's interesting. But there are no, I mean but you weren't worshiping out in the community, you weren't going to like a synagogue in the community, there weren't any. DS: No. There weren't any. I wouldn't have understood them anyway. They'd be in German. Yeah. I should have known, bring home a shiksa, I should have picked that up. SY: You said the shiksa, exactly. (laughter) DS: Okay. SY: And that's interesting, too, because your dad was in career military, that was -- DS: No, he was a Reservist. SY: He was Reservist, but still, that was unusual for a Jewish man in that era. DS: Yeah. SY: Yeah, so how did he -- DS: I don't think he had any trouble. SY: But I mean, how did he get into that path? Like where did your family come from? Did you immigrate? Like what was the deal? DS: The usual story from Poland, from Russia. He's first generation, I'm second generation. He came to Norwich on an academic scholarship, my dad did. And I don't think he had any clue what he was getting into. But I think he -- was of a mindset that nobody's going to throw him out of here. SY: So he was a public school kid who did well and got the scholarship? DS: Yeah. SY: And this is in Brockton? This is in Brockton? DS: Yeah, in Brockton, yeah. Class of 1934, look him up in the yearbook. SY: Interesting. Okay. So he gets a scholarship, he gets up here, he's being sent into the WASPy wasteland, right? And then here he is and he did well and then he stayed in the military. DS: Reserve. SY: Reserves. DS: Don't confuse them. Reserve. Yeah, and then he got called up right after Pearl Harbor. SY: Okay. And then what did he do for a living? DS: He was in the real estate business. And -- Brockton at that time was a town of about 55,000 people. Everybody knew everyone. Everyone knew everyone who was entitled to be known. You walked down the street, it was safe. Today it's a city of well over 100,000 people. If you walk down the streets of Brockton you'd better have a flack vest and a helmet on. Because it's a tough town. But it's changed, yeah.17 SY: Has that been sad for you? DS: I'm sorry? SY: Has that been sad for you, to see your hometown change? DS: Yeah, yeah, it was too bad. Good for business. A lot of criminal work. (laughs) SY: There you go. (laughs) DS: What are you going to do? (laughter) So, want me to continue? SY: Yeah, yeah. DS: OK. So anyway, I'm very, very proud and loyal with Norwich. I think these formative years here are just invaluable. I started a Norwich Club on Cape Cod, for Rook Sendoff, you've heard of those. We started the first year with about 15 people in attendance. We now have over 200 that come to, it's the largest sendoff in the country. Rich Schneider comes down, he stays at my house, OK. Or at General Sullivan's house. Gordy lives about five miles from me. SY: Oh, he's out on the Cape, too? DS: Yeah, he's got a summer home. SY: Oh, I didn't know that. And you guys were in school together at Norwich. DS: He was class of '59. He lived across the hall. SY: Hah. Were you buddies? DS: So much, not close. Became better friends later. Carlo D'Este, who I mention, Carlo, if you look up Carlo, he was class of '58, he runs the Colby Symposium. He lives five miles from me. And Rich doesn't always stay at my house. One time he couldn't stay at Sully's. But he and Jamie come down. SY: And this is Falmouth. DS: Falmouth. Yeah. So we start the club and we got so large a few years ago that we had to change venues because we were afraid the fire marshal was going to come in and close us down. We have a golf tournament. Good leadership. I formed this club, I got this club going and then I got a successor, so I'm no longer president. This is good leadership. Yiddishe cup. SY: I was just going to say, (laughter) you're using your noggin. (laughter) DS: So what else can I -- I served on the Board of Fellows at Norwich. SY: (phone rings) Hold on, it's going to pass in a second. We're just going to wait. Have to wait 30 seconds for it to pass. Dadadadada to my phone. I should have put it on silent but I forgot. There we go. Delegating. Yiddishe cup, that's where we were. DS: (laughs) Oh, I served two terms on the Board of Fellows. Loring Hart appointed me. And I come up here with the great class of 1960 for, every year we have a mini-reunion. And I am very, very honored. I'm only a captain. Everybody in my class is a colonel and I am the guy that leads them onto the Parade Ground, okay, with The Guidon. You've probably seen these parades. That's nice. We're very tight, we're a very close group. SY: What do you think a Citizen Soldier brings to society? Like what you do think, versus somebody who's a career military guy, like how do you think your perspective is different? Because Alden Partridge was like, "We don't want a standing army, we want citizen soldiers," right? DS: Yeah. SY: What are your thoughts about that?18 DS: I think we need Citizen Soldiers. The mindset is different. The Citizen Soldier in business can't simply say, "This is an order, do it," because he's going to get nowhere. He has to be probably a little bit more diplomatic. He has to remember who he's talking to. He has to cajole, beg, borrow and barter. The career army officer that's wearing eagles on his shoulder or stars might have a more difficult time coming back into business because he's not used to asking for anything. But yet they do very well. The smart career officer that retires, especially one who has been in the Pentagon, retires with his Rolodex and can work wonders in military business. And there's an old saying in business, that you know you're important when people return your phone calls. And people return phone calls to generals and colonels. They don't necessarily return phone calls to the lawyer. Because they don't know if they're being sued or what's going on. SY: Or if they're going to get charged for it. (laughs) DS: That's right, that's right. That's right. But I think in retrospect, if you had asked me, what would I change -- I think I would answer you by saying, "Not a damn thing." SY: Hey, that's a good way to view your life, huh? DS: I think that I wouldn't, I would not change anything. I am very, very proud of my association with Norwich. Excuse me. I am extremely proud of my children. They've done very, very well. They're college graduates with advanced degrees. Neither one decided, wanted any part of Norwich. Maybe because of the information that I've given you today. It's kind of tough for a legacy because you want to do better than your predecessor and this is very self-serving, but I think I would be a tough act for them to follow. And I think that was, that was -- grandchildren are doing very well, one's in college. Another one is a tremendous athlete that's never met a sport he doesn't like. The others are kind of young right now. We have a wonderful relationship. My marriage is wonderful. It's, in fact it's one of those situations where my wife was saying to me the other day, "Some days I'm mad as hell at you and could kill you, but I could never live without you," and I thought that was pretty nice. SY: That was very sweet. DS: Yeah. What else can I tell you? SY: I don't know, that's good. And I also, we've been, I want to make sure you can get up to the president's house. DS: Oh, he'll wait. (laughs) SY: Oh yeah, all right. Because you're from the amazing class of 1960. DS: No, I will be on time, I've got time. SY: Yeah, I know, you sort of -- DS: I have such respect for Rich Schneider. I think he is the best thing that has ever, ever happened at Norwich. I think we're going to hard pressed when he retires. And hopefully we can pressure him not to. (laughs) SY: I'm not sure that he feels that way. (laughs) DS: No, I don't either. SY: Let's see. We talked a little about Citizen Soldier, we talked a little bit about service. And it seems like you talked about service to your community in 19 Brockton. Do you think service was something you learned at Norwich? But it also was something you learned growing up. DS: Yes. Service to the community. I owe the community. The community was very good to me. The community -- the community not only was good professionally, but I think respected what I do, who I am, where I've been. Everybody knows that I was in the service, everybody knows I was a Norwich guy. Where I live now, I wear by Norwich sweatshirts. I'm a Norwich ambassador, I love talking to potential students. I go out of my way to meet with them. SY: What advice would you give a rook coming in now? DS: The advice I give them is if you haven't been up to the campus on the hill, call the admission office, arrange for a tour and see what it is. See what you're getting into. I do not have much contact with civilian students. I'm not a big advocate of the civilian population, which comes from, where I'm coming from. But not that I turn them down or anything, but I just don't go out of my way. I'm much more interested in the kid that wants to be a cadet. SY: I don't know. Any last closing thoughts? Are we? DS: A closing thought? I hope this has been helpful. SY: Very helpful. DS: I hope it's not too abstract. I can't imagine why anyone would want to listen to it. SY: Everybody feels that way. DS: Do they really? Okay. SY: I bet if General Sullivan were sitting here he'd be like, "Why does anybody want to hear about my life?" DS: He is so smart. He is so polished. When General Sullivan speaks, do you remember an old ad that used to be on television, people are in a dining room and one, one table over there says, "My stockbroker is Merrill Lynch and they say," and then the whole screen goes silent in the dining room. When Gordon Sullivan speaks, people listen. He is so smart, so polished and such a wonderful person. SY: Was he like that at 20? DS: Yeah, good guy, good guy. Everybody liked him. SY: Yeah. So you weren't like, he has the authority to -- DS: He was a buck private. SY: I know. DS: Okay? Nobody thought he'd make corporal. When he got commissioned there was a, "Really?" (laughter) SY: A nice guy, but I didn't think that was going to happen. DS: Right. SY: So funny, you never know. Right? DS: Right. SY: You never know. All right, well I think, I think that's about it for my questions. I enjoyed this. DS: Okay. SY: Are you eating wheat this week? Or are you not eating -- DS: No, I've got some medical problems. I have -- END OF AUDIO FILE
ENGLISH ABSTRACT My argument, that draws heavily on the works by scholars of social and welfare policy as, among others, Gosta Esping-Andersen (2002, 2013), Bruno Palier (2010, 2012), Brian Nolan (2013), Bea Cantillon (2011, 2012, 2013), Anton Hemerjick (2011, 2012, 2013, 2013, 2015), Maurizio Ferrera (1993, 1996, 1997, 2000, 2000, 2012, 2013), and Chiara Saraceno (2011, 2013) regards social investments as a twofold product of the neoliberal workfare model (Jessop 1990). On the one side, social investment prescriptions are to be understood as a counter-reaction to the neoliberal project of "rolling-back" the public sector involvement in social security. Social Investment infuses public intervention of a new centrality, one that finds its raison d'être in the need to mitigate the disruptive impact of market forces on social cohesion, as well as in the potential of welfare programs to foster individual productivity and sustain growth in post-industrial economies. On the other, social investment demonstrates a degree of continuity with elements of the neoliberal ideology, with particular respect to the stigma placed by the latter on unproductive, 'passive' entitlements, but also concerning the favor accorded to principles of welfare governance such as customer's choice, multi-level provision, and accountability The welfare system intended by proponents of the social investment model is meant to function in a radically different socio-economic context from those of the 1950s or even the 1980s. During the last three decades, along with demographic changes, European countries have witnessed the consolidation of a new service economy marked, as Andersen observed, by an increasing correlation between prosperity and the 'diffusion of knowledge and innovation' (2000). In the post-industrial knowledge society, goes the adage, human capital has become the prime engine of growth – a doctrine crystallized by the European Council in the Lisbon Agenda's notorious passage 'people are Europe's main asset' (European Council 2000). This PhD research project takes issue with the social investment paradigm, in particular the claim that a functionalist childcare strategy constructed upon the needs of currently employed individuals can prove effective for decreasing inequality in educational opportunity across socio-economic groups (SEGs). I advance the view that recent efforts to recalibrate welfare states towards activation policies have generated irregular dynamics of early childhood services expansion. Whereas over the last two decades both the number of day-care centres and overall participation rates in formal childcare have increased across the European Union (EU), this broadening of provision has not been accompanied by an equally broad commitment to create a universal legal entitlement to childcare. Likewise, EU countries have often been found wanting in enacting adequate measures to remove financial and cultural barriers preventing families with low socio-economic status from taking up more hours of formal early education. The PhD focuses on the case of early childhood governance in the Autonomous Province of Trento / APT (Italy) throughout the 1995-2015 period, which makes for a paradigmatic example of social investment-inspired childcare strategy. Over the period in question, renewed public investment has raised childcare participation considerably in the APT, but concurrently it fell short of setting the foundations for a universal model, capable of ensuring access to all SEGs. Overall, the research points to the emergence in the APT of "twin fault lines" of childcare fragmentation, between socio- economically distinct groups and between providers. The socio-economic fault line refers to the unequal distribution of childcare across SEGs, telling apart affluent families from those that struggle to shoulder childcare costs. The second line touches upon the remarkable cleavage in training and qualification requirements that separates the staff employed in day-care centres under public jurisdiction and private providers that are exempt from compliance with these norms. With respect to the 'socio-economic fault line', childcare policies in the APT have followed a choice- increasing pattern, which ensued the rise of para-public and private day-care centres, as well as of family-based services. Whereas the Regional government has attempted to ensure equal access through means-tested subsidies and voucher schemes, both public and non-public centres still present flat fees and higher tariffs that run the substantial risk of crowding out low-income families. In general, the distribution of childcare remains dramatically skewed along socio-economic lines, with higher-income families recording much higher participation rates. Concerning the 'professional fault line', over the same twenty-year period, a concurrent trend of increasing staff professionalism has run parallel to the expansion of services in the APT. Since the late 1990s, both minimum qualification and training requirements for childcare staff have been raised from secondary school to a bachelor's degree in a field related to psychology or education. Applicants are also required to have undergone a minimum of 200 hours of training/practice. Whereas such reforms have translated into a significant upgrade of entry level qualifications for early years practitioners, pointing to a shift towards increasing professionalism in the sector, these regulatory changes have only applied to the public and para-public sectors, leaving fast-growing private and family-based services largely unaffected. ABSTRACT ITALIANO Background Il tema centrale di questo progetto di ricerca, che prende le mosse dai lavori condotti da studiosi di politiche sociali e sistemi di welfare quali, per citare i più noti, Gosta Esping-Andersen (2002, 2013), Bruno Palier (2010, 2012), Brian Nolan (2013), Bea Cantillon (2011, 2012, 2013), Anton Hemerjick (2011, 2012, 2013, 2013, 2015), Maurizio Ferrera (1993, 1996, 1997, 2000, 2000, 2012, 2013) e Chiara Saraceno (2011, 2013), è un'analisi del graduale processo di consolidarmento di un nuovo paradigma welfarista, conosciuto come 'social investment', o 'welfare dell'investimento sociale'. L'emergere di questo approccio, che ha investito tanto la sfera della governance quanto quella relativa alla sostenibilità finanziaria della spesa sociale, ha acquisito forza in Europa a partire dalla seconda metà degli anni Novanta, ed è stato definito come un duplice prodotto di quella che Jessop (Jessop 1990) ha definito la natura lavorista del welfare neoliberale, il così detto workfare state. Alla stregua di questa intuizione, il paradigma del social investment può essere considerato, al contempo, come un contraccolpo, una reazione, all'idiosincrasia liberista verso il dominio pubblico della sfera sociale, affermatosi con prepotenza nei decenn successivi alla Seconda Guerra Mondiale, e come una manifestazione di continuità con alcuni dei principi cardine che, invece, caratterizzarono dal punto di vista organizzativo il sorgere negli anni Settanta e Ottanta di un'alternativa ferocemente anti-keynesiana all'amministrazione del welfare. Se dunque, da un lato, il paradigma del social investment ha infuso di una nuova legittimità l'intervento pubblico nel campo socio-assistenziale (ma anche educativo), legittimità che trova nella tutela della coesione sociale e nella protezione del cittadino dalle forze centrifughe del libero mercato la sua raison d'être essenziale, esso ha comunque mantenuto un alto grado di scetticismo verso la 'passività' degli strumenti di protezione tradizionali, caratteristici della fase espansionista nota come Trentennio Glorioso (1945-1975) e giudicati gravemente inadeguati alla realtà post-industriale del XXI° secolo. Contrariamente al modello welfarista post-bellico, lo Stato dell' investimento sociale ha infatti quale focus d'interesse primario le politiche di attivazione, conciliazione e, in termini più generali, i programmi funzionali ad incrementare lo stock di capitale umano a diposizione dell'economia nazionale, ritenuto fondamentale per sostenere la crescita, sempre più vincolata a settori ad alta intensità di competenze ('skill-intensive'). Ma, se il superamento dei vecchi paradigmi è una mossa dettata da esigenze di adattamento, o di ricalibrazione, a un contesto europeo in profonda trasformazione, la transizione iniziata negli anni Novanta ha anche ridisegnato, in chiave produttivista, il rapporto esistente tra Stato e cittadini, i quali, non più beneficiari garantiti di un regime di sostegno, si sono visti trasformare a tutti gli effetti in attivi fautori della propria dimensione di sicurezza. A cambiare è stata la ratio profonda dello stato sociale europeo, che da "rete protettiva", tesa a tutela di lavoratori e famiglie dai rischi intrinseci al sistema economico industriale (disoccupazione, infortunio, malatia, vecchiaia), diveniva un "trampolino di lancio" nell'economia della conoscenza ('knowledge economy'), una complessa rete di programmi e policies "capacitanti", o di empowerment, orientata a fornire pari opportunità di ingresso e permanenza nel mercato del lavoro a qualsiasi individuo abile, indipendentemente dal genere o dalle condizioni socio-economiche di partenza. Il paradigma dell'investimento sociale si regge, dunque, su tre ipotesi centrali: (i) nel contesto economico post-industriale un ampio bagaglio di competenze (cognitive, sociali, comunicative) rappresenta la più efficace risorsa sulla quale il cittadino possa contare, ai fini di assicurare la propria sicurezza economica; (ii) responsabilità dello stato sociale moderno non è più quella di gararantire il soddisfacimento di una filiera di bisogni essenziali, o diritti sociali acquisiti, bensì creare le condizioni per le quali i cittadini possano, in autonomia, sviluppare le competenze necessarie a raggiungere una condizione di sicurezza; (iii) una società composta da cittadini competenti, equipaggiati degli strumenti appropriati a prosperare nell'economia della conoscenza, è anche una società inclusiva ed egalitaria, e dunque operare per incrementare il capitale umano di un numero sempre maggiore di cittadini significa, implicitamente, muovere verso una riduzione delle disuguaglianze sociali esistenti. In questo nuovo contesto, come è evidente, i sistemi di istruzione e formazione hanno acquisito una rinnovata centralità. I servizi socio-educativi per la prima infanzia, in particolare, sono stati oggetto di una radicale riconfigurazione: da strutture profondamente connotate in senso conciliativo-assistenzialista, finalizzate primariamente a favorire la permanenza all'interno de mondo del lavoro di un numero, relativamente esiguo, di madri lavoratrici, a settore strategico per lo sviluppo precoce di competenze, passaggio imprescindibile per il raggiungimento di quegli obiettivi di crescita economica ed inclusione intrinseci alla strategia dell'investimento sociale (Heckman and Carneiro 2003, Heckman, Stixrud et al. 2006, Cunha and Heckman 2010) Ipotesi e domande di ricerca Questo progetto di prefigge un duplice obiettivo d'indagine. Il primo, in linea con l'approccio discorsivo-istituzionalista definito da Vivienne Schmidt (2006, 2008, 2011, 2015, 2016), consiste nel fornire una ricostruzione della traiettoria di istituzionalizzazione seguita dai servizi socio-educativi per la prima infanzia, in Italia e in Trentino, nel corso degli ultimi 50 anni; un resoconto storico capace di mettere a fuoco i momenti chiave nella lenta e frammentata transformazione del settore da servizio residuale ai margini della tradizionale architettura welfarista, a sfera strategica del progetto di investimento sociale. Nel contesto di questa ricostruzione diacronica si vuole dare risalto non soltanto alla concatenazione di documenti, programmi e decisioni politico-strategiche messe in atto dagli attori istituzionali, quanto sottolineare la corrispondenza tra cambiamenti di strategia e il graduale processo evolutivo che, nel corso dei decenni, ha sostanzialmente modificato il modo di guardare alla prima infanzia. Il secondo obiettivo della ricerca, in linea con la direzione d'indagine indicata da studiosi come Bea Cantillon (2011, 2013), Wim Van Lancker (2013, 2017) ed Emmanuele Pavolini (2008, 2014, 2015), è quello di testare la validità di una delle premesse ipotetiche fondamentali alla base dell'approccio social investment ai servizi socio-educativi: la previsione secondo la quale un incremento degli investimenti nel settore della prima infanzia costituirebbe una leva di inclusione, capace di "rompere la trasmissione intergenazionale della disuguaglianza" (European Commission 2013) intervenendo, in età precoce, sulle competenze di base dei bambini di condizione socio-economica più debole. La ricerca si concentra sul caso della Provincia Autonoma di Trento, la regione italiana che, insieme al Friuli Venezia Giulia, ha registrato tra l'anno 2000 ed oggi i più significativi incrementi nel livello di partecipazione ai servizi socio-educativi. Il progetto si propone di analizzare la distribuzione sociale degli esiti sortiti da questo profondo processo di riforma, che ha investito non solamente la dimensione dell'offerta di asili nido e servizi integrativi, ma anche, e in misura sostanziale, la sfera della formazione del personale educativo. Il quesito che la ricerca, nel quinto capitolo, si propone di affrontare è se, in seguito ad un consistente aumento delle risorse a disposizione, il settore socio-educativo trentino sia oggi più vicino ad erogare un servizio di carattere universalista capace di erogare cura ed educazione di qualità a tutti i cittadini della Provincia, indipendentemente dalla condizione economica e dall'area geografica di residenza; o, viceversa, se il fenomeno riformista a cui si è assistito nel corso degli ultimi decenni sia ascrivibile ad un modello di espansionismo "selettivo", teso a colmare un gap nell'offerta di servizi ma senza riguardo per la costruzione di un sistema effettivamente equo. Strumenti teorici e metodologici. La ricostruzione storico-politica poggia su un framework metodologico di carattere discorsivo-istituzionalista. In termini estremamente generali, l'istituzionalismo rappresenta una prospettiva analitica di meso-livello, che riconosce nell'evoluzione delle istituzioni la variabile decisiva per comprendere e spiegare i processi di cambiamento politico (interessata, dunque, a variabili differenti dalla razionalità individuale, o dai macro-interessi strutturali). Le istituzioni, in questa dimensione di analisi, sono considerate come insiemi multi-livello di regole formali ed informali, capaci di esercitare un'influenza sostanziale sul processo e sugli esiti del policy-making, influenza che si manifesta primariamente tramite la capacità di assetti e strutture organizzative di limitare il numero, o lo spettro, di decisioni e comportamenti a disposizione degli agenti politici. Vincoli istituzionali definiscono il numero di soggetti che possono partecipare alla costruzione di un'agenda politica, dettano il numero di opzioni strategiche a disposizione degli attori, organizzano l'esercizio del potere politico all'interno di sequenze implementative predefinite, financo indicano gli strumenti necessari alla valutazione d'impatto delle decisioni maturate. Analisi di carattere istituzionalista hanno ottenuto un ampio successo nello spiegare le traiettorie evolutive dei sistemi di welfare europeo. L'approccio discorsivo si distingue dalle altre correnti istituzionaliste per il focus che pone su fattori e dinamiche endogeni alle organizzazioni: una postura metodologica che si traduce in attenzione all'evoluzione delle strutture discorsive interne alle organizzazioni (le strutture del linguaggio e degli 'atti comunicativi', i sistemi di percezione, idee e convinzioni degli attori), Questa logica interpretativa considera il cambiamento delle politiche come l'esito di processi evolutivi complessi, mai lineari e spesso prolungati nel tempo, che toccano la costruzione di quelle strutture di significato ('structures of meaning') tramite le quali gli attori interni alle istituzioni interpretano ed attribuiscono senso alle proprie azioni, organizzano il proprio comprotamento e definiscono priorità strategiche. L'analisi del processo di "istituzionalizzazione" dei servizi socio-educativi per la prima infanzia, dunque, fa ampio ricorso a documenti ed atti ufficiali, che forniscono testimonianza della parabola evolutiva compiuta da agenti interni alle istituzioni politiche dell'Unione Europea (nel capitolo terzo), e italiane (nel quarto). Lo scopo dichiarato rimane quello di descrivere come un principio fondamentale del nuovo paradigma welfarista del social investment, la centralità strategica di investire precocemente nel capitale umano tramite i servizi socio-educativi, abbiano progressivamente penetrato i confini delle istituzioni politiche, provocando un profondo cambiamento nelle strutture di significato che esse adoperano per amministrare e governare il settore della prima infanzia. Il secondo obiettivo di ricerca, testare sulla Provicia Autonoma di Trento la validità della "promessa egalitarista" del social investment, si articola nel corso del quinto capitolo nell'analisi di un disposto combinato di dati quantitativi, estratti da database statistici nazionali (ISTAT) e provinciali (ISPAT), e interviste qualitative raccolte nel corso di uno studio di campo condotto tra il mese di Agosto 2016 e Febbraio 2017. I dati quantitativi sono trattati in funzione di semplici analisi descrittive, capaci di catturare la ricaduta degli investimenti compiuti in Trentino tra gli anni 2002 e 2015 su differenti fasce sociali e aree territoriali. I dati raccolti – relativi all'accesso ai servizi per fascia di reddito, tipologia di servizio, e comunità montana di residenza – risultano decisivi a costruire un affresco dettagliato della realtà trentina. La dimensione qualitativa dell'analisi, costruita sulla base dei dati raccolti in più di 30 ore di interviste semi-strutturate con educatori, coordinatori pedagogici, dipendenti dell'Ufficio comunale di Trento per l'infanzia e funzionari provinciali, arricchisce l'interpretazione del processo politico oggetto dello studio di caso con una importante prospettiva "interna" alle istituzioni, aiutando a confermare, sostanziare e spiegare le ipotesi che sorgono dalla rielaborazione dei dati quantitativi. ; open
Doutoramento em Estudos de Desenvolvimento ; In September 2015, the United Nations (UN) officially adopted the 2030 Agenda for Sustainable Development together with 17 Sustainable Development Goals (SDGs) (UN, 2016). The main collective aims of the 17 SDGs are to end poverty, hunger and inequality, to take action on climate change and the environment, improve access to health and education, and build strong institutions and partnerships. More than three years have passed into this 15-year process, and while many countries have started implementing the SDGs, it is becoming increasingly clear that there are a number of issues concerning the implementation of the SDGs, including challenges within the United Nation's Development System (UNDS). The attainment of any sustainable development programme including the three dimensions of sustainable development (social, economic, and environmental) is known to be inherently complex particularly across horizontal and vertical boundaries in policy making processes. Concerns have been expressed at the United Nations through various channels and levels. Member States would like to see more coordination, coherence, effectiveness and efficiency in the operational activities for development within and among all levels of the UNDS. The Secretary-General of the UN is fully committed to repositioning the UNDS to deliver on the 2030 Agenda by becoming more structured and less fragmented to support the achievement of the SDGs and the 2030 Agenda. Similarly, the International Maritime Organization1 (IMO) as part of the UNDS, must be effective through its stakeholders in contributing tangibly towards the implementation of the SDGs in the international maritime transport domain as shipping plays a central role in the world economy. The fulfillment of the SDGs requires a strong commitment by all UN Member States, not least by the Contracting Governments at the IMO. In 2017, the IMO Secretariat stated that IMO is almost two years behind other United Nations system bodies in the implementation of the 2030 Agenda and the SDGs. Since then, progress has been very slow and most of the work was done by the IMO Secretariat with scarce input from IMO stakeholders. This empirical research aims to identify the issues and challenges which the stakeholders at IMO are facing when implementing the United Nation's 2030 Agenda for sustainable development in the international maritime transport domain. This study aims to identify the phenomenon that has contributed to this rather laid-back situation at IMO by shining a light on the issues that have impacted the implementation of the 2030 Agenda from the perspective of IMO and its stakeholders and further identify how these can be addressed. This study introduces grounded theory as the research methodology that was used, explains the research and analytical process undertaken, and presents the key findings based on empirical data gathered from 47 interviews. The main results are presented as a set of six propositions supported by an institutional conceptual framework, all of which have been validated as part of the research process. The first proposition presents the emergent core substantive grounded theory. It explains the phenomenon overwhelming Member States at IMO which has bred inactivity among Member States regarding the achievement of the SDGs at IMO. The other five propositions, which also form part of the substantive grounded theory, suggest how the issues, which can be attributed to the phenomenon explained by the first proposition, could potentially be best addressed. To effectively implement the SDGs, the study identified what needs to be done within IMO and by its stakeholders and concludes that there must be an IMO-led strategy on sustainable development within the context of the 2030 Agenda supported by an appropriate governance structure that sees the introduction of strategic actors for coordinating the implementation of the SDGs at national level. With the support of a Task Force on sustainability, and by also making use of the IMO Member State Audit Scheme2 to create more awareness and ownership, the strategic actors could work towards balancing the three dimensions of sustainable development – the economic, the environmental, and the social dimensions, which were found to be imbalanced in the international shipping domain. The IMO Member State Audit Scheme (IMSAS) aims to provide an audited Member State with a possibility of an assessment of how effectively it implements and administers the mandatory IMO instruments falling under the Scheme (IMO, 2017b). This study also concludes by presenting an Institutional Conceptual Framework developed on the basis of the findings of the empirical research and the resulting six propositions. The Institutional Conceptual Framework, as a platform, brings together the most critical elements that were found to be important and need to be implemented so that issues that this study has raised can be addressed, and the implementation of the 2030 Agenda and the SDGs within the international maritime transport domain can be accelerated and mainstreamed. Since studies of this nature within the context of IMO are very scarce, this research has provided a valuable contribution to the current academic literature and knowledge on sustainable development. The outcome of this doctoral thesis aims to create a better understanding of the potential issues and challenges in relation to the implementation of the 2030 Agenda for sustainable development and the SDGs in the maritime transport domain. These insights are valuable for the stakeholders at IMO in preparing the necessary groundwork for a sustainability course within IMO and at national level, to effectively implement the SDGs. If well engaged, IMO stakeholders can be the frontrunners in contributing towards achieving sustainable development on a global level by mainstreaming the SDGs through the work of IMO and by successfully integrating the economic, social, cultural and environmental dimensions of sustainable development of vital importance in the struggle to eradicate poverty and promote prosperity on a global scale through the maritime transport domain. ; Em setembro de 2015, a Organização das Nações Unidas (ONU) adotou a Agenda 2030 para o Desenvolvimento Sustentável, bem como os 17 Objetivos de Desenvolvimento Sustentável (ODS) (UN, 2016). A meta global destes 17 objetivos inclui erradicação da pobreza, fome e desigualdades, agir sobre as alterações climáticas e o ambiente, melhorar o acesso à educação e aos cuidados de saúde, construir parcerias e instituições mais robustas. Mais de três anos passaram, neste processo com duração total de quinze, e enquanto muitos países já iniciaram a implementação dos ODS, é cada vez mais claro que existem numerosas questões sobre esta implementação, incluindo desafios dentro do próprio Sistema de Desenvolvimento das Nações Unidas (SDNU). O cumprimento de qualquer programa de desenvolvimento sustentável, incluindo as três dimensões da sustentabilidade (social, económica e ambiental), é um processo inerentemente complexo, particularmente no concerne às fronteiras horizontais e verticais de definição de políticas. A ONU tem vindo a exprimir preocupações aos mais diversos níveis e através de inúmeros canais. Os seus Estados Membros querem mais coordenação, coerência e eficiência por parte do SDNU a nível das atividades operacionais para o desenvolvimento. O Secretário Geral das Nações Unidas está empenhado no reposicionamento do SDNU a nível da implementação dos objetivos da Agenda 2030, tornando-o mais estruturado e reduzindo a sua fragmentação, a fim de apoiar da melhor forma a efetiva realização dos ODS e da Agenda 2030. Paralelamente, a Organização Marítima Internacional3 (OMI), como parte integrante do SDNU, tem de ser eficaz através dos seus stakeholders, de modo a contribuir de forma tangível para implementação dos ODS no domínio do transporte marítimo internacional o qual tem um papel central na economia mundial. O cumprimento dos ODS exige um forte compromisso por parte de todos os estados membros da ONU, e nomeadamente pelos Governos Contratantes da OMI. Em 2017, o Secretariado da OMI reconheceu que a organização está quase dois anos atrás de outros órgãos do sistema das Nações Unidas na implementação da Agenda 2030 e dos ODS e, desde então, o progresso tem sido bastante lento e muito do trabalho realizado deve-se ao Secretariado da OMI, com uma contribuição reduzida por parte dos intervenientes principais na OMI. Esta investigação empírica tem como objetivo identificar as questões e desafios que os stakeholders na OMI enfrentam na implementação da Agenda 2030 das Nações Unidas para o desenvolvimento sustentável, no domínio do transporte marítimo internacional. Este estudo visa também analisar as causas que têm contribuído para a forma descontraída como a situação tem sido tem sido tratada na OMI, evidenciado as questões que estão a afetar a implementação da Agenda 2030 na perspetiva da organização e seus stakeholders, e identificando a forma como podem ser abordadas. Este estudo introduz a teoria fundamentada (Grounded Theory) como metodologia de investigação, explicando o processo de pesquisa e análise implementado, e apresentando as principais constatações extraídas dos dados empíricos recolhidos nas 47 entrevistas realizadas. Os principais resultados são apresentados como um conjunto de seis proposições apoiadas num referencial conceptual institucional, tendo sido validadas como parte do processo de investigação. A primeira proposição apresenta o núcleo emergente da teoria fundamentada substantiva. Explica o fenómeno que envolve os estados membros da IMO, responsável pela sua inatividade a nível dos ODS na OMI. As cinco proposições seguintes, que são parte integrante da teoria fundamentada substantiva, sugerem a forma como as questões encontradas, que resultam em grande medida do fenómeno explicado pela primeira proposição, podem potencialmente ser abordadas. Para uma implementação eficaz dos ODS, o estudo identificou as ações a empreender no âmbito da OMI pelos seus intervenientes principais, concluindo que deve existir uma estratégia liderada pela OMI sobre o desenvolvimento sustentável no contexto da Agenda 2030, apoiando-se numa estrutura de governança apropriada que inclua a introdução de atores estratégicos na coordenação da implementação dos ODS a nível nacional. Com o suporte de um grupo de trabalho sobre sustentabilidade, e fazendo uso do Esquema de Auditoria aos estados membros da OMI4 na criação de sensibilização e apropriação, os intervenientes estratégicos poderão trabalhar no sentido de equilibrar as três dimensões do desenvolvimento sustentável – económica, ambiental e social, que apresentavam desequilíbrios no domínio do transporte marítimo internacional. 4 O Esquema de Auditoria aos Estados Membros da OMI almeja prestar ao Estado Membro Auditado a possibilidade de requerer uma avaliação relativa à efetividade da implementação e administração dos instrumentos obrigatórios que estão no seu âmbito. Este estudo apresenta também como conclusão um referencial conceptual institucional baseado nas constatações mais relevantes da pesquisa empírica bem como nas seis proposições resultantes. A estrutura conceptual institucional, como plataforma, reúne os elementos considerados fundamentais para a abordagem das questões identificadas, de forma a acelerar e integrar a implementação da Agenda 2030 e dos ODS, no domínio do transporte marítimo internacional. Dada a escassez, ou mesmo inexistência de estudos desta natureza, esta pesquisa fornece uma contribuição significativa ao conhecimento e literatura académica na área do desenvolvimento sustentável no contexto da OMI. O resultado desta tese de doutoramento visa criar uma melhor compreensão das potenciais questões e desafios em relação à implementação da Agenda 2030 para o desenvolvimento sustentável e ODS no domínio do transporte marítimo. Esta visão é essencial aos intervenientes na IMO para o estabelecimento das bases necessárias de forma a rumarem na direção da sustentabilidade, tanto a nível da OMI como nacional, de forma a implementar eficazmente os ODS. Os atores principais da OMI, se corretamente envolvidos, podem ser líderes na contribuição para o desenvolvimento sustentável a nível global, incorporando os ODS através do seu trabalho na OMI e integrando com sucesso as dimensões económicas, sociais, culturais e ambientais do desenvolvimento sustentável – de grande relevância para a erradicação da pobreza e estimular a prosperidade a uma escala global através do transporte marítimo. ; info:eu-repo/semantics/publishedVersion
Transcript of an oral history interview with Reinhard M. Lotz, conducted by Sarah Yahm at Norwich University in Northfield, Vermont, on 10 April 2015, as part of the Norwich Voices oral history project of the Sullivan Museum and History Center. Reinhard Lotz graduated from Norwich University in 1960; the bulk of the interview focuses on his subsequent military career in the U.S. Army. ; 1 Reinhard M. Lotz, NU 1960, Oral History Interview April 10, 2015 Sullivan Museum and History Center Interviewed by Sarah Yahm SARAH YAHM: Could you introduce yourself on tape? RON LOTZ: Yeah, my name's Reynard M. Lotz, they call me Ron. And I'm living in St. Louis, Missouri at the time. I had 30 years in the army and retired in 1990. So that means I'm the class of 1960. So again, it means that I'm in my 77th year. SY: Seventy seventh year, congratulations. So where were you born? RL: I was born in Jamestown, New York in 1938. SY: Where is Jamestown? RL: Jamestown is a town that I spent about four months in and then I really grew up in Waterbury, Connecticut. That was an industrial town, blue collar town, brass center of the world during the 19 -- actually up until after the war, until the 1950s. I can remember World War II and the blackouts. I can remember going by the factories that used to run 24 hours a day seven days a week and all the machines click clacking away. And they were making shell casings and that for the war effort. SY: And what were your parents doing during the war? RL: Well my mother was a stay at home mom. I had a sister. And my father ran the F.W. Woolworth Company, five and ten cent store there in town. And so when I was growing up I started working for my father when I was eight years old. And my father would pay me out of his own pocket. SY: Really? RL: Yeah, just because I wanted to earn some money and then I also did things like wash cars for 50 cents and mow lawns for 50 cents. So I was an entrepreneur. SY: I was just going to say, you were a little entrepreneur. Excellent and so when you were a kid, what did you want to be when you grew up? RL: You know it's a funny thing, I had some likes, but I never knew I would follow those. But I love military history. I love to read. And when I was at a very young age, I took my mother's library card and went into the adult section and got books to read. SY: You were one of those -- hold up, I got to close that door because of the sound of the vacuum is much louder on tape. RL: I understand.2 SY: Hey there. F2: Hello. SY: I'm doing interviews and the vacuuming is super loud. Do you know who's vacuuming and why? F2: No idea, but (inaudible) [00:02:31]. SY: OK, well I'll see you tomorrow. We'll just have to deal with the vacuuming. OK so you took the library card and you went -- RL: Into the adult section and got books and read them. I was one of those kids that loved to read and military history was one of my passions you might say. SY: I ask this to everybody actually, did you play war as a kid? RL: Yes, in the sandbox outside my back door. We had a sandbox. And I had plastic soldiers from that timeframe and I used to dig caves and castles and machine gun pits and the whole bit. SY: And was it World War II in your mind, was it World War I, was it the Civil War, was it the Revolutionary War. RL: Well it was World War II because I grew up in that timeframe and that was the thing that was most prevalent at the time. And during that time, you're going to grammar school, if you turned in newspaper and depending on how many bundles, et cetera, et cetera, you get stripes. I don't know if they call that PTA or whatever but there was an emblem you could put on your sleeve on your jacket with stripes on it depending on how much you collected and contributed to the war effort. SY: Interesting. Wow, OK, so the war was very much a part of your childhood. So how did you end up deciding to go to Norwich? RL: Well I went to a prep school, Mount Hermon, which was in Massachusetts, northern Massachusetts. But it was a prep school that part of your tuition was paid with working eight hours a week. And so when I went there I started off in the farm working with dairy cows. And then my second year I was groundskeeper and my third year building cleaning. And the epitome of my career at prep school was that I was a waiter in the dining facility which gave you a lot more free time and you became the friend of a lot of people who liked to sit at your table because you would make sure that you were in the kitchen, the first to get the food, et cetera, et cetera, and they always had second helpings. So I was at Mount Hermon and I applied to three colleges. One I was put on a waiting list, one I was rejected, and the other was Norwich University. Now I was a C+ student. So -- SY: Even with all that reading?3 RL: Oh with all that reading. My reading skills were far superior to my age, but the point being is that I came to Norwich and there was a lieutenant colonel -- no, he wasn't a lieutenant colonel, he was a first sergeant or sergeant major at that time. He was lieutenant colonel my freshman year. But he took me around the school and so impressed me with his attitude towards the school plus also how he treated me as a person that when I left I told my parents that's where I wanted to go. Now you have to realize too at that time all of us had to have a military obligation. Either you went in for six months, then the reserve or you went for two years active duty and that. So we were going to have to go into the military anyway and I loved military history. And when I came to Norwich University I just kind of fit in you might say. SY: Yeah, so what was your experience like as a rook? A lot of people have described a harsh awakening at that moment. Were you prepared? RL: I guess since I've been away to prep school and been away from home and that that I was able to adapt a lot easier maybe than those who had not been. I took it all with a grain of salt. I said these are things you're going to have to put up with so keep your mouth shut and grin and bear it. SY: Now were there some kids -- I know there were a lot of kids who washed out, it was like 51% or something in your class. Dick did the math. He told me. But do you remember, were there kids who got targeted? Do you remember hazing or was it mostly just like this is just something we need to get through, this is an elaborate game? RL: I think that there's always a certain amount of hazing. Hazing not in a real rough or negative sense, but hazing in the sense that maybe one guy or several people just maybe don't fit the mold so therefore they might get a little bit more of harassment than you did. Or maybe that you have adapted and try to do what the cadet is telling you to do, therefore the heat's off you. And we always used to try to help those cadets or rooks who were having a tough time. Heck, we helped polish their shoes. We made sure their uniforms were pressed. Some kids just weren't capable of accomplishing all that. And then you have to say too, I think today at Norwich the qualifications academically and everything have improved a great deal. Now you have SATs and ACT scores. Back in those days, it was based upon submission and also the recommendation from your teachers and of course your grades. But Norwich is a totally different school today versus back in the 1950s. SY: Yeah, but that's interesting. So you do remember helping kids out. RL: Oh yeah, absolutely. And some of the rooks harassed the rooks. I mean it wasn't just upper classmen. But it was sometimes -- it's a predator type of atmosphere and I think it's human nature. You just have to be careful of that and aware of it and make sure that it doesn't happen if you can do something to stop it, you see. SY: Yeah, and that's always the question is how do you keep it from crossing that line. RL: That's right. And it's how strong a person you are. If you're a very strong person with morals and with firm beliefs, then you try to do something to change that, but it's the 4 method in which you change that that's the key. If you're abrasive or in your face or something, the person that you're talking to or trying to get something changed, it's not going to work. You have to be able to balance it out and approach it in the right way in order to get results. And I learned this at Norwich. I used that all through my army career, is to approach something -- always treat the other person like you would like to be treated yourself. When you had a problem with a person, you sometimes had to be tough and some outright terminate his career or whatever, but it sometimes had to be done. It's not the fact that you wanted to do it, but the fact is that they broke the rules and there's nothing that you're going to repair it. You've had it. SY: Do you remember any moments at Norwich when you learned that lesson, any of those like difficult leadership dilemmas? It was a long time ago. RL: Well it's that I remember the good days. I remember one rook who he was never going to make it at Norwich because his intellect was to the point where you would say that it was at a level that was not college level, let me put it that way. Yet we tried to prep him for exams and things like that and we tried but he was finally eliminated because of his academics and he just couldn't do what had to be done. SY: It was almost cruel to keep him in the system. What part of the highs that you remember from your time in Norwich? RL: The comradery. SY: Had you experienced that before at boarding school? RL: No, I don't have friends -- my boarding school was something that I survived it. Academic-wise and everything else, it was a challenge for me. I was actually in a school that I was doing college work and so that prepared me though for Norwich because when I came to Norwich I was fully prepared to face the academics and know how to handle all that. So I got to say, that's a big plus. But when I got to Norwich, my relationships with the school and the profs and everything else, I remember the PMSNT, I remember those people who worked in the PMSNT office. I remember Major Pekoraro who was the engineer major there. And I was a business major but I joined the engineer society because of this major because he was a Korean War veteran who was a POW. And he was a role model. He was tough but just and just the type of person you felt you'd like to be around and learn from. There was a guy named Hardy who was a captain. And I think he had a relative or a brother or something that was going to Norwich at the time and he was an armored guy and he was a friendly, nice person. And then there was -- and some of the names here, I can't -- there was a lieutenant colonel there who also was a very role model. These guys were role models. The PMSNT was the tough guy, didn't have much association with him. But at Norwich I learned, because of our social life with our fraternities and things like that, it gave us an outlet and we had a closer relationship. And I think the class of 1960 has done amazingly well keeping abreast of each other and I've lost in the past year several of my classmates of whom I talked to before they passed on, just several days before they passed on, from the point that I wanted to say goodbye. It's a tough thing to do. You have to realize now that I'm on a 5 shortlist and those guys were important. And I think our class is like that. But Norwich has been a great influence on me because it gave me the opportunity for the leadership positions, I was a cadre member every year. My senior year I was -- we had the freshman battalion at that time and I was made the executive officer in charge of all the academics for all the freshmen. So I had to have academic boards. And we met on those with records of those cadets who were not achieving the standard that needed to be to graduate. So we would review their records and then recommended action, help, tutoring, or whatever it needed to try to get that kid back on track to get the rook, get them through that first year. SY: Do you think that type of dedication to the wellbeing of your rooks made you a better leader in the military later? RL: I think it did, but let me relate something that happened at summer camp. I was in the honor tank platoon and I also was -- SY: Hold on a second. It's like we're crossed here, it's like star crossed, you know what I mean. RL: I don't know if you can -- SY: I'm going to see if I can get Heather. (inaudible) [00:15:00] They're redoing the library. But it's like if somebody's talking in the hallway -- but they're right over there. She's going to ask. If she doesn't, we might just need to shell this as well into the back. RL: Are we going to have repeat all this again? SY: No, I can edit it together. But I want people to be able to listen to actual sound clips that don't involve listening to somebody -- RL: You can say that's combat. (laughter) You can hear the guns in the background, you know. SY: Exactly, this is so authentic that I took my recording all the way into whatever. Did Heather work her magic? I think she might've worked her -- RL: No, I don't think she's had time to -- and I don't think they're going to stop. They're on a time schedule and what's going to happen is they're going to just drive you nuts and have you do it. SY: You know this happens, they don't do work for days and I don't know their schedule and I can't ever get it. And then I'm like, "Great, they're done for a while." Then I bring someone in. This has happened to me like two or three times. RL: Well let me think. Want to try? SY: Yeah, let's keep talking.6 RL: If we can't maybe I can do something tomorrow, if I can. SY: Yeah, if you can you can pop by and if not, you're going to be back in October. RL: OK, we were talking about ROTC and summer camp. And I went to summer camp at Fort Knox -- thank you. SY: You're awesome. RL: And when I was there, we had two companies, A and B, and I was company A. And we had a lot of Norwich grads were there, plus VMI, plus Citadel, plus from all over, from all the ROTC units. And this was at Fort Knox. And there were two incidents that I remember vividly. One is that on a Saturday afternoon in 90 degree heat in my khaki uniform with an M1 on my shoulder, I was walking guard duty around the barracks that we lived in, World War II barracks. And the rest of the cadets were getting ready to go off because after twelve o'clock on Saturday they could go into town and do all that and I had the guard duty. I was on guard. And so I was walking around the barracks and one of the tac officers came up to me from Norwich and I reported to him and the general orders and the whole bit. And I was soaking wet. And he says, "Well how's it going?" And I turn to him and I said and I was facing him and I said, "Well sir I'm going to tell you that this has taught me one lesson, that I will never go into this man's army as a private." And he laughed. Well let me tell you, I was very serious about that. And then it came to where we were closing out and we were going to rate our contemporaries in the barracks and that. One of my classmates came up to me and said, "Ron," he says, "Don't you worry." He says, "Me and the boys are going to take care of you." And what he meant was that of all the Norwich guys and all the guys in that barracks that these guys had gotten together and rated me number one. SY: And why were you rated number one. RL: Because I think they liked me. You can't question that because you never are actively trying -- you're treating people the way you want to be treated. And you want to be a leader in the sense that you do the right thing at the right time and for the right reason. But when he came up and told me that and there were some pretty high powered Norwich guys in the cadet corps and they were going to be -- running the regiment that coming year. And so when it all came out there were two guys ranked top in armor ROTC summer camp. One was from VMI and one was from Norwich. It was me and one other guy. And so we went up head on head competition and the guy from VMI won out, which is fine because I went in there kind of naïve and I didn't know what to expect. But the point being was that I had the opportunity, Norwich had the opportunity, and Norwich did well at summer camp. And that was all that was important to me. So those things impacted on me and also the professors like Loring Hart who later became president of the university, he was my English teacher. And I was the news editor on the Guidon. And we had some West Point cadets come up because we had fraternities at that time, they said to us, "Boy do you guys have it great here," because of the social life and everything. And that was the greatest thing about Norwich. Norwich has always been about the citizen soldier. Now this is before we had civilian students, so you got to 7 realize that what I'm talking about here is my time at Norwich as a cadet corps, the citizen soldier. They trained us to go out into the world and be a civilian but if the country needed us, to come back and to serve our country. And that was our whole philosophy. SY: And I think the other element of the citizen solider that I find compelling is the idea that you're a thinking citizen with a trained mind and you also know how to follow orders, right? RL: Absolutely. SY: And so I'm wondering as you sort of went on in the army if that training as a citizen soldier ever got you into trouble. Did those two things ever clash, your moral code, your ethics, your trained mind, and, "Do this?" RL: Well I think it could and maybe did. It's like yes and no. There's only two answers. There's a no or a yes and there's nothing in between. Now therefore you become very moralistic, moral, saying, "OK, that's wrong." But in the real world, there's a middle line there and you have to try to come to grips with that. Sometimes you can't stomach it. I mean sometimes it's either yes or no and that's it. I find that too many times people are not willing to say yes or no, they're willing to kind of muddy the water and go with a middle direction and that may not be the best way to do. And sometimes, and this I shouldn't probably say, but I say sometimes that affects our policies and the way we look at combat and the way we look at what's happening out there. SY: Was there ever a time when you said no? Was there ever a time you sort of refused an order? RL: Refuse an order? SY: Where you're like, "I don't think this is right." RL: No, I have found in life that you never -- if you're given an order and you're in a public place and that, don't ever say no, ever. The time to say no is after in private because I have learned that commanders do not want to be criticized in front of their troops or in front of a group. And they will cut you off at the knees. And I understand, some people didn't. You don't get in an argument if you're briefing and the commander is saying something that you may not agree with or is trying to correct you, you let them do it. Point being is you correct it after the briefing or whatever. And if he still does not accept your evaluation of such and such, then you let it go. Now to say that you always do what you're told to do, yeah you better watch out because if you're told to do by the commander and he comes back and checks and it's not done, you're going to lose your job. But if you're told to do something and find a better way to do it, that's a different story. So you have to think. It's not just those things, yes sir two bags full. It's the point is, "Yes sir," and think about, then how to get it done. If it's an impossible thing to do, and I ran across this when I was a battalion commander, and it was during a timeframe where we were faced with cuts in the budget and we weren't getting the right maintenance equipment and things like that. And my troops were living in World War II barracks where in the wintertime we had to almost wrap the whole building in cellophane 8 in order to keep the wind out and the cold out. And we had oil furnaces that sometimes went belly up. And in the summer time my troops were dragging their mattresses outside and sleeping in the street because it was so hot inside. And I had a confrontation with my brigade commander, support command commander. And I went into his office and told him I did not have to be motivated by his letter of reprimand. And he looked at me and he says, "Is that all?" And I said, "Yes sir." "You're dismissed." And I walked out. And these are World War II barracks and one of the clerks had called the other battalion commanders and they came running to the support command headquarters. And they said, "What did you do? Why did you do a dumb thing like that?" He says, "All of us have gotten these letters of reprimand," but this is the way the colonel commanded his troops with giving them letters of reprimand to light fires under them. Well I was not -- if somebody had told me this before, maybe I would've been a little mellow, but I wasn't. And I was just stubborn enough to go in and confront him. And I'm not encouraging people to do that, think it out, let it cool off before you do something. But from that day on, that commander and I had a great relationship. SY: He respected you? RL: He and I would sit down on a Saturday morning because we were working six days a week, sometimes seven days a week. And this isn't peace time now. And he would say, "OK." And with the problems that he knew were happening with the battalion, he would say, "OK." And then he would write notes to that battalion commander for maintenance or admin for people. He'd tell them I want so and so and so done. Or he'd look at me say, "That's your responsibility. You take care of it." And you damn well better take care of it because he was giving you support but you were responsible for all this, now you get it done. And when he left, years and years later, I was at Arlington National Cemetery visiting the grave of my mother-in-law. And my wife and I walked up the hill. This is just below where the Tomb of the Unknown Soldier is. And as I walked up and went onto the road, right across that street was a gravestone, a major general, who had been my support command commander. And I have done a composite book for all three of my children of my military record and in there I positively made this statement of this incident where he gave me a letter of reprimand. And what I said is that if I ever have to go to war, I want to go to war with this man because I knew that that was a man that I respected, that was a man that I knew he could do what he said he could do and he demanded that of his troops and he wouldn't take a "No." When he said, "Do it," you well knew it was to your benefit to do it. He had served three tours in Vietnam. He was highly decorated. He had been an enlisted man and then went to the prep school and then went to West Point. It was a guy I respected. SY: You trusted him. RL: Yeah. And you knew that he'd take care of you. But in order to survive in the battlefield, you had to learn and you had to do what he said because he had the experience. Now when you got the experience, you see, and then he would rely upon you to get the job done. But he'd tell you what to do and then it was up to you to do it. And how you did it, that was up to you.9 SY: Yeah, that's interesting. So let's rewind a little. So you finish up Norwich and you commission. And where do you go, what do you commission? RL: Well after I got my commission I went to -- because my eyes were not good enough for combat arms, I was commissioned in the transportation corps, but I had to serve three years in combat arms, that was the rule. So they sent me to Fort Benning. And I went to infantry officer basic course. I went to airborne school and then I went to ranger school. And if you ever need any stories about those schools, back in those days, I could tell you some that were -- again, it's one of those things where it is rough, but boy oh boy, you got to roll with the punches and you can have some good belly laughs out of it. SY: Well tell me one of them. RL: Well down in Florida during the jungle training, they kept you awake. They kept you on constant patrol, patrol, patrol. They wanted you to be exhausted, to see how you would react and how you could do it. Well we kept going out and out on patrols and we had a plan and usually we went out at night time, at night patrols. And I was the last guy in the patrol and I carried an M1 rifle. And we had these little florescent things attached to our cap where you can see the guy in front of you so you could follow him. And we were going through the swamps and there was a log there and I stepped over a log. And I took a step off the log and I went up to my waist in mud. And I looked around and there was nobody there. The guys had kept on going. They didn't know I was stuck in the mud. So here they are and you're not trying to shout or anything, but luckily the guy in front of me looked behind and didn't see me and sent the word up to halt for a minute. He came back and he had to pull me out of the mud or I would've been there to this day. And the fact is that we got through all this and we did all this and we were in the mountains one time and I had the automatic rifle slung across my neck and this is with the ammunition pouches and everything. We're walking up this mountain road and they said take a break. And I was on the left hand column, so I went off to the side of the road and just squatted to lean, I thought against a bank. Well there was no bank. And I went over head over heels down the side of this mountain and came up flat against a tree with my feet up in the air. And I wasn't hurt and I got myself out of that. So I called back up onto the road. Guys hauled me up. And we had a good chuckle about that. But it was stupid instances like that. They weren't funny to anybody else, but in our state of mind they were. And you never forget them. SY: Yeah, absolutely. So you do all of those different schools and then where's your first placement? RL: My first assignment was in Germany with the First of the Fifteenth Infantry Company B. That was the company that Audie Murphy served in during the Second World War. And as you know he was the most decorated of our military heroes. And at the time I arrived we were a straight infantry. We walked everywhere. We weren't mechanized. And while I was there, I was there a year and a half in Bamberg, Germany, and our mission was we would deploy to -- if the Russians came through the Fulda Gap to delay them as long as we could until the armor could move up to confront the enemy. So ours was the delaying action. Well while I was there, we became mechanized with armored personnel 10 carriers. But during that time we didn't have them, we would walk to training areas one way, either in the morning or walk back in the afternoon and be trucked out in the morning or be trucked back in the afternoon, one of them. But we walked one way because there was a gas shortage at that time. So periodically an infantry platoon was in our company was sent out to what they call a forward position, an infantry platoon plus an engineer platoon. And we had a cantonment area out there, barracks and all. And it was our job, we stayed in communication with the base, that if the balloon did go up and the Russians did come across then we had certain missions to protect the engineers in blowing bridges and et cetera, et cetera. And that's what our job was. And my job out there was to call unannounced alerts, usually early in the morning, and then the guys all had to jump, get dressed, and in the trucks, and gone out of the cantonment area to their designated positions. Now we did that for a year and a half and then because I was a transportation corps officer and had served my time in the combat arms, I was sent to Berlin, Germany. At that time it was a walled city. They were still building some of the wall. And it was isolated. There were four sections, French, British, American, and Soviet. And the Soviet section was walled in and you could only go -- usually you hear, "Checkpoint Charlie." Checkpoint Charlie was a real point in the wall with barbed wire and everything. Now I understand it's just like a block of concrete or something in the road. Well back then, it was real life. And I saw places where refugees had tried to climb the wall and had been terminated, had been killed. SY: So you saw their blood on the wall? RL: Well you knew where they were because the bodies had been taken away and we knew where they had tried to get across. But at that time I was a train commander and as a train commander I took the train from Berlin to Helmstedt which was in the western zone through the Russian zone. And we had to stop the train in Marienborn for a Soviet checkpoint. We wouldn't deal with East Germans. We didn't recognize the East Germans. We dealt with the Russians only. That was the politics of the time. And a Russian officer would be there. I had an interpreter and we would check every document for every person that was on the train. And sometimes you could tell when tensions were high the Russian officers would be really SOBs and when tensions were not high then they were more friendly. But there were always a couple of Russian officers who were SOBs regardless of what. However, I did that for a good year and at the same time I had a good buddy who had been in the infantry in one of the other battle groups in the same town, had been my roommate in Bamberg, Germany where we had been stationed, who reverted to the MP corps and came to Berlin and was riding the freight trains, the same route, everything else, but on a different track. But he was in charge of the MP detail that was on the freight trains. And I remember one time we got stopped in the middle of the Russian zone and I looked out my window of my passenger train and there was the freight train and there was my buddy. "How are you doing?" We put the window down, we'd chit chat before one of the trains moved on. He was going west and I was going east. But there were times like that and Berlin was -- SY: Were there any really high tension moments that you had?11 RL: Well yeah it was because you didn't know how they were going to react. I mean they could be real SOBs or they could be -- the thing is is that at that time you didn't want to take a chance of not following the rules. Berlin was the showcase of Western Europe. They had rebuilt it from the war and the contrast between West Berlin and the Soviet, it was like night and day. I was a staff officer for part of my time there and I had to take a Sedan and a driver and drive into the Russian sector just to show the flag. And sometimes I would get out to walk and I would take pictures of some -- Berlin before the war must've been a magnificent, beautiful city because I could tell you the architecture and everything else. And then the apartment buildings that the Russians had built looked about as drab and falling apart as you could ever believe. So that's why they had to put up the wall, that's why they had to stop the rupture of East Germans coming into the West. And cultural wise and everything else, the western zone -- guys, you couldn't have asked for anything more. And Kennedy came and paraded through West Berlin. I was there. I was there between like ten feet away, fifteen feet away, and believe it or not there was a Norwich graduate there, my class, name of Bob Francis who was in the signal corps. And I don't know if he was taking pictures for whatever, but he was there during the parade. I saw him and talked to him. Now when Kennedy lost his life, the Berliners, when he said ich bin ein Berliner and they just went crazy. They loved him. So when he died, they turned out every light in West Berlin. They turned out every light. There wasn't a light there and lit candles in their windows, put candles in their windows. SY: Do you remember where you were when you found out that Kennedy had been shot? RL: I was in Berlin, where exactly I can't remember. I just know that the effect it had on the Berliners and on the world was amazing. And the Berliners loved this man just from the standpoint of what he said that time and he had come. And the respect, the showing of respect by candles, putting them in the windows, and turning out all the other lights was amazing. No other president has been honored, I don't think, with such sincerity. People try to emulate, but unfortunately they fall far short. SY: Was there ever a moment when you were in Berlin or Germany in general where you were like, "This Cold War is about to get hot," where you thought, "Oh, it's going to start?" Did Dick tell me a story? Was it your story about a plane where if it took off, that was going to be a reaction? He said something about a plane. I don't know what I'm talking about. RL: That was Vietnam. SY: That was Vietnam. That was later. OK. RL: I keep hitting that. I can't remember because it was always there and you were always prepared. And so to say one point over another, I can't remember such. Now I did have a friend there who flew helicopters and I do remember flying over Hitler's bunker that was totally destroyed from the Second World War and there was just nothing but dirt, concrete, that had never been rebuilt. Little things like that I remember. I remember going to see the ballet, Swan Lake as a matter of fact. They brought all of these wonderful cultural things into Berlin to show people the difference between the two 12 countries or philosophies you might say. But to think about the tensions, yeah, but when we were told to make staff rides and to be in total communication with our headquarters because we never knew when our cars might be stopped and something might happen. But other than that, no. SY: Yeah, it was just a pervasive feeling? RL: It was a constant reminder and harassment to leave Berlin. To drive, it was going through checkpoints. And then you didn't know if you were going to get let back in and all of these things. But life goes on. SY: OK, so then you leave Berlin and where do you go next? RL: Well from Berlin I went to -- and let me relate something here too about Norwich. Back when I was a senior, Norwich had corporations come in to recruit and to interview you and that. Eastman Kodak came in and I was supposed to see them and I didn't. Eastman Kodak wrote me a letter and it said, "When you have your military obligation finished, let us know and we'll bring you to Rochester." So when I came back from overseas, there was a question there whether I would stay in the army or not. Not serious, but I wanted to explore all of my options. So I went to Rochester. They offered me a job and et cetera, et cetera, but I did stay in the military. SY: Why'd you decide to stay in? RL: Well maybe it was something I was used to, you felt comfortable in. You have a driving flame to be the general or something? No, I just felt comfortable in what I was doing. I liked what I was doing. And so I kind of just stuck with it. SY: And this is what? Now we're at '64? RL: Yes. SY: So Vietnam is just starting to get on people's radar. RL: The big buildup was '65, '66 when they started sending all the divisions over. And then of course '67, '68 being the Tet Offensive. So I was assigned out to Fort Lewis. And then I was only there a year and I was given orders to go to Fort Bragg to be trained as a Special Forces officer. So I reported into Fort Bragg and was trained. And the revolution in the Dominican Republic occurred. And the 82nd Airborne was deployed to the Dominican Republicans, so they sent a contingence of Special Forces down there, and I was one of those. My mission there was more -- as a detachment commander I was small team, modified team, intelligence gathering upcountry on the island. And then I came back after that and was the S4 for the unit. SY: So this is the revolution and opposition to Trujillo? RL: Trujillo had been assassinated. And the communist were trying to take over the country. And luckily the Dominicans were -- and the 82nd Airborne -- the US was asked to come 13 in and help. And they contained the uprising in the inner city of Santo Domingo, the inner city. And they barb wired it. They had literally barb wire all around the old city and kept the communist in there. Now there were some in the country, in other places and towns, but the Dominican Republic was set up as -- the police force was almost as strong as the army because every police force had a fort in every town. And they had their own weapons, et cetera, et cetera. And the police force was pretty brutal if there was any question at all. Like I was on jump status down there on the island and we used to jump over sugar cane fields. And nine out of ten times -- for practice and to keep proficient -- the police force or the military had brought in who they thought were rebels and popped them, dumped bodies in there. So you found those things. So there was a certain amount of strong armed tactics that the Dominicans were imposing against their own people. But these people were looked upon as Communists and were trying to take over the country. SY: So how did you react to that, finding those bodies in the fields? RL: I walked away. I wasn't going to bury them and I kind of took a pragmatic look at it. I said, "You know what, there is nothing I can do about it. These guys are dead. The diplomats are down here trying to effect an election where the people will elect a Democratic president. We're doing the best job that we can to provide a stable atmosphere for this to take place." And other than that -- and I was upcountry, as I say, intelligent gathering. And I will say that the country was pretty quiet. We had a few times where intelligence was -- radioed back. But the people on a whole were wonderful, hardworking people. And when I was the S4 of the unit, I went down to the quartermaster where our food depot was and that. And believe it or not, the doctors would condemn food, the package was open or something. It wasn't good enough for US soldier consumption. And there were no, what I call, rat turds in it or anything else, but it was just sitting there or a can was dented or something. I would police up all these food stuffs and with approval, the doctors said, "No that's OK but we can't serve this to the troops because of the rules." So I gather this up and we had other outposts in the country. And then I would fly up in a helicopter and give the food out to the people. I felt that was something because they were very, very poor. Let me tell you, the country at that time was -- SY: Oh I've spent time there. It still is. RL: I mean trash and everything, you couldn't believe it. Now it's a resort area though. SY: Except where it's not. RL: I'm sorry, but my personal opinion is that there are some places in the world that never improve. Why is it that the -- again, it's the old power grab. Those that have, have and those that don't -- unfortunately. We try to change that in so many places in the world and we've always done the right thing, for the most part, but it's a very tough, tough thing to do. And they can only help themselves. 14 SY: So that's an intense period of time in the DR. And then you come back and then they're like, "Oh, since you had that nice, intense experience, we're going to send you somewhere easy. How about you go to Vietnam?" I'm kidding obviously. RL: That's right. No, no, I went to school at Fort Eustis, had a job there for six months in the educational department doing reviewing training and things like that. And then I went off to Vietnam. On the way over I took a delay in route and visited Japan, Okinawa, and Taiwan because I had gone to school with a couple of Chinese officers who were stationed on Taiwan. I visited with them before I went to Vietnam. SY: Did you have any idea what you were getting into? RL: No, because I didn't know where I was going to be assigned at the time and when I arrived there at Tan Son Nhat Airport, we were getting rocketed and we lived in tents until they made our assignments. And I was assigned as a transportation corps officer to the fourth transportation command, which was working pier operations and that in Saigon. And I was a pier operations officer for part of my tour there. And this was before Tet Offensive. And we had barge sights that were out of town and I used to go by myself with a 45 strapped to my hip and drive like hell. [We went either by the River in a boat or drove to each barge site.] But at that time, we didn't realize how the VC had infiltrated the area and how serious the problem was. I was extremely lucky. I always thought in my career that I had a guardian angel watching over me because there were so many times where it could've gone the other way. And I remember this, just the night before -- actually the night that I was out and did something, which I won't say right here, it was all job related. I was out there alone in the delta and I came back and that morning was when the VCs struck. And when somebody from Cholon, which was the Chinese sector, some of the officers were going out to the headquarters and got ambushed, shot up, they never made it. And all hell broke loose. And I remember that the VC drove the people on the outlining communities into the city. I remember outside the port area, the one street was just -- one night -- was just crammed with refugees just streaming into the city trying to get away from the fighting. And there were a lot of other incidents where we had ships that were sitting out trying to get up the Saigon River to offload and they'd be spending days and days out there because the port was just jammed with ships and we were trying to offload the equipment and everything and we couldn't get them all up. And some of these ships were commercial ships with cargo holes. And they were rocketed and there were gaping holes in the sides and in the upper structure and things like that because they had to travel up through the delta, in a winding river which wasn't very wide to get to Saigon. And those guys, the bad guys, were out there. And we did our job. And I had a very good friend who was a helicopter pilot. And I remember we had to go to Vung Tau one time and we were in a Huey and we had a number of technicians with us and things like that. And we were flying along the delta and we were skimming the delta. We weren't flying high. We were just skimming. And all of the sudden I just hear this whomp, whomp, whomp, whomp and all of the sudden my buddy in the pilot chair, the whole chopper, he was trying to lift it, almost physically lift that chopper to get altitude because we were under fire. And this guy I have a great admiration for. He's been a friend for a good, long time -- got us out of the situation. We 15 got above it all and flew on to Vung Tau. And we got out. We looked and we were just lucky. Again, it's a matter of time, where you are, and sometimes just plain luck. SY: Right place, right time. Wrong place, wrong time. Did you have any -- I know some people had sort of superstitious good luck charms or things they did to -- were there things in Vietnam that you did to just kind of keep yourself safe in your own mind. RL: Nope. I just kind of -- I tell you quite frankly, I remember the presidential palace, right across the street from my billet. I mean the VC were so close into the city and Saigon was a beautiful town. Well let me say this, Tudor Street which was all tree lined, but during war time a lot of bars and bar girls and all that. But a beautiful town, some really fine French restaurants, but when they say Pearl of the Orient, it was prior to this time. I would say after the war, World War II because I don't think there was much damage there during World War II. But it must've been a beautiful country. SY: So when you were in Vietnam, a lot of people, it was an existential crisis for them. It brought on a lot of doubts about why they were there, what they were doing, the nature of war itself. Was that your experience or did you -- RL: I think that you could dwell on that if you wanted to. But I also think it's in the situation which you're placed in. If you're under a great deal of stress, if you're under fire, if your life is -- it might be snuffed out in a minute's notice, that you start to think about it more and say, "Why the heck am I here, God protect me. Let me just get out of this." And it so shocks your system that that images, they keep reoccurring. It's like your memory buds have been lit up and those things keep coming back in flashes. So I think it's all based upon the situation and where you are and what you're doing. SY: It sounds like you weren't in combat directly. RL: I wasn't directly in combat. I could've been shot because of snipers or anything else. But did I have a rifle in my hand and going out into the jungle, no I did not. My job was to ensure that cargo got lifted off of these ships onto barges or any place else and was delivered to the troops. And I did that. When I got promoted to major, then I was, due to a recommendation by one of my instructors at the transportation school, they recommended me for a staff position. And so they moved me -- still in the Saigon port, but I was at a staff position while I was there, the rest of the time I was there. I was there thirteen months. I was given a special project to do and I told the command that I would stay there until it was finished. So rather than twelve months, I spent thirteen months. SY: Do you remember the first day you arrived and the day you left? RL: I remember the first day I arrived. SY: What was your impression? RL: It was hot, steamy hot. We had a tent city. And there were hundreds of troops in a cantonment area at Tan Son Nhat Airforce Base. Planes coming and going. And I wasn't there very long. And then I was assigned to a unit in Saigon where I was working nights. 16 So I would sleep in daytime. So I do remember the arrival and coming off the plane. But going home, I'd have a hard time. SY: You weren't counting down your days? Well no, because you had that special project, so it wasn't like you were sure. RL: Well I knew I was going to stay. I mean I just knew it. I knew that I was going to do this and that was it. It's hard to -- SY: Was it hard to adjust to coming back home after being in Vietnam? RL: I came back. I was stationed at Fort Monroe. And I worked for the training command there. And I was responsible for the training budget of all the service schools around the United States, to include the aviation schools at Fort Wolters, Rucker, all this. And I remember I worked for a guy named General Pepke and his deputy was a General Andrews. Pepke was a two star at that time and Andrews was a one star. And I had a very responsible position because at that time, believe it or not, in the early '70s, they were downsizing to get out of Vietnam and the school budgets were being cut. And I remember the DA staff called me about the aviation budget for our aviation schools. And I worked with two colonels, lieutenant colonels, who became general officers and trying to save the aviation budget from being cut to the bone. And I remember I worked on a lot of projects and was flying back and forth between Fort Monroe and Washington to work with these officers and try to save as much as we could. And that was I think a turning point probably in my career because I had not been selected for the Commander and General Staff College yet, I was a major. Now Commander and General Staff School is very important to you. I hadn't been selected yet. So there was an opportunity there and I was already working on my master's degree, going to night school. Now I was working constantly with a high pressure job and I was going to school for my master's degree with George Washington and I was doing commander general staff work with the reserve unit at Fort Eustis which was about 20 miles away. SY: You were a busy guy. RL: So I was going to school for four nights a week plus weekends working plus doing my job plus doing the papers and studying and doing all the things you have to do. So I was out and that's why I say to people don't ever get discouraged, don't let people tell you that you're not going to make it or you're not going to do something. You have to keep plugging away and rely upon yourself to be good enough to do it. So I have to say that I wasn't married at the time, so your social life goes to hell in a handbasket. See, you have to set your priorities. And there's another thing that Norwich is going to help you do is set priorities and know what's important and what's not important in life because you have to look down the pike. Think outside the box and then see what it's going to be like ten -- 15 -- 20 years from now. So if you want a career, you got to work for it. And they're not going to hand it to you. You go out and get it. You prove your point to them. So all this happened and I finished up my Commander and General Staff stuff, I got my master's degree, and they shipped me to Korea.17 SY: Now at this point you must be tired. RL: Well I'm going to tell you right now, the thing is that you learn something from your education, from Norwich, which is to press on. It's the old thing as can do, I will try, whatever. Can do was my infantry, first of the fifteenth, can do outfit, Norwich was I will try. And those things drive you, especially if you have fire in your belly and you want to go someplace. And you're not satisfied with just sitting on your butt and hoping that it's going to happen. So I go to Korea and I work for 8th Army HQ in Seoul and I'm a logistical staff officer and out of the blue the general calls me in and said, "Oh by the way you're going to continue as a logistical staff officer, but you're now the missile maintenance officer for Korea." That's an ordinance job and the ordinance officer had just gone home and they didn't have anybody. So now I'm responsible and the problem they had with the Hawk missile program which is a Raytheon product was they were getting about 40% reliability. And DA was holy hell on the command. So I had to do something about that. Well let me put it this way, it's a twelve month tour in Korea. And my assignment officer, the big assignment officer from DA, came over and he says, "Hey, yeah Lotz, you're going to the armed forces staff college." So I said, "Hey look, I've been to Leavenworth." He says, "You're going to the joint school, the armed forces staff college, in Norfolk." And I said, "Well when's this going to happen." He said, "Your next class is six or seven to eight months out," after I come back. I said, "What will I be doing?" He said, "You'll snowbird." Well snowbird is that you go there and you do whatever the school tells you to do. And I told him, I said, "No, I don't want to do that." I stayed in Korea 18 months. I worked on the job I did and when I did that, the reliability of the Hawk missile was at 94%. I had done a whole refurbishment program on the other missiles that we had in budget, I had set up budgets for refurbishment, did all of that, and so I came out of Korea with what they call is a dual job efficiency report because I did two jobs in one. And then I went to the armed forces staff college. SY: There you go. And then you get married. RL: No, not yet. I got to school. I went through school. I was assigned to the military personnel center where I was given a job as the lead on women in the army. I used to brief the DA staff. I used to go over there with all the statistics because we were trying to create a model that would determine the grade and MOS and how to bring them in without having big bubbles and all of that, et cetera, et cetera. And I used to go over with these big, in those days, printouts like this and I used to brief the DA staff. And I used to bring these printouts to them and I'd say generals if you don't believe what I'm saying, you can read it. And I drop it on the floor and they'd all laugh. We're talking about two or three stars and they all laugh because they know they aren't going to do that thing. So they were listening to what I was saying, it's the how we were trying to work this. And I wasn't trying to be smart. I was just trying to lighten the load, just be a little levity there. And I was recommended for the Pace Award because of that and I was given a special award. And I met my wife in Washington. My wife, I was trying to get a date with her and she was busy or I was busy. One time I just got fed up and said, "Are you free Friday night? Can we go out?" And she finally said yes. And so her father was a retired colonel infantry which she never let me forget. And we went out to dinner and dancing down in Washington. And I said to her that night, I said, "I think I'm going to marry 18 you." She said she'd never marry a military guy. And she says, "I think you're right." I've been married ever since, the same woman, very happily married. SY: That's a lovely story. So we've been talking for like about an hour and fifteen minutes. RL: And you want to know something? You got more than you need. SY: And I think you probably want to -- I don't want to take up your whole day. RL: No, and I got to get going. SY: Yeah, exactly. So any last thoughts? This was great. Let me -- RL: It's too much, I know. But I'm telling you stories. SY: No, no, you're telling me stories. This is all really important. RL: We haven't gotten to the point where I got to be a battalion commander about this guy, Pendleton, who used to be -- I'll tell you that a different time. But that's the leadership team. There's what you face as a battalion commander. There is where you have distress and strain of seven days a week, 24 hours a day and have to take care of the troops. SY: So when we have more time, we'll really go into that. I'll put a pin in this. So let's pick. So when we talked on the phone yesterday, you were talking about how you think that in terms of remembering war there's this unfair hierarchy where combat stories are valued more highly than other stories. So do you want to speak to that? RL: It's the perception that people have that when you mention warfare, they think of combat because that's what it's all about. You wouldn't have a war unless somebody was fighting. So we focus on those people who are in combat because they're the ones nine out of ten times who get wounded or there's fatalities and things like that. But we forget about those who support the combat troops, the combat service support troops, and things like that, that there's a huge number of people behind supplying and taking care of, the medical people and the supply people and the transportation people and all these people that are supporting the combat role. Even the artillery people, the combat service support, it's a team and we can't forget that there's a large team behind the combat lines that are supporting those in the trenches. SY: And also I'm sure that in Vietnam even though you were behind the lines, you still were in danger all the time I would imagine. RL: Well you were because the way the war was there, you didn't know who your enemy was because the enemy melded in with the populace. And the snipers and the ambushes and things like that that could happen at any time. So you always had to be prepared. The convoys had to be prepared even in the city sometimes, especially during the Tet Offensive in '68, the Tet Offensive. A lieutenant working with us was ambushed and was killed. So it could happen at any time. And there was no front lines in the First World19 War. It was a trench. And you knew those bad guys were on that side and you were on the other side. It's a different war out there during my service. SY: Yeah. What was it like to live with that constant anxiety and confusion? You were there for a long time? RL: Well yeah, but the thing is is that you didn't dwell on it because if you dwelt on it, then you were afraid all the time and you couldn't get your job done and you couldn't function. So you put it out of your mind. It's one of those things that when you're put under stress, you look to God to say, "Make sure I get through this." SY: Were there ever moments when it broke through and felt that fear, like I don't know, going to bed at night or waking up in the morning or things like that? RL: Only from the standpoint of anxiety you might say. There were times -- the night before the Tet Offensive, I had to go to a barge site and I went alone and I had to go through the city across the bridge outside the city. And the Vietnamese troops were guarding the bridge and so I pulled up in my Jeep and they looked at me and I said, "I got to go to the barge site," which was a couple miles away. You had to go through this little village and all. And they looked like as if I was nuts. But I went and this was about one o'clock in the morning. And I went through the village down to the barge site, checked it out, the operation and everything, and came back and at dawn that same day the next vehicle that came into that village was ambushed. Well there for the grace of God, go I. So there's no way of telling what's going to happen at times. And so the anxiety level is there but you can't dwell on it and you do your job. SY: Does your training keep you from dwelling on it? RL: I think so, yeah, if you know what you're doing. It definitely is a big plus. If you didn't know what you were doing, your anxiety level would really be high because then you would be looking in the shadows. It's not that you're not conscious of what's going on around you because your training develops that instinct to look at certain things and evaluate certain -- and quickly and whether it's safe or not safe. So from that standpoint, yeah your training is a key factor into how you react and how you look at things. It tells you when to go and not to go at times. So it can be a life saver. SY: So I interviewed a guy just last month or a couple weeks ago and he was also an officer. He was also a logistics guy behind the scenes, but it was in Iraq and as we know there's no real distinction between combat and noncombat anymore. And he was describing when he came back, it took him a while to realize that he had some of the signs of PTSD. He needed the quick fix. He had the hypervigilance. He was seeking out thrills and things like that. And I'm wondering if -- it was talked about less in Vietnam, especially if you'd come back and function, it wasn't talked about at all. But did you when you came back experience trouble adjusting back into a civilian -- not civilian because you're still in but? RL: Well I think maybe I had a sense of -- I was self-sufficient you might say. I could handle my emotions. I could -- so I'm self-sufficient you might say, not a loner, but able to cope 20 you might say better than others. And because of my background, because of how I was brought up, because of everything, that all contributes to how you adapt and can assimilate all that happens to you in a combat zone when you come back and try to come back into the community. The associations you have with your family, the associations you have with people, how you view the world and everything else, all of that's a factor in what affects you up here in your head. SY: Claire, can you tell them to be quiet nicely? F2: Sure. RL: See that all affects how you look on life. And so from that standpoint I would say that I didn't come back with a lot of anxiety, I came back to a world that was safe, the world that hadn't been effected by war, a world that I didn't have to watch out. SY: Was it strange to like sleep in a nice comfortable and to eat delicious food? RL: No. SY: It just was easy? RL: It was easy. I assimilated right back in. But I tell you, that's based on attitude too. And you got to realize this, you don't always sleep on the floor. You don't always sleep and live out of a rucksack. There were cantonment areas and things like that. In Vietnam it was like they were trying, because the war wasn't popular, is they tried to bring all the comforts of home to Vietnam. So for the combat troops when they weren't out in the field, they could come back to a cantonment area with all -- good food, rest, relaxation, et cetera, et cetera. And they also had the R&R where they could go over to Australia or to Japan or wherever and Thailand. So there were certain things and they tried in Vietnam to try to keep guys in combat maybe six months and then six months in a rural area. So there's all different aspects that you have to consider when you look how a person's going to react when he comes back. SY: Are there any, I don't know -- when you think about Vietnam, I don't know how often you think about it now. Are there smells, images, feelings that you remember, anything that sticks with you? One guy, I read his memoir, he talked about the smell because they were burning poop where he was living. RL: That was up at a cantonment area. We had the outside latrines and all that and they had to do it to get rid of it. A lot of times in the Orient you'll find they'd throw it on their fields, in the rice, and all that. They use it for fertilizing. Well the Germans did too and animal manure was – used as fertilizer. SY: Welcome to Vermont spring. RL: Well you had the old honey wagon. So in Germany they used to pour it onto the fields. And that's why you had to be careful of what you ate and things like that, especially in the Orient. What I remember about Vietnam, the food, not the American but I mean the 21 Vietnamese food. I do remember the time where there was during the Tet Offensive a lot of rocket attacks right across the street from where I was staying and the presidential palace wasn't too far, like two blocks away. The thing was that the rocket attacks would come in and then I remember one morning they heavily rocketed that area and the concussions and the noise you hit the floor, and then I ran outside because right across the street there was a Vietnamese family and a rocket had hit the house. And so this other fellow and I ran inside, up the rubble, actually the rubble, and got into the front entrance because the family had children. And we found the family, luckily nobody was hurt. They were underneath the stairs and they had been saved because they had taken shelter underneath the stairs where that closet or whatever it was saved them. And we hauled them out. I remember that. I remember working in the Saigon port and on the Saigon River. I remember that little incidence where we took ground fire. I remember little things like that. SY: Yeah, I bet the food was amazing. RL: The food was. I thought the food -- Oriental food can be quite good. When I was stationed in Korea I used to eat on the economy all the time. And you'd sit on a pillow and fold your legs and a lot of times they had a grill in front of you and things like that. I liked Korean beer. SY: Korean beer is good. I like Korean barbeque too. So we haven't gotten talk about you being -- you were a brigade commander right? RL: I was a brigade commander. SY: How many people were in your brigade? RL: It was thousands. I was a commander of the school brigade which had all the troops and students for the transportation school at Fort Eustis. SY: And the story you were telling of when you were staying in the World War II barracks and you had that -- RL: I was a battalion commander at Fort Bragg. SY: That was Fort Bragg? RL: That was Fort Bragg, North Carolina. I was commander of the seventh transportation battalion, had a long military history in that battalion. We had the only airborne car company still left in the United States army and that was left over from World War II. And the commander was a captain and he was on jump status because of the airborne car company, that was the connotation of it. And they were used -- that's why I say it's leftover from the Second World War. They also had an air delivery company, quartermaster company, where it was commanded by a major. And they did rigging for heavy drops, meaning vehicles, supplies, everything, and rigging the parachutes, and things like that. And because I had airborne troops in my battalion, my job also my slot was designated as an airborne slot. So at 44 I was still jumping out of airplanes.22 SY: Woah, so how'd your wife feel about that? RL: I had been married two years, three years at that time. And her father had been a 30 year veteran in the infantry, had been in the Second World War and that. And it's part of the job. SY: You were meeting a lot of people. So did you have any leadership challenges? How do you think you did as a leader? Were you the right mixture of approachable and intimidating? Did you think about that? RL: Well I guess if I had to self-evaluate, I was both because my commander expected -- he expected his commanders to be combat ready all the time and to be efficient and to get the job done regardless of the obstacles. There was a certain amount of pressure. Which therefore, you had to -- like they say, it rolls downhill. Now you had to say that at this time we had a volunteer army. Yeah, we were in a volunteer army. We had kids from all over the country. And we had to appeal to their sense of duty because that wasn't an eight to five job. I don't know where they ever got this idea. And the accommodations they lived in were not pleasant. They were the bunks and the World War II barracks, one latrine at the end. And the barracks were not in very good shape because that was the time of the Carter timeframe and they were cutting back on the forces. The money wasn't there. It wasn't being appropriated for repair parts or anything else so your vehicles were down a lot of time. You had to spend long hours to try to maintain and keep them going. And maintenance was one of the biggest problems with keeping the vehicles going, trying to make sure that the troops were taken care, and weren't put in such a state where they couldn't function. And we just did so many different things within the battalion because not only did I have truck company, I had Jeeps, I had an air delivery company, I had a Stevedore company that lifted the boxes and all that. So we had a challenge because we were multifunction, not just one focus. And we supported the 82nd airborne. And the 82nd airborne was -- they had three brigades. One brigade would be in the field and we had to support them. One brigade would be in garrison and we had to support them. And one brigade would be I'd say down, not deployable, they were resting after doing these other two. Well we had to support on a 24 hour, seven day basis, those two other brigades. We never had any down time. And that's why the vehicles had problems because we were running them all the time. And so it got to be a challenge, a real big challenge. But I was extremely proud of my battalion I encouraged my troops to be competitors. Fort Bragg there was very competitive with the 82nd airborne, the other troops there. They had boxing matches. We had combat football. We had air delivery competitions with the 82nd because they had their own air delivery unit. And I would say that my boxers, I reestablished and let some of my troops box, started taking championships. We beat the 82nd airborne in combat football, never been done before even though my commander who was a major at the time and was captain of our combat football team broke his collar bone. And it wasn't too long after that that they outlawed combat football because there were too many injuries. But the fact here is here was a support element, a transportation battalion, that went up against the combat troops, the 82nd airborne, and beat them in combat football, biggest thing. I was real proud of my troops. I had the championship women's basketball team at Fort Bragg. So esprit de corps is a very important thing and you got to give them a sense of accomplishment, not 23 only on the job but also in these other areas. So you try to encourage that. It's a difficult thing. It's a balancing act. It's like you have to keep all the balls up in the air at the same time and you have to learn how to do that. And it's not an easy thing. SY: Interesting. So I have two more questions for you and then Clark has some Norwich questions for you. But I also know time is an issue. My buddy Dick [Shultz?] told me a story. He discovered halfway through that I was Jewish. And then it was all over. He talked about -- he says you have some story about an airplane, it was in Vietnam, almost taking off or something, a Cold War story about if this airplane takes off, we're with war with Russia. I don't know, he remembered something. You don't know what he's talking about or you do? And you watched the plane hover and then it went down again. Maybe this wasn't Vietnam. Maybe this was Korea. I don't know. RL: I don't know. I was in South America one time and I was in special ops. I was Special Forces then. And one of the planes, it was a C123, which was an old prop driven. I mean you never see those today. And it was special ops. And the pilots, we were contour flying. Contour flying means you're right on the deck, bounding up and down because of the air drafts and everything else, and I remember this vividly. I was up with the pilots and these two guys -- you got to remember, air force guys I think are a little bit different than army guys. And they have to be for what they do. And these two pilots were up there just chatting away. I mean it was like they're having a cup of coffee down in the wherever and they were just chatting back and forth and this thing was bouncing up and down, up and down, and all across wise. And they were just having the grandest time. And you got to realize that it takes a special breed to do this. And it's the joy. I mean, I was a young guy and I just had the greatest time because -- and you have to have the competence though. And that's where you were talking about the training and everything else is so important. It's that these guys were able to do this, almost with their eyes closed. But the fact is, it was dangerous, what we were doing. And the helicopter I told you about being shot at and the pilot, as I say, I make light of it. But the fact was, we were taking ground fire and very well that chopper could've gone right there into the patties except for the pilot, again who I knew personally and had great confidence, and just pulled back on the pitch. And that thing, we didn't know if it was going to make it up or not because the rounds were hitting and if they'd hit the wrong part, we were done for. But this guy was just cool as hell, pardon the expression. He was. And that chopper, the vibration, it was just straining to get up over 1,000 feet where we get out of range of the ground fire. There were other things, but -- which one? There was a couple other things. But it was fun because you're young and you think you're invincible. And like you were talking about, how do you feel about -- some of these things you don't think about because you put it right out of your mind. And sometimes you put it out of your mind for a purpose. SY: Training plus testosterone. RL: And you just don't think about it after that too. Some of the things are so emotional that you don't. You put them out of your mind and you don't go back. That's just the way of life.24 SY: So one last question, people talk a lot about the military civilian divide. And you said that they're two different cultures. So you were in the military a long time and then you're retired. And so how do you interact with the civilian world? Do you feel different than the people around you who are civilians? Do you mostly spend time in military circles still? RL: No, when I left the service I never looked behind. And I went 180 degrees, gone the other way. SY: All right, what did you do? RL: I established my own business out of a hobby. I worked with antique clocks, 1700 and 1800. And I found that in order for me to establish a business, I had to go do these high end antique shows. And so I started doing high end antique shows, maybe was doing 15 or 16 a year -- I had a studio built off the back of my house. Business was by appointment only. And I had between 45 and 50 tall case clocks plus all these other clocks and things like that. And I'm down to about two shows a year now. And I used to be driving 40,000 miles a year to do the shows. But it gave me the latitude to be my own boss. It gave me the latitude to where if I didn't want to work seven days a week, 24 hours a day, I didn't have to because I had a young family. And I just didn't want to go back into the pressure cooker. The pressure cooker is what I call, even in my final days -- I had great jobs, one of them where I was the DCS for air transportation in the military airlift command, which is now melded into the transportation command at Scott Airforce Base. I was responsible for all the aerial reports and cargo and passengers all over the world. I had people all over the world. And so one time I left from Scott Airforce Base to the west coast to Hawaii, to Japan, to Korea, to Okinawa, to the Philippines, to Diego Garcia, to Turkey, to Germany, to Spain, to England, and home. So I only say that because I'm giving you the perspective that you can do anything in your military career. It depends on the field you're in. And one time I worked for the comptroller of the army as one of his executive assistants and was also congressional liaison for the appropriation committee with Congress. I worked with the Senate and the House of Representations when I was stationed in Washington. So what I'm trying to say is that a military career is not just one thing. I've had a varied career from combat arms to comptrollership to transportation to a multitude of other things, Special Forces and that. SY: But then you didn't want to go back. You wanted a job that wasn't that intense? RL: Well it was the fact is that that was me. Everybody's different and it was me. And I've been involved with Norwich since I was a class agent. And let me just tell you what I did because this is what I say to the Norwich grad is to keep active. I was a class agent for a while, then I was president of the alumni club in Washington DC. Then I went to the alumni board. Then I was president of the alumni association. Then I went to the board of trustees. Then I went to the Board of Fellows. Then I was chairman of the Board of Fellows. And then I had been a contributor with the Partridge Society and all of that. And I worked with the Colby Symposium for 20 years. And today they just appointed me as chair of the Friends of the Colby, the military author's symposium.25 SY: Cool, congratulations. Do you feel like Norwich -- it clearly prepared you for a military career. Do you think it also prepared you for your civilian career? RL: Sure. SY: How so? RL: I think that Norwich gave me an attitude. You know, it's an attitude and it's a level of confidence. Norwich University was the perfect match for me because it gave me the opportunity for leadership positions. I was the cadre every year I was here. And second it did, it gave me a great opportunity to meet combat vets because of the PMSNT and the cadre officers and that and to associate with some really find people. Thirdly, I met some great professors. Loring Hart was my English teacher. And I wrote an article for the Guidon one time and he wrote me a little note. He said, "Well done, you learned something." Little things like that that were feedback from the administration. Ernie Harmon who was the president at the time, I had met maybe four or five times. And when I was given an award or my diploma and the only other time I met him was when he chewed me out one time really bad when I was a corporal of the guard, and I mean really bad. SY: What did you do? RL: He drove up and parked his Cadillac and was going up to his office and I was the corporal of the guard. We were ready to take the flag down or something. And I didn't see him. But I didn't call the guard to attention or anything. And he just came over and chewed me out for not calling to attention and saluting him. And I said, "Yes sir." And the other time I met him was the time he called me into his office. And here's a good story for you. He called me in. He says, "I got a letter from your parents. They're concerned because you weren't accepted into advanced ROTC," because I failed the medical because of my eyes. And he says, "Do you want to be in advanced ROTC?" And I said, "Yes sir." He said, "Well this is what we're going to do." He told me exactly what he was going to do. He was going to get me my eye reexamined at Fort Ethan Allen and that the transportation would be provided for me and to report at such and such a time. And that was it, bang, gone. I went up to Fort Ethan Allen, went to the doctor there, doctor came from my home town. And he says, "What's the problem?" He says, "Well you got to be kidding me." He says, "During the Second World War with guys that were absolutely blind were in the infantry and they gave them two or three pairs of glasses in case they broke one and they sent them off into combat." So he reexamined me and passed me and that's why I had a 30 year career in the army. And I spent a lot of time, when they said I couldn't be in the combat arms, I spent a lot of time in the combat arms. So I tell these cadets don't give up and the fact is you can be anything that you want to be, you just work for it. SY: Now, Clark you had a question. It was about this canoeing trip right? CLARK HAYWOOD: (inaudible) [01:41:05] that you got to, as I would say, as a young guy, you got to hang out with Homer Dodge. So what was Homer Dodge like?26 RL: Wonderful guy, just a wonderful -- and he had to be in his 90s. All right, I was stationed in Washington DC at the time and I was working in the Pentagon. And I was elected president of the alumni club in Washington. And so my wife and I, we looked at what we could do to be interesting for the group, to bring him in. So I contact Dr. Dodge and asked him if I went down and picked him up -- now he was down in Pawtucket and Camorra, Cremini or something plantation. He had a beautiful home right on the Pawtuxet River, old, old home. And I said if we come down and pick you up and bring you up for the meeting and then take you home. Well that was like two hours down, two hours back. Anyway, he agreed to that. So my wife and I went down and he addressed the group. And by the time it was all finished, we got home at like one or two o'clock in the morning after driving him home. And he invited us to come back and spend the day with him. So we did. Now he was a canoeist. If you read his bio and that, he was a pretty serious canoeist. And at the age that he was, he was still canoeing. I couldn't believe it. And he had it all upstairs. He hadn't lost a bit. He had not lost a bit physically and everything else. And his stature, he wasn't a very tall guy, but he says, "Come on." He says, "I want to go in the marshlands along the river here and we'll go canoeing." So my wife and I got the canoe out and all three of us got in and he paddled us around and showed us all this marshland and things like that. And we just had a great time. And we had lunch together down there. And so that's how my connection with another president, he was president from 1944 to 1950, and then Ernie Harmon came in. And then Barksdale Hamlett I think came in after Ernie. And I knew him. And then it was Loring Hart. And then it was Russ Todd. Then it became Rich Schneider. I knew every one of these guys. I worked with them because of my association with the school. SY: So what about -- you've seen Norwich change a lot over the years. And how do you feel about the changes? Your alumni are sometimes very pro and very anti, it's interesting. RL: Well you have to realize that our society has changed. And when females came into the corps, well that was a big thing. Well at the same time I was working in Washington. And as I told you, women in the army, that's what I worked on. SY: So you did work on that? You worked on making that happen. RL: Yeah. I was briefing the generals. Remember I talked about those reports and I used to throw them on the floor to laugh because this was all the statistics they were providing because we were trying to integrate women into the army in certain MOSs by grade and MOS so there weren't any big bubbles, you see, because for promotion and everything else. And so this was a big thing that the Pentagon was concerned about. And they were getting a lot of court action, litigation. So we were an important part of the personnel system to make all this happen in a logical way. And that was where my commander because of the group I was leading gave me a special award and also recommended me for the Pace Award which was a very prestigious thing. I didn't get it, but the point is that he thought enough of me to recommend me for it. And that's what counts in life is that at least you get recommended for some of these things. But seeing that in the corps, so that didn't bother me at all because I had women in my battalion. And they were some of my best officers and best NCOs. Now I will say we did have some problems with women in the army and that was with -- and the only thing I want to mention here is lesbianism. 27 We did have issues of that. And that's changed too. You got to know what the period of the time was and the problems that we were confronted with which we hadn't confronted before. So they were new to us. So in order to be concerned about protecting troops and everything else, you had to reorient yourself. And that's the most important thing. The issue why I say that is to be able to be flexible enough to adapt to a new change and to be behind it and to understand it and support it. Now if you don't -- there were times where I don't agree with everything that happens at Norwich but at the same time I understand this is a big operation here. It's grown so much that the opportunities for these cadets -- they're busy all the time. All the opportunities are so much greater than what we had when I was going to school. And the other thing is that you've got civilians here too. And those are all different problems that you have to work through so there's no favoritism towards one body or towards the other. And that's why I say with a Colby symposium is that we have to incorporate the civilians as well as the military. So the subjects have to be such as that they relate to both sides. And therefore they interconnect and therefore what we're trying to do is enrich the student's experience. And what I say is think outside the box. You can't be just focused with blinders on. If you do that then you're missing a lot. And you're missing a lot in life too. SY: That might be a good note to end on. Clark, any other questions? CH: Yeah, do you have any anecdotes of any of the presidents that you worked with at all, just funny or anything serious that you learned, like insights from the past? RL: Well Ernie Harmon was -- he'd watch you from his window as you walked your tours and all that. He was gruff. He was fair. And I didn't have a lot of contact with him. The awards, the diploma, and when it was necessary. Other than that, you didn't want to have any experience with him from that standpoint because it might be negative. That's what you didn't want because Ernie, he was a tough guy, but he was fair. SY: Any interactions with his wife? RL: No, none. None whatsoever. SY: I'm reading her autobiography right now. RL: You're a cadet and you're talking in the 1950s. And we're isolated then because we didn't have '89 up here. And that's what I think -- that's what made our class just hang together, the comradery and the fraternities and everything else. And that's why I think even today with our class, we hang together. Maybe it's other classes. It just happens that maybe I'm looking at just my class, but then you went from there to Hamlett who was a gentleman. He only was here for a little while. I think he got sick or had cancer or something and left. So it was limited experience there. But then Loring Hart came in. Now he was my English professor. And I have to say that Loring Hart drew me back into Norwich, he did, because I was in the alumni club, but he says you got to come back to Norwich. And he used to stay with me when I was the president. He used to stay in our home, he and his wife Marylyn. And she was a delightful person. SY: I'm trying to track her down.28 RL: I think she died. She's passed away. Either that or she's in a -- SY: A nursing home? RL: Yeah, extended care. And I'll mention that in just a minute. But Loring Hart was an academician and at the time -- each one of these presidents that we're talking about was the man for his time. That's what they needed. And then of course they outlived their time and so then they bring somebody else. So Loring was the academician. I think he brought people together. He certainly was a favorite of mine. I used to stay with him when I came up for the meetings. That's because we were friends. And that friendship developed after Norwich, after I graduated. When Loring left and Russ Todd came on, Russ and I talked -- General Todd and I talked a lot because I was on the trustees at that time. And he was the right man for the time because of the military aspect, that's what they needed. But I will say this, that Rick Schneider when it was his time to do it -- and he's been here, what, 20 some years. He brought characteristics or elements of all the presidents previously you might say. And why I say that, maybe not in the intensity of an Ernie Harmon, but he came with his military background with the Coast Guard. Second was his finance background, which is a Godspeed because he understands that you can't do anything unless you have the money to do it. And that is a big plus in the atmosphere that we operate in today. He also is able to work with people. Therefore, he's been able to advance the university in certain areas. And he's given them the latitude to do that, where we've gotten more prestigious things that are necessary in a university. Now he's working on the campaign for the bicentennial which he knows that may be part of his legacy is the fact that he leaves the school financially better off than when he came in, which is a very important thing because if we're to perpetuate this for longevity, we need the financial endowment. A lot of big schools have these huge endowments over the years. But you got to realize that in the early years, even in the '60s and the '70s, there was a very small endowment. And there wasn't a lot of money being given. But after that with technology a lot of our graduates have done extremely well. And they've been very generous with giving back to the school. So that's an important element as we look at our history in the 20th century and now in the 21st century is how things have changed from that standpoint. The university's changed because of the physical plant, because of the civilian population. And yet we're still getting great admission in the cadet corps. So the core values of the university, the concept of citizen soldier, has got to be preserved because that's the main stay as far as I'm concerned of the university. And when I came to this school, I had no intention of going into the military as a career. I took business and I expected to go into the business world. SY: And so why do you think you did? RL: As I progressed, everybody had to go in and had a military obligation regardless. I don't know how it developed. It just developed. I was always one of these people who was willing to take on responsibility and I was a cadre member the whole time. I did well at summer camp. And I was involved with all of these organizations here. SY: You were good at it.29 RL: Well I was interested in it. I was interested, like the honor committee and all these committees. But the point being is that I did well so I had the opportunity to -- I was a distinguished military graduate. I had the opportunity to accept an army commission. And I said, "Why not? Twenty years, get my masters, and go out in the business." Well I got to that point where I had my master's and 20 years and I got promoted early to colonel. And I had young kids and everything. I loved the military. So I just stayed in for 30. But how did I get into, it was Norwich. I didn't have any intention of coming into the military like a lot of these young men and women come into the school today. I had no idea that I would spend 30 years in the army. But I had a great career. I had great opportunities, great assignments, and so you look back on your life and you say, "Gee, I've been lucky." But I have to say that I was prepared academically before I came to Norwich, how to study, because the grades are important. And Norwich developed me after that. I don't know what more I can say. SY: I'm worried about you catching your plane. RL: No, no, don't worry about that. I'll catch that plane. I know how to do it. As long as they don't ticket me for speeding. SY: I think we're good. Thank you for coming back today. RL: Well you can edit anything out of that you want. END OF AUDIO FILE
2005/2006 ; Serena Fedel's dissertation is focused on gender issues, more precisely she has chosen to analyse the social conditions of employed women and the way they manage to reconcile the duties arising from their job with the ones connected with their role within the family. Geographically speaking she has decided to examine the above mentioned issues in the core of the so called Alps-Adriatic region, i.e. in the three bordering areas of Carinthia, Friuli Venezia Giulia and Slovenia. The aim of the dissertation consisted in analysing gender disparities and the social conditions of working women first in Austria, Italy and Slovenia and then also in of Carinthia and Friuli Venezia Giulia in order to find out which government has proved to be more sensitive to gender issues and has been more committed and successful in promoting a more equal society. Moreover tthe PhD candidate wanted to discover and point out which measures and initiatives have been more useful in order to develop gender equality and equal opportunities for all, so that such best practices could be introduced also in other areas in order to achieve the same goals. Carinthia, Friuli Venezia Giulia and Slovenia are neighbouring regions and to a foreign eye their landscapes must look similar, mainly because of the architectural legacy of a past when the three of them were all part of the Habsburg Empire. Indeed until the end of the First World War [although only until 1866 for the area of Friuli, when it was annexed to the Reign of Italy] these regions there ruled by the same laws and were inhabited by a very Catholic population. Notwithstanding the fact that in general women had to work hard at home as well as outside it in order to help their family make ends meet, the Catholic Church had been very successful in promoting the traditional patriarchal family model of the male breadwinner-housewife, according to which woman's role was defined by the three "K's" [Küche, Kindern, Kirche] kitchen, children and church. Originally such a model was meant for the bourgeois family of the 19th century, but soon it became valid for all the social strata. It prescribed that the husband's role was to work for wage while the woman had to be the care-taker at home; if an employment was compatible with these tasks and/ or if the financial situation of the family required it, only then could she work outside home. The year 1918 marked the beginning of a dissimilar historical, social and economic development for the bordering regions of Carinthia, Friuli Venezia Giulia and Slovenia, even though some features – like the strong feeling of devotion to the Catholic religion by the majority of the people, a peripheral position within their states and in respect to the decisional centres, as well as some internalized attitudes, customs and traditions - represented some common resistant-to-change characteristics. Now less than one century afterwards, the three areas are again under the umbrella of a common institution, the European Union, which counts gender equality among its founding principles, it has introduced the approach of gender mainstreaming in all its policies and programmes, and it requires all the member states to do the same. Moreover the three bordering areas are more or less affected in the same way also by world-wide phenomena such as the globalisation process (of capitals, work, models of reference, cultural trends, etc.) and the process of individualization of society. Given the above mentioned common features as well as the dissimilar historical experiences and social developmental paths which have characterized Carinthia, Friuli Venezia Giulia and Slovenia in the 20th century, the objective of Serena Fedel's dissertation was to investigate whether nowadays women's social condition and their models of behaviour in these areas are still similar, or if they differ and how, and which strategies have been elaborated in order to tackle the problem of gender disparities and discriminations. Through such a comparison it was expected to devise and point out some "best practices" which might be applied in the future in other regions in order to promote equal opportunities and the development of a more equal society. The main hypothesis was that the traditional male-breadwinner-housewife family model had left a legacy in the way household duties are divided between men and women, as well as in the different way men and women are present in the labour force (sectors of employment, hierarchichal position and status and power connected with it, career chances reserved to them, etc.). As a consequence it was expected that the various aspects of gender inequality to be addressed would have been similar, and also that the policies and initiatives devised in order to tackle them would have presented common features. On the other hand it was also expected that Carinthia, Friuli Venezia Giulia and Slovenia would have presented partially different workforce situations and levels of development of care services, to be accounted for mainly by the dissimilar historical experiences through which they went. Given the stress laid by the socialist system (when Slovenia was part of the Socialist Republic of Yugoslavia) on the principle of equality between the different republics (ethnicities) as well as between sexes, and considering that it demanded all of its citizens to work, Serena Fedel assumed that Sloven women should have fared better then their colleagues of Carinthia and Friuli Venezia Giulia. More precisely it was expected that in Slovenia women would have enjoyed more equality with men in the private and in the public sphere, and that the network of care services in support of working parents would have been better developed here than in the other two areas. It must be mentioned that another hypothesis was also taken into consideration, namely that the weight of the socialist legacy could have been partially blunted by the dynamics set off by the process of transition to the market economy - i.e. the distance taken from everything that belonged to the old system, and the process of re-catholization of the population. While the second hypothesis was not confirmed, the first was supported by the results of the analysis carried out on the basis of statistical data concerning the labour force and the network of public care services in Austria, Italy and Slovenia, as well as in Carinthia and Friuli Venezia Giulia. These data matched also with the results of opinion polls carried out in the areas of interest on the topics of gender equalities and inequalities, and about men's and women's roles within family and society, as well as with the results of a survey carried out by the very PhD candidate on 30 women of the Alps-Adriatic area. Coming now to present the structure of the dissertation in details, the first chapter deals with the main sociological theories about social inequalities, starting with the classical ones which adopted a hierarchical approach and focused mainly on people's position within the economic field, and then moving to more recent standpoints, which adopted a horizontal approach in order to give account of the so called new inequalities. These are connected with characteristics such as one's gender, age, race, ethnicity, kind of dwelling, etc, so they cannot be directly connected to or explained by only taking into consideration one's profession, but nonetheless they affect people's life chances and achievements substantially. In the second chapter the focus shifts to the topic of whether and how the main sociologists took into consideration the issue of gender inequalities, and what they wrote about woman's nature and her role compared to man's. Afterwards the principal feminist approaches to the study of gender issues and their main points are discussed, together with the theories that were developed in order to explain the phenomena of the gendered division of work and the existence of patriarchal relations in social structures, focusing most of all on the reasons why women are in a disadvantaged position in the labour market, and on the relationship between welfare policies and women's situation. The third chapter is devoted to women' social condition under the Habsburg monarchy and it is explained how the traditional male breadwinner-housewife model could assert itself and become the leading paradigm for the gendered division of work, notwithstanding the fact that women had always been working, at home as well as outside it. The key role played by the Catholic Church in the affirmation of the traditional patriarchal family model will be highlighted. The fourth chapter deals with the way woman's condition has evolved over time in Europe and more precisely in Austria, Italy, Slovenia and the former Yugoslavia until our days. The diacronical development of the female employment rates together with the different kinds of welfare states that have characterized these nations constitute the main topic of the chapter; their analysis allows to come to outline which kind of gender relations have been fostered in the three states. Moreover it will be given account of the impact that the two phenomena of the process of globalization and of individualization of society have had on women's situation, focussing specially on Western countries. In the fifth chapter the attention will focus on the regional situation: firstly it will be given account of the way the European Union has been dealing with the issue of gender equality, and the principles and policies developed to tackle gender inequalities; on a second step the analysis will concentrate on the regional level and more precisely on the three areas which may represent the heart of the forthcoming Alps-Adriatic region: Carinthia, Friuli Venezia Giulia and Slovenia. After having investigated the way women are present in the labour force there and the care services on which they can count - also contextualizing such data within their national frame, i.e. of Austria and Italy – the focus will move to the policies that have been developed by the regional governments in order to support families, to promote gender equalities and to counter gender discrimination, also describing the national and regional institutional bodies that deal with the issue and their involvement in initiatives co-financed by the European Union such as the program EQUAL. The goal of this part of the work is to detect some best practices which have been elaborated in a specific region and have proved to be effective in helping parents to carry out all their duties, and which may also be successfully adopted by other administrations. The hypothesis is that in the end such policies won't be much dissimilar because of the common membership to the European Union, even if there will be also "national/ regional ways" to cope with the problems, given the fact that the three regions present partially different workforce structure. The sixth chapter is devoted to the presentation of the results of the survey carried out by Serena Fedel in the three bordering regions, thus providing first hand data. In order to compare the social conditions of employed women of Carinthia, Friuli Venezia Giulia and Slovenia the PhD candidate developed a questionnaire, translated it into German, Italian and Slovene, and used it to interview 30 women who have family (children) and are employed at a bank, and working in Klagenfurt, Ljubljana or Udine. All the interviews took place during the months of June and July 2006, thanks to the availability of the 30 women involved in the project and with the precious organizational help of the Human Resources Departments of the Austrian, Italian and Slovene sister-companies of the group. The questionnaire consisted of 32 questions, mostly open ones, through which Serena Fedel wanted to investigate women's actual situation between family and work, their ideas about woman's role in family and society (influenced more or less by their parents' ideas on the same issue), their personal experience as far as unfair treatments suffered because of their sex, and their opinion about gender inequalities. Moreover, she wanted to get to know their assessment about the commitment of their regional and/or national government as far as fostering equal opportunities and helping parents to reconcile professional and family life and about the results that have actually been achieved in the field. One last point concerned their evaluation of the family- and/ or women-friendly attitudes of the bank in each region/nation. As for the hypothesis, again it was expected Slovene women to be the most emancipated, and the ones who enjoy more equal partnerships, where the division of work is not so engendered any more. Indeed it is so, and for a great deal the cultural legacy of socialism and its care institutions are to be held responsible for such a result, since they have gotten people used to taking for granted the fact that women work as men do, which may bring about a higher involvement of men into family life and household duties. It has to be said that also in Slovenia the labour force is still segregated by gender and young women seem to be discriminated against by employers upon hiring, owing to the fact that they may get pregnant and go on leave. Such a phenomenon, together with a still limited number of fathers who make use of the parental leave represent common features of the three analyzed areas and matters of concern of the institutions who deal with gender inequalities. In the conclusion of the dissertation, projects and initiative are pointed out, which have been developed in the analyzed areas and have been effective in promoting a more gender equal society, and in working towards the elimination or at least the reduction of gender discrimination and inequalities. They may represent the starting point of a debate about gender issues to take place within Carinthia, Friuli Venezia Giulia and Slovenia, and therefore in the forthcoming Alps-Adriatic region, which may aid in the development of new answers and solutions.
Issue 6.2 of the Review for Religious, 1947. ; ¯ Revi ew for Religious MARCH 15, 194Y Gifts to Reficjious--I ¯ ¯ ¯ ~. . Adam C. Ellis The Rosary and th~ Will of God . T. N. ~Jorge.se. Effects of Holy Communion on the Body c.A. Herb~st Difficulties in Meditation--Ii . G. Augustine Ellard Subjective Sin . . . Gerald Kelly Communicatioris Book Reviews Questions Answered Decisions of the Holy See VOLU~E VI ' ~ NUMBER '2 REVIEW FOR RELIGIOUS VOLUME VI MARCH, 1947 NUMBER 2 ' "¢ ' CONTENTS GIFTS TO RELIGIO.US--I. THE SIMPLE VOW OF POVERTY-- Adam C. Ellis, S.J . , 65 DECISIONS OF THE ~tOLYSEE' . 80 THE ROSARY AND THE WILL OF GOD--T. N. Jorgensen, S.J. 81 PAMPHLETS AND BOOKLETS . 88" THE EFFECTS OF HOLY COMMUNION ON THE BODY-- C. A, He_rbst, S.J . ; . 89 OUR CONTRIBUTORS . ' . 9~7 ¯ DIFFICULTIES IN MEDITATION---II~. Augustine Ellard, S.J . 98 ~ COMMUNICATIONS . 10 9 SUBJECTIVE SIN~erald Kelly, S.J . 114 QUESTIONS AND ANSWERS 8. Authority to Change Rule or Custom and to Refuse Visiting Per-missions . , 1,20 9. Workingmen's Indult Applied to Lay Brothers . 121 10. Tipping Pullman and Dining Car Attendants . ¯ ~12i BOOK REVIEWS~ Speaking of Angels; Send Forth Thy Light; Christianity; The Fair Flower of Eden; Our Lady of Sorrows; Ursuline Method of Education 12Y BOOK NOTICES . 127 REVIEW FOR RELIGIOUS, March, .1947. Vol. VI, 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 approbation. Entered as second class mat[er January 15, 1942, at the Post Office, Topeka, Kansas, under the act of March 3, 1879. Editorial Board: Adam C. Ellis, S.J., G. Augustine Ellard, S.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 price: 2 dollars a year. Printed in U. S. A. Before writing to us, please consult notice on inside back cover. if s' toReligious Ad~im C. Ellis I. The Simple Vow of Poverfy [EDITORS' NOTE: Gifts to religious have/~presented rfiany problems froth to supe-riors and t,,o, subjects, as is evident from the numerous questions we have-received. Hence it was tho~ight desirable to give our readers a statement of sound practical principles ~,hich will help both superiors and subjects to solve such problems as they arise. Before establishing practical p~inciples it will be useful if not necessary0 to havea clear understanding of the obligations which are binding upon religious when t, here is question of the acceptance and~use of gifts. Articles. therefore_, will be published on t~he following ,sabjects: I. The~simple vow of poverty: II. Com.- moil life and peculium: III. Practical principles regarding' gifts to religious. ] Distinction obet~een the ,Simplq and the "Solemn Vow of Poverty. IN GENERAL, the difference between a s61emn vow and a simple vow is one which arises entirely from the will 6f the Church; ~for there is nothing intrinsic in the notion of a vow to warrant such a distinction. Two facts ~stablished by th, e la~of the ffhurch explain thisdistinction as it now exists: (1) ,A religious who has-taken a solemn vow 6t: poverty loses:his-right to, own property, and hence cannot acquire property after he:: has, taken, the solemn, vow; whereas,~he religious who has t~i'ken a simple vow of pov-erty retains hih right to the ownership o,f propetty already possessed at the time of his.profession, as well as the right to acquire more personal property ~ifter profession, (c: 580; ~,§~1). (2) The solemn vow of poverty makes-all contrary" acts invalid, whereas the simple vow of poverty general1)" makes cdntrary acts illicit but not invalid (c. 5 .79.). A religious who h~s taken a solemfl vow of poverty is no 19nger c~pable of acquiring anything for himself; hence everything that comes to him even by way of persor~al gift he acquires for his o~der (canon 582). Hence there will be 65 ADAM C. ELIolS Review for Religious no problem aris~ing from the vow in regard to per~sonai gifts to~' the: rellglous wlt~ a solemn vow 0f poverty. They are simply turned ~ver to his order. In this exp6sitign, there-for~, we shall confine ourselves to the simpl~ vow. of poo-ertti. The Simple Vow of Povertti ~, ,Although it is true, a~ stated above, that a rtligious kvho has taken a simple vow of poverty retains' his right toown-erihii~ of propdrty possess.e,d at.the time, and also retains the capacity tO acquire more pe, rsonal property,, still he restrict~ed in the use and disposition o'~fsuch pi0pe~rtyl~he vb~2 he has taken, as well as by the laws of the Church enacted to_ safeguard°thiS ;cow.° .Both the vow.itself and the laws of the. Church made to'safeguard it must be considered ih order to have a fomplete, picture of the o~imple vo~ of. poverty. Definition.of thb Simple Vow (~ne hundred years ago Popd Pius IX defined the obliga-tion involved in the simple ,vow of poverty' of religious'as follows: "'The vow of povertg which- the Sisters,take con- ~ists in this that the~ are deprived of the right;to freelti~ d~s'- pose of antithing'~" (Apostolic Letter; Quam ~maxima, No-vember 13,, 18~y') ~., ~his ~definition has.bedn" retained and. consistently adhered to by t~e S. Congregation in approving" cons'titutions"shbmi__tted to the Holy See. °Th~S in the N6rmae of 1901 undei art: 1i3, ,we read: "'Bti the'simple vow of pover~ti th~ "Sisters renounce the right tO' tawfutlti dispose of anti t, emporal thing without th~ ~.permissibh of the lawful s--uperioL'; We, shall come'back to a study of the definition of the simple vow of pove.r~y after~, we have con-sidered ,the legislation o.f the Church on th.e ,s~ubjeq,t, since-such legislation throws.much light on the m.e.a__ning of ~this 66 March, 1947' ~ THE SIMPLE Vow oF POVERTY ~,:~ O?igin of Congreg.ations with Simple, Vbws~ ~ Fob many c~nturies the Church considered solemn Vows .as a requisite for the religious life., "Time an~ again¯ the Popes insisted that all thffse p~rsgns who ~with the permis-sion of, the local ~rd~nary ~had joined togetherto live~a life in common with simple vows must either, take solemn vows ~nd Observe p~apal effclosure or cease to receive n6vice~, and t~us die but. Howe~er; frffm the sixteenth to the eighteenth centuries certai~n popes~appyoved a number of,institutes of religio~ men ~who h~d only simple vows. The obligations arising from these vows were determined by private legisla~ tion fg~r each particula~ institute~ ~ ~ .- ".During'~ the- eighteenth century, ,the Popes. gradually began to tolerate (in, the technical se'nse), a~d then finally approoe~congregations of~religious, wo~en with simple vo~s. ~hese simple vows also-were, regul~ted~.by private legislayion for each respecfige institute. The~e. was~ no. gen-eral: legislation: for the simple vo~ 'o~ povert~ ~ that time. The only legislation of a papal character, that gpplied, to the simple vow of poverty was contained in an occasional rescript given to one or.a~0th~r of t~e approve~ institfites. ,. ~Legf~(~tiOn Regafdmg the Simple Vo~ . On March 19, 1857, by the encyclical, letter Ne~inem latet of the recently gstablisbed S. Congregation regarding the State of Regulars, Pius IX pr¢scribed that in all orders of men all novices should take simple vows for a period of at least three years, before being admitted ,tOsolemfi vows, A year-later the same" S. Congregation issued~ declaration regarding these simple vo~s. Though given~ origiffally to the Master General 6f the Order of Pr~acher~ in answerto a number of questions proposed, this declaration, dated June 12, 1858, was soon extended to other religious orders on request and becam~ the established policy of the Holy See 67 ADAM C. ELLIS. Review [o~ Religious reg~irding simple vows taken as a preparation for the solemn. vows. The.part of the text pertinent to thd. simple.vow of poverty runs ~s follows: Document I IX. (l)! The professed of ~simple Vows may retain the bate ownership (dom, inium radicale) as it is called, of their_property, but the administration, spqnding ofincome, and use of their property is absolutely_forbidden to them. (2) Hence, before tl~e profession Of their .simple vows, they.anust, for the entire time during.which they Will be bound by siinple vows, cede the-administration, the usufruct, and use to whomsoever' they please, even to their order,, should they freely choose to do so . The Council of Trent had required that a novice was. to give away all Bis property before taking solemn vows. This was to be done only within tw~ months of the solemn profession. With the~introdt~ction of .simple vows as a preparation.for~olemn vows, the question arose as to when _,this ~enunciation was'to be made. The S. Congre.gation ~egardinl~ the State "of Regulars answere~l the .question on August 1, 1862, as follows: Document II In an audlence hdd August 1, 1862, His Holiness stated and determined by his apostolic authority that the renunciation referred to in chapter" 1-6, session 25 of the Council of Trent, should take place on the part of the ~rofess~d of simple vows within two m6nths, ~receding the profession of'solemn vows, all thin'gs to the contrary notwithstanding. The above formulae applied onlyto orders ot: then. A formula similar to Document I above was introduced into ~the constitutions of congregations of both men and' womem with simp(e vows only: and Since Msgr. Andrew Bizzarri (later Cardinal) was secretary of,the .Congregation" at the~ time and was considered to be the author of this particular legislation, it ~ame to be known as.the/:orroula~Bizzarriana. Htali(s as well as divisional numbers used in these documents are the author's. 68 March,J94.7 ~ , THE SIMPLE VOW OF POVERTY We'shall hereafter call it "Bizzarri's formulary." Here is a g~pical copy "of its text, taken from a set oOcof n;s 'tl t"u t'lons appr6ved by~ t~e SI ,Congregation of Bishops and Regular~ 6n3uly 12, 1861: -. " " ~ Docum;nt III, ,Animadversions: N. 8. Regarding the vow of p0v~rty the fol~ lowing &sposltmn has been prescribed by the Holy See .for some.of these institutes- (of simple vows) : . .(1) The professed may retain the.bare ownership, as ~t ~s called: of their .p'rdp'ert~; but~ the~ administration!~ spending of~ income, and i~se'~of 4hei~ ~prop~ert~ , i~,~,absolutelg forbidden-to them as long as.they rehaaifi in,the institute. (2) Hefi~e, ~before profession they must cede. even privately, the administration, and use to whomsoever they please, even~to their own institute should they. freely choose to do so.~ (3) This cession, however,, will no longer have'any force in case they leave the institute. (4) A condition may~ be attached stating that th'ecessioh.is revocableat.any time even though.they per-severe in the institute:; but as long as :they,h're bound by vows the professed~0may not in.conscience u.~e .this "right of revocation without the permission of the Holy See. (5) They may, however,~dispo.se of their ownership eithey by way of last will and testament, qr, with .the superi.gr gen.eral's~ permission, b~ absolute gift ,(pdr actus inter uiuos~). (6) Nor are they forbidden to~ place s.uch acts as are pre-scribed by the law, but with the p.e.rmission of the same ~uperior general. , Bizzart:i's for,rnulary c~fftinued to be used ~n individual se~s ofconst~tutmns apprbved by the S. Co.ngregation of ¯ Bishops and ~eg~il~rs from 1860 onwards. On December 30, 1882, .the S. Congregation presCribed'an-officml formula containing, thd same prgvisions in almost the same words, with a fev~ rn'odifications and some additions, to'be inserted henceforth in all constitul~ions to be approv, ed by. it. ,Here ~sthe text of-this, official formula: Docdment IV The~foll0wing rules concerning the simple vow of pov~rty'have been adopted b~' the S. Congregation of Bishops and Regulars, and it ,is customary to prescribe that they be inserted in constitutions WhiCh 69 Reuieto~6r Reti~idds ~ , i (~1) Th~.p'~ofesse~d~may, ~etain tl~e;bare own~rship,oas,it is~called, pf. their .pr0peity ;~butlthe.~ administration~ ~sp.endin'9 of ~'~com~,-~d use of tbdw prope?tg ~s absolutelg [orbrdden to~,tbem. ~ (2) before profession they must cede~ even "privately, ~h~ ad~in~t~ti~ usufruct, and use to whomsoege~ .they please, even to their own insti- ~u~e,.s~ould t~ey fr~dy~ch~pse to dq~so. '~(~ A,qgngi£~on ~gY be attached to this~cession stating that it is'revocable, at aKy time: but the professed may not in conscience use this rig~t~refv,ocation ~ ~ithout ~-~ ~s~ (4,~),,~,~he same ~disvo~ition is to be, made. of~any- goods,~hich~ may. come ~to.the~profess~d, after~theix~prQfessio~,~*under,tifie~o~ inheritances. ~ (5) ~:The~ may~. hbw~v~r,~dispbse 6f theii owners~ip,.either,.by Wa~.of last will and~test~ment, with~the~permission'~of the superior-ok'the superiore~ ,general, b#. b~ Way of absolute,gift (~c actus dioos). In,the latter casd the cession of ad~inistration:~ihfruct, and ase's~all cease, unlessthey wish these latter'to remain nnChanged for a definiidy stated time i~spite of:th~cession .of ownership: ,- "" ~'(6)? They ~re not forbidden to place such acts as ard~prescribed b~-the~law,, bu~ they 'mu~t first have~ the" permission of the-S6#erior or supeiioresL . ~ -~. ,.~ (7) Wha~ever~hep ~r6fess"e"d "r e" h"g~ous have acquired b~ their'own ,ndustry, or for t5ear socaetyithey must not'ascribe or reserve'to~them-selves,~ but alFsuch things must*be added to the~commumty funds for the common benefit of the society. ~ ~ ~ " By, is constitutiqn,, onditae a Cfiristo, dated De&m ~'~*~,X~;~ '~ i~ k~r~ ~",;~ ,. : ~ii *,~.~ ,~ ~.~ ~ ~,~ - per ~,~Lyov, t=ope ~eo,,A~t~ puDnc~y acgnow~geO congre-gations ~tn s~m~le vows to ~ a part ot t~e economy -th s consmutxon he defined the &fference between d ocesan anO Rapalt~ approved congregatxons and la~O down~ general regulations tot ~ne goyernment ot both. Ires constitution ~s,~nOeea t~e Magng ~arta otrel~g~ous congre~tx0ns s~mple vows. ~ Leo s~legxslatton gave a new impulse to ,man:g &ocesan congregatibn~g~ to~ seek, .papal ~ approval.~, Meanwhile the S+tCong, regation ofl~ishops and ,,Regul~rs,~: 70 March, !,9~7 THE SIMPLE VOW OF POVERT': experience in'dealing with these congregations had provided much of the material for the Cor~clitae a Christo, drew up for itself, a new-set of rulesto be~follow~d henceforth in the . . approyal of institutes with simple vovc~,as well as in the approval of the constitutions of such institutes. These Norrnae,.as they were called, did not have ~the force of law, since they~remained a private guide for the use of the S. Con-gregation and .were never published (it w~is~forbidd~'n¯ to ~reprint th~in). However, their became t~ liv'iiag mind of .the C14urcfi with regard to cor~gregatiofis o~ religious with simple vows, and much of their content was embodied in the Code of Canon Law. It will'be useful for our present sttidy, therefore, to give those articles of-the Norrnae ,of 3une 28, 1901, which dealt with the matter of~ the. simple vow, of poverty. " Docur~ent V Nbrms which the S. Congregation of~Bishops and 'Regulars is accustomed to follow-in ~approving new institutes with simpl~ vowsl 113. By the simple vow of poverty the Sisters~ renounce the right to dispose licitly of anything having a temporal value, except with the permission of~the legitimate superiorS. t.14. The Sisters are forbidden to retain the personal ad~ninis-tration of any of their personal goods. 1 15. Therefore, before the first profession of vows. they must dispose of the use °~nd '~sufruct of their income, or of the fruits ot~" their goods in the manner which pleases them, even infavo~ of their _ institute, if they~ freely choose to do so. They must also, before their first vows, transfer the administration of their goods to any person or persons the~y~°cho'ose; and, if they freely choose, even to their own institute, provided the.latter is informed and accepts the trust. °- 116. This cession of administration, use, and usufruct will cease to h~ve for~e in case the religious leaves the institute: nay more, a condition may be placed, stating that it is revocable at any time. 117. Such_a revocation, however, as well as. any chang~ in the acts of cession, miay not be made lawfully ~luring [the time they are '~Fhough Sisters are specifically mentioned, the Norraae were intended to be applied to ,congregations of religious men also unless the contrary was stated. 71 ADAM C. ELLIS' boi~nd by~] their vows, except with the permission of the superior general. ~ 118. The dispo~sition of the use andusufruct and the designation of the admlnistrator mentioned above may be.made either by pub!ic or by private act. 119. The p'rbf~ssed retain the bare owner'sh!p (dorai'nia~ radica[e) of'-their goods, and t1~y are forbidden to abdicate .their ownership~ by an .absolute. gift (per actas~inter uivos) before their profession~ of perpetual vows. 12"0. It is redommended (cor~uer~it) that all freely dispose of all their good~, pre~ent and future, by last will and testament,lbefbre taking their first vows. ° ' 12 I. Sisters professed of perpetual Vows nded the ~permi~sion of the Holy See in order to give away the ownership~of all their goods~ 122. Professed Sisters need the permission of theoHoly-See'both to make or to change their Will: but ~ truly urgent cases the permis-sion of the~ ordinary or bf the superior general will suffice, or even that of the local superior if it cannot .be done otherwise. 123. The Sisters are not forbidden to place acts of ownership which may be requiied by law: but t~ey must first.oStain permission of the.superior general or, in cases of urgency~ of the. local superior. 124; Regarding goods which shall, com~ to theSisters by any legitimate tide after they have taken their vows, they must or may,. respe.ctively, dis1~oie of them according to the norms given above con-cerning the goods they had before first profession. ¯ Thus far we have seen the devel0prnei~t of legisbition regardir~g'the s!mple, vbw of poverty for orders of .religious rnen and foi congregations of both men andw0rnen. During all.'~his time nuns in tl~e strict sense c6ntinued to take solemn vows. irnrnediately-after the one year of novitiate .prescribed b~r the Council of Tten~. ,By the decree Perpens.is,, dated May~3, 1902, and issued in the narne of Pope Pius.~X by-the S. Congregation of Bishops and Regulars, all novices in orders of religi6us women were obliged to take Simple vows for at least three years in preparation for the solemn vows -later on. The detailed legislation regarding the s~mple vow. of poverty" repeated almdst literally. ~_sirnilar provis~ioh~ 72 March, 194Z THE SIMPLE VOW~OF POVERTY which had been made for-orders of religious men in 1858 (see above). Here is the pertinent text bf the Perpensis: ~ Document VI N. 1 1. (1) The Sisters professed of .simple vows retain the bare --ownership (.dominium radicale) of all their goods, (,2) arid they cannot definitively dispose of it except withih two months immedi-ately preceding their solemn profession, ,according to the Sacred Council of Trent. . . (3) The administration, spending of income, and rise of their. goods is absolutely forbidden to them." (4) Hence before the pro-fession of simple vows, they must, for the time during which they will be bound by simp.le vows, cede the administration, usufruct, and use to whomsoever they please, even to their own order or monastery, provid.ed t~a~t.~hey freely consider this opportune, and prov!ded that the order or monastery has no objections. (5) If, during the period of sire, ple vows, other goods come to them by legitimate title, they acquire the oVcnership of them; but they must transfer the administration, usufruct, and us+ as above,as soon as possibIq; ol~serving also the law_,~0f not renouncing their ownership ,until within two months before their ~ole'mn profession. Such v~as th~ development-of legislation.and practice , on the part of the Holy See with regard to the simple vow. of poverty up ,.to the promulgation of the Code of Canon Law.on May 27," 1917.~ While adop~ing,th~ terse form introduced b~r the Normae of 1901, the Code re_rained sub-stantial. l~i thebld 1.egislation as di~velope~ in the documents previously qdoted (I, II, III, IV" and VI)', wl~ich, witl~ the exception of Bizzarr~'s formulary (III) are listed among l~he sources of the canons on.poverty. - . After the i~ublication of the Code, all religious institutes were obliged to revise their rules .and constitutions so as to b~ing them into conformity with the Code. Contrary privileges granted by the Holy See were safeguarded.by canon 4 and could be retained unless explicitly revoked by some canon of the Code. All other rules and particular constitu.tions of individual religious institutes which were ~)AM C. ELLIS cont*rary to the:canons of the Code were~ abrogated (cahon 489) " -, " ~ " , ' Since most'constitutions of:m~odern congregations now contain ~the pr~escripti6ns of the Code without chan, ge !n the matter.of the simple vow of poyerty, we think it helpful to give the-tex-t of the'canons involuted in our stui:ly_before going on t6 comment UlSOn"them: Canon 568. If, during the novitiate,, the novice in any ~vay whate'v.er renounces his benefices or his property or encumbers them, such a renti~ciation or encumbrance is not only illicit but also null and void. " Can0fi 56~, § 1. Before the profess!on o.f si,rnple vows,., wrieil~e; temporary or perpetu,,al, i~he novice '~must cede, for the ~rhole° period during whl~h he will be bound by simple vows', "~he ~dm~nistration of ¯ his property to whomsoever, he wishes, and dispos~ of its use an~t usdfruct, except the,constitutions determine otherwise. . § 2. If.the nox;ice, because he possessed no property, omil~ted to m~ake this cession, and if ~s~bsequently propertycome into his posses-sion, or if, after making the provision, he becomes finder whatever title the .possessor of other property, he must make provision~ according to the regula.tions ~f § 1, for the newiy acq~iired pibperty, even if he hhs already made ~imple piof~ssion. § 3.~ In every religious Congregation the novice, before ma.king profession of,~tempprary, vows, shall freely~'di~pose by "will of all the property he actually' possesses or. may subseque.ntly,' possess . ~Canon~ 5~.9.,. -Simple~ pr~p~fession, ~heth,er t.empo~ary~or pe~ petual, rendeis acts contrar2y, t? the vows illicit; but not invalid, unless it°be Otherwise formally expressed; while s61(mff professton rehd~is Such acts ev~a invalid, if they can be nullified. Canon 580, § i. All those who have inade professio~i-of simp1~ yows, whether i~erpe~ual or temporary, except the constifutions declare otherwise, retain the proprietorship of their property and~the capadty to acquire other property, while safegu.arding the presc.rip-tions o~ canon 569. . § 2. Bul~ whatever "the religious acquires by his o~r~ indhstry or in respect 6f his:'Inst!tute, .~elongs to the Institute. § 3. AS r~gards :the cession or disp0'siti0n of pr6pdrty trea~ed Of in canon 569, § -2, the professed religious can modif¢ t.he"arran~e- March; 1947 THE SIMPLE VOW OF POVERTY ment,, nbt ho~wev~ei of his own free cho_'ice.except, the; constitutions ~ allow it, but with ~t.he p~ermission of the Superior-General or, in the 0 cause.of nu~s, Of the lo,cal ordinary, as well'as with that 0i~ the R~ular S~perior if them ~o "n'a;s~t_e r"y be s: u~B" J"e 'c't .t.o. .R.e.gulars; the modification, however, must not be ~ade, at least for a'n0tabl~ pa~[-of" the ~rop? drty, in favgr of the Institute; :in the~,case of withdrawal from~ the Institute, this cession and dispositidn ceases, to have effect. ~. ,Canon 58~. Those who have made profession of ~imple vows in.any religious ~ongregation: 1° May. not abdicate. ,gratuitously the dominion-~ver their propert~ by a voluntary deed of conveyance (~er ~tum inter oibos).: ~ *Eet us now analyze:the~on~e~ts coataified in these canons iffthe light off,past legislation given imour pregious db~uhefit~, putting them in logicaborder,, with ,a word" of cOmment/upon ea~h.,, ~. -- ~- . '-., . " " The Si~pl~ Vdw,of Pove?ly,:i6 P?acti'ce , 1. A~ nootce ts ~orbtdden to give away ~hts property during the~ time o~ nootttate,~under the pare of nulhty (eanp~ 568). This is the legislatioh of Trent forno#ices ~n,an order. Amcle 8# of thg ~ormae of 190,1~d~a~proved " o~ 4onat~on~ made, to ~ir 1~)~stitu~e Con~egdti~n.'; N0~h~fi~ was~sald ab~ug d~nhfi~ns toga thi~ - ~af~y~duriEg t~e.ti,me q~nov~tiate. ~N0r wa~ a d~gafion- ~de~to the. institute in~ii~ ._ " . :~ ~ 2~ Shortt~ before. Oronoenc~ng his grst~.simpld a noqice mus~ appoint an.;administrato~,:to take ,care ~of his p)rsonal~p~opert.y;during the, entire time during.which -:will be bound by simple vows ~canon~ 569, ~ ~&;_ Docu~ ments:.I, 2; HI, 2;~Ig, 2; V, Normae, art. 115; VI; 4). "" In a congregation, this time will be for the lifetime of the religious; in an order, it will be for the time preceding sol-emn. profession., Strictly speaking; .the persopal Xd~inis-trati0n of his own property by a religious is not contrary to his few ofp0verty as defined b~ Pius IX b~cause it is not 75 ADAM C. ELLIS~ ~ " Revieto FOr Religious a disposa~l of proper.ty., Still, from t858 to the~ Codq inclusive, such administration has been forbidden by'the positive law of the Church to 'all religious'~with simple vows. ~ Hence, no superior can gi~e a s~ubJect permission to "administer his own-private property after he has made his . first profession of vows. Only the Holy See can do so.- 3. Before takin9 hi's [~rst vows, a novice must gioe. away, to whomsoever he pleases, the use and incomd of his personal property (canon 569, § 1; Doc'um~ents: I, 2; .III., 2; IV, 2; V, Normae, a~t. 115~; VI, 4). This dispositionl once made, holds good for the entire time that he will be bound by simple vows, and he may not change it without the permission of the superior general (canon. 580, § 3). Legislation prior to the Code required the' permissibn of the Holy S.ee (Documents: Iii, 4; IV, 3; V, Normae, art. 117). With regard to this disposi~:ion" of the use and income of his property', canon 569, § 1 makes allowances for contrary provisions Of the' constitutions. Whu'sln some older congregations 6f men, approved before 1860, the reli-gious must give~ the use and.ir~come of his property .to ~i~ela-tires ffho ~ire within-the foiirth ~degree of kir~slhip; or in 0thers~ he must g~ive, a phr~ of the iricbme to his institute, the r~ai~der to his relatives!' or aga~in in other~ tl~ ~onstitU-tions oblige the novice to give all his income to pious ~and charitable causes exclusive of his relatives and of ~his ~own institute. ~.Suc.h. con~rary provisions Will hafdly~'be found in congiegations whose constitutions ha~e been ,~approved" by the Holy See'since 1860. 4. A r~ligious with a simple°v~w of poueriy may not use 6r~ "spend the income of his property for l~imsetf (Docu-. ments:.I,.1; III, 1'; IV, 1; VI, 3). Canon 569 does,,not state this negative precept, explicitly, l~ut ~its positive precept obliging the religious with simple vows-to give away the use and usufrtict bf l~s personal property indicates quite 76 ~March, 1947 THE SIMPLE VOW OF POVERTY clearly that he may not use it himself,;nor,~p_end~h_i_s oin.come On himself.,- Thi~s~is confirmed, in the writer:s judgment, by the fact that the documents, referred to all state this explic-itly, and are listed as sources of canon 569 in the Code. 5. The same provisions regarding the administration, use; and income are tom be applied to any other persona1 property whiCh may come toga religious at:ter he has made prot:ession oh simple vows (canon 569, ,§ 2: Documents: IV,'4; V, Normae, art., !24; VI,~5). 6. Mag a religious give awag his personal propertg? In answering this que.stion we must distinguish h~tween the religious wit_h~simple vowsdn an order,~ and a ~religious with" ~imple vows in a "cong, regation.: ~ (a) In an order, the religious with simple vows is abso!utely forbidden_to give awa~:y .his property ,under pain of'invalidity. However, since h.e will lose his right to"o.wn-ership v~hen he takes his solemn~ vows, he is qbliged by.law to ' freely . give ~ all his property to whomsoever,he wishes wi~thin si}ty day_s preceding his s-ol,emn profession. This renun~'at_ion;as it is_ technically.called,., is subject~ to the c.on-dition that his solemn profession will follow (canon-581, § 1 ;. Documents'.' II; VI, 5). (b) In a congregqtion~,.~every religious, whether with temporary or perpetual vows, is forbidden to give away his property during his lifetime. (c. 583, 1 °); . Should h4 do So, howgver, the act would be valid but unlawfu!'(c. 57,9). In this m.atter the Code,.is stricter,than, .the preceding legisla5 tion, which,is not referred to in the sources of canon 583, 1 °. Hence it seems reasonable to conclude that this canon is to be interpreted at its face value, and not in the light of preceding legislation. Let us .consider the problem in detail. As we have seen, up to 1860 there were no uniform~ regulations regarding the simple:vow of poverty in a con- 77 ADAM~ C. ELLIS Review forReligiov.s greg~tion[ Bizzarri's formulafry~of 18 61.i:as~well ~is ',the~ru, les ~Of th~ S. ~dng~e~afion sf Bishops and ~Reghlam~-of~q*8 8 (s~D0cUme~ts:~I~II, 5~; IV~ 5),. gave t~e r~ligious with a simple ~vow,~-of, poverty the choic~.of-~exther kee~ing ~his pr6per~g~'an~d making.a last~ wilt~.ahd testament~ to 'determine Who~was t~ inherit Jrafter his death, or ih either':, case witb;the,permiss~on~ of the-~supe~ior general~ of 1901 ~hmtted this right in two ~hys: Art. 119 forbade the religious~ith temporarg ~ows ~to -give .away ~ang~'of ,his propertyo;~., art. 1~ L forbad~ ,the' reli-gioUs wit~ p~rp~tual :vows to give away all ?~is property witho~t, t~e~ per~issi0n of the~ Holy ,See: "~So~e congrega-tions had the following ~rticle. ifl their donsti[utions - ~pproVed by~ the H01y See: ~ "~he~permissiofi~o~ the Hol~. S~e is-required in 6fder that~ a~ r~ligious ~ith~p~pet~al vows pf6perty;~'.:but the ~wntten permass~on of the superior gen-eral su~ces to give away a'part of it." This latter pro~ision,~ based on art.121~ ~f the~Normd~, was interpreted t6 mean tha~ a religious ~wi'thV~imolg p~- petuat vows .coul& g~ve away a~ part~ of his proffe~ty,~i~h the permission of the superior general, ,prowded'~t was not ~'~Otabte~ p~a?t, that As, ~not~ble in pro~bftiO~, tb~th(~entire . of the'r~ligi6u~ ence m th~s.ma~ter betw(en, t~m~brary and perpetual vows. Wiih)o~t,fi{stinghishing.between', ffo~de c~n~nists of.rank a~d~:iMobrtance' who'b01d-that a .rehgxous,,w~tH a 7,8 TIlE SIMPLE VOW OF POVERTY perpetual. ~imple, vbw ~of poverty may still,follow-the pro; vision of the Norraae. In other words~ th'ese' ~iuthbrs ~hold that~ with the p~rniission ofothe .stiperior general, ,the~reli-giousmay give away' even. a large sum, provided this sum is. no't a: notable parffof his. entire patrimony. -They~ agree more or/less ~that~anything ~ore ~than a [ifth~ of ~:the who!e~ patrimong would be .such~ a notable-part; .and 'they-.point out,,, that shah a:gift could be.made onlg once. It' is the present'~writer'.s firm con:viction that this liberal 61~ihion concerning Jarge~ gifts 'does n~ot ,sqtiare ~ith~ the~ wbrds ~ off'the' Code, and.that."the Code designedly. :dhanged the Normaefin thi~ matter: I.n, l~is.op~nion,~.therefore,:e~ren the~superior general~-can, not ~give--permissi0n .f0r sfl~h, large gifts, ounle.s~s the' coffstitutions,~,approved ~ by~,~th~, Holy~ ~ See aft~ero,she,.Code stil,1 contain a clause to!that effect. _~ v . _ ~- The~case'Js"tlui~e~diffe~ent ~ith~,regard to very~small gifts:. Almost, alkafithorsallow the applicati6n~of~the prin- ~ciple, "'parum pro', nibilo~reputa.tur;"" _to~ small~'~donadons fr9m their patrimony made .even b~ novices, and a fortiori by professed religious.~, For example, a religious would be allowed to use;a;part ~f, fi~s own.money'.to l~av, e_some Masses said. fpr ~ deceased pare.nt, relative, or benefactor, or .to. con-t. ribute a small alms to some;.,~worthy cause inowhich he is interested. It. should be, noted that the "smallness',' in, this chse is absolute, ,and is not to be estimated'~with teferenee .to the ~en tird'patrimony; 'also, "that such' ~mfill gifts" are: n'o. t, to be freqfient, lest the~r.gr&duaUy amount tba large S,~um and ~hus Ynake a~ockery of, the~v~ery" principle on ~hich t,hey are,'allowed, ',,'a~ little bit_ may be, considered as nothing.',' Conclusion Such is ~the' doctrine reg'ardihg the simi~le ~vow of~,pOv-erty which hadst be k~,t in iriifid in ~ulra t~er' d-~scuss~on o~fi "gi'f~s to religious." We may~call attention l~ere to the 79 DECISIONS .OF THE HOLY, SEE ".main points d~duced from this survey which will have spe~ cial application later:~ -, 1. :The personal administration of his property by~'.a _religious' is ~r~ot forbidden by the simple vow of poverty, since administration does not come under the term "to dis- "pose" which is used. in the definition~of Plus IX; but such administration is forbidden by pos*itive law. 2. A religious may not spend the inco~ne of his property on'. himself,-nor_mayohe use his .personal property. As far as the vow of poverty alone is ~c0ncerned, either could be done with the permission of the superior. But positive legis-lation reserves such a permissior~ to the Holy See. " 3. For the rest, a religious with a simple vow ofpove~rty. may not dispose qf anything whatsoever haying a mone-tary value (whether it be his personal property; or th.at of the community, or that of any third party) without the permission of his superior. These permissions willbe regu-lated by~ the constitutions of each institute. DecisiOns o{ Holy See Current n~ws reports fr6m VatiCan City announce 'the dates for solemn canonizations'and"beatificati6ns: April 13: Beatification of Venerable Contardo Ferrini, I~alian jurist 9~d university professor at Modena and Messina, who qied' in 1'90.3. April 27: Beatification of Venerable. Maria Goretti of Anzio, who in 1902 at ihe age of twelve died a ma[tyr's death in defense of her Vir-ginity. May 4Z Beatificatibn of Venerable Marie Therese :(Alexia Le Clerc); f0Undress of th'e C~nonesses of St. Augustine of the Congre-gation df Our Lady. May ~5:°Canonization of Blessed Nicholas 0f Flue, hermit and national hero of Switzerland. duns 22: Canffniza-ti0n of Blessed 3oseph Cafasso, onetime rector of the papal University of ,Turin; of Blessed aohn de Britto, Portuguese 3esuit and martyr; of. Blessed~Bern~rd~ Realin0, Italian 3esuit and home missionary. July 6: Canomzat~on of Blessed Joanne Ehzabeth B~ch~er des' Ages, (Continued on p. 128) 80 /he i<~.sar~y; ano OD became.~.ma, n, not.,.~ .,0~lyl.t~. ._ redaeenmd, tuos ,.t.e ,a ~c h.,.u .s His Ipvable.ness,~but alsq,~o be an. ~exampl.e ~nd. :for us ~on our 'peri,l.ous way.to heaven. Spiritua.1 writers agre¢~ tha.5 the m~ost, i~mp0rtan~ !~sson. His. iif,eo us,, the most, impor,t~nt girt~e !~n .our, life as .well as in His,.is .t~at~ of~liumb, le submi_.s~sion to .the will of.the Father. ~: God's.inLention in creatin~g ,,us is. ~hat .we may, i become members of,His 0wn.~,~awily, Jivi~g eterna!iy:~ith,;Him~.:ion , l~e~iven, a~ .ii~ our own h,,gme. Only ~ove can° secure'this desired un.ion, h uriion ~bringing,g!o~E to G0~ and h.app~in~ e,ss t6-us. This love, thi,s.~:unign, .lies ,i,.n our. will ,"He.whb k,eeps my~.comma, ndmepts, ,he it is who loves.m~:, Christ." For us in this life .s~iritual perfection is prin_ci: pally not in our intellect or emo.tion but in our will. if we would be perfect, if we would love God,. if we wguld Be one with Him, we must conform our will to His: This union is- the purpose of o~ur cre~tioi~, the core of our spir-itual growth, the one thing-God-desires. - Those who pri~e themselves on power, wealth, talents, and so forth forget tha~t with a passing wish.God could give everyone ~in intelligence quotient of two ~hundred. or two , thousand, could give every0ne~ a million d611ars 6r a bil~lion. ¯ In his eagerness to save~sou!s, God humbled' Himself exceed-ingly, suffered exceedingly. Surely He would make th~ - ,wish which would_ lavish Wealth and talent 6f eve.ry,, ki~id upon His. followers if that would help sprea&Nis kingdom ,up~gn.~earth:~,~: T.hings hke:~that He~, can handle:,qtfite, adea ~q~.ately ~i.thou_t any ~helR 4tom Us': ~; Tile one;thing,,~hicli; . T. N, ,~ORGENSEN ~e~oW for ~ligious \ ¯~y its,.ver~ nature, is beyond God's force is the free submis-s, on~ of ~our wills.~ Th~s free return t~each_i n~g-s ;~ 't_ ~ ~s. "th ~e. ~s ~m ~l t" of our perfection. God's will and ours must agree if-we would, live ~Ogeth~r ifi ~ace~ ~But His will cannot be perverted and circumscribed anti whittled down to harmonize with ours: Ours;'therefore, ~ust be molded ahd e~pa~ded~o~become one~itb ~is. ~ ~is ~omplete sdrrefider of~ our wilis[~t6 God'~ is not" too hard.' God'~i~ Wisdom hnd 'knows best" ~h~t course we ShoUld take in ~very action big-or Small. God is Lo~e and has a deep, abiding, personal, loving inte~.- est in our every~concern. Surely His will is just th~ thing we Wduld naturally choose if we were ,wis~, even if it ~ere hot commanded. If we were Commanded td d0something ~bicb God saw ~as Unwise, something out of harmony With His planS' and love--that wofild be hard ifideed. But to be commanded to do the very things which"are be~t for us in every way, that is an easy and attractive road to fol-low on our ~ay to perfecyio~. ~ The Rosary, which is one of the best methods of learning the lessons of the Incarfiation, should teach us with exact emphasis all the important lessons of our growth in grace. It should, therefore, teach us with unusual force the lesson of'humble obedience, of surrendering our will 'to God. And it does. In the Annunciation Mary gives us.a splendid exfimple of humble conformity to the will of God. When the angel has finished explaining to her just what God wi~hes and how He wishes it, Mary ans&ers, "Behold the handmaid of the Lord. Be it done unto me according to thy word." She has no thought of her own honor, rio fears ~f her 0wh grave responsibility, no anxiety even though the message changes her whole life making her a mother and a martyr, the mother of all the living-and,queeh of all martyrs: She 82 March, 1,9_47 . ,,'~ THE ROSARY'AND'GOD'S WILL ~lbes~nol~ h~itate0-a~ mbment ;in, spite of: ~ill tb(s~# great ~-gj~ts and,~gia~es and ~sfifferiff~s[and ~.duti~s,~ ~Sh~' does~not .e~en dwelkon the~ l~fi~erkthhn- it,-t~kes~to,anderstan~them.-,Sbt is so filled with desire to know and to do God~stwill~that'sbe bas.ng~fob~,~eft~in,~er~soul~ f0r _~anity b~fe~:~,~ ~his~ispo-sition~ of ~co~lete ~ubmissi6n tO ~God'~s .will~ leads~tarpoise and p~ace;afid ~p~iness inehny situation:that ~l~ife can bff~r~ Surely_ this~first Ros~ry:~yst~ry ~gi~u~:a p'0werf~l~r~e ,to ,pra~tice.,hu~ble,~gb~dience." ~Ma~y,;s-exam~le d~a~s us,~itb tendgr strength gg~.~oin her~ in saying?in:M1 ,the, tests?of~:offr life~,/,)Bqhold,O~,Lord, ~Your h~ndmaiden, ~our~ready, ser~ va,fit, ~Nour trusting child;, ~Be it~ donff~unt~me;~a¢cOrding ; ~:~,~herVisttatlon~,rehF~s the lesson~./Li.ke al.1 great,souls~ Mar.~ l~as ;of~ X,~reflectiy~ trend. of mind:~ th¢ gospel~.tha.t ~it~,~as-~ber ~habit~ to .~.ponder, ~n.,her ~hea.rtv~ thel ~ords:o£,othefs ,7.~Euke. 2~:d.9,f~:2:~:5~l,)~. ~e knoW~t06; Lha.t,,"Mary's ~,l~ove ~ifor,, ,,God ,~as .~ great,; -h~r,-~sire for~ the coming, ofbthe, Messiah~as dntense.° :~hen"ithe ahgel left her~,~therefore,~it Would hav~,,been pleasant, ind~'ed to reflect leiso;~ely.~up~n :his,,~ gl6ri0u~ ~message, ~,to~ meditate, ~on,, the unique love and tru~tiGod,had~shown her, to?adore in(the silenc~ of h~r_own oroom :the. God-man who~had~ just come :tolife Githin~her, womb~ B'ut ~he kne~th~t Eliza'beth,and 3ohn the Baptist needed her. "And she arose and went. in hast~ into, the hill country to~visit her cousin.~ ~This prompt .response,to the slightest suggestion:of God'~ d~si~e. couple~ W, ith, the~ever-presefit hffmility ~hich .urges her .(the Mother of God) to go forth.doing good ,instead 6f waiting for Others to ~ome in. service to h~t~this again is, a togent Aesson to, us of humbleobedience. The happy maiden in 5he:springtime of¯ l'[fe, jub~!ant ~in Go'd's~,love as,,she has_tens over ~the~hills,xsh~ws.,us thavobedience~is;n~t~a sad~or .sober thing:f0r ~I1 of its yseri~sness; ~God ~gi~es Mary to T. N. JORGENSEN Review ~or Religious as an example. , If we surrender~ to His gra,ce, His love will~ bless us and Christ will truly abide ~nd grow within Us. Our gay journey over the hills of life-will end in our own joyous Magnificat~ Thethird joyful m~rstery pictur,es the happy, Mary- and Joseph in a cave, 'the shepherds running to join them, the Magi coming frorfi afar with their symbolic gifts. It was through 'humble obedience that all these arrived at this. haven of joy.- ~Mary and Joseph humbly made the trip to Jerusalem in obedienc~ tothe census-t, aking edict of AUgus~- tus Chesar, their civil ,superior. They might have consid-ered themselves excused under the circumstances, ,but they did not, arid their obedience led to the fulfillment of the prophecies and to the joy of the shepherds and of the Magi and of all Christians. The shepherds believed and acted upon the almost'unbelievable words of the angels that they .- should find God wrapped in swaddling '~lothes and laid in a manger. They belie,veal and followed' humbly and, found happiness. The Magi were obe~tient to an impulse of grace and to the light of a st~r, traveling great distances on what; no doubt, their friends called a wild,goose chase. They also found God and happiness~ All~ these were humble enough to see God in a helpless Babe and obedient enough to come in search of Him and adore Him. ,Thus they found joy,andpeace. The Presentationfifids Joseph and Mary offering Christ in tile ~emple in respons~ to the command of the Jewish law/"Every male~ opening the womb shall be called holy to the Lord" (Luke 2:23). Again Mary might have held herself exempt, for the virgin birth kept her from coming directly under the law. But Christ was her first-born,'anit so she complied even though her virginity wasuntouched. H:id she failed to comply, her neighbors, who did not kno~ of the miraculous nature of the birth, would have be~n 84 Marcb,'1947. ,~ THE ROSARY AND GOD'S WILL scandalized. Because she did comply, some people have doubted her virginity. Mary chose the second'~horn of this dilemma. Whatever Mary may have foreknown, God cer-tainly foresa.w that heretics would use this obedience of Mary's as an argument against her perpetual virginity'. God is most zealous.of Mary's honor; ye~ He inspired her to fulfill the law. For "obedience is better than sacrifice," because by obedience the whole man body, mind, and will is given entirely to God. On another occaslon, too, God taught.obedience at the risk of some people's misunder-s~ tanding Mary's glory. Christ, while speaking to a crowd. was told that His mother and brethren stood outside seeking t9 speak to Him; and'pointing to His-f011owers about Him He said, "Behold my mother and my brethren. Forwho~ soever shall do the will of my Father is my brother and sister and mother.'.' (Matthew 12:50.) And again .when the woman in. the drowd cried out blessing His~ mother, Christ answered, "Yea, rather~ blessed are~ they who hear the word of God ~ind keep it" (Luke 11:28). ,We know tha~,.the true understanding of these passages gives Mary praise; but nevertheless they urge us to praise her more. l~ecause her will is one With His than because she is mother. ' The Findin~ in the Temple orecalls these words of Christ,-"Did you not know that I must be about my Father's business?" (Luke.2:49.) Mary's question had u~ed the word "Father" in reference to Josdph;-Christ used it in reference to God the Fathers"from whom comes a11 paternity" and all authority. Doing His Father's business was, of course, submitting Himself to His Father's-will, was being obedient. These are the first words of Christ recorded in Scripture. His first lesson is a lesson of obedi-ence. His last lesson is the same, for "He,was obedient unto death, even unto the death Of the cross." 85 T. N. JORGEN~EN \ Revieu~ for Religious ~ In foretelling the characteristics of Christ, .the Psalmist says in His name, '~Sacrifice and oblation. ~ burnt offering and sin offering thou didst not require~ Then said I, 't3ehold t~c~me: In the h~ad of the book it is written of.me that I should do thy' will. O my God, I have desired it, and thy law is in the depth of my h~ar't.' " (Psalms 39:8ff.). A,fter ° the finding.in the Temple, "3esus went down into. Nazareth With Mary and 3oseph and.,was subject tothem." His thirty years of life in Nazareth give, in. point of time at least; ~a tenfold emphasis upon obedience over all the l~ssons which He crowded into'the three .years of public'miniStry! " The Sorrowful Mysteries carry on 'the lesson of humble obedience.- A.week before the Passion, Christ said to His - protesting apostles; "Shall I not drink the chalice which my Father has prepared for Me?" Looked upon as medicine which the perfect Doctor has carefully prepared,, sufferings become endurable, even most desirable. And they are jus.t that--the best of medicine. We' never have faced and never will face any suffering which God has not,prepared or per-- mitted for a very definite good in our spiritual life. ._ At the beginning of His Passion Christ spent hours in the agony in the garden praying over and over again~ "If it ¯ be possible let this chalice pass from me, howev~er,, not my ~ill but Thine be done.~" Not my will but Thine be donee-how perfectly these words of the first sorrowful mystery echo Mary's words of the first joyful mystery, "'Be it done unto me-according to thy word."-With this prayer to strengtl~en Him, Christ overcame His fear' and went forth bravely with unwavering poise to endure the worst that man and devil could devise. All that He endured, He looked upon a~ providential, the fulfilling of the prophecies;., the sanctifying, of the human race, the chalice prepared by His loving Father. Even when manifested only indirectly tlSrough civil authority, the will o~ God was His "meat / 86 Marcl~o i ~ ~ 7 'THE 'ROSARY AND GOD'S.XX~IKL indeed." Like P~ter He was subj~ct to human authority "for God's sake." Like Paul He taught that "there is no power butofrom God and. those that are ordained by God: therefore he that resists lawful superiors, resists God" (.Ro-mans 13 : 1 ). -The Glorious Mysteries take, up where the sorrowful ones leave off, fob they picture the reward which Christ gained by His Passion. "He humbled himself becoming obedient unto death, .even to the death of the cross. For which cause. God has exalted'Him and has given Him a name" which is above all other names, that in the name 6f 3esus-every knee should bow of those that are in Heaven, on earthl and under the.earth, and that eyery_tongue should confess that the Lord ,Jesus Christ.is in the glory of,Ggd the Father."- (Ph!lippians 2:8ft.) The reward which ,we meditate upon in the glorious mysteries, Christ's and Ma~y's and the saints', is the pledge and protot~rpe, the promise and the pattern, of.the glory that c6hae~ to all who through. humble obedience gain gl0ridus triumph. "The obedient man shrill speak of Victory" (Proverbs 21:28): Runqir~g ~tfirough .all the mysteries~-joyfgl, sorrowful, and glori6us--we have the "Thy will .be. d6ne on earth ;is. it is in Heavefa" of the Our Father. Virtue means being like.the blessed in heaven; their'ob~dience is c~mplete and therefore their freedom and.happiness are perfect. This/ prayer.at the beginning of each decade keeps reminding us,. in .our subconscious mind at least if not in ou~ conscious thoughts, that the road to peace and joy and triumph is identical with the road to the fulJ surrender of ou,r will to Gbd. At times it may. not seem so to us, of course, because oub ignorance and emotion may blind us to a great degree. We are like men walking a straight and well-marked road in a fo~ or darkness which gives, it a strange and d~u.btf, ul appearance, It is just b~cause of this deception that we, x - T. N. JORGENSEN \ ~must renew and enliven our faith with frequent Rosaries.' All of the foregoing shows us how the vital lesson of_ humble obedience is taught, and taught with the great insistence it deserves, in the Rosary. _It would be an inter-esting and a highly profitable exercise to see how other import,ant lessons and virtues ruin through the fiifteen mys-teries. They a, re there.~ All that we need is there, for ~the Rosary is the story of the Incarnation, and the Incarnation is God's answer to original sin, God's o;,vn wonderful'plan for our perfection and salvation. " PAMPHLETS AND BOOKLETS~ Some time ago we announced that we could not accept pamphlets for review. Up to this time we have tried to print at least an occasional list of pamphlets received: but even this is becoming increasingly difficult. The present list includes most.of the pamphlet literature we have received in recent months. With the pub-lication of this list. we cease all listing of pamphlets except those 'which might have , a verg special pertinence to our readers. ¯ ~ I. From the Radio Replies Press, St. Paul 1, Minnesota: First Fridays, 15 cents: Wh~t A Mission $ister,~15 cents:The Three Hours and All Fridags of the Year, 35 cents: The Music of~th~ ~Mass. 25 cents: Jesus in the Blessed Sacrament, 15 cents; The Blessed Virgin and the Jews, I0 cents: General Devotions to the Blessed Virgin, 15 cents: The Paraclete Novenas to the Holy Spirit, 15 cents; What is the CarBolic Faith, Anyway? 20 cents:~Way of the Cross for Chddreno 15 cents: Qmzzes on Christian 8ciencei 15 cents: T, be Death of Christ the Warrior, 50 cents; Forty Hours for'Priests and People, 35 cents. II. From The Grail, St. Meinrad, Indiana: Christ and the Soul, 10 cents; The Role of the Priest in tbe Apostolate of Reading, 10"cents: What is the Answer? 10 cents: Imitate Your Blessed Mother, 25 cents; Fruitful Days, 25 cents; This,is Jesus,~ 15 cents: Way,of the Cross for Religious, 10 cents:. Manual of the 8errant of Mar~ , 25 'cents; Digest of the Liturgi-cal Seasons, 25 cents; Liturgical Essays, 25 cents:~,Rouse Tby Might, 25 cents: The Ma~s Year, 30 cents (4 copies. $1.00; 50 copies, $10.00);_Newness of Life, 25 cents; A More Exce, llent Way, 15 cents: Polnt~ for Meditation, 15 cents; Some Hints on Prayer, 15 cents: The Charity of Jesus Christ, 15 cents: T~ Seek ¯ God, 10 cents (vo'cationabl o~oklet. otnhe life ofa Benedictine Sister); Come and See, 25 cents (an insight into the life of the Benedictine monk): Follow Christ, 25 cents (the'vocation numbers for 1945. 194'6, 1947): Christ ~alls,~25.cents (vocation guidebook for use of'teachers). - ~ III. Various publishers: Attention Miss Ares?ira. A vocational booklet pub~lished 'by the DominiCan Sisters, Immaculate Conception Convent, Great Bend, Kansas¯ ~ (Continued on p. 97) 88 The I:fl:ects o1: Holy Communion on the Body C. A. Herbst, S.J. THE effects of Holy Communion are wrought primarily in the soul. By a most intimate union through~char-ity, Christ taken as food sustgins and nourishes the soul, causes it to grow in grace, builds up the ravages wrought by sin, .and brings delight. But it would be strange indeed if Holy Communion "had no effect on-the body. We consider holy .the altar on which the body and blood of Christ is Offered; afad the tabernacle in which He rests, a sacred place. Ought not our bo'dies, into whic~ He has entered so often,-be sacred too? During His lifetiine here on earth, great healing power. wentout from the mortal body.of Christ.~. "And all the multitude sought to touch him, for virtue went out from him, and healed a11" (Luke 6:19). These wonders were worked by a mere paS~ing contact. Now that the body of Christ is glorified, what wonders ought we not to expect from His coming into ofir very bodies? "For no man hateth his own flesh: but--nourisheth and-cheris'he'th it, a.~' algo Christ doth the church: because we are members of his body, of his flesh, and of ~is bones~' (Ephes.ians 5:29, 30). Man is composed of two elements, a body and a soul. These twoare most ihtimately joined and greatly influence each other. This is well illustrated by the transmission of original sin. ~ " If the. flesh of the first man made poisonous and° mortal com-municates death to the soul, shall not the Flesh of Christ. wbich is l~ealthful 'and life-giving, bestow upon it life and safetg? Therefore as the soul contracts all its ills by flesh, it ought by flesh to receive all its benefit. If it is to be freed from the evil which came to it by the / 89 C. A. HERBST Review for R~tigious 'flesh of the first man, it must'have society" and union witl~ the Flesh of Christ, the Sec0hd Man. And as by the single flesh of the first' man all souls are infected and destroyed, so are all souls washed, .cleansed and quickened b~ the Flesh of Christ. As the flesh of" the first man is the storehouse of all vices, sins and crimes, so ali virtues. al~ spiritual treasures and all blessings ale stored up in the,Flesh of Christ. As the former flesh separates the soul from God and unites it wi'th Satan, so the Flesh of Christ separates it from Satan and uniters. it to God. For as Satan lurks in the flesh of the firs~ man, so the Godhead abides in the flesh of the Second'Man. (Catholic Faith in the Holy Eucharist, edited by C. Lattey, S.J., p. 191.) --- Because of the intimate union between the body and. the sob1 and because of the intimate union of Christ with both the body and the soul in Hbly Corrimunon, this .sacrament sanctifies both. St. Clement of A1exandkia says: And the mixture 6f b6th--of the drink and of the Word.---is Call~d Eucharist, renowned.and glorious grace: and they who by faith p~rtake of-It are sanctified both in body and in soul. For the divine mixture, man, the Father's will has rhystically compounde~d bY the, Spirit and. the Word. For, in. truth, the Spirit is joined to.the soul, which is inspired by It: and the flesh, by reason of whichthe Word. became flesh, to the-Word. (Paedogog., 1.2, c.2.) B~r reason of the uriion of the body of Christ with our bodies in,Holy Communion, a sort of relationship arises between our bodies and His. There is a certain affinity, of c0~ncorpo~ration everi,, between our bodies and His. The Fathers of the Chu, rch speak of_this not merely as of a passing state existing only--as 10ng as the sacred- species remain with us, but as of a permanent effect in-our bodies, setting up something of a blood relationship with Christ. He considers our bodies as somethihg of His own and sur-rounds 'them with a special" protection. According to the promise of Christ and the declaration~ of the Fathers it seems that we must say that Christ the Lord considers the very flesh,of tho~'e who_worthily receive the sacrament as I~is own flesh b~t special a~nitg, as though consecrated by contact with His. most sacred flesh . This mystical 9O 2 EFFECTS OF HOLY COMMUNION union of our flesh with the flesh of Christ receives its fuller consum-mation and as it were sacramental consecration through, conjunction of His glorified body and blood with our own b6dies. In thi~, union ire celebrated th~ nuptials of the Lamb with His Spouse the Church still pilgrimaging in the single members; which will be celebrated more happily and in more complete union only in our heavenly l~ome. (Franzelin, De 85. Each., c. 19.) Holy Communion" restores to .us something of our 6riginal integrity. St. Gregory o'f Nyssa says: Since we have tasted (of the forbidden tree) which has wounded our nhture, we must have something that will "heal what has been wounded . ~Now what is this? Nothing other than. that body that has showed itself stronger than death and was_the source of our life. For'as a little leaven, as the Apostle says, fermenteth the-whole mass, so the body give~ over by God to death thoroughly changes us into itself when itis within us. (Patrologia Graeca, 45, 94.) Thii does not mean, of course, that. concupiscer~ce is .completely extinguished by receiving the Holy Eucharist. But by means of the Sl~eciaI abundance of grace the sacra-ment ,brings to the soul, it is much easier to overcome the temptations o'f the flesh and the devil. (~oi~cupiscence is gre~itly restrained arid we are able to dominate ~it more easily. Such chanriels of grace are opened in the soul that they overflow, so to speak, to the Body whidh is so inti- ~atelyJconnected with it. But there is an even more immediate effect upon ~he body:Z Sometimes the presence df Christ in us weakens our propehsity~to be aroused by carnal excitations. By a cer-tain preternatural tempering of the bodily dispositions, it restrains,our natural incliiiation t0ward-things.6f the flesh. Although this is not certain, it dods seem that at times Christ has almost fettered concupiscence in the bodies of His saints, This would seem more .proBable since the sacrament of extreme unction affects the body when God sees fit. We ,must also take into consideration the fact that God can exercise His special providence in this regard by 91 C. A. HERBST Review for Religious removing external occasions that are the cause of sinf~l movements in man and by exciting in him thoughts and affectibns that lead to t.emlSerance. De Lugo explains that the Eucharist affects the body di/ectly and immediately "b~ro diminishing the intensity of the fire of_ concupiscence,' partly by putting the demons to flight so that they will not present images of sinful objects, partly by quieting and'sup-pressing the activi.ty of the humors, lessening their inten-sit, y, and so" forth" (De Sac. Each., 12, 5). The effect of Holy Communion on the body most dwelt upon in Christian tradition is that indicated by Christ in John 6, 55: "He that eateth my flesh, _and drinketh' my blood, hatheverlasting life: and I will raise him up in the last ~tay." Although it is decreed for every man once to die and for his body to return to the earth from whence it was taken, there results from the reception of this sacrament some beginning of incorruptibility and immortality already in this life. St. Ignatius speaks of "breaking one and_the same bread, which is the medicine of immortality, and the antidote to prevent us from dying, but (which causes) that we .should live forever in Jesus Christ" (Eph., 20). St. Irenaeus says: "Thus also our bodies, receiving the Eucharist, are no longer corrut~tible, having the hope of-tl~e ~esurrection"; and "How do they deny the flesh to be "capable of the gift of'God, which is eternal life, Which is nurtured by the body and blood of Christ, and is a member of rus. (Patroloqia Graeca, 7, 1029; 1126.) St. Cyril of Alexandria comments thus on John 6, 55: I, He says, being in him that is, by My flesh will raise him who eats up again, even on the last day. For, of course, it cannot be that He who accordihg to nature is life shoul'd not prevail over cor-ruption and vanquish de~th. So although death, which has taken hold of us by the Fall, has reduced the human body to the necessity of corruption, still, because Christ by His flesh is in us, ~e shall cer-tainly rise a~gain. For it is unthinkable, quite impossible even, that March, 1947 EFFECTS 0~- HOLY COMMUNION the Life should not restore life to those in whom He dwelt. For as we put a spark in a heap of straw that the seed.of the fire may~be preserved, sb also Our Lord Jesus Christ through His flesh enkindles life in us and, as it were, sows in us the seed of immortality which removes.all the corruptio.n that is in us. (Patrologia Graeca, 73,582.) In the dogmatic teaching of ~he ChurCh, one finds little about the effects of Holy Communion on the body; but .tra.dition-is heavy with it. Perhaps no better indication of its burden can be given than is contained in these words Of St.~ Irenaeus: ~ ~ 'Wherefore,also the Blessed Paul says in the Epistle to the Ephe: sians: "For we are members of his body, of his flesh and of his bones" (Epl~esians 5:30): not of some spiritual orinvisible ~an s~ying this :. "for a spirit has neither bones' nor-flesh" (Luke 24: 39) ~ but Of that disposition which is of a true man, which consists of flesh and nerves and bones. (Patrologia Graeca, 7, 1126~.) As indicated, modeln theologians have als0 made~m~fch of it. About ali that can be~said on the_whole matte~ has been summarized masterfully by qne of.the greatest of them. ~ W.hen Christ' is worthily received.,He is .r~eally joined ,witia the recipient, because He is truly and properly within him~ and as it were ~aken in a. bodily embrace. From this it follows that, as 10rig as Christ is present, in so far as it is from His sacramental power, He excites the recipient, to love, and in affection also embraces him cor-porally, who has Him corpora.11y within himself. Then again, from the same bodily reception and.as it were commingling, as the s~ints say, there remains,'~ven after the real presence of Christ is gone, a. certain relationship between Christ and the recipient. For by reason of that cont.act, by special title this one is considered something of Christ. Christ has special care not only~of his soul, but even of his bod~. He sanctifies it. He makes it partaker of His glory." (Suarez, .93 News Views Summer Sessions Two years ago-we volunteered~to publish information on summer sessions for (eligious, if the deans would send us the information. Since the experiment was not entirely sati~sfactory from our point of view, we decided to discontinue' it. It seemed, as the old saying goes, "more bother than it was worth." - However, some deans have shown su~fficient interest in the plan.to send information spontaneously;and we are quite willing to co-operate with them b~, publishing the" fol-lowing ann.ouncements. The University of Detroit will offer four institutes during the 1947 summer session, in addition to.a serie's of four lectures on Mental Hygiene in the Religious Life, and over a hundred different credit courses in nineteen departments. Doctor Francis J. Donohue, Direc-tor of the Summer Session, describes the Detroit program for. religious . as follows: ¯ "Rev."T. L. Bouscaren, S.J.', Profe.~sor of Canon Law at the Jesuit House of Theological Studies at West Baden Springs, Indiana, ~'- will give from July 7thto July 18ththe second of a series of'~hree Institutes on Canot~ Law. The Instituie for 1947- will consider problems concerning the confessions of religious women, religious services, obligations of Religious, the cloister and dismissal. During .the" same two-week period ihe Rev. Robert B. Eiten, S.,I., author of The Apostolate of Su~ering, will offer an Institute on the Proper Concept of the Religious Life, devoted to the practical application of the principles of Asceticism in the religious life. "During the next two-week period the University will-present an Institute on Hoipital Ethics, .given by the Rev. EdwiaF. Healy, S.~I., Professor of Moral Theology a~ West Baden College, and an Institute on Palochial Elementary School Curriculum directed by Sister Mary Edana, Ph.D., of Mercyhurst College, Erie, Pa. This secbnd series of Institutes will run from duly 21st to August 1st. "The daily schedule of the Institutes is so arranged that a student could take both Institutes if desired, or could take one'Institut~ and at least one course for either undergraduate~qr graduate credit. "In addition to tlX Institutes, the Rev. H. P. O'Neill, S.,I., will, present a series of four lectures on.Mental Hygiene in the Religious 94 NEWS AND VIEWS .I~ife, from'July 21st through July 24th. Father O'Neill's lectures will be open only to local superiors and to responsible officials of the various~ Motherhouses and have be~n scheduled so as not to conflict " in time with either of the two Institutes offered during the same week. "Religious who desire further informa~tion-are invited to com-munciate with Dr. Franci~ J. Donohue at the University of Detroit, Detroit 21, Michigan." . Father Adam C. Ellis, a member of our own editorial board, _will. conduct an Institute in Can6n Law-for Religious at St. Louis Uni-versity, June 23 to July 5, ificlusive (twelve day~). 'The institute is open to all religious; but it is intended particularly for superiors, mas-ters and mistresses of novices, bursars, find others charged with some - direction, of religious communities. For further informationJ on this . and other_courses of special value to religious, v~rite to the Dean of the Summer SeSsion, St. Louis University, St. Louis 3, Mo. "The theological .faculty of the Jesuit Seminary, Toronto, will conduct two summer schools for religious in July. Courses i'n Canon .Law and Fundamental Moral Theol09~ will be given at Mount St. Vincent, HalifaX;. July 21 to August 2. Cot~rses in Dogma, Scripture, and Ascetical Theolo~l~ will be given at Rosary Hall, Toronto, July.7 to 19. For further information write to the Dean of Summer School, 403~ Wellington St., West, Toronto, Ontario.° Conce~rnlng Pamphlets As we mention elsewhere in this number,-it would be impossible for us to review all the pamphlets sent to us; One reason is that we simply have not-time to read them; and a second reason is that, even if'we could read them all, we should not have sufficient space for the reviews. In fact, in a magazine the Size of ours, even, book reviews -present a serious problem. Our original idea was to confine our reviews to books of kpecial interest or value to religious. We still hope to achieve this~but hardly in the immediate future. As for the pamphlets, it seems only fair to call attention~to some of those listed in our present number. For instance, it might be noted' that The.Grail now publishe~ the pamphlets'of. Archbishop Goodier: Hints on Pra~/er: The C.hari~t~l o~ Jesus Christ; Points /~or Medita-tion; and ~1 More Excellent VCa~t. We had read these before, and we can recommend them all, especially the last-named. Our reading knowledge of the pamphlets received is limited to those four. However, if a scanning of, the'~contents is reliable, .95 o : NEWS AND VIEWS Review for Religious. 'think we might recommend two other Grail bool~lets (This, is desus, by the Ver, y"Rev. Emil Neubert. S.M.; ,and Imitate Your Blessed Mother, by Peter A. Resch, S.M.) because they seem to contain good" meditation matter. The Grail list also includes a set of booklets on the liturgy that might be aids to meditation. Reflections on the Introits are found in Newness,of Life; on the Collects, ,in Rouse Thy Might; on the Gospels, in The Mass Year; and on the Communion in Eruifful Days . Radio Replies Press is another publishing house that has .favored us with an abundance 6f pamphlets and booklets. ,Among those listed, the folIowing seem to be of special value for religious: First Friday¯ and June Devotions; Jesus in the Blessed Sacrament'; and Gen-eral Devotions to the Blessed Virgin because these booklets contain splendid collections of indulgenced prayers that can be used in public and private',dev0tions. Forty Hours for Priests and People offers complete explanation of this devotion, and gives the Latin of the three ,Votive Masses, with English translation, and explanation of the ceremonies. The Three Hours contains prayers for priest,~ and people to be used during the Tre-Ore, and a very brief Way of.the Cross, With the prayers arranged under the fourteen ~tchings of the Holy. Face by Hippolyte Lazerges. Way of the Cross for Childreff also include~ these etchings. The'Paraclete contains novenas illustrating the-gifts and, fruits'of the Holy Spirit. Religious might find much material for meditation in tlsis booklet. New Lay Apostolate ~ Before we leave °the subject of publications, we must say a ~word about a rather recent and°truly gigantic apostolic enterprise of one Cathohc family.- This is a hturg~cal calendar ent,tled Saints_ and Devotions. It covers the whole liturgical year, from Advdnt to. Advent, gives the Ma~s of eacfi day, a brief sketch of each of~tl'ie principal saints, an app~ropriate indulgenced aspiration, information concerning special novenas and indulgences, and so forth. In fact, the amount of helpful and. inspiring information woven into this artistic calendar is scarcely short of marvelous. You ha% to see it to believe it. The,present number of Saints and Devotions covers the liturgical ye, ar beginning with~Advent, 1946. We regret that we are sg.tardy in calling it to the attenti0n.of our readers. But we trust that the project :will go on through many years; hence, even if~ we are too l.ate March, 1947 NEWS AND VIEWS for the current year, we hope that by mentioning it now we shakl encourage our readers to write for, in~Ormi~tion ,and° thu_s.~be .,pre: pared for the years ahead. For the desired information, write to:, La Verna Publishing Company, Stowe, Vermont, ~ PAMPHLET~ .AND BOOKLETS .- o. , (Continued from p., 88) ¯ " Arise,. My Love. and Comet At vocational booklet published, by. the Sisters of Mercy ~'the Union, Scrant~t Province. (Mother of Mercy Novitiate; Dallas, Pennsylvanla.)~ Vocational Digest--Parents" Edition, 1946. Published ,by the Holy~ ~Cross Fathers. (The Director of Vocations, "Holy Cross seminary, Notre Dame, Indi-ana.) ' - TheoWorld We XVant. 35 refits. .(The Catechetical Guild, 128 E Tenth,. St. Paul 1, Minn.) Bits of Information for Sacristans, 15 cents: with proportionate rates on quantity orders. Bertha Baumann, the Little Guardian Angel of the Priest's Sat-urday. '(The Salvatonan Fathe'rs, Publishing'l~epartment~ St. Nazianz, Wisconsin.) The_~ Wron'9 Tar9et-lChats on Chatting. 10 cents. Words of Eternal Life, (The Pallottine Fa.thers, 5424 W. Blue Mound Road, .Mil.wauke~ 13, Wis.) ¯How to Pray the "Mass. - I/. (The Mercier Press, Cork.) ~$ister Annunziata's First Communion Catechism.20 cents. (Benziger Brothers, Inc., 26 Park Place, New Yor~.) Unifging the Teachim2 of Catechism and' the Spiritual Life. (Pontifical Col-le~ e Jose[ahinum, Worthington, Ohio.),~ Racial Myths. Single copies. 25 cents:~25 copies, $5.00:50 c~pies, $9.00: IO0 copies, $16.00. (Rosary-Col'lege Bookstore. Rosar~ C611e'ge, River Forest, Manual of the Reparation 8ociery of the Immaculate Heart of Marq~ (The Reparation~ Society,720 North Calvert St., Baltimore 2, Md.) ,Our Neighbors the Koreans. - 35 cents, (Field Afar Press, 121 East~39th St., New York, N.Y.) Brie~ Commentary on the Texts of Matins and Lauds of the Romai~ Breviary for .the 'Sundays of Passiontide. Mimeographed, 50 cents. (Rev. Michael A. Mathis, C.S.C., St. Joseph's Hospital; South Bend 17, Ind.) OUR CONTRIBUTORS C. '~A. HERBST is Director of Scholastics at St. Mary's College, Saint Marys. Kansas. T. N. JORGENSEN is a Professor of~ English at Creighton UnivCrsity, Omaha, Nebraska. ADAM C.ELLIS, G. AUGUSTINE ELLARD, and GERALD KELLY are the Editors of REVIEW FOR RELIGIOUS. 97 Dit:l:icuit:ies G~ Augustine Ellard, S.3. IN A "PREVIOUS.ARTICLE an effort ivas made to point , out the facts Of .the.difficultie~ pe.ople experience in medi-tation and their causes. Then two remedies were sug.- ~e-sted: namely, (I) to remove the obstacles thht'could be got rid of; and (II) constructively to develop interest both in the truths of faith and in mental prayer !tself. Positive cultivation of interest is by all means the great means-to .- progress in prayer. Now it is proposed to add some other III. A third way to vitalize meditation i,s clearly to conceive the end or purpose of it and. then to feel quite free to choose any means that are suitable. Different persons -~ would express the aim of meditation differently, but/,11 such ¯ formulations should eventually .come to ~omething like- .these: namely, to ady_ance in the knowledge/, love, and work of God; or, to achieve wholehearted love of God, both affective and effective; or, intelligently and "earnestly to- - accomplish the divine plan for one. More particularly and more proximately mental prayer should give one a keener kno~-wled~e and a more. nearly adequate appreciaf!.on Of divine realities and ~v, alues, and thus greater good will," indeliberate and deliberate. To this end, clea.rly and s.teadily held before the mind, all contributive means are legitimate. Herein lies one of the great differences ~etween vocal and mental prayer. In. reciting the Office, for example, one has rio freedom; all that one can do is pre-cisely that which has been prescribed. In mdntal prayer one c~n follow any good-idea or"affecti0n or discuss any- -thing with God. God's own infinite_ magn.itude is an 98 DIFFICULTIES IN MEDITATION~II unlimited field to be explored and talked over with,Him. His whole universe, so far-reaching in space and time and scope, all conducive in some way or other to our supernat-ural d.estiny, is also appropriate matter for consideration with Him. Naturally an~ laudably in any particular.hour of prayer a person would have a specific purpose; but if ,he finds it too difficult to pursue that, he can always fall back upon. the general end of prayer. This is always available, and alway~s al~o great and inspiring. ¯ If one should find that he has nothing tO think about or nothing to say to God, he cofild prayerfully consider jhst this problem with God. He .might find exci~l.lent material °for humiliation and shame; and an advance in humility is one of the best .things possible in the spiritual life. ".In fact it would seem that in whatever situation or predicament a man can find hiinself, he could have a little conference about it with his heavenly Father a'nd turn it to 'good account. He could help verify the principle that to those who love God and-see their opportunities everythifig Works out for the best. IV. It has just been pointed out that in mental prayer one is free to do anything that promotes one's purpose. The intelligent ,6se of method enables one to make the most this freedom. Method may be necessary, in the beginning esp~ecially, and it may be most useful, but it is' not to be fol-lowed for its own sake. Like other means, to .which it assigns order and measure, it should be used when it con-tributes to the result sought: otherwise one should, feel at perfect'liberty,to abandi~n it. If.prayer comes naturally and spontaneously; so mudh the better. If it has to be kept going by deliberate effort, method may be a i~owerfut aid. ~If one comes to a dead stop and sees no way Qf gettin~ .started.again, it is method that may.do one that service: ;A" - priest 'reading his breviary never comes to "a dead stop; th~ G,AUGUSTINE ELLARD Review for Religious rubrics are there to tell him what to do next. If he.dbes not understand them at once,.he investigates, decides as wdl~ as he can, and then proceeds. He is never at a complete loss for something to do. Similarly in meditation method indi-cates What'is~ to .be done next when Sl3ontaneity fails. It will be an aid, not a burden, if it be used intelligently.and rightly. . To help different people or the same person at different times, there are at least eleven methods of meditation that are more or less ~ell. known. As listed by, zimmermann- Ha.gge.ncy in Grundriss der Aszetik (pp. 86 ff.),.th~y are as'follows: (1) The fundamental 6r three-faculty~method; ('2) the same simplified and reduced~to a few, le~ding ques-tions; (3) contemplation in the Ignatian sense (persons, 'words, actions): (4) application of~ the senses;~ (5) port, dering a serie~,: for example; the seven capital sins, ithe. eight beatitudesLand so~ forth; (6) rumination on the successive wof'ds or phrases 6t; a vocal prayer,~ like the Our Father.; (7)"meditative reading; (8) °method of. St. Peter of Alcari-tara (concentration on the~idea of beiaefits received and thanksgiving for them),; (9,) the. method of St. Francis de Sales (considerations, affections, resolutions, thanksgiving, offerings, petitions) ; ,(10) the method of.St. Alpho~nsus ISiguori (prayer of petition emphasized);' (11)~ the~, Sul-pician method (a.~6ratiqn, communion, c0-operation. doubt there are many persons sufficiently .intelligent and interested who could in the light of one or more of these sys-te. ms devise still another one peculiarly'suited to their own indi~cidual mentalities.' In any case one can hardly com-plain that there is not enough variety, or that meth6d, if properly used, weighs the soul down, ~ In addition to these formularies it could be an aid to some people to have ready-made lists of the affections and also of the motives to which they could turn for~suggestion I00 ' March, 1947 DIFFICULTIES IN MEDITATION II. in times of need. Such schemes could be of great assistance in moments of temptation as well. as during the hour~ of meditation. To illustrate what is meant, an example or t,wo may be given. When in the course of one's mental prayer it is appropriate that one should feel moved and still one is ~o torpid that no emotion arises.spohtaneously, one could ask : ','Which of these affections should I feel ?- Love, hatred; desire, aversion; joy,~ sorrow; hope, despair:~cour-age,', fear; anger?" If a man has been thinking of some good person, or thing, perhaps he should feel moved to compla-cence, admiration, awe, a sense of sublimity,, reverence, desire, hope, confidence, courage; love, joy, gratitude, zeal, loyalty, emulation. , An evil object might call forth displeasure, hatred, aversion, horror, disgust, pity, fear;- grief, shame, humiliation, confusion, contrition, and so forth. To move or stren.gthen the will, one might consider such motives as these schemes propose: ~ ~x 1. Holy happy they~are who carry ou~ the divine plan; nega,- tively, positively.--Hqw lovely, God is! 2. The consequences, good or bad7 of.possible courses of action; for self, for God, for others; in time, in eternity.---Their intrinsic.~ - values; the pleasant or unpleasant features about them: their proprie-ties or improprieties. " ¯ ~ 3. Necessity, (possibility), facility,uPleasure, utility, .nobility. 4. Truth, goodness, beauty.--Accomplishment, joy, peace: b~atitude, imperfect in time, perfect in eternity. " V. Lindworsky "in his book, The Psychology o[ Asceti-cism (pp. 58 ft.), makes an.effort to point out how in the ~Iight of modern psychology meditation m, ay be facilitated, ¯ The follow.ing is a very brief summary. When first learning to meditate, try what is reall~, a combination of vocal and ~nental\prayer. Take a formula, for example, the ten commandments, recite a few words, pause, reflect, app.ly the ~matter to yourself~ be sorry for past failures, 101 G. ,AUGUSTINE EI~LAI~D Review [or Religious renew your good will for the future~ ask God's assistance: then go on to the next few words, trea~ them shni!arly; and thu~ proc~ed through the whole forrdula, XVhen medi-tating upon some abstract truth or some scene fro~ the ¯ Gospel, expect to go over old ideas that you have learned rather than toexcogitat'e new ones of your own. There are. not many .minds that can do much origir~al thinking. Then to"evoke and guide thought, have some "anticipating scheme," such as the familiar questions, "Who?'~ What? When?. Why?" and so fbrth. Try to develop imagery that-is- rich and realistic. Do. not expect the process of repro-ducing ideas to b~come much easier by repetition. When One is contemplating something that. is or was visible, for example, an incident in the life Of Christ, it is advisable to visualize it, that is, to reconstruct it as fully as possible before the e~es of the.imagination. Then, also one should .cultivate empathy/, that is, feel oneself, as it were, into the situation of those who a~tu~lly' took part in the historical occurrence; how, for instance, should I '.have felt if I had been one of the spectators at the-resurrection of Lazarus? Finally, in all mental prayer one. should keep in mind and be guided in the first place by the though~ of one's ~rocation, its purpose, its requirements, values, and so ¯forth. .VI. Amgng other aids to meditation the-following deserve mention or further consideration: 1. Pra~lerful and reflective reading is perhaps the' most obvious help and one that hardly any.literate person could normally 'excuse himself fr6m. It is not at all equal in commendability to m'ental prayer, but is a very excellent means of prayer and sanctification, andincomparably better than, say, sleeping. Nor is .it so lowly and mean as may at first appear. For many years no less a mystic tfaan the great St.Theresa needed a book to pray over. Of course the ,book Chosen should be suitable for the purpose, rich, mdaty, March, 1947 ' DIFFICULTIES IN MEDITATION II suggestive., ~. From rime'to time one sl~ould pause;, reflect, apply the ideas-to oneself; and confer with God. Medi-tative reading would,seem to be the absolute minimum to, be exPecte~ from an intelligent and earnest-person. 2. Thoughtful vocal prayer can also be.a great.~help,. In prayers of one'sown choice it is not the ~aumber of words that counts, but the disposition of mind, of .feeling, and of --will with which they, are said. Hence the de~ir~ibility of imp[oving these qualities. To recite one's prayers slowly, deliberately, emphasizing appropriate phrases or repeating them, and to throw as much heart and spirit ,,as possible into them, are so many ways~0f augmenting the efficacy of. therri. One of St. Teresa's nuns could not pray except vocally : .but in this case it was discovered that the recitation was accompanigd by a high form of mystical contempla-tion (The Way of ,Perfection, chap., ,41). Very -probably the best way to recite the Divine Office--I do not _say tile easiest or the fastest-~--would be to try to accompany it with a ~entle sort of diffuse contemplation. This way-,would .als0 be felt as .less burdensome-than some others. For St. Ignatius in-his last years, the breviary was so potent a stimulus to contemplation that he could not get on with-saying it andhad to be dispensed from the obligation. 3. All°~uthorities on prayer are agreed that for success in it'a minimum measure of morti~cation is ,required. It would not be possible except for a short time since'rely and earnestly to strive during° meditation to prefer the better things and ask God to help one unless at other times one tried, and to some extent successfully, to forego the worse ~hings. Bodily mortification is one of the first means to spiritual iidvankement and a person could not neglect it altogether, and then decently and wholeheartedly beseech God for His graces. Interior mortification, or self-coxitrol, rn'astery of~one's emotions, is even more ~learly and closely 103 G. AUGUSTINE ELLARD Review for. Religiot2s connected with prayer and imperatively demanded by it. Mental prayer is" almost synonymous with cultivating a good moral disposition, and this in .turn is almost synony-mous with holding one's inferior ificlinations in check. -Nobody who complains of too much difficulty or of failure in meditation need fe~l discouraged until he has given mor-tification, one of the standard means, a fair trial. Pro-ficiency in mental prayer is not one of thOse good things. that one can get for nothing. 4. Distractiot~S are a teasing and perennial prbblem-. We can hardly hope for a complete victory over them. But even when involuntary and inculpable they involve a real loss of precious,graces, and. to reduce this it is all the more necessary to make our conquest of them as nearly complete as possible.1 How close to perfect victory it c~in come is shown b'y the records of ~ome of the saints, notably of St. Aloysius. There is no simple remed~ for distractions. ~Tbe saints seem to have combated thein with a multiplicity _ o~:weapons. Each one must find out for himself what com-bination of means is most effective foi him. A little knowledge of t~he psychology of a~ttention will make one's effort more ,intelligent. We may distinguish three stages in the development of attention. In the first it is instinctive or exploratory and depends upon native or acquired interests. With this, for instance, a teacher of small children mus~.begin. Then for a time attention.may be forced; tb~at is, it m, ay need to be supported'by extraneous motives. The. old-fashioned teacher's hickory, stick may exemplify thi~ phase, or a college student toiling for credits. 1The statement in the text to the effect that even involuntary distractions involve a loss of precious graces may sound startling to some. However, it should be kept in mind that strictly mental prayer is incompatible with distractions, whether volun-tary or involuntary. A distraction really brings mental prayer to a dead stop; and thus the fruits that belqng precisely to the mental prdyer itself are lost. It is true, 0f course, that the effort made to avoid distractions is highly pleasing to God: and it may well be that God rewards this effort with graces that equal or even sutpass the fruits that would be obtained from a prayer made without distractions. ED. 104 March, 1947 DIFFICULTIES IN MEDITATION--II Finally, wheri the matter is fit to excite and' hol._d interest and one has,got sufficiehtly far into-it to see and feel that fact, attention becomes spontaneous. This of-cot~rse is the Kind that is desirable .and to be aimed at. Determinants .o~ attention, as enumerated by psy-chologis, ts, may be either external (objective) or internal (subjective). In the case of meditation the.external factors are likely to be sources of, trouble. Change attracts notice; witness lights that flicker on and off. Loud noises and bright colors are more apt to get attention. The larger,a ~hingis, the more probably, other.things being equal,, it will be remarked. .R_epetition makes for attention in many cases; thinl~ of certain advertisements or slogans. Nov~etty of any kind or unusualness is one of the .very best stimu-- Iantsof attention. Position may give an object a b~tter chance for notice, for instance, if it is nearer the observer or in the center, say, of a picture or display. Lastly, and mostly, significance br meaningfulness is a. potent .cause of attention; for a soldiel on guard in the combat zone the slightest noise or movement may be mo~t important and get his ,rapt consideration. These external stlmull,-are in general .just what one who is trying to pray without dis-tractions must as far as possible avoid. ., Tl~e internal, subjective factors are much more rele-vant to our l~urpose. It is easy and natural for us to aitend to whatever is in accord with our fundamental instinctive inclinations; an example would be anything that touches our pride or inherent tendency to pleasure. The same is true of the leading emotional "tendencies that we have admit'ted into our lives or deliberately built up therein. A strong and long fostered zeal for the foreignmissions would make one attentive~to anything that concerns th, em. Our moods have a similar effect. When we are glad we are inclined to notice what makes us more glad and w.hen we !05 G. AUGUSTINE ELEARD ~ Retffeu).for Religious are- d~pfessed we-are only too ~apt to concentrate on any-- thing that fits in Wi~h our melancholy humor. Habitual attitudes are another determinant. "A kindly ~lispo~ed per--. son will attend to. th~ better-things in others, a'rfd a con-firmed fault-finder will rather see~ their weaknesses. Edu-cation and training prepare us to attend to special fields.: Think of the differences in this respect between, say. teaching nuns, hospital workers, and'_cloistered contempl.a-tires. Of all these interior conditions pertinent to atten-. tion.and it~ opposite, distraction, perhaps ~he most i.mp~)r-. rant for those who are cultivating mental prayer is one's °purpgse, whether it. be passing' or permanent. Ifi for e~ample, a man's aim be to make a particular sale or to amass millions of. dollars before he dies, it will .be natural for him to .give his attention tO Whatever seems to conduc~ to that.purpose or to interfere with iL One wh~ is seeking fame and. honor is~ sensitive to_. all that pertains to if'and indiffereni: to other~ things. A saint is alert and resporisive to whatever'makes for progress in the love. and service of God,', an~ apostle_to anything that appears to promise help ifi sanctifying souls. Henc~ the, supreme importance and necessity of knowing, with the, ~utmost clarity, w15at ,we should want, of appreciating its value ~.fully, and then of really ~and earnestly. ~anting it. ~Naturally enough we attend to what we really want. ~ In r.addition to ,knowing and respecting the psycho-logical law~ that govern attention and: diversibn of it, one's. effort to ~ivoid distractions might well include o'the~ "fol-lowing: to acknowledge, with the proper, sense of humili-ation, that the force of distractions is greater for one,than the .attrac,tion~of God or of union with Him; to feel and appreciate as realistically as possible wha~ great.priv~ation~a in the spiritual order distractions cause for us, foroGod, and for souls: to understand that abi!ity to concentrate is One 106 March, 1947 DIFFICULTIES IN MEDI~FATION--II" 6f the most elementary desirable t?aits ii'n a p,ersonality, and that~ it is moie or less necessary for any kind of success. (nobody would expect much from a scatterbrained crea, tute.); and, ~finally, when distrac'tions do Occur and are noti.ced, to turn them to good account by a-vigorous recall of attention~ by hu,mbling oneself, by deploring the losses suffered, by talking the matter over with Gqd from differ, ent~ points of view, andby begging grace to profit even f, ro~ bne's weakneises. 5. An aid:to progress-in meditation that is especia11~ in place for American religious and priests of the twentieth century is rnoderatibnin external activities. For some~there always was the danger of.neglecting one's own interior 'life and giving oneself e~cessively to works of zeal for others, Various r~asons now seem to make this danger greater than ever before, In any man, thought.should, hold h certain primacy overaction, and above all in one who profes, ses to specialize, in the spiritual life. Overabsorption in wprk, even if it be the best possible kind of work, leaves one too tired physically for mental prayer, unbalances one's intdr- f._ :. ests and preoc~cupations, and, perhaps worst bf all, involves a certain necessity of being more or less distracted while attempting to deal with God and one's own soul. ~ 6. One of the. best means to progress iri Virtue and in prayer-is what ~e may call the general discipline of one's imagination., and emotions. It is about .the same as interior mortification or, what is more pertinent now, recollection. It is both an effect of prayer and a condition of success in subsequent prayer. If a man leave his imagination and emotions free to drift fo_r'themselves, at the very leasth~ will squander much of his energy and time, accomplish l~ss for himself and for souls, give God so much less glory, and be less happy in heaven for eternity. But it is hardly pos-sible that such a man's losses should he"merely negative. :107 G. A~GUSTINE ELLARD ~ Re~iew for Religiot~s Sooner or later he will also com~it more s~in andothus incur positive penalties. So much for the effect upon his moral ,status in general. As for prayer, he will come to it less well prepared, with less taste for it, ,with greater tendencies to all that is contrary to it, and naturally therefore with less facility in it. ~ Provin~ ~he good will protested to God in this morning's meditation will keep one better recollected during the day, better disposed in every way to avoid, evil and do good,~and betterfitted to deepen that good will in tomorrow morning's prayer. 7. Bodily posture ,is a factor of success or failt~re in prayer. Those who are free should find out by experiment what position helps them most at the time of meditation. It could.hardly be the one whichis also the most conducive to sleep. In any case it must be reverent. 'At °different times or in different states of mind or of nerves, various positions may be best. During an hour both kneeling and standing might be used., Gentle walking back and forth in some suitabl~ place is a distinct aid to some people. "One possible advantage about it is that it helps to keep away drowsiness. 8. If the aim be prayer, rather than something else, there dhould-be intelligent choice or: subject matter. The needs, capacities, graces, and so on, of all the individual members in a community are not just the same; still less are t,hey the same on, say, the fifteenth of March every year for a lifetime. Therefore, from the pqint of view of prayer it is not desirable, generally speaking, that points be read to a whole community, especially from the same book, year after year. Here again th~ guiding principle should be, "Know your objectiye and select the most suitable means!" Often-times, for instance, subjects taken for meditati6nshould be such as will reinforce one's efforts in the particular examen. T6 those whb are in earnest the Holy- Spirit may suggest at, the oddest moments lights that would make excellent 108 Ma~cb, 19,17 ~ COMMUNIGATIONS starting points for meditation. 9. Finally, it would.be a distinct aid to proficiency, in mental prayer to read, say. every fe.w years, one after another of the great classical works on prayer. As weil known and fairly recent works dn prayer one might men-tion ~the following :-R. De Maumigny, S.3., The Practic~ of Mental Pra~/er (two volumes, one on ordinary, the Other 6n extraordinary, prayer; 1905) ; Vital Lehbdey, O.Cist., .W a s of Mental Pra~]e~" (1908): E. Leen, C.S.Sp., ~ress Through' Mental ~Prayer,~ (!935); R. Garrigou- " Lagrange, O.P., .C~hristian Contemplation and Perfection "-" ,(!923), or bett~er xlow:~ The. Three Age£ of the lntertor Life (two volume.s;' 1938) ~, " ~. _ ' To conclude our~.whole study, it seems,upon analysis of the facts .and-comparison with other pertinent activities that the great difficulty in meditation is neither more nor less than lach of interest, "Whence the solution suggests itself: Read, reflect, andpray over these three questions: W/~ should I be interested? Wha¢ difference does it make? What can Ido to become interested? ~ ° ~ Reverend Fathers5 ¢ In my opinion, much of the prevailing difficulty that exists for religious in the exercise .of mental prayer is owing to the fact that so -little is known by religious of a'nything beyond the discursive method of prayer (cofisiderations, affections, resolutions). Many guides of souls (particularly in novitiates and houses of formation) la~y little or no stresson the continuity that exists between the ascetical and the mystical life, between the discursive meditation of the beginner and trheseu vlta mrioanuys ~s traegliegsi ooufs a, cwqhueirne din c tohnetierm sppilraittiuoanl odfe vthyel gpprmofeicnite"n tth: eAys't iaave 109 ÷ COMMUNICA~fIONS Review "out~rown" d~scurs~ve medhafion~and~ ~thet¢~ is .reasontto~el~e aft r a weII-~mded nowtmte~, many~reh~xous are alread~ .~r~pe~ for a~ect~ve prayer) are left to sh~tt, tot themselves. ~ed~tat~on ~tscu~s~ve variety) -becomes ~cult,. eveK ~mposmble"~ ~ut thert ~s no gulaance~as to~w~ere to'go next.~ e ~'~ %~ ~ ¯ ~ - ~Perso~hlly ~ h feeb that at: .the~ very startsof, religi6Us'dife ~every ~ovi~e at mental~ pra~er ought ~to:b~, made acquainted ~ith t~e short ~t£eatise of~ Bossuet entitled "A Short,and Easy Me~hbd¢of~Making the~Prayer oLFaitb~and of. the Sim~le Presence of God." An Eng-lish vermon ot t~s will be round ~n t~e~ ~ppenfl~x o~rogress ~fo~ef~ a'~transiat~on +or t~e lnstr~ct[ons~splflt~e~les or ~ere ~aus-s~ de,'STd.~ (pu~i~sh~d by H~rder, 190~). . ~Ee methoffrecommen~ed~ , ~by. Bossuef will" be of hel~ to'every &age.df'spiri~ual' developmen~/, bu~ ~speci~Ily to~the ~eligi~us wh6 has ~be~un ~o-find~ djsquCsiye meditation di~cult or impossible. "I might also,recommend P~re Caussade~s ~work Abandonment to Divine~Provfaenqe, with the many practical h~nts on prayer;~n'~m~letters of dxrect~on to S~sters. .~Rega~di~g.~di~c~ti~s in.m~nt~l ptayer:~ABBot'J~hn chapman givts~a~simple~rule: .~'Pray as you can~ and d6 not try to, pray,as y6u can't.;' ~vtry to~keep~,to.~d~scurmye.+med~tat~on whenz~that longer su{ts one's needs is harmful to spiritual growth. ~ But at same ttme ~bbot ~napman tnststs t~at prayer, tn the sense ~t umon w~th God, ts the most crucifying thing there is.+ One must do tt God's-+ake:+but one will not get+any s~tisfacmt'~on+ out ~f+'it+, :ih' the sense of feeling 'I am good at prayer,' 'I have an infallible method." That would be disast+ous, sine+ what we want to lear+ is precisely ou~own weakness, powerlessness, unworthiness . And one should wish for no prayer, eg~ept pr~isely the prayer that God gi~e+ probably+very di+trac+ed-and ~unsatisfactory in every wayt" (The Spiritual Letters of+"Dom John Chapman, Sheed ~ ~ard, N. Y., 1935 unfortunately out of print.) Finally,, I,should~like t6 ,list a few books that I 'have found very helpful,_in :unraVeling my own di~culties in prayer: Mental according to the teaching of~Saiht ~h~mas Aquinas, by Rev. +Denis Fahey,,~.s.sp. (D~blih: Gill ~ ~Sbn, 1927),: Tbe Practice oUtbe Presence~ o£G0d ~(the spiritual teachings of ,Brother ~awrence of:~the Resurrection), (Newman Bookshop, Wt~tminster, Md., 1945); Cbristiaff, Perfection -and,; Contemplation,,,~,:by Garrigou-k~grange (H~rder;.1;9.37)'~. ~Add to:these., of, sourse, ~the. wor~ by t Caussade and~Ch~pman mehti~ne~ab6ve. . +~ +. q~l 0 Maixb,:l 9 4 7" COMMUNICATIONS ~ 'Before ~losin-g I should like' to comment .on one: remark of Abl~ot Chapman ,quoted. above: "One ih0uld~ wish"for" no prayer;.exc~pt precisely theprayer that God gives"us. ':." Prfiyer is precisely,that-L-a gift of G6d: the effect'of His grace in our s6uls.,. Perhaps if is, f6r-getfulness of thi~ point°ithat occa.~ions so much preoccupation .with following partidular mefhods, in prayer: ,.Tbe,:perfectidn of otir spiritual "life :(hence 6f out'prayer, life) cbnsists in ufiion ,with' God; a'~d ,the greater the. simplicity in our prayer, th[~ more perfect ,'~our union".'. "Any way~ that:we have of praying that succeeds in ,bringing usdoser to God is a~'good way for us individtially---, it is 'disasirou~ to "regulate" inethods of
Issue 1.1 of the Review for Religious, 1942. This is the first issue of the publication. ; A.M.D.G.- -~ Review for ehg ous " " JANUARY 15, 1942 ,~>The Vow of P~overfy . ~The oE udta÷ O~Iotn er ¯ Hygienic M6rfificafio~ -- Exemptions from F~s+ing ~.~ ~Bellar~ine's S[gn of The:~Lmfurgy ih'Mo~ern ~r ¯ Religious Cg~secration : . By M~ffhew Germlng,-S.J. . By Adam C. Ellis, S.J. ~.By, William J. McGucken, S.J. ~' " By,'~. Augustine Ellard, S;J. '~ ~. By Gerald Kelly, ~S.J. '/ By C!pm~nt DeMufh, S.J. B~. ~rald Ellard, SfJ. .° VOLUME. NUMBER 1 Review ~:or Religious Volume I January--December 1942 Published at THE COLLEGE PRESS Topeka, Kansas Edited by THE JESUIT FATHERS SAINT MARY'S COLLEGE St. Marys, Kansas REVIEW FOR RELIGIOUS VOLUME I JANUARY 15, 1942 NUMBER CONTENTS GREETINGS FROM THE BISHOP OF LEAVENWORTH Tlie Most Reverend Paul C. Schulte, D.D. 4 PLANS AND ACKNOWLEDGEMENTS~The Editors .6 RELIGIOUS CONSECRATION--Matthew Germing, S.J . 8 JOHN NEPOMUCENE NEUMANN . 14 THE VOW OF POVERTY IN THE CODE OF CANON LAW Adam C. Ellis, S.J . 15 THE EDUCATION OF SISTERS--William J. McGucken, S.J .2.7. HYGIENIC MORTIFICATION---G. Augustine Ellard. S.J .3.2 EXEMPTIONS FROM FASTING--Gerald Kelly, S.J .4.2. SAINT ROBERT BELLARMINE'S SIGN OF THE CROSS Clement DeMuth, S.J . 47 LITURGY IN THE PATTERN OF MODERN PRAYING Gerald Ellard, S.J . 51 BOOK REVIEWS .THE MASS. By the Reverend Joseph A. Dunney . 63 A CATHOLIC DICTIONARY. Edited by Donald Attwater . 63 ALL THE DAY LONG. By Daniel Sargent . 64 "FEAR NOT, I~ITTLE FLOCK.'" By the Reverend George Zimpfer 65 QUESTIONS AND ANSWERS 1. Period of Recollection before Perpetual Vows . . " . 68 2. Shortening the Second Year of Novitiate . 68 3. Permission of Parents for Emergency Operation .69 4. Recital of Little Office by those absent from Community Recitation 69 5. Private Vows by Professed Religious . 70 6. Curtain between Priest and Penitent in Convent Confessional 70 DECISIONS OF THE HOLY SEE OF INTEREST TO RELIGIOUS 71 REVIEW FOR RELIGIOUS, January, 1942. Vol. I, No. 1. Published bi-monthly: ,January, March, May, July, September, and November, at The College Press, 606 Harrison Street, Topeka, Kansas, by St. Mary's College, St. Marys, Kansas, with ecclesiastical approbation. Application for second class entry pending. Editorial Board: Adam C. Ellis, S.3.,~ G. Augustine Ellard, S.3., Gerald Kelly, $.J. Copyright; 1942, by Adam C. Ellis. Permission is hereby granted~for quotations of reasonable length, provided due credit be given this review and the author. Address all communications to: Review for Religious, St. Mary's College, St. Mar/s, Kansas. Printed in U.S.A. Greet:ings-t: 'om !:he Bishop ot: Leavenw0rt:h WE ARE reminded of the striking analogy that exists between the Mystical Body of Christ and our own physical body. As the human body is made up of mil-lions of tiny ~ells, each cell in a sense a distinct entity having its .own function, so too, the Church is made up of millions of individual members, living individual lives; yet, even as ehch cell in our body draws life from the soul, ~so also is ~ach member of the Mystical Body of Christ quickened by the spiritual life of Sanctifying Grace. Carrying the analog~r further, we are reminded that, as the tiny individual cells are grouped so as to form individu.al organs and members of ~our body,, so too, in the Mystical .Body of Christ, individual men and women are o/~ten grouped into societies andorganizations, distinct, yet work-ing for the common good and drawing life and inspiration from th~ one spiritual head. As St. Paul reminds us,, "the eye cannot say to the hand: I need not thy help; nor again the head to the feet: I have no need of you,'; neither can the various groups within the Church be self-centered, but" they must work for the common good of the whole Church under the guidance of its head, Christ's Vicar on earth. The religious form what might be called the right arm of the Mystical Body of Christ. Ever since our Divine Savior gave the invitation to the young man in the Gospel, "if thou Wilt be perfect, go sell what thou hast, and give to .the poor . and come, follow me," noble souls have been inspired to lea~e all things and seek perfection in the life of the religious. The very earliest centuries of the Church already found the deserts filled with the cells of the anchor-ites, from which soon was to be born the great monastic sys-tem as we have it today. Naturally, the unusual form of life led by the religious presents for them unusual problems. The Church in her canon law has taken cognizance of this and has devoted much space to defining the rights and duties of religious, both as indi'viduals and as institutions. However, the rami-fications of these rights and duties are so far reaching, and the field of direction towards spiritual perfection is so vast that the volumes upon volumes of commentaries that have been Written have not begun to exhaust the subje.cts. Besides, new .problems are ever arising. We have today many reviews of a general ecclesias-tical character dealing withthe multitudinou~s phases of the Church ~n general, yet we can readily see the need of a special review for the religious, not only to explain .the general laws governing their lives, but also to keep them abreast of the problems that theever-changing world is presenting to them. We feel confident therefoie that REVIEW FOR RELIGIOUS, which is making its bow. with this issue, will be .not .only very helpful to the religious but welcomed by the entire Church. We are happy to give it our personal approbation and fed honored that it is to be published in our Diocese. We are confident of its success under the editorial guidance of the Jesuit Fathers of St. Mary's. May it live long and effect much "pro Deo et Ecclesia!" PAUL C. SCHULTE, Bishop of Leaventvortl~. Plans :nd. ' . Acknowl dgem.ents N THIS initial number of REVIEW FoR RELIGIOus .wish tO say something Of our purpose,and ourplans, so that our readers may know rather definitely what to expect of us. ,, Our 'review is for all religious, clerical and non-clerical. However, we shall consider primarily the needs of brothe~ and nuns, bec~iuse clerics, particularly those in sacred orders, already have many excellent reviews at their disposal. This policy need not make the review less interesting to clerics, and it should increase its utility for those who may be entrusted with the spiritual guidance of other religious. In this latter connection, the review may also be of service to diocesan priests, as many of them are confessors and spiritual directors of religious. We have founded this magazine for a two-fold purpose: first, to aid °religi"ous in their personal sanctification; and secondly, to be of some service to them in carrying on their respective °apostolic works. The first purpose evidently call~ for articles of a purely ascetical nature; also for solid articles on the doctrines, legislation, and liturgy of the Church, as all true piety must ultimately conform to the Church's doctrine and practice. In line with the second purpose w~ll be a~'ticles which may have no direct bearing on ~he personal li:¢es of the religious themselves, such as background articles on various sections of the catechism, suggestions.for the care of the sick and the dying and for the ~arrying on of other ministries. Our general policy will be to offer articles of interest to all, but this policy cannot be inflexible. Some topics will be of use to superiorsand of slight value to subjects; some will be esl~ecially for brothers, others for nuns: some may concern only those engaged ina definite work such-as teaching, caring for the sick, and so forth. We think it well to adopt no general policy that would exclude such special-ized articles; otherwise our power for good would be great-ly diminished. We antidpate difficulties. The war situation evidently increases the difficulty .of .making definite plans. Some of our articles will be quite theological in content, yet these must be written in a non-technical, and understandable manner--an accomplishment that is not easy. On the part of our subscribers, some superiors have already suggested to us that a huge difficulty will be to find time for reading the review. We realize the force of. this practical objection: yet we hope that a fair number of individuals will find the time for private reading, and we suggest, that some articles frbm each issue will be suitable for community reading. The launching of. this project is the result of extensive dreaming and planning. Indeed, we should have begun many years ago, had not a certain unforeseen event delayed 9ur plans. Today, as we finally go to press, we are moved with an intense spirit of gratitude, to God for His assistance, and to all others who have helped us. Almost universally we have met with encouragement andcooperation. Our Bishop has been most kind in appro;cing our venture; our own and other re.ligious superiors were constantly helpful. Higher superiors, in general, responded very promptly and generously to our request for lists of houses to circularize: in many instances the superiors themselves sent subscrip-tions for entire congregations or provinces, thus saving us considerable labor and expense. May God bless them a11, and may He prosper this work begun for His greater glory! -~THE EDITORS. Religious Consecrat:ion Matthew .Germing, S.3. HOLY,SCRIPTURE says: "He that contemneth small things ~hall fall by little and little" (Ecclesiasticus 19:1). Spiritual writers commenting on these words rightly insist on the importance of little thing~ in the spiritual life. In the present consideration I wish to call attention, primarily, not to little things but to a big truth. I say, "primarily," because I believe that often enough interest in little things is best promoted by insistence on some large fundamental truth or fact on which the little ¯ things depend. Such a truth, once it has been thoroughly understood and assimilated, once it has. permeated the very marrow of our being and is thereafter kept vig.or.ously alive in mind an, d heart, will be a wonderfully energ,zmg force in the daily routine of life. It will extend its influence to the smallest actions of the day and thus compel us to take heed of even the little things. . Of this character is the consecration to God made by the members of every religious order and congregation. We are familiar in a general way with the meaning of consecration. Persons or things are consecrated when they are set apart and with the proper ceremonies dedicated to God or the Service of God. Thus the chalice used by the priest at Mass is consecrated; it is sacred and may not be used for any other purpose. To use it for other purposes would be sinful and sacrilegious. The same holds of a consecrated church. All religious are consecrated to Gdd by means of the three vows of religion. They are sacred in the eyes of God, far more sacred than consecrated church or ~halice. Whether they bel6ng to an active or a contemplative order, whether they are engaged in school work or hospital duties, whether in charge of orphans or caring for the aged and infirm, no matter what their function or task or position in the com-munity, all are consecrated to God. And they are so con-secrated by their three vows. There is a twofold aspect to these vows, the .negative and the positive. The negative aspect is "the privation involved in the vows, but privation is not the distinctive feature of religious poverty, chastity, and obedience. The mere lack of temporal goods does not make anyone accept.- able or sacred in God's sight. Poverty .as'such makes.many people in the world at large discontented and miserable, leading to complaints and rebellion against Providence. Nor does celibacy with its privations have of itself a sancti-fying effect. And as for obedience, a man may be a slave and be far from Christian and ev.angelical obedience. It is the motive that counts. It. is the love of Christ, the conse-cration to God which is the purpose and end of.all these sacrifices and privations, that makes them precious in the sight of heaven. And this is the positive aspect of the vows of religion. When we pronounced our vows for the first time we offered to God, to Christ our King and to His Sacred Heart all we had or possessed, and made ourselves entirely depen-dent on God and His representatives on earth. When St. Francis of Assisi bade farewell to his father and gave away the very clothes he wore, he said: "Now I can truly say, our-Father who art in heaven," Certainly Francis knew that God was his Father before that time, but he meant to say that only now was he absolutely without all earthly support whatever; he had only his Father in ¯ heaven to rely upon. And this gave him perfect joy and perfect cbnfidence. Blessed are we if our renunciation of the things of earth was nearly as complete as that of St. Francis and made in the same joyous~spirit. Then we can exclaim with him in ~ransportsof seraphic love, "My God and my all!" and pray to God in the word of another saint, "Give me only Thy love and Thy grace and I am rich enough and desire nothing more." But in pronouncing our vows we did much more than despoil ourselves of all temporal possessions out of love for Christ our Lord. We offered ourselves. There is recorded for us in Holy Scripture (I Paralipomenon 29: 16, 17) the touching prayer of King David when, surrounded by a vast multitude of his people, he offered to Almighty God the gold and silver and precious stones he had gathered from far and near for the temple which his son Solomon was to build. And David prayed: "O Lord our God, all this store ¯ that we have prepared to build thee a house for thy holy name is from thy hand, and all things are thine. I know, my God, that thou provest hearts and lovest simplicity, wherefore I also in the simplicity of my heart have 'joyfully offered all these things." We also on the day of our vows made our offerings to God in joyful spirit, presenting not gold or silver or precious stones but gifts, far more precious m the sight of heaven--the loyalty and devotion of a con-secrated soul. We knelt before the altar and in simplicity and sincerity of heart pronounced the vows of poverty, chas-tity, and obedience. Thus we made an oblat.ion to God of our entire being, our body with its senses and all their pleasures, our soul with its intellect and free will, promising to understand and do all things in accordance with the rules and constitutions of the religious life we then and there embraced in all its fulness. And we made these promises solemnly before the throne of God, in the pres-ence of Mary, Queen of heaven, of our Guardian Angel, our patron saints and the whole heavenly court as witnesses of our oblation. With holy David we acknowledged to God, "All things are thine, and we have given thee what we received of thy hand." Thus we vowed eternal loyalty to Christ and became consecrated and sacred in His eyes. This consecration was the most important event in our life, a spiritual fact of tremendous import. For it meant the abandonment of all selfish interests and complete devo-tion to the cause of Christ. Up to that time self had chiefly been the focus of our thoughts and desires; now our L6rd and Savior was to be enthroned in our mind and heart. Our. aims in life, our thinking and planning, .our capabilities of soul and body, our work and r.ecreation, our time itself, all were consecrated and must be directed to God. We are en-tirely His. We ought to make it our serious effort to understand and appreciate this fact. We should do what the Blessed Virgin did during her life on earth. And what did she do? St. Luke tells us in the second chapter of his Gospel. Toward the end of his account of the nativity Of our Lord, after narrating the apparition of the angel to the shepherds and the visit of the latter to Bethlehem, he adds: "But Mary kept in mind all these words, pondering them in her heart." We may be sure that what is told us so explicitly of her conduct in the present instance she did on many other occa.- sions in connection with the mysteries in the life of our divine Lord in which she had a large part. She treasured up in her memory the words and events, meditated on them, 10 prayed over them in the silence and quiet of her chamber, thus ever increasing in faith, hope, and the 10ve of God. Thus too she secured for herself the divine assistance, sup-port and guidance and encouragement in the daily happen-ings and sufferings of her life on earth. We ought to imitate this practice of our Blessed Mother in regard to so sacred an event in our life as our consecration to God. In the first place, we should recall it often and prayerfMly. Many religious have the commendable custom of making the renewal of'their consecration part of their morning prayer, using for the purpose a short formula; even purely mental renewal is .beneficial. We may do the same at intervals .between exercises during the day, even in the course of work which does not require dose and continu-ous attention. Our Blessed Lady gave us the example. Doubtless her mind and 1,ieart were frequently, if not habitually, occupied, with thoughts of sbme of the great mysteries in the life of her divine Son. This kept her in a state of recollection, transforming all her work into .prayer. Because of the difference of circumstances and the nature of their occupation, religious living in the modern world with its multiplic!ty of work are unable to practise recollection to. the same extent to which our Blessed Lady practised it in her home at Nazareth. Nevertheless, we must not lose sight of the fact that some degree of recoll~ction is essential for living the religious life as it should be lived. For all religious, whether members of an active or contemplative order, are consecrated to God. Consecration means total devotion to the cause of God, the cause of Christ and His Church. But they cannot effectively promote the cause of Christ unless they are devoted to prayer. And the prayer of consecrated souls must be something more than a casual and routine performance at stated times and places. Reli-gious must be penetrated and imbued with the true spirit of prayer, which comes only with thought and reflection and intimate converse between God and the soul. How can they achieve this spirit and continue it once they have achieved it if they do not strive with all the means at their disposal to attain to some degree of interior recollection? It is easier to keep up a high degree of recollection in somepositions or spheres of duty than in others. This holds of all religious communities whose members are engaged in the active life. But to whatever duty individual religious are assigned, all 11 must remember that their life of prayer, their spiritual life in generall will not take care of itself. The' saying is true that no one will be much more in prayer than he or she is out of prayer. In other words, they who outside of praye~ scatter their attention over a variety of interests, neither necessary nor useful for their work, will be unable to pray well beyond a few minutes when the hour comes for their devotional exercises. The inference is not that recollection is to interfere with attention to duty. Duty comes first. But there are moments and intervals when thoughts are free from assigned work and the employment of time is left to each one's discretion. These are favorable moments for the care and attentio.n which religious ought to have for their personal spiritual welfare. And if at such times they follow the promptings of mere curiosity, seeking the news of the day or other information not necessary or useful for them, thus spending the time in useless reading or. idle con-versation, they are losing precious opportunities' for sanc-tifying themselves. I said above that, in the first place, we ought frequently and prayerfully to recall the fact of our consecration to God. It is a thought pregnant with meaning for all of us and will be a great aid to recollection in the course of the day. Secondly, it will be decidedly profitable to take~ our consecration now and then for the subject of daily medita-tion. In such a meditation we may first consider, the ¯ meaning of our consecration. It means complete dedication ¯ "to God by means of the three vows, oblation of all that we have, all that we are, all that we are able to do--our thoughts, words, and actions; it means an act of the most perfect love of God. Then we may reflect on its obliga-tions. They are the observance of the vows of poverty, chastity, and obedience; of the rules and constitutions of the order, and obedience to the commands of superiors. Finally, we may think of its adoantages. The most impor-tant ones are that it frees us from many s~rious dangers of sin, furnishes numerous aids in the practice of every kind of virtue, aligns us with that choice company of the army of Christ which would signalize itself by special service to its Leader, renders us sacred in the eyes of God, is a sign of God's predilection, has Christ's promise of the highest reward-- they "shall receive a hundredfold and shall possess life ever-lasting" (Matthew 19:29). Conclusion. We may Con- 12 clude-with sentiments of esteem and love of our vocation with its consecration to God; humility; gratitude to God. Another opportunity for strengthening ourselves in our consecration to God is the Monthly Recollection. It is a time of spiritual grace, when God reveals Himself more fully to our souls. We should do our part by making a brief survey of the month that has passed, considering in detail and with more than ordinary scrutiny whether we are living up to ~:he requirements of our state. It is not a question of merely seeing whether we have avoided deliber-ate sin. This too merits our attention, as a matter of course. We must look to our religious ideals, the perfection of our daily actions, the motives that animate us from early .morning till late at night. Are we seeking God in all things in all our doings? Are ,Jesus Christ and His interests habitually in our thoughts, or is self frequently uppermost in our minds, controlling and directing our purposes and policies? Our Blessed Lord said: "Thou shalt love the Lord thy God with thy whole heart, and with thy whole soul, and with thy whole mind, and with thy whold strength" (Mark 12:30). This is the perfection we are bound to strive after in its literal sense. It is the epitome, the compendium of all that is contained in our consecration to God. We are consecrated to God, sacred in His eyes. It would be quite wrong and detrimental to our spiritual life if, by reason of this, we were to fall into the error of conceiving and fostering self-complacency, as though we were the favorite~ of Almighty God and better than other people. If God has manifested His predilection towards us by bestowing the efficacious grace of a religious vocation, He has by that very fact also imposed on us graver obligations and responsibilities. In all humility we should thank God for what He has done for us and for all other men, each of us saying with the patriarch ,Jacob, "I am not worthy of the least of all thy mercies and of thy truth which thou hast f.ulfilled to thy servant" (Genesis 32:10). It is very important for .us to maintain~ an attitude of thankfulness and humility. Let us remember our Lord's words to His Apostles: "You have not chosen me, .but I have chosen you". (,John 15:16). He has chosen us out of the world and transferred us into a kingdom of light and grace that, like the Apostles; we might "bring forth fruit." It-remains for us to distinguish ourselves in His service by an ever increasing love and generosity, a more steadfast loyalty to the consecration which we made of ourselves when we pronounced our vows. In this way a big fundamental spiritual truth, kept fresh in mind and heart by daily prayer and recollection, will exercise oa salutary influence On the little things of every day life. It will have the effect Of sweepingaside in a moment the petty and narrow views arising from selfish-ness, just as the bright rising sun scatters the mist on a mid-summer day.' JOHN NEPOMUCENE NEUMANN Just before the first issue of REVIEW FOR RELIGIOUS went to press, we received a letter from the Reverend Albert H. Waible, C.SS.R., Vice-Postulator of the Cause for Beatification of the Venerable John Neumann, C.SS.R. John Nepomucene Neumann was the first pro-fessed Redemptorist in the United States and the fourth Bishop of Philadelphia. On December 11, 1921, Pope Benedict XV approved the decree declaring that John Neumann had practised heroic virtue, and he was given the title of Venerable. The Holy Father's words on that occasion are singularly appropriate for readers of REVIEW FOR RELIGIOUS : "We deem it proper to say that all our children should profit by the. Decree of today by reason of the peculiar character of the heroic virtues of Ven. Neumann. Perhaps the very simplicity of these virtues has been misunderstood by those Who thought there was no heroic degree in the virtues of the Servant of God. because in their eyes the good works and holy deeds performed by Neumann are. the holy .and good deeds which every good religious, every zealous missionary, every good bishop should perform. ¯ We need not repeat that works even the most simple, performed with constant perfection in the midst of i~aevitable difficulties, spell heroism in any servant of God. Just because of the simplicity of his works, We find in them a strong argu-ment for saying to the faithful of whatever age, sex, or condition: You are all bound to imitate the Ven. Neumann.,. If, in spite of this, there should be some who still seem surprised and cannot pic-ture him to themselves as a hero apart from grand undertakings, We hasten to say that wonderful results can spring from simple deeds, . provided these are performed as perfectly as possible and with unre-mitting constancy." Those interested in Bishop Neumann's cause can procure a small pamphlet biography from the Mission Church Press, 1545 Tremont St., Boston, Mass. 5 cents a copy; $3.50 per 100. 14 The Vow ot: Poverl:y in !:he Code ot: Canon Law Adam C. Ellis, S.,L IIF't LESSED are the poor in spirit, .for theirs is the king-dom of heaven" (Matthew 5:3). This poverty of spirit for which the Gospel promises the kingdom of heaven consists essentially in keeping one's heart free from attachment to temporal goods. It is the first means, though not the most important, which man must make use of to win heaven.or to attain to perfection. The reason for this is that poverty of spirit is the cure for that evil which is the root of all others according to the Apostle: "For covet-ousness is the root of all evil" (I Timothy 6:10). That is why our Lord not only began his preaching with it, but also gave us the example in His own person of a life of pov-erty from the crib in the stable of Bethlehem to the cross on Calvary. And when He wished to teach men the secret and the way ot~ perfection, he tells us again, in the instance of the rich young man, that. poverty is the starting point. "If thou wilt be perfect, go sell what thou hast. and give to the poor, and thou shalt have treasure in heaven; and come, follow Me" (Matthew 19:21). The first persons who took this lesson to heart and put it into practice were the Apostles, who in turn imparted it to the primitive church, and thus impressed upon religious communities the form of perfect poverty. In canon 488 of the Code ot: Canon Law, the Church tells us that the three vows ot~ religion, obedience, chastity, and poverty, are means by ~vhich religious strive at~ter per-t: ecfion; Hence in all orders and congregations approved by the Church these three essential vows must be taken, either explicitly, as in modern congregations, or as least implicitly, as in the older orders. In its essentials the vow 6f poverty is the same: for all religious, but the constitutions of different orders and congregations add details to these fundamental notions according to the particular spirit ot~ each institute. Evangelical poverty as set forth in the constitutions of a religious institute, may be considered from different points of view. It-is not our intention to give an ascetical ¯ or a moral.interpretation of the vow of poverty; we leave .15 that to others, who, we trust, will favor us later on with articles in the REVIEW FOR RELIGIOUS dealing with these aspects. It is our purpose now to study the present laws of the Ghurch regarding the personal poverty of religious, as promulgated in the Code of Canon Law, since these laws are applicable to all religious, and are usually incorporated into the constitutions o~ all religious institutes. The Nature of the Vow of Pooert~/. The vow of pov-erty is a promise made to God by whicla the religious deprives himself of the right to place any act of proprietor-sbip over any material thing having a money value, with-out the lawful permission of his superior, The proper and distinctive character of proprietorship or ownership of property is the power to dispose of it freely and independently/: that is, to use it, to give it away, to sell it, to destroy it, at will, as an absolute master over it. without any obligation of having recourse to the will of another, hence independently of the will or permission of another. The essence of the simple vow of poverty consists, therefore, in the privation of this right to dispose freely and independently of temporal goods, of whatsoever kind they may be. The subject-matter of the vow is the possession and use of temporal things, independently of the will of superiors. Whatever the degree of poverty prescribed by the con-stitutions of any particular institute may be, only such things as come under the heading of temporal goods or property constitute the subject-matter of poverty. Other things, such as health, the use of one's bodily members, one's mental and spiritual faculties, talents, supernatural gifts, are not the subject-matter of the vow of poverty. Temporal goods or property, therefore, include any object of money value that a person can acquire and possess or hold, anything that can be owned. Personal goods or property are such things as can be kept on or near one's per-son, usually all movable goods. Real property or real estate consists in lands and whatever is attached to the land, houses and buildings of any kind. The general term, prop-. erty or temporal goods, therefore, comprises every material thing which has a money value, such as: money, real estate, stocks, bonds, mortgages, jewelry, and all movable and per-sonal objects having a money value. By his vow of poverty 16 the religious refiounces his right to place any act of owner- Ship over such goods without the permission of his supe-rior. The vow of poverty, therefore, forbids the religious: 1) every independent act of appropriation, e.g. to acquire, keep, use, receive, borrow from another; 2) every act of disposal of property: to give away, to sell, to lend, or lease to another, to allow goods to deteriorate or perish. All these acts, placed without the permission of the superior or of the constitutions, are contrary to the vow of poverty. The various degrees of sinfulness of these acts is a moral question and outside the limits of this article. Let us now take up the general legislation of the Church regarding the vow of poverty, keeping in mind that these laws obligate all religious, and that any contrary leg-islation in the constitutions has been revoked by the Code of Canon Law, unless a special apostolic privilege has been obtained. I. A religious who has tatien a simple vow of poverty, whether temporar!t or perpetual, retains the ownership of his property, as well as the capacity to acquire, more, unless the constitutions provide otherwise (cf. canon 580, § 1). The distinction between a simple and a solemn vow ~s the result of church legislation. ~ A religious who takes a solemn vow of poverty deprives himself not only of every right to place act~ proprietorship, as explained above, but he freely gives up even the right to own temporal goods. Such a religious must give away all that he. possesses, within sixty days preceding his solemn profession. After taking the solemn vow, he can no longer acquire temporal goods for himself, since by his vow he has renounced his very right to own, hence whatever may come to him by way of inheri-tance or gift, he acquires for his institute (cf. canons 581 and 582). The religious who takes a simple vow of poverty, on the contrary, retains his right to own, that is to possess property; hence he is not deprived of his property by the simple vow, but continues to be the owner of all that he possessed at the time of his religious profession. Further-more, he retains the capacity to acquire more property or temporal goods even after he has taken the simple vow of poverty. Such is the provision of. the general law of the Church today for all religious. The Church allows the constitutions to limit this right, but since there are very few constitutions ;which do so,,we.shall omit any comment On this detail, and we shall suppose hereafter that no such limitation has been placed. iI. The simple vow of poverty makes a" contrary a~t illticit, but not invalid, unless the contrarg, has been expressly decreed (cf. canon 579). The effects of the vow of poverty are determined by the law of the Church. That law says that the simple vow of poverty makes a.contrary act illicit, which means that if a religious with a simple vow of poverty disposes of or in any way exercises rights over his property without permis-sion, he-.commits a sin,. venial or grave acc.ording, to the gravity of the illicit transaction. However, the act which he places, for example, the gift or s~ile of temporal goods, is valid, that is, it is recognized as legal by canon law, unless the contrary is expresslydecreed. Such a prohibition may be contained in the general law of the Church," as 'happens in the case of a religious who takes a simple vow of poverty in an order in which he is to take solemn vows later on. Canon 581 § 1. forbids .him under pain of invalidity to give away his property, except within sixty days preceding his solemn profession. If such a religious gives away any property, the act is null and void, ~which means that the person to whom he,gave it must return it, and may not keep it. Thus if Sister Generosa, a member of a religious congregation, gave all her property to her needy family off the day 9n which she took her first vows, her parents may keep it, since the act is a valid act. Sister Generosa, how-ever, acted illicitly, that is, she violated her vow of povert.y :by transgressing the law of the church, unless she. did so m good faith, being ignorant of the law. Off'the other hand, if Brother John, a member of the Carmelite order, gave away all his property on the day he took his first simple vows, the person to whom he gave it would be obliged to give it back to him, because his act was not only illicit but also invalid. He can give away his property validly only within sixty days of his solemn profession. III.' If during his novitiate, a novice in any way what-ever renounces his property, or.encumbers it, such a renun-ciation or encumbrance is not only illicit, but also null and void (cf. canon 568). This legislation comes down to us from the Council of Trent. It applies to all novices, whether in a pontifical or 18 in a diocesan institute, and to all their temporal goods, whether movable or immovable, real or personal. The pur-poseof the legislation is to safeguard the freedom of action of both the novice and of the institute regarding the profes-sion to be made at the end of the novitiate. The novice may wish to leave, the institute may be unwilling to admit him to profession. Hence the wisdom of the legislation. To renounce one's property means to give up the right to it by freely and lawfully transferring it to another with-out recompense. A novice may, therefore, sell his.property and invest the proceeds, or. put the money in a bank for the time being. He may, likewise, freely~dispose of the income of his property during the novitiate, or add it .to his capital. He must pay his.debts, of course, and may pay for his board and clothing during the'novitiate provided this is required by the constitutions, or agreed upon before entrance into the postulancy, or novitiate in conformity with canon 5 70, §1. To er~carnber one's property means to put a burden or obligation upon it. Hence a novice may not promise to give away a certain part of 'his property or all of it on condition that he perseveres in the religious state and is admitted to profession. He may not mortgage his property.,-as that would be placing an encumbrance .upon it. While the law of the Church does not forbid such renunciation and encumbrance during the postulancy, the same reasons make such an act inadvisable. If such a renun-ciation is made for grave reason during the postulancy, it should be made conditionally, so that the postulant may be able to regain his property in case he does not persevere in religion, and must return to the world. Even before the Code went into effect i~ was a common opinion of canonists that novices could give alms to the poor, to pious causes, and even to their own institute, pro-vided that small amounts were given on rare occasions, The same is permitted under the Code. Thus a novice would be allowed to have a number of Masses said for the repose of. the soul of his father or mother who dies during his novitiate. Supposing that our novice persevere~, and that his institute is ready to admit him to his first profession~, the .law. of the Church requires him to place certain acts in rdgard to his property before he takes his first ~vows. 19 IV. Before the profession of simple vows, whether temporory or perpetual., the novice must cede, for the entire period during Which he wilt be bound bg simple vows, the administration of bis~ 15ropertg to whomsoever he wishes, and dispose freelg of its use and usufruct, unless the consti-tutions determine otberu;ise (cf. canon 569, § 1). We have seen above that the simple vow of poverty does not deprive the novice who takes it of the ownership of his property or of the right to acquire more property after he. has taken the simple vow of poverty. On the other hand, one of the purposes of the vow is to free the religious from the worries and distractions connected with the care and management of temporal goods. Hence the Church wisely decrees that the novice must turn over to another the administration of his property if he has any. He may choose any person he wishes to act as his administrator: his parents, a brother or sister, a friend, a lawyer, a trust com-pany. He may also ask his institute or province or house to assume this task if superiorslare willing tO accept it. Let us u.nderstand what an administrator is. All of us have heard on occasion, after the death of a person, that the deceased had appointed an administrator of his estate in his will, or if he died intestate, the court appointed somebody to fill this office until the estate could besettled. The per-son appointed cares for the estate or collection of temporal goods owned by the deceased, pay bills, collects rents, as well as interest on money deposited in banks or due on stocks and bonds, keeps buildings in repair, pays taxes and the like. In a word, an administrator performs all those ordinary acts which the deceased person performed during his lifetime for the preservation and increase of his prop-erty. Once the novice has appointed his administrator, he must leave to him all these acts of ordinary administration of his property. He may be consulted as regards extra-ordinary acts of administration, such as the sale of his property, and the investment of the money derived from such a sale, and be has the right to receive an annual report of the condition of his property. The administrator is entitled to some recompense in proportion to his labor. Once the administrator has been freely appointed, the religious may not replace him by another without the per-mission of his superior general, unless the constitutions of his institute allow him to do so of his own accord (cf.canon 20 580, § 3). It4s evident that the novice who has no prop-erty at the-time of his first profession .need not appoint an administrator. The disposition or: his income: The novice must dispose freely of the use and usufruct of his pr.operty, if he has any. If his property consists of real estate, a farm, a house and lot, etc. he may ~rant the use of such property to anybody he wishes. If his property is productive, real estate which brings in rents, or stocks and bonds producing income or interest, such income is called the fruits of his property, or .the usufruct. It is evident that were the religious to retain the free disposal¯ of such income in his own hands, it would become a source of distraction and worry to him. Hence the Code prescribes that, before he takes his first vows, he must determine, once for all, the person or persons who are to be given the use of or the income of his property for the duration of his vows. He may choose whomsoever he wishes as the beneficiary of bis income: his parents, a brother or sister, some charitable work, his own institute. It would be well for the novice, before making his decision, to think seriously on those words of our Lord: "give to the poor." His parents may be in need, or he may have a brother or sister struggling to raise a family or to get an education; then there are so many forms of Christian char-ity in need of funds to carry on their work: hospitals, or-phanages, homes for the poor, etc; lastly the novzce should also consider the needs of his own institute before coming to a decision. But the final decision rests with him, unless the constitutions of his institute determine otherwise. There are some constitutions approved before the promultzation of the Code which deprive the novice of the right to dispose of the use and usufruct of his property, or restrict that right or define it, e.g. by limiting such disposal in favor of a char-itable work, or by designating or excluding the institute as the beneficiary. Whatever the dispositions of such consti-tutions may be, they must be observed (Code Commission, Oct. 16, 1919). Once the novice has made this disposition of the use or income of his property, he may not change it in favor of someone else without the permission of his superior gen-eral, unless the constitutions' allow him to do so of his own accord (canon 580, § 3). It will-be Well to call attention here to a restriction which this same canon places on 'th~ 2I right to chahge the beneficiary with the permission ~of the superior general.~ Such modification or change mustnot be made, at least for a notable part of the income, in favor of the institute. Permission of the Holy See is necessary to make such a change in favor of the institute (Code Com-mission, May 15, 1936), if there is question of a notable part, say one-fourth, or certainly one-third Of the same. This point should be made clear to the novice before he chooses the person who is to have the use or the income of his property. While he is free before taking his first vows to appoint hisown institute (orhis province or house) as the beneficiary of his income, ifas a matter of fact, he does not do so, but appoints some other person, he may not later " cbang.e .this disposition in favor of.his ihstitute without the permission of the Holy See, if there is question of one third or more of the entire income. If, later on, after having taken his vows, the religious should leave his institute and the religious life, these appointments of an administrator and of the beneficiary of his income cease to have a.ny effect, and he regains comple.te control of his property. It may happen that a novice has no property at the time be takes his first vows. Later on, after takin~ his vows, he acquires pkoperty by inheritance or gift. What is to be don~? " " V. :In case the novice, because he possessed no property, omitted to make the cession and disposition mentioned above, but later on acquires p. ropertq, or i~:, after making the cession and disposition ~n question, be becomes the possessor of more property under whatever title, be must then' make the cession and disposition for the ~irst time, or repeat it, iri regard to the newI~/ acquired property/, his simple vow o~: povern.] notwit.bstanding (cf. canon 569, §2). In this case the religious whopossessed no property at the time of his first profession, but. later on acquires prop-erty, needs no permission to appoint an administrator and to determine who is to have the use of this newly acquired property, or the income thereof. The law obliges him to do .so. Similarly, if, after having appointed an adminis-trator and determined a beneficiary of the income of his property, a religious, after taking his vows, acquires new property by inheritance, gift, and so forth, he must then 22 repeat the same acts in regard to h!,s. newly acquired prop-erty. Of course he may simply say: I wish the same admin-istrator, already appointed, to take care of it, and I wish the same person or persons, already recei~,ing the income of my property, to receive the income of this new property like-wise." He may, howe.ver, appoint a different person administrator, and a different person the beneficiary of the income of this newly acquired property, if he wishes to do so, It may be noted in 1Sassing that an increase in value of property already possessed does not constitute a new acquirement of property .within the meaning of the law. Hence if the real estate, or the stocks and bonds which a religious owns, increase in value because of a land boom, or because of a rise in the stock market, such a religious may not consider that increase in value as a new acquirement of property. Nothing is to be done in such a case. VI. In ever{] religious congregation the novice, before taking his temporarg vouJs, must freetg make a will or tes-tament regarding all the propertg he actuatl~l possesses, or mag subsequentl~l possess (cf. canon 569, § .3). A will is a legal declaration of a man's intentions as to the disposition of his property that he wills to be carried out afterhis death. Strictly speaking, a testament differs from a will in that it bequeaths personal property only; but the terms are used interchangeably. By his will, there-fore, the novice does not give away his property here and now. ° He merely indicates the person Or persons whom he wishes to come into possession of it after his death. As long as he lives he retains the ownership of all his prop-erty. The beneficiary of his will becomes possessor of the property of the. religious only after the latter dies. Every novice in a religious congregation must make a will before taking his first, temporary vows, whether he actually owns any property or not, the reason being that the will includes everything that may come to the religious dur!ng his life-time, and of which he dies possessed. Novices about to take their first, temporary vows in an order are not obliged to make a will, since they must give away whatever they possess before they take their solemn vows. They are not forbidden, howe~er, to make a will valid for the period of their profession of simple vows, ~hould their wish to do so. ¯ Members of a religious congregation who took their 23 first vows before the Code went into effect (May 19, 1918), are not obliged to make a will, even though they acquired more property after that date, or will akquire such property in the future. But they ar~ not forbidden to make a will, should they wish to do so, and generally speaking, it is advisable for them to make a will.But all religious in every congregation who took their first, temporary vows after May 19, 1918 are obliged to make a will as soon as possible, if they have not done so already. The law requires this, even though it had been omitted in good faith. Even though the novice who is about to take his first vows cannot make a will valid in civil law because of a lack of the required age, he is still bound by canon law to make his will, and later on, when he becomes of legal age, he must tlake the steps necessary to make his will'valid in divil law as well. The Code says that the novice must freel~t make a will. This does not mean that he is free to make a will. or not, but that he who makes the will prescribed by canon law is free to choose the beneficiary of his will, that is he freely chooses the person or persons he wishes to take possession of any property he may own at the time of his death. May a religious ever change his will after he has freely made it? VII. No religious may change his will once made in "conformity with the requirements of canon law as explained above without the permission of the Hotel See, or. in case of urgencq, abd time does not permit of recourse to the Holg See, without the permission o3 his superior gen-eral, or of his local superior if the former cannot be' reached (cf. canon 583, 2°). A will is not considered altered or changed if certain prescriptions are merely made clearer, or if a will'which is invalid in civil law is changed merely to conform with the requirements of that law, so long as in both cases the bene-ficiary remains the same. Should the person named as bene-ficiary in the will of a religious die, the will becomes ineffec-tive and has no value. Hence no permission is needed to make a new will, since by so doing the religious is simply fialfilling the law of the Church which requires him to make a will. The will he had made is no longer valid, hence he is without a will, and must make another in order to fulfill the law, 24 As long as the religious with simple vows continues, to live in a religious congregation he may ~not give away his property. VIII. It is forbidden to the professed of simple" uows in a congregation to abdicate gratuitously the dominion ouer their property b~/ a voluntary deed of conveyance (cf. canon 583, 1°). To abdicate gratuitously means to give away one's property without receiving any monetary recompense in return. The motive for giving away one's property may be a spirit of gratitude, or friendship, or a charitable desire to help others in need, or to further 'the cause of some pious work. No matter what the motive may be, the Church forbids all religious with simple vows in a congregation to give away their property as long as they remain in religion. Due to the uncertain times in which we live, it can and does happen that religious freely leave or are obliged to leave their institute, or the institute itself may be dispersed by reason of persecution which is 'always present in the Church in some part of the world. Should any one of these con-tingencies arise, the religious will not be obliged to return to the world penniless, thus bringing Shame on religion, or becomin~ a burden to others, but he will be able to support himself with the aid of the temporal goods he brought with him when he entered religion, or which he received by. way of inheritance or gift during his stay in the religious life. Since the law says a religious is forbidden to give away his property, but does not say that such an act is invalid as it does in the case of a novice and of the religious with simple vows in an order in which he is to take solemn vows later on, it follows-that if a religious in a congregation has actually freely given away his property contrary to the pre-scription of the law, the act is a valid act, and.the religious cannot reclaim his prbperty. If he did so in good faith, in ignorance of the law, he will be free from all moral guilt in the matter. But all religious in congregations, whether papal or diocesan, should understand clearly that their supe-riors cannot give them permission to dispose of thei~ patri-money, as the sum total of their temporal goods is. called, during th~i~ lifetime in religion. The permission of the Holy See would have to be obtained before this couId be done licitly. A final question arises with regard to the property of O~ 25 religious with simple vows. We have seen that such a re!igidus retains his ownership over the property, he-pos-sessed at the time of his entrance into religion, as well as the capacity to acquire more property, even after he has taken his simple vow of pover~;y. How are we to decide what a religious may and must keep and add to his patrimony, what be must give to his institute of the temporal things which come to him during his life in religion? IX. Whatever a religious acquires b~j l~is own industrg, or in respect to his institute, he acquires for his institute (cf. canon 580, § 2). A religious with simple vows acquires for himself, that~ is, as part of his patrimony or collection of his temporal possessions, whatever he receives by way of inheritance, legacy or personal gift. But whatever comes to him by reason of his own industry goes to his institute. To acquire b.u one's own industrtl means by one's mental and physical efforts, such as writing a book, or making a work of art, a painting or fancy needle work, or by reason of one's profes-sion, recompense received for teaching, nursing and the like. Since the religious has become a member of thereligious family by his profession of vows, and is suppotted, fed, clothed and educated by the institute, which supplies all his reasonable wants, it is but meet and just that the fruits of his:labors should go to the institute. To acquire in respect to the institute refers to what is given to a religious not as an individual person, to John Jones; or to Mary Blank, but to the religious as a religious, to Brother Plus, or to Sister Martha, for the community to which he or she belongs, in order to help the Charitable or educational work in which the community is engaged, or because of the confidence and respect which the institute as a whole inspires in the donor because of its religious activ-ity. In a word a religious acquires in repect to his insti-tute whatever is g.iven to him because be is a religious. In cases of doubt, when it is not certain that the gift was per-sonal to the religious, the presumption will be that it was made in favor of the institute. This presumption applies especially to superiors. Small gifts given on special occa-sions such as feast days or at Christmas time to a teacher by his pupils, and so forth, are presumed to be given to the religious because he is a religious, not for personal reasons. The constitutions usually regulate such gifts. 26 The I::ducafion ot: Sis :ers William 3. McGucken, S.,J. THIS IS an altogether extraordinary book that should be of particular interest to the readers of the REVIEW FOR RELIGIDU$. It is not a dull book, despite the fact that it is in the genre of the much despised doctoral dissertations in Education (with a capital E). Sister Bertrande has a reporter's sense of what constitutes news, a reporter's abil-ity to penetrate beyond the barriers and get a "story" from. her unwilling victim. Very briefly, the book is the narra-tive of what has been done in America for the religious, social, cultural, and professional education of sisters, what is being done, and, most significant of all, what should be done. With the first two parts of the book no one can disagree; the facts are presented with such ingenious clarity that he who runs may read.In the third part one may question some of the proposals on the ground that they are too detailed, too rigidly regimented after the immemorial fashion of nuns, but with the main features of her proposal to give a truly sound and truly Catholic education (this time without the capital E) to American nuns there can be no disagreement. The true story of Catholic education in the United States, especially the education .of women, has yet to be written: its tale of heroisms, sacrifices, blunderings, and fatal failures have been chronicled in part. here and there. notably in Mother Callan's excellent study, The Society! of the Sacred Heart in North America, but nowhere can one find a complete picture of the whole scene. Particularly is this the case with American Catholic ~ducational policy as it affects the religious qua religious. The old saying "Cucullus non.facit monachum" is all too dreadfully true, but unfortunately many religious superiors believed the wimple made the nun. Every religious over fifty years of age knows that there was a time in the history of the sister-hoods in America when a young woman, often not even a high school graduate, was passed through a rapid postu- 1 THE EDUCATION OF SISTERS. A. plan for Integrating the Religious~ Social, Cul-tural, an'd Professional Training of Sisters. By Sister Bertrande Meyers. New York: Sh~ed add Ward, 194i. Pp. xxxiii + 255. $3.75. 27 l~ncy, given a Veil, and sent out to teach. Granted that mother superiors were forced by circumstances, the impor-tunings of bishops and parish priests, granted that the nuns thus sent off the assembly line with less than a year's training made up for their lack of acquaintance with the vchole idea and ideals of ~eligious life by their practices of piety, their simple devotion, their childlike faith, yet it still remains an inscrutable mystery of divine providence that there were not more individual catastrophes as a result of this short-sighted policy. The first .World War came along; there was a multi-plication of school~; especially of sisters' high schools and colleges: there was also a tightening of the reins by the accrediting agencies. .Moreover, Rome. was insistent on religious communities adhering to their constitutions. At last, it is true, the nuns were obliged to, spend, at least a canonical yeay in the novitiate, but in order to satisfy the professional requirements necessary to teach, many .of the sisterhoods had to resort to miserable subterfuges in order° to securethese "credits." A tragic.story, truly, this filching from the r~eligious training 9f the novice to satisfy ttie craze for credits. Nor is it over even now. Sister Bertrande says (of the year 1940) : "Isolated instances were even found where credit was given [dur!ng the Canonical Year] in Church History or World History for reading Lives of the Saints, in Home Economics for the daily.domestid work, and in Philosophy Of Education for the daily instructions of the' Mistress of Novices. iiO,,ne of ~he Mistresses of N0yices co,mplai~is bitterly: In the first place, there is a sii nion~h s postulate. But. lJefore the postulant can be.inducted into religious life She :is made conscious of credits to be earned towards her teaching credentials;.so her day is full of classes. That is not so bad, since this is just the Posti~late, but it would be better if she ~studied something like Logic--that would teach her how to think. But no. Methods of teaching, all professional subje.cts come togeth~er to make the girl more conscious of the need to become a good teacher rather than a true religious. " 'Then--the Canonical YEar. It is so taken, up with studies in the field of education that when a novice is asked how she is coming along in recollection, she says: "Recollec- 28 tion? Why I can think of nothing but getting my school work"done--there is no time even for class preparation." Spiritual exercises ar~ curtailed; classwork takes precedenc~ over interviews with the. Mistress of Novices--often I have to scheme little ways of finding an opportunity to give direction to a novice-who stands in need. " 'Two and one-half hours a day are allowed for Novi-tiate routine such as. instructions, spiritual reading, confes-sions, etc. If anything must be put aside it must be any-thing but classwork. Thus it happens that a thin, super-ficial religious decorum takes the place of depth and breadth in the spiritual life. And no real, permanent culture comes from this cramming of normal work. " 'The second, year the novices are sent out to teach. They go out to teach with good will, but with no concept of the interior life. There was a time when the second year was strictly a part of the Novitiate; .but it began With "bor-rowing" two or three novices for sorely pressed missions, and the Borrowed novices, were .never returned. Then, a few more were borrowed. Now, there is no pretence at leaving them in the Novitiate for a second year. They are robbed of their Canonical Year with a full program 0f studies; the second year they leave for the local schools, and as a~result we have teachers with no real Understanding of their Community or of' the obligations of religious life'." It should be noted that this condition has held ever since the State Departments have insisted on professional requirements for teachers; it still holds today, let us hope only in "isolated instances." It can be left to the reader's imagination what the situation was in the period immedi-ately after World War I when every major superior was confronted with the choice of closing a certain number~of schools or getting credits for her sisters somehow, some-where. The result: a conflict, was set up in the mind of the young religious; she was told that her spiritual develop-ment comes first, and yet much was done to interfere with her allowing her religious life to take first place. A very interesting part of the book is Sister Bertrande's discussion of the effect of secular universities on religious women. The majority of provincials,~mistresses of novices, deans of nuns' colleges feel that it does~harm, that there is a weakening of the Catholic: sense, but some are sure that they are forced to attend for certain courses in the graduate field. 29 It is not explicitly stated that the real reason for the danger tO sisters at secular graduate schools is the haphazard quality of the undergraduate preparation received by many of them: they have not a Catholic view of life, even though they may be very devout religious. "One point was uniformly expressed.m that the courtesy and consideration which sisters met in dealing with the officials and the faculties in secular universities outdis-tanced that which was experienced in Catholic centers." One just wonders if it is not possible that the more poorly prepared for graduate work attend Catholic universities, the brilliant students, the ones superiors are absolutely sure of, frequent the non-Catholic institution. Moreover, Catholic institutions have possibly far more experience of those "isolated instances" where nuns present transcripts of worthless credits than the officials of the secular universi-ties. It is g.ratifying to see from Sister Bertrande's tables that there is a tremendous increase in the attendance of sis-ters at Catholic institutions and a corresponding decrease in attendance at secular universities. One startling fact in the picture presented of the con-temporary education of Catholic sisters is this: relatively t~ew ot~ our nuns receive a thorough grounding in liberal arts. Even where the situation in the Canonical Year has been bettered, 'it is very rare indeed for a sister to be set aside to complete her course for the Bachelor of Arts degree. ~here. there is a second year of novitiate, studies are crowded, into this year--too many, alas, professional studies; that year ended, the novicepronounces her vows and is immediately sent on a mission. Carrying a full teach-ing schedule, she attempts to garner credits after school hours, on Saturday mornings, and in summer sessions. After she has attained the mystica! number of 120, she may be sent to graduate school, utterly unprepared for graduate work by this hurried amassing of credits which she has had no time to digest. It is not thus that bachelors of ar~s are made. One can say that many, not all, bachelors of arts in American colleges are in no better fix. This may be true, but the fact remains that sisters because of their profession as teachers should be thoroughly grounded in systematic fashion in the liberal arts. What this crowding of the day of the young religious does to her spiritual life can be left to the imagination. If this or a similar condition were bad a 30 generation ago, when life was .simpler, when our' novices came from good Catholic families with a tradition of reli-gious practice,, what must it not be today when we find the product even of our convent schools woefully lacking in Catholic principles and practices because of poor home training and the prevalent paganism of the American scen~. Sister Bertrande's plan for the education of postulants, with its emphasis on instruction in Catholic faith and prac-tice, so necessary at all times but especially in these times, its ignoring of all secular subjects except. Speech and Music, is espe.cially commended to all major superiors. So too her plan for the Canonical Year--one might wish that this part~ were continued everywhere for two years--with its rigid exclusion of everything but Religion and Gregorian Music will help to make our sisters strong religious women. Some Will quarrel with the curriculum Sister Bertrande out-lines for the two-year curriculum for the Community Jun-ior College. Too many of the courses, some would think, bear the mark of superficiality so characteristic of survey courses. However, that is a minor detail. The one point is brought Out that the postulancy and novitiate are devoted to God and the development of the spiritual life in the indi-vidual; two yeais of junior college are to be added to com-plete the foundation of their liberal arts program, with the leisure necessary for that. purpose. After that Sister Bert-rande recommends that the new sister be sent to a Catholic college for the completion of the work that is needed for the degree. The author does not say that they should be sent immediately. Perhaps it is too far away from the prac-ticalities of American convent life for her to recommend that. All in all this is a book that should be read and digested by everyone who has anything to do with the education of sisters,--major superiors, Catholic college professors and administrators, at least that they may acquire the saooir i:aire~ of their non-Catholic confr~res,.last but not least, pastors, that they may understand the difficulties under which the sisters in their parish schools are laboring. It is a book that had to be written: the candid objective presen-tation of facts can do no harm; it may prove to be of ines-timable benefit to future generations of sisters, if .present superiors heed the pointed lesson that is written here. 31 i~lygienic Morfit:ic~fion G. Augustine Ellard, S.J. ~'~NE of the most prominent ascetical writers of the ~ J twentieth century and at the same time an authority ~ on the history of the spiritual life in the Church, namely, Msgr. Saudreau, states that the principal defect in the cultivation of the interior life in our days is a lack of bodily mortification (1). Moreover, the want of mortifi-cation is assigned by Father De Guibert, of Rome, a leader among contemporary ascetical and mystical theologians, as the reason why so few pass beyond mediocrity in the spir-itual life (2). Perhaps one of the main reasons or pretexts why most devout people do not practice more external mortification is the fear that it would injure their health, or at least lessen their strength and capacity for work. One might answer that an abundance of mortification, and that too of a supe-rior form, may be found precisely in learning and living up to the principles of hygiene. Let us assume, for the present purpose; that mortifica-tign consists in any or all acts of virtue in as much as these involve foregoing what is pleasant or undergoing what is unpleasant. Thus it would be coexten,s, ive with the spher, e, covered by the old rule of the Stoics: bear and fork;ear. Though the word mortification (putting to death) may suggest the contrary, all sound ascetical authorities would hold that the purpose of it is posltix;e: life, a~nd more life. If inferior vital tendencies are checked and thwarted, it is only in order that the higher vital tendencies may bd saved from being checked and thwarted, and that they may be more freelyand richly developed. By all means, the aim of sound mortification is more and better life rather than less. "Ever we bear about in our body the dying of Jesus, so that the life, too, of Jesus may be made manifest in our bodies. For we who live are ever being delivered up to death for Jesus' sake, so that the life, too, of Jesus may be made manifest in our mortal flesh" (II Corinthians 4: I0-1 ! -~Westminster Version). (I) Auguste Saudreau. La Pi~tl d Travers Les Ages, page 661. (2) J. De Guibert. J:h'ctionnaire de SpiritualitY, Fascicule Premier. page 106. Hygienic mortification would consist in foregoing whatever is pleasant and undergoing whatever is unpleas-ant with a view to preserving, or improving, o.r regaining, one's health and vigor, and ultimately to.furth~ering God's glory and to-growing in that participation of, the divine life which comes with grace. Three degrees of hygienic mortification may be distinguished: first, avoiding any sin-ful neglect in the care of one's health; second, steering clear of whatever would .involve danger of such neglect; and third, refraining from wh~itever is less commendable in favor of the more commendable in this matter. Health is either physical or psychical. For the present, let us confine our. discussion to physical hygienic mortifica-tion. The psychic is more important in many respects, and more akin to the° "interior mortification" of the spiritual masters. Possibly in a subesequent paper we may revert.to it. Up to a certain point there is a strict obligation from the divine natural law to care for one's life and health. "Thou shalt not kill," either others or thyself. It is ethical to regulate our conduct in accordance with rational human nature and to avoid what tends to damage or destroy it. This d.uty requires .that one should use the ordinary means of sa.feguarding and preserving life and health. Nature is necessary for the supernatural life. If nature can do nothing in the supernatural order without grace; "neither can grace do anything without nature. It is .equally helpless. The Code of Canon Law, 1369, pr~scrib'es that those who are in charge, of seminaries should exhort the ~emii~arians Con-stant. ly to obs'erve the principles of hygiene and personal cleanliness. Presumably it is in .keeping with the mind of the Church that religious should do at lea~t~ as much. One who is. striving to become perfect will not stop with what is of strict obligation. He will constantly endeavor to do the better thing. Thebetter thing will indlude what-ever, other things being equal, is more conducive to bodily strength and effid~ncy. God counsels solicitude for health. "Better is a poor man who is sound, and strong of constitution, than a rich man who is weak and afflicted with evils. Health of the soul in holiness of justice, is better than all gold and silver: .and a sound body, than immense revenues. There is no riches above the riches of health of the body; and there is no pleasure above the joy of the heart. Better is death 33 t/~an a bit~ter life: and everlasting rest; than continual" sick-ness" (Ecclesiasticus 30: 14-17), In his inspired epistle to Timothy, St. Paul did not disdain to give this advice to one of the first bishops: "Drink no longer water only, but use a little wine, on account of thy stomach and thy frequent illness" (I Timothy 5:23). The divine counsel to have a concern for health is implied in all the numerous exhorta-tions to accomplish good works. As Pope Plus XI wrote in his "Encyclical on Education,"--.something, by the way, especially deserving notice by teadhers--"The true Chris-tian does not., stunt his natural faculties; but he develops and perfects them, by coordinating them with the super-natural. He thus ennobles what is merely natural in life and secures for it new strength in the material ond temporal order, no less than in the spiritual and eternal" (3). This is not the place for a presentation of the principles of hygiene, nor, even if it~ were, should I be presumptuous enough to. attempt such a thing. I should be:like the patient in the medical adage: "He who has himself for a doctor, has a fool for. a patient." If any religious should not know the elementary rules of h~giene, that is, the ~ules for living on the physiological plane, then let him begin his hygienic mortification by taking the trouble to-l~arn them. This is not an original suggestion ot: mine. A first-rate ascetical theologian of the twentieth century, namely, Zimmermann, the author of the excellent treatise Lel~rbucl~ der Asz~tik, counsels everyone seeking perfection to learn both the general prindiples of hygiene which may be studied, and the individual applica-tions and variations which must be gathered by personal experience (4). My attempt will be confined to indicatingcertain points on which the autldorities in hygiene do have something to prescribe, and to suggesting certain possible deviations that may perchance be found among religious. Posture migh~ be considered first. Constantly to pre-serve a wholesome and becoming posture of the body would not 6nly make for health, especially of the lungs, but it would also be something that would please others, and it would add to the influence of one's personality on others. Were it better observed, there would be fewer ill-looking (3) Pius XI. Christian Education of Youth; The Paulist Press: page 37. " '(4) Zimmermann. Otto. Lerhbueb d~r Asz.e. tiko page 516. 3# religious whose very appearance is, to put it mildly, not pleasing nor apt to inspire respect in Others. Certain religious seem to be given to the use of an exces-sive amount of clothing. To see them Out in winter weather, one might suspect from the. great number of thi~ngs 'which they are wearing, that they were planning on visiting the polar regions. Habitu'ally they are over-dressed. Then, sooner or later, iinevitably they are caught in some unex-pected exposure to cold, and, being sensitive like hot-house plants, rather than possessing the normal adaptability .to moderate variations in temperature, they~may catch cold,~ or develop a sore-throat or something of the sort. In any case, one would not expect a man who is ~eally mortified to be meticulous about slight changes in the temperature. Per- 'haps just the same persons are those who, believing that, as everything has its place, the proper place for fresh ai~ in winter is outside, insist on an immoderately high tempera- ~ure, and along with it, a bad atmosphere in the room. Thus .they diminish their alertness and efficiency, and at the same time waste steam and coal. Keeping the rules df etiquette at table would presum-ably be beneficial rather than harmful to one's health. At all events, it could be real charity and mortification. Cer-tainly, very certainly, it would be a great kindness to others, and tend to promote good appetite and health in the com-munity, as the neglect of good manners may be so great as to become disgusting to others. If there should be any re-" ligious who do not already know the ordinary pr~escriptions of table etiquette, then, by. all means, let them get Emily ¯ Post, and study her. It could be a very genuine act of vir-tue. Probably there are very few religious, those excepted who are already on a diet ordered by a physician, who could not make some change in their habits of eating and drinking that would not redound both to their physical well-being and to the glory of God. The right amount, the right balance of,diet, the right way of taking it,--these are points in which it is most human to err. Some, like chil-dren, may be inclined to slight the simple, solid substantials, and to show themselves too fond of sweets, desserts, and such better-tasting things. Possibly there are some who could at the same time reduce the community butcher-bill and improve their health. Some, though they lead a very 35 Sedentary lifd, may eat as if they had to dig ditches or. pitch. hay all day. .It i~ often said now that many Americans, even thosewho eat as much as and 'whatever they like, are star.ring themselves for the want of certain necessary ele-ments in their,diet: vitamines; for instance. Perhaps some ~.religious could drink less coffee, and thus improvetheir nerves, their t.emp~rs, their sleep, and their work. ~ The problems.of overweight and underweight, and all .their consequence.s, which may be 3r.ery serious indeed,hatur- :ally.suggest~ themselves in this context. Perhaps one ~eli-gi0us needs tO drink more milk, though he ~tislikes it~ and .another ought to'take.less of it, though he Iovesit. Pos-sibly one religious should mortify his pride and ask for permission to have an extra lunch~ between meals; "and an: other would do w~ll to obtain leave.to Omit the midday l_uneh. Iridi.vidual applic.ations of this point are~ infinite: If one realizes that he should dos0mething, gut not ~know what, it .would be easy to question the community phys, ician and find out. Thereare many religious who CgUld pr.actice this particular form of hygienic mortification, arid while making themselves more healthy and robust and fit for work and for a lon.ger life, also add very great!~; ~o the glory of God and the glory of His Elect in the hereafter. If one were to accuse, many male religious of smoking too much and thug really injuring themselves, one wduld only be repeating what they themselves accuse themselves of. Their oportunityiS obvious~ and the mortification involved would b~ great; but So ~ouldothe returris, at least in supernatural merit. T, he possibilities for mortification and for edific~ation, in connection with alc6h61 need only to ¯ be suggested. No,doubt there are many religious, who, if they be well-informed and sincere, would have to admit that some ~hangeinz~their lives ~ith respect to exercise Would, even from the spiritual pointof view, be an excellent thihg for them. If they need more physical exercise and can get it in some pleasant way, relaxing the nerves and mind as well as stirring the muscles, somuch the bett~r. " But get itthey ought, if they are fully to accomplish the tasks assigned to them by Providence. If nothing else .be possible; some form of calisthenics or setting-up exercise~ might be" tried fo~ a. prescribed number of minutes every day. If anybody think that there is no great mortification in faithfully per~ severing° in such a routine day after day and' month after m0nth,~let him try it . Many religious women would probably: be spared many troubles of mind and conscience, would performtheir exeicises of.piety with more energy and devotion, and would be more ready°in their obedience~ and work, as well, as morse healthy, if they h'ad a little walk every day' in the fresh air. Younger sisters, who until rather recently were college girls taking part in college athletics, might play a short game of tennis, or something of the kind. It would make for sound nerves and clear heads, and these in turn could obviate many. temptations and worries. It is:.true indeed that St. Paul wrote to Timothy: "For whereas bodily training oi~.,profitable for little, pietyis profitable for'all,things, .pos-sessing promise of life both here and hereafter" (I Tim-othy' 4:8). I take this to mean th~it bodily.training is of .little value in comparison with piety; but in as much as it is subordinated to.the purposes of wirtue and is a requisite condition for more vigorous piety, or piety in a longer life, its .wo.rthmay bereallY~very~great. ' " -" The ancient ascetics by way of reaction, it seems, to abuses connected with.the old public baths, mortified them-selves by not bathing. Could it be true that some.modern ascetics might practice mortification and virtue .by-making more use of it? ~ Care of the eyes deserves special mention. Apparently there are many who could deny themselves at times by taking the trouble to get better light when they are reading. Work, since it takes most of .the time and energy of religious, is a very fertile field for mortification. Some over-w' 6rk themselves for a time, and then for. a longer time they ¯ cannot do the normal amount, and perhaps~ ~hey evens:need the work of others to attend to them. Their ~problem is to avoid excess here, asin the practice of virtue generally. would Seem to be a good rule that there should.~nev~er:~.be overwork or overstrain except in emergencies. In the long run it is very poor economy and ef[iciency. They especially should cultivate self-abnegation'm avoiding overfatigue wh6 do not let superiors know that too much has been assigned to them; or who deceive themselves into believing that they. are heroically sacrificing themselves for noble motives when in 'reality there is an admixture of piide or human respect or merely human desire of success in thei:r 37 motivation. Sisters who in difficult days are attempting the double tasks of teaching and of getting their own edu-: cation at the Same time need more than others to guard themselves, even as the dreaded examinations approach, against overstudy and excessive exhaustion. Overfatigue -begets irritability, diminishes intelligence and liberty, and unbalances the nerves. Then the way is open to evils of all sorts, physical, mental, and moral. "So that ye may not grow weary and lose heart" (Hebrews 12:3). Humbly to be satisfied with a modest accomplishment when that is all that is possible without injuring oneself, or diminishing one's achievement in the end, is a very salutary form of mortification. There are others whose fault is too little exertion. Some of these, could benefit themselves physically, and perhaps mentally, as well as spiritually, by increasing their efforts until they reach the mean between excess and defect. Occu-pational therapy is an important kind of treatment for certain cases. After work, recreation and rest. For people who lead a life as strenuous and tense and uniform as the religious life is, recreation is of great importance. If they do not unbend at times, they will break. But are there not some religious who do not take even that minimum amount of recreation which is enjoined for them by their rules or their superiors? Here, in a peculiarway, to mortification charity could also be added. It is understood of course that what is supposed to be recreation or relaxation, really is recreation. Prob-ably no one will deny that there are at least a few religious who could advance in self-abnegation, and in prayer (especially the next morning), and in .virtue generally, by beginning their night's sleep betimes. Thus far certain points which may be the subject of ~mortification that is good for the body as well as for the soul. Only those in normal health, or at least in health that is nearly normal, have been considered. If one be sick already, evidently one has a greater need for hygienic mortification, and a greater opportunity to bear what is unpleasant and to forbear what is pleasant. Those who as yet are well, but, through some neglect or other, are slowly but surely undermining their health, could more easily and readily mend their ways if they could imagine to some slight extent what pain and torture, whaf 38 disappointment, what bitter sense of frustration, they are bringing upon thems~elves. Mortification is hard; other-wise it would not be mortification. But it is still worse to be sickand incapacitated, particularly if that be owing to some negligence or fault. An initial, though negative, advantage of hygienic mortification is that nobody can object to it on the score that it might injure his health. By definition, it makes for better health. Then, it possesses the-advantages and values of other forms of mortification, and besides, it is more thor-oughly positive and constructive than some of them. It is real and genuine mortification, involving, as it does, the suppression of much that is pleasant and the enduring of much that is unpleasant. :If anyone should think other-wise, he can try the experiment. Religious have a special need of keeping fit physically. There is the importance, in time and eternity, of their work, and this depends in great measure, on health and strength. An intense interior life--and this is always the ideal of religious--makes greater demands upon physical resources than the intellectual life, which in turn is hard enough upon the physique. The cultivation of mental prayer, of supreme importance in the spiritual life, demands that one's physical resources be at their best. Community o,bservances require health in the members of the com-munity, and if a sickly person drags himself along somehow to follow them, he is likely to become still worse and more incapable of continued community life. The great foundress, St. Theresa of Avila, who knew well the problems of religious women, and particularly the difficulties of mental prayer, wrote: "It is this resolution [to be always thinking of Him and loving Him] that He [God] seeks in us; the o~her anxieties which we inflkt upon ourselves serve to no other end but to disquiet the soul-- which, if it be unable to derive any profit, in one hour [of prayer], will-by ttiem be disabled for four. This comes most frequently from bodily indisposition--I have had very ~reat experience in the matter, and I l~now it is true; for I have carefully observed it and discussed it afterwards with spiritual persons--for we are so wretched, that this poor prisoner of a soul shares in the miseries of the body. The.change.s of season, and the-alterations of the humors,,. very often compel it, without fault of its own, not to do what if would,, but rather to suffer in every way. Mean-while, the more we force the soul on these occasions, the greater the mischief, and the longer it lasts. Some discre-tion must be used, in order to ascertain whether ill-health be the occasion or not. The poor soul must not be stifled. Let those who suffer thus, understa'nd that they are i11: a change should be made in the hour of prayer, and often-times that change should be continued for some days. Let souls pass out of this desert as they can, for it is very often the misery of one that loves God to see itself living in such wretchedness, unable to do what it would, because it has to keepso evil a guest as the body" (5). Other things being equal, alacrity of spiritand intensity of good will in exercises of piety, in keeping religi0us disci-pline, and in doing the work of the order or congregation, are to be expected rather from those who are physically fit ai~d strong than .from those who ,are unfit. The supernatural values of sickness and suffering~are very great, but it is understood and presupposed that the illness should not be due to indiscretion or negligence. ¯ Hygienic mortification~ will. contribute to poverty, because it is cheal~er to be well than to be paying for medi-cines, hospitalizations, and operations, and because healthx,, religious do more work. It will help chastity, by precluding certain temptations due to abnormal physical conditions, and by promoting, that soundness and stability of the ner-vous system which are so necessary for self-control. It will promote obedience, by removing obstacles both to readiness of will ai~d to actual performance, and by conferring greater positive strength and effciency. It will enhance charity and perfectibn it~self, by forestalling irritability and other impediments, and by enabling one to accomplish better and greater things for God and for souls. The present incumbent of the See of Peter and his immediate predecessor seem to offer an illustration in point. If Msgr. Ratti ha~d not been a very energetic Alpine climber, it is not likely that as Pius XI, and as a septuagenarian and an octogenarian, he could have achieved so much for the good of the Church. If I mistake not, the ascetical Car.- dinal Pacelli,while Secretary of State at the Vatican, used gymnastic apparatus installed in a room near his office. (5) St. Theresa, Life, translated b.y D. Lewis: chapter-XI. 40 There is one group of re.ligious for whom hygienic, mor~ tification, as thus far suggested, is not at all recommended. They are the hypochondriacs, to be found, here and there throughout the whole body of religiousl that is, those who are already excessively or even morbidly, solicitous about their health and all that appertains to it. For them it would be poison. However, they still need hygienic mortification: only it is of the psychic form. This they may need very rfiuch ideed. To quote St. Theresa again: "Take care, then, of the body, for the love of God, because at many other times the body must serve tl~e s0ul;.and let recourse be had to some recreations~holy ones such as conversation; or going out intothe fields . . . Altogether, experience is a great matter, and it makes us understand what is convenient for us. Let God be served in all things--His yoke is sweet; and it is of great importance that the soul should not be dragged, as they say, but carried gently, that it may make greater pro-gress" (6.). In conc!usion, a religious practicing physical hygienic mortification, as here proposed, will not by any means put care of his health above things that are of greater value, but rather, with the purest and noblest motives, make the most of the physical constitution that God has given him, and thus be better prepared and disposed to accomplish the very utmost for the glory of the Triune God, for the devel-opment of his own supernatural life, and for the sanctifica-tion of his brethren. He would simply and fully be helping to carry out the grand objective of the Incarnation: "I am come that they may have life, and may have it more abun-dantly" ¯ (2ohn 10: 10). (6) Ibidem. l:::xernpl:ions J:rom Fasting Gerald Kelly, S.J. THE PENITENTIAL season of Lent always brings with it the personal question: what should I do about fasting? Very likely the practical solution to thi~ problem in most religious communities is a regulation to consult one's confessor' and abide by his decision. This is certainly a wholesome custom; and it is notthe purpose of this article to criticize it in any way. Nevertheless, it seems profitable for the religious themselves to know something of the mind of the Church regarding exemptions from fast-ing. This .knowledge should be particularly helpful to superiors, since there may be times when they must pass judgment on their subjects' obligation to fast. Other re-ligious also can profit by the knowledge, for it sometimes happens that they cannot consult their confessor, at least for several days, and, even when they can consult, they can do so more intelligently and follow advice more reasonably if they are familiar with the principles governing their cases. This article, therefore, is intended to answer only one question, which may be phrased as follows: In what cir-cumstances is one exempt from the general law of fasting? The only point to be considered is the obligation to keep the general fasts of the Church. There is no question here of the obligations of rule concerning fasting as these exist in various religious communities. Nor is there question of the ascetical aspect of fasting. We can take for granted that fasting is. a splendid act of penance and mortification, as is evidenced by the entire Catholic tradition in the matter; take for granted also that the keeping of the common fasts of the Church in union with the other members of the Church is highly pleasing to God and of great profit to souls. These are interesting questions, but beside the point of the present article, the whole purpose of which is to determine who, according to the mind of the Church, may omit fasting without violating her law. The first expression of the Church's mind is found in the ecclesiastical law itself. Canon 1254, which contains the fasting law, exempts al! who have not completed their twenty-first year and all who have begun their sixtieth year. 42 Canon.1245 makes provision for other exemptions by granting the power of dispensing to local Ordinaries~ pas-tors, and superiors of exempt clerical orders. Custom, the unwritten law of the Church, exempts all who are engaged in hard and protracted manual labor. The foregoing are the only reasons for exemption con-tained explicitly in the law of the Church. They do not, however, exhaust the reasons which the Church acknowl-edges as valid excuses from the obligation of fasting. By far the greater number of excuses can be found in the teaching of the moral theologians. To put the matter briefly, these theologians, applying a principle approved by the Church as a legitimate method of interpreting the law, teach that fasting is not obligatory when it involves extraordinary difficulty. The word, extraordinarg, has a technical meaning which is perhaps best explained by contrasting it with what might be termed ordinarg difficulty. Evidently, the fasting law is intended to impose on the faithful some inconven-ience, that is, the inconvenience of self-denial. An incon-venience of this kind is termed ordinarg, and it would not excuse anyone from the observance of the fast. On the other hand, in a general law of this nature, the Church does not wish to impose exceptional hardship on anyone; much less does she wish to do harm or to hinder greater good. Such difficulties as these would be termed extraordinaru~, with respect to this law; that is, they are outside the scope of the law, and they excuse the faithful from the obligation of observing it. Applying this principle of extraordinary inconvenience, moralists teach that the sick and convalescent are excused from the obligation of fasting. Also exempt are those who, though perhaps not technically "sick," are of frail consti-tution; also extremely nervous people. Such persons nor-mally need nourishment frequently; fasting would prove harmful to them. It sometimes happens that even those in rather normal health cannot fast without severe headaches or dizzy, spells; also that the fast will render it impossible for them to get ¯ their needed rest at night. Some people are unable to get the one substantial meal allowed to those who fast; some are physically unable to eat or digest such a meal. Finally,. there are many who find that fasting interferes with their 43 necessary work; they lose valuable time and are quite inef-ficient. All cases like these are included under the exemp-tion by reason of extraordinary inconvenience. One might ask this very practical question: How am I to know if fasting would be exceptionally difficult for me or be harmful to me or my work? Perhaps the simplest way of answering this question is to tell such people to experiment a bit. This is the simplest but not always the most prudent method. Unless the experimentation is car-ried on very cautiously, it can work harm, and it can do this so quietly that the harmful effects are not perceived until it is too late. To avoid such injurious effects, one may legiti-mately follow certain recognized presumptions in deciding one's obligations to fast. The presumption of excuse favors those who are engaged in hard mental labor, for example, teachers and students. Regarding teachers, one may notice an interesting development~ in the opinions of theologians. The older theologians were quite ready to excuse a. professor of the higher branches, even though he had to lecture only one hour a day. They presupposed, of course, that he had to spend the day in preparation and that he did not merely read lectures which bad long since been cast into permanent mold. But these theologians were not always so benevo-lently inclined toward teachers of the lower grades (the equivalent of our high schools and grammar schools), even though these had to spend several hours a day in the. class-room. Father Ballerini, an eminent moral theologian of the last century, citing the especially severe opinion of one older school, remarked very tartly: "we should note that these great doctors were always engaged in teaching the higher branches; they had no experience in this humbler art." Also in the case of students there has been a progres-sive development towards leniency. Today, it is quite safe to say that the presumption of excuse favors those who spend several hours a day in teaching the lower grades, as well as diligent students who spend most of the day either in attending lectures or in preparing their lessons. When I say "the presumption of excuse favors" those mentioned in this paragraph, I mean that these persons may consider that they are not obliged to fast, unless they have very solid grounds for assurance that they can fast without, harm to 44 themselves, or their work. Those able to fast while carrying on these works are the.exception, rather than the rule. . The same presumption favors those who must spend long hours in the confessional or who are engaged in strenu-ous preaching.It may also be used in favor of those who are engaged in fatiguing works of mercy, such as caring for the sick. It should be noted that. in a!l these.cases, it is not only the strain of ~the work which favors exemption, but also the fact that the works themselves are of, great impor-tance. There should .be no danger that fasting will inter-fete with their proper performance. The foregoing examples of extraordinary ir~con~cen~ ience were chosen because they are of particular interest or practical value to the readers of this magazine. In cases such as these, the Church law does not bind. Furthermore, merely from the point of view of general legislation, there is no strict obligation Of consulting anyone, if one can form a prudent judgment of his~own case. A community regula-tion of consulting the confessor or spiritual director should; of course, be followed; and in general it is considered wise for everyone to consult about the matter. Often enough, it is diflScult to form a prudent, and especially a quieting; judgment of one's own case. Mention has already been made of those who have the power of granting a dispensation from fasting; local Ordi~ naries, pastors, and superiors of clerical exempt orders. These generally delegate the power to other priests, espe-cially at a time like-Lent: and the Holy. See. occasionally delegates other priests by special indults. None of these, even the Bishop, can give a dispensation without some rea-son; but the reason need not b~ so serious as would be required for exemption by reason of extraordinary~incon-venience. A dispensation is perhaps the best of all means for setting one's mind at rest regarding the obligation 0~ fasting. Even those religious superiors who have no power to dispense can pass judgment on their subjects' ability to keep the fast, and if they judge that a reason such as those described as extraordinary inconveniences is present, they may tell the subject not to fast. For passing such a judg-ment, no special jurisdiction is necessary. Certainly supe-riors are in a position to make a prudent judgment, for they 45 should know both the capacity of their subjects and the strain or importance Of their work. From what has been written here, it will appear that a fairly large number of religious engaged in the active life are not strictly obliged to keep the general fasts of the -Church. They have the same right as others to take advan-tage of exemptions. Someone might object, of course, that religious have an added obligation to give good example. The objection does not appear to have much weight in the :present instance. Religious should, by all means, give example to the world of a spirit of self-denial and mortifi. cation, but it is not necessary that this example extend to ,the letter of the law concerning fasting. In fact, without attempting in any way to minimize the general importance of the fasting law, one might advance several obvious reasons why religious have less need of this particular austerity than have others. ' Their life is a well-regulated, well-disciplined one, and those who lead it faithfully are being constantly schooled in self-denial. Furthermore, the very regularity of their life makes them feel more keenly the change brought about by fasting and renders them more apt to be upset by it. Finally, their work itself is of great spiritual importance.i As for bad example, the sharp or sarcastic word spoken by the confessor, teacher, or nurse is much more harmful than the so-called "scandal" of religious who do not fast. Perhaps these few remarks Will prove helpful to reli-gious, particularly to those who are inclined to worry about the fasting obligation or to lament the fact that they are judged unable to fast. They should take consolation in the thought that they can practise an even more meritorious self-denial by observance of their rule, by fidelity to duty, and especially by a constant and delicate charity. The inability to fast does not deprive them of the opportunity of glorifying God or of helping souls. 46 Saint: Rober Bellarmine's . Sign of the Cross Clement DeMuth, S. J. CATHOLICS with a greater than average knowledge of their religion are ~sometimes at a loss when they are called upon to render an. account of some simple reli-gious truth. They discover in themselves, not so much a lack of technical knowledge that lends itself to explanation only in learned phrase_s, but rather a failure to appreciate thd mental capacity of the child or other unlettered person to be instructed. To adapt one's knowledge of even the simpler God-give~i truths to the understanding of such a person is an art that must be cultivated, and developed, and integrated with one's deepening knowledge of human nature itself. The great catechists in the course of the Church's history practiced this art in signal fashion. One of the greatest of these, if indeed not the very greatest, was St. Robert Bellar-mine, Cardinal, Theologian, and Doctor of the Universal Church. In 1597 Pope Clement VIII requested St. Robert to publish his catecheticai method which was proving so successful With the unlettered people of Rome. The saint prepared two catechisms, the first of which was a compen-dium of Christian Doctrine in form suitable for learning by rote. The second, with Which we are here partkularly con-cerned, was a kind of teacher's manual and was entitled An explanation of Christian Doctrine u;ritten in the form of a Dialogue, for the use of those who teach it to children and to other simple people. The success of the little, two-fold work, written in Italian, was immediate and, What is more significant, enduring to an extraordinary degree. In the words of St. Robert's biographer, Father Brodrick, "wi~h the exception of the Bible and the Imitation of Christ, it would be difficult to name any other book which went round the world so rapidly and became familiar to so many different races." A series of Roman Pontiffs com-mended, prescribed, and in general promoted the little work down through the years from the time of Clement VIII. until our own century. With its richness of content, the saint's early chapter on that most obvious---and not always fully appreciated~ ~prayer, the Sign of the Cross, is representative. Its atten-tive perusal brings the conviction that "children and other simple people" are not the only ones who may profit by the saintly, Doctor's explanation of a simple prayer. The style of composition is informally conversational, with the pupil thoughtfully asking questions which would naturally occur to one listening attentively to the explanation of a rather difficult truth. It may be noted that the teacher makes, continual use of examples and illustrations, never permitting himself to forget that the pupil is little used to abstractions. Here is a translation of the chapter on THE SIGN OF THE CROSS PUPIL: Please give me a brief account of the more important mysteries contained in the Creed. TEACHER: There are two principal mysteries of our faith, and both are included in that sign which we call the Sign of the Cross. The first is the unity and trinity of God. Thesecond is the Incarnation and Death of the Savior PUPIL: What is meant by the unity and trinity of God? TEACHER: These are very deep truths and the explana-tion of them is a very slow process. For the time being, however, it will be enough to learn just the names, :and a very little bit more. The unity of God means that besides all created things there is one thing that had no beginning. It has always been and it will always be. It has made all ¯ other things, and it supports them and governs them. It is the highest, noblest, most beautiful, most powerful, the absolute master of every thing; and this being is called God. There is just one God. There can be only one true Divin-ity, that is, one nature, one essence infinitely powerful, wise, good, and so forth. Nevertheless, this Divinity is found in three persons that are called the Father, the Son, and the Holy Spirit. These three persons are just one God ¯ because they have the same Divinity, the same essence. As for example, if three persons here on earth, named Peter, Paul, and John, had the same body and the same soul, they would remain three persons; because one would be Peter, and another Paul, and another John. Nevertheless, there would be just one man, not three men, there not being three bodies and thr~e souls, but just one body and one soul. 48 Such a state of affairs is not possible among men, because the being of man is little ~and finite, .so it cannot be in many persons. But the being of God, the Divinity of~ God,. is infinite. The same being, the same Divinity is found in the Father, in the Son, and in the Holy Spirit. There are then three persons because one i~ the Father~ the second.is the Son, an.d the third is the Holy Spirit, and there remains nevertheless just one God, because these persons have the same being, the same power, wisdom, goodness, and so forth. PUPIL: Now tell me what is meant by the Incarnation and.Death of the .Savior'. TEACHER: The second divine person, whom we called the Son, besides his divine being, which he had before the 'world was created, indeed from all eternity, this second person took for himself a human body and a human soul, that is, our whole human nature, in the womb of a most pure virgin. Thus he who-was at first just God now began to bd both God and man. After living among men for thirty-three years, during which time he taught the wa~ of salvatioh and worked m~an~r miracles, at last he let him-self be crucified, and on the Cross he died tO make satisfac-tion to God for the sins of the whole world. After thfee days he rose from death to life, and after forty days he a~cended into hea~ce.n, as we say in the article of the Creed.~ That is what we mean by the Incarnation ~ind Death of the Savior. '~PUPIL~ Why are these the principal mysteries of fdith? " " ~FEACHER: Because in the fi~st ~is contained the first principle and last end of man; in the second we have ttie unique and most efficacious means of knowing that first piinciple and of arriving at that last end. And beck/use by our belief in arid confession of th4se two mysteries we~ are distinguished from all th4 false sects, from Turks, ~dews; and heretics. And finally, because without b41ieving and confessing these two mysteries, no one can be saved. PupIi~:. How are these two mysteries included in the Sign of the Cross? TEACHER: ;The Sign of the Cross is made saying: In the name of the Father, and of the Son, and of the Holy 49 Spirit; at the same time signing oneself in the form of a cross, putting the right hand to the foreh_.ead when one says: In the name of the Father, and then to the breast when one says: and of the Son; finally to the left and right shoulders when one says: and of the Holy Spirit. The words, in the ' Name, show the unity of God, because we say name and not names; and by name is meant the power, and the divine authority, which is one in all three persons. The words, of the Father, and of the Son, and of the Holy Spirit, show the trinity of persons, Signing oneself in the form of a cross represents the Passion, and consequently the Incarnation, of the Son of God. Moving the hand from the left to the right, and not from the right to the left, means that by the Passion of our Lord we are transferred from temporal to eternal things, from sin to grace, and from death to life. ~ (NOTE: It may be well to observe that St. Robert, in illustrating certain spiritual realities by the movement of the hand from left to right, can be said to be exercising his ingenuity. He'would no doubt find another interpretation if his catechism were for oriental Catholics, who make the Sign of the Cross moving the hand from right to left!) PUPIL: What is. the effect of making the Sign of the Cross? TEACHER: First, it shows that we are Christians, that is, soldiers of our High Commander, Christ: because this sign is like a flag, or uniform, which distinguishes the sol-diers of Christ from all the enemies of Holy Church; from . gentiles, Jews, Turks, and heretics. Further, this sign is made to invoke the divine assistance in all our works. With ¯ it we summon the aid of the most Holy Trinity, through the Passion of the savior. Accordingly good Christians are .accustomed to make the Sign of the Cross when they rise from bed, when they leave the house, when they sit at table to eat, when they are about to go to bed, and at the beginning of every action that ~hey have to perform. Finally, this sign is made to arm oneself against eirery as-sault of~the devil, because the devil is terrified by it, and flees from it, as do criminals when they encounter the sign of th~i~ police. Very often by means 6f this sign of the holy - Cross man has escaped many evils, both spiritual and tem-p6ral; when he makes it with faith and confidence in the divine meicy and in the merits of Christ, our Lord. 50 Li!:urgy in !:he ¯ P !:t:ern of Modern Praying Gerald Ellard, S.J. WHEN the history o~ our times is written, chroniclers will dwell on the fact that they are characterized by three great, world-embracing prayer-movements. They will speak of the widespread initiation of large groups of the laity of both sexes into systematic asceticism,, be it that of the Spiritual Exercises, or other forms, collectively centering in what is known as the retreat movement~. Again, they will point how this age, .the world,over, has shown a sudden deep concern' practical as well as theoreti-cal, in that communion with God, that apperception of God, known as Catholic mysticism. Lastly historians will take pains to record that twentienth century Catholicism is endeavoring once more to integrate the layman and lay-woman into the offices of public worship. Doubtless, too, the portrait-painters of our age will pause a bit to discourse on the mysterious power possessed by this Church twenty. centuries young to renew its life and reform its institutions by drawing upon fresh streams of vita!it~ welling strong within her. ".So it has been in each great crisis," we can well imagine one of them concluding-; "when the forces of the Church seems spent, then it is she finds new power surging up within her: in the twentieth century the Church refreshed herself and the world by refashioning the pattern of her praying." This article concerns itself in elementary fashion with indicating what is to be expected from the restoration to the people, in the pews, after many long ages, of their organic contact with the ministry in the sanctuary in the joint performance of divine service. The better to visualize the goal o[ this reform in Cath-olic corporate worship, suppose we ask ourselves why such a thing as the. current liturgical movement was simply inevitable, and must have come sooner or later, if the Church were not content to see one. of her chief organs wither to full atrophy. The present-day reform of Cath-olic worship seeks to redress the multiple losses that laymen. and laywomen have suffered in the course of time in their parr in our common worship, seeks to lower the wall of separation, which quite literally in many medieval churches to be seen to this day, and figuratively in them all, shuts the laity out from active sharing in what went on within the holy place where the priestly mediator stood at the altar. It was characteristic of Christian worship from the very outset that it was planned precisely to allow the fullest understanding on thd part of all, the fullest sharing in their respective roles .by ministry and people in their joint asso- Ciation with Christ, theirPriest, their Liturgist. Pagan altars were accessible to the pagan priests alone; the ,Jewish Temple admitted' lay-worshippers to the outer court near to the altar. But with Christians the altar itself stood con- ~picuous and accessible to every least, last Christian, because m the new priestly race, all had some sharing, priestly or lay, in the perpetuation of Christ's priestly ministry in the covenant of 10ve. St. Paul thankedGod that he efijoyed the miraculous gift of speaking God's praises in unknown tongues: "Nevertheless," he said, "in church I had rather speak five words with my understanding, so as to instruct Others, than ten thousand words in a 'tongue' " I and my hearers do not understand" (I Corinthenians 14:: 19). Now Catholic worship in the West turned from the primitive Greek to the Latin, when that became the tongue the com-mon man understood best. It then took the liturgy of 'the Western Church a fairly long period in which to grow and develop, until at Rome under Gregory I, Pop.e from 590 to .°.6. 04, it achieved its zenith, the perfect expression of the Latin Christian's corporate worship of almighty God. How regrettable that Gregory lived in an age of indescrib-able upheaval, which rendered the realization of his ideal in worship impossible in any ecumenical manner! Particu- ¯ lar features excepted, the liturgy of the Roman Rite has never since received such a thorough-going reform and readjustment to current life as Gregory gave it then. In one way or another the layman's place in the liturgy has become more circumscribed with every century since Gregor3~ lived. To illustrate how this has been the case, suppose we imagine a sevent.h-century man or woman living on as a 'Wandering Christian" through the intervening centuries, and note how such a pilgrim would find lay-participation in worship further impoverished age by age. 52 In Gregory's day, for all greater occasions, people met at a fixed rendezvous and then marched to church .with Cross and banners, prayer and song~ At the common type of Mass, what we call high Mass, pedple and choir of clerics together madd, in the language of everydayiife, those responses to the celebrant, which, if they are not exactly the structure of the service, are nonetheless so many short, vibrant bonds with the altar. At the entrance of the clergy, in alternation with the choir, there was singing. So, too, did the people come singing to bring their gifts to the altar at the Offering (Offertory). They shared the~cle'rgy's ceremonial postures, standing, extending their arms, bowing or kneeling with the ministers, and gave each other the kiss of peace. So did they join in the psalmody, singing at leas~ the Gloria Patti, the K~rie, the Sanctus, and, when it was later introduced, the Agnus Dei. Singing too they came to the altar, the Table of Union, itself the sign, as the Fathers of Trent were to phrase it later, "of that one Body of which He is the Head, and to which He would fain have us as members united by the closest bond of faith, hope and love." The Roman of Gregory's day could in many ways feel himself "concorporate" in his' worship with every one sharing that worship with him. In the following century, had our pilgrim attended Mass in England, France, Germany, notto mention other coun-tries, he would look in vain for the procession to Mass. Save on Christmas, Easter or Pentecost there would be few communicants at Mass, and correspondingly few offerers giving visible expression of the basic concept of the worship of God by sacrifice. Then, too, he would have found him-self one of the very few laymen able to follow the stately Latin,and, as we see from conciliar enactments, not all the priests able to translate for him! But.our pilgrim would: note with a sigh the people's' eagerness in singing as far.as circumstances allowed. There at least he could still join. with them in prayer that sang. After a second century of wandering, during let us say the pontificate of Nicholas I ( 8 5 8- 8 6 7), our pilgrim would have noted with growing apprehension how elementary part-singing had already been discovered. "I sadly fear this may in course of time lead to the neglect, or even-the corruption, of unison singing, planesong,* alone possible to *Concerning this spelling, see note at the end of the article. 53 the congregation as a whole." But he would have hailed with delight the opportunity given him in the appearance of the sequences,~ to sing simple, homely rhyming lines with lustiness and joy, Could he have foreseen the future, he would have known that after their period of development, and luxuriance, there would follow such decay that with fewest exceptions the sequences were all to be expunged from the Missal. When that happened, there was taken from the layman the last impoitant element of the Mass he could still sing. And so it goes across the ages. When St. Thomas was writing in the thirteenth century his explanation of the Mass, he takes it- for~granted that "there are words which the l~riest begins and thd people take up . the Creed and the Gloria.'" In St. Thomas' day the people stil.1 answered Et cam st~iritu tuo, Amen and the like. Shall we follow our weary pilgrim into-the fourteenth century? In The Low Countries, England, France, Ger-many and elsewhere we find him complaining that the new measured music in such rising vogue everywhere was by its very difticulty robbing him of his chance to sing his prayer to God. "Soon.all singing in church will be the monopoly of the expert musicians, and to them will be restricted the fulfillment of St. Augustine's words, 'He that sings prays double.' " What was more, the new type of music, by its sensuous character, so said Pope John XXII, was under-mining his virility of soul. But Pope John XXII was one of the popes of the so-called Avignon Captivity; and for that reason people considere~l him unduly influenced by the French court. His admonitions drew little attention. ~ There was a period when the Council of, Basle was Cath-olic and well-inspired, and thither our pilgrim might have looked for reform of long-standing abuses. How he would have been cheered to note the Council's condemnation and abolition (?) of that abuse whereby "low Mass was said in such a tow .tone that it cannot be heard by those attending." That abuse seems to-have been spreading then in the northern parts of Europe: "If this is not stopped,~' our pilgrim grimly reflects,"even my few answers at low Mass will soon be made impossible." But that was at a day when the Church hadjust healed :the great scandal of the Great Western.Schism, and papal prestige stood too low to effect far-teaching reforms just then. in 15.18 Cardinal Louis of Aragon went into The Low Countries. ~Hadour pilgrim gonein his train be might .have seen the cardinal's secretary~ write in his journal about the Flemish priests:"They say .[Mass] . . . so low that no ohe hears their voices. They do not permit anyone .to make the responses, except the servers, and no one else."' That was~ noted, of course, because it was cbntrary to Roman practice come down from time beyond memory. But in 1518 Rome was suffering the baleful consequences of Italian Humanism, and suggestions a cardinal.might make on 1.ittle points like letting the'people respon~l at low Mass would fall with little weight. Then, too, when the car; dinal's secretary made that entry in his notebook, it was already soinemonthssinceMartin Luther had appended.his theses to the door of the Cathedral of Wittenburg, and thereby set in motion a chain of events that led to the calling of.the Council of Trent. "At long last the-layman'~s losses over a_period of a thousand years will surely be redressed at this greht Council," said our pilgrim as he faced the journey to Trent.Let us see how Trent prescribed for the cure of this pernicious aenemia of the layman's worship, only to have the administration of the remedy, postponed by yet further troubles. The aging Luther ,did not see fit to attend the Council, to .which he had once so solemnly appealed, and indeed he was in- his grave beforeits sessions were completed. But despite~his absence, he was the greatest chalienge to the Council, because he had become the symbol of every kind of error, the accuser of every discoverable abuse. Not a few,of those abuses were related to public worship, and as our pilgrim could have testified, were associated-with th~ fact that for centuries the layman was being deprived by force of circumstances ,of an active and intelligent part in divine service. All.this, it Was then hoped, would be remedied in this great Council. ~' Of all the Cotincils, Trent claims a position unique in many ways, one of which was that from the very outset the definition of. doctrine and the enactment of reform-decrees went forward simultaneously. From the Second Session (the decree opening the Council being the sole. business, of the First Sesson), ,lanuary 7, 1546, to the Twenty-Fifth 55 Session, December 4, 1563, the multiple questions to.ucl~ing the reform of Catholic public worship came up again and again. The Council's solicitude' was most in evidence in all that referred to holy Mass, becau.~e, as the Fathers said, "of all holy things this Sacrifice is the most holy." In resisting the Protestant demands, the Council deemed it "inadvisable that Mass should be celebrated everywhere in the vulgar tongue." Yet on all having the care of souls it laid the obligation, "lest the little ones ask for bread and there be none to break unto them, to explain frequently during the celebration of the Mass, especially on Sundays and festival days . some mystery of this most holy Sac-rifice." If Trent similarly rejected the Reformers' petition " that the entire Mass be said aloud, it did reaffirm "that some .things in the Mass be pronounced in a low tone and others m a louder tone." Masses at which the priest alone com-municated were emphatically declared to be valid Masses, yet in crystal-clear language is affirmed the desirability of having all worshippers communicate: "The holy Council wishes indeed that at each Mass the faithful who are present should communicate, not only in spiritual desire, but also by the sacramental partaking of the Eucharist, that thereby they may derive from this most holy Sacrifice a more abun-dant fruit." With regard to nuns the. Council here went .further and decreed that they must communicate .at least once a month: "Bishops and other superiors of monasteries° shall t~ike special care that the nuns., confess their sins and receive the most holy Eucharist at least once a month." The reforms of the Missal and the Breviary, begun at the .Council, were then handed over to the Holy See for com-pletion. In a hundred minor ways the Council showed its zeal that anything savoring in the least degree of unworthi-ness be kept from the public worship of the Church. The thorny problem of having only proper music in the churches was given much more serious consideration than might be judged from the brevity, of this enactment: "They [local Ordinaries] shall also banish from the churches those types of music in which, whether by the organ or in the singing, there is mixed up anything unbe-coming., so that the house of God.may be truly a house of prayer." Indeed many a bishop at the Council may have had the painful experience of the force of that saying, that .more people were sung into Protestantism than argued into 56 it. As early as 1523; in his Form for Mass and Communion, Luther had touched upon the desirability of German singing: "I would wish among us to l~ave as much as pos-sible in the vernacular what the people sing at Mass." Within a year Luther had contributed no less than twenty hymns of his own composition to his cause, and after Ein /:este Burg had made its sensational reputation, reli-gious rebels in non-German countries began to sweep peop!e into their conventicles by giving .them the chance to sing at divine service. Small wonder that the Fathers of Trent, with all this before their eyes, wished to purge away the corruption that had overlaid the ChUrch's once so popular planesong. This once restored to the people, these would be saved the sad choice of active participation in unorthodox worship, or mute and silent worship in the Church of Rome. Thus our long-suffering pilgrim, attending the ses-sions of Trent, might have envisaged a veri
147 páginas : gráficos. ; La presente investigación analiza el comportamiento de las exportaciones del sector industrial en Colombia, tomando como referencia las teorías económicas y administrativas de Krugman (Nueva Teoría del Comercio Internacional). Adicionalmente se tiene en cuenta la influencia de la política de comercio y sus efectos, como lo son, las medidas destinadas a frenar las importaciones y las destinadas a fomentar las exportaciones. Realizando una mirada a la evolución de esta política en el periodo comprendido del año 1990 hasta el año 2015, acompañado de una síntesis de los acuerdos firmados por Colombia; además de los encargados de hacer la política comercial en Colombia. Finalmente se presenta el comportamiento del sector exportador industrial, tomando los datos de las exportaciones desde 1991 hasta 2015 e importaciones desde 1993 hasta 2015 (información suministrada por el MinCIT Ministerio de Comercio Industria y Turismo). Así mismo la importancia de las exportaciones e importaciones en la economía nacional y su influencia representativa en el PIB (Producto Interno Bruto) y la Balanza Comercial. ; RESUMEN iv ABSTRACT iv INTRODUCCIÓN 9 PREGUNTA DE INVESTIGACIÓN 11 OBJETIVO GENERAL 11 Objetivos específicos 11 JUSTIFICACIÓN 11 ESTADO DEL ARTE 13 Estudios de Comercio Internacional 13 Estudios sobre la Nueva Teoría del Comercio Internacional 15 MARCO DE REFERENCIA 20 MARCO TEÓRICO 20 Nueva teoría del Comercio Internacional 20 1.1. Comercio Intraindustrial 21 1.2. Economías Externas 21 1.3. Competencia imperfecta 22 1.4. Economías de Escala 24 HIPOTESIS 25 METODOLOGÍA 27 CAPITULO I 29 COLOMBIA Y LA NUEVA TEORÍA DEL COMERCIO INTERNACIONAL 29 Economías de Escala 29 Economías de escala externas 30 Economías de escala internas 30 Competencia imperfecta 31 Monopolio: 31 Competencia monopolística 33 Comercio Interindustrial: 35 Comercio Intraindustrial 36 Teoría de las Economías Externas 38 Proveedores Especializados 38 Mercado de Trabajo especializado 38 Efecto desbordamiento del conocimiento 39 A manera de resumen 39 CAPITULO II 40 POLÍTICA COMERCIAL INTERNACIONAL CASO COLOMBIANO 40 1990 A 2015 40 Qué es la Política Comercial 40 Tipos de política comercial 40 Política Proteccionista 40 Política Aperturista 41 Los Instrumentos de la Política Comercial y sus Efectos 41 a) Medidas destinadas a frenar las importaciones 41 b) Medidas destinadas a fomentar las exportaciones 42 La apertura económica y la evolución de la Política Comercial en Colombia 1990-2015 42 Colombia y los procesos de integración comercial 62 Tratado de Libre Comercio (TLC) 63 Encargados de hacer la política comercial en Colombia 66 Política exterior de México 66 A manera de resumen 74 CAPITULO III 77 COMPORTAMIENTO DE LAS EXPORTACIONES DEL SECTOR INDUSTRIAL EN COLOMBIA 77 Influencia de las exportaciones e importaciones en el PIB (Producto Interno Bruto) 79 Comportamiento de la Balanza Comercial 85 CONCLUSIONES 123 RECOMENDACIONES 126 BIBLIOGRAFÍA 127 ANEXOS 131 LISTA DE TABLAS Tabla 1 Metodología de Investigación 28 Tabla 2 Relación de factores y productos en una industria hipotética 30 Tabla 3 Periodización de la Industrialización sustitutiva Colombia 1931-1990 43 Tabla 4 Apertura económica y evolución de la política comercial en Colombia 1990-2015 47 Tabla 5 Encuentro para la Productividad y la Competitividad 50 Tabla 6 Acuerdos Comerciales Suscritos por México 1990-2015 73 TABLA DE ILUSTRACIONES Ilustración 1 Demanda e ingresos de un monopolio 32 Ilustración 2 Monopolio 32 Ilustración 3 Oligopolio 33 Ilustración 4 Competencia Monopolística 33 Ilustración 5 los intercambios según el modelo Neoclásico. 35 Ilustración 6 los intercambios según el modelo Neoclásico. 37 Ilustración 7 Política Comercial de Colombia 1931-1970 44 Ilustración 8 Intensidad de cobertura de restricciones: 1950 - 1999 45 Ilustración 9 Línea del tiempo de la política comercial como fomento a las exportaciones y sus repercusiones 49 Ilustración 10 Uribe y la integración económica de Colombia 55 Ilustración 11 Política comercial Colombiana 2004-2008 56 Ilustración 12 temas críticos para la competitividad de Colombia 59 Ilustración 13 Partidas arancelarias sujetas a medidas no arancelarias (MNA). Colombia, 1991-2014 60 Ilustración 14 Balance de la década Colombia 61 Ilustración 15 Acuerdos Comerciales en Colombia 64 Ilustración 16 Evolución del Índice de Apertura Comercial. Colombia, 1975-2015 65 Ilustración 17 Flujo de Inversión Directa de México en el Exterior 74 Ilustración 18 PIB Histórico de Colombia 1990-2015 80 Ilustración 19 Crecimiento de PIB en Colombia (%anual) 1990-2015 81 Ilustración 20 Composición del PIB Colombiano por demanda segundo trimestre de 2015 82 Ilustración 21 Composición del PIB Colombiano segundo trimestre 2015 Oferta 83 Ilustración 22 PIB Industrial Colombiano, PIB mundial y exportaciones mundiales 2000-2013 84 Ilustración 23 Tendencia de la Balanza comercial 1991-2015 85 Ilustración 24 Variación anual de la Balanza Comercial de Colombia 86 Ilustración 25 Evolución de las exportaciones 1970-1996 88 Ilustración 26 Participación de las exportaciones no tradicionales en las exportaciones totales y en el PIB real 89 Ilustración 27 Exportaciones tradicionales y no tradicionales de Colombia 90 Ilustración 28 Sub-sectores con mayor exportación del sector industrial vs Café, petróleo y sus derivados en Colombia 1970-1990 91 Ilustración 29 Sub-sectores con mayor exportación del sector industrial vs Café, petróleo y sus derivados en Colombia 1991-2015 92 Ilustración 30 Exportaciones del sector industrial México 92 Ilustración 31 Codificación Arancelaria 93 Ilustración 32 Estructura y agrupamiento de las mercancías dentro de la nomenclatura 94 Ilustración 33 Exportaciones VS Importaciones Industriales FOB TLC Colombia - CAN 97 Ilustración 34 Exportaciones VS Importaciones Industriales K Neto TLC Colombia - CAN 97 Ilustración 35 Exportaciones Vs Importaciones Industriales FOB TLC Colombia - México 98 Ilustración 36 Exportaciones VS Importaciones Industriales K Neto TLC Colombia - México 99 Ilustración 37 Exportaciones VS Importaciones Industriales FOB TLC Colombia - CARICOM 100 Ilustración 38 Exportaciones VS Importaciones Industriales K Neto TLC Colombia - CARICOM 100 Ilustración 39 Exportaciones VS Importaciones Industriales FOB TLC Colombia - Cuba 101 Ilustración 40 Exportaciones VS Importaciones Industriales K Neto TLC Colombia - Cuba 102 Ilustración 41 Exportaciones VS Importaciones Industriales FOB TLC Colombia - MERCOSUR 103 Ilustración 42 Exportaciones VS Importaciones Industriales K Neto TLC Colombia - MERCOSUR 103 Ilustración 43 Exportaciones VS Importaciones Industriales FOB TLC Colombia - Triángulo Norte de Centro América 104 Ilustración 44 Exportaciones VS Importaciones Industriales K Neto TLC Colombia - Triángulo Norte de Centroamérica 105 Ilustración 45 Exportaciones VS Importaciones Industriales FOB TLC Colombia - Chile 106 Ilustración 46 Exportaciones VS Importaciones Industriales K Neto TLC Colombia - Chile 106 Ilustración 47 Exportaciones VS Importaciones Industriales FOB TLC Colombia - EFTA 107 Ilustración 48 Exportaciones VS Importaciones Industriales K Neto TLC Colombia - EFTA 108 Ilustración 49 Exportaciones VS Importaciones Industriales FOB TLC Colombia-Nicaragua 109 Ilustración 50 Exportaciones VS Importaciones Industriales K Neto TLC Colombia - Nicaragua 109 Ilustración 51 Exportaciones VS Importaciones Industriales FOB TLC Colombia - Canadá 110 Ilustración 52 Exportaciones VS Importaciones Industriales K Neto TLC Colombia - Canadá 111 Ilustración 53 Exportaciones VS Importaciones Industriales FOB TLC Colombia - Alianza del Pacífico 112 Ilustración 54 Exportaciones VS Importaciones Industriales K Neto TLC Colombia - Alianza del Pacífico 112 Ilustración 55 Exportaciones VS Importaciones Industriales FOB TLC Colombia - EEUU 113 Ilustración 56 Exportaciones VS Importaciones Industriales K Neto TLC Colombia - EEUU 114 Ilustración 57 Exportaciones VS Importaciones Industriales FOB TLC Colombia - Venezuela 115 Ilustración 58 Exportaciones VS Importaciones Industriales K Neto TLC Colombia - Venezuela 115 Ilustración 59 Exportaciones VS Importaciones Industriales FOB TLC Colombia - Unión Europea 116 Ilustración 60 Exportaciones VS Importaciones Industriales K Neto TLC Colombia - Unión Europea 117 Ilustración 61 Exportaciones VS Importaciones Industriales FOB TLC Colombia - Costa Rica 118 Ilustración 62 Exportaciones VS Importaciones Industriales K Neto TLC Colombia - Costa Rica 118 Ilustración 63 Exportaciones VS Importaciones Industriales FOB TLC Colombia - Corea 120 Ilustración 64 Exportaciones VS Importaciones Industriales K Neto TLC Colombia - Corea 120 Ilustración 65 Porcentaje de Participación por TLC en las exportaciones industriales de Colombia 1990-2015 121 Ilustración 66 Exportaciones industriales de Colombia por TLC 122 TABLA DE ECUACIONES Ecuación 1 Fórmula de la demanda que enfrentan las empresas (p, 127) 34 Ecuación 2 Fórmula estándar para calcular la importancia del comercio intraindustrial (p, 137) 36 TABLA DE ANEXOS Anexo 1 Exportaciones Industriales en Colombia 1991-2015 Por TLC 131 Anexo 2 Importaciones Industriales en Colombia 1991-2015 por TLC 133 Anexo 3 PIB de Colombia 1990-2015 136 Anexo 4 Balanza Comercial de Colombia 1991-2015 137 Anexo 5 principales productos tradicionales de exportación (millones de dólares FOB) 138 Anexo 6 principales productos no tradicionales de exportación (millones de dólares FOB) 140 Anexo 7 Exportaciones del Sector Industrial México 143 Anexo 8 : Exportaciones de productos manufacturados según su participación en el total 146 ; The present investigation analyzes how the exportations of industrial sector behaved in Colombia, considering as a reference the economic and administrative theories of Krugman (New Theory of International Trade). Additionally it is acknowledged the influence of the politic of trade and its effects, as measures compelled to decrease the importations and those rules destined to promote exportations, this paper reviews the evolution of this politic in the period between 1990 until 2015; and a synthesis of the final agreements in Colombia. Finally the behavior of the industrial sector exportations is presented, taking in consideration the exportation data from 1991 to 2015 and importations from 1993 to 2015 (information provided by the Tourism, Industry and Trade Ministry). In the mean it is concluded the value of exportations and importations in the national economy, its representative influence in the GDP (Gross Domestic Product) and the BOT (Balance of Trade).
Batı Afrika'nın ekonomik büyümesini hızlandırmak ve Euro'nun tek bir para birliği olarak elde ettiği başarı, Batı Afrika Devletleri Ekonomik Topluluğu'na (ECOWAS) üye devletler için ortak bir para birimi olarak hizmet etmek üzere "eko" önermesine ilham verdi. Bu tez, önerilen para birimi Birliğini ve yaratılmasının bölgenin ekonomik büyümesini nasıl etkileyeceğini inceledi. Tez, para birliği teorileri doğrultusunda betimsel bir istatistiksel analiz uygulamış ve aynı zamanda ortak bir para birliğinin öncü olan Avrupa da dikkate alınmıştır. Üye ülkeler arasında GSYİH, enflasyon oranı, faiz oranı ve ticaretler arası para birliği tesis eden faktörler göz önünde bulundurulmuştur. Şu ana kadar bazı ülkeler düşük enflasyon, düşük faiz ve döviz kuru gibi bazı yakınsama kriterleri elde edebilmişlerdir. Bir para birliği alanı oluşturmak için gereken ekonomik eğilimleri ve diğer kriterleri inceledikten sonra, Batı Afrika Devletleri Ekonomik Topluluğu önerilen eko para birliğiyle devam etmemeli ve mevcut dengesizlikleri gidermek için döviz kurunu, ticaret gelişimini, ve ayrica para birliğinin parasal egemenliğini ele geçirmeye çalışan Fransa meselesini dikkate almalıdır.to me İÇİNDEKİLER Teşekkür…………………………………………………………………………………………i Özet ………………………………………………………………………………………….….ii Özet …………………………………………………………………………………………….iii Şekiller Listesi………………………………………………………………………………….ix Tablolar Listesi ………………………………………………………………………………….xi Önsöz ………………………………………………………………………………………….xvi BÖLÜM 1 ……………………………………………………………………………………….6 1. Giriş ……………………………………………………………………………………….….1 1.1 Arka Plan …………………………………………………………………………………….1 1.2 Problemin Açıklaması ………………………………………………………………….…….2 1.3 Araştırma Hedefleri …………………………………………………………………….……3 1.4 Araştırma Hipotezi ……………………………………………………………………….….5 1.5 Analiz Yaklaşımı………………………………………………………………………….….5 BÖLÜM 2 ……………………………………………………………………………………….6 2.1 Optımum Para Alanı …………………………………………………………………………6 2.1.1 R. Mundell'in Perspektifi …………………………………………………………….……8 2.1.2 R.I. McKinnon'in Perspektifi ……………………………………………………….……10 2.1.3 Y.Ishiyama'in Perspektifi………………………………………………………………….11 2.1.4 Y.Ishiyama'nın Perspektifi …………………………………………….………………….13 2.1.5 G.S. Tavlas'ın Optimum Para Birliğinin 'Yeni' Teorisine Bakış Açısı………………. 25 2.2 Avrupa Birliği ……………………………………………………………… . ……….28 2.2.1 AB Tarihi …………………………………………………………………………………27 2.2.2 Maastrıcht Anlaşması……………………………………………………………………. 33 2.2.3 Avrupa Para Sistemi Krizi………………………………………………………………. 35 2.2.4 Neden Bazı Ülkeler Euro Kullanmıyor?. 36 2.2.5 Euro'nin Avantajları………………………………………………………………………37 2.2.5.1 Çeşitli Makroekonomik Faydalar …………………………………………………….37 2.2.5.2 Döviz Kuru İstikrarı……………………………………………………………………. 37 2.2.5.3 Daha Düşük Faiz Oranı………………………………………………………………….37 2.2.5.4 Yatırım ve Ticaret……………………………………………………………………….39 2.2.5.5 Uluslararası Para Birimi Olarak Hizmet Etmek………………………………………. 39 2.2.5.3 Daha Düşük Faiz Oranı………………………………………………………………….39 2.2.5.6 AB'de İstikrar, Hareketlilik ve Büyüme……………………………………………….39 2.2.5.7 Şeffaf ve Demokratik Kurumların Oluşturulması,……………………………………. 39 2.2.5.8 Ticareti Geliştirme, İnsani Yardım, Diplomasi ve Güvenlik…………………………. 40 2.2.6. Euro dezavantajları……………………………………………………………………….41 2.2.6.1 Teminat Para Birimi Olarak Euro…………………………………………………….41 2.2.6.2 Bazı Ülkeleri Avantajlı Bir Konumda Yerleştirmek…………………………………. 41 2.2.6.3 Avrupa İçi Ticaretin Düşüşü…………………………………………………………….42 2.2.6.4 Transfer Ödemelerindeki Düzensizlikler……………………………………………….43 2.2.6.5 Euro'nun Maliye Politikasını Kullanamaması………………………………………….43 2.2.6.6 Finansal İstikrarsızlık………………………………………………………………….44 2.2.7 Avrupa Bir Optımum Para Alanı mı?. 44 2.2.7.1 Enflasyon ……………………………………………………………………………….44 2.2.7.2. Döviz Kuru …………………………………………………………………………….46 2.2.7.3 Ticarette Açıklık………………………………………………………………………. 47 2.2.7.4 Ücretler ve Fiyat Esnekliği……………………………………………………………. 52 2.2.7.5 İşgücü Hareketliliği (Euro)……………………………………………………………. 53 2.2.7.6 Seçilmiş Euro Bölgesi Ülkelerinde GSYH'nin Payı Olarak Cari Açıklar…………….54 2.2.7.7 Seçilmiş Euro Bölgesi Ülkelerinde İşsizlik Oranları……………………………………54 2.2.8 Avrupa Birliğinde Dört Özgürlük……………………………………………………….55 2.2.8.1 Malların Serbest Dolaşımı………………………………………………………………55 2.2.8.2 Hizmetlerin Serbest Dolaşımı………………………………………………………….56 2.2.8.3 Euro Bölgesinde İşçilerin Serbest Dolaşımı…………………………………………….57 2.2.8.4 Sermayenin Serbest Dolaşımı 57 2.3 BATI AFRİKA DEVLETLERİ EKONOMİK TOPLULUĞU (ECOWAS)………………59 2.3.1 ECOWAS'a Genel Bakış………………………………………………………………….59 2.3.2 ECOWAS'nin Amaçları ve Hedefleri…………………………………………………….62 2.3.3 ECOWAS ün Temel Prensipleri………………………………………………………….64 2.3.4 ECOWAS'in İşlevleri…………………………………………………………………….65 2.3.5 ECOWAS'nın Başarıları………………………………………………………………….66 2.3.5.1 Siyasi İşler, Barış ve Güvenlik………………………………………………………….67 2.3.5.2 Gine Bissau'de Ekova'nın Rolü………………………………………………………….67 2.3.5.3 Fildişi Sahili'nde ECOWAS'ın Rolü…………………………………………………….68 2.3.5.4 Mali'de ECOWAS'ın Rolü………………………………………………………………69 2.3.5.5 Liberya'da ECOWAS'ın Rolü………………………………………………………….71 2.3.5.6 ECOWAS Yakınsama Konseyi Tarafından Makroekonomik Yakınsama Raporunun Kabulü……………………………………………………………………………………………73 2.3.5.7 ECOWAS Para Enstitüsü'nün kurulması (EMI).……………………………………….74 2.3.5.8 Tüm Devlet Mali İşlemlerinin Geçmiş Kayıtlarının Tutulması İçin Bir Kılavuzun Sağlanması . . .74 2.3.5.9 Sahel Bölgesinde Bölgesel Güvenliği Artırmak İçin Bir Eylem Planının Uygulanması.75 2.3.5.10 Tekdüzen Ticaret Geliştirme Stratejisine Giriş ………………………… …………….75 2.3.5.11 Ekonomik Kalkınma Belgesinin İmzalanması…………………………………………76 2.3.5.12 Ortak bir Dış Tarife Oluşturmak ……………………………. …………… ………….76 2.3.5.13 ECOWAS vatandaşlarının Bölgesel Güvenliği Artırmak ve Serbest Dolaşımını Kolaylaştırmak için Biyometrik Kart Tanıtımı………………………………………………….76 2.3.5.14 Sınır Yönetiminde Kılavuz Olarak Hizmet Verecek Bir El Kitabının Sağlanması……77 2.3.5.15 Ecolink 78 adlı Bölgesel Bağlantı Projesinin Başlatılması……………………………78 2.3.5.16 Tüm Finansal İşlemlerin Kaydını Tutmak için Entegre Finansal Yönetim Sisteminin Başlatılması . . .78 2.3.5.17 Üye Devletlerde Kalkınma için Çevre Yönetişimini, Genel Çevre Korumasını, Kapasite Oluşturmayı ve Sürdürülebilir Kaynak Yönetimini Geliştirmeye Yönelik Yenilenen Çabalar…79 2.3.5.18 Seme-Krake Ortak Sınır Karakolu İnşaatı Sözleşmesinin Yeniden İmzalanması (Benin - Nijerya)………………………………………………………………………………………….79 2.3.5.19 Nijerya ile Kamerun Arasındaki Bemenda Yolu ve Bir Joınt Sınır Karakolu (JBP) ve Mfum Sınırında Bir Sınırın İnşası……………………………………………………………….79 2.3.5.20 Batı Afrika Doğalgaz Boru Hattı Şebekesi Fizibilite Çalışması Sonuçlandı………….80 2.3.5.21 Düzenleyici ve Ekonomik Ortamın Düzenlenmesi İle Bölgesel Elektrik Piyasasının Gelişimi………………………………………………………………………………………….80 2.3.5.22 Yenilenebilir Enerji ve Enerji Verimliliği Teknolojileri ve Hizmetlerinin Teşviki….80 2.3.5.23 ECOWAS Üye Devletinde Enerji Verimliliği Binalarını Teşvik Etmeyi Amaçlayan Enerji Verimliliği Binası (EEB) Üzerine Bir ECOWAS Direktifi Ecree Tarafından Geliştirildi.81 2.3.5.24 Bölgesel Hastalık Merkezinin Kurulması…………………………………………….81 2.3.5.25 Bölgesel Güvenliği Güçlendirmek İçin Bir Eylem Planının Hazırlanması……………81 2.3.5.26 Ortak Pazar, Ticaret Liberalizasyon Şeması (TIS) ve Kişilerin, Malların ve Hizmetlerin Serbest Dolaşımı Protokolünün Uygulanmasının Konsolide Edilmesi………………………….81 2.3.5.27 Dakar-Abidjan Koridoru İçin Yardımcı Kanunun İmzalanması ve Bölgesel Elektrik Projesi için İlk Taşın Döşenmesi. Proje Cote D'ivoire, Gine, Liberya ve Sierra Leone'yi kapsıyor ……………………………………………………………………………………………………81 2.3.5.28 Abidjan-Lagos Koridor Otoyolu Uygulama Birimi……………………………………83 2.3.6. ECOWAS'ün Zorlukları………………………………………………………….………83 2.3.6.1 Ticaret Faktörü ve Üye Devletlerin Ekonomisi…………………………………………83 2.3.6.2 Mali Sektör Eşitsizlikleri ve Kötü Ödeme Sistemi…………………………………….84 2.3.6.3 Altyapı ve Düzenleyici Rejimin Zorlukları…………………………………………….84 2.3.6.4 Siyasi İrade Eksikliği……………………………………………………………………85 2.3.6.5 Yolsuzluk ve Siyasi İstikrarsızlık……………………………………………………….86 2.3.6.6 Koloni Aşılamasından Kaynaklanan Zorluklar…………………………………………86 2.3.7 EKO PARA BİRLİĞİNİN……………………………………………………………….87 2.3.8 FRANSA VS. ECO……………………………………………………………………….89 2.3.9 ECOWAS EKONOMİK GÖRÜNÜM……………………………………………………90 2.3.9.1 GSYİH………………………………………………………………………………….90 2.3.9.1.1 ECOWAS Bütçe Fazlası (+) Veya Açığı (-)………………………………………….92 2.3.9.2 Enflasyon……………………………………………………………………………….93 2.3.9.3 Faiz Oranı……………………………………………………………………………….94 2.3.9.4 Döviz Kurları……………………………………………………………………………96 2.3.9.5 Ticaret………………………………………………………………………………….97 2.3.9.6 Ecowas İstihdam Durumu…………………………………………………………….104 2.3.9.6.1 İstihdam………………………………………………………………………………104 2.3.9.6.2 İşsizlik……………………………………………………………………………….106 2.3.10 Eko ve Optimum Para Alanı……………………………………………………………107 3.BÖLÜM…………………………………………………………………………………….109 3. SONUÇ VE POLİTİKA ÖNERİLERİ…………………………………………………….109 REFERANSLAR………………………………………………………………………………112 --- In an attempt to accelerate the economic growth of West Africa, and the success made by the euro as a single currency inspired the Economic Community of West African States (ECOWAS) to propose "the eco" to serve as a common currency for member states. This thesis looked into the proposed currency Union and how its creation will impact on the economic growth of the region. The thesis applied a descriptive statistical analysis in line with the theories of the currency union, and also Europe being the pioneer of a common currency was also taken into consideration. Factors for establishing a currency union such as GDP, inflation rate, interest rate, and inter-trade between member countries were considered. So far, some countries have been able to achieve some convergence criteria like low inflation, low interest and exchange rate. After reviewing the economic trends and other criteria needed for establishing a currency union area, the Economic Community of West African States should not proceed with the proposed eco currency and should consider the exchange rate and trade development to remove the imbalances that exist and also should address the issue of France who is trying to hijack the monetary sovereignty of the currency. CONTENTSAcknowledgementsiAbstractiiÖzetiiiList Of FiguresixList Of TablesxiiPrefacexviiCHAPTER 171.Introductioni1.1 Background 11.2 Statement of the Problem 21.3 Research Objectives 31.4 Research Hypothesis 51.5 Analysis Approach 5CHAPTER 262.1Optımum Currency Area62.1.1 Perspective of R. Mundell……………………………………………………………….82.1.1 Perspective of R. I. McKinnon…………………………………………………….……102.1.1 Perspective of Kenan: An Electic View.…………………………………………………112.1.4 Perspective of Y.Ishiyama 132.1.5 Perspective of G.S. Tavlas On The 'New' Theory Of Optimum Currency Union 252.2 The European Union……………………………………………………………….……….282.2.1 History of the EU 282.2.2 The Maastrıcht Treaty 332.2.3 The European Monetary System Crisis 352.2.4 Why Some Countries are not Using Euro? 362.2.5 Advantages of Euro 372.2.5.1 Diverse Macroeconomic Benefıts 372.2.5.2 Exchange Rate Stability 372.2.5.3 Lower Interest Rate 372.2.5.4 Investment and Trade 392.2.5.5 Serving as an International Currency 392.2.5.3 Lower Interest Rate 392.2.5.6 Stability, Mobilıty And Growth Within the EU 392.2.5.7 Establishment of Transparent and Democratic Institutions 392.2.5.8 Trade Promotion, Humanitarian Aid, Diplomacy and Security 402.2.6. Disadvantages of the Euro 412.2.6.1 Euro As A Fiduciary Currency 412.2.6.2 Placing Some Countries in an Advantaged Position 412.2.6.3 The Decline of Intra-European Trade 422.2.6.4 Irregularities in Transfer Payments 432.2.6.5 Failure of the Euro to the use of Fiscal Policy 432.2.6.6 Financial Instability 442.2.7 Is Europe An Optımum Currency Area? 442.2.7.1 Inflation 442.2.7.2. Exchange Rate 462.2.7.3 Trade Openess 472.2.7.4 Wages And Price Flexibility 522.2.7.5 Labour Mobılıty (Euro) 532.2.7.6 Current Account Deficits as a Share of GDP in Selected Euro Area Countries 542.2.7.7 Unemployment Rates in Selected Euro Area Countrıes 542.2.8 Four Freedoms in the European Union 552.2.8.1 Free Movement of Goods 552.2.8.2 Free Movement of Servıces 562.2.8.3 Free Movement of Workers in the Eurozone 572.2.8.4 Free Movement of Capital 572.3 ECONOMIC COMMUNITY OF WEST AFRICAN STATES (ECOWAS) 592.3.1 Overview Of ECOWAS 592.3.2 Aims and Objectives Of ECOWAS 622.3.3 Fundamentals Prıncıples Of ECOWAS 642.3.4 Functions of ECOWAS 652.3.5 Achievements of ECOWAS 662.3.5.1 Political Affairs, Peace and Security 672.3.5.2 The Role Of Ecowas in Guinea Bissau 672.3.5.3 The Role of ECOWAS in Ivory Coast 682.3.5.4 The Role of ECOWAS in Mali 692.3.5.5 The Role of ECOWAS in Liberıa 712.3.5.6 The Adoption of the Macroeconomic Convergence Report by the ECOWAS Convergence Council 732.3.5.7 Establishment of the ECOWAS Monetary Institute (EMI) 742.3.5.8 Provision of a Guide to Keep a Track Record of all Government Financial Transactions.742.3.5.9 Implementation of an Action Plan to Boost Regional Security in the Sahel Region 752.3.5.10 Introduction of a Uniform Trade Development Strategy………………………….752.3.5.11 Signing of the Economic Development Document 762.3.5.12 Establishing a Common External Tariff…………………………….……………. 762.3.5.13 Introducing a Biometric Card to Boost Regional Security and Smooth the Free Movement of ECOWAS citizens……………………………………………………………762.3.5.14 Provision of a Manual to Serve as a Guide in Border Management 772.3.5.15 Launching of the Regional Link Project called Ecolink 782.3.5.16 Launching of an Integrated Financial Management System to Keep Record of all Financial Transactions.782.3.5.17 Renewed Efforts to Enhance Envıronment Governance, General Environmental Protection, Capacity Building as Well as Sustainable Resource Management for Development in the Member States 792.3.5.18 Re-Award of the Contract for the Construction of the Seme-Krake Joint Border Post (Benin – Nigeria) 792.3.5.19 Bemenda Road Between Nigeria and Cameroon and the Construction of a Joınt Border Post (JBP) and a Border at Mfum Border 792.3.5.20 Feasibility Study for the West African Gas Pipeline Network Concluded 802.3.5.21 Development Of Regıonal Power Market With the Settıng Up of Regulatory and Economic Environment 802.3.5.22 Promotion of Renewable Energy and Energy Efficiency Technologies and Services 802.3.5.23 An ECOWAS Directive On Energy Efficıency Building (EEB) Aimed at Promotıng Energy Efficency Buildings in the ECOWAS Member State has Been Developed By Ecree 812.3.5.24 Establishment of a Regional Centre for Disease 812.3.5.25 Provision of an Action Plan to Strengthen Regional Security 812.3.5.26 Consolidating the Implementation of the Common Market, Trade Lıberalızatıon Scheme (TIS) and the Protocol on Free Movement of Persons, Goods and Services 812.3.5.27 Signing of the Supplemantary Act on Dakar-Abidjan Corridor, and Laying of the Fırst Stone for the Regional Electrıcıty Project. The Project Covers Cote D'ivoire, Guinea, Liberia and Sierra Leone 812.3.5.28 Implementation Unit of the Abidjan-Lagos Corridor Highway 832.3.6. Challenges of ECOWAS 832.3.6.1 The Trade Factor and the Economy of Member States 832.3.6.2 Financial Sector Disparities and Poor Payment System 842.3.6.3 Challenges of Infrastructure and Regulatory Regime 842.3.6.4 Lack of Political Will 852.3.6.5 Corruption And Polıtical Instability . 862.3.6.6 Challenges Emanating from Colonıal Hang-Over 862.3.7 ECO CURRENCY 872.3.8 FRANCE VS. THE ECO 892.3.9 ECOWAS ECONOMIC OUTLOOK 902.3.9.1 GDP 902.3.9.1.1 ECOWAS Budget Surplus (+) Or Deficit (-) 922.3.9.2 Inflation 932.3.9.3 Interest Rate 942.3.9.4 Exchange Rates 962.3.9.5 Trade 972.3.9.6 Ecowas Employment Status 1042.3.9.6.1 Employment 1042.3.9.6.2 Unemployment 1062.3.10 Eco and the Optimum Currency Area 107CHAPTER 31093. CONCLUSION AND POLICY RECOMMENDATIONS109REFERENCES113
A STUDY OF CODE-SWITCHING OF TEACHER TALK ON TRAINEE TEACHER IN PPL II PROGRAM OF STATE UNIVERSITY OF SURABAYA Renata Kenanga Rinda 10020084019 English Education, Faculty of Languages and Art, State University of Surabaya email: renata.rinda195@gmail.com Dosen Pembimbing: Prof. Dr. Hj. Lies Amin Lestari, M.A, M.Pd English Education, Faculty of Languages and Art, State University of Surabaya Abstrak Terdapat perbedaan pandangan tentang penggunaan alih kode dalam bahasa guru pada pengajaran bahasa Inggris sebagai bahasa kedua. Di satu sisi, bahasa Inggris sangat dianjurkan untuk digunakan sebagai bahasa satu-satunya dalam mengajar, namun teori lain justru mengusulkan penggunaan beberapa bahasa sebagai alat guru dalam mengajarkan bahasa Inggris. Menanggapi masalah tersebut, penelitian ini dilakukan untuk mengetahui jenis-jenis bahasa, jenis-jenis alih kode, dan alasan penggunaannya yang dilakukan oleh calon guru pada PPL II, Universitas Negeri Surabaya. Catatan lapangan dan rekaman digunakan untuk mengumpulkan data yang diperlukan dalam penelitian deskriptif kualitatif ini. Hasil penelitian menunjukkan bahwa ada tiga jenis bahasa yang digunakan oleh calon guru; Bahasa Inggris, Indonesia, Jawa, dan Arab, dengan tiga jenis alih kode; tag-switching, inter-sentential switching, dan intra-sentential switching. Hasil penelitian juga mengungkapkan lima alasan penggunaan alih bahasa yaitu sebagai alat untuk mengajar, member penegasan, mengkritik, menyemangati, dan menanyakan hal kepada siswa yang membantu calon guru dalam mengelola kelas. Berdasarkan hal tersebut, dapat disimpulkan bahwa hasil penelitian ini mendukung teori kedua yang menganjurkan penggunaan beberapa bahasa dalam pengajaran bahasa Inggris sebagai bahasa kedua. Kata Kunci: mengajar bahasa Inggris sebagai bahasa kedua, bahasa guru, alih kode. Abstract The practice of code-switching in teacher talk for the teaching of English as second language exposed a contradictive theory about it. On the one hand, English was strongly proposed as the only language to be used while other theories allow the use of various languages as medium of instruction implemented used as the teacher's equipment in managing the classroom. Coping with the above dilemma, this research aimed at investigating the types of languages, types of code-switching, and reasons of using them in trainee teacher's teacher talk in PPL II program of State University of Surabaya. Field notes and audio recording were employed in five observations to confirm the data revealed under the descriptive qualitative research. The findings pointed out that there were four types of languages used in trainee teacher's teacher talk; English, Bahasa Indonesia, Javanese, and Arabic, with three types of code-switching; tag switching, inter-sentential switching, and intra-sentential switching. The findings also described five reasons of using code-switching; lecturing, giving directions or confirmation, criticizing or justifying authority, praising or encouraging, and asking question toward the students which helped the trainee teacher managed the class. In sum, the result of this study supported the second theory which allows the use of various languages in teaching English in second language classroom. Keywords: teaching English as a second language, teacher talk, code-switching introduction Reinforcing the Indonesia's competitiveness as a member of the developing nations, the demand to improve people's education level is enormously needed. Then, to cope with it, teachers as the foremost stakeholder in this area have the biggest role to settle on whether the improvement can be achieved or not. This fact is agreed as a general truth for the reason that the students' enhancement in the class is most impacted by the teachers (McCaffrey, Lockwood, Koretz, Louis, & Hamilton, 2004). As a result, this reality becomes a powerful foundation for the Government to construct a shifting rule in education policies. Several policies are made, then the most significant one is the lecturers and teachers regulation that is called UU No. 14/2005, short of Undang-Undang Republik Indonesia Nomor 14 Tahun 2005 Tentang Guru dan Dosen. Basically, it has three major points stated; the general rules of teachers, teachers' competences and qualifications, and then the obligations and rights of the teachers. The three of them go in certain directions which make the system of education enhanced through the development of the teachers' quality. Fulfilling the above goal, the policy regulates some criteria that teachers should have; pedagogical, personality, professionalism, and social competences. Indeed, realizing the four criteria mentioned is not an effortless task to deal with. The Government will not be able to reach it without working hand in hand with other components in the education world. Under this consideration, the Government calls for shot to the education institutions to prop up the new policy. One of the umbrella institutions that gets the mandate is State University of Surabaya that has main responsibility to educate the undergraduate students who take education as their major of study. Regarding to the Government's requirements, State University of Surabaya tries to bring them into reality through a program named PPL, stands for Program Pengalaman Lapangan consisting of PPL I and PPL II. Consequently, all of the students in Education Department, State University of Surabaya, which is English Department, have to participate in both programs. In materializing those programs, in the sixth semester, the English Education Department conducts PPL I program carried in the campus to train the undergraduate students through microteaching activity. After that, the PPL II program starts on the seventh semester. This program held in the real teaching environment in several schools chosen for approximately three months long. This makes PPL II different from PPL I. Among several schools selected by the English Education Department, SMP Negeri 1 Madiun is one of them. In this school, there were four English undergraduate students who practiced teaching in the academic year of 2013. They had conscientiousness to manage the classroom in the seventh grade as real teachers. Based on the informal observation toward those trainee teachers, it was found that all of them tried to handle the class by using English. They greeted the students, delivered the material, and even responded to the questions by utilizing the same language. This special language used by the trainee teachers to address the students in English classroom is called teacher talk (Ellis, 1985). Moreover, teacher talk turns out to be a major resource of the students related to their language input (Al-Otaibi, 2004). By giving good model through their talk, it is hoped that students can get good example in practicing English. Understanding this theory, the trainee teachers in SMP Negeri 1 Madiun were in the right track to keep implementing English in their talk. By giving the proper model of applying English, the students were expected to do the same. Nonetheless, the implementation of teacher talk of trainee teachers by using English in the seventh grade of SMP Negeri 1 Madiun was not supported well. Many students' responses came up beyond the expectation. When the classroom atmosphere was packaged in all English, most students got confused and frustrated. They neither understood some words nor comprehend the teachers' instructions. As a result; some students lost their attention to the trainee teachers. In order to cope with the unforeseen condition, the trainee teachers frequently changed their teacher talk into other languages such as Bahasa Indonesia or Javanese as alternative languages. These changing languages always happened automatically. In the first minute, the trainee teachers used English then suddenly changed it into Bahasa Indonesia or Javanese then got back into English. The three languages were used in one single sentence. In another occasion, the different pattern was found; sometimes the trainee teachers' teacher talk was implemented in English while the class began, then in the middle of running the class, the use of Bahasa Indonesia was implemented then finally the trainee teachers closed their talk by reusing English. The above process of changing one language into other languages that happen in the middle of talk is called code-switching (Cook, 2000). The code-switching possibly involved in teacher talk is an unavoidable result of communication that happens among various languages circumstances. Moreover, because of code-switching in teacher talk is a special occurrence in teaching English, there are many analysis and theoretical discussions that are elicited in the previous decades (Gumperz, 1982). Several findings towards it spread out in the education world. Regarding to the above fact of code-switching language in teacher talk, it provided the underlying principle for undertaking this descriptive research, and which was initiated in a challenge to describe the types of languages, types of code-switching, and reasons of using them in trainee teacher's teacher talk. Furthermore, by identifying them, it is expected that the findings of this research will be useful to draw the map of code-switching language that might happen in five or ten years later when the trainee teachers of PPL II program of English Education Department become a part of materializing the Indonesia's education improvement as real teachers. METHODOLOGY Research Subjects Reflecting on the purposes of this research, it considered the three parameters in choosing the research subject; the status, the background language, and the achievement. The status of the subject observed was a trainee teacher. The researcher selected her rather than the real English teacher at that school since the trainee teacher observed right now would replace the position of the real teacher in conducting the second language classroom in the future. As a consequence, the research findings would be valuable information prepared for the trainee teacher before being a teacher. Then, the second reason was the language background. The trainee teacher and the students of SMP Negeri 1 Madiun, speak the same languages, it made the phenomenon of code-switching possibly appeared. Besides, the researcher considered the trainee teacher chosen for being a good model and achieving good GPA; 3, 57 within 0 – 4 scale. Instruments In this research, the field note observation and audio recording were utilized as the research instruments. By implementing the field note observation, it is possible to focus on the ongoing behaviors occur and note the most important feature in the classroom (Bailey, 1994). The model of field note was adapted from Konsep Penetian Tindakan Kelas dan Penelitianya. It consisted of four parts; identification, instruction, description material, and reflection material (Susanto, 2010). Then, the audio-recording was also employed as the second instruments to record the detail information appeared. Data Collection In collecting the data, five observations were conducted. Each observation took 2 sessions in 80 minutes. Moreover, the five observations were done in five weeks; four weeks on July and one week on August that were classified into two parts; direct informal observation and direct formal observation. Direct informal observation was conducted on the first week of August before running the formal one in order to know the basic information and condition of the subject observed in the classroom. Then, on the first, second, and third formal observations, the audio recording was placed on the nearest area of the trainee teacher in order to get the clearest sound. Then, the field note described the types of language, types of code-switching, and reasons of using them in the trainee teacher' teacher talk on the description material. Next, the reflection material column was completed with the researcher's point of view related to the case found. Last, while the fourth formal observation was completed, the researcher had to pay more attention toward the subject observed. Here, since the trainee teacher did not make any difference towards her types of languages, types code-switching used, and reasons of using them, the researcher could stop the observation. Data Analysis Types of Languages Related to the types of languages, the data found in the first observation were coded by "a", second observation coded by "b", and third observation coded by "c". Then they were identified based on the four types of languages used; English, Bahasa Indonesia, Javanese, and Arabic. Those four types of languages were reclassified by the researcher based on the language combinations made by the trainee teacher namely first, English and Bahasa Indonesia, second, English and Javanese, third, English and Arabic, fourth, Bahasa Indonesia and Javanese, and last, English, Javanese, and Bahasa Indonesia. Types of Code-switching The types of code-switching were grouped based on Sankoff & Poplack (1981) namely tag-switching, inter-sentential switching, and intra-sentential switching. Moreover, the trainee teacher reclassified them concerning on the process involved; tag-switching were divided regarding on the simple fixed word insertion at the beginning and the end of code-switching, inter-sentential switching was reclassified into code switching between sentences or sentence and clause, and intra-sentential switching reclassified into word or phrase embedded in phrase or clause from another language, word or phrase inserted between words or phrases from another language, and words or phrase stayed between two types of languages. Reasons of using code-switching in teacher talk The reasons of using the code-switching in teacher talk made by the trainee teacher were identified based on Flanders (1970). There were seven categories which are lecturing, giving directions, criticizing or justifying authority, accepting feeling, praising or encouraging, accepting or using the students' thought, and asking question towards the students. RESULTS Types of Languages After analyzing the field notes and audio recording transcriptions that were completed by the researcher on August 21st, August 28th, and September 4th, 2013, it was found that there were 211 code-switching used by the trainee teacher in her teacher talk. In those code-switching, four languages were used as the trainee teacher's tool to accomplish the process of teaching English. Then, those four types of languages were reclassified by the researcher based on the language combinations made by the trainee teacher namely first, English and Bahasa Indonesia, second, English and Javanese, third, English and Arabic, four, Bahasa Indonesia and Javanese, and last, English, Javanese, and Bahasa Indonesia. The supporting facts quoted from the trainee teacher's teacher talk related to the four languages found are provided in the following paragraphs. Firstly, the combination between English and Bahasa Indonesia languages contributed in three observations conducted. In the first observation, there were 53 code-switching composed by the two types of languages mentioned. Then, on the second observation it gained enlargement and reached 76 numbers. Last, it reduced slightly to 19 numbers on the third observation. Moreover, one of those examples was labeled by 1: (1) Student 18 :I will go to Mecca on May. Teacher :That's enough. Sekarang mana Karina? Could you please tell me what is Azar's plan on May? (1) Student 28 :He will go to Mecca. Teacher :On May, he will go to Mecca, repeat it. The code-switching marked by 1 was the example of the code-switching that used English and Bahasa Indonesia combination. At that time, the trainee teacher wanted student 18 namely Azar to tell his plan on May. After hearing Azar's plan, the trainee teacher asked another student that was student 28, Karina, by first implementing the code-switching that was stated in Bahasa Indonesia, "Sekarang mana Karina?" to call her and then followed by English sentence stated in interrogative form," Could you please tell me what is Azar's plan on May?" Then, related to the reason of using it, the trainee teacher did the code-switching for asking question toward student 28 in order to tell what student 18 planned on May. Another example of this combination was also found in the code-switching numbered by 2: (2) Student 1 :Silent. Teacher :No? Why? You still have no idea? Okay, I will play the video again and listen. (Playing the video). You all must know how to tell time. What is the importance of telling time? This is the answer. So, what do you think about it? I need to learn telling time because I need to know time to go to school for example. What else? What else? Seperti yang disebutkan di video tadi (2). Students : Silent. Teacher :I need to telling time because? Anyone? Anyone? Aga? Through the above example, the existence of English and Bahasa Indonesia were also clearly seen. Firstly, the trainee teacher asked the students about the importance of the material given. Since the students were not able to answer the trainee teacher's question, she delivered her question again. Then, she finally answered her own question in order to show the students how to deal with it On the contrary; the students were silent and gained no movement. Moreover, related to this example, the code-switching was used. English came first then followed by Bahasa Indonesia. Then, the unique thing appeared in this example was when the trainee teacher switched her talk from English to Bahasa Indonesia, there was also English word insertion "video" in the middle of Bahasa Indonesia sentence. Next, in line with its function, through this code-switching, the trainee teacher tried to give confirmation about the answer of the question mentioned before. Then, the second combination involved the two types of languages which were English and Javanese, also recorded in the three observations conducted but the combination was only found in one number for each. The trainee teacher did this second combination in 3: (3) Students :Doubt . . . climbing. (Repeating the teacher) Teacher :Yes, right. Student 13 :ndaut . . .ndaut (Speaking in Javanese) Teacher :No, it is different. Ndaut is an activity which is usually done by the farmer, right? (3) At this point, the word ndaut taken from Javanese came first then followed by English. This code switching was implemented when the trainee teacher taught the pronunciation of the word doubt. The trainee teacher lectured the students in correct way by saying /daƱt/. Otherwise, the students made fun of it and preferred to pronounce doubt as ndaut since they had already known and more familiar with this Javanese word comparing to English. For that reason, the trainee teacher commented on the students' pronunciation by criticizing them by delivering code-switching containing English and Javanese language. Then, the second example related to the same combination was stated in 4: (4) Student 15 :Raising her hand. Teacher :Okay. Student 15 :We need to know time to have breakfast. Teacher :Okay, we need to know what time to have breakfast. And then? Heh, sorry, what is your name? (4) At this point, the trainee teacher had a discussion with the students about the importance of telling time. When the students wanted to share their idea about it, they had to raise their hands then the trainee teacher gave them a score by marking their name list. The trainee teacher used the code-switching to call the student by mentioning him in Javanese word heh to replace the student's name since she did not know yet. Then, it was followed by a question formed in English. By implementing this code-switching, the trainee teacher used it as a tool for asking question to the student. Next, the third combination was comprised from English and Arabic language. This language combination was only found in the second observation in one number. It was supported by the code-switching labeled 5: (5) Student 3 :Balik ke Surabaya kapan? Teacher :Insyaalloh, I will back to Surabaya at September, 15 (5). Guys, on September 14, my friends and I will have a surprise for all of you Students : Apa? Surprise? This code-switching appeared while the students asked when the trainee teacher would back to her college in Surabaya. In answering the students' question, she implemented an Arabic word insyaallah that was commonly used in Indonesia even though most of Indonesians do not speak Arabic well. Moreover, it was used as a mark of certainty related to the future plan as cited in," "Insyaallah, I will back to Surabaya at September, 15." The Arabic word was stated first then an English sentence formed in the future tense mentioning the exact date of the trainee teacher's leaving. Through this point, it could be observed that the trainee teacher used code-switching as the teacher's tool for giving a confirmation for a certain case. The fourth combination was the only one that did not contain English in it. It was composed from Bahasa Indonesia and Javanese that appeared on three numbers in the second observation and one in the third observation. The example was labeled by 6: (6) Teacher :Kamu tahu kata kerja bentuk pertama? Student : . . . . . (silent) Teacher :Kata kerja pertama itu gak enek embel-embel e (6). Students : Ohh . . . At first, Bahasa Indonesia was implemented, and then it was switched to Javanese language in gak enek embel-embel e. Moreover, by delivering this code-switching, the trainee teacher lectured her students in defining the verb used for telling the daily activities. She said, the verb one should not be added by –ed or –ing that the students usually made mistakes on. Another example of the same language combination mentioned in 7: (7) Teacher :Begini, kita di sini dinilai sama guru pamong. Guru pamongnya siapa? Bu Pur. Student 8 :Yang bahasa Inggris itu? Teacher :He em, guru angkat yang di sini. Ibu angkat yang di sini (7) Student 32 : Brarti tinggalnya di mana? Similarly, the trainee teacher implemented Bahasa Indonesia first, and switched to Javanese then. Nevertheless, in 7, the trainee teacher used the code-switching to give confirmation toward the student 8's question by saying he em in order to express her agreement with the student's statement. The last combination happened among English, Javanese, and Bahasa Indonesia. This combination was comprised from three types of languages that did not appear on the first and second observation but finally used in one number in the third observation. It was labeled by 8: (8) Student 21 :Masih bingung, Miss Teacher :Okay. Verb one do not contain embel-embel apapun. Gak enek embel-embel apa-apanya. Hanya bentuk dasar, okay (8). Firstly, English was used to mention the case that the trainee teacher explained, then Javanese appeared in the middle of the sentence, and finally it was ended by the code-switching to Bahasa Indonesia. The trainee teacher used this code-switching to answer the students' question related to the correct form of the verb that should be used in making a sentence based on the picture given on the slide show. Since there were many students got confuse, the trainee teacher chose to explain the case by implementing Javanese and Bahasa Indonesia in order to make the students get a clear understanding. Through the above descriptions in connection with the types of languages in the three weeks observations that were conducted in row, in short, the trainee teacher did the code switching in her teacher talk by utilizing four languages by implementing five combinations. In addition, the trainee teacher preferred to use the first combination of English and Bahasa Indonesia comparing to the other four combinations namely English and Javanese, English and Arabic, Bahasa Indonesia and Javanese, and English, Javanese, and Bahasa Indonesia that only appeared in less than three numbers. Types of Code-switching In terms of the types of code-switching used, three observations that were conducted by the researcher gave the same results. Then, they were grouped based on Sankoff & Poplack (1981); tag-switching, inter-sentential switching, and intra-sentential switching. Tag-switching was the easiest type of code-switching that could be identified. Its characteristic which is the insertion of simple fixed word from one language in a sentence from another language becomes a valuable sign in marking this code-switching's type. Moreover, there were 60 tag-switching found during the observations; 18 of them used in the first observation, 26 in the second observation, and 16 in the third observation. They created two different patterns related to the simple fixed word place of insertion. The first pattern was the simple fixed word insertion embedded at the beginning of the sentence. As it was stated in 9: (9) Student 21 :Miss, saya? Teacher :Tunggu, Budi duluan. Come on Budi, kamu bisa Budi (9). Kamu bisa, ini sangat gampang. Come on as part of English simple fixed word was inserted at the beginning of code-switching then was followed by Bahasa Indonesia language. At that time, the trainee teacher wanted Budi to come forward and tell his assignment in front of his friends. On the contrary, the student did not give any response and kept silent. Dealing with it, the trainee teacher encouraged the student by saying "come on" then did automatic changing language by switching her talk to Bahasa Indonesia. As a result, Budi participated in the classroom activity and showed his ability in presenting the assignment. Another example of this pattern was also mentioned in 10: (10) Teacher :Can I borrow it? Just for showing the slide show. Just for showing the slide show. Student 23 :Giving his laptop. Teacher :Okay, thank you. Sorry, something goes wrong with the laptop. Sorry. Just be quite while waiting me to set the laptop. Just wait. Do not make any noise. Just wait. Just wait. The laptop is error. Sorry. Just wait. Just wait. We will still continue the lesson. Nah, it should be like this (10) Comparing to the previous question, in this tag-switching, the simple fixed word was formed in Bahasa Indonesia nah. Then, related to its function, the trainee teacher tried to give a confirmation related to the picture projected from the laptop. However, the code-switching that was labeled by 10 still had the same pattern with the previous one. Another tag-switching that had different pattern related to the position of the simple fixed word insertion was observed in 11: (11)Students : . . . . . . . . (making noise) Teacher :I won't start if you are still making noise. Anyone, hello boys over there back to your seat please. I won't start the lesson if you still make noise, sudah? (11) Students :Sudah. Teacher :Okay, anyone, do you remember what we did in last lesson? Do you still remember what we did last lesson? In this tag-switching, sudah was inserted in the end of the sentence. It was contradictive with the previous pattern that the simple fixed word used at the beginning of the tag-switching. In 11, sudah was spoken in Bahasa Indonesia that was embedded in the English sentence. Moreover, concerning to its function, by delivering this code-switching the trainee teacher justified her authority in controlling the classroom situation since there were many students who kept busy in their talking when the lesson started. After delivering this tag-switching, the trainee teacher started the classroom activities when the situation was not too noisy. Then, not only found in 11, the second pattern of tag-switching also observed in 12: (12)Student 4 :Great time? Teacher :Great time has the same meaning with very happy. Mereka sangat bahagia setiap kali mereka berkumpul, clear? (12) Students :Yes. In 12, the trainee teacher spoke in Bahasa Indonesia first, then, she switched her talk to English by mentioning a simple fixed word "clear". Through this example, the trainee teacher used the same pattern of tag-switching as shown in 11 but it had different reason which was asking question toward the students' understanding. Besides the above examples, other simple fixed words found were eight in English; okay, sorry, right, hello, please, now, guys, and stop, and three in Bahasa Indonesia; ya, siapa, and jangan. All of them created the same pattern with the two examples explored which were either embedded at the beginning or at the end of the tag-switching. After investigating the existence of tag-switching, the second types of it namely inter-sentential switching was also implemented by the trainee teacher. There were 92 inter-sentential switching used by the trainee teacher during her teaching; 25 found in the first, 36 in the second, and 31 in the third observation. Generally, it happened in two patterns which were first, inter-sentential switching between sentences and second, inter-sentential switching between sentence and clause. The trainee teacher did inter-sentential switching between two sentences in 13: (13)Teacher :Okay, could you please continue your plans? Student 25 :I will visit Bandung on January. Teacher: Now, Rio. What is Granta's plan on January? Gak usah tanya yang lain (13). Student 26 :He will . . . The utterances in 13 were composed by two sentences, first sentence formed in all English and then it was followed by the second sentence stated in Bahasa Indonesia. The trainee teacher changed her talk after finishing her full sentence in one language first, and then stated the sentence in different language. This reason made it classified into inter-sentential between two sentences. Next, concerning on the function of this switching, at this time, the trainee teacher wanted student 28 to answer her question about student 25's plan on January. To elicit the student, the trainee teacher directed a question to him. Another example of inter-sentential switching between two sentences also used in 14: (14)Student 5 : Ya ampun angel e. Teacher :Contohnya seperti tadi ya. Just make piece of paragraph or writing. Caranya gampang kan, seperti tadi. (417) Student 5 :Ini dikumpulkan? The example showed that the trainee teacher mentioned the sentence in Bahasa Indonesia that was switched to English then returned to Bahasa Indonesia. This inter-sentential switching turned up when the trainee teacher wanted to give confirmation to the students related to the assignment given which was about creating a simple paragraph. Showing the different pattern, inter-sentential switching used between sentence and clause was found in 15: (15)Teacher :Just say the tree is okay, but tree of hopes is also okay because your tree contains of so many hopes so you can say the tree of hopes. Student 9 :Opo? Opo? Teacher :The tree is okay. The tree of hopes is okay. Because almost of all of these contain your hopes. That is okay. I give the name "the tree" or "the tree of hopes" karena pohonnya banyak sekali mengandung harapan-harapan kalian (15). The English sentence was spoken first and then followed by clause in Bahasa Indonesia. Here, the English sentence could actually stand by itself without any clause followed. However, in this case, the clause spoken in Bahasa Indonesia was used as an extended reason for the preceding sentence. As a consequence, it made the existence of inter-sentential switching between sentence and clause clearly seen. Moreover, through this switching, the trainee teacher gave a confirmation toward the title of the assignment given that the students asked. Also, the pattern of inter-sentential switching was observed in 16: (16)Students :Discussing and continuing their tree of hopes with their friends. Student 4 :Kalau pengen lihat Sakura di Jepang? Teacher :I will visit Japan to see the beautiful Sakura. Seperti ini nanti, on January I will visit France. (16) Bahasa Indonesia clause seperti ini nanti was stated just before the English sentence. Here, the trainee teacher used it as a tool to lecture the students about how to write down their plan for each month. Last, the analysis of the third type of code-switching which is intra-sentential switching found in 59 numbers. Starting from the first to the last observation, the number of intra-sentential switching was decreasing. There were 10 numbers found in first, then 20 numbers in the second, then reached up to 12 in the last observation. Furthermore, the present of intra-sentential switching can be observed when there is an insertion of word or phrase embedded in phrase stated in another language inside the sentence boundary. There were three patterns found contributed in intra-sentential switching. First pattern of intra-sentential switching is a phrase or word that was embedded into another phrase or clause formed in different language. This pattern was mentioned in 17: (17)Teacher :Apa ini pentingnya? Kenapa harus mempelajari ini? Kenapa kita harus mempelajari telling time? (17). Student 3 :Silent. Teacher :Ada yang tahu? On the above situation, the trainee teacher implemented intra-sentential switching by using Bahasa Indonesia to ask the students about the importance of the material given, Kenapa kita harus mempelajari . . . However, she still stated the theme of the lesson by inserting English phrase "telling time" at the end of the sentence that made the existence of intra-sentential switching used. By implementing this intra-sentential switching, the trainee teacher was able to make the students answer the question she asked about. The second example of the same pattern of intra-sentential switching labeled by 18: (18)Teacher :Jadi seperti itu, kalau misalkan kalian menggunakan ekspresi I wish (18). Contohnya seperti itu. Okay? Students : Yes. In the 18, the trainee teacher lectured the students by implementing tag-switching that happened between Bahasa Indonesia clause and an English phrase. The trainee teacher put her effort in order to explain the material given to the students by using this intra-sentential switching. Then, the second pattern is a word or phrase inserted in the middle of other words or phrases from another language. This pattern was stated in 19: (19)Teacher :Do you have another question? Student 9 :Kalau merayakan ulang tahun temen itu apa, Miss? Teacher :I will celebrate my friend's birthday. My friend pake apostrophe (19). Student 32 :Miss? Miss? The word pake which was taken from Bahasa Indonesia was inserted by the trainee teacher in between English phrase and word. My friend and apostrophe enclosed it on either side, therefore, pake was placed in the middle of them. Moreover, by delivering this intra-sentential switching, the trainee teacher lectured the students related to the lesson given. She informed the students about the use of apostrophe as a possessive noun mark that the students confused. Then, the same pattern of intra-sentential switching also supported by 20: (20)Teacher :To give me a new mobile phone. HP itu mobile phone. (20) Okay? Student 3 :Miss, kalau punya banyak permintaan? Teacher : I have a lot of . . . Here, the word taken from Bahasa Indonesia also stayed in between the two English words. Here the trainee teacher used it to give a confirmation to the students that hand phone is just the same with the mobile phone. Next, the third pattern of intra-sentential switching happened among several words in three languages in one sentence. This pattern appeared only in 8: (21)Teacher :Kata kerja pertama itu gak enek embel-embel e. Student :Ohh . . . Student 21 :Masih bingung, Miss Teacher :Okay. Verb one do not contain embel embel apapun (8). This intra-sentential switching was contributed by three types of languages; English, Javanese, and Bahasa Indonesia. It made the third type different from the two previous examples that were only composed from two types of languages. Furthermore, the word embel-embel, which was stated in Javanese, was inserted by the trainee teacher in between English phrases and Bahasa Indonesia word. This intra-sentential switching was delivered by the trainee teacher when she lectured the students about present tense. At that time, the students commonly made mistakes related to the form of verb that should be used in present tense. As a consequence, the trainee teacher gave them further understanding toward the case by saying intra-sentential switching in 8. After describing the types of code-switching used in trainee teacher's teacher talk, in summary, there were three types of them used in teaching foreign language classroom. They were tag-switching marked by the existence of simple fixed at the beginning or the end of the code-switching, inter-sentential switching identified from its composition between sentences or sentence and clause, and intra-sentential switching that used through word or phrase embedded in phrase or clause from another language, word or phrase inserted between words or phrases from another language, and words or phrase stayed in between two types of languages. DISCUSSION Related to the types of languages contributed on the code-switching done by the trainee teacher in her teacher talk, the implementation of various languages in the second language classroom was proven. The results pointed out the four types of languages; English, Bahasa Indonesia, Javanese, and Arabic that were reclassified by the researcher into five combinations based on the language combinations made by the trainee teacher. They were English and Bahasa Indonesia, English and Javanese, English and Arabic, Bahasa Indonesia and Javanese, and English, Javanese, and Bahasa Indonesia. They were used by the trainee teacher in running the second language classroom of the seventh grade in SMP Negeri 1 Madiun. Since the trainee teacher used various types of languages, it can be said that teaching English as a foreign language will not be able to be separated with the practice of other languages that both trainee teacher and students acquired before. Also reflecting on the same facts, the trainee teacher mostly used the first combination which was English and Bahasa Indonesia stated on 203 numbers in three observations recorded. Then, the others combinations only contributed in few numbers; English and Javanese appeared in 3 times, English and Arabic in once, Bahasa Indonesia and Javanese in twice, and last combination, English, Javanese, and Bahasa Indonesia in once only. Regarding to this fact, among the five combinations found, the trainee teacher preferred to use the first one among the others. Having compared to the theory of teaching English in the second language classroom, the trainee teacher's decision for applying various languages but still put English as the preferable language used among the others was on the correct track. It is believed since the implementation of English provides the language input for the students when there is a very limited support from the other resources (Stern, 1983). This condition was represented by the teaching English as a second language in the seventh grade of SMPN 1 Madiun. The students were lack of resources since English was only used in the English classroom. Then, concerning on the second research question, which was the types of code-switching used, there were three types of them were used in teaching second language classroom based on Sankoff & Poplack (1981). They were tag-switching marked by the existence of simple fixed at the beginning or the end of the code-switching, inter-sentential switching identified from its composition between sentences or sentence and clause, and intra-sentential switching used through word or phrase embedded in phrase or clause from another language, word or phrase inserted between words or phrases from another language, and words or phrase stayed in between two types of languages. Among the three types of code-switching used, inter-sentential switching was most implemented. The use of it was found in 25 numbers in first observation, then it became higher in the second observation which covered 36 numbers, then it decreased slightly in the last observation, 31 numbers. Then, in the second rank was tag-switching found in 60 numbers. In the first observation, it appeared on 18 numbers then enlarged up to 26 in the second observation then finally decreased to be 16 numbers in the third observation. Last, the fewest type of code-switching used was intra-sentential switching that was found in 59 numbers. Ten of them were implemented in the first observation then increased in the second observation and reached up to 12 numbers in the last observation. Referring to the theory in teaching English as a second language, the implementation of code-switching was also allowed to do. It is believed since the use of code-switching becomes an alternative way that can be utilized in bilingual or multilingual circumstances (Auer, 1998). Since English was taught as a foreign language in Indonesia, both teacher and students acquired their first language first. In this case, Bahasa Indonesia, Javanese, and Arabic were languages they spoke before. This reason caused the code-switching made by the trainee teacher composed of the four languages. Conversely, if both teacher and students did not live under the bilingual or multilingual circumstances, they would not have been able to speak various languages then the implementation of code-switching would not be there. Also, by implementing the first language, the process of acquiring the second language which was English would be considered as a successful process since both teacher and students understood the different things about them (Faerch & Kasper, 1983). When the code-switching was implemented, the English was not the only language that was allowed to be used. Here, both first language and English were used together. Through this practice, the understanding about their differences could be clear. For example, in 3, the trainee teacher described the differences between doubt and ndaut. The first word was taken from English while the second one was from Javanese. They both did not have any correlation related to their meaning. In order to make the students understand about them, the trainee teacher used both words in English and Javanese. The third point, in line with the reasons of using the code-switching in teacher talk reflected on Flanders (1970) which are lecturing, giving directions or confirmation, criticizing or justifying authority, accepting feeling, praising or encouraging, accepting or using the students' thought, and asking question towards the students. Among the seven reasons mentioned, only five of them became the reasons why the trainee teacher used code-switching in her talk when teaching English as foreign language was done. They were lecturing the students, giving confirmation, criticizing or justifying the authority, praising and encouraging, and asking question. Based on the above discussions, related to the types of languages and code switching done by the trainee teacher in her teacher talk, both of them were not deniable to be implemented since it revealed five positive reasons of using them. However, the use of English as a foreign language should be maximized in order to give a comprehensible input for the students. CONCLUSIONS Regarding to the results revealed in this study, it exposed the four conclusions related to the research questions discussed. First, related to the types of languages used by the trainee teacher in her teacher talk, there were four types of languages English, Bahasa Indonesia, Javanese, and Arabic represented on the five combinations namely English and Bahasa Indonesia, English and Javanese, English and Arabic, Bahasa Indonesia and Javanese, and English, Javanese, and Bahasa Indonesia. 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Purpose Religion has always been an important part of human civilization and has largely determined its paths. When speaking of tourism, religion has been one of the oldest motives for traveling. That kind of traveling found its place in the complex mechanism of touristic migrations as a selective tourism type called religious or faith tourism. Although Croatia as a country full of historical and art valuables has great potential for further religious tourism development, there is a lack of scientific and objective analysis of this specific area. Like any other form of selective tourist offer, it is also required to manage religious tourism in order to ensure efficient and sustainable economic development. Therefore, it is necessary to explore the religious tourism destinations, to look at the parameters that influence the effective synergy of the religious tourism destination factors, and to consider the needs of guests - religious tourists, in order to ensure positive economic effects with sustainable development in the destinations. Accordingly, the focus of the planned research is to find an optimal model for strategic management of religious tourism destinations. Methodology Various different methods of scientific research and suitable combinations thereof are employed when conducting scientific research, formulating and presenting results relevant for the defence of a doctoral thesis. For the empirical part of the research, a scientific model for the development of religious tourism was formulated and tested. Scientific research, formulation and presentation of research results in this doctoral dissertation has been accomplished by application of general methodological principles, commonly used in economic research. Acquired data has been analysed using methods of descriptive and inferential statistics. For the purpose of examining the sample of respondents that participated in conducted surveys, distributions according to gender, age groups, marital status, household income, employment status and degree of education have been determined. Distribution according to place of residence has also been determined for respondents who have gone on a religious journey at least once and responded to the survey. Distribution of respondents according to aforementioned characteristics is presented by simple bar charts. In addition to their application in describing the sample, descriptive statistical methods have been used to provide insight into research variables. For this purpose, three measures of central tendency (arithmetic mean, median and mode), as well as two measures of dispersion (standard deviation and interquartile range) have been calculated. Distribution of responses has also been presented by way of multiple bars. Considering that the responses were measured by ordinal scale, differences in evaluations and attitudes among individual groups have been analysed by means of nonparametric statistical tests. The Mann–Whitney test was used to test the significance of difference between two groups. The Kruskal–Wallis test was used to analyse differences between three or more groups. In cases where latter determined that there were at least two analysed groups with a significant difference, the Dunnin test was used for the purpose of their identification. It should be noted that empirical significance levels adjusted by Bonferroni correction are given alongside all Dunnin test results. Differences confirmed at a significance level below 5% were considered statistically significant for the purpose of this research. Statistical analysis of data was performed using statistical packages SPSS and Statistica, while graphical representations were generated using Microsoft Excel. Findings Two questionnaire surveys have been conducted for research purposes. A survey of attitudes of people who have gone on at least one religious journey or pilgrimage was conducted on a sample of 502 respondents, and a survey of attitudes and the level of involvement of local population in the management and application of sustainable tourism criteria in religious tourism destinations, as well as their level of satisfaction with the quality of living in the same observed religious destinations, was conducted by means of an online questionnaire, created using Google Forms, on a sample of 315 respondents. The survey was conducted in eleven selected religious destinations in the Republic of Croatia, namely: Ilača, Aljmaš, Slavonski Brod, Pleternica, Voćin, Ludbreg, Marija Bistrica, Krašić, Trsat, Sinj and Blato on the island of Korčula. The survey focused on the local population of a religious destination and on pilgrims, religious travellers and visitors of Croatian sanctuaries, keeping in mind the creation of a representative sample within the statistical dataset. The survey was conducted using a structured questionnaire in Croatian language. Statistical data analysis has been performed on questionnaires collected from pilgrims and religious travellers in religious tourism destinations and the results are presented in this paper. The results of conducted analyses of collected questionnaires show that the majority of residents of religious destinations have indicated a presence of unplanned tourism development within their destination and they predominantly agree with the assertion that unplanned tourism development has a negative impact on balanced economic and sustainable social development, which may lead to significant negative economic and social trends within their destination. It has been determined that local residents of religious destinations mostly agree that a synergetic effect of a religious destination's strategic management with the local community and higher-ranked church officials has an impact on the efficiency of strategic management, whereas pilgrims and religious travellers somewhat agree with this statement. The majority of residents who live in religious tourism destinations, including those involved in the hospitality and tourism industries, believe that religious tourism generates positive effects on their communality and agree that religious tourism benefits the development of their community in different ways. Almost 90% of respondents agree that tourism creates new job opportunities for the local population and contributes to youth employment, while over 90% of respondents agree that tourism has a significant impact on the town's aesthetics. Almost 88% of respondents agree that tourism increases sales of local products, thereby improving the quality of life of local residents through the development of events and infrastructure, while more than three quarters of respondents agree that tourism raises the level of environmental awareness and fosters conservation and renovation of cultural and sacral heritage. While local residents somewhat agreed with most assertions concerning the negative effects of tourism, such as that tourism effects an increase in the price of goods and services, causes an increase in number of seasonal workers, reduction in the number of permanently employed persons and precipitates an abundant production of waste, the majority of residents disagreed with the assertion that tourism development bears a negative impact on the development of other economic sectors. Survey respondents agreed with most of the statements evaluating the importance of factors which impact the defining of a tourism product of a religious tourism destination, such as statements concerning the spiritual significance of a religious destination (67%), the spiritual need of an individual worshipper (77%), and religious destination safety (64%), while only one factor was deemed irrelevant for the definition of a religious tourism destination's tourism product by the majority of respondents (63%), namely the importance of the opportunity of travelling with pets. Pilgrims and religious travellers somewhat agreed with most of the claims regarding the impact of the parish community on the volume of tourists at a religious tourism destination, whereas they mostly agreed with the assertion that the proactivity of the parish priest and his ability to motivate parishioners significantly affects the number of pilgrimages and the number of pilgrims. Residents of a religious destination have indicated a lack of synergy among religious tourism stakeholders in the process of making decisions on the development of religious tourism and for the most part agree (84%) that successful tourism management of their destination requires strategic planning with the broader local community and involvement of all religious tourism stakeholders in tourism development decision-making, which is functionally tied to success in properly drawing up and implementing a sustainable strategic plan of development of the destination. In-depth interviews have also been conducted for the purpose of the doctoral dissertation. The interviews were formulated as semi-structured and were conducted with priests who manage church shrines at six religious destinations, namely: Aljmaš, Ilača, Voćin, Ludbreg, Marija Bistrica and Trsat. The second part of the research also involved in-depth interviews, but with directors of the tourist associations of the city of Rijeka, Vukovar-Srijem County, Marija Bistrica, Ludbreg, Osijek-Baranja County, and Sinj. In-depth interview contributors were selected for being the most competent representatives of their institutions, able to provide answers to questions posed within the scope of the subject being analysed, and for having the most practical experience in dealing with the aforementioned issues, thus they were the most relevant persons to provide answers. Upon analysing the responses obtained through in-depth interviews conducted with priests, church sanctuary managers and tourist association directors, one can conclude that all research questions have been answered, stating that religious tourism in Croatian destinations is not sufficiently valued, that insufficient attention is paid to ensure sustainable development of religious tourism in religious destinations and noting a lack of mutual cooperation between tourist associations and managers of sanctuaries, who are the key stakeholders of religious tourism in religious destinations. A proposal of a model for strategic management of a religious tourism destination is presented at the end of the paper. A vital part of the model involves the establishment of a strategic management structure for a religious destination which should certainly be unbiased and have executive power. Strategic management structure for a religious destination established in this manner should certainly be local enough to involve all key religious tourism stakeholders, such as representatives of local government, the church institution, the private sector, the local population, associations, pilgrims, religious travellers and tourists as key stakeholders of sustainable tourism development, encouraging them to cooperate in matters of sustainable tourist development of a religious destination. Such a structure should be strong enough and large enough so that its successfully established communication and coordination can determine a common development strategy and other instruments of religious tourist destination management which are founded on balanced principles of sustainable tourism development. Originality The scientific contribution of the doctoral dissertation is polysemantic. It can be viewed in the determination of certain economic rules, but also in the theoretical and applicative sense, which is evident in the presented results and conclusions of conducted research on selected religious destinations in the Republic of Croatia. In the theoretical sense, the contribution to the economic science is evident in the comprehensive and detailed overview of extensive, primarily foreign, scientific literature based on which key concepts pertaining to the topic of this paper have been systematized and defined. The analysis of reviewed scientific literature enabled the interpretation of important economic patterns, which emphasises the theoretical contribution of this paper. Unfortunately, domestic authors do not pursue the observed subject matter to a sufficient degree, and thus domestic literature dealing with the subject matter of this doctoral dissertation ‒ religious tourism ‒ is lacking, so this doctoral dissertation has at least partly filled the existing void in domestic scientific and technical literature. The paper's scientific contribution in the theoretical sense can be expressed through better understanding of the role and importance of sacral heritage and religious events on the successfulness of a religious tourism destination, as well as through cognitive facts resulting from research which can serve as a basis for defining models for religious tourism events founded on sacral heritage that can significantly impact the improvement of level of satisfaction of pilgrims, religious travellers, tourists and the local population with the ultimate goal of improvement of the economic impact on the religious destination, but also the economy as a whole. The theoretical impact is emphasised through the use of a valid and reliable measurement instrument (survey questionnaire and in-depth interview) used in the collection of primary data, so the scientific contribution is also emphasised through the applicability of statistical methods in the analysis of research data. Based on analyses of conducted research, by implementing the research results in its development strategies, planning and establishment of a religious and tourism events offering focusing on religion, culture, tradition and sacral heritage while ensuring sustainability, the management of a tourist destination can devise and implement models of religious and tourism events in accordance with the requirements of pilgrims, religious travellers, tourists and the religious destination itself. In the applicative sense of the scientific contribution, research results can aid the management and all stakeholders in religious destinations, serving as guidelines for strategic management, planning and implementation of tourism events based on religion, culture, tradition and sacral heritage, which will have a significant impact on the preservation of originality of culture, tradition and sacral heritage and its promotion on the tourism market, thus creating a unique religious tourism product and ensuring the recognisability of a religious destination. So with the approach of strategic management of a religious tourism destination, development of religious tourism going forward must be founded on criteria of sustainable development, i.e. on development of religious tourism which caters to the needs of attending pilgrims, religious travellers, tourists and the domestic population, satisfying economic, social, environmental and aesthetic requirements of the society, at the same time preserving religious and cultural identity and environmental processes, as well as resources of future development. Significant economic and non-economic effects will be achieved through sustainable development of the religious tourism offering and strategic management of a tourism destination.
The short-lived popularity boost of the Osama bin Laden operation having all but faded, President Obama for the first time appears vulnerable and could be defeated in the 2012 election. Indeed, many are starting to wonder if he will be a one-term president like Jimmy Carter and George H.W. Bush. As congressional leaders continue to meet with Vice President Joe Biden to negotiate a reduction of the federal budget and to avoid a potential default on government debt, the economic recovery seems to be stalling: reports released last week show unemployment rose again to 9.1 % and job growth slowed down, and manufacturing and retail sales are also down from last quarter.The only good news for the President is that the Republican field of candidates, while still fluid, is very weak so far, and the Republican Party leadership divided and ineffective. Hefty potential candidates such as Jeb Bush (undoubtedly the strongest intellect in the GOP today) and New Jersey Governor Chris Christie have eschewed confronting the formidable President-candidate in 2012 and seem to be lying in wait for 2016, when they expect the field to be wide open.The first serious national presidential debate for the Republican candidacy took place on Monday, June 13. Mitt Romney, former governor of Massachusetts and the author of a health plan there which critics contend is very similar to Obama's, emerged as the solid front-runner and Michelle Bachman, an Evangelical Congresswoman from Minnesota and a Tea Party favorite, as the one who can challenge him. She is a former tax lawyer and a mother of five, who also apparently has found time to raise 23 foster kids. She is often compared to Sarah Palin, but most agree that she has more substance, understands how the government and can articulate ideas. She portrays herself as the anti-establishment figure, although she has been in Congress for a while and is at present the Chair of the House Intelligence Committee. Similarly to Palin, she considers the federal government an "elitist conspiracy" against middle-America and has invoked the War Powers Resolution to force Obama to request Congress authorization to continue operations in Libya. Tim Pawlenty, former governor of Minnesota, also an Evangelical with Tea Party following, was expected to be a serious challenger, but missed an opportunity to confront Romney on his health care plan for Massachusetts, which he had severely criticized the day before on national TV, stating it was very similar to Obama's, and going as far as calling Romney a "co-conspirator in Obama care." This lack of courage to confront the front-runner personally has made him a distant third in the primary race. Romney, on the other hand, was very well-prepared, confident in his own image of the businessman/CEO who can fix the jobs problem. The rest of the Republican candidates were a motley crew, starting with Herman Cain, an African-American businessman, owner of a pizza chain and talk show host, followed by Ron Paul, a radical libertarian that in spite of his quirky ways is quite endearing in his candid contempt for government, and Newt Gingrich, whose entire campaign staff had just resigned due to his lack of discipline and inability to run a serious campaign. All candidates focused more on bashing Obama than each other, since it is early in the race and there will be time enough for that this coming fall. Rick Santorum, another fiscal and social conservative (but in this case Catholic) and former Senator for Pennsylvania, completes the second-tier line-up of Republican candidates.But the Republican field has not firmed up yet, and there could be some surprise Republican candidates entering the race, as the President appears more vulnerable. In fact, only yesterday John Huntsman, a new intriguing figure who has been Obama's ambassador to China, joined the fray announcing his candidacy from Liberty Island, next to the Statue of Liberty, in the same spot where Ronald Reagan announced his in 1980. Huntsman, former governor of Utah, is a billionaire, a moderate and a Mormon, just like Romney. Both will skip Iowa, the first test for candidates, and one dominated by Evangelical "value" voters. Both are well-spoken, good looking family men with no rough edges. Unlike Romney, he has very little name recognition at the national level, and spent years as a missionary in China, where he learnt to speak Mandarin fluently. What he brings to the race is his expertise in that country, the main holder of American's debt, and therefore, the one that worries Americans the most. He has framed this primary contest as one between "renewal and decline". He speaks in a very quiet, civil tone and he introduced himself to the public through a stream of unusual videos, one for example that shows the candidate himself, in motocross attire from heads to toe, riding his motorbike across the Utah desert, as dreamy country music plays in the background. The White House is said to be concerned about his candidacy, not only because of moderation, his capacity and his presidential demeanor but also because he has been an insider of this administration and may use information thus acquired against the President. He could become a formidable opponent, a Republican mirror image of the President.Another prospective candidate, who, if he decides to run, could throw all calculations into disarray, is Rick Perry, the Governor of Texas. He is an attractive candidate for the party establishment and has two very strong qualities: first, he is a social conservative who could supersede Bachman and Pawlenty in drawing the Tea Party vote; second, he has been a successful governor who can boast about his job creation record in Texas (40% of all new jobs during the recovery were created in Texas). He is still testing the waters, and similarly to Huntsman, may perhaps use 2012 as a platform that can propel him into the 2016 election. Although he has not announced his candidacy, observers point to his convening of a "National Day of Prayer" for early August as a sign that he may run. He would be a formidable contester, since he can speak both the language of the Tea Party as well as the national language of this 2012 election, which is the economy and jobs.In comparing the Republican Party today with the one of ten years ago, one cannot help but notice the big shift that has occurred, and in doing so, perhaps be less dismissive of Ron Paul's philosophical influence on the party rank and file. The truth is the libertarian streak has made important inroads inside the party, and voters are now serious about not only fiscal conservatism and smaller government, but also a retrenchment of America's role in the world. This was apparent during last week's debate and the public conversations that followed in the airwaves throughout the week. Most of the candidates blasted Obama for intervening in Libya and called for an early withdrawal from Afghanistan. Michelle Bachman invoked the War Powers Resolution, passed in 1973 during Watergate, which obligates the President to seek the approval of Congress 60 days after the beginning of hostilities. The Republican Party has traditionally been the home of National Security "hawks", and the last strong isolationist mood in the party dates to the 1920s. While an isolationist wing emerged again right before Gen. Eisenhower became president, after that it was represented by a very small group, led in the last twenty years or so by Pat Buchanan. Today, a war-weary and budget- conscious American public is in favor of withdrawal from Afghanistan by a wide majority (73% of all Americans, 59% among Republicans), in spite of the fact that most had understood that to be a "war of necessity" as opposed to Iraq, a war of choice. If we count American military presence in Iraq, Libya, Yemen and the tribal areas of Pakistan, today the US is involved in five different conflicts, and spending billions of dollars a month on them, most of which are considered wars of choice. Today, President Obama is in fact a victim of his own success: bin Laden is dead, so Americans want out of Afghanistan. This is echoed loudly enough by his opponents. The President is thus under pressure to bring the troops home not only by libertarians but also by extreme Right candidates (Bachman) and even by mainstream candidates like Huntsman and Romney.After the debate, Republican Senators John Mc Cain and Lindsay Graham and Defense Secretary Gates took to the airwaves to admonish the candidates on this issue, accusing them of choosing politics over policy in matters of national security. Mc Cain went so far as to say that Reagan would not recognize his own party: "This is not the Republican Party of Ronald Reagan, who was always willing to stand up for freedom all over the world". He insisted that Khadafy was crumbling and that US logistical support, intelligence and refueling capabilities had to be continued to finish him off. He went even further and picked the opportunity to criticize Obama for not using America's own airpower, and instead "leading from behind". This was a theme that Bachman had also used in her speech, somewhat incoherently, since she vilified Obama for allowing the French to lead the operation in Libya while at the same time invoking the War Powers Resolution and demanding US withdrawal, since there were no apparent US interests involved there. Mc Cain in his own interview with Christiane Amanpour, later refuted Bachman's claim by stating that Khadafi had consistently supported terrorism, was responsible for the bombing of Pan Am 103 and was about to massacre his own people at Benghazi when NATO intervened and stopped him. "Our interests are our values" and "Sometimes leadership entails sacrifice," he added.To Romney's equivocal reference to the "Afghanis (sic) war of Independence" (an expression that per se brings serious doubts to his basic knowledge of geopolitics) Senator Lindsay Graham also in his own interview, later retorted: "This is not a war of Afghan independence, from my point of view" (of course, it isn't, it's a civil war!). He continued: "This is the center of gravity against the war on terror, radical Islam. It is in our national security interest to make sure that the Taliban never come back". He warned them not to try to position themselves to "the Left" of President Obama on this issue" and he hinted that that decision would lose them the nomination.Among the wide array of opinions, only Tim Pawlenty heeded the party line that the advice of military commanders and the situation on the ground would be the main determinant of troop withdrawals under his watch. Outgoing Defense Secretary Robert Gates criticized the "declinists" who put the short term expediency politics ahead of long-term national security interests. He added that examining the bottom line only is short-sighted, since intervention is not about sheer cost, it is about the cost of failure of early withdrawals, such as Afghanistan in 1989. Earlier, on his last trip as defense secretary, Gates had bluntly told NATO members meeting in Brussels that the military weakness of most members and their lack of will to share risks and costs of NATO operations were putting severe strains on the organization and particularly on the United States. Indeed, less than a third of NATO members are taking part in the Libyan operation, although NATO is a consensus- based organization and therefore, all members voted to approve it.According Secretary Gates, the need to cut spending and radically reduce the budget has become an obsession and sparked a new current of isolationism that now insidiously divides the traditionally hawkish Republican Party. This, he told a Newsweek interviewer, is one of the main reasons that have led to his resignation, after serving two administrations and becoming the epitome of bipartisanship. His unwillingness to plan for more withdrawals and find other ways to reduce the bloated defense budget has been criticized both from the Left and the Right. He complains about how both "Congress budget hawks and defense hawks" constantly interfere with his work. He ends by saying he refuses to be part of a nation that is forced to scale back its military power so much that it can no longer lead. His frustration is apparent; his resignation paved the way for Obama's announcement of troop withdrawal, a few days later.This last week, the presidential politics of war became clearer. Feeling the pressure of Republicans attacking him from his "left flank", President Obama told a war-weary nation that he plans to start withdrawing troops by December this year, ending the surge by the summer of 2012 and bringing home most of the rest by 2014. Although there is a widespread sense that Obama has gotten so involved in the daily details of the war that would prefer to stay on and see his counterinsurgency policy through, he has quickly readjusted to the realities at home and accelerated the withdrawal timeline that his generals had recommended. With his earlier decisions of aggressively pursuing the war on terror, signing off on drone killing missions, and having bin Laden killed inside Pakistan, he successfully beat the image of a Dovish President, weak in National Security. This past Wednesday, with the words, "It is time to do nation-building at home", he acknowledged the public's concerns about the waste of American power, blood and treasure abroad while the country is still suffering from the recession, and quickly moved back to center.This is the spirit of the times. It requires a new type of leadership, one that is strong enough to face down enemies, yet flexible enough to accommodate to the new and constantly shifting realities, to accept a revised status of the nation and to lead it into new era in its history. Time will show whether such leader is among the Republicans new line-up or whether he is already in the White House.Senior Lecturer, Department of Political Science and Geography Director, ODU Model United Nations Program Old Dominion University, Norfolk, Virginia
