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Issue 15.3 of the Review for Religious, 1956. ; A. M. D. G. Review for Religious MAY 15, 1956 Mofher Xavier Ross . Sister Julia Gilmore Sis÷ers' Retrea~s--III . Thomas Dubay Our Lady and ~he Apos÷ola~e . EIIwood E. Kieser Communffy C;rosses . Wlnfrld Herbst Devotion ÷o fhe Sacred Hear÷ . c:. A. Herbsf Book Reviews Questions and Answers Summer Schools VOLUME XV No. 3 RI:::VII:::W FOR RI:::LIGIOUS VOLUME XV MAY, 1956 NUMBER CONTENTS MOTHER XAVIER ROSS --- Sister Julia Gilmore, S.C.L . 113 SISTERS' RETREATS-~III Thomas Dubay, S.M . 128 SOME BOOKS RECEIVED . 134 OUR LADY AND THE APOSTOLATE--Ellwood E. Kieser, C.S.P. . 135 COMMUNITY CROSSES--Winfrid Herbst, S.D.S. : . 141 DEVOTION TO THE SACRED HEART--C. A. Herbst, S.J . 145 FOR YOUR INFORMATION . 152 QUESTIONS AND ANSWERS-- 17. Quinquennial Report . . 0 . 156 18. Offering Holy Communion for Others . 157 19. Exempt Religious Obliged to Say Orationes Irnperatae . 158 20. Obligation of Religious to Make Will . ; . 159 21. Computation of Time for Profession . 160 22. Impediment for Renouncing the Catholic Faith . 161 23. Meaning of Patrimony . 162 REPRINT SERIES NOT AVAILABLE . 162 OUR CONTRIBUTORS . 162 BOOK REVIEWS AND ANNOUNCEMENTSI Editor: Bernard A. Hausmann, S.J. West Baden College West Baden Springs, Indiana . 163 REVIEW FOR RELIGIOUS, May, 1956. Vol. XV, No. 3. 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 approb.ation. Entered as second class matter, January 15, 1942, at the Post Office, Topeka, Kansas, under the act of March 3, 1879. Editorial Board: Augustine G. Ellard, S.J., Geriild Kelly, S.J., Henry Willmering, S.3. Literary Editor: Edwin F. Falteisek, S.J. Publishing rights reserved by R-EVIEW FOR: RELIGIOUS. Permission is hereby granted for quotations of reasonable length, provided due credit be given this review and the author. Subscription price: 3 dollars a year; 50 cents a copy. Printed in U. S. A. Before writing to us, please consult notice on inside back cover. fl ot:her Xavier Ross Sister Julia Gilmore, S.C.L. [Editors' Note: This account of the foundress of the Sisters of Charity of Leaven-worth is adapted from Sister Julia's book, Come Northt.] TO the first call of the West, many of the Pennsylvania settlers responded, following the turnpike surfaced by the new bound-stone method inventedin England by John McAdam, driv-ing their Conestoga wagons on. through Indiana over its corduroy roads; others drifted their keelboats down the Ohio and Mississippi, breaking them up later and rebuilding them into settlers' cabins; others went no farther than Cincinnati, which was already calling itself "The Queen City of the West." Ann Ross was born there on November 17, 1813, the fourth of five children in the family of Richard Ross, a Methodist preacher, and his wife Elizabeth Taylor ROSS. Cincinnati at heart and in spirit was a frontier town built by pioneers, and Ann caught their spirit and courage early. Even in childhood she showed qualities of leadership as she decided the games for her playmates and captained every undertaking. Attractive, though never considered beautiful, she drew atten-tion unconsciously through her physical appearance as well as through her personality. Small, scarcely five feet, she was graceful in her movements, quick in perception and response, her dark wide-set eyes glowing with alertness. Her father's favorite always, he delighted in having her waiting for him after the evening meeting, when he came home with nerves so taut he had to let himself "run down" before he could attempt to sleep. His long discourses drilled his children in close listening and logical thinking--a boon to Ann all her life. Little is known of her early schooling or companionship; but, when she was about fifteen, she became acquainted with a convert, Victoria Robinson, a young girl of very decided character. As the friendship grew, Ann asked to accompany her on~ day to a church service. Although she knew nothing of Catholic devotion, at Bene-diction she knelt when Victoria knelt and stood when Victoria stood, yet for some unsurmised reason burst into tears during the service, but wisely said nothing about it when the girls left the church. The Rosses hearing of this visit made no effort to hide their displeasure, telling Ann that under no condition was she to repeat 113 SISTER JULIA GILMORE Reoieua for Religious the offense. However, this admonition seems to have made little impression upon Ann; for, in less than a year, she insisted upon at-tending Mass one Sunday with Victoria. During the Mass Ann felt coming over her the sweet sense of well-being until the Com-munion when she knew he'rself to be definitely outside the pale. She tried to conceal her tears while insisting after Mass that she be introduced to the priest who had said the Mass. Reluctantly, Victoria yielded to Ann's persuasion; and, when Father Mullin heard her expression of desire to be instructed in the Faith, he ac-quiesced and not too long after baptised her. As on previous occasions the Rosses were vociferous in their disapproval. Her approach to her father in his study tl~e afternoon of her baptism was direct and determined. The ensuing conversa-tion resulted in Richard Ross' mounting anger causing him to forbid Ann not only attendance at Catholic services but also the very men-tion of the name of Catholicism. His sneering abuse changed his house that evening from a haven of peace to a veritable cave of Aeolus full of storm. However, Ann showed her heritage of will power. Regretting as she did the breach in family relations, she, nevertheless, slipped out of the house regularly on Sundays to hear Mass. From her position as loved daughter of the house she soon became an outcast; even her picture was removed from the family group. This strained situation continued about a year; yet Ann seems to have been permitted (at least she continued) her friendship with Victoria. During the following summer Victoria told her she had learned about religious life as lived in communities and that she had decided upon such a life .as she felt a strong desire to turn all her efforts toward helping others. Ann knew nothing of sisterhoods, but in her quiet persevering way learned more of them after that conversation. The day she saw Victoria off at the wharf for her admission into a novitiate, Ann said in farewell, "But it won't be for long; I, too, have applied and have been accepted' for the convent at Nazareth." With her customary directness she approached her father when she returned home that morning and told him of her intention to become a Sister of Charity. His derision and rising temper did not deter her from following her set purpose. Hard as it was to separate herself from the family she loved so deeply, that very night she packed in her old-fashioned suitcase, called 114 May, 1956 MOTHER XAVIER ROSS~ a telescope, the few things she thought might be of use to her in a convent; and, in the early morning before anyone knew she was up, she slipped out of the house, heard Mass, then purcha, sed at the wharf her passage to Louisville from where she would go by stage the remainder of the journey to Nazareth, Kentucky. As she stepped over the threshold of the mother house of the Sisters of Charity of Nazareth that August 22, 1832, she felt neither sense of fear nor strange exaltation. She was being led a willing follower to some great untried destiny. What it was she did not know, but she was content to feel that she was cooperating in every way she could. The scene changes now. Up to this moment her life had been as simple, as free from adventures, as uneventful as a girl's life could be. If no.thing .had occurred to alter it, she might have con-tinued to be a rather lively versatile young person of uncatalogued tendencies. Her potentialities were unknown to others, whatever she felt ~ within herself. What she sought was a work or a calling in which life would yield its maximum possibilities, bringing into fullest play latent faculties. She had never complained about the loss of friends and com-panionship which her conversion to Catholicism had brought her. But it must have been very hard for her to leave the old environ-ment and come to live as she did among strangers. She accepted it all willingly, even joyfully, and certainly with tranquility. The evening of her arrival at Nazareth she was received into the novitiate: and, as was the custom at that time, she received a religious name as a postulant by drawing a slip of paper from among several held in the apron of the mother superior. As she looked at the paper her face expressed bewilderment. She had never seen the name Xavier before. (In various documents her name is spelled Xavia and in her own handwriting can be seen La Soeur Xavia written on the flyleaf of her old French reader.) Getting acquainted took little time; for the new postulant, Sister Xavier, adjusted readily. Nothing seemed strange to her. She rose at four-thirty with the others for the morning prayers said in common, followed through the prayers and work of the day, enjoying the routine of learning how to work on. the farm, in the dairy, the kitchen, the chapel. Under Bishop Flaget and Father David, her religious training and her secular studies progressed. Christmas of 1832 came and went: New Year's, 1833, was unmarked save by the cold and raw- 115 SISTER JULIA GILMORE Review [or Religious ness of winter. February held a great deal for the new postulant as the community council met and approved her for the habit which she received on the twenty-fourth of the month. With black curls gone, but with the same sparkling dark eyes flashing from under the white cap, Sister Xavier may have been less captivating in appearance; but she was nonetheless attractive. There was something compelling about her that obliged the casual observer to closer scrutiny. Her novitiate continued to be interesting to herl although it had its hard moments when the command "Possess your soul in peace and true humility" seemed to her an impossible counsel of perfection. Occasions had come, too, when the thought of home called so imperiously that it was all but impossible not to go back. Whether she heard from her parents during her first six months at Nazareth is not known. That she wrote at rather r~gfilar inter-vals may be presumed, for the custom of writing to parents seems always to have been part of the rule of the novitiate of the Sisters of Charity. She had not been a novice very long, however, when one day she was called to the parlor. Her joy was made poignant by the thought that at last her mother and father had forgiven her and had come to see her habited as a Sister of Charity. But the thought need never have formed; for as she stepped over the threshold of the parlor, her mother rushed toward her screa'ming in tears, "Oh, my poor disfigured child!" Taken aback Sister Xavier turned hope-fully to her father only to see his rude gesture and hear ugliness of tone as he said, "Take off that hideous cap!" at the same time removing it himself. With confidence gone, she stood bewildered for the moment. Then dashing from the room, she ran to Mother Frances' office where sobs had to subside' before her explanations took on coher-ence. Mother Frances' mind was made up' instantly and together they drove the three miles to Bardstown to consult with Bishop Flaget. He listened attentively and compassionately 6nly to say at the end, "You are under age, so you will have to return with your parents." So Ann put on the secular clothes brought by her parents; and the Rosses with their recovered treasure set out as soon as possible for Louisville by stage, only to be thwarted when they tried to purchase tickets there for the upriver trip to Cincinnati as the cap-tain at the wharf told them cholera was raging along the river. 116 May, 1956 MOTHER XAVIER ROSS, Frustrated, Mr. Ross took his family to the Galt House,. leaving them while he went about town on other business. A friend of Mrs. Ross', noting Ann's tears, said in the course of conversation, Ylsn't it a pity to pluck this young flower from the hand of God?" No reply was made, but Ann followed up her advantage; and, when they were alone in their room, she said to her mother, "How can you see me suffer so and make no effort to make me happy?" Her mother's reply was like blinding sunlight bursting through storm clouds, "Well, Ann, my dear child, if you can get away without your father seeing you, you may go with my blessing." In a flash Ann kissed her mother, ran down the stairs, across the lobby and up the street, fearful every moment of meeting her father. She went to the Infirmary of the Sisters of Charity, ex~ plained her being there, waited a few days, and, when her parents did not come for her, returned to Nazareth, resumed her novitiate and upon taking her vows the following February was sent to be a member of the staff of the Orphan Asylum in Louisville. She seemed particularly adapted to the routine of the orphanage and showed in many ways her enjoyment of working with the children. After several years she was appointed the sister servant of this same orphanage (the term then used to designate a sister superior). Whatever time she could afford away from the children, she spent in a little unheated dormitory alcove, planning lessons, doing mend-ing, making up accounts. During the winters, and these can be very severe in Kentucky, an actual poverty demanded heat be pro-vided only' in that part of the house occupied by the children. This took a toll of Sister Xavier, as one winter she contracted a heavy cold" that settled in her ears and resulted ultimately in her total deafness. But nothing deterred her from continuing her work., : Following the Louisville assignment came appointment as sister servant of the academy in Nashville, Tennessee. Her itiitial moiathd there began propitiously, but. in the springof 1848 cholera broke out:; the academy:dosed, and Sister Xavier,with the other teachers joined the si~ters at the.hospital caring for .qictims of the plague. Ofteri' she went about the streets of Nashville'~fom house"to house doing" everything possible for the sick and giv;ing whatever 'con-solation she could to the stricken, many ofwh6m hard made s~afit preparation .for death that was so imminent. A tardy f~ll followed a long,i.hdt surhmer"bef0re"the scourge abated ~and teaching.w~s:~resum~d: ?'(That yhar~.fini~fied," Si~te~ Xax;ier,. 1i7, SISTER JULIA GILMORE Reoiew for Religious .much weakened by :her experience, . was .reassigned as sister servant of the orphanage in Louisville. Some few letters still extant describe the times with their anxi-eties and reveal, as letters do, the characteristics of the writer. One of these in a significant way points up Sister Xavier's simplicity and loyalty at the same time that it makes a reader aware of her out-bursts of temper. The fact is that many who knew her, loved her, and admired her greatly never denied nor tried to conceal what ap-parently was a source of grief and embarrassment to her. Her tem-per, however, seems matched by her humility as she invariably sin-cerely and with simplicity asked pardon for her outbursts. The early and middle nineteenth century was an era of new modes. These were transitional years; changes came in ways un-expected; and customs of long years' standing were being laid aside to give place to the demands of a new and more progressive era. Among other things the administration of schools felt these modi-fications. Bishop Richard Pius Miles, O.P., of Nashville was not com-pletely satisfied with changes made in his staff by the mother house at Nazareth and a prohibition of the sisters' singing in the parish choir. Wishing to retain some as permanent members of his faculty and have a purely diocesan religious order, free from outside author-ity, he petitioned the mother house at Nazareth for a group of its sisters to establish such a community in Nashville. A tradition exists in the Nazareth community that the con-templation of this diocesan foundation in Nashville was generally known for quite some time. In the summer of 1851, Mother Cath-erine Spalding officially made Bishop Miles' request known to her entire community. Since this would mean the loss of some sisters to the still young Nazareth organization; and, as she knew well the countless dangers and hardships which confront communities in their initial stages, Mother Catherine wisely attempted to dis-suade from any precipitancy. She feared that courage might lead to peril. However, in due course, she gave full permission to any member who wished to form the nucleus of the new diocesan foun-dation. The very kindliest of feelings were distinctly manifest .as she made it clear that any sister wishing to remain in or go to Nashville was free to do so. The matter of this proposal was considered seriously, and none of those who accepted it arrived at her decision without thought and meditation. Many nights, lying awake hour after hour, Sister I'18 May, 1956 MOTHER XAVIER ROSS Xavier deliberated upon the proposition before she saw the step that she must take; and the grace came to take it. A new sphere of activity was opening; she was asked to fill it; she determined to lay personal considerations aside and follow the Master with im-plicit confidence in His providence. It was not, however, until the end of ,June that she was able to say t6 herself, "I will cleave to His command, 'Leave all and follow me.' " Not only for her, but also for each one in the group going to Nashville, there was a "giving Up," an "acting against self." Their sorrow was perceptible and deep. They were giving up forever their convent home and life-long friends in Kentucky. Such action brought grief of a nature fully understandable only to those who have had a like experience, but the urgent request they had received could not be lightly disregarded. For Sister Xavier and her five companions there was, along with other ties, the severance of companionship that had grown very close during nineteen years of religious life. She was endeared to the sisters of Nazareth and they were endeared to her. But now, in response to Bishop Miles' persistent request, they withdrew from the Nazareth community in the summer of 1851. Though the Sis-ters of Charity at Nazareth looked upon the separation in varied wa);s, in the years to come they would say of Sister Xavier with unanimous sincerity, "She was a heroine!" Others making the Nashville foundation were Sisters 3oanna Bruner, 3ane Francis 3ones and Ellen Davis (both of whom died in Nashville in 1854), Mary Vincent Kearney, and BaptistaCarney (who returned to Nazareth to be with her own sister in that com-munity). Two others, from Nazareth joined the Nashville group the next year: Sisters Pauline Gibson and Dorothy Villeneuve. All the members retained the religious names they had received upon their entrance into the Nazareth community. Not until 1895 were any alterations made in the habit they wore. Trials were not wanting to Sister Xavier and her valiant band; and, humanly speaking, it was hard for her to realize during these days the truth which she expressed so emphatically: "One finds God everywhere one seeks I~im; He alone is all one needs." But there were compensations, too. The number of sisters was not diminished but augmented, for several young girls sought da - m~sslon to.the new community as postulants as soon as the s~sters would receive them. The beginnings in Nashville were meager; the teaching sisters 1 19 SISTER JULIA GILMORE stayed at the hospital with the nursing sisters until an orphanage for boys was opened. This was followed in rapid succession by a school for girls and an orphanage for girls which also served as a boarding school. Within a year Sister Xavier had been elected the mother superior. Under her guidance the institutions grew, and work awaited the sisters on all sides. Mother Xavier apparently acted as mistress of novices as well as superior of the growing community. Some few 6f her instructions to members of the novitiate are still extant. Be-cause she knew the value of discipline and had learned God's ways with the soul, she could personally share such counsels as these: "Instead of reviewing in a too self-satisfied manner whatever you may have done well, cherish and improve every day the spirit of prayer and habitual recollection, obedience, humility, charity, sim-plicity, modesty, and fidelity. Then Christ will be with you and His presence is the only thing in which to take satisfaction . The conventions and courtesies of social intercouse should not be neglected nor disdained, as they are the natural aids to the promo-tion of God's work . Refinement of manner and virile spiritual life are close companions. They are essential to the keeping of the Rule . Every act of obedience is an act of faith, and the just man lives by faith .Divine love and humble prayer must animate you." Father Ivo Schacht (pronounced Scat), a zealous.Belgian priest, was appointed by Bishop Miles spiritual director of the community. He worked constantly toward the spiritual development of the sisters as well as the expansion of facilities in order to. care for more and more children.- .=. With this endin view, late in 1856, heobegan the construction of an academy and mother house on a part of farm grounds on which he had previously built an orphanage. To finance these buildings he used with the permissibn of his.bishop deposits re-ceived from members of the Nashville: congregation. The construc-tion was completed; the sisters, :no~cices, arid.postulants were living in the part to be used as a mother house; the academy had promise of a full enrollment. It would be but a short time before the debt on the building would be paid. Then, early in 1857, clouds began to appear on the horizon, small at first and not much noticed; but with the months they increased in size and proportion, throwing deep shadows upon the .young Nashville community. A misunderstanding .that had.lbeen brewing between Bishop 120 May, 1956 MOTHER XAVIER ROSS Miles and Father Schacht resulted in the latter's, withdrawal from the diocese. Whatever the difficulty between the two, certainly it should never have affected the sisters. But it did. Father Schacht deeply regretted the complicated situation in which he would be obliged to leave this group of Sisters of Charity, but he was power-less to assist them further. About July or August of 1858 when the depositors learned of Father Schacht's departure, they grew clamorous for their money. Had they but consented to wait, the debt in due time would have been liquidated; but they would not. Mother Xavier finding that the Bishop refused to assume the responsibility of payment took counsel with the sisters, and "the group resolved to sell everything they had in the world and pay those to whom money was due. Another Via Crucis had begun. All the institutions were flourish-ing; all would have to suffer. Mother Xavier was filled with so-licitude for the sisters, patients, orphans, and students. She had always regarded the bishop as a very pious man prompted by the best motives. Never, even in this trial, did an expression of bitterness or lack of reverence escape her in speaking of him. Invariably she said, "He means well." She understood how, without malice on either side, misunderstandings happen and cause very keen suffering to those whose aim is to make others happy. During this period of insecurity and anxiety, she made ac-quaintance with distress of mind, human weakness, misunderstand-ing-- all a part of the apostolate. The future appeared to her a maelstrom of black emptiness. As she said years later, it was this tribulation that taught her that "each loss is truest gain, if day by day Christ fills the place of all He took away." One consolation alone remained: the sisters were in agreement that whatever Mother Xavier undertook they would stand by her. Their one definite, expressed wish was to stay together as a com-munity. Previous to this, only flitting thoughts had come of ever leav-ing Nashville where they found themselves hemmed in on all sides by older communities; now the thoughts took deeper hold. As a metropolitan co.uncil would open early in September of that year, 1858, it was suggested that Mother Xavier make a trip to St. Louis to see if a new home could be found for the entire community. After much serious thought and 15efore reaching a decision, she urged the commu'nity, "Let us pray over the matter 121 SISTER ,JULIA GILMORE Reuiew for Religious first. Divine Providence has never failed us. It won't now. 13ut, Sisters, pray! We have come upon a crucial time; prayer alone will help us in this trial, and let your prayers brim over with faith!" Had she been made of less durable stuff, her interview with Archbishop Kenrick of St. Louis would have been most discourag-ing; for, although he gave close and sympathetic attention to her presentation of the situation, even asking an occasional question, his comment was terse: "I know of no bishop who wishes sisters." But Mother Xavier's faith and hope led her to ask, "Most Rev-erend Archbishop, if anyone of the bishops belonging to your prov-ince were willing to receive us into his diocese, would your Grace prevent him ?" A ring of admiration and honest sincerity shot tiarough his reply, "No, my child, I would not." When 13ishop 3ohn 13. Mieg~, S.3., from Indian Territory heard the facts the next day, he not only signified willingness to receive the community, but also radiated enthusiasm in his urgent "Come north as soon as possible!" The night Mother Xavier left Nashville for St. Louis, she and the sisters promised that should a home be found for them as a community, in gratitude to our Lady a novena in her honor would be said in perpetuity in all houses of l~he order daily. This novena begun in Nashville has continued down the years as the community made its foundation in Leavenworth and established houses in ten different states. With auctioning off re.al and movable properties, packing, find-ing homes for orphans, closing up houses, days passed rapidly: and by November, 1858, the first group of sisters left for Leaven-worth City, Indian Territory. In December the remainder of the community followed with the exception of Mother Xavier and Sister ,Joanna who remained behind to conclude all business trans-actions. This they accomplished by the end of 3anuary, 1859; and left the South with a balance of $9.00 to join the other members in Leavenworth City. Ability to endure hardship, coupled with foresight and perse-verance, had enabled the sisters to begin at once a day school and a boarding school. Cramped quarters constantly called for expan-sion; and with expansion came the work dearest of all to Mother Xavier--an orphanage. From the beginning of the new foundation, candidates joined the community; more could be accomplished as numbers increased, but with the increase other trials came. With 122 May, 1956 MOTHER XAVIEI~ ROSS the opening of the orphanage, adverse opinions arose; criticism came from within--the kind hardest to bear. But Mother Xavier con-stantly kept the supernatural motive before her saying, "Let the joy be in the doing, not in the end. If the Work succeeds we will know it is God's will." The sisters realized, of course, that in the mighty drama of " human living there was nothing less than a supernatural goal to attain. Education was simply too broad a term for them; there was more to the formation of their students than that "their minds be instructed, their hearts and heads be cultivated" as the Leaven-worth reporters penned in grateful tribute at the end of the first school year in Indian Territory. There was, rather, an ideal to be embodied in their students' lives: the ideal of the Maid of Naz-areth. To make this ideal a vibrant reality in the hearts and minds of their charges, the sisters toiled consistently, unfolding behind the curtain of daily living the drama of true advancement. In all ways the community toiled. The regular routine of domestic work included the gathering of wild fruit and nuts, for the sisters needed every bit they could garner; they planted, har-vested, canned, preserved, fished in the streams along with the other townsfolk, made their candles and soap as 'all pioneer women did. Wherever the sisters worked, Mother Xavier worked with them. Manual labor was a part of her day the same as her teaching of French and English composition, literature, music and art, manag-ing the household and going into the homes to nurse the sick until a hospital could be established. ,Her participation~ in all community activity was a transparency through which can be seen her charity and deep concern for the sisters, and the joy it gave her to be with them. As acquaintance with the sisters grew so did applications for membership. Accommodations were so meager that the time came when prospective members had to be refused for lack of space. This led to the planning and construction of a building outside the city limits that would serve both students and sisters. But, before the place was finished, it had to be boarded up for lack of funds. Never a financial wizard,, Mother Xavier had been unable to .do more than care for running expenses at the same time that the community lived in real poverty. When a loan was suggested as a means of getting the new academy finished and ready for occupancy, she was appalled by the idea. Debt w, as the nemesis that had dogged her footsteps before; 123 :SISTER JULIA GILMORE Review [or Religious now ag~iiilit was to pursue her. Raffles were resorted to, and for at least-six years two sisters and sometimes four went from coast to coast begging for funds .to pay off the debt. When Mother Xavier sent them "on the road" to "Trust in God and beg for funds," she had no way of knowing the humiliations that would come to them through sus-picion of being imposters, having all their luggage stolen, and the .refusals of bishops and pastors to permit them to solicit. When she .heard of these trials, she suffered with the sisters through-their hard-ships and anxieties but never lost hope. In one of her letters she said, "We. must put our shoulders to the wheel, and pratt, too, without ceasing." Through the united efforts of all the sisters, two years after the boarding-up, the new building was finished and opened, filled to capacity. Every. waking minute was taken up for the sisters with routine duties and spiritual exercises. Much of the time out: side of class went.to "being with the girls," conversing while busy with sewing or other needlework; for the foundress felt that her ,responsibility was to teach Catholic girls to take their place in so-ciety and to be a part of the world they lived in. She believed that all the ends she proposed could be gained by showing interest and trust in the students, and this she wished all the members of the community to show. She maintained that the best opportunities for association came during the free time when classroom formality ceased. Much as the future looked glowing for the young community and their charges, respite from anguish was short-lived for them. ~Tbe new academy was not open six months when, one cold Janu-ary day, the contractor called upon Mother Xavier demanding im-mediate payment of notes with 12% interest. Both she and the treasurer, Sister Joanna, begged for tim~; the notes were not due; and not a cent of money was available. It took an amount of per- .suasion to induce the contractor, James McGonigle, to wait; he was reluctant even to leave the building, threatening to put the place up for auction if payment were not made immediately. Again the sisters .faced the possibility of being made homeless. Calling together the entire community, novices and postulants as well as professed, Mother Xavier laid before them the circum-stances saying, "We .have no recourse except God; I tell you we have. nothing earthly :to. depend upon. You will have to pray hard. God will not forsake us in this our hour of need." 124 May, 1956 MOTHER XAVIER ROSS It was then she asked the sisters to form bands of three and rotate hours of petition before the Blessed Sacrament. The greater part of the next three days and nights found her keeping the vigil of petition, kneeling upright, her eyes closed, her hands clasped. She was oblivious of time. Grhdually the hope faded that .Mr. Mc- Gonigle would relent and withdraw his demands. The community council met and authorized Sister 3oanna to try to negotiate a loan in St. Louis for the required $27,000: During her absence the most severe of fasts was observed at the mother house while the prayers of petition continued strong and unabated. Weeks passed; weeks of hope. and faith and peni-tential prayer on the part of each one in the community. Not until five months had elapsed, however; did the answer come in the form of a telegram from Sister 3oanna urging Mother Xavier to come to St. Louis immediately as a loan could be negotiated. This was but a part of the answer to the petition. When the sisters returned from St. Louis, they were hurrying in to Leaven-worth to pay Mr. McGonigle when a gentleman, a Mr. 3ohn F. Lee, who had met Mother Xavier previously in St. Louis called at the mother house to tell her he had already paid the contractor. There was no way, naturally speaking, to express adequate gratitude for such magnanimity. As long as Mother Xavier lived, she used to say to the sisters, "Pray for him, for it is the only way we can-show our appreciation to him. Had it not been for his kindness and indulgence, Mount St. Mary's would long since have gone under the hammer of the auctioneer." In spite of those years of trial, the community grew and ex-panded, opening schools, orphanages, hospitals, foundling homes, from Missouri west to Montana and New Mexico. Mother Xavier continued to govern the community, although handicapped by deafness that first caused her to use a trumpet, then a dentiphone, until finally no sound of a~y kind penetrated from the outside although within her head constant pain was accompanied by a noise that seemed like huge slabs of stone knocking against each other. She continued helping with all tasks, gave conferences, and visited the houses of the community showing interest in every-thing, done by the sisters, admonishing, praising as the need might be. Through dispensation she had guided the community since its inception as Bishop Midge had thought it wisdom for her to do so; 125 SISTER ,JULIA GILMORE Reuiew for Religious in 1877 she asked to be relieved of the responsibility of office. With hearing completely gone and ravages of age making inroads, she asked that someone else take up the burden. ~Election resulted 'in Mother 3osephine Cantwell being placed in office; immediately she asked Mother Xavier to assume the spir-itual training of the members of the novitiate. For this position she was apt, as she possessed a particular gift in character discernment. She could hold up a very unprepossessing person in a certain light. and immediately that person seemed to take on new and unseen qualities: When asked her secret, she insisted she had none. Ob-viously she had; obviously, too, she interested herself in each indi-vidual .m~mber, learned the names of her family, her likes and dis-likes-- these gave the clue to abilities that once developed could make fo~ ha~opy and satisfying placement. All this taken together helped make Mother Xavier a contemporary of everyone, and an absolute absence of partiality gained the novices' confidence. " Mother Xavier's instructions to the novices, which fortunately are extant in part, brimmed with practical application. In these conferences she often repeated that the poor were to be treated with the same courtesy and respect as those abundantly blessed with the comforts and luxuries of life: "Be respectful to strangers; treat them with courtesy and kindness in order to draw them to God through yourself . Meet guests in a quiet dignified manner and. with a quiet cheerfdl look. Never go before externs with a dark gloomy.expression or in a frivolous manner . The Lord loveth a cheerful giver--then give cheerfully!" Invariably her instruc-tions closed with" "And, Sisters, be kind to the orphan; be good to the" poor." Busy herself always, she decried idleness in anyone, a fact which probably gave voice to these admonitions: "Always do what is expected of you, and more, much more: Do .not wait to be asked or told to do something. If there is a task to be done, do' it---quickly, quietly. The feet will go to the place the heart "is. Do .not boast either about doing extra work. In fact, nothing" is extra. As long as it remains to be done, it is your work . If we.have confidence inGod, we will have'cbniidence in ourselves. ¯ . . Be able to do things alon~! It is pitiful.to see Sisters unable to. do chores; study, go to prayers without ~eeking companionship:' Remember-~crows and sparrows flock together; eagles fly alone i"" Filled as her life was with the serious purpose of religion, Mother Xavier .still found ~ime for' much ~fun.She loved .drama, 1'26 Ma~, 1956 MOTHER XAVIER ROSS charades, pantomimes, and wrote and .t~ugb~t more than'one script for the novices or professed. He hearty laugh, spontaneous response to enjoyment, led one novice to write to her "father, "If you want to learn to laugh, come to our novitiate and we'll show you how." Gloominess had no part in her. She often said, "The sovereign remedy for mental agitation is prayer; we carl be bothered only if we let ourselves be bothered.". Through the years, she lived what she taught. Her words were not without example when she cautioned, "If you love God 'you will be courteous to each other . Guard your tongues, when a hasty thought would express itself. And remember, a witty person must be most careful, for often wit stings, and we never know how a word said in jest might wound severely a sensitive nature . Warm yourselves at the tabernacle fires. Love the Blessed Sacra-ment! There is no need of books when we speak to our friends; neither is there any need of books when we speak to our Great Friend." On the occasion of a community jubile.e when asked about the seeming length of years and community growth, she answered, "During the years I have watched our community grow, I have thanked Godfor the increase, it is true; but mostly I thanked Him for the spirit that makes our members practice virtue. I have noted, too, the development of ingenuity and a certain practical philosophy. This we need together with faith in God and the propensity 'to pull on through.' " When death came she had definitely left an impress on the community she had established. Hers was a vast life; sixty-three years of it were spent in re-ligion. During those years Mother Xavier's companions consciously or unconsciously imbibed her spirit which has become the heritage of the order. Her place in the hearts of the sisters can be estimated through a tribute given by one member at the time of Mother Xavier's death and which seems representative: "She was always solicitous for. our welfare and gave less heed to her own comforts than to ours. She encouraged us in every undertaking, consoled us in our troubles, nursed us in our sickness and advised us on all occasions. " : ;'She was mother to the poor and suffering, for no one enter[ ing her door to ask for help ever was turned away. Her helping hand banished poverty from many a pioneer home and. s.ent re.any a traveler on his way.rejoicing. No small, numb.e.L.oJ: orpha.n chil-drei~ found shelter,.food, care, and love under h~rroof '~. 127 Sisters' Ret:rea!:s--III Thomas Dubay, $.M. IN this present article of our retreat study, we shall consider three disconnected problems: the meditation expose, the use of humor, and the private conference with the retreat master. MEDITATION EXPOSI~--TIME LENGTH The first question to which we shall turn our attention deals with the length of the ordinary meditation expos~ given by the retreat master. The item was worded as follows: What time length do you ordinarily prefer for a meditation expose? __15 min. __20 min. __30 min. __45 min. __60 min. Further com-ment: (space provided) Table I gives the distribution of the sisters' answers to this query. Table I Meditation Expose--Time Length 15 min . 17 (2.5%) 20 min . 64 (9.3%) 30 min . " . 380 (55.1%) 45 min . 208 (30,1%) 60 min . 21 (3.0%) As would be expected, the majority selected a middle course of thirty minutes~ while the two extremes of 15 and 60 minutes are rather sparsely represented. It may be surprising to some that so large a number of sisters prefer the somewhat long expos4 time of 45 minutes, while relatively few favor the 20-minute meditation outline. More interesting than mere figures are the sisters' reasons for their choices. These we will consider under the heading of each time bracket and apportion according to the number of votes in each category. 15 minutes: Leave some of the period, especially thefirst period, for meditating by the sisters. Short--concise. 20 minutes: It should give the sisters sufficient time to develop the ideas or points exposed. It is not up to the retreat master to make the retreat for the sisters. 128 SISTERS" RETREATS--III . If the expos~ is longer, it usually is due to poor organization or needless repetition. No matter how good the speaker, ~ long expos~ tends to make listeners restless, especially in summer. Retreat masters seem to lack faith in sisters' poweb to meditate and weary them with too much talk. No energy left for meditation. 30 minutes: This would vary depending on the subject matter. Some 15 minute conferences seem more like 60 minutes and sometimes the reverse is true. There is a limit as to the amount one can take at one time. This seems relative to the amoun't of time provided for meditation following the expose. Our retreat meditations average I~ hours. Were less time provided, I would want less than 30 minute expose. This gives us 30 minutes for reflection and, therefore, would give a good balance to the meditation. I think usually some of the meditation lectures are too long, thereby not providing enough time for reflection. I have indicated the maximum. We are not permitted to leave the chapel until the full hour is completed. We need time to do a little thinking and praying for ourselves. If sisters spend free time in sewing, orifice work, etc., then it would be better to have longer medi-tations. If the retreat master has well chosen material and really gives it even 45 minutes is short. But if he has to read--well--let's make it 15! 45 minutes: I'm generally too tired mentally to meditate long myself because of going directly to retreat from school. It depends on the speaker. If he is really saying something, all right; but if not, cut it short. It is too hard to fill in the time when the retreat master makes it so short. Some conferences and meditations are entirely too short and I'm not contemplative enough. During retreat there is always plenty of time to think over all that has been given during the periods between talks. If the retreat master devotes less time all angles are not attacked. 60 minutes: Sixty minutes if it's stimulating. I admit I'm one of those rare creatures who likes instructions. Perhaps some mental laziness is implied in the fact that the time taken by the retreat master does not have to be occupied in personal reflection. All of which, of course, leaves the poor retreat master in a quan- 129 THOMAS DUBAY Review for Religious dary. He cannot possibly satisfy everybody. On the bright side, however, he can cgnsole himself that somebody is likely to be pleased no matter how briefly or protractedly he speaks. . . In a practical vein we may conclude that the whole picture sug-gests that most sisters would be pleased and fewest displeased by a meditation expos~ in the neighborhood of 30 minutes. In view of the sisters' remarks it may often be wise for the retreat master to consider varying this figure accbrding to subject, temperature, and an honest estimate of his own ability. HUMOR We next take up the question of intentional humor, in a medi-tation expose. It is of set purpose that we mention intentional humor (usually in the form of jokes), for, while the sisters universally like a sense of humor in the retreat master, not all of them desire jokes in the meditation expos& T16e' present item was worded as follows : Do you like jokes in a meditation expose? __.I prefer none at all ___It depends on the subject --_I enjoy a few Further comment : In this survey sisters who prefer no jokes at all in the medita-tion expos4 formed a small minority of 49 (7.1%); those who enjoy a fewnumbered 285 (41.4%); and those who specified that joke-telling must depend on the subject of the meditation numbered 355 (51.5%). Several sisters pointed out that the answer would depend also on the fitness of the joke, the manner of telling;-etc. One mentioned that she always enjoys a joke, while only one stated that she likes many. ~., Excerpt,s from the sisters' written comments follow: Just enough to break the tension which ordinarily comes durin'g retreat. Maybe three or four, but at.retreat [ really want to make a retreat. If it is a real meditation exposd I prefer none; in a conference on.ly a few. Most sisters really serious about the business of sanctity do not come" to retreat to be entertained. .'. . 'Jokes for.the most'part are out of place. On the other, hand a greatness of faith brings with it a delicateness and. lighm~ss .of touch that/sees the'bt~.m~r ir~.'our seriousness, ¯ .'" ' ::.d ¯ " I never enjoy a joke during retreat if it is obviously told just to be clever. If it makes a'poinr it "is appreciated. " " , ¯ 130 May, 1956 SISTERS' RETREATS--III If they are real incidents or experiences, they are.good. Sisters are not so stupid as to enjoy stale old jokes. It depends on the fitness and the manner of telling as well as on the subject. Distinguish anecdot~tge and jokes from the wit and humor which flow out naturally and relax tension without distracting attention. Personal memoirs are rarely wel-come in quantity. These often bring home the point, and'it lessens the tension. Making a good retreat is hard work, and nerves get taut. Jokes help! There are some people--myself included--who can't really tell them. If one can't it is better to skip it. Be natural. I think most sisters are eager to hear more about our Lord and the spiritual life. In themselves these are serious subjects and do not call for joking as a rule. We don't have to make a retreat to hear jokes. There are sut~icient'magazines,'etc., that can supply us with jokes. Not standard jokes, but a real sense of humor that sees through things, to what makes them really, funny, or unimportant, or ridiculous, or sublimely delightfu.1. The "Jokers" usually "give the impression that they missed their calling. A stage might better be their proper place. What sister wants jokes brought into a" medi-tation on the Passion? Yet I have heard such. And some jokes are just a trifle risque--a serious, saintly priest doesn't need such "props." I do not like too rriuch joking and funny stories. Nor do I prefer someone who seems to lack a sense of humor. I like,.to !augh ,once in a while! Sometimes meditation exposds are awfully long and dr'y, or they.are deep. A joke helps and relaxes you so you can benefit from the rest of the meditation. Or maybe one is just tired before starting retreat. A'man.who knows and enjoys life and people cannot help being amused at the in-congruit. y he finds. I like to share his amusement, but I do not like "planted" jokes put in to get us in a good mood and least of all "corn." (T.V. comedian type of joke) I prefer a humorous aside when the occasion fits rather than formal jokes of the story type. To my mind, holy things should never be the subject of jokes: at times I have heard them lightly treated by priests who do not seem to. be sensitiv~e on this subject. I enjoy a f.ew jokes, .definitely yes, and I think they are ggod tension, breakers and interest revivers. And I want to put in a vote for well told anecdotes, pithy well-turned phrases, and apt short quotations. Not only do they make for interest and easier listening, but, even more important, they lodge in the memory, perhaps for years. From the above statistical breakdown and the. sisters', expressed opinions one conclusion towers above any othdr: while the sisters appre.ciate humor in gogd taste, they decidedly dislike jokes for the sake of jokes. Or to put.the matter in.othei.words, they want the jokes used ~O'fit the subject, to be well selected; .to have a worth-while purpbse,." and to be gomparatively few. in number. . THOMAS "]~UBAY Reoiew t~or Religious PRIVATE CONFERENCE The soul in its efforts to win the heights of holiness oftenfeels the need of. personalized counsel and guidance from a spiritual di-rector in some sort of situation or other. In our survey the sisters were asked ~vhether or not they thought a private conference with the retreat master and on the occasion of the annual retreat is a de-sirable answer to this need. The exact wording of the question is here given: Would you consider a private conference with the retreat master quite desirable? __.yes, sometimes __no Further comment" A majority, 436 (66.2 %), of the sisters favor the availabilit'y of a private conference: These religious do not think that such a cbnference need be frequent, but rather that it should be available for those who on occasion could benefit from it. A strong minority, 223 (33.8%), fed that the need and advisability of a private in-terview with the retreat master are either non-existent or almost so. These latter universally feel that the sister can and should get her prbblems settled in the confessional. The excerpts that follow give a representative picture of the views of the sisters who would find the private conference desir~ible. At times a private conference may be in order. During the whole year in some mis-sions there is no opportunity to get advice or help from a religious priest. Prob-lems do arise. For obvious reasons one does not wish to detain the retreat master in the confessional. Sometimes that is very beneficial. At one time I had a confessor when out on the missions who did not understand me. He got me all muddled. I was in agony. The retreat master straightened me out. Many times I would like to discuss some problems with the retreat master, but being a proud human being, I always find excuses for not doing, so and hence go on being bothered. It would be good if he were available without any red tape about getting to see him. One doesn't care to have many "women" know that one did so. What. they don't know does not create comment. It is impossible for every sister to talk with the retreat master, but sometimes it is essential to do so. In rare instances. Usually the retreat masters don't want them. They feel confes-sion is su$cient. Yet, I think here is a great lack of understanding. This, too. should be explained. When can a religious go with her problems to a priest? Why are higher superiors reluctant to see her do so? Why should the attitude be taken, that one will immediately degrade her community, etc.? If a religious doesn't 132 May, 1956 SISTERS' RETREATS~--III feel she has that freedom, she Will look for oth(r means to ~olve her problems, or just drop them and give up . . . I have been a superior . Sometimes the conferences, would have never cleared up my dit~cultieS, but a private conference where I can ask. questions did. I don't mean being a nuisahce. Let it be brief as possible and to the point. Let it not be of a nature which concerns your superior and yourself. Some do not seem to know how to draw the line between what should be discussed or what [not]. I have never had one so I do not know. It would be awfully nice to be able to ask questions sometimes. I have only taken the opportunity once, but it was a marvelous help and brought very lasting, peace and understanding of some questions. Not often, but some few times a conference would be definitely desirable. Again, private conferences are something else that some sisters have, perhaps, abused; but for the sister, say, with grave temptations against her vocation or perplexed by some moral problem, or the like, such a conference could be a golden opportunity. Per-haps, retreat masters do not realize how often sisters may be _extremely limited in their opportunities for such help during the year. It would have saved me worlds of worry in the past, but it is not the custom in our order, and so I've done without. There are some matters one simply can't get straight in the confessional. I have always been afraid to ask for one. It is much frowned upon. I feel it would be a great help. Not often, but it would be a big help if such an opportunity were provided. I know several sisters who actually need this help, and if it were offered to everyone, these would not feel embarrassed. In many cases it is necessary. The mission life presents many difficult problems. I know that I often long for a spiritual advisor and I am disappointed when I find that the retreat master has no time for me. Typical of those who oppose the private interview are these opinions: All the advice I need can be gotten in the confessional where ple.nty of time is given and personal satisfaction is not sought. There is such ,a thing as community loyalty and one way in which a disloyal member could prove herself so would be this. If a conferencd is needed, I think the confessional would be more suitable and proper. Nol because I have seen that they have brought discontent and envy among the religious themselves. if a retreat master is generous with his time and a competent advisor in confession, it so far has solv, ed all troubles. I can't see'how a retreat master in one private konferen~e c6uld possibly help one --~esp. when two or three hundred people are making the re.treat that usually lasts 5 or 8 days. I realize that there are exceptions, but my ow~ .feeling is that it is the "oddities" that usually ask private conferences. 133 THOMAS DUBAY ,.,'" I think you.can settle most questions in the confessional. You should go to your own superior for a privat~ conference. I think for a time this was overdone and it took time from retreat priest [sic] he should have spent.in preparation. The confessional at retreat'tim~ is a good place to settle problems. The Holy Spirit is more likely to be in on it too. One sister made an interestihg distinction: I think it depends on the individual. If she ii seeking attention"and sympathy, NO. If she is seeking higher heights of sanctity, YES. In accord with our expressed policy of not stating a p~eference for either opinion, we will allow the reader to evaluate the sisters' reasonings for himself. It seems compatible with this policy, how-ever, to point out that religious superiors and retreat masters should consider seriously the request of so many sisters for the availability of a private interview. Whether their decision be affirmative or nega-tive, the above discussion seems to demand a thoughtful examina-tion of the problem and a solution that will do the greatest'good to the greatest number. " SOME BOOKS RECEIVED " Only books sent directly to our book-review editor (see address on inside front cover or on p. 163) are included in our "Reviews and .AnnounCements." The fol-lowing books were sent to St. Marys: ~'., :. Index of The American Ecclesiastical Review, Volumes 10 i- 130 (July, 19392- dune, 1954). The Catholic University of America ",Press ~.620. Michigan Ave.,.N.E., Washington 17, D. C. $3.75. . ~ :.,, The Catholic Booklist, 1956. St. Cattiarind 2unior,~College,.St. Catharine, Ky. $.75. Salt It With Stories. By Cyprian Truss, O.F.M.Cap.JQseph F, Wagner., Inc., 33 Park Place, New York 7, N. Y. $3.95. There's More to Life than Living It. By Albert J. Nimeth. O.F.M. FranciScan Herald Press, 1434 W. 51st St., Chicago 9, II1. $.95. . ; , . The Eternal Shepherd-~4th Series. By.Thqmas H. Moore.S:4., Apostle.ship of Prayer, 515 East Fordham Road, New Ybrk 58, N. Y. $2.00. No Cross No C?'owfi." By Rev. Clement H. Ci'ock. Societ.y of St. patli, .2.1.8~ Victory Blvd., State~ Ikland 14, N. Y. $2'.50. " John Duns Scotus, A Teach& for~ Our T~rnes. B;/ ]3~ra'ud de Saint-Maurid~i Franciscan Institute,.St. Bonaventure; N.:¯.Y~-;,.~" -/." .~,: . : ¯ " Works of Saint Bonaventure: I. De Reductlone Artium ad Theologlarm "A° co'm-mentary with an introduction and translation by Sister Emma Therese Healy. ,Fr.an- ,Ciscan Instithte, St~ Bon~(,~iu're, N. Y. ' "" '" Maqt in the Franciscan Order. Proceedings of the Third Naticmal Meetin~ of Franciscan Teaching Sisterhoods. "Franciscan', Institute, St. Bonaventure," N. Y. "" M.aq¢ in Historg,i'n"~Fi~ith;, imd fn Devotiod. By Rev. "Anselm Burke, O. Carm: :Scapular Press, 329'E. 28thSt., New Y6rk',16,N. Y. $3.50. . (Continued bh "i~ge 162) " 134 Our Lady and t:he ,Apost:olat:e Ellwood E. Kieser, C.S.P. IN the year 747 of the city of Rome, a Jewish girl made a decision which completely changed the course of human history. She un-loosed a tidal wave which will forever break against the shores of time, washing with its current the souls, of all mankind. The girl in question: Mary of Nazareth. Her decision: to be the Mother of God, the first and greatest of all Christl~earers. Why her impact on history? Because the fate of mankind de-pended upon that decision. Mary spoke for humanity. Her consent was our consent. The consequences of her decision intimately effect our lives. 1-°op~ Plus puts it this way: "In the name of the whole human race, she gave her consent for a spiritual marriage between the Son of God" and human nature." Mankind, until this time separated from.God and condemne'd to frustration, Was rejoined to the divinity in the person of God's own Son. Infinite God was clad in finite flesh. Eternity entered time. Omnipotence became child. The source of all truth, goodness, and beauty dwelt among us in the womb of this girl. The drama of redemption has begun, and Mary con~ents to play the supporting role. Mary knew the implications of her rolel the price she would be required to pay,"its'effects upon millions of human lives. She faced her destiny. She adcepted it. She gave herself to its fulfillment with all the ardour and courage of her grace-filled soul. This destiny meant two thing's. She must possess Christ. She must give Christ. These are ihe two'poles of Mary's mentality to-w~ ird which all else converge. Without possession, without giving, Mary's life would have been incomplete. The~e two poles are found in every Christian who wants to give Christ to" others. He possesses and he gives. Both are absolutely necessary. He cannot give Christ to others if he does ~o~i. first possess Him by l~nciwledge and love. He cannot be a vehicle for Christ's grace if his soul has not been chiseled in Christ's likeness. This it is that makes the apdstle: possessing :Christ, he naturally tries to share his happiness. He tries to give Christ to others. In this, as in all else, Mary is both model and helper. Mary possessed Christ vcith an intimacy and completeness un-known to the greateit saints: .From her youth, she lives amid the highest reaches of'the transforming union. Christ identified Hirhself 135 ELLWOOD E. KIESER Reoieto for Religious with her so that she became for Him an alter ego. He made her another Christ. This caused her to project herself into God, who perfected and strengthened her as the vehicle of His love. She found the perfection of her thoughts in His thoughts; the satisfaction of her desires in His desires; her happiness in His happiness. It was God's thoughts that she thought; God's love that she loved; God's happiness that she shared. While retaining her own personality and freedom, she had become one spirit with God. She had put on the mind of Christ. She could say, even more truly than St. Paul, "I live, now not I, but Christ lives within me." This means that she drew God into her own soul, which be-came His temple and dwelling place. The depths of her soul were wrapped in His presence. Whenever her occupation permitted, she folded back within herself to commune with that Person who was closer to her than she was to herself. Her faculties were completely docile to His inspiration. She be-came a perfect instrument for His action. It was not she alone who thought, spoke, and worked. God did these things in and through her. This grace of indwelling is not specially reserved for Mary. Every Christian who is willing to pay the price, who allows the life of grace to flower in his soul, can.enjoy it. The degree of God's indwelling in our souls will never approach that of Mary. It may not become a matter of experience. We m~iy not feel His presence. But the fact of God's presence in the Christian soul remains. This is a matter of faith. God has promised it to us. There is, of course, a grace and a manner of possessing God which is reserved strictly for Mary. She is God's mother. It was in her body and through her cboperation that Jesus came into the world. He received His human nature from her. She gave Christ His human body, the hands to bless us, the tongue to teach us, the blood to redeem us. She is liter-ally, in the strict physical sense, a Christbearer. Their union could not have been more intimate. Their destinies were intertwined. His mission was her mission. He came to restore men to God's friendship, to take up mystical residence in their souls. She was to help him. She was to give Christ to the world. This ¯ is the second pole of Mary's mentality. She was not content with possessing Christ. Neither must any Christian be. Goodness naturally overflows. Sanctity diffuses itselL Christianity is essentially apostolic. Because she had identified her- 136 ,May, 1956 OUR LADY AND THE APOSTOLATE self with Christ and His mission, she bent all her efforts that others might possess Him also. Her love extended to the entire human race. She knew that 3esus was the first born of many children, that His Mystical Body was to reach out and embrace men of all ages. Because she loved Christ, she loved His adopted brothers, who were to continue His presence through history. This is why she tried to serve them. Love shows itself in gifts. Mary's gift was of infinite value-~her own Son. She could not have done us a greater service, for to give Christ is to give everything. He includes all else. Her gift of Christ took two distinct forms~ The one was in-visible and internal. The other was visible and external. Both are of great importance. The first of these is within the interior of Christ's Mystical Bod~. She is not the head of the Mystical Christ. But she is i~s mother. She cannot appeal to the divine justice. Only Christ can do that. But she can appeal to the divine mercy. What Christ mer-ited in justice, Mary merited in mercy. This is whq she is called the mediatrix of all grace, the aquaduct of divine life. It is through her that Christ's merits are applied to our souls. She merited for us through prayer and through sacrifice. Both of these activities are supremely fruitful in Mary, since she is so in-timately united to her divine Son. Her prayer is the prayer of Christ, simple, trustful, loving. She knocked and the door was opened. She asked and her prayer was answered. She sought and always found. The wedding feast of Cana is a good example. She asked 3esus to perform a miracle before His time had come. He seemed reluctant, but how could He refuse His mother? The miracle was worked, not that the hosts might be spared embarrassment, but that Mary's re-quest might be granted. Now she prays for us, that Christ may live in our souls: And she adds to this the merit of her sacrifice, which is that of her Son. He suffered as priest and victim. She suffered as mother. He offered the sufferings of His body and soul. She offered a heart pierced by seven swords. In their sacrifice, as in all else, the mother and Son were intimately united. Hers was the perfect sacrifice. She could have given no more. The victim who was sacrificed was more precious to her than life itself. Perhaps I should say that He was her life. In giving Him, she gave everything. Nothing could have been more pleasing to 137 ELLWOOD E. KIESER Reoiev3 for ReligioUs the Father, nothing more fruitful for our welfare. Her sacrifice was so complet~ely bound up with that of bet Son.that theologians call bet the coredemptix of the world. ¯ The modern apostle can merit as Mary merited. The degree dif-fers, but the fact remains the same. By prayer and sacrifice, we can bring Christ into the souls of men. kVe can earn for them the grace the)~ need so badly. Why is this? Because the Church is an organism, with many tnembers sharing a community of life. The good fortune of on~ member is the good fortune of all. My prayer and sacrifice make you holy, and your sanctity overflows and contributes to mine until we all attain the fullness of grace to which we have been called. In the spiritual economy, a single good act has reverberations through-out the entire universe. One act of charity performed today in Wash-ington, D; C., has immediate consequences for the entire world, for those in Canton and Moscow and Nexv Delhi as well as *those for whom I explicitly make that act. There seems to be a direct connection between the concentration camps of Siberia,. filled with witnesses for Christ, and the crowded seminaries "6f Catholic University', Menlo Park, and Maryknoll. I did not earn my own vocation. My cooperation was slow and halt-ing. Someone else earned that grace for me. Someone else brought Christ's merits down from heaven, that" they might be applied to my soul. Somewhere, todhy, a priest is cleaning a latrine: a Chinese peasant slips away from her neighbors to refresh herself.with the presence of God; an American girl slips an invoice into a. typewriter with the words, "For you, Lord." These are the people who are keeping the v~orld going, who are bringiflg down the grace which is life and strength. They hre Christbearers; they are apostles in the fullest and noblest sense. Th6s~ "whO" pray and make sacrifices giv~ power to the aposto-late, pr6v]de the fuel for those in the market place. They are'doers in the s'upreme' sense, for theirs is.the highest of activities. The world cannot be changed#ithout pr3ye~ and sacrifice. But with prayer and ~acrifice, the w6rld will be chang~d~ Grace will abound. Christ will be brought into the souls of /neff. This is Mary's promise at Fatima. "" But is this enough? Is this all' Mary did? No, this is not all. Contemplation overflows and expresses itseff in-activity. Both ale an int'egral part of the Christian life. i~Both are.flecessary for the 138 Mat!, 1956 OUR LADY AND. THE APOSTOLATE cont:inuadon of Christ in history. Mary prayed for others. Then she went to them, that they might learn to recognize and love ~her Son. This is the visible, external form of Mary's apostolate. She had no sooner pronounced those words, which, changed the ¯ world,, which brought eternity into time and the Infinite 'into finite flesh,' than she hurried off to Ain-Karem to share this joy with an-other. She alone possessed the good news, but she would not keep it to herself. Over the mountains she went and across the plain, that others might know. that the Messiah had come. To Elizabeth, she brought the presence of Christ. To tbe~infant John, still in his mother's womb, she brought the Holy Spirit. To both, she brought the joy of knowing that the kingdom .of God was at hand. To accomplish this, no price was too high, no inconvenience was too gr.eat. Material discomforts, heartaches, and disappoint-ments were all accepted in the spirit of her original, "Behold the handmaid of the Lord. Be it done unto me according to thy word~" Detached even from success, she had but one desire--to .do. the will of God. Nothing else. mattered. .~. :-,.We must- possess, the .same attitude. W.e. possess Chr.ist.The world .needs Christ. We must give Christ to,.the world. Beca.use we are Christians, we must not rest until society is Christian, .until all those who are looking for Christ have found Him. This will not be easy. World-changing is an expensive voca-tion. It demandstime, ~energy, and sacrifice. Often it means disap-pointment and fatigue, .But it is worth it. These things must.be accepted in Mary's spirit. She did not withdraw her commitment; retract her fiat. Neither must we. . . . The spirit of sacrifice which carried her,up. Calvary'sslopes is t.he same which ought to dominate our lives and make us always available when others are in need. The indifference to human recog-nition which carried Mary to Bethlehem and Egypt will .make us personable and kindly .even with those who .do not. seem to deserve such-treatment. The acceptance of God's will which filled her soul when she watched her neighbors reject Jesus will detach" us from suc~ cess, from" a craving for immediate results. "In ev.ery.way~ she is the model of tbose'.who desire to bear Christ to th~ world. - She possessed all the virtues of. the apostolic life in their fullness. The first of these is alertness--to the voice of God, to.the needs of others. The depths of Maryfs soul were ever wrapped in the divine presence, but the surface of her soul was keenly a.war_e of the desires and needs of those around her. At the marriage 139 ELLWOOD E. KIESER Reoieto for Religious least'of Cana, she quickly sensed the awkward position of her hosts. She felt their need and so went to Jesus that He might help them. She was always.in the right, place at the right time, on the spot when needed. On Calvary, at the crisis of His life, when His redemp-tive activity reached its fruition, Jesu~ wanted Mary nearby. She was there--to be proclaimed the mother of the Mystical Christ. The apostolic spirit is always marked by this alertness. The apostle has a great mission. He must look for opportunities to ful-fill it. This means tact and patience and instant response to the needs of others. It mean~ a constant search for those apostolic occasions --for the substitution of love for hatred, truth for error, decency for indecency. The apostle, like Mary, must be in the right place at the right time, with the needed word or deed. "Optimism is another apostolic virtue which Mary possessed in its plenitudi. Hers was not a superficial rose-tinting, but the pene-tration of reality to its depths, beneath its surface evil to its basic goodness. Mary knew that her mission would be fulfilled, that victory would be hers. God had told the serpent, "I will establish a feud.between thee'andthe woman, between thy offspring and hers; she is to crush thy heat1, while thou doth lie in wait at her heal." This optimism does not exclude suffering. But it does trans-form and give meaning to suffering. Mary's anguish on Calvary can hardly be exaggerated. And yet, amid it all," she knew that this death marked the beginning of a new life for her Son-~His mystical reign in the:souls of men. For~this reason, she could rejoice even on Calvary. The modern apostle should be permeated by the same spirit. His is a joyous life, for he possesses Christ. When met with trying situations, with seeming failure, he can say with that other apostle, "I can do all things in Him who strengthens me." Assured that the truth will out, that the gates of hell shall not prevail, he sings the magnificat with Mary. Victory will be his. But I('Iary has still another lesson to teach the modern apostle. She did not try to do extraordinary things. She took the ordinary; trivial duties of everyday life and made them the raw material for perfect sanctity. How did she do it? By performing these' little actions with great love, with a love which invested these insignificant things with momentous importance. This is the way she ~hanged the worldl. Her impact on history cannot be overestimated. Henry Adams calls her, "The. highest en-ergy ever known to man, the creator of four-fifths of his noblest art, 140 May, 1956 COMMUNITY CROSSES exercising vastly more attraction over the human mind than all the steam engines and dynamos ever dreamed of." He who is mighty has done great things through Mary. He will do the same for us. God does not want us to change our way of life. He wants us to sanctify it.He may not want us to take on additional duties. What He does want is the performance of those duties in the most Christlike way possible. There are plenty of op-portunities for Christbearing, for world-changing" in every walk of life, in every moment of the day and night. By seizing these occa-sions, by doing our job with great love for God and our fellow men, we will sanctify ourselves. We will change the world. It is trite to say that the world is in a frightful mess. But it is true. Men are unhappy as they have seldom been. Two billion peo-ple brood over atomic warfare. Children commit crimes shocking in adults. We grope for a solution, for a means of changing the world. And the solution, the means is given to us. When Christ's vicar on earth declared 1954 a Marian year, a year of special devotion to the Mother of God, he told ug to. go to her, that she might "bend tenderly over our aching wounds, convert the wicked, dry the tears of the afflicted and oppressed, comfort the poor and humble~ quench hatreds, .sweeten harshness, protect the holy Church, make all men feel the attraction of Christian goodness." Though the Marian year is over, Mary's influence has not come to an end. To the apostle, to all those who want to change the world for Christ, she offers strength, .guidance, and love. If we go to her, she~will-form Christ in our souls, that we might make Him incarnate in history. If we study her life, we will find the living blueprint which must become our own. She did what we are try-ing to do. We must walk in bet footsteps. Communit:y Crosses Winfrid Herbst, S.D.S. ONE of St. Bonaventure's helpful "Twenty-five Maxims" is as follows: "Bear all the persecutions of this world for the love of God, with great equanimity of mind; nay, more, accepting in desire all such persecutions were it possible, rejoice only in the sufferings of Christ. Refusing. the joys of this life, make merry in tribulations and be convinced that their purpose is to purify your soul from sin and to enrich it with merit." In this article I am not going to consider the big c~osses that a 141 WINFRID HERBST Reoieu; [or Religious community may have, those of which it seeks,, sometimes in vain, to rid itself because self:preservation is the first law of nature; for, according to the dictum of St. Thomas, every being resists as much as it can what tends to corrupt it. I am merely going to touch upon some of the numerous little crosses that are encountered in the religious life. They make up in number what they lack in size, and it is terrific how they can get on one's nerves. To make merry in these tribulations and to en-. dure them for the love of God, to be more like Christ in His suffer-ings, is indeed an endless source of merit. "Their purpose is to purify your soul from sin and to enrich it with merit," says St. Bonaventure. The crosses I have in mind have their roots in diversities of character. I might call them peculiarities, certain characteristics that one has and another has not.-Generally they are in themselves trifles, little things like the flies of the fourth plague, that finally began to breakthe v~ill of Pharao, as we read in the eighth ch~ipter of Exodus: "And there came a very grievous swarm of flies into the houses of Pharao and of his servants, and into all the land of Egypt: and the land was corrupted by this kind of flies.'" .These bothersome' little things certainly do put one's patience to the test in community life. Often enough one would be justified in, losing his equanimity in the midst of them. As one religious confided to another: "Yes; he is a saint and everybody, admits it; but he is getting to be such a strain on my nerves, that I. cannot stand it much longer!" If one has the saving sense of humor, it is amusingto recall how one aspirant left the religious life because a table companion was so utterly lacking in good manners; another, could hardly endure, it any longer because there was such a slamming of doors all over the pla.ce; and a third became all excited because doors and windows were left 9pen everywhere. One prays in a tone that is much too high; another, in a tone that is much too low. One prays too fast; another, too slow. One talks too much;.anqther,.too little. One laughs too much, too long, and too loud; another is. grim and morose and apparently sunk in the slough of despon.dengy. One is sensitive to a degree tQ ev.erytbing around him; another is so.hardened that be.hardly knows wheat is going on around him,but unconcernedly pursues his way. But let this indication suffice.A complete enumer~. ation, were it possi'ble,: would take too long. Each rFader will have little difficulty in adding to this list peculiarities that he finds in 142 May, 1956 COMMUNITY. CROSSES himself and in others. How should one react to this situation? In the expressive phrase of the day, so what? Well, to all such complaints the answer could be given that these are things from which no man can be entirely free. This is not saying that nothing can be done about it. In the first place e~eryone should honestly examine himself. Those who may or should do so might call the matter to the attention of the thotightless one. But this is not an easy thing to do. For some reason or other, it is easier to call another's attention to a big blunder than to get oneself tocall his attention to some little fault of his. One hesitates to do so; and, meanwhile, the community will have to bear the cross. The best thing is for the educators to take the young people in hand, while they are still pliable and can take it, and get them onto the beaten path. This is. not saying, however, that the educators are always to blame when some of the.ir onetime students give evidence of a lack of. consideration for others. It seems that even stainless steel will rust if for a long time no atten-tion is given to it. So what? Quid ergo? 3ust be patient! Not much consolation, to be sure, but actually the only thing to do. Take the divine Savior Himself; see how He had to bear with the imperfections of those around Him. "What are you arguing about .among your-selves? . . . How long shall I put up with you?" (Mark~ 9:15, 18.) We simply must ,accustom ourselves to bear with equanimity the manifold imperfections of others, to tolerate their ways, even when they are diametrically opposed to our own views and wishes. Cer-tainly no one would venture to look upon himself as a model in these things, for the simple reason that no one is absolutely perfect. In Psalm 90 we read: "You shall tread upon the asp and the viper, you shall trample under foot the lion and the dragon," and we stumble over pebbles and get all excited over little peccadilloes! In this connection a "good resolution might be: to tread manfully upon the asp of peculiarities, the viper of abnormalities, the lion of idio-syncrasies, and the dragon of eccentricities. Plenty of them can be found in religious communities. St[ Paul tells us what to do: "Bear one another's burdens, and so you will fulfill the law of Christ. For if anyone thinks himself to be something, whereas he is noth-ing, he deceives himself. But let everyone test his own work, and so he will. have glory in himself only, and not in comparison with another. For each one will bear his own burden" (Gal[ 6:2-5). There are some zealous souls who think that the superior can 143 WINFRID HERBST without more ado, and as a matter of duty must, eliminate all the things that I am calling community crosses. But that is not at all as easy as one might think; moreover, it is often difficult to say who is r!ght. All of us are Wont glibly to say: "'Virtus star in medio.'" But just where is virtue's golden mean to be found~ab, there's the rub! How often we are taken in, cunningly deceived, by our own self-love and our own big or little weaknesses; and we complain about our brethren, and about our surroundings, and almost about Almighty God Himself, when in all truth we should be complain-ing about our own sensitiveness. Quite in place, then, is the ad-monition of the Imitation of Christ: "Try to bear patiently with the defects and infimities of others, whatever they may be, because you also have many a fault which others must endure. If you can-not make yourself what you would wish to be, how can you bend others to your will? We want others to be perfect, yet we do not correct our own faults. We wish them to be severely corrected, yet we will not correct ourselves. Their great liberty displeases us, yet we would not be denied what we ask. We would have them bound by laws, yet we will allow ourselves to be restrained in nothing. Hence, it is clear how seldom we think of others as we do of our-selves. If all were perfect, what should we have to suffer from others for God's sake?" (Bk. I, Ch. 16.) I think it sometimes happens that a religious runs to the superior to complain about these community crosses and, while doing so, mentions apologetically that, of course, they are just little things. If they are just little things, why not practice mortification by en-during them! And if the superior would rebuke for his own faults the complainant and measure the reprimand as he is asked to measure it out to others, what an uproar there would be! Here I cannot help thinking of these words which the ordaining bishop addresses to the clergy and the people with reference to the deacons about to be or-dained to the priesthood: "If anyone has anything against them, before God and for the sake of God let him confidently come for-ward and speak. However, let him be mindful of his condition." Many a complaint we would never make, were we mindful of our own pitiable failings and more concerned about what we our-selves ought to do in order not to lose face in that tremendous day of dread and day of judgment, when we stand before that all-just 3udge who once, as the all-merciful Savior, spokethe words: "Let him who is without sin among you be the first to cast a stone at her" (3obn 8:7). 144 Devot:ion t:o t:he Sac ;ed I-lead: C. A. Herbst, S.J. DEVOTION to the Sacred Heart is one of the great devotions in the Church. It is most characteristic of Christianity, be-cause it is devotion to Christ, to the whole Christ, represented by the most important organ of His humanity, His heart, which symbolizes His greatest virtue, His love. One can hardly conceive a devotion more proper to.religious whose very purpose is to make their lives as conformed as possible to Christ's through the practice of charity. That it is most fitting for religious to practice the devo-tion appears also from the fact that .our Lord complained expressly and specifically that it is religious who treat Him in shabby fashion, "hearts consecrated to me that treat me thus," that is, with ir-reverence and contempt. 'God became man, the Second Person of the Blessed Trinity as-sumed a human nature, so that "we may be made partakers of His divinity, who vouchsafed to become partaker of our humanity," as we pray every day at the Offertory of the Mass. He wanted to be-come one of our human family so that we might with confidence draw close to Him. So in the many devotions to the sacred humanity of Christ which have naturally grown up as a result of the Incarnation there is a certain familiarity, though it be tempered with reverence. "There is a certain boldness of approach, a certain freedom of human lan-guage, a certain deeply reverential familiarity, yet still familiarity,, which distinguishes devotions to the Sacred Humanity. We have a distinct picture of the object of our worship in our minds which affects both our language and our feeling. Our Lord's assumption of our nature is a peculiar approach to us, to which we on our side have to correspond, and we correspond by this familiarity." (Faber, Bethlehem, ch. 4.) Since Christ is God, we offer His sacred humanity hypostatically united to the Word the same kind of worship we offer the Word Himself. This is divine worship, but of a kind "of which neither angels nor men could ever have dreamed without revelation, but which has been invented by God Himself." It has a character of its own, because based on created images and historical facts, and for this reason imprints on the soul a peculiar spiritual character with special force. The chief reason for which we worship Christ 145 C. A. HERBST Review for Religious in His mysteries "is the amount of the living spirit of Jesus which they both contain and communicate, contain in an inexhaustible measure and communicate according to the degree of our purity and fervor: and all holiness is but a transformation of us into the sub-stantial likeness of our Lord" (ibid.). We practice devotion to the various mysteries of Christ's life in order that we may come to know Him better arid love Him more. For the same reason we practice devotion to His sacred wounds, which place before our eyes His external sufferings, and to the Sac-red Heart, which manifests to us His internal sufferings. Such prac-tices are very valuable and help us imbibe the spirit of Christ, put on His virtues, and become inflamed with His affections. When enshrined in the sacred liturgy of the Church they have "no other object than that of acquiring this [true Christian] spirit from its foremost and indispensable fount, which is the active participation in the most holy mysteries and in the public and solemn prayer of the Cbu'r~h" (St. Pius'X, Motu Proprio, Nov. 22, 1903). Devotion to the Sacred Heart is one Of the last and most power-ful means God has given to save and sanctify men. "This devotion is a last effort df His love to save men in these latter days of His loving redemption" (St. Margaret Mary, Letter 133). In one of His apparitions to St. Margaret Mary, Christ said: "My divine Heart is so~ififlamed with love of men . . . that, being unable any longer to contain within Itself the flames of Its burning charity, It must.needs spread-them abroad . and manifest Itself to them [man-kind] in order to enrich them. with the precious treasures . . . which contain graces of sanctification and salvation necessary to withdraw them from the abyss of perdition" (Autobiography, no. 53). "He showed me that the ardent desire He bad of being loved by men and of drawing them from the path of perdition into which Satan was hurrying them in crowds, had caused Him to fix upon this plan of manifesting His Heart to men, together with all Its treasures of love, mercy, grace, sanctification and salvation. This He did in order that those who were willing to do all in their pov~er to render and procure for Him honor, love, and glory might be enriched abund-antly, even profusely, with these divine treasur'es of the Heart of God. It is the source of them all., It must 'be honored under the symbol of this Heart of flesh." (Herbst, The Letters of St. Mar-garet Mar~I Alacoque, 133.) "It must be honored under the symbol of this Heart of flesh." The heart of the God-Man, the ,heart formed by' His mother; the 146 May,. 19.56 DEVOTION TO THE sAcRED HEART "Heart of God," is the. material object of devotion to the Sacred Heart. ""Behold this Heart," our Lord said in the l~ist greag revela-tion He made to St. Margaret Mary. It is a physical heart, wounded and suffering. "After that I saw this divine Heart as on a throne of flames, more brilliant than the sun and transparent as crystal. It had its adorable wound and was encircled with a crown of thorns, which signified the pricks our sins caused Him. It .was sur-mounted by a-cross which signified that, from the first moment of His Incarnation, that is, from the time this Sacred Heart was formed, the cross was planted in It" (Letter ,133). He asked her for her heart "and placed it in His own adorable Heart" (Autobt'ography. no. 53). Of course we do not honor and adore the Sacred Heart of Christ as separated from His divine person. It is an essential part, the center, of the .life of the God-Man. '.'Jesus Christ, my sweet Master, presented Himself to me, all, resplendent with glory; .His five Wounds shining like so many suns. Flames issue from ever~r pair" of His Sacred Humanity, especially from His adorable Bosom, which re-sembled an open furnace and disclosed to me His most loving and most amiable Heart, which was the living source of these-flames" (ibid., no. 55). On December 2-7,. 1673, feast,of St. John, whom pious tradition assumes to have rested his head on our Lord,'s~breast at the Last Supper, "He made me repose for a long time.upon His Sacred Breast, where He disclosed to me the marvels.,.of His love and-the .inexplicable secrets of His .Sacred Heart, which so, .far He had concealed from., me. Then it was that, for the first time,. He opened to me His Divine Heart" (ibid:, no. 53). "~. .: The formal object of this devotion .is the love, of the Sadred Heart for men. "Behold this Heart, which, has loved, men so much, that It has spared, nothing, even to :exhausting and consuming Itself, in order to testify to them Its love'.' (ibid., no. 92): The heart is the natural symbol of love. -TO' it is attributed our love, our affections, Our interior dispositions. We are .said to love One with all our heart:, People are called, good-hearted or kind-hearted or great-hearted.'-We express tenderest affection when we.say: "I give you my heart." "My divine Heart," our. Lord said,. ".is so inflamed with lo.vef0r.men that it is.unable any longer to contain within Itself the flariaes of Its burning,charity.': He."disclosed to me His m6st loving and most ~miable Heart, which was the living source of these flames.It was-then, that He made~known to me the ineffable, marvels of his pure [love] and showed reel.to ,what-an 147 C. A. HERBST Reoiew [or Religious excess He had loved men" (ibid.; no. 55). This heart.is, presented to us as a heart that is wounded and bleed-ing and broken, a love that is unrequited, disregarded, spurned, re-ceived with ingratitude, and that even by religious. "And in return I receive from the greater number nothing but ingratitude by reason of their irreverence and sacrileges, and by the coldness and contempt which they show Me. in this Sacrament of Love. But what I feel the most keenly is that it is hearts which are consecrated to Me that treat Me thus" (ibid., no. 92). His heart, wounded, bleedir~g, encircled with thorns, surmounted with a cross, "was filled, from the'.very first moment, with all the bitterness, humiliation, poverty, sorrow, and contempt His sacred humanity would have to suffer during the whole course~of His life and during His holy Passion" (Letter 133). The natural appeal of a heart that is wounded and of a love that is unrequited is that we love it in return and make reparation to it. To this natural appeal our Lord adds an explicit request. He "showed me to what an excess He had loved men, from whom He received only ingratitude and contempt. 'I feel this more,' He said, 'than all that I suffered in My Passion. If only they would make-me some return for My love, I should think but little of all I have done for them and would wish, were it possible, to suffer still more. But the sole return they make for my eagerness to do them good is to reject Me and treat Me with coldness. Do thou at least console Me by supplying for their ingratitude, as far as thou are able" (Autobiography, no. 55). He asks that on a day espe-' cially set aside we honor His heart "by communicating on that day and making reparati6n to It by a solemn act, in order to make amends for the indignities which It has received during the time It has been exposed on the altars" (ibid., no. 92). Reparation is one of the most outstanding features in devotion to the Sacred Heart. St. Margaret Mary writes: "I think He will be very generous in granting you these [graces] if, by following the lights He gives you, you make reparation for the insults offered His adorable Heart" (Letter 14). Our Lord asks'for someone "who will most humbly ask pardon of God for all the offenses committed against Him in the Holy Sacrament of the altar" (Letter 50). The idea of reparation runs all through the new Mass and Office of the Sa~red Heart; and the Holy Father Pius XI, in.hisletter issued with them, says that "if this same Uncreated Love has either been passed over through forgetfulness or saddened by reason of our sins, then 148 May, 1956 DEVOTION TO THE SACRED HEART we should repair such outrages, no matter in what manner they have occurred . We are held to the duty of making reparation by ,the most powerful motives of justice and of love; of justice, in order to expiate the injury done God by our sins and to rfiestablish, by means of penance, the divine order which has been violated; and of love, in order to suffer together .with Christ, patient and covered ¯ with opprobrium, so that we may bring to Him, in so far as our human weakness permit~, some comfort in His sufferings." (Miser-antissimus Rederoptor, 1928). For this reason we have the feast of the Sacred Heart, the Communion Of reparation, the First Friday, the Holy Hour, even the Morning Offering. In the Act of Repar-ation prescribed for the feast of the Sacred Heart, we are "~eeking ¯ With special tribute ~f honor to atone for the sinful indifference of men and for the outrages heaped from every side upon Thy most Loving Heart." Consecration is important, too. In it "the intention to ex- Change for the love of the Creator the love of us creatures stands out most prominently" (Pius XI). The Holy Father Leo XIII ordered that an act of consecration especially written for the occa-sion be read in all the churches in the world on June I1, 1899. The substance of this consecration, ordered again by Pius XI in 1925 to be recited by all on the feast of Christ the King each year, is contained in the words: "We are Thine, and Thine we wish to be; but, to be more surely united with Thee, behold each one of us freely consecrates himself today to Why most Sacred Heart." This is an ot~icial expression of St. Margaret Mary's "I give and consecrate to the Sacred Heart of Our Lord Jesus Christ my per-son and my life, my actions, trials and sufferings," and of Blessed Claude Colombiere's "I give myself entirely to Thee, and henceforth I protest .most sincerely that I desire to forget myself and all that re-lates to me." All the elements of devotion to the Sacred Heart are wonder-fully' summed up in the prayer of the feast in June. "O God, Who dost deign mercifully to bestow upon us infinite treasures of love in the Heart of Thy Son, which was wounded for our sins; grant, we beseech Thee, that we who pay Him the devout homage of our piety, may in like manner show unto Thee our due of worthy satis-faction." It is to the looe for us of the human heart of Jesus wounded for sin that we want to render homage by consecration and make reparation. 149 C. A. HERBST : .': "Re~eu~ for Religious BIBLIOGRAPHY . Note. Thig'is a short, simple bibliography giving a few books written in English from which one can get a g6od, authentic knowledge of de;cot;on to the Sacred Heart. A brief description and app?eciation of each book is given. Autobiogr'alJh~ . Life of Saint Margaret Mar~ Alacoque. Trans-lation of the Authentic French Text by the Sisters of the Visitation. Roselands, Waimer, Kent. Visitation Library. 1952. Hei'der Co., St. Louis. This is an account of her own interior life ~ri~.ten by St. Margaret Mary under obedience about five years before her deash. It contains the great revelations the Sacred Heart made to' her. It is a small book of about 125 pag~ and the most authentic source of the devotion to the Sacred Hear~. He~bst, Clarence A., S.J. (Ed.) The Letters of Saint Margaret MaGI Alacoque. Translated from the French. With an Introduc-tory Essa~ by J. J. Doyle, S.J. Henry Regnery Company, Chicago. 1954. Next to the Autobiograph~t, this is a most authentic source of devotion t6 the Sacred Heart and supplements the Autobfographt.t. There are 142 letters, the most predominant ideas in them being fervent devotedness" to the Sacred Heart and an enthusiastic love of suffering for Him. Letters 130-139 were written to Father Croiset and form the basis for the book bt~ published on devotion to the Sacred Heart immediately after her death. C~oiset, John, S.J. The Deootion to the Sacred Heart of Our Lord Jesus Christ. The Newman Press, Westminster, Md. 1948. This work is based on the letters mentioned above. F~lther Croiset deliberately waited until after the death of St. Margaret Mary to publish his book s0"that h~ could preface it with.a life of her. This life covers some forty pages. After that are explained the disposi-tions and means necessary to acquire the devotion and the obstacles and means to overcome them. Then come motives, and practices for every yeaL month, week, day, and even hour.: The intimate connection betweefi devotion to the Sacred He~l~t"iafid th.e)Hol~r Eucbakist is~ brought out by explaining how to visitS:the Blessed Sacrain~nt,.he'ar M'~iss, and receive Holy Commuhion. MeditatiiJns for Friday "are given. In an appendix are given the complete prayers of St. Margaret Mary and others prayers to the Sacred Hefirt: Gall;fief; .3oseph d~, S.J; The 7~dor~ble Heart of Jesus. "With Preface and'Iiii~roduc'tion by.:Father Richard" Clarke; S.f." Burns and Oates, London. 1887. Father Gall;fret was a spiritual son of 150 May, 1956 DEVOTION TO THE SACRED I-IEART Blessed Claude de la Colombiere, the director of St. Margaret Mary. He wrote this book only thirty-six years after her death and spent his life in promoting devotion to" the Sacred Heart and working for the establishment of a feast in its honor. He explai'ns the origin, progress, and nature of the devotion ~and the excellence of its object and end. He goes on to the interior and exterior workshop of the Sa.cred Heart and to the devotion, feasts, office, and pictures of the Sacred Hearts of Jesus and Mary together. He is a theologian of the Sacred Heart. Bainvel, J. V., S.J.Devotion to the Sacred Heart. The Doctrine and Its History. Translated from the Fifth French Edition by E. Leahy. Edited by Reverend George O'Neill, S.J., M.A. Burns Oates and Washbourne, Ltd., London. 1924. This is a classi-cal exposition of the devotion to the Sacred Heart, written by a learned scholar and theologian. He ~first )resentg the devotion as revealed by the Sacred Heart in the great apparitidn.s to St. Margaret Mary, then explains the practices, spirit, and promises: There fol-low. doctrinal explanations on the meaning and object of the de-votion, its historical, dogmatic, and philosophical foundations, and on love as its speciaI act. Its historical development from the be-ginnings through the middle ages to early modern times is given, and the new impetus given by St. Margaret Mary. For the most recent and crowning glory given the devotion by the Holy Father Pius XI we go to a more recent book. McGratty. Arthur R., S.J. The Sacred Heart Yesterday and Today. Benziger. Chicago. 1951. This is the more receht book, written by the national director of the Apostleship of Prayer. It gives the nature of the dbvotion and its bistory tbrou~b tbe Re-formation. After a chapter on St. John Eudes; it explains the de-votion as given to St. Margaret 'Mary in the great app.aritions, Blessed Claude de la Colombiere's connection with it, and the Sac-red Heart Badge. After the defeat of Jansenism and the nineteenth-century advance, we come to the times of Leo XIII and Plus X[ when the whole world is consecrated to the Sacred Hoart and de- ;;;Orion to ti4e Sacred He'art has become the world'~ d'~votidn. At the. end of the book is a select bibliography which wiilriehly sup-plement the meager one given here. 151 For Your Informal:ion Shadowbrook Fire Three priests and a lay brother died in a fire which destroyed Shadowbrook, the 3esuit novitiate and juniorate at Lenox, Mass., in the early morning of March i0. The victims were Fathers Stephen A. Mulcahy, Henry B. Muollo, Arthur B. Tribble, and Brother Henry A. Perry. Among six who were hospitalized with burns and other injuries was Father 3ohn R. Post, master of novices and one of our consistent contributors. The more than one hundred novices and juniors have since been "adopted" temporarily by the Jesuit novitiates in neighboring provinces. Plans for a new Shadowbrook are already under way. Revised Hospital Directives A second, and revised, edition of Ethical and Religious Directioes for Catholic Hospitals was recently published by the Catholic Hos-pital Association of the United States and Canada. The revision in-cludes not only clarification of a few somewhat obscure provisions of the first edition but also new matter concerning professional sec-recy, experimentation, ghost surgery, psychotherapy, shock-therapy, unnecessary procedures, and the spiritual care of non-Catholics. An appendix contains abundant reference material, with apt references to recent statements of the Holy See. There is also a detailed alpha-betical index. An especially useful aspect of the revised edition is that the individual directives are numbered consecutively, thus fa-cilitating reference to the booklet. The price per copy is 25 cents; quantity prices are available. A set of six booklets, including the Directioes and five small volumes of Medico-Moral Problems by Gerald Kelly, S.J., can be obtained for $2.50. Order from: The Catholic Hospital Association, 1438 South Grand Blvd., St. Louis 4, ¯ Missouri. Franciscan Poems The Franciscan Institute, St. Bonaventure, N. Y., has just pub-lished Where Caius Is, a small book of poems by Sister Mary Francis, P.C., who wrote the article on St. Thomas Aquinas, "The Silence and the Song," published in REVIEW FOR RELIGIOUS, March, 1955. Sister Mary Francis has also published two plays, Counted as Mine and Candle in Umbria, and a smaller book of poems entitled Whom I Have Loved. The new book (Where Caius Is) may be obtained From the Franciscan Institute or from: Rev. Mother M. Immaculata, P.C., Poor Clare Monastery of O.L. of Guadalupe, Route 1, Box 152 FOR YOUR INFORMATION 285-C, Roswell, New Mexico. Price: $1.75. Vocation Insfifutes The tenth annual Vocation Institute will be held at the Uni-versity of Notre Dame, July 12-15. For information, write .to: Rev. John J. Doherty, C.S.C., the Vocation Instituge, Notre Dame, Indiana. On July 25-26, the sixth annual Institute on Religious and Sacerdotal Vocations will be held on the campus of Fordham Uni-versity. Priests, religious, and laity are invited to attend. A special week-long workshop for mistresses of novices is also planned. Ad-dress all communications to: Rev. John F. Gilson, S.J., Fordham University, New York 58, N. Y. Summer Sessions Special courses in the sacred sciences will be offered for religious this summer at St. Bonaventure University. These courses (includ-ing dogma, moral theology, liturgy, ascetics, Sacred Scripture, etc.) will be designed to assist the teacher of religion on the college, high-school, and grade-school level. A course in canon law for religious superiors and directors of religious vocations will include the teach-ing of the Church regarding the reception and profession of religious, the government of religious communities, privileges and obligations of religious. Sisters of Franciscan communities will have the oppor-tunity of taking classes in Franciscan theology and spirituality. Registration will be on June 30. All graduate courses lead to the master's degree. Those who are not qualified for degrees may ob-tain a certificate in theolbgy provided they fulfill the other require-ments. For additional information, write to: Director of Summer School of Theology, St. Bonaventure, N. Y. In its summer session of June 18-July 27, St. Louis University will pioneer in the United States in presenting Kerygmatic Theology as academic courses. Father J. Hofinger, S.J., a noted lecturer in this "new" theology, will teach tWO classes (both 3 credit-hour courses), one on basic doctrine, the other on method and discussion. Other standard religion courses will also be offered. For further informa-tion on this and other summer sessions, write to: Director of the Summer Sessions, St. Louis Uniyersity, St. Louis 3, Missouri. The Creighton University continues with its cycle of graduate-level courses in theology for religious. The offerings this summer include courses on the Incarnation and Redemption, on the New Testament and St. Paul, on principles of moral guidance, and on 153 FOR YOUR INFORMATION Review for Religious fundamental theology. Six h6urs of advanced nursing will be available. Besides these and the standard summer-session courses, there will be many workshops. For the workshop on liturgical music in conjunction with Boys Town, see below. Creight6n'~s summer faculty includes several religious as guest lecturers: from the Bene-dictines, Dominicans, Franciscans, Sisters of Charity of the B.V.M., Sisters of the Humility of Mary, and the Servants of Mary. For a complete list of the workshops and for other information, write to: Director of the Summer Session, Creighton University, Omaha 2, Nebraska. Boys Town will hold its fourth annual workshop in liturgical music, under the director of inusic, Father Francis P. Schmitt. The dates are August 20-31, inclusive. This two-week workshop will include a survey of liturgy and liturgical music, reading and per-formance of materials and chant, polyphonic and modern liturgical music. Rich library facilities and extensive consultant service will be provided. Boys Town conducts this workshop in conjunction with the Creighton University, thus offering an opportunity to quali-fied persons to earn three college credits. Address all inquiries to: Rev. Francis P. Schmitt, Director of Music, Boys Town, Nebraska. A summer school in theology for religious will be;held at the University of Ottawa, July 2--August 7. Courses this year will be on the Triune God, the sacraments, creation and providence, and the Christian virtues. For detailed information, write to: Director of the Summer Scho61, University of Ottawa, Ottawa 2, Canada. The Institute of Theology for Religious Wc~men, offered in co-operation with the. Dominican Fathers, will be held in Immaculata College, Iha~actilata, Pennsylvania, June 27--TAugust 8. A pro-gram of four summer sessions" leads to a certificate in Thomistic Theology, Sacred Scripture, and Canon Law. The presqribed courses in the realm 6f'sacred sciences furnish an excellent background for religious teache~[ " Summer of 1956--the first and ~econd year pro-grams will beoffered.Residence facilities will be available. For further information address: The Director of Summ~'r Session, Im-macfilata Col.lege, Immaculata, Pennsylvania. MidnigM" Mass on Christmas in Religious and P!ous. Houses Can. 821, § 3, ~eads: "But in all religious houses and pious homes,"if "they have an oratory with the right of ~habitual reserva-tion. of the Most Blessed~Eucharist, on Christmas.night one priest may celebrate"the:three Masses of the liturgy.or,, observing the usual 154 Ma~!, 1956 FOR YOUR .|NFORMATION regulations, a single Mass, at which all present can satisfy their obligation of hearing .Mass, and at which the priest may distribute Holy Communion to those who request it." 1. Admitted interpretation in the past. The privilegeof having such Masses is granted by the Code of Canon Law, and no further permission of ecclesiastical authority is required for its use; The privilege extends to all religious houses, formal or non-formal, of any religious institute, whether an order or a congregation, exempt or non-exempt, clerical or lay, pontifical or diocesan, of men or women, and likewise to all houses of societies living in common without public vows and to those of secular institutes. The privi-lege applies equally to all piou~ homes. These areinstitutions de-voted to pious works, especially of mercy and charity, e.g., hospitals, orphanages, homes for the aged, schools, seminaries. Prisons are also included, since the chaplain devotes himself to ~he reform and rehabilitation of the inmates. It is not necessary that these insti-tutions be directed by or depend strictly on ecclesiastical authority nor that they be in the care of religious. The oratory of habitual reservation of the Blessed Sacrament may be semipublic or public. One, two, or three Masses may be celebrated, but by the one priest. Mass may be begun at any time after, but not before, midnight. 2. PractiCal poir~t that was doubtful in the past. On Novem-o bet 26, 1908, the Sacred Congregation of the Holy Office declared that it was not permitted to celebrate such Masses "with the doors of the oratory open." This restriction was not included in can. 821~ ~ 3, and both canonists and moralists have disagreed as to whether the restridtion remained in force after the Code of Canon Law became effective on May 19, 1918. The restriction forbade the admission (;f .tb.e general public but not of a small number of externs nor of invited guests. :.:. 3. Autboritatit~e solution of the doubt. An. apostolic nuncio submitted, the.following q.uestion-to the Pontifical Commission for. the Interpretation of the Code of Canon Law: "After the promul-gation of the CodeofCanon Law, does the declaration .of the Holy OffiCe ~f November. 26, -1908, " .oncerning the first question [cele-. brating with,the doors, open] remain .always .valid with regard to. the use of the faculty authorized by can. 821, § 3;. and if in the. ~ffirmative~ does this imply, the exclusion, of externs from,assistance at: the midnight .Mass bn Christmas?.': His. Eminerice~. th~:;late.Car-. 155 QUESTIONS AND'ANSWERS Review for Religious dinal Massimo Massimi, then president of the Commission, gave the following interpretation on March 5, 1954, Prot. N. 1/54: "One cannot see how it can be maintained that in the sacred func-" tions of which the aforesaid canon speaks externs may not be ad-mitted and still less that the doors may not be kept open, since there is no trace of such a prohibition in this same canon which regulates the matter." This reply, although not as yet officially promulgated, is to be considered as authentic, general, and merely declarative of the sense of the canon, as is obvious from the words of the reply. There-fore, it is now certain that canon law places no restriction whatever on the admission of externs to the Masses in question. Cf. Ochoa, Commentarium Pro Religiosis, 33 ( 1954), 329-52 ; Bergh, Nouvelle Reoue Tb~ologique, 77 (1955), 188-90; Revue des Communaut~s Religieuses, 27 (1955), 111-13; La Vie des Communaut~s Re-ligieuses, 13 (1955), 263-64. ( ues ions and Answers ml7-- Is the quinquennial Repod" fo the Holy See due in 19567 Father Ellis explained this report in the REVIEW FOR RELIGIOUS, 8 (1949), 234-40; 10 (1951), 20-24. The following is a sum-mary of his articles. 1. Who must make this report in 19567 All congregations of brothers; all superiors general of religious institutes of women in all the countries of North, Central, and South America; and the higher superioresses of independent monasteries or houses of the same countries. The superioresses general of societies of common life, sec-ular institutes, and confederations throughout the world will dis-charge this obligatibn in 1957. 2.Lan. guage in which the report is to be ~vritten. Brothers and religious women may use the vernacular, that is, English, French, German, Italian, or Spanish. 3. May it be typed? The report should be typed if at all pos-sible. If written by hand, the handwriting must be clear and good ink used. Good bond paper, not too heavy, and not translucent should be used. 4. Merely number question. Merely put the number of the question before the answer; db not repeat the question before the 156 Maq, 1956 QUESTIONS AND ANSWERS answer. 5.Method of a~swering. Answer the questions with a complete sentence, not with a mere "yes" or "no." . 6. Time of handing in. The report may be handed in any time .during 1956, but it should cover the five-year period from ! 9.51-55, inclusive. 7. Signing the report. The superior general and all the general councilors must sign the report. 8. To wbbm t's report sent? After it has been authenticated b~r the signature of the local ordinary of the mother house, the rep0rt is sent by pontifical institutes directly-to the Rev. Segretario, S.Con: gregazione dei Religiosi, Palazzo delIe Congregazioni, Piazza S. Cal-listo, Roma, Italia. All diocesan institutes and independent monas-terles and houses.are to send their report to the local ordinary of their motlqer house. When he has read it, he will add his comments and S~fid the report to the S. Congregation of Religious. If the diocesan congregation has houses in other dioceses, the local ordinary of the mother house must send copies of the report to these, local-ordinaries and, after receiving their comments, add them to his own before se.nding the report to the S. Congregation. " 9. Where ma~. copies of tbb"report be obtained? Copies may be o~Dined fo, r $1.50 from the Rev. Ar.chlvlsta, S. Congregazmne Rel!giosi, e.tc., as above in n. 8. The questions for pontifical insti-i: utds' are obtainable from this source in Latin, English, French, Ger-man, Italian, and Spanis.h; those for diocesan in'stitu'tes and inde-p~ endent monasteries' and houses only in Latin. 10. In what other sources can.the, r~;vort be found? T'he report for pontifical institutes is found in English in the REVIEW FOR RE-LIGIOUS, 9 (.1950), 52-56: 108-12; 166-68; 209-24; 269-79, and also in'B0uscaren, Canon Law Digest, III, 162-203. The re-port for diocesan institutes in English is found in Creusen, Religious Men and Women in the Code, 5th ed., 278-316, and in French in "La Vie des Communaut& Religieuses, .8. (1950), 257-88. The re-port for .independent monasteries.and houses in E.nglish is found in {he REVIEW FOR RELIGIOUS, 13 (1954), 251-269, and in French in Revue des Communaut~s Retigieuses, 24 (1952), 3-16. --18- ,,We offer two Holy Communions for any deceased member of our In-stitute. However, Ihave been instructed more than once that no one can offer a Communion for ~no+her. Holy Communion as a suffrage for the. dead is a common and 157 QUESTIONS AND ANSWERS Re~iew ~or Religious ancient practice in religious institutes and also among the faithful in general. A Communion received for another does not effect grace in the other person ex opere operato. The intention in a Communion received as a suffrage for the dead is to obtain the deliverance of a soul from the pains of purgatory. The influence of Communion to this effect is ex opere operantis, by way of merit de congruo, im-petration,. and satisfaction, and also by the application of any in-dulgences attached to the Communion and applicable to the souls in purgatory. The fervor of prayer and its impetrhtory value are usually greater because of the reception of the Eucharist. The satisfactory value arises from the increase of divine charity effected by Communion and also because Communion contains the note of something diffi-cult and contrary to the inclination of nature. Since the union with God in Holy Communion is highly conducive to the increase of these values, it is evident that Holy Communion as a suffrage for the dead is a most commendable practice. Cf. Van Noort, De Sacra-mentis, I, n. 397; Doronzo, De Sacramentis, I, 733-35: Beraza, De Novissimis, n. 1268. Are exempf religious ob]iged ÷o say 7o Mass collecfs prescribed (ora-flones imperatae) by fhe local ordinary? All priests, diocesan or religious, even if exempt (S. R. C., 2613, ad 1; 3036, ad 5: can. 612), also if they are visiting priests and do not reside in the diocese, are obliged to say the orationes imperatae in any church or oratory, even private,, within the diocese in which it is prescribed. (Cf. J. O'Connell, The Celebration of Mass, 189; Hecht, Rubricae Generales Missalis, 48; Hebert, Lecons de Liturgie, II, 203.) The local ordinary may establish that the irnperata is to be omitted on more days than those stated in the rubrics. (S. R. C. Lauretana, December 14, 1927.) A pad he may also exempt places that are not exempted by the rubrics. If he has not expressly done either, these prayers are to be said according to the norms of the rubrics, which are given above with regard to person and place. While the obligation is clear, it is also a fact that at least very many priests find the orationes imperatae of prolonged duration highly monotonous, annoying, and a complicating factor in Mass. It is frequently stated by commentators that in the spirit o~ the General Decree on the Simplification of the Rubrics of March 23, 1955, orationes imperatae should now be prescribed less frequently and for lesser periods of time. A quick analysis of the general de-cree will reveal that a prolonged imperata is not in keeping With the 158 Ma~ , 1956 QUESTIONS AND ANSWERS evident purposes of the decree of decreasing ~omplications, reducing the number of prayers, of lessening monotony, and eliminating ex-traneous elements in both the Mass and the Divine Office. A prolonged oratio imperata pro re gravi also loses its nature of a special petition. 20 In our concjrecjafion no one makes a will. Aren't we oblicjed by canon law to make wills? This is a case of disturbed and even disturbing ignorance of canon law. A will is a disposition in whole or in part of the property that one will own at death by an act that is revocable until death and effective only at death. All novices in all congregations and also in monasteries of nuns of only simp.le vows, whether they actually own property or not, before their first profession and consequently in the last weeks (about the last month) of the noviceship, must make a will for all property that they then actually own and that they may own in the future. If for any reason the will was not made during the noviceship, it is to be made after first profession and as soon as possible. Those who made profession before the Code of Canon Law (May 19, 1918) are not obliged to make a will. At least .if they actually own property, they are to be most strongly urged to do so. The subject is perfectly free in the determination of the dis-positions of the will. Novices in orders (institutes of solemn vows) are not obliged to make a will, but they may do so. They also are to be strongly urged to make a will, at least if they actually own property and especially if the interval between the noviceship and solemn pro-fession is very long. A novice destined for only simple perpetual vows in an order should make a will. The will of novices destined for the solemn or an equivalent simple vow of poverty will be ef-fective only if they die before taking such a vow, since the solemn profession takes away all property rights. The will is to be made even if the novice does not actually own property, i. e., he is then to make the will only for property that he may acquire in the future. Even if they are under age and their wills are invalid by civil law, the novices are to make a will, which will oblige by canon law and in conscience. When they reach the requisite age, they are to make ,the will in a form that is civilly valid: but they are not to change the dispositions without the necessary permission. It is illicit but not invalid to change the dispositions of a will without the permission ordinarily of. the Holy See; but, if the case 159 QUESTIONS AND ANSWERS Review for Religious is urgent and" there is no time for recourse to the Holy See, without the permission of a higher superior; and, if recourse cannot be made to a higher superior, without that.ofthe local superior. A novice made his temporary profession on August 18, 1953. May he make his perpetual profession on August IS, 19S6, when all the others of his group will be making their perpetual vows.'? If .he does, his perpetual profession, whether solemn or simple, will be .certainly and evidently invalid. Canon law demands three ,full years of temporary vows for the validity of any perpetual pro-fession.~ The time in this case expirep on the anniversary day (August 18, 1953-August 18,¯ 1956). The time in this and all of the fol-lowing cases is computed physically, mathematically, not morally. Therefore, if the perpetual profession in the preceding case is made on August 17 and only an hour or only a minute is lacking to August 18, the perpetual profession is certainly and evidently invalid. ¯ The. time is completed on the day" following in these cases, in all of which the duration is required for validity: the complete year required for the validity of the noviceship (August 1~4, 1955-August 15, 1956) ; 'the fifteen complete years of age required for the validity of the canonical year of no,ciceship (~August 14, 1941-August 15, 1956); the sixteen required for any temporary profession (August 14, 1940-August 15, 1956); the twenty-one for perpetual profes-sion, whether solemn or simple (August 14, 1935-August 15, 19~6) ; the forty required for a superior or superioress general and for a superioress of a monastery of nuns (August 14, 1916-August 15, 1956) ; the thirty for other higher superiors (August 14, 1926- August 15, 1956); the ten complete years from first profession re-quired for any higher superior (August 14, 1946-August 15, 1956). The following are computed in the same way as in the preced-ing paragraph but are required only for liceity: the postulancy (Feb-ruary 14, 1956-August 15, 1956) ; the thirty-five years of age usu-ally required by the constitutions for general officials and" demanded by the Code for'the master or mistress of novices (August 14, 1921- August 15, 1956); the thirty years commonly required by the con-stitutions for local superiors and demanded by the Code for the as-sistant master or mistress of novices (August 14, 1926- August 15., 1956); the ten years from first profession required by the Code for the master or mistress of novices (August 14, 1946-August 15, t956) and the five years also demanded by the Code for the assistant master or mistress of novices (August 14, 1951-August 15, 1956). 160 Mar , 195~ QUESTIONS AND ANSWERS Unless the particular law of the institute states otherwise, a noviceship of two years is completed on the second anniversary (August 15, 1954-August. 15, 1956). The'same principle is true ofa noviceship of eighteen months. When the constitutions demand a greater duration than that required by the Code for validity, this added duration is prescribed only for liceity unless the constitutions certainly state that it is necessary for validity. This principle is true of a noviceship of eighteen months or two years, of temporary vows prescribed for four, five, or six years, of a greater age for the profes-sions, for the office of higher superior, or of added years of profession demanded for this same office~ For example, can. 504 requires that the provincial have completed his thirtieth year for the validity of his appointment or election. If the constitutions demand thirty-five years of age, the added five years are required only for liceity. Time is especially to be .watched with regard to the noviceship and temporary profession. The first canonical maxim of the novice-ship is that an invalid noviceship renders any subsequent profession invalid. The first canonical maxim of temporary profession is that a temporary profession of less than three full years renders the per-petual profession invalid. The first canonical maxim of all these cases of time is that time is computed physically, mathematically, not morally. A candidate appl!ed for our institute who had been born of a mixed marriacje and baptized a Catholic in'infancy. The Catholic parent died durincj his infancy, and he was then broucjht up ,~s an Episcopalian. lie was converted to the Catholic Church'at tfi~ ~.cje of fifteen. Is he af-~ fected by the impediment of, "those who have renounced the C;atholio faith and joined a non-C:atholie sect (c. 542; '1 o)?. An impediment is to be strictly interpreted, i. e., its extension is to be confined to the narrowest sense possible within the proper meaning of the wording of the law (c 19).'Therefore, those bap-tized as Catholics, whether their parents were Catholics or non- Catholics, but brought up from irlfar~cy in heresy, schism, infidelity, or without any religion and who were later converted to the Cath-olic Church are not included in this impediment of can. 542, 1", which demands that the subject have. knowi.~gt~ pro~fessed the Cath-

Issue 60.2 of the Review for Religious, 2001. ; Making Connections Livin g S p i r i tu ally C o,mmunjty Living Refl:ections MARCH APRIL 2001 VOLUME 60 NUMBER 2 Review for Religious helps people respond and be faithful to God's universal call to boliness by making available to them the spiritual legacies tbat flow from the cbarisms :of Catholic consecrated life. Review for Religious (ISSN 0034-639X) is published bimonthly at Saint Louis Universi .t-y by the Jesuits of the Missouri Province. Editorial Office: 3601 Lindell Boulevard ¯ St. Louis, Missouri 63108-3393 Telephone: 314-977-7363 ¯ Fax: 314-977-7362 E-Mail: review@slu.edu ° \Veb site: u~'w.reviewforreligious.org Manuscripts, books for review, and correspondence with the editor: Review for Religious ¯ 3601 Lindell Boulevard ¯ St. Louis, MO 63108-3393 Correspondence about the Canonical Counsel department: Elizabeth McDonough OP Mount St. Mary'~ Seminaw; Emmitsburg, Maryland 21727 POSTMASTER Send address changes to Review for Religious ¯ P.O. Box 6070 ¯ Duluth, MN 55806. Periodical postage paid at St. Louis, Missouri, and additional mailing offices. See inside back cover for information on subscription rates. ©2001 Review for Religious Perlnission is herewith granted to copy any material (articles, poems, reviews) coutained in this issue of Review for Religious for personal or internal use, or for the personal or internal use of specific library clients within the limits outlined in Sections 107 and/or 108 of the United States Copyright Law, All copies made under this permission must bear notice of the source, date, and copyright owner on the first page. This permission is NOT extended to copying for commercial distribu-tion, advertising, institutional promotion, or for the creation of new collective works or anthologies. Such permission will only be considered on written application to the Editor, Review for Religious. 0 for religious LIVING OUR CATHOLIC LEGACIES Editor Associate Editors Canonical Counsel Editor Editorial Staff Advisory Board David L. Fleming SJ Clare Boehmer ASC Philip C. Fischer SJ Elizabeth McDonough OP Mary Ann Foppe Tracy Gramm ¯ Judy Sharp " James and Joan F~lling Adrian Gaudin SC Sr. Raymond Marie Gerard FSP Joel Rippinger OSB Bishop Carlos AI Sevilla SJ Patricia Wittberg sC MARCH APRIL 2001 VOLUME 60 NUMBER 2 118 139 Feeding the Beast: Postmodern Anxiety and Generational Challenges Christopher Robinson CM reflects on the question "Who are you and what do you mean?" asked by a postmodern consciousness or sensibility. Community and Communion: Making the Connections Doris Gottemoeller RSM presents four dimensions of a powerful analogy between Eucharistic life and religious community life that sheds light on both and shows between them a common spirituality. 152 Contemplatiori to Attain Love: A Paradigm for Apostolic Prayer Gerald M. Fagin sJ explains the four points of the final exercise in the Ignatian Exercises as a description of the prayer of an active minister. 162 What to Know about Discernment Ernest E. Larkin OCarm provides a succinct explanation of the cognitive, affective, and mystical ways of evaluating our experiences which we identify as discernment. Review for Religious 171 179 Apostolic Community in the Assumptionist/Augustinian Tradition John L. Franck AA sees, with St. Augustine, that religious communities work to shape our very lives and thus our very work in the world. Mission and Community in the Neighborhood: A Personal Reflection Catherine M. Harmer MMS shares her experience of being a religious community m(rnber living and participating in the community and ministry of neighborhoods. 187 196 201 Taking the Psalms to Heart Francis Dorff OPraem walks us reflectively through St. Romuald's Brief Rule so that we may live the psalms wholeheartedly. The Cross of Auschwitz: A Lenten Reflection Dennis J. Billy CSSR enters us into the silence of Auschwitz and its mystery of evil met by the mystery of the cross. The World Will Be Saved by Beauty Joan L. RoccasalvoCSJ revives, in ways both simple and subtle, an awareness of, a yearning for, the several transcendentals that have their warm, bright oneness in God. epzr me s 116 Prisms 206 Canonical Counsel: Incorporation into an Institute of Consecrated Life or a Society of Apostolic Life 212 Book Reviews March-April 2001 As John Paul II closed the holy doors at St. Peter's in Rome on January 6, the day that the Jubilee of the Year 2000 ended, he issued an apostolic letter titled "At the Beginning of the New Millennium." Similar to the apostolic letter issued in November 1994, "As the Third Millennium Draws Near," this letter challenges all Catholic people in the everyday practice of their faith. The pope acknowledges that in the first letter it was easy to name specific themes and suggest certain practices as he outlined a program of preparation for us Catholics as we looked towards the new millennium. Now that we are living in the new millennium, it appears more difficult to suggest some sort of schedule for a seemingly unending roll of future years. Not to be daunted, the pope sums up his approach in his call to contemplate the face of Christ, with the manifold ways that this face appears to us in all life's circumstances. He grants that he is not inventing some kind of new program, but rather looking afresh at the program found in the Gospels and in the living tradition of the church. What receives strong emphasi~ is the pope's desire for us to make our own a spirituality of communion. This phrase, spirituality of communion, the pope had identified in his 1994 ap6stolic letter, Vita consecrata, as describing the mission especially appropriate to Review for Religious members of consecrated-life institutes. No matter the charism that specifies the mission of particular religious lifeforms, the pope had requested that all men and women vowed in conse-crated life embrace a spirituality of communion. Religious were encouraged to consciously work at a communion spirituality as an essential part of the gospel spirituality which all share. This spir-ituality of communion needs to inform their community life and their mission. By his extension of the call to a spirituality of communion to others, John Paul II has not taken away his invitation to those living the consecrated lifeform to be grounded in a spirituality of communion. Proclaiming now that all Catholics have a respon-sibility to work at developing this spirituality of communion for our times, the pope underlines a special charge for those vowed in consecrated life to both educate and form others in the Catholic community to understand and live this spirituality of communion. He tells us that this effort will make the church "the home and school of communion." Such creative energy is a spirituality that enhances our awareness of the trinitarian God dwelling within us and embracing us with a divine life of communion. It is a spirituality that makes come alive our real-ization of the mystical Body in which we see our brothers and sisters truly living a life that is "part of us." It is a spirituality that brings us to see and appreciate the gifts of others not only as gifts from God to them, but also as gifts from God and them to us. It is a spirituality that teaches us how to make room for all our brothers and sisters, so that we truly exclude no one from the table of God our Father and accept what it means to bear one another's burdens. What is so often lacking in the services that are provided secularly (and perhaps we need to examine our own ministries too) is not the actual "body'-' of services but the "soul" people must put into those services. We must take any "mechanisms" of service and put a soul into them, a soul that gives them full meaning through fullness of communion. In a postmodern culture, a wise and holy man has proposed linking our Catholic growth in holiness with the special needs of our new millennium. The spirituality of communion he proposes is a privileged and relevant way of imitating Jesus, our incarnate and redeeming Lord. David L. Fleming Sy March-April 2001 CHRISTOPHER ROBINSON Feeding the Beast: Postmodern Anxiety, and Generational Challenges A little story in Charles Lamert's 1997 book on post-modernism seems pertinent to many current discussions on the past, present, and future of religious life: One fine morning the residents of a small village woke to find a very big but not unfriendly beast well settled in the center of their small town and mundane lives. Being by nature trusting and kind, the people repressed fear and welcomed the beast. In spite of its enormous height and girth, and the mass of its settled flesh, the beast posed no threats. All he did, in the most matter-of-fact way, was say "Feed me." The villagers complied. Upon devour-ing what he had been fed, he simply repeated his demand, without inflection, "Feed me." Eventually, without vote or complaint, feeding the beast came to be what the village was about.' Concern about the future of religious life and its unique contribution to the church has been around for as long as I can remember. It has become, for some of us, an all-too-real version of the village beast. Let me try to clarify just exactly what I mean. In the preface of her recent book Finding the Treasure, Sandra Schneiders says that "virtually every Christopher Robinson CM is completing a doctorate at Louvain with a focus on the theology of religious life. His address is Leopold I Straat 41; B-3000 Leuven; Belgium. Review for Religious question raised today leads directly into the issue of what religious life is and means.''2 The questions I raise here are directly related to what religious life actually is, as distinct from what religious may do. The question of meaning is related, as Schneiders shows, to the pervasive postmodernism in Western industrial countries. At least in the United States, this has affected the young people; they have been socialized from birth with a postmodern consciousness. Whether or not religious life in the West continues depends upon having a plausible description of it that is intelligible to those who are significantly affected by this consciousness. My hope is that either we can befriend these questions of being and meaning, our village beast, without constantly serving it or we can actually turn the tables. The village beast might be capable of feeding us. .What Is Our Village Beast? In the context in which I found it, the story of the not-unfriendly lumbering beast refers to the effect that some ques-tions of meaning have upon the people who entertain them: "Before long, it grows to become that which preoccupies, even defines, the villages.''3 Today many of us are preoccupied with the nature and meaning of religious life. The question of who we are and what meaning we offer to the church and the world is not a non-friendly one, even if it is consuming our energies. It is not non-friendly because postmodernism, the sensibility operative in the West, is not by its nature hostile. Though postmodernism has been defined in many ways and will continue to present itself as a sensibility worth studying, here I wish to highlight its more pos-itive attributes without discounting negative ones. Postmodernism is playful, it deligt]ts in the unique, it is non-linear. It is suspicious of universals and of supposed evolutionary trajectories that are bound to arrive at bigger and better things. For it, there is no self-evident center of all meaning. Postmodern sen-sibility distrusts global institutionalization and celebrates nonuni-formity. Intrinsically pluralistic, it rejects exclusivist claims and triumphalist truth statements. Schneiders emphasizes three postmodern characteristics that are necessary for locating religious life in the contemporary con-text. She says that postmodernism is "a child of and a protest against modernity.''4 In other words, postmodern sensibility rejects the unifying yet reductionist approach of modernity that subjects March-April 2001 Robinson ¯ Feeding the Beast reality to what can be proven, manipulated, or categorized by an objective scientific method. Postmodernism is radically conscious of how science has both enhanced human life and brought enor-mous risks to it and the environment. It insists that modernity has not lived up to its claims of creating a better world through rationality. Second, Schneiders points out that the postmodern con-sciousness has eroded or simply refused to acknowledge the foun-dations upon which many modern projects have risen: "Who is to say that any construction of reality, any set of beliefs or mode of behavior, has universal validity and therefore any claim on me?''s On the negative side, this position means that postmodern thought is relativistic. On the positive side, postmodern thought has effec-tively eroded the foundations of ethnic hatred, anthropocentrism, sexism, and so forth. Third, postmodernism rejects the idea that there is a grand story, a metanarrative, that can provide universal meaning for all people of all times in all places. The metanarrative purports to present the ideal of what all people should be; persons who are not in the story are hounded until they come around to the group's way of thinking. Postmodernism's suspicion of the grand story subverts such use of force to make all people over into a general-ized image, an image devoid of particularity or difference. On the negative side, postmodern consciousness may produce alienation because no acceptable common story bridges the distances between people.6 Meaning and Being Our village beast is more complicated than the brief question "Who are you and what do you mean?" The beast is this ques-tion as asked by a postmodern consciousness or sensibility. The question threatens because many religious congregations and communities (if not all) are firmly rooted in modernity, not post-modernity. Consequently, the beast appears threatening but is not unfriendly. The postmodern question is really not unfriendly because postmodernism is not necessarily antagonistic and may be favor-able. For example, postmoderns are captivated by the unusual, and what could be more unusual in the contemporary world than a life characterized by celibacy? Postmoderns reject the negative Review for Religious and sometimes disastrous effects of metanarratives because meta-narratives envision all people as the same. Religious men and women have a similar view that often puts them on the margins of society for rejecting metanarrative rhetoric that would keep the alienated far from the resources they require for self-actual-ization and fulfillment. Such rhetoric includes the opinions that "if they would only work hard enough they wouldn't be poor" and "if they would stay at home and have children they wouldn't be harassed." Particularly in the Western world, certainly in the history of the United States, religious communities have consis-tently promoted human well-being through education, healthcare, and social service regardless of the creed of those receiving assistance. What could be more postmodern than that? Religious often find themselves in prophetic positions in relation to the univer-sal church. Such elements of decentralization are, in a way, the human side of the gospel message lived out through the charisms of particular communities made up of particular persons. The explicit goal, obviously, is not to decentralize the church. But the human face, voice, and touch provided by dedicated religious create a space in which people hear the gospel in unique and specific ways. Such efforts and understandings of decentralization are postmodern. So what is the problem? The postmod-ern phenomenon has entered our lives and, in a manner neither unfriendly nor always unattractive, asks: Who are you and what do you mean? The problem is that we continue to feed the beast, this lumbering postmodern.collection of con-tradictor~ images, with rationalizations that stem from modernity. Of course, feed it or not, it is not going to go away. The beast story describes the lives of the villagers as mun-dane. Postmoderns have critiqued modernity for exactly that, being boring and mundane. Universals are boring. Nondifferentiation has no room for distinctive and entertaining attributes. Whether or not the perception is true, the postmodern West sees religious men and women as being just like everyone else, and so we are largely Postmodernism rejects the idea that there is a grand story, a metanarrative, that can provide universal meaning for all people of all times in all places. March-April 2001 Robinson ¯ Feeding the Beast invisible. We have done a good job of assimilating and affirming the world. We live individual lives in individual ways in individual spaces. Postmodernism consciously ignores anything that is "the same" in favor, of the new, distinct, unusual, entertaining, distracting, and so forth. There is a dangerous .and antihuman element to this that includes consumerism, materialism, trivial distraction. There is also something of positive value. I have not claimed and would not and cannot claim that, because of postmodern consciousness, religious need to create distinctive-lifestyle enclaves that provoke the curiosity and interest of the others in society. To keep the postmodern sensi-bility entertained, we would have to have general chapters and assemblies adopting new gimmicks every six months. The question of our invisibility is, however, a serious one. Because postmod-ernism disdains rationalistic answers, seeing them as dank mush-rooms emerging from metanarratives, it is not going to wait for an explanation from us about our lifestyle. As soon as a religious begins, "Well, you have to understand that once upon a time the Second Vatican Council created a spirit of openness to the world that we as religious had forgotten," the postmodern mind closes down. Even for the educated young adult Catholic, Vatican II is "that great thing that happened sometime in the middle of the last century. Have you read it? The language is hopelessly gender exclusive." The revolutionary event that altered the course of religious life is now considered a metanar-rative from a time long past. Add to this that the same Vatican is now the source of documents like DominusJesus that remind every-one that there is only one true and universal Christian church. " Truth claims aside, such statements sound to the postmodern mind like metanarratives. Postmodernism is fast paced and will not wait for us to explain endlessly our being and meaning through solemn discourses, province plans, and mission statements. This is particularly true when the observable reality does not live up to the written ideology. We appear as more of "the same." Modernity Is Still Operational There is a certain logic to keeping our roots in modernity. First, our charisms, congregations, communities, and reforms are based on great stories, not the least of which are the gospel nar-ratives. Second, it is Vatican II that ushered us into the modern Review for Religious world. Ironically, it did so just as the world was on the brink of postmodernity. The call to return to the charism of the founder resulted in a great deal of historical research and theological reflection. Much of this was dependent upon the historical-crit-ical method that typifies modernity. Third, through our com-mitted lives we are striving in God's name to make the world a better place for everyone and everything. Without nuance this can be translated by radical postmoderns into a universalizing, nonparticularizing amalgamation of all peo-ple into one standard of living, one creed, and one political system. So the village beast that has lumbered into our midst is the postmodern question of being and meaning. It is a not-unfriendly thing, but it is a very intimidating, beastly thing. From the modernist perspective, reli-gious and their communities have welcomed the beast into their villages. It has been ana-lyzed, considered, weighed, measured, and .continuously fed with the best sociological, historical, and systematic information in the hope that it will remain docile or maybe even go away. But our numbers continue to shrink, morale among the membership is precarious, and questions about our congregations; future often preoccupy at least some of us. The popular perception today might be that feeding this beast is what we are all about. It seems we have'not found a solid faith-based solution to the vocation crisis through the human sciences--which, to the modern mind, have always served humanity well. Postmodernism is a sensibiiity. The West itself still operates according to the rationalism of the modern era and will most likely continue to do so, with some revision. And so we religious are challenged to find our own methods of drawing together the best of both expressions of reality: postmodern sensibility and the dependability of a reformed modernity. This is not as difficult as we may imagine--given our access to resources, the security of our traditions, the creativity among us, and the presence of the Spirit of God, who called us into being in the first place. The challenge, however, is to discover how the village beast, the ques-tion of being and meaning, has begun to create internal conflicts The village beast that has lumbered into our midst is the postmodern question of being and meaning. t23 -o- ~lqarcb-Aptql 2001 Robinson ¯ Feeding the Beast within congregations and communities, particularly between moderns and postmoderns. The Village Beast Is a Member of the Community The postmodern questions about meaning and being will not simply disappear. There are two ways of dealing with the ques-tions, two ways of feeding and befriending the village beast. Oversimplifying for brevity's sake, I would say that postmodernism is present in religious life in two different forms. Religious over forty have assimilated surprising amounts of postmodern sensi-bility, and religious under forty were practically born with a post-modern consciousness. Accordingly, many believe that the vocation crisis is a solvable problem while others see it as a sign that reli-gious life is incomplete or inadequate for the present age. These are modern assessments. We are working against ourselves if we seek answers in modernity when we ourselves have assimilated or have been socialized by postmodern sensibilities. We will not accept modern answers if we are postmoderns ourselves. Community leadership, usually held by persons over forty, seeks modern rational avenues for vocation initiatives or charism rein-terpretation while living mostly postmodern lives themselves. Being born into the postmodern culture is distinct from assim-ilating it. Se~in D. Sammon FSM, in his "Last Call For Religious Life," expresses well the internal and external collisions occurring in religious life between Baby Boomers and the Thirteeners, those who constitute the thirteenth generation produced by the United States.7 Others have referred to this cohort as Generation X or Gen-X, although Thirteeners is a more accurate term for those born between 1961 and 1981. Identifying the tensions that exist between generations is, I believe, as important as identifying the darker side of the postmodernism that has crept into religious life through assimilation. Postmodernism as Assimilated The Future of Religious Life in the United States (FORUS), a study by Miriam Ukeritis CSJ and David Nygren CM, alerted congre-gations to many things, two of which I will emphasize here. First, the data showed that many individual religious have attitudes and lifestyles, values and behaviors, that reflect cultural assimilation. Review for Religious This cultural assimilation is not necessarily indicated by the clothes we wear or the style of housing we have adopted, but it is observable in attitudes. The individualism indicated by the FORUS data in areas of career, self-determination, and affective-support systems reflects current postmodern sensibilities. Many religious find that their ministerial careers, whether parochial, diocesan, or institutional, require dedication and energy that prevent their participation in projects and activities within their congregation,s Their primary relationships begin to reflect their ministerial setting. In this, Baby Boomers and Thirteeners share a similar postmodern attitude. Sammon notes, "Most Thirteeners feel that the people with whom you have day-to-day contact and share meaningful conversations and a sense of closeness consti-ruie family. They trust their friendships over all other relation-ships.'' 9 FORUS indicates that day-to-day contact with their community is, for many, minimal or nonexistent. Assimilation is not necessarily a good or a bad element pre-sent in contemporary religious life. It is data. The interesting thing to consider, I think, is that many religious over the age of forty have accepted various attitudes and lifestyles that reflect postmodern culture and yet continue to live under a rule that assumes only the modern. For example, religious who live alone and work diligently within a nontraditional ministry might, in spite of efforts, find it difficult to follow various aspects of their constitutions, such as communal prayer, daily Eucharist, annual retreat, and general chapters. True to postmodern sensibilities, the same religious might also defend their right to exercise their ministry in ways that elude strict modern principles. They do not abide by their constitutions or statutes or provincial norms with exactitude because, in their assessment of their specific ministerial context, it simply cannot be done. In other words, the postrnodern question "What are you and what do you mean?" cannot simply be answered by handing over the constitutions. Members of teaching communities (founded to teach the chil-dren of immigrants) who are now pastoral administrators cannot point handily to a founding story to explain their doing this particular ministry. The members each have different, unique stories that are loosely connected to their community's charism as reinterpreted by its mission statement over the past twenty or forty years. This, in my view, is evidence o.f postmodern assimilation. I25-- Marcb-Ap~ql 2001 Robinson ¯ Feeding. the Beast L Postmodernism as Culturally Intuited Add to this the complicated problem of generational corn-munication. What those over forty have assimilated through expe-rience and reflection, those born after 1961 know intuitively. Their entire way of interacting with the world is steeped in postmod-ernism. Sammon clarifies this issue when discussing the current tensions between the Baby Boomer generation and Thirteeners: Many midlifers judge Thirteeners to be a disappointing ¯ bunch: ill-informed, intellectually dull, politically inactive, religiously conservative, and hopelessly materialistic. [Thirteener~] have grown tired of hearing their foiebears take credit for things they believe their elders did not do: invent rock and roll, start the civil-rights movement, stop the war in Vietnam, reform the Catholic Church single-hand-edly with Vatican II. The vast majority of Thirteeners ques-tion the self-perception of a number of boomers that they and their middle-aged compatriots have been the most creative, idealistic, morally conscious generation in the his-tory of the nation and church, if not the world.~° Those in midlife have assimilated certain postmodern sensi-bilities without having been to the manner born. This is why their sense of individualism and meaning can be distinguished from that of Thirteeners. Many midlife religious, looking back on their for-mative years with love-hate nostalgia, may find themselves won-dering why their younger compatriots have not had to work very hard to get to where they are: The latter were not put through rigorous formation practices, tests of blind obedience in trivial matters, the wearing of strange garb; they have not feared the imposition of some penance for having a particular friendship as we were! Such memories and ~eflections would indicate, to a degree, the older generation's dependence upon a grand story or metanarrative. The younger generation have not "earned their place"!--which is an assessment based on modern values, not post-modern ones. On the other hand, midlifers, with their assimilated postmodernism, refuse to alter certain lifestyle patterns that appear to be departures from the constitutional religious life they still see value in. Thirteeners are genuinely suspicious of any all-encompass-ing story that is supposed to somehow explain reality for them: What lies behind this aversion is [Thirteeners'] opposition to the sixties idealism of their older brothers and sisters. Young people of the 1960s won many gains for those who previ- Review for Religious ously had no voice. The decade failed, however, to achieve its promises. One generation's gains eventually became the losses of another. With their high ideals, baby boomers (born between 1943 and 1960) undertook organized social actions--but with what results for the generation that followed? An AIDS epidemic rather than sexual liberation; nuclear anxiety rather than peace; skyrocketing college tuition instead of low-cost education. Xers quickly came to the conclusion that they had been left with a culture in crisis,n Tension and Deeper Irony There is yet a deeper irony contained within this tension. Efforts in the 1960s to raise social consciousness were truly suc-cessful. Now it is quite common for parishes and parochial and public schools to engage in ~fforts on behalf of the poor and dis-possessed, the underrepresented populations, and also to be con-scious of global justice issues. The irony inherent in this dynamic is simple: Thirteeners are not interested in religious life for the good works the previous generation did accomplish and still strives to accomplish. Their postmodern minds and hearts take their awareness of the need for ecohuman well-being for granted and assume that efforts for such well-being will continue. What the Thirteeners want and seek is the spirituality and the communal life that have consistently been the essential meaning of conse-crated religious life, whether contemplative, monastic, mendicant, or apostolic. Sammon says, "Xers ultimately have a yearning, both implic-idy and explicitly, for an almost mystical encounter with the human and the divine. They find the religious more readily in personal experience and regard their own experience as superior to the accounts of others or truths handed down by way of creed or cus-tom.'' 12 A ramification of this sensibility is that Thirteeners who are currently members of or interested in some religious congre-gation remain or join because 'of who the community are for them, not what works they perform. This does not mean that the work is not important or attractive or life-giving or God-sent. But rarely does a community member do a ministry that could not be done without the benefit of religious life. The focus on practical purpose is a trait of modernity that the older generation of religious retain. On this front, there can be little agreement between Baby Boomers March-April 2001 Robinson ¯ Feeding the Beast and Thirteeners, both of whom exhibit the extremes and incon-sistencies of their cohort characteristics. The difficult task, in my opinion, is to admit that the post-modern village beast is in our midst, in the form of the tension between the assimilated postmodernism of the Boomers and the socializing postmodernism that has enveloped and permeated the Thirteeners from the day of their birth. It is present in the ways that religious have--for forty years and counting--been assimi-lating various cultural sensibilities such as individualism and careerism. It is present each time younger religious hear with skep-ticism of the solidly valuable accomplishments their elders are justly credited with. The postmodern questions of meaning and being are not merely coming at us from the larger society. They are a part of who we are. I mentioned earlier that many of us, of several generations, are concerned and sometimes even preoccupied with the question of our future as religious and members of vowed institutes. Our future relates directly to the question of who we are and what we mean in the contemporary world. The several generations approach and answer these questions differently. Taming this beast so that it does not define us--becoming what we are all about, becoming our very identity--requires two things. We need to understand explicitly and clearly the culture in which we find our-selves without making knee-jerk negative judgments, and we need to engage in unavoidably difficult conversations about genera-tional tensions. The Media as Language In contemporary American culture, postmodern sensibilities are inculcated most clearly through the mass media. The obvious places to start identifying postmodern tendencies are television, popular music (especially so-called alternative radio stations), movies, videos, and cyberspace. This may appear to be old news. But I mean more than simply watching or listening and letting a previously adopted metanarrative do the interpreting. We should not approach the media with dismissive attitudes. The media are the languages of the culture. Languages themselves are not flawed, unjust, shallow, or materialistic, though much that fills the media is all of the above. Still, there is a message to be heard beneath the glitz and glitter, the shallow sounds and images. In recent years the Review for Religious number of films without a "happily ever after" ending perhaps indicates a low-grade belief that the metanarrative that brings everything neatly together in the end is over. Many popular songs contain spiritual images, perhaps indicating that Thirteeners and their children are not as materialistic as people imagine. Many websites come up if one types in the word God, too many to inves-tigate in a single sitting, and they run the gamut of traditions and expressions. If we understand the media somewhat, or at least are alert to the undercurrent messages they may be communicating, we can begin to tame the question of meaning among ourselves. Patricia Wittberg SC has claimed that religious life's attractiveness for potential members relates directly to how well we understand and con-verse about our specific culture's areas of social discontinuity. Her claim, supported by others such as Sammon, is that Thirteeners particu-larly are looking for community and spiritual-ity. This seeking shows perhaps the deepest anguish of Western industrial culture and calls attention to the dark side of postmodernity. On the other hand, specific works of religious communities are directed at poverty, abandonment, alienation, and other symptoms of a society's anguish--but such symptoms are not the anguish itself. This anguish is expressed by a society's operative language; in our case, this is the media.'3 Understanding postmodernity involves engaging the media. One example among many is the ability to live and relate vicari-ously or virtually. In this world of what has been called hyperre-ality, the communication accomplished through media images is perceived as more real than the things themselves: reality is what is communicated in this hyperreal or superreal way. Charles Lamert, noting the effect on viewers of a movie like Dead Man Walking, asks: "What is the power of the movies to evoke deep feelings in such an artificial environment, bad popcorn and all? Somehow this is a medium that by projecting images before us causes us to project ourselves into those images, drawing out feel-ing from our unconsciousness . When a movie is over we leave, and leave behind the feelings."~4 In other words, because our primary means of gaining infor-mation and making sense of our culture is the media, our sensibility Understanding postmodernity involves engaging the media. March-April 2001 Robinson ¯ Feeding the Beast might last only as long as what is immediately before us. The feelings have been real. Television sight-and-sound images of Balkan ethnic cleansing produced real horror, genuine sadness and empathy. But, simply by watching CNN, we cannot say we have experienced ethnic cleansing or known anyone who has. We do, however, tend to base our belief about the world and our involvement in it on these feelings evoked by real experiences that in fact we have not experienced. Consequently, we are living virtually. Engagement and Risk Virtual living can be translated into virtual ministry if one is not careful, and so it is essential to be aware of this dynamic in order to respond to society's deepest anguish, recognizing that longings for the spiritual or the transcendent, and for a real and not merely a virtual community, are true 10ngings deserving of true ful-fillment, not virtual fulfillment. I recently removed my name from a list-serv so as to distance myself from the temptation to live vir-tually- isolated from the real. One list member wrote, "All of you are my community." Of the more than one thousand subscribers, I have never consciously met a single one in person. The feelings shared, the stories told, and the wisdom exchanged were valid and also hyperreal. I was personally moved by many of the stories and certainly prayed for many who requested prayers. The dark side of postmodernity, however, its alienation factor, is in the inevitable realization that this "community" of mine consists of more than a thousand persons with whom I have never had a face-to-face con-versation and never shared a meal. Religious life offers people real, not hyperreal, community and a real context in which to explore spirituality. From the mod-ern perspective, the ability to connect and interact electronically with thousands of people is a miracle. For those born into post-modernism, it simply is not real and cannot provide real commu-nity. Perhaps it is now time to ask whether offering invitations to religious life's real community may not itself be a valid ministry-- as valid as any other social-welfare ministry! My own congregation has been reminding my confreres and me that, as a society of apos-tolic life, we live in common for the sake of the mission. What I am suggesting is that, in light of postmodern questions of mean-ing and being, we notice that common life itself is a mission in a culture that hungers for real community. Review for Religious We can come to a clear understanding of this culture and its anguish only if we understand its language. We cannot use the various forms of media well enough to change the image of con-secrated life in the popular mind if we do not speak this language. It is futile to use postmodern media to send modern messages. Resisting the temptations inherent in the media culture (such as virtual living) and simultaneously becoming fluent in mediaspeak are the means to make the postmodern beast begin feeding us. Intergenerational Dialogue This leads us to the complicated issue of intergenerational dia-logue. We feed thevillage beast through our intergenerational struggles. Baby Boomers have indeed assimilated much of the media culture, but have done it selectively. Thirteeners, on the other hand, learned to communicate under the broad umbrella of the media; for them it is not a learned or second language. Consequently, differences in communication become apparent when identity and meaning are discussed in relation to the vocation crisis. If we cannot in some way formulate a cohesive self-image and rationale for existence among ourselves, no amount of media expo-sure can change the pattern of decreasing membership. I believe that for some communities and congregations, if not most, the intergenerational challenge is greater than the reality of overall diminishing numbers. Sammon states, "So great is the suspicion about Xers among a few midlife priests, sisters, and brothers that they would go so far as to risk. the future of their congregations rather than admit a significant number of them to membership. Xers in religious life find their situation equally oppressive.''~s The generations share the suspicion equally. Boomers accuse younger religious of conservatism, materialism, and an absence of passion about social issues. Thirteeners are weary of being measured against a supposed Vatican II norm of authenticity, namely, the Boomers' sense that their own Catholic understanding of the contemporary world is better than their elders' understanding of it; the Thirteeners are also weary of the ineffective ideological psychobabble they perceive in many for-mation programs. It is important, then, to find concrete ways in which both groups can genuinely share each other's wisdom. Recalling Patricia Wittberg's use of social-movement theory to examine religious life, one can say that a group or a community March-April 2001 Robinson ¯ Feeding the Beast succeeds when it speaks to a specific discontinuity present in soci-ety. For Boomers, discontinuities include poverty, oppression, dis-crimination, sexism, and racism. Baby Boomers, having lived their formative years during an age of idealism and social activism, speak well to these discontinuities, tl~ese signs of deeper anguish. Thirteeners, having spent their formative years recovering from effects of some misplaced 1960s idealism, have unavoidably embod-ied the anguish itself in their longing for transcendence and com-munity. The original anguish and its subsequent effects are elements of the same reality. Schneiders says: "The distinguishing characteristic of reli-gious life (in any of its forms) is the exclusive commitment to the God-quest that precludes any other primary life commitment, such as that to spouse and family, profession, or project . For religious the love of Jesus, unmediated by any other primary com-mitment, is the constitutive factor in life.''16 Whether one's energy is centered on social discontinuities themselves or on consequences of efforts to deal with them, the primary commitment to God in Jesus Christ through the Spirit provides common ground. Schneiders goes on to explain that the fundamental call to religious life belongs to the nature of charism on the first level. This call as "lived in and through the love and direct service of the neighbor" belongs to the nature of charism on its second level.17 While it would be scientifically inaccurate or simplistic to divide the Baby Boomer and Thirteener generations into clear categories, I tend to believe that one generation can more properly be described as on one level, the other on the other. Schneiders locates religious life on the margins of culture: The relation of the religious to culture is one of voluntary marginality rather than total absorption. By not undertaking one's species role as reproducer of the race, by not partici-pating in a capitalistic economy by the acquisition or use of wealth for personal purposes, by not exercising political power for individual goals, the religious situates herself at the edges of the systems that make the culture function. From this marginal position, religious share in the "hermeneutical advantage of the poor," the vision of the sociocultural sys-tem from the standpoint of those who are not primary ben-eficiaries of that system but often its victims.~8 In other words, the me.aning of the evangelical counsels of poverty, chastity, and obedience is the site from which to begin genera-tional dialogue. Whether initially motivated by a longing for corn- Review for Religious munity and transcendence or by a love for justice and for the socially disadvantaged, both Baby Boomer and Thirteener reli-gious are characterized by their voluntary marginality in rela-tionship to the culture that produced them. This is common ground, which we call the evangelical counsels. The Unity between Postmodernism and Modernity My point here is that discovering the common ground between generations provides the space in which to discover the other's world. This is of utmost importance, given these genera-tions' responsibilities for taking religious life into the future. There are two ways of approaching this common ground. The prophetic character of Baby Boomers, which gets them involved in the social activism, corresponds well to Schneiders's views of the centrality of the vow of consecrated celibate chastity. The existential angst of the Thirteener generation corresponds well to Michael J. Himes's reflections on the vow of poverty last year in this journal.~9 Granted that trying to offer a clear-cut typology is risky at best, it can serve as a point of departure for some interesting discussion. The particular strengths of the Baby Boomer generation and of the Thirteener generation are all-too-able to keep the ques-tion of being and meaning at bay and thus to keep anxiety about the future our primary concern. These strengths are likewise capa-ble of eliminating any future whatsoever for many religious con-gregations. But let us look more closely. Schneiders says, "The constitutive feature of religious life as a state of life, in other words, that which both organizes it as a form of life in the church and distinguishes it from other forms, is lifelong consecrated celibacy." She adds, "Celibate solitude is the root of immediacy to God as a mode of Christian experience and of social marginality as a position in the world which, oper-ating together, ground religious life as a prophetic lifeform in the church.''2° During the renewal efforts that followed the Second Vatican Council, many religious congregations and communities took being prophetic as that which distinguishes religious life. Engagement with the world had been motivated by the zeal to continue the ministry of Jesus Christ, particularly among the most abandoned. In order to be prophetic, religious entered into study, discernment, and activity that placed them truly on the far margins of contemporary society and away from the large institutions which Mard~-.4pril 2001 Robinson ¯ Feeding tbe Beast had previously defined or identified them. This was in line with the social activism of the generation and found support from many quarters. The movement was into the world, into social justice, into solidarity with the materially poor and into a variety of direct-service ministries. How does this connect with Schneiders's views on consecrated celibacy? First, one's commitment to the God-quest is clear within such a consecration, at least theoretically. Second, making Jesus Christ the center of one's life includes loving the people whom Jesus loved, particularly the most abandoned. Finally, the prophetic witness of consecrated celibacy needs to be concrete and incar-national. This appealed to a generation that had not been as close to the breakdown of marriage as the Thirteeners were. For them the consecration to celibacy involved a far greater prophetic com-mitment than to marriage. There is a twofold dynamic operating here. On the one hand, committing oneself to God stirs up zeal for justice and people's welfare, and, on the other, seeing the image of God in those who are served stirs up zeal for the commitment. Combining Strengths The Baby Boomer generation has been and is an active, "doing" generation. It believes that it can make a difference and is willing to live consecrated celibacy for the sake of those whose lives are improved by their commitment. The vow enables the religious to serve more people expeditiously and well. This, in a sense, touches again upon the issue of modernity. Baby Boomers were socialized within a modern world that was on a continuum towards better and better things. The utility of the vow is consis-tent with this mentality. For its part, the Thirteen generation is characterized by its existential poverty. This is altogether distinct from the issues of either material poverty or affluence. By existential poverty I mean that the Thirteener generation has been given no great social quest, does not believe in unlimited linear progress (because modernity has failed it), and perceives that it has not contributed greatly to the larger social reality. Sammon claims that Thirteeners appear to be "the cleanup crew of this century: whatever conse-quences America must face, they'll bear the brunt of it.''21 The resulting attitude constitutes a certain existential poverty. This generation has no grand story to tell, it has grown up living virtual Review for Religious instead of actual reality, and it has been left to confront the future with something less than hope. Members of this generation have experienced a great deal of death by way of suicide, drugs, and local violence, such as drive-by or school shootings. Although often caricatured as a materialistic, spoiled genera-tion, middle-class Thirteeners were provided with a great number of things by the previous generation, who considered such accu-mulation a sign of success. They watched as success ripped fami-lies apart, leaving them the first victims of what some have called America's divorce epidemic. Sammon states, "They are., the first generation of Americans whom other people took pills not to have. From the very beginning of their lives, this message was passed along to them: Children are avoidable or, in the case of abortion, disposable.''22 These social perceptions include an intuitive sense of the poverty of the human condition. Material well-being is a secondary issue. Michael J. Himes has proposed that "poverty is the key value in the vows . It is to recognize that there are radical limits on me.''23 Thirteeners have internalized the entire postmodern critique of modernity's limitations. Regarding relationships, Thirteeners draw on their experience of watching their parents divorce. Regarding beliefs, Thirteeners have carried the brunt of religious pluralism, picking up the notion that every belief is as good as the next because none can be proven and all have been touched by some kind of scandal. Regarding institutions, ,they are aware that the social-security system may ~ail and leave them without its benefits; they know that a good university education may not provide a lifelong upwardly bound career. In their perception of the world, everything is suspect because everything is radically limited. I would suggest that Thirteeners, through their sense of rad-ical existential poverty, have something important to contribute to vowed or consecrated life. It is no wonder that they turn instinc-tively towards community and spirituality. They do not appear to be seeking definitive answers because they would not believe them anyway. But their ability to live with ambiguity without idealism provides a different edge to prophecy. As Himes says, "Your life is a public witness to the fact that unfulfillment is what is character- The Thirteen generation is characterized by its existential poverty. March-April 2001 ,Robinson ¯ Feeding the Beast istic of being a human being.''24 Fo~: the Thirteener who has made the God-quest her primary life-commitment, the clear message is that only God provides fulfillment, not the promises of modernity or the fleeting, noncommittal character of postmodernism. So what does feeding the village beast have to do with the above generalizations? Those who feel an affinity with Schneiders's sense of consecrated celibacy can say, "I am a person whose pri-mary affective life-commitment revolves entirely around Jesus Christ. Because of this, I continue to do what Jesus did in order to announce the good news to the poor." Those who resonate with Himes's view can say, "I am a person whose primary affective life-commitment revolves entirely around Jesus Christ, who taught us that only God can satisfy the deepest of human longings. I gladly live a life proclaiming this message, particularly to those who are most abused by the lies of materialism and the false belief that it can provide fulfillment." These two essential stances can help keep beastly postmodern anxiety at bay and not allow our lives to be consumed by obsession about our future--or about whose vision of the future is most accurate and correct! The challenge, then, is to find ways of sharing equally valid expressions of our primary life-commitment. One emphasis is no less valid or worthy than the other; both of them result from generational experiences, perceptions, and worldviews. We can begin honestly and peacefully to identify in ourselves and in one another which tendency manifests itself in our lives together, together in our communities and in our ministries within the larger church and world. No One Answer From the perspective of modernity, we are challenged to come together to discuss the constituent factors of our form of life, par-ticularly as they are embodied in ourselves. From the postmodern perspective, we cannot allow one emphasis or one manifestation to be considered the grand story, the metanarrative which will solve all problems. There is no one answer, there is no universal solution, and in a sense there is nothing to be repaired. As Schneiders points out, religious life is a lifeform, an organic reality that has the abil-ity to grow, develop, change, and move through space and time. I have covered a great deal of territory in this reflection. It began by identifying a dynamic that is operative in many congre- Review for Religious gations and communities, namely, a preoccupation with our future. One of the reasons that we are confronted by this village beast is the presence, in different degrees in two generations, of a post-modern sensibility, a sensibility most clearly evident in contem-porary society's operative language, the media. The postmodern question of meaning and being presents itself not only from outside our community boundaries but also within the community itself. The Baby Boomers retain the idealism of their modern upbringing, but have indeed assimilated selectively some aspects of the postmodern sensibility. Thirteeners, on the other hand, were socialized into postmodernism from birth. Consequently, the question of meaning and being takes on different characteristics for the two generations. In order to stop being menaced by challenges that our future presents, I believe that all the generations in religious life, par-ticularly Baby Boomers and Thirteeners, need to discover the common ground of their basic life-commitment. I believe that the language used in this discovery will indicate that the prophetic activism surrounding the idea of consecrated celibacy, as out-lined by Sandra M. Schneiders, can peacefully coexist with the language of existential human poverty, as outlined by Michael J. Himes. The question about our future may lumber around and not go away altogether. This not unfriendly village beast may continue to say, "Feed me." But feeding it must not be what we are all about. Notes J Charles Lamert, Postmodernism Is Not What You Think (Malden, Mass.: Blackwell Publishers, 1997), p. 5. 2 Sandra M. Schneiders IHM, Finding the Treasure: Locating Catholic Religious Life in a New Ecclesial and Cultural Context (Mahwah: Paulist Press, 2000). 3 Lamert, Postmodernism, p. 51 4 Schneiders, Finding, p. 111. 5 Schneiders, Finding, p. 113. 6 See Schneiders, Finding, p. 113. 7 See Sefin D. Sammon FMS, "Last Call for Religious Life," Human Development 20, no. 1 (Spring 1999): 12-27. 8 David J. Nygren CM and Miriam Ukeritis CSJ, The Future of Religious Orders in the United States: Transformation and Commitment (Westport, Conn.: Praeger Publishers, 1993), p. 158. March-April 2001 Robinson ¯ Feeding the Beast 9 Sammon, "Last Call," p. 15. t0 Sammon, "Last Call," p. 17. " Sammon, "Last Call," p. 17. 12 Sammon, "Last Call," p. 16. 13 Patricia Wittberg SC, Pathways to Re-Creating Religious Communities (Mahwah: Paulist Press, 1996), pp. 81-85; Sammon, "Last Call," p. 20. 14 Lamert, Postmodernism, pp. 29-30. 15 Sammon, "Last Call," p. 17. 16 Schneiders, Finding, p. 313. J7 Schneiders, Finding, p. 314. 18 Schneiders, Finding, p. 327. 19 Michael J. Himes, "Returning to Our Ancestral Lands," Review for Religious 59, no. 1 (January-February 2000): 21. 20 Schneiders, Finding, p. 129. 2, Sammon, "Last Call," p. 16. 22 Sammon, "Last Call," p. 16. 23Himes, "Returning," p. 21. 24Himes, "Returning," p. 22. In a Time of Trial In my Friday-grief I seat myself by your shrouded body in the dark stone-stopped tomb while I await the sudden trembling of the earth, the harsh scraping at the entrance, the rustle of spice-scented linens, and know that I can now step out with you into the sun-drenched dawn of an Alleluia-day. Franklin Cullen CSC Review for Religious DORIS GOTTEMOELLER I Community and Communion: Making the Connections p~.pe John Paul II speaks of some aspects of the Eucharist in ta consecrata, his postsynodal apostolic exhortation on the consecrated life: By its very nature the Eucharist is at the center of the con-secrated life, both for individuals and for communities. It is the daily viaticum and source of the spiritual life for the indi-vidual and for the institute. By means of the Eucharist all consecrated persons are called to live Christ's paschal mystery, uniting themselves to him by offering their own lives to the Father through the Holy Spirit. (§95) These words of the pope describe an ideal that seems far from the daily experience of most religious I know. It is not that we do not affirm the ideal. But the realities of community and liturgy seldom come together in the life-giving way envisioned in Vita consecrata. The reasons are many and complicated, and the solutions will require imagination and passionate desire. Here I want to explore some factors that inhibit the integration of Eucharistic devotion and community life, to identify some values common to both, and to name some steps we can take to reanimate our communal and Eucharistic life. First let us describe the present reality of Eucharistic practice among religious. I will focus in this section only on common, Doris Gottemoeller RSM presented this paper first at the Eucharistic Congress in Washington, D.C., on 7 October 2000. She is Senior Vice President for Mission and Values Integration at Catholic Healthcare Partners; 615 Elsinore Place; Cincinnati, Ohio 45202. March-April 2001 Gottemoeller * Community and Communion L J Religious community is meant to be a tissue of daily relationships, the context in which we realize all the other dimensions of our vowed life. observable practice. Let us begin by looking at large community houses such as motherhouses and retirement communities. Many of them still have the benefit of a daily Mass, but a significant number can no longer count on the daily presence of a priest. Since these sisters tend to be old and infirm and unable to go out to a parish, they substitute a communion service on the days a priest is not available. Sisters in smaller local communities seldom live in traditional parochial convents; even if they minister in a parish, they may well choose to attend Mass at a different parish. Where two or more sisters live together but work in different ministries, they may well attend different parishes. In short, the practice of a community attending Mass together is becoming increasingly rare. A few sisters minister in settings too far from a resident priest to expect to attend Mass more than once a week, if that often. In some cases, what counts toward the choice of where to worship is convenient location, convenient time, and a congenial celebrant. At times anonymity and speed are the operative criteria for selection. Add to this general picture of behav-ior some frequently expressed thoughts and feelings: "I cannot attend Mass daily and have it be a real celebration. IfI go less frequently, each cel-ebration becomes more meaningful." "My ministry requires me to work long hours, and there is no liturgy that fits into my sched-ule." "The Church's exclusion of women from presiding at liturgy and the use of exclusive language in readings and prayers make Mass attendance too painful for me to endure." I make no attempt to quantify these practices or feelings--only to note that they are part of the experience of at least some religious and therefore, in a sense, part of the experience of us all. What about the experience of community life today? Elsewhere I have suggested that our inability to be clear about what community living means or what it calls us to is our Achilles' heel.' Even raising the topic provokes equivocation, defensiveness, rationalizations. Everyone affirms community as an ideal, but few agree on how to realize it in practice. In the same vein, we are Review for Religious not clear on how it relates to, shapes, or determines our practice of the evangelical counsels and ministry. Going deeper, we have not chaJlenged ourselves to articulate a theology or spirituality of com-munity living adequate for our time. In the complicated process of adapting our way of life to modern and postmodern realities over recent decades, we have been clearer about what we were dis-carding than about what we were setting up as a corporate choice. Hence we find it difficult to say with any clarity or assurance what we are inviting potential and new members to share. Given our uncertainties and ambivalence about Eucharistic devotion and community living, it is no wonder that the ideal of Eucharist-centered consecrated life, for both individuals and com-munities, seems a dream still to be accomplished. The foregoing sketch of the present situation may sound somewhat pessimistic. But there is, I believe, a renewed hunger among religious today for authentic expressions of the deepest meaning of our life, and so these considerations are important. I suggest that there is a powerful analogy between Eucharistic life and religious community life that can shed light on both and show between them a common spirituality. The analogy has four dimensions. The Word Is Made Flesh Religious community and the Eucharist are incarnational. There is a physicality about each that is intrinsic to its nature. Our Eucharistic belief and piety embrace the concept of the Real Presence: that under the appearances of bread and wine the whole Christ is truly, really, and substantially present. If the Second Person of the Blessed Trinity had not assumed human nature, human soul and body, there would have been no Last Supper and no enduring Eucharistic presence today. The accidents of bread and wine are able to be seen and eaten; they are tangible. We know that religious community is also tangible: it is a social experience in which real people, through their physical senses, relate to one another in significant and mutually supportive ways. Sometimes we speak of community as an abstraction, one that is easy to affirm because it makes no demands on us. But reli-gious community is meant to be a tissue of daily relationships, the context in which we realize all the other dimensions of our vowed life: prayer, poverty, celibacy, obedience, mission. Take poverty as an example: not only do we share our income in common, but we March-April 2001 Gottemoeller ¯ Community and Communion also discern together how much is enough, whether for the present living situation or for future needs. Living religious community requires interacting in significant ways with companions whom we can see, address, challenge, praise, forgive, and even embrace. A priest celebrating Mass alone, without the company of an altar server or any other worshiper, is an anomaly. So, I would suggest, is a religious living alone. Something intrinsic to the expe-rience of Eucharistic or religious community is missing. Carrying the incarnational analogy further, we may say that both Eucharist and religious community are preeminent realizations of church. As Vatican Council II's Constitution on the Sacred Liturgy reminds us, "The liturgy is the outstanding means by which the faithful can express in their lives, and manifest to others, the mystery of Christ and the real nafure of the true church. It is of the essence of the church that she be both human and divine, visible and yet invisibly endowed . Day by day the liturgy builds up [the mem-bers] of the church into the Lord's holy temple, into a spiritual dwelling for God--an enterprise which will continue until Christ's full stature is achieved. At the same time the liturgy marvelously fortifies the faithful in their capacity to preach Christ. To out-siders the liturgy thereby reveals the church as a sign raised above the nations" (§2). In short, when the faithful gather to celebrate Eucharist, Church "happens." The Synod on Consecrated Life also saw a unique ecclesial manifestation in this life. Vita consecrata (§§41 and 42) calls com-munity life "an eloquent sign of ecclesial communion," that is, of the church's fundamental identity. Community demonstrates that sharing in trinitarian communion can change human relationships and create a new type of solidarity, built not on family ties or nat-ural attraction, but on common values and commitments. "In this way it speaks to people both of the beauty of fraternal commu-nion and of the ways which actually lead to it. Consecrated persons live 'for' God and 'from' God, and precisely for this reason they are able to bear witness to the reconciling power of grace, which overcomes the divisive tendencies present in the human heart and in society." Community is described as a "God-enlightened space in which to experience the presence of the risen Lord." In literature the figure of speech called synecdoche uses a part to represent the whole and thus even to contain the whole. Perhaps this figure of speech can illustrate a similarity between the Eucharistic assembly and religious community: each in its own Review for Religious way, limited in time and space, is a special manifestation of the church, past, present, and future, throughout the world. Do This in Memory of Me Whenever Mass is celebrated, the story of our redemption is retold and the stuff of our lives is incorporated into that story. In the penitential rite we are reminded that Jesus heals the wounds of sin and division, and then we recall our sins and ask and receive forgiveness. Scripture readings highlight some aspect of salvation history, and the homily applies it to our lives. In the creed we recite the ancient truths and affirm our contemporary belief. In the offertory our gifts are brought to the altar in order to be become Christ's Body and Blood. The words of consecration recall the Last Suppe~:--for the sake of the present action. The telling and retelling of the story of salvation is not a sterile repetition, but an opportunity for us to be drawn into an ongoing story and to make it our own. It is ultimately a transforming story. One day recently the postcommunion prayer included the words "become what we have received." We could never exhaust the meaning of that short phrase. Nourished by Christ's Body and Blood, we are incorporated into him and become Christ in the world. Each religious institute also lives by a story. The circumstances of the founding, the teachings of the founder, the sufferings and hardships of early members, accounts of new missions undertaken, tales of saintly individuals--all of these are elements in a congre-gational history that is still being written. A new member is grad-ually introduced to that s~ory in a process analogous to the Rite of Christian Initiation of Adults. Bit by bit she learns the stoW and becomes a part of it. The story is more than facts: it includes beliefs, values, and customs which have to be interiorized if the new member is to be really incorporated. These are best instilled by example. The new member lives in a community that shows her in a natural and unselfconscious way what it is to be a Sister of Mercy or Daughter of Charity or Franciscan. Gradually she takes on the new identity and lives out of it in an authentic way. Both processes--Eucharistic and congregational incorpora-tion- illustrate the meaning of theological tradition. This term refers to the preservation and development by which some truth, whether divine revelation itself or a founding charism, is made available to succeeding generations. Through successive genera- March-April 2001 Gottemoeller ¯ Community and Communion t_ions of recalling and living and praying that truth, new persons are enabled to enter into the community of belief and practice and to contribute their insights. The words used may differ, as languages and cultures change, but the essential identity perdures, under the guidance of the Spirit. Eucharistic community and religious com-munity are communities of memory, nourished by retelling the story. The words of the Evangelist John apply to both, "What we have seen and heard, we proclaim now to you, so that you may have communion with us" (1 Jn 1:3). That All May Be One No group on earth is more diverse than the community of Christian believers. A Coptic Christian in a refugee camp in Ethiopia, a campesino in the highlands of Peru, a Midwest tourist at St. Patrick's Cathedral, all take part in the same liturgy, albeit in different languages and rites. Nor does the diversity end there. Even within the same national or ethnic group, vocational choices, personal gifts, economic circumstances, theological tendencies, and spiritual preferences may differentiate worshipers from one another. Just look around the church some morning and appreci-ate the diversity present there. Retirees, business executives, stu-dents, factory workers, a few street people--all feel comfortable. The church's identity as communio means that all members share a fundamental unity, rooted in baptism. Whatever their differ-ences, the liturgy inspires the faithful to become of one heart in love by being "filled with 'the paschal sacraments'" (Sacrosanctum concilium, Constitution on the Sacred Liturgy, §10). The sociologist Robert Bellah asserts that the fundamental practice that tells us who we are as Christians is worship? When we all gather to partake of the same Eucharistic banquet, we are drawn into an embodied world of relationships and connections, a world of human solidarity. Furthermore, he suggests, this soli-darity is an antidote to the radical individualism so characteristic of modern society. Every Eucharistic celebration is an opportunity to model hospitality and inclusive love. When we detect that dif-ferences have become barriers to communio, we must seek recon-ciliation and the restoration of harmony. Religious community has its own diversity. Before renewal we often ignored our differences or tried to eliminate them through adherence to minutiae of rules and customs. Once we began to Review for Religious recognize and appreciate individual differences, however, we did not always differentiate between wholesome and destructive diver-sity. Perhaps more accurately, we did not always differentiate between accidental differences, which can enhance community, and substantive differences, which can erode common meaning. We easily think of examples of diver-sity within a single congregation: national origin (especially if it is an international institute), ethnicity, age, personality types, education, professional expertise, ministry experience, tendencies in theology and spirituality, preferences in art, music, and recreation. On the one hand, this variety of gifts is a wonderful treasure. On the other, it creates a formidable obstacle to the unity of mind and heart which is the ideal of religious life. If this unity is to flourish, it must include a common under-standing of the core commitments of the vowed life and a common passion for the mission, and it must be nourished by the sound traditions of the congregation. For we are not on individual spiritual journeys that intersect only occasionally; we share one journey on which everyone's successes and failures challenge all to be better pilgrims. Successful integration of the varied gifts within a religious community mirrors ecclesial community and contributes to its flourishing. Hospitality and inclusive love are characteristics of both Eucharistic and religious community celebrations. The sociologist Robert Bellah asserts that the fundamental practice that tells us who we are as Christians is worship. Go Forth to Love and Serve the Lord As the liturgy draws to a close, we are sent forth on mission. In the prayers of petition, we remembered the needs of our fam-ilies, friends, community members, church, and world. We offered ourselves with the bread and wine, and now Christ has incorpo-rated us more deeply into himself so that our hands will be his hands, our hearts his heart, on a mission of service to others. Each liturgy ends in a commissioning that echoes the commissioning of Jesus' disciples before his ascension: "Go, therefore, and make disciples of all nations, baptizing them in the name of the Father Marcb-April 2001 Gottemoeller ¯ Community and Communion and of the Son and of the Holy Spirit, teaching them to observe all that I have commanded you. And behold, I am with you always until the end of the age." The message is not "Keep safe and stay well until we meet again," but rather "Go forth to love and serve me in the least of my brethren. What you have received, give freely. And, when next you gather at my table, bring the cares and needs of your neighbors with you." Liturgy is not a place to retreat from the world's problems for an hour of spiritual comfort. It is a time to penetrate more deeply into the meaning of the world's problems through the lens of Jesus' life, death, and resurrection. Communion should help us see with his vision. This means seeing beneath the surface of events to the roots of the world's problems. Seeing with Christ's eyes-- we call this contemplation--is necessary for entering into the strug-gle against evil in the depths of human hearts and in the structures of society. Similarly, religious community life is oriented toward mis-sion. "Nor for ourselves alone" should be the watchword. Consecrated life is apostolic in its very essence. This means, not that persons in religious congregations do apostolic works or have individual ministries, but that our whole way of life is for the sake of making the love of God visible and attractive. Community life, therefore, as an intrinsic element of the consecrated life, should be mission oriented in both intention and expression. An apostolic community welcomes neighbors and friends and even, at times, aliens and strangers. An apostolic community weaves the needs of the world into its spiritual consciousness and common prayer. An apostolic community shares its resources with people who are poor. An apostolic community responds to the needs and priori-ties of the larger congregation and also welcomes new members, introducing them to this way of life. In short, an apostolic com-munity is not turned in on itself, isolated and self-sufficient, but receives from others and shares with them. Eucharistic and reli-gious communities--both of them generate apostolic engagement and support. Reanimating Our Eucharistic and Communal Life At the beginning of these reflections, we noted that one of the challenges of living Eucharistic and religious community enthu-siastically is the dailiness of the two experiences. Building on the Review for Religious strength of the analogy between them, let us imagine some ways to make each experience more life-giving. In order to do so, you may want to recall some especially meaningful community cele-bration- perhaps a patronal feast, a jubilee or anniversary, a pro-fession ceremony, even a funeral. Are there elements of that well-remembered celebration which can be incorporated into daily experience? Let me suggest a few. The first dimension of any celebration is anticipation, together with preparation and planning. We look forward to community celebrations, choosing the time and place with care, sending out invitations, preparing the space, devising a menu. If the celebra-tion is to include a liturgy, additional preparations are made--a celebrant is engaged, the choir and musicians rehearse, programs are printed, the altar is adorned. Far from being a burden, these preparations add to the greatness of the occa-sion. We enjoy imagining what the result will be. We look forward to the delight others will experience, perhaps to elements of surprise or special beauty they will enjoy. By our antici-patory efforts we are giving the message that what is to follow is important. In some way the element of anticipation and preparation can be incorporated into the daily rhythm of our Eucharistic and commu-nal life. A simple way to anticipate the Eucharist is to reflect on the scriptural texts before Mass, to pray for grace to hear the word of God and to live it gladly. If we have options, the choice of a time and place to attend Mass is also part of the anticipation. Because community life is not a single event, but an ongoing rela-tionship, the note of anticipation may not seem applicable. I believe, however, that we have to be every bit as intentional about when and how we will gathei', what we will do to enhance the meeting, who we might invite to join us. Mealtime, prayer times, and recreation--three common points of encounter--can all be enriched by thoughtful anticipatory gestures. Gathering flowers for the dinner table can say to your companions, "You are important to me. I am happy to spend this time with you." After the preparation comes the event itself, the celebration of Eucharist, the experience of community living. Harking back to the The element of anticipation and preparation can be incorporated into the daily rhythm of our Eucharistic and communal life. March-April 2001 Gottemoeller ¯ Community and Communion community celebration we specially remember, we note that pres-ence to one another and attention to detail are key ingredients. A sister that I lived with for many years told me this story not long ago. She recalled returning from a trip very late at night and very tired. We used to gather for our community prayer at 7:15 each morning. The following morning she was very tempted to sleep in and skip prayer; she felt she was too tired to contribute anything to the community's effort. But she came, and she had a vivid expe-rience of being borne up and carried by the prayer of the rest of us. Then, when she went to morning Mass with us, she had the same experience at church. The presence of the other parishioners, many of whom we did not know by name but recognized from seeing them frequently, "bore her up." Their faith sustained and animated her. This story is, I suggest, a parable about the nature of Eucharistic and religious community. In times of fatigue, dis-traction, boredom, the community is there for me. When others are similarly challenged, I want to be there for them. Attention to the details of presence enhances Eucharistic cel-ebrations and community experiences. The visibility of sisters, at least occasionally attending Mass together in a parish church, gives a clear reminder that we are still here, that ours is an ecclesial vocation, that our apostolic works are rooted in a life of commu-nal and liturgical prayer. Participation as a lector, Eucharistic min-ister, choir member, or bearer of the offertory gifts can help focus our attention on what we are doing together. Attention to our posture, dress, and demeanor can all help us remember that each celebration, no matter how frequently repeated, is an incalculable opportunity to be united with the whole church living, striving, and praying throughout time and space. Similarly, in local community settings, cultivating habits of courtesy and thoughtfulness can ele-vate the daily humdrum into graced encounters. Finally, a meaningful celebration is prolonged beyond the event itself. The liturgical year supplies us with a cycle of special feasts, but, except for Christmas and Easter, the celebration is usu-ally over and forgotten by eight o'clock in the morning. Are there ways in which we can remind ourselves and one another of the morning's scripture reading, the day's feast, or the spirit of the season (the anticipation of Advent, the joy of Christmastime, the penitential spirit of Lent, the daily challenge of Ordinary Time)? Our community gatherings give us the opportunity to prolong the Eucharistic celebration into the rest of the day. Review for Religious All of these suggestions, simple as they are, are ways in which we can integrate our communal and liturgical prayer. And, of course, there are ways in which all of this can relate to our personal prayer. If one dimension is weak, neglected, or underdeveloped, the others suffer. Each part of our spiritual journey is meant to sup-port the others. In these reflections on the connection between liturgy and community life, I have suggested that there is an anal-ogy which illuminates each. Each in its own way is incarnational and ecclesial, an experience of living memory, a manifestation of varied gifts subsumed into a common unity, and a sending forth on mission. Of course, every analogy is limited, and I do not mean that the two realities are comparable in all respects. Perhaps we can switch for a moment from analogy to metaphor--my English teacher would be so proud! Both liturgy and community life are paths to the same goal of union with God, and so it is not sur-prising that, the closer they approach that goal, the more they converge. The metaphor is limited too, however, for in this life of ours we can take both paths at the same time. I found the intimate relationship, the reciprocity, between Eucharist and community summed up in the following passage by Marcello Azevedo SJ: "The Eucharist is the soul and inspiration of community [living]. The Eucharist makes community viable and challenges us to live up to its truth. And community provides a way for the Eucharist to become authentic. Where community cracks or becomes truncated, where there is community but not a living communion, there we find less of an opportunity for the Eucharist to be consistently credible. There may be a formal cel-ebration, but the very act may empty the meaning and implica-tions of what we are celebrating."3 Azevedo goes on to say that it is necessary to assist young and not-so-young religious to under-stand the immense and unique implications of the Eucharist for community life. He comments that, if we do not make the effort to teach them, daily Eucharist will seem a meaningless legalistic obligation to the young. The not-so-young, for their part, having become accustomed to a disciplined ritual, may not be aware of a problem. But, while attending the Eucharist faithfully, they might fail to grasp its new dimensions and appreciate its many benefits for the life of the community. Before closing let me return to one of the issues identified at the beginning of this reflection, namely, the alienation of some women religious from liturgy because of their feelings of exclusion. March-April 2001 '!49-- !50 Gottemoeller * Community and Communion At times the institutional church--which publicly validates our lives through canonical recognition and affirmations of many kinds--also seems to go out of its way to distance us from the Eucharist through clericalist assertions. As a result some women have sought to nourish their communal spirituality by retrieving women's rituals from Native American, Eastern, and ancient pagan sources. This issue, this phenomenon, has not been the focus of my remarks, but, because of its relationship to the overall question of Eucharistic participation by women religious, it is important to at least touch on it. Mary Collins OSB provides some relevant insights in her essay "Is the Eucharist Still a Source of Meaning for Women?''4 After noting that the Eucharistic Christ has brought prayerful women-- including our congregational founders--to a depth of spiritual identity, vision, and power generation after generation, she says: "This meaning and power do not lie exclusively in the past; they have a present and future for those who trust themselves to Eucharistic action in troubled times. To insist upon construing Eucharist solely as a symbol of male power is to squander a known source of spiritual vitality in the Catholic community." She addresses the issue of substituting other rituals for Christian liturgy: Where such impoverished constructions of the Catholic Church's Eucharistic tradition have been accepted as the whole truth or the only significant truth, some Catholics have begun to identify themselves as post-Christian and to look elsewhere for the way, the truth, and the life. Will a neopagan quasi-retrieval of rites of empowerment for women guarantee a better future for the human community than the service of the gospel and the Eucharistic celebration of the mystery of salvation? Nobody has ever been able to pre-vent people from squandering real assets when the lure of fool's goal overtakes them, nor from risking a solid future on the futures market. Neoclericalism and neopaganism both look like fool's gold to me.s Collins challenges us to hold fast to the treasure which has been entrusted to us and to the whole Christian community. As reli-gious living a communitarian life, we have a special affinity for the communal dimension of Eucharist. I hope that our reflection on these matters will stir our imaginations and irrigate, from the wellspring of our communal religious lives, our desire to celebrate Review for Religious the Eucharist. I hope that the Eucharist will be for all of us what it has been and is: our "daily viaticum and source of the spiritual life." Notes ~ "Community Living: Beginning the Conversation," Review for Religious 58, no. 2 (March-April 1999): 137-149. 2 "Religion and the Shape of National Culture," America (31 July 1999): 9-14. 3 The Consecrated Life: Crossroads and Directions, (Maryknoll: Orbis Books, 1995), p. 87. 4 Living in the Meantime: Concerning the Transformation of Religious Life, ed. Paul J. Philibert OP (New York: Paulist Press, 1994), pp. 185- 196. ~ Philibert, Living, p. 195. Easter Jesus rose like a gleaming daffodil, starting a trend of risings from cold mud - purple crocus and wild violet, pale narcissus looking too fragile for spring blasts, and the hooded heads of tulips waiting to unscarf themselves in coral and flame. You feel again your own mud and wonder each drab day what seeds unknown to you might be risii~g from the humus of your Lenten days and almost ready for your alleluias. PatSchnapp RSM March-April 2001 GERALD M. FAGIN Contemplation to Attain Love A Paradigm for Apostolic Prayer Every Christian faces the challenge of integrating prayer and ministry, for every Christian is called to a contemplative relationship with God and a life of service. Baptism missions a person to labor with Christ in building the reign of God in our world, but the desire and energy for that mission must come from an experience of God, a relationship with God that is fos-tered by a life of prayer. Prayer encourages and informs a life of ministry, and ministry enriches and gives renewed motivation for prayer. Our traditions provide a rich variety of definitions and methods of apostolic prayer. In this article I will suggest that the final exercise of Ignatius Loyola's Spiritual Exercises, the Contemplation to Attain Love, offers a helpful paradigm and even a partial description of the prayer of an active minister. It names the qualities of an apostolic prayer and outlines the stages of growth in such a prayer. There is no evidence that Ignatius pre-sented this exercise as a methodology of prayer, but in obvious ways the four points of the contemplation indi-cate the kind of prayer that best suits an active Christian. Many commentators point out that the Contemplation to Attain Love describes the summit and Gerald M. Fagin SJ teaches theology at Loyola University; 6363 St. Charles Avenue; New Orleans, Louisiana 70118. Review for Religious summation of the Spiritual Exercises and captures the heart of Ignatian spirituality. Michael Bucldey, in an insightful article on the contemplation, parallels the four points of this exercise with the Exercises' four Weeks.' As the four points recall what we have received, how God dwells in the gifts, how God labors in the gifts, and how the gifts lead us back to the Giver, so the four Weeks center on God's gifts of creation and redemption, on God's indwelling in the world in Jesus, on Christ laboring in the pas-sion, and finally on surrender to and union with Christ risen in glory. The grace prayed for in the contemplation also sums up the graces prayed for in the Exercises: "To ask for interior knowl-edge of all the great good I have received, in order that, stirred to profound gratitude, I may become able to love and serve the Divine Majesty in all things" (§233).2 The goal of the Exercises is to bring one to freedom to hear God's call and respond in love and service. That also articulates well the grace prayed for in any apostolic prayer. Apostolic prayer must begin with attentive listening that presumes an open heart. It results in a commitment to service that flows from a loving desire to share gospel truths and values. The contemplation at the end of the Exercises also enables and facilitates the transition from thirty days of prayer in solitude to the active life of the minister of the gospel. Prayer that was nurtured in the solitude of the desert now must find a way of expression in everyday life filled with demands and distractions. Contemplation must become a certain contemplation in action, and the God found in the quiet world of retreat must be found in all things, in all the people and events, the joys and challenges, of everyday life. This is not an easy task. The felt intimacy and strong resolutions often experienced in retreat prayer can quickly dissi-pate when confronted with the challenges of family life, commu-nity life, and ministry. Prayer must take a shape and an expression appropriate for an active and engaging life. Prayer must attune the heart to the many revelations of God in life. The four points of the Contemplation to Attain Love invite us to four forms of prayer that define the minister's relationship to God. As with the four points of the contemplation, there is a certain sequence to these prayer forms, but the rhythm of prayer implies a constant interplay between the forms. All four expressions of prayer must continually inform and enrich one another and enliven the minister. Marcb-April 2001 Fagin ¯ Contemplation to Attain Love First Point. Recall the Gifts I Have Received I will call back into my memory the gifts I have received-- my creation, redemption, and other gifts particular to myself. I will ponder with deep affection how much God our Lord has done for me, and how much he has given me of what he possesses, and consequently how he, the same Lord, desires to give me even his very self, in accordance with his divine design. (§234) Without a sense of thanksgiving, there is no true motivation for Christian service. The foundational grace of the Christian life is the grace to know God's personal love for oneself. God's love finds expression in the gifts of creation and redemption as well as in the endless other graces poured out upon us. All of life is seen in faith as a gift from the hands of a loving God who, as Ignatius indicates, finally desires to share God's own life with us. Ignatius experienced this powerfully in his own vision at the River Cardoner, where he saw all of creation coming down from God as a gift and returning to God. This dynamic view of creation defined for Ignatius the rhythm and meaning of life and the flow of all of life and salvation history. Our response in prayer to God's plan of salvation begins, then, with a sense of gifted-ness in our creation and redemption. We stand before God as a creature totally depen-dent on God and as loved sinners aware of God's forgiving and healing love. Christian prayer begins as a response to God's initiative toward us, a response first of profound gratitude for all that God has given us. It is no wonder that Ignatius recognized gratitude as central to Christian life and a sure measure of Christian faith. In the grace prayed for in the contemplation, Ignatius presumes that an interior knowledge of all God's gifts would "stir one to profound gratitude" (§2 3 3). The prayer of an apostle must be rooted in gratitude. Without a sense of thanksgiving, there is no true motivation for Christian service. Gratitude leads to magnanimity, to greatness of heart, and impels one to service. To sustain and enliven ministry, Christians must return to a sense of being gifted and rekindle desire to share all the gifts received and to proclaim to others the presence of God's gifts in their lives. One central goal .of ministry is to enable others to notice and claim their own gifts from God and then to Review for Religious foster those gifts in others. The first point of the contemplation reminds us that all prayer and all ministry flow from a grateful heart. The prayer of every minister must first be a prayer of gratitude. Second Point. God Dwells in All Creation I will consider how God dwells in creatures; in the elements, giving them existence; in the plants, giving them life; in the animals, giving them sensation; in human beings, giving them intelligence; and finally, how in this way he dwells also in myself, giving me existence, life, sensation, and intelli-gence; and even further, making me his temple, since I am created as a likeness and image of the Divine Majesty. (§235) The prayer of a minister must also be a prayer of contemplative presence. Ignatius reminds us in the second point that God dwells in all of creation, is present in every dimension of reality. To be a contemplative is to notice and be in touch with the presence of God. Ignatius spoke of acatamiento or reverence, an awareness of God's presence, a sense of awe that resulted in love, a sense of the utter gratuity of creation.4 Contemplative presence implies paying attention to God and becoming absorbed in God dwelling in and revealing himself in the world about us. God reveals himself in nature, in the events of life, in other people, and in ourselves. First, contemplative presence enables us to listen to God in nature. The beauty and grandeur of creation, the majesty of life expressed in plants and animals, the power of nature manifested in wind and storm--all of these reveal the splendor and majesty of God and call forth awe and wonder that draws the human heart to the presence of God alive in the world. The beauty and wonder of creation invite our hearts to move beyond what we experience and become centered on God. This calls to mind the simple act of contemplation that Julian of Norwich describes: seeing a tiny hazelnut, she recognizes that God made it, loves it, and preserves it.s Her heart is lifted to God her creator, her lover, and her pro-tector. All of creation is a manifestation of God that guides us into a deeper awareness of God's loving presence all around us. Second, contemplative presence also attunes us to God present in the events of our lives, events of joy and grace as well as painful and challenging events. God dwells with us, supports and strength-ens us, and faithfully walks with us in significant, life-changing March-April 2001 Fagin ¯ Contemplation to Attain Love events and in ordinary, routine events. We can recall significant moments of insight or forgiveness or renewed hope or grief at the loss of a loved one--moments of grace as dramatic as the birth of a child or as simple as a consoling word spoken in love. A con-templative presence enables us to find God dwelling in all life's events. Third, God dwells in a special way in the people we encounter in our lives. A contemplative presence gives rise to reverence and awe before others. We recognize and acknowledge God dwelling in them. We give thanks for the giftedness of others and see the face of God in them. We recall experiences of friendship that have been powerful sacraments of God's love in our lives. As the poet Hopkins proclaims it, "Christ plays in ten thousand places, lovely in limbs and lovely in eyes not his, to the Father through the features of men's faces." God is revealed as well in community, in the people God calls together. "For where two or three are gathered in my name, I am there among them" (Mr 18:20).6 How often we find God in our sisters and brothers called together in word, sacrament, and service! God dwells powerfully in the com-munity of humankind and in the more particular communities of family and church that surround us with love and support. Finally, God dwells within our own hearts--creating us, loving us, and sustaining us. We find God in our needs and feel-ings and desires, in the movements of our hearts. God forever desires to make his home with us. Jesus' words to Zacchaeus are spoken to us each day, "I must stay at your house today" (Lk 19:5). We can recall the searching words of Paul, "It is no longer I who live, but it is Christ who lives in me" (Ga 2:19) or the words of Jesus in John's Gospel, "Abide in me as I abide in you" (Jn 15:4). These words of Scripture call to mind the mysterious truth of the life of grace: God dwells within us. Contemplative prayer puts us in touch with that intimate presence and fosters our shared presence with God. The second point of the contemplation, then, elicits the grace of finding God in all things. For the Christian in active ministry, the grace of finding God in the flow of life means more than bringing the fruit of our prayerful contemplation to our ministry. It implies being contemplative in the midst of our action, finding God present in the events and people in our lives. So often we long for and wait for epiphanies of God in our lives, those dramatic and unmistakable revelations of God that capture our attention Review for Religious in sudden and unpredictable ways. A contemplative presence empowers us to notice the constant diaphanies of God, the ways God shines through all of creation and all the events of our lives. Contemplative presence is a prayer of the apostle because it allows us to find God in life and to be present ourselves to God present to us. Third Point. God Labors in All Creation I will consider how God labors and works for me in all the creatures on the face of the earth; that is, he acts in the man-ner of one who is laboring. (§236) In the third point Ignatius highlights how God is at work in all things, how God labors to bring all things to salvation. The Christian is called to labor with God to bring all of creation to salvation. Apostolic prayer, then, is always a prayer of discernment about choices and decisions.7 If Christ labors in the world, redeeming it and bringing it back to the Father, the ques-tions before the minister are always: How do I become part of this labor of Christ? What is my role in salvation history? Ignatius experienced this in his mystical vision at La Storta where the Father placed him at the side of Jesus carrying his cross. Ignatius was to labor alongside Christ to bring the world back to God. The challenge was to discover what laboring with Christ meant in the con-crete circumstances of his life. The chal-lenge for every minister is to come to decisions that are true to the mind of Christ and apt for building the reign of God. What can I do for and with Christ in my life situation? A decision flows out of a conversation between my gifts, the needs of the Christian community, and the particu-lar call of Christ in my life. Discernment is the art of finding God's will in the concrete details of my life. Discernment is a gift of the Spirit that attunes our heart to the heart of Christ so that our min-istry is shaped by the hopes and desires of the Lord and not our own agenda. The challenge for every minister is to come to decisions that are true to the mind of Christ and apt for building the reign of God. March-April 2001 Fagin ¯ Contemplation to Attain Love In the second Week of the Exercises, Ignatius invites retreatants to an imaginative prayer that leads them into the events of Christ's life. The invitation to be present to a person or event in the Scripture calls them to be present with Christ in a given mystery of his life. The grace prayed for is a deep-felt knowledge of Christ and love for Christ. Ignatian imaginative prayer or con-templation also teaches one to discern God's will in the specifics of life. Where am I to be inserted into God's plan of salvation as it unfolds today? How I am to labor with Christ to make this plan a reality? This twofold purpose of imaginative contemplation in the second Week of the Exercises--intimacy with Jesus and discern-ment-- corresponds to the grace of the second Week: to know and love Christ by being present to him in the events of his life and to follow him by learning my role in salvation history day by day. Returning to the Contemplation to Attain Love, the second point focuses on God dwelling in the world. For a Christian, focus-ing on God means being present to Christ and noticing him in the world. The third point of the contemplation centers on God laboring in the world, especially in Jesus' life, passion, and death. As the second point suggests a prayer of contemplative presence, so the third point encourages a prayer of discernment, of finding God's will in my life. Ministers of the gospel must grow into dis-cerning hearts that define and direct their service. The gift of dis-cernment enables them to sift through interior movements to discover what is from God and leads to God and what leads them away from God. Without such discernment, choices in ministry are not founded on God's call to labor with Christ for God's reign. Fourth Point. From Gift to Giver I will consider how all good things and gifts descend from above; for example, my limited power from the Supreme and Infinite Power above and so of justice, goodness, piety, mercy, and so forth--just as the rays come down from the sun, or the rains from their source. (§237) The fourth point shifts our focus to God, the source of all good. God is loved not simply for what he has done for us, but for who God is. If apostolic prayer begins in gratitude, grows into contemplative presence, and finds expression in prayerful dis-cernment, union with God and others remains the goal. "Our hearts are made for God and they are restless until they rest in Review for Religious him.''~ Prayer is the language of relationship, a posture of listen-ing and responding to God that gives expression to our faith, hope, and love and grows into a shared presence with our God who desires to draw close and be one with us. Prayer is creating a space where God can be welcomed and intimacy nourished. Prayer is the experience of our hearts being one with the heart of God. Jesus, in John's discourse after the last supper, voices his desire to be one with us as he and the Father are one. He uses the image of the vine and the branches to speak of the dynamic connection between his life and ours. He invites us to "abide in his love" and share in the love the Father has for him. Jesus promises his disci-ples that "whoever loves me will keep my word and my Father will love him and we will come to him and make our dwelling with him" On 14:23). They are to be disciples on a mission, but dis-ciples rooted in mystical union with God. Prayer ultimately leads to this familiarity with God, this union, this sharing in the very life of God. This should be true for apos-tolic ministers. As the gifts lead us back to the Giver in the fourth point of the contemplation, so a contemplative prayer of discern-ment leads our hearts to a deeper union with God. The graces of the third and fourth Weeks of the Spiritual Exercises, to be united with Jesus in his suffering and in his joy, lead a person into a prayer of union and in the end to the total surrender to God expressed in the prayer of the contemplation: "Take, Lord, and receive all my liberty, my memory, my understanding, and also my will--all that I have and possess. You, Lord, have given all that to me. I now give it back to you, O Lord. All of it is yours. Dispose of it accord-ing to your will. Give me love of yourself along with your grace, for that is enough for me" (§234). This is the prayer of total detachment from everything that is not God, a prayer of union that finds ultimate fulfillment in God alone. In his second preliminary observation for the contemplation, Ignatius says: "Love consists in a mutual communication between the two persons. That is, the one who loves, gives and communi-cates to the beloved what he or she has, or part of what one has or can have; and the beloved in return does the same to the lover" (§231). Love finds fullest expression in union and mutual shar-ing. Intercommunion and personal communication, mutual giving and sharing, lead to a profound union. Apostolic prayer finds ful-fillment in a profound union of heart and desire between God and the apostle. March-April 2001 Active ministers must find God in the midst of their ministry and not simply in solitude and quiet prayer. t60 ' Fag~n ¯ Contemplation to Attain Love Apostolic Prayer This essay suggests that the final exercise of the Spiritual Exercises provides the retreatant not only with a summation of the four Weeks and a synthesizing grace of the Exercises, but also with a guideline for apostolic prayer. Implicit in Ignatius's four points in the contemplation, which moves the retreatant from the world of retreat to a world of active ministry, is a description of the forms and qualities of prayer necessary to sustain the retreatant in a life of ministry. Active ministers must always center their hearts on the gifts of God so as to be continuously grateful for them. Without such gratitude the minister's heart will narrow and grow cold and lose the expansiveness and generosity essential to ministry. Ministry flows from a grateful heart. At the same time, active ministers must find God in the midst of their ministry and not sim-ply in solitude and quiet prayer. Though such solitude and quiet time is absolutely necessary, ministers must foster a contemplative presence that is attentive to God in all the dimensions of life. Such contemplative presence joins prayer and ministry, action and contemplation, and makes it possible for the minister to find life and consolation in ministry. Genuine ministry will always be the fruit of discernment and prayerful decision making. Ministers must grow in the gift and art of dis-cernment so that their ministry carries on the ministry of Jesus in service of the reign of God. To labor with Christ presumes a heart in union with Christ and a heart free to hear God's personal call to service. Apostolic prayer nurtures a discerning heart sensitive to the ongoing call of God in our lives. Finally, all prayer moves us back to the Giver of all gifts. Apostolic prayer reaches its goal in total surrender and union with God. Ignatius, in his Spiritual Diary, records the depth and full-ness of his own prayer of union with God. Ignatius's Trinitarian mysticism was the fruit of a life of prayer and service and his final surrender to the Giver of all gifts who dwells and labors in cre-atiom This is not only a prayer for the select few. It is the desire of God's heart for all believers. Review for Religious The four points of this Ignatian contemplation invite us to a prayer rooted in gratitude, embodied in a contemplative attitude, focused on discernment of God's will, and brought to culmina-tion in a deep union with God and creation. Such a description seems at least a partial summary of Ignatius's own prayer and not far from naming the gift of prayer Ignatius would ask for those who make his Spiritual Exercises. Notes ~ Michael J. Buckley SJ, "The Contemplation to Attain Love," Way Supplement 24 (Spring 1975): 92-104. Buckley's interpretation of the contemplation lays a foundation for my reflections on the prayer forms suggested by the Ignatian Contemplation to Attain Love. ~ Spiritual Exercises citations are from The Spiritual Exercises of Saint Ignatius, trans. George Ganss SJ (St. Louis: Institute of Jesuit Sources, 1992). 3 See Gerald M. Fagin SJ, "Stirred to Profound Gratitude," Review for Religious 54, no. 2 (March-April 1995): 237-252. 4 See Charles O'Neill SJ, "Acatamiento: Ignatian Reverence," Studies in the Spirituality of Jesuits 8, no. 1 (January 1976). s Julian of Norwich, Showings (Long text), chap. 5. 6 All scripture quotations are from the New Revised Standard. Version. See Buckley, p. 102, St. Augustine, Confessions, Book 1, chap. 1. March-April 2001 ERNEST E. LARKIN What to Know about Discernment One of my teachers in Rome was the famed Dominican Reginald Garrigou-Lagrange. He often shared bits of worldly wisdom like the following: A young teacher teaches even what she does not know, a middle-aged teacher teaches only what she knows, and an old teacher teaches only What is necessary. Twenty years ago, as a middle-aged teacher, I wrote a little book on discernment, called Silent Presence. Recently, as an old teacher, I was asked to write a summary statement on the topic. Here it is. It will appear as an epilogue when Dimension Books republishes the book, which is undergoing wholesale revision for its renewed life. What, then, is necessary for discernment? Discernment as Process and Problem Discernment has two focuses: process and problem. It is pro-cess insofar as it is a progressive awareness of the movements of the spirits in our consciousness. The "spirits" are thoughts, desires, and affective moods, which are the telltale signs of the Holy Spirit or opposing influences. In the discernment process we become more sensitive to the movements of grace or the temptation to sin in our lives. Discernment is mindfulness, recollection, centeredness. It is being aware of what is going on spiritually. Ernest E. Larkin OCarm wrote about St. TMr~se for our September- October issue last year. His address is Kino Institute; 1224 East Northern; Phoenix, Arizona 85020. Review for Religious Discernment as problem solving is interpreting thespirits in order to determine God's will. Where are these feelings and sen-timents tending? Are they moving the person toward or away from God? What behavior and choices are they suggesting? Discernment is not concerned with the emotional or physiological sources of these feelings, but only with their trajectory or orientation. Where are they pointing? God leads us by means of these secondary causes. The two functions of discernment coalesce in our daily, moment-to-moment responses to God calling us forth in the concrete situations of daily life. This process is the "obedience of faith" (Rm 1:5), which is saying no to selfishness and yes to tran-scendence. We are called to live beyond rote rules and in accord with God's particular will for us. The ordinary teaching and ministry of the church provide the boundaries or the playing field. But God leads each of us one by one in the community of the church. God's project for me is that I become the unique person I was created to be. Discernment is the tool for the process. The How of Discernment There are three ways of evaluating our experiences. One is cognitive: we use our heads to analyze the experiences, we objectify the experiences, and we hold them before our eyes to understand and interpret them. The other two ways involve our heart: I call one mystical, the other affective; in these two ways we feel our way to the conclusion. Cognitive discernment stays on the level of thinking. It thinks about holy thoughts and desires and their unholy counterparts as well. It asks which are which, with a view to following the good and avoiding the evil. It makes a judgment based on theoretical knowl-edge about what is virtuous and what is not. This endeavor prescinds from the affective states; in cognitive discernment the feelings are beside the point. The norm is right reason and good sense. Mystical discernment is the experience of ourselves being lifted up to God in loving surrender. At the time there is no contrary movement of affectivity; experiencing a mystical grace, we have no doubt that we are in God and God is in us. Affective discernment involves an awareness of the comings and goings of a divided affectivity. We note the ambivalence in our lives between yeses and noes to God. We observe both positive and negative March-April 2001 Larkin ¯ What to Know about Discernment affections over the same one issue, the positive ones being love, peace, commitment (all of which are signs of God's presence) and the negative ones being anxiety, alienation, rebelliousness (potential obstacles between us and God). In the to-and-fro of this experience, we sense the calling of God. A simple image may clarify this matter. Each of us is like a cone standing on its point and divided by a horizontal plane halfway up. The upper half is our conscious self, our soul or psy-che; the lower half is our spirit. God dwells in the depths of our spirit at the point of the cone. He may activate his role as the point of the cone by letting our whole being sink more deeply into himself so that our deeply spiritual sense of contact with him is now much more than a point; it is a complete circle, a divine interface, a total saturation--this is the mystical grace referred to above. Or his action, instead of being mystical, may consist of helpful waves sent from the point through our being, waves that reverberate in our consciousness along with contrary movements from our old self. Affective discernment takes note of these contrary and selfish iinpulses as well as the resonances of God's presence. A sense of that presence and absence emerges. Discernment takes place in the upper, conscious level of our being. In the mystical grace, the spirit dominates the psyche; the whole person feels raised up by God, by the sovereign action of Love. The consciousness of this divine gift is the mystical dis-cernment. The person experiences wholeness, peace, humility, a joyous faith, hope, and charity, along with immense gratitude and all the fruits of the Spirit (Ga 5:22). There are no contrary affections as long as the experience lasts. The recipient knows and loves God and all that God stands for; at this point there is complete submission to the divine will, which is intimated in the exchange. The action of grace in our being is not usually so total. Grace builds on nature and meets people where they are in their spiritual journey. Most people do not have perfect purity of heart; they are divided in their allegiance to God. So the Holy Spirit enters their consciousness via holy thoughts and desires; these are actual graces. They vie for attention and acceptance against the contrary entice-ments of the world, the devil, and one's own unredeemed self. God's action does not wholly envelop the person. Part of the person is lifted up in noble sentiments, but another part is reneg-ing and lagging behind; part is saying yes and part no. Affective dis- Review for Religious cernment senses these two directions in the affections themselves and interprets them intuitively as by a sixth sense. We thus have three ways of doing discernment, one of them following objective norms and two of them reading the affections. In actual practice, discernment usually is a mixture of the cogni-tive and the affective, with occasional experiences of the mysti-cal. We now address each of these three at greater length. Cognitive Discernment Cognitive discernment applies appropriate knowledge of the spiritual life to the issues at hand. Teresa of Avila puts a high pre-mium on learning in spiritual directors, whose function is to assist in the process of discernment by confirming or questioning the conclusions of the client. Her teaching on the importance of knowledge in the spiritual life is germane here. She wants both experience and learning in the spiritual guide. But, if forced to choose between the two qualities, she favors experience (see her Autobiography, her Vida, chap. 13), but she always prizes the confir-mation of a learned person. What knowledge is involved in discernment? Knowledge of God's ways as revealed in the Scriptures, wisdom gleaned from the sages of Israel, from Jesus, and from the New Testament, knowl-edge of the spiritual life as it has developed in history. The knowl-edge is about human beings as much as it is about God. Today some knowledge of depth psy-chology is presumed. The ancients and the medieval writers did not have the benefit of Freud, Jung, or Adler, but they knew human nature in its mysterious vagaries. Applied psychology in programs like the enneagram, Myers-Briggs, transactional analysis, and the stages of growth in Erikson and his successors is helpful. All sources of knowledge about ourselves and our world are potential helps: anthropology, biography, literature, even journals of current events that record "signs of the times," indications of what God is doing in the world today. Discernment usually is a mixture of.the cognitive and the affective, with occasional experiences of the mystical. March -April 2 O01 Larkin ¯ What to Know about Discernment Cognitive discernment is the way for beginners, who by def-inition struggle with disordered affections and moral limitations and cannot trust their feelings to be indicators of the divine presence. Beginners need to recognize their feelings, own them, and act beyond them by hewing to the line set by objective crite-ria.° This is the teaching of the rules for discernment for the First Week of the Spiritual Exercises of St. Ignatius Loyola. The rules suggest what feelings to expect at the beginning and along the way and how to handle them. The beginners' immediate goal is purity of heart, freedom of spirit, detachment, indifference, all of which terms are basically synonymous. This condition is the prerequisite for exercising affective and mystical discernment. Cognitive discernment is not limited to beginners. Mature Christians use it when they are not experiencing turbulence or strong desires. At such times they work up the pertinent informa-tion in two columns (pros and cons) and make a rational decision, confirming the decision if possible by a subsequent affective dis-cernment. St. Ignatius calls this mode of decision-making the "third time," his "first time" being mystical discernment and his "second time" affective discernment. Prayer and consultation are part of all discernment, as is confirmation by the community, usu-ally through a representative like a spiritual director. The execution of cognitive discernment may be assisted by one or more of the following suggestions: (1) Examine an area of your life such as pra~er, relationships, or ministry by reading some basic reflection on the topic and consulting your conscience on your own performance. (2) Look for models or ways to proceed in people who faced similar questions or situations (such as making a vocational choice or dealing with a significant loss). (3) Listen attentively tO what others say about you in praise or criticism for insights into self-knowledge. (4) Collect words of wisdom that may help you understand a specific question,, such as the follow-ing words of Anthony De Mello about relationships: "You are pre-cious to me, but you are not my life. My life is distinct and separate from you. I thank you for coming into my life. Good-bye." Mystical Discernment "The love of God poured forth in our hearts by the Holy Spirit" (Rm 5:5) orients one's life to God. It roots a person in God and constitutes the state of grace. One may experience this grace Review for Religious as a special mystical gift. This experience is an awareness of one's whole person surrendered to God in faith, hope, and love. This experience is the perception of one's true self in a pure state, with-out any mixture of contrary desire. It is called mystical discernment because it depends on God's free action and the content of one's mind and heart, and their contentedness, are entirely of God. Mystical discernment is the first principle of affective discernment, for it represents the fullness against which subse-quent movements toward God are measured. These lesser affective movements are not the experience of total surrender; they are graces promoting love for God and are experienced positively because they are consonant with the original experience of the pure love of God. St. Ignatius calls them consolations. They are virtuous affections, expe-rienced as harmonious with the fun-damental option; they come across as feelings of well-being, authen-ticity, peace, and love. Their opposites are called des-olations by Ignatius; they obstruct one's surrender to God. They are negative feelings or reactions, and they come across as disruptive, alienating, and destructive. While the good movements are con-gruent with one's ultimate orientation to God, these bad spirits or sentiments oppose submission to God. Affective discernment.moves back and forth between these two sets, whereas in mystical discernment there is only consola-tion- in Ignatius's classic words, "consolation without previous cause" (Spiritual Exercises, §330). This grace is the spontaneous, unmerited inbreaking of God that absorbs the whole person in the love of God. No previous acts of the person explain its presence. It is the gustos of Teresa of Avila, which she calls the prayer of quiet; it is the experience of mystical union in both Teresa and John of the Cross. In this experience one discerns one's true self, not through knowledge about one's self, but through personal, intuitive con-tact. One "knows" God and knows one's self in the union with God, in the way St. Paul wants to "know Christ and the power of Mystical and affective discernment do not establish what is right and wrong; these matters are to be decided by moral reasoning. Malvh-April 2001 Larkin ¯ What to Know about Discernment his resurrection and the fellowship of his suffering" (Ph 3:10). Paul seeks an affective experience, not abstract knowledge. This affective knowledge is not new truths or objective moral theology about right and wrong. Mystical and affective discernment do not establish what is right and wrong; these matters are to be decided by moral reasoning. The discernment has to do with one's sub-jective stance before God; it is about recognizing and responding in freedom to grace, and thus it is about being good, not about being right--just as people sometimes do the right thing for the wrong reason. In mystical discernment there is no intrusion of the false self. The false self is the part of one's being that is not rooted in God. It does not come out of the spirit, but is the construction of one's own ego, a figment of one's imagination and feelings. One must be careful, therefore, not to confuse mere euphoria or "sensible con-solations" in prayer with this special grace. Visions and locutions, even when miraculous, are likewise experiences of the psychic self, on the level of imagination; they are not the same grace as "con-solation without previous cause." The distinctive mark of this truly mystical grace is wholeness: body, soul, and spirit are touched by God. The true self includes all of these. What happens in that mystical union with God, therefore, is totally of God. The false self may awaken after the event and masquerade as part of the gift in the afterglow of the mystical experience. Ignatius warns about this danger (Spiritual Exercises, §336). These subsequent thoughts and affections, like visions and locutions themselves, are to be treated like all other particular ideas and feelings: they must be submitted to cognitive or affective discernment. Typical questions that may help to identify the mystical expe-rience are the following: (1) Is the experience a fantasy, euphoria gone wild, a projection, or wishful thinking, or does it represent my actual self, my reality, my truth? (2) Is the exaltation of this experience corroborated by high standards of moral attitudes and behavior? (3) Is there congruence between the experience and my deepest desires? Affective Discernment The true self and the false self at work in ordinary conscious-ness are good handles for grasping this normal and recommended way of doing discernment. Both of these parts of one's being Review for Religious express themselves in thoughts, desires, feelings, moods, and sentiments. The true self is in touch with the spirit as well as with the soul or psyche. When it operates, there is an element of whole-ness and peace along with other virtuous attitudes and movements. The false self has no roots in the spirit, is superficial and disinte-grated, and acts only at the level of imagination and emotion, with no regard for basic spiritual truth and goodness. Its hallmarks are fragmentation, alienation, irritation, and the seven capital sins. Ordinary Christians live in the state of grace; they are com-mitted to the true self. But whole areas of their lives ha

Judith P. Mitchell, ca. 1984; Judith P. Mitchell, May 17, 2013 ; The Weber State University Oral History Project began conducting interviews with key Weber State University faculty, administrators, staff and students, in Fall 2007. The program focuses primarily on obtaining a historical record of the school along with important developments since the school gained university status in 1990. The interviews explore the process of achieving university status, as well as major issues including accreditation, diversity, faculty governance, changes in leadership, curricular developments, etc. ; This is an oral history interview with Judith P. Mitchell conducted on May 17, 2013 by Ruby Licona. Judith discusses her career at Weber State from 1983 to 2011 in the Teacher Education program. ; 35p.; 29cm.; 2 bound transcripts; 4 file folders. 1 video disc: digital; 4 3/4 in. ; Oral History Program Judith P. Mitchell Interviewed by Ruby Licona 17 May 2013 i Oral History Program Weber State University Stewart Library Ogden, Utah Judith P. Mitchell Interviewed by Ruby Licona 17 May 2013 Copyright © 2014 by Weber State University, Stewart Library ii Mission Statement The Oral History Program of the Stewart Library was created to preserve the institutional history of Weber State University and the Davis, Ogden and Weber County communities. By conducting carefully researched, recorded, and transcribed interviews, the Oral History Program creates archival oral histories intended for the widest possible use. Interviews are conducted with the goal of eliciting from each participant a full and accurate account of events. The interviews are transcribed, edited for accuracy and clarity, and reviewed by the interviewees, who are encouraged to augment or correct their spoken words. The reviewed and corrected transcripts are indexed, printed, and bound with photographs and illustrative materials as available. Archival copies are placed in University Archives, which also houses the original recording so researchers can gain a sense of the interviewee's voice and intonations. Project Description The Weber State University Oral History Project began conducting interviews with key Weber State University faculty, administrators, staff and students, in Fall 2007. The program focuses primarily on obtaining a historical record of the school along with important developments since the school gained university status in 1990. The interviews explore the process of achieving university status, as well as major issues including accreditation, diversity, faculty governance, changes in leadership, curricular developments, etc. ____________________________________ Oral history is a method of collecting historical information through recorded interviews between a narrator with firsthand knowledge of historically significant events and a well-informed interviewer, with the goal of preserving substantive additions to the historical record. Because it is primary material, oral history is not intended to present the final, verified, or complete narrative of events. It is a spoken account. It reflects personal opinion offered by the interviewee in response to questioning, and as such it is partisan, deeply involved, and irreplaceable. ____________________________________ Rights Management All literary rights in the manuscript, including the right to publish, are reserved to the Stewart Library of Weber State University. No part of the manuscript may be published without the written permission of the University Librarian. Requests for permission to publish should be addressed to the Administration Office, Stewart Library, Weber State University, Ogden, Utah, 84408. The request should include identification of the specific item and identification of the user. It is recommended that this oral history be cited as follows: Mitchell, Judith P., an oral history by Ruby Licona, 17 May 2013, WSU Stewart Library Oral History Program, University Archives, Stewart Library, Weber State University, Ogden, UT. iii Judith P. Mitchell ca. 1984 Judith P. Mitchell May 17, 2013 Abstract: This is an oral history interview with Judith P. Mitchell conducted on May 17, 2013 by Ruby Licona. Judith discusses her career at Weber State from 1983 to 2011 in the Teacher Education program. RL: I'm Ruby Licona and I am on the faculty here in the Stewart Library. Today is May 17, 2013 and we are speaking with Judith P. Mitchell, who retired from the Teacher Education program in 2011. She originally came to Weber State in 1983. We are looking forward to speaking with her and getting a good perspective on her years here at Weber. Our meeting this morning is in the Waterstradt Seminar in the Special Collections Library. Good morning, Judy, how are you? JM: Good morning. I am fine, thank you. RL: I am so glad you agreed to do this. We are trying to capture as many perspectives on Weber State and its history as possible and your name came up as someone that we should spend some time talking to. Why don't we begin with you telling us a little bit about your background, where you grew up and what might have drawn you to teaching? JM: I grew up at least part of the time in Ogden. My parents were from Ogden. When I was a child, my father went to medical school. We lived in Portland, Oregon for about seven years and in Philadelphia for a year while he completed his education. He was an ophthalmologist here in Ogden. We came back to Ogden when I was nine years old. I started the fifth grade at Polk School, went through the Ogden School District system and graduated from Ogden High School. Page 1 of 35 Afterward, I went to Stanford University and spent four years there. My major was music. It was a wonderful background and I've never regretted it for a minute because it probably did more to enhance my life and my children's lives than any other education I could have had at the time. I had lots of literature, music, art history and history classes. It was a nice foundation for whatever I decided to do next. After college, I came back to Ogden and went to work for Amalgamated Sugar. Those were the days when old Mr. Benning was still in charge of Amalgamated Sugar. He was an interesting man who still had the secretarial girls ironing the carbon paper so that it could be reused. He also had these little things that went on the end of the pencil so that they could use the pencil down to the last stub. I think he bought Amalgamated Sugar at a penny a share, so he came through all of those really hard years and he knew how to squeeze a nickel. After that, I was recruited by Bill Eccles to work for First Security Corporation as his executive secretary. First Security then moved to Salt Lake, so I moved to Salt Lake as well. At that time, I became reacquainted with the man I later married. He was a year or two older than I and I had known his sister. I have three children. Of course, they are all adults now and I have five grandchildren. When I was having my first baby, I quit working and I stayed home. When my two oldest children got into school, I was so interested in the process of how children learn to read that I thought, "Here I am with a Stanford Baccalaureate Degree and I could just whip down to Polk School and teach reading." I discovered that I had to have a state Page 2 of 35 license, so I came to Weber State. They accepted all my liberal education credits and I had to take the teacher education courses. I think I had to take ten hours of science which I had carefully avoided in college previously. They awarded me a Baccalaureate Degree in Science and then I went on to teach in the public schools in Weber School District. I taught at Marlon Hills Elementary and Valley View Elementary and ended up out in Hooper. I loved Weber School District. They gave me opportunities to learn and do different things. I'm not sure that the educational standards of the parents were necessarily the most important thing, but they were good parents and they were very supportive of the school and of teachers. The children were lovely children and were wonderful to teach. I had never spent any time in a farm community before and at that time Hooper was a farm community. Many raised sugar beets as a cash crop. In the fall, there would be mountains of sugar beets waiting to be picked up. I earned a Master's Degree from Utah State University in education and my thesis was on reading. Then, I decided to do a doctorate and did that at the University of Utah. I knew I liked the public schools. I liked teaching and I liked the kids, but I am restless by nature and I thought what I really wanted to do was teach in higher education because I thought I could make a difference. RL: Was it a Ph.D. or an Ed.D. that you earned at the University of Utah? JM: It was a Ph.D. I like going to school. I think most of us that are in the education field like going to school. We like to teach, but we also like to be taught. So, when Page 3 of 35 the opportunity came up for me to come to Weber on a trade for a year, I was delighted. My district had recommended that since I had the doctorate. RL: So you came here on a trade? How did that work? JM: Karen Neilson was a professor in the Teacher Education program and her field was secondary education and literacy. Of course, I was an elementary person, but that made little mind. It was my first experience with taking somebody else's course and somebody else's notes and trying to figure out what it was that I was supposed to teach. She would have things in her notes like, "Come tomorrow and it will be a big surprise about this or that." I would think, "What is the big surprise that I'm going to come up with?" She extended her contract with the DODS schools, so I had an opportunity to come to Weber. This was at the time of the WILKITS. The WILKITS were packets of materials and students moved through them at their own pace. Many of us from traditional education settings had difficulty with this notion because there were no set classes and we met with students individually. For some students it worked wonderfully and for others it didn't work well at all. RL: Was that something that was just here at Weber, or was that a trend? JM: It was a new trend across the country in some ways and people came from all over to see the programs at Weber. RL: Was it solely in education? JM: Yes, it was only in education. A group of professors in Teacher Education had come to Weber at about the same time and they decided they could develop this program. They received a big federal grant so that they could be freed up for an Page 4 of 35 entire year to develop all the program materials. The thing they didn't really have time to do was to develop the assessment materials that went with it. I went through this program when I came to Weber to get a license to teach. For me, it was good. I'm quite self-motivated and I balance my time well, but for many students it was a nightmare. There were no deadlines so you just moved through it at your own pace. RL: That has a similarity to some of our online courses now, doesn't it? JM: Absolutely. RL: You have students that are very motivated and jump right in. I've had students try to turn in all of the assignments in the first week of an eight week block. I tell them, "No, we need to go through some things first." JM: Yes, it is the same idea. As I said, there were no set classes, so you'd just make an appointment with your professor when you were ready to be checked out of that particular module. I think they transported those modules all over the world. There was a big program in the Middle East and Blaine Parkinson and Harley Adamson made many trips. The college received a big national award for the program. It was cutting edge at the time. RL: We did have people from Weber who were involved with opening up a university in the Middle East. JM: That's right. I think Blaine was one of them and he was dean of the College of Education at one time. As some of us came to campus, we looked at teaching and learning differently and felt the need to have more set classes where we saw more than one student at a time. It was very time consuming for the faculty to Page 5 of 35 meet one-on-one with students. By the end of the fifth or sixth year after I came, I didn't see any more modules. RL: Were they just kind of eased out? JM: They were. People had different feelings about them. Like anything else, if you've had a hand in developing something you're a real advocate. RL: You have more ownership of it. JM: Absolutely. RL: Who were some of your colleagues when you came here? JM: Some of them have been here a long time. Luan Ferrin, Jimmie Merrill, Keith Burnett, and Burdett Johnson all came to Weber at about the same time. RL: You mention a lot of men. Were there not as many women in education at that time or just not in higher education? JM: When I went to work for Weber district, there wasn't a single woman administrator in Weber School District. That's a big school district. I think there were a few more women in Ogden School District. As a child, I had a woman principal and it wasn't uncommon at all. Later, it seemed like you didn't see many women in administration. We saw a lot of women teachers and still do, but not too many administrators. RL: There were some women in upper level positions during World War II as a result of the men being gone, but then I think it reversed. JM: Yes. I'm sure it did. It was pretty much a group of men. There were two or three women and they had been here a long time. They had been here at the time for this development. Page 6 of 35 RL: Did the men help to mentor you or was it more adversarial? JM: It wasn't adversarial. I'll have to say that Don Sharpes was the one who really sat me down and said, "Now, this is how you do your vitae and how you keep your records and your file. Oh by the way, the ladies room is down there." RL: That's essential orientation. JM: I didn't find that any one colleague did as much mentoring as they might have. Cordell Perkes hired me. He was a chair at the time. He was a very good colleague and was helpful. Dick Jones was the dean, at the time, in the College of Education. He was also very helpful as far as I was concerned. When Dick was named Dean of the College of Education, there were two other faculty members that aspired to be dean, but they were not selected. I think Bob Smith was the Vice President of Academic Affairs, the position now call Provost. He made the choice and I think Dean Jones had a hard time because there were a lot of good 'ol boys who felt they were cheated and that they should have the position. They didn't like the way Dick ran the finances. I'm not sure it would have mattered what he did or how he did it, they wouldn't have liked it. For me, as a new faculty member, he was a good dean. He gave me a lot of opportunities to do different kinds of things and I appreciated that. Cordell Perkes had come in not too long before I and he was very supportive of changes and was looking for new ways to do things and understood that there's a freedom in being an academic. I think that one of the difficulties with the WILKIT system was the fact that there wasn't any academic Page 7 of 35 freedom in terms of how we did things in a classroom. That kind of flew in the face of what most of us believed. RL: You came in 1983. When I arrived in 1990, we had three Master's programs. That would have been just seven years after you got here. I understand that you were one of the ones that established the master's program in education. JM: Well, not really. When I came, the Master's in Education was a combined program with Utah State University. There were three people from USU and three from Weber that sat on a steering committee. Within a year or so, I did do that, which was wonderful and it taught me a lot about the program. Weber faculty members were doing most of the teaching and that gave us some grounds for saying that it should be Weber's program since we were doing the work with the students and teaching the classes. Don Sharpes was hired to head up that combination of faculty from the two universities and to run the program. I did have that nice opportunity to get in from the beginning on the whole thing. When the program was finally declared independent, I did direct the master's program for about 13 or 14 years. RL: Maybe that's where I got the impression that you had helped to establish it. You were in on the ground floor though. JM: Yes. At the beginning, I had that opportunity along with the chair and somebody else. I was Chair of Elementary Education during some of that time when we were still a part of Utah State's program. Page 8 of 35 RL: What other kinds of things were happening on the campus that you might have been involved with early on? There were some changes happening in the 1970's and 1980's with the establishment of the Faculty Senate. JM: That must have been earlier because when I came, there were stories about Joe Bishop wiring the Faculty Senate room where we held meetings. The reason it all came out was because somebody went to a little party after the Faculty Senate meeting and there was a lot of information that was out. When I came they were still reeling from President Bishop and the kinds of things that went on while he was president. I think he was a man who was very suspicious about what faculty might do. RL: From what I understand, he was trying to pull in the reins at a time when the Faculty Senate was starting to gain more academic freedom and more faculty involvement and control. JM: No question. When I got involved in Faculty Senate, it was one of the best things that happened to me academically. For one thing, I worked with awfully interesting people. Secondly, the Faculty Senate had gained a great deal of power working with Rod Brady. RL: I believe he left in about 1987 or 1988. JM: Then Stephen Nadauld came. We became a university at that point. RL: That's right. That happened toward the end of 1990. JM: There were a lot of changes at the university. We were suddenly looking at ourselves differently. I think there had been an attitude that it was just an extension of Harrison High. Part of that grew out of how faculty looked at Page 9 of 35 themselves and how they looked at the school, not so much the townspeople perhaps. RL: Recently, I've heard a couple of things on television that have grated on my nerves. There was a young man on one of the news programs that grew up in Ogden. He was presenting an award of some kind and asked the young woman where she was going to be going to college and she said, "Weber State." He said, "Oh, Harrison High School." If I had been there I think I would've throttled him. Not too long after that I heard someone on KUER, University of Utah's radio station, referring to us as Weber State College. I thought, "We've been Weber State University for 22 years now. Attitudes have to change sometime and people like you need to be taken to the wood shed." JM: In many ways faculty were their own worst enemies because they were the ones who perpetuated it. It was a shame. Suddenly, university status did a great deal for Weber in terms of attitudes. At the time, Weber State College was the biggest four year college in the United States granting baccalaureate degrees. RL: They had a large enrollment. JM: Exactly. RL: There were a lot of things that were attractive then that still are now. The trend to try and keep classes smaller and community involvement and different things that have been developed here on campus are still attractive. When we were going through the process to become a university there was a lot of squawking from University of Utah and Utah State University about something being written in that would prevent Weber State from becoming a doctoral granting university Page 10 of 35 and that there were not to be massive numbers of graduate degrees. We haven't grown greatly, but we do have nine graduate degrees now. Certainly, the accent has been on programs that add to the workforce and meet the need of not just the immediate community, but of the state with the emphasis on providing an educated workforce. I guess that's kind of an extension of starting out your program as a Utah State program. JM: I think that's true. The other thing that's interesting is that if you look at the graduation statistics at Weber, half of them are still two year degrees. They are not baccalaureate degrees at all. RL: Some students do go on to get their baccalaureate. JM: A state the size of Utah could hardly afford two research universities. One of the things I think the Board of Regents has done especially well is that they have taken a look at programs and tried to avoid duplication. There is one medical school in Utah and no dental school. There's one law school. I think those kinds of things make sense because a state the size of Utah really can't afford to run two medical schools or two law schools. RL: Brigham Young University does have a law school. It's privately funded, but even so, it is a situation where we've got a couple million people in Utah. JM: It's growing, heaven knows. It's a tiered system. California has the same kind of tiered system. You have your research universities and you have your state universities and it seems that's where the growth is happening, perhaps more than we need it right now. Utah Valley University is just huge and Southern Utah is a master's granting university again. Page 11 of 35 RL: Of course, Dixie has gone from a two-year program to a master's granting university. JM: Price is a satellite for Utah State which is different, but the fact that Dixie is getting university status in many ways is rather surprising. A lot of the people in St. George are snowbirds, but apparently they seem to think they have a population to support a university. RL: It is the same administrator down there that helped Weber State become a university. JM: Yes, Stephen Nadauld is there. It's interesting, I think, that Utah has done a pretty good job in figuring most of this out. I have great respect for the University of Utah and Utah State University and they have significant programs that are highly rated and they should be. I am proud of Weber. When I look at what's happened in the last couple years, I think about what happened with the music department. RL: There's a new advertisement showing our resident piano prodigy that says, "Chose Weber State Over Julliard." When you see that it picks you up. JM: It makes you proud. Fan Ya's success has resulted in more students coming for the music program because of how well this young woman has done. RL: She's got the support of the administration. JM: No question about it. It has been helpful. On top of that, I've never seen a girl or a boy work harder than she does. She's earned every inch of it. RL: We also have a top-notch nursing program. Getting back to the College of Education, are there students that you had in those early years that you have Page 12 of 35 learned about their accomplishments and whom you feel got the basis for them here? JM: Absolutely. That first year I taught at Weber, I taught secondary students. Depending on their major, many were a challenge in a literacy course. In a lot of other courses they were as well and the students would say, "Well, in our majors we never write." It was a challenge for me. One of my very finest students was Jeff Stephens, who is now superintendent of Weber School District. He got his master's here and he went off and got his doctorate. There are many that I see who are school principals, wonderfully successful classroom teachers, and reading coaches. I've been teaching the level two reading coaching class for about five or six years now and most of them have Master's degrees when they come back to get this extra certification. They are the cream of the crop. They're bright, hard-working and they make a huge difference in school. RL: They come back to Weber State, and I don't think that's necessarily just for the location. JM: I don't either, although that plays a role. RL: I think they are looking for a quality program. JM: I think so. Weber has made a huge effort to maintain the class sizes. I think the faculty reaches out to students in good ways. There are not classes that are taught by students who do not speak English which is a huge advantage. One of my boys did a doctorate at the University of Utah and in the last year he said, "It's a do-it-yourself thing. This fellow doesn't speak any English at all and it really is a do-it-yourself educational program." That doesn't happen at Weber. Faculty Page 13 of 35 teach the classes, which I think matters. I think our graduates that are out in the field tend to think, "I did well as an undergraduate at Weber. I'll go back and do some graduate work there." One of the things I am most proud of was that in our Master of Education program, we maintained high standards. Students did a thesis or a project which was very scholarly. Everybody at that stage knows how to take classes and how to pass classes. The thing that really separates the men from the boys is doing some research and writing about it. I'm proud of that. I think that our master's program in education can stand up to anybody's. RL: The emphasis at Weber has changed somewhat in the last 20 years and there's more of an emphasis for the faculty to have more scholarship and research involvement. That still hasn't changed their role with the students. JM: You're absolutely right. RL: Certainly, Weber has won some kudos for bringing the National Undergraduate Research program here to Weber. Also, the Undergraduate Literature Conference we have every year is still used as a cookie cutter model for other places. In Teacher Education, you had the ISTE international group of people here from Australia, New Zealand, Europe, and Africa. That has to be a feather in you cap. JM: I think so. Along that whole line is that the College of Education has managed their endowment well and it has given faculty opportunities to attend conferences in a variety of places both in this country and abroad. They've had opportunities to make contacts with scholars and teachers and that's been valuable. Page 14 of 35 RL: Has Teacher Education done anything in terms of cooperative programs? Are there sister universities or programs that you've maintained? JM: I think the one thing I can think about is when I first came to Weber, one of the faculty members originally came from Arizona and she had done a lot of work with Native Americans on the reservations. She was a really brilliant lady and her field was reading. When she came to Weber, she wrote some grants and we ended up taking our teacher education program to Blanding. I was the new kid on the block, so I taught quite a bit in Blanding and Bluff, which was an eye-opener for me. Most of them were Navajo students seeking education degrees in order to teach. At that time in Blanding, there was an elementary school and I would say maybe 80 percent of the youngsters were Native American children. There wasn't a single aid, teacher, or administrator that was Native American. In Bluff, I think 98 percent of the children were Native American kids and there not a single teacher or aid that was Native American. We took that program down for a number of years and we trained a number of teachers, which I think changed the whole educational environment down there. Some of them didn't end up in teaching, but ended up in federal agencies where their educational background was valued. RL: They advanced beyond what had been available previously. JM: It was interesting because the way the Pell Grants worked then was that they got the money no matter if they completed a class or not. Quarter after quarter, you'd have some of the same people in the class because they never finished a class, but they got their Pell Grant so that they could go to school. It also supported Page 15 of 35 them for food, rent, and all of their living expenses. The Navajo culture is very matriarchal and many of the men didn't work or there wasn't work for them. There were high rates of alcoholism. The women would come to class and the men would stand along the back wall like, "Don't you teach my wife anything, it'll change the world." Many of the women were very ambitious and looked at their children and thought, "It's going to be up to me or these kids are going to end up like their not very good dad." We had quite a bit of success with that. Many times, these teachers would come up in the summer to take classes on the campus. They'd bring their kids and live in the dorms. It was a big sacrifice for them. It was wonderful for us. Certainly, it was an opportunity for me, who came from a background where I knew very little about Native American populations. When I went to college, it was very un-diverse. We were mostly white, middle-class kind of people. RL: We've been lucky at Weber that several of our presidents have put an emphasis on diversity and unity. I know when I got here, I started looking around at our student body and someone had mentioned that Weber and Ogden School Districts were something like 25 percent Hispanic, Latino, etc. When I looked around on campus, there were fewer than one percent of our students that fit into that category. Certainly, it's not up to 20 or 25 percent, but we are more between 5 and 10 percent now. JM: Exactly. Families that perhaps never anticipated college for their kids are looking at education differently. Page 16 of 35 RL: We are certainly seeing a lot more brown faces, Asian students, Pacific Islanders, etc. I think that changes the flavor of the University in the right direction. In regard to that, you started here when we had President Brady and when he left Stephen Naduald came and then Paul Thompson and F. Ann Milner. That was a big feather in Weber's cap too, having a female president. JM: She was a very successful female president. It was at a time when Eastern Utah had hired a woman who ran through the money like water through the creek. When she left, that little college was in horrible condition because the money had been spent. I never went to a conference anywhere in the United States that she wasn't there. I would think, "This isn't your field. Why would you be interested in this?" Ann came with an excellent background and she'd been well-trained by Paul. She was a very successful woman not only on our campus, but across the state and with the legislature. RL: She was well-respected. JM: Absolutely. It is a feather in Weber's cap. No question. RL: As far as the different administrators and the type of ship they sailed in terms of their styles, did that affect your career in any way? JM: I think it did. When I was active in the Faculty Senate and I was faculty chair for three years and co-chair for three years. RL: You were the second woman to do that? JM: Yes. I think Rosemary Conover was the first one. I had a good six year run, which was nice. Paul Thompson was the president and he very much believed in shared governance. He gave us lots of opportunities to be heard and he was Page 17 of 35 good to work with in that he felt that there were a number of things about which the faculty needed to have an equal voice, to have a say and to be able to ask the hard questions. For most of us at that time working in faculty governance, we had great opportunities. RL: I think he was more willing to accept some of the suggestions coming out of the Senate. I remember at one point I was chairing the Academic Standards Committee and I was given a list of 13 or 14 things that needed to be accomplished. That was about the time of the Gulf War and we were having to come up with policies regarding students who were pulled out of class and sent to the Middle East and what were we going to do with them when they came back as far as tuition or letting them finish classes. There were a lot of major things that were being determined then that our committee was involved with. We ended up coming up with the tiered admission thing so that we could still meet the mission of the University, but take on the new issues that we were facing. I think that was a time when people did have a voice. As far as your involvement in heading up the Faculty Senate, were there major things occurring that you needed to deal with? What were they and what were some of the outcomes? JM: When I started in affairs of Faculty Senate, Tom Burton was the chair. He appointed me to the Curriculum Committee and that was both curriculum and general education at the time. RL: So you came in as a new faculty member first? JM: Yes. Then I became chair of the Curriculum Committee. At the time, curriculum and general education were combined into one committee. Of course, we didn't Page 18 of 35 have the technology, so everything would be delivered to my office and there would be a stack of papers to read through. Those were very different times. I look back at the number of trees we must have killed. Tom was a good mentor and a good trainer. Curriculum and General Education was a great place to start and became something that I continued to work in while I was at Weber, until the last few years. One of the things that happened during the time I was in Faculty Senate was the big conversion to semesters from quarters. I still maintain that most of my students, even some of my graduate students, have a ten week attention span, not a 15 or 16 week attention span. The state said it would cheaper and of course it wasn't cheaper, it cost tons of money to make the conversion. It was far more complex than any of us thought. We made a lot of presentations about the change and why not. At the time, I was on the State Committee for General Education and that was a wonderful time because it was the first faculty committee that was under the Board of Regents. Each of the colleges and universities was represented. I was on that for about 15 years and we did a lot of things. The legislature decided the institution needed to have some common numbers, particularly for general education courses. We did a lot of that without wrecking people's individual programs. Most students in Utah at some time or another attend another university somewhere in the state. With some common numbers in those undergraduate courses in general education, the transfer was easy. For me, personally, working with the faculty leaders from across the state was a wonderful experience. They were the brightest of the bright. It gave me access to Page 19 of 35 friendships and acquaintances that I never would have had and it allowed me to know who to talk to at each university when something came up. Another group I really liked working with was the group of Faculty Senate presidents. In fact, that's where I met our present president. He was the President of the Faculty Senate of the University of Utah when I was active at Weber. He was a good chemistry professor and very bright, so now for him to be our president is an interesting kind of thing. Anyway, they were wonderful, interesting, smart people that had lots of ideas. We had a lot of respect. We were appointed by the Board of Regents and then appointed within our universities. Bob Smith put me on, so that was a long time ago. I learned a lot about higher education and I also learned a lot about the curriculum and systems within our state and how well most of them work. The change from quarters to semesters was also a big deal. RL: That was in the mid-1990's, wasn't it? JM: Yes. I think it was about 1995. That was a really big switch. In some ways, it made us come into a commonality with other universities within our state. I have to laugh because all the arguments about why semesters are so much better than quarters are a crock. There are wonderful universities across the United States that are still on quarters like the University of Oregon, Stanford, Columbia, etc. RL: Judy, you've talked a little bit about your involvement with the Faculty Senate as chair and the General Education/Curriculum Committee after you stepped down as chair. At about that time, we had a big push with the diversity requirements in Page 20 of 35 the classes and the Curriculum and General Education became separate committees and they are very involved. JM: Yes, and I went back on General Education just a few years ago. RL: You mentioned that, so what I wanted to ask you how that worked out for you and did you stay involved with that until you left? JM: Yes, until about last year, I continued to serve on senate committees. I served on a number of senate committees, which was wonderful. I think they seemed to value my background and what I'd already done and it worked well for me because I really enjoyed working with my colleagues. During the time I was senate chair, I was also head of Teaching and Learning because our person left. I was wearing two hats and I had three offices instead of two. It was a busy time. My department was good about the release time and at that time the Faculty Senate had some money, so we did get release time, which was a huge help, I couldn't have done most of what I did if I hadn't had some release time. RL: This was during the time of Paul Thompson's presidency? JM: Yes it was. RL: Then he left and Ann Milner stepped up to the plate and hit a few home runs. JM: Right. While Paul was president and Eisler was the provost, I worked a lot with Eisler and when it came time to name a new president, it was between him and Ann, do you remember that? RL: Yes. I had been off campus then for a little while. Page 21 of 35 JM: He was the provost and was an academic and Ann was someone who came through Continuing Education and Paul had mentored her wonderfully. Of course, she is a bright woman and she did a good job. RL: She had been involved with Development. JM: She had all of those kinds of things on that side of the university. RL: Those are important too. JM: Well, raising money is always important in universities. For Ann, I was surprised when she stepped down when she did simply because the capital campaign was her baby. I was just really surprised that she didn't see it to the end. RL: She did mention when she first started that she would take it and put in ten good years and that's what she did. Were you involved with any of the things that she helped to develop? JM: I've been on the University Capital Campaign Committee, so if raising money is part of it, yes. I am head of the committee for the College of Education even though I've retired. RL: Speaking of the College of Education, you would have been through a few deans there. JM: That's one way to put it, yes. When I came Dick Jones was the dean. As I said, he came in without a level playing field in many ways because there were two faculty members that thought they should have been the dean. That made it really hard. He did some things really well and some things less well, but it's true of all of us. There was finally a vote of no confidence and I think that Bob Smith decided it was probably time for him to go before there was a formal vote of no Page 22 of 35 confidence. It wasn't over anything dishonest or anything like that. There were just enough differences so he left. Then they hired Green, and he was the first African American dean on campus. Again, like any dean, he had his interests and did some things really well and some things not so. Jack Rasmussen was the next. He had been here as a faculty member so most of us had worked with him. He was a good teacher and he seemed to be a good administrator, so when he applied for the position we were interested. He was the dean in North Dakota at a university. We were happy to have him back. The known is always kind of nice and we knew what to expect. I think he's been an effective dean. I think he's had the respect of the faculty, he's good to work with, and he's a dependable person. RL: How long has he been here now? JM: I'm not sure. I think he's been here for maybe seven years. He's the senior dean on campus. RL: You were talking about his being supportive. Was there a difference in the level of support you got from each of those deans? JM: I had wonderful support from all of them, I can't complain at all. There was always money for me to present at conferences. Ray Reutzel, who was a professor at Utah State and I applied for the editorship of, The Reading Teacher, which is the premier journal of the International Reading Association and received the appointment. That was a five year thing and they came out and visited with the President, Provost and Dean to make sure that I would have the support I would need to do the job. They did the same at Utah State for Ray. I Page 23 of 35 had release time for it and I had financial support from International Reading. My dean could have said no. It was when Green was the dean. I guess Eisler must have been the provost and Paul was the president and they met with all of them to say, "Can she do this? Will you give her support and release time?" There was no question. It was a prestigious journal to begin with and it was nice that westerners were nominated and chosen to do this. I learned a great deal from that experience. Reading has been the thing that I've been most interested in, so that was a wonderful thing. RL: It's a basis for many things in education, isn't it? JM: I think it's the basis for learning when it comes down to it. I think for the youngsters who struggle it isn't just learning how to read, it's how to use literacy. In your position you know all about that. The other thing I've had a lot of support on for 28 years is running a reading and writing conference every summer. The State has given me some money and Weber has given me some money and support. This is the first summer that we haven't done it. We've brought to campus outstanding people in the field of reading and writing to do the conference. That has been a wonderful thing for our students and for our teachers in the field. Things like that I will miss terribly. I do miss them. RL: Were there other national programs that you were involved with that you got particularly good support for? JM: Yes there surely were. Of course, going to conferences is part of it and presenting at conferences takes support. I was on quite a few national Page 24 of 35 committees for reading and literacy and children's books. Those people tend to be a community that knows one another. For me, it was a broadening kind of thing. It gave me people I could call on to hire for my reading conference. Probably the thing that gave both Ray and me the most exposure was that editorship. Ray went on and served on the Board of Directors of International Reading. He has an endowed chair at Utah State. He's a good scholar and good teacher and all those kinds of things. RL: You've mentioned that you're retired, but you're still here on campus. JM: Yes, but I am coming to the end. I had a substantial grant from the State to run the level two reading endorsement classes. There are three of them. There's a research class, an internship and a professional development class. The audience for those classes consists of people that have a level one endorsement in reading and are aspiring to be reading coaches in the schools. The level one classes can be taught within the school districts. For a long time we taught some of them and I have to laugh because I still see my syllabi floating around being used in the schools by somebody else. Level two has to be taught through the universities. Weber held on to those, but the problem is that the size of the audience for the classes is not very predictable and often not very big. Weber State University serves Box Elder, Davis, Weber and a few from Ogden school districts. RL: Of course, we now have an information literacy requirement for graduation here and to have the local school district do away with all of the media specialists… Page 25 of 35 JM: It doesn't make a bit of sense. Particularly in a district where there are more needy children than any district along the Front. They need those people. They are wonderfully well-trained. They are superb teachers. RL: The Regents said, "We need this computer and information literacy." One of the things that we were finding was that they were coming to us from the high schools unprepared. One of my colleagues wrote in a letter to the newspaper about seeing students come in and they've already written the paper and then they do the research because they need three references to put with the paper. Something is not right. JM: Something is not right. RL: Interesting times in the Ogden School Districts. JM: They have been interesting times for a long time. I know they are dealing with a lot of things that are difficult. I had a friend who was an administrator and we were talking about second language. He said, "It isn't the second language that's the problem, it's the poverty that's the problem." There are a lot of needy children and they need excellent teachers. Those media people are excellent teachers. They're cutting out all the part-time reading coaches as well. There are 240 and if they have them for 30 hours they don't have to pay any benefits. The whole thing is disgusting as far as I'm concerned. RL: In terms of your time at Weber, it sounds like you've accomplished a lot in the 30 years that you've been here on campus. Are there things that you were involved with that didn't succeed? Page 26 of 35 JM: Well, who's going to say yes to that? I'm kidding. There are certainly things that were successful at different levels. Some of the things I look back and I wonder why I ever opened my mouth. RL: It's perfectly alright for you to talk about that because it was something that you were concerned about. Were there things that you wish you had done and weren't able to for financial reasons or maybe Weber couldn't get involved because it wasn't the right time and place? As far as the big picture, were there other things that you would have liked to have seen? JM: When I came to Weber, I still had three youngsters at home. I was pretty place bound. After that, I went through a divorce and my two boys were then grown and out of the house and my daughter was in college. I started late with my academic career. I stayed home until my youngest was seven and didn't go back to work. Then, I had to get a license to teach school. I was place bound for a number of years. I think had I done things earlier, I might have left Weber and had some other kinds of experiences. At the time, with my personal life, when it was time to do those sorts of things, it was late to do them. I loved Weber and quite frankly, I think, "Where would I have had the opportunities that Weber has given me?" I had never thought I planned my life particularly well if you want to know the truth. I've kind of fallen into things without as much planning as I might have done. When I finally decided to go back to school and to teach, the hook that really was there for me was that I was fascinated with how children learn to read. What is it that happens in our brains? In watching children who struggle, what is Page 27 of 35 the difference in how they look at the world or how they process everything from children who don't seem to struggle? Luckily, my children did not struggle, and I did not struggle. Having worked with youngsters in school who do struggle, I thought it would be tough if I worked with these kids in school and then had to go home and work with my own, but my children did wonderfully academically. I really liked Weber and with a university this size, you can make some differences. When I was in college and got this music degree I could have taught piano maybe, but I didn't know how to do anything. I didn't know how to type when I graduated from college. I went to Wright-MacMahon Secretarial School in Beverly Hills for a year and learned how to do all kinds of secretarial things. RL: Was this after you finished you bachelor's at Stanford? JM: Yes. That's how I happened to come home and work for Amalgamated Sugar and then for Security Corporation. I had wonderful jobs. RL: When you mentioned being an executive secretary, I was wondering if that position had required a Bachelor's degree. JM: Well, let me tell you some of the things I did for First Security. I worked for Willard Eccles and I wrote all the Board and Executive Board minutes for the corporation, although, I never went to a meeting. He did all the public relations and advertising for the corporation and I learned a lot. I probably would have gone on working for First Security, but I married and when my first baby was born, I didn't work again for another ten or fifteen years. When I came back to school, perhaps if I had been more thoughtful about what I really wanted to do, I might have done something other than education. I Page 28 of 35 don't know. My father was a physician. The summer between high school and college, I worked in the newborn nursery at the old Dee Hospital and just loved it. I wanted to go to nursing school. My father wouldn't hear of it. Those were the days. He said, "No, you're not going to go to nursing school. You have the wrong thumbs for the bed pans." So, I didn't do that. In college, I had developed a lot of other interests as well. I look back and think probably what I would have done in a different era would be to have gone to medical school. I was bright enough to and I think I would have really liked it. RL: The mentality then was that women in medicine were nurses. JM: They were odd ducks if they went to medical school. My father just couldn't see that for sour apples. He was a physician and he couldn't see this thing at all. Later on, we had a lot of talks about this whole thing and his outlook changed. I had one female friend in law school and a couple in business school. Most of them were in more traditional majors for women. I have a niece who graduated in law and my daughter is in architecture, both nontraditional women's fields. My generation was different. RL: Well, we have touched on a lot of different things. What about your time at Weber? Are there things that you might have done differently other than having gone somewhere else? I've seen a lot of people here on campus who leave and come back because this is a great place to be. JM: And I am not sure that I would have left. I liked the administrative experiences I had. I was department chair, and I directed the graduate program for 13 or 14 years. I had a lot of freedom on that because we developed a thesis system. Page 29 of 35 When I got here they were doing some little paper that was paper bound and we said, "No, this does not look like professional scholarly work." We did a lot with curriculum and all that was very satisfactory to me. The other thing I guess I could mention are civic kinds of things that have mattered to me. I was president of the Junior League before I ever came to Weber. I've been on the symphony board for a long time. I'm a Commissioner for Landmarks for Ogden City and I'm on the Heritage Board. Those things are interesting to me. I've been involved with the music department simply so I could return to my roots. I've had fun knowing the people in the music department and the students. I'm really quite busy. I think the thing that scared me most about retiring was, "What if I don't have anything to do?" Of course, I've been teaching classes, but I won't at the end of this semester because there's no money to do it, which makes me sad because I just loved my students. The reading coaches were the brightest of the bright. They were just wonderful. My connection with the school districts, particularly with the Weber and the Davis districts has been very satisfying and keeps your hand in to see what's happening out there. I will miss that. I still serve on the Board of the State Reading Association and I get to see all of these great people I've either had in school or known. They have moved ahead and have done wonderful things in their lives and I am proud of that. RL: That's wonderful. Sometimes you can go to a banquet and pick up lots of things and you walk away and you're still hungering for something and then there are other times when things fall into place and you can say that you were satisfied. Page 30 of 35 JM: I think that is absolutely true and I still see a number of my colleagues from Weber. One thing that was terrific about the Faculty Senate work was that I had the opportunity to meet people in all departments. When I arrived, I was shocked that there was so little communication between the College of Education, particularly Teacher Education, and across campus. It just didn't happen. Accreditation meant that it had to happen and working in the Senate allowed me opportunities to meet people across the campus that I never would have known. RL: I think with things like the Community Involvement Program and the Teaching and Learning Forum and all of the programs now for helping people develop online classes and so forth, people are interacting a lot more than previously. JM: Yes. I think they are too. Ruby, were you here when we did Writing Across the Curriculum? RL: I was. JM: That was a wonderful time for exactly what you're talking about. RL: It brought people together from different parts of the campus and took you someplace and you sat down and you could exchange ideas for how to teach or how to develop particular processes and so forth. It was a good program. I think Teaching and Learning came from that because Lee McKenzie was the one who developed that. JM: She was a lovely lady. That was a tragic kind of thing. RL: It was. When you said that you did Teaching and Learning Forum for a year, I wondered whether that might have been about the time that Lee had to leave. Page 31 of 35 JM: I can't remember what the circumstances were, but suddenly we didn't have a director and Teaching and Learning fell on the Faculty Senate. We were doing whatever we were doing to find someone to head it up as I remember. It was an eye opener to me. I'd served on it at one time or another before that, so it wasn't completely new or anything. RL: It was a great program, and I think Lee did a great job establishing it. JM: She did. I remember that one of the faculty members who was perhaps the most changed and it was most surprising was a fellow that was in accountancy. He used it widely in his accountancy classes. You would think it would have been history or English, but I'll never forget that. He was such a proponent of the whole thing. I thought that was a really good program. I liked all of the things that mixed us up with other disciplines. I thought it really mattered. RL: I think there's more of that kind of thing happening now and it can only strengthen the college. JM: Absolutely. I think that this community outreach is a tremendous thing. I am really curious to see how this is going to go downtown because I guess those spaces are about completed on Washington. Is it going to be Continuing Education classes or Adult Education? I have no idea what's going to go in there, do you? RL: I don't. JM: It's wonderful space. I thought, "Good." Remember when we were in the basement of the mall? Page 32 of 35 RL: Yes. I don't know if you were involved or remember in the very early nineties, before we had the whole Community Involvement Program, we had some of our athletes working at the Lewis School helping children with teaching. JM: I do remember that. There was faculty sending their students out to look at things. In Education, we'd send them out because they've got to be in the schools. Other disciplines were doing a lot of things as well. RL: I like it here. JM: I don't blame you. I like it here too. I think it's a good setting for students. There are more and more kinds of things to engage the students. I liked the programs where they put classes together in a cohort for new freshman. Those kinds of things have been successful. They've helped kids not to get lost and provided a way for them to become connected with other students, particularly if they're students that just commute. I'm happy to see the new dorms because I think it's more attractive to live on campus than ever before. I think that's good. We have a lot of administrators and faculty that have done good things to promote what's happening on our campus. It's a beautiful campus and when I was walking over here today I thought, "What a pretty time of year with the stream and the pond and the beautiful trees and bushes." It's a beautiful campus. RL: My brother was trying to explain to someone that I lived in an area where every place you look is a postcard. JM: What a compliment. RL: Then he said, "No, come to think of it, she lives in a postcard." Page 33 of 35 It sounds as though your years here have been good and I'm glad to hear it. Certainly, if you think of things later that you would have liked to have told us about, please get in touch. I want to thank you for taking the time to do this. JM: You're welcome. It's been my pleasure. RL: It's been a good program for us and it's good when we get someone like you who's been involved across the board and can help to build that picture of what Weber State has been over the years. JM: Don't you feel it has come a great, far distance in terms of sophistication? RL: Absolutely. JM: I think that it's become more scholarly. RL: It's certainly not Harrison High any longer, is it? JM: It surely is not. One of the things that I think has made a difference is that the standards for tenure have changed. That was another thing we did in those years in making Weber a more scholarly university—higher demands. RL: We've been able to maintain some of the earlier things, regardless. JM: For teaching there is no question about it. The standards for hiring people have become more comparative with other universities. When University of Utah or Utah State complains about Weber I have to laugh because I think of the numbers of faculty that were trained in those two institutions and if there's something wrong with this then it's their fault, not ours. RL: We keep showing up on more and more national lists and I think partly it's because of people like you. Page 34 of 35 JM: Well, thank you, that is a compliment. As I say, like you, I have not regretted my years at Weber. I've been proud of them. RL: Thank you for being with us today. JM: You're welcome. Page 35 of 35

Mike Schlosser, August 14, 2013; Mike Schlosser's grandfather outside his barbershop ca. 1930; Mike Schlosser's grandfather in his barbershop at the Healy Hotel ca. 1930 ; Business at the Crossroads - Ogden City is a project to collect oral histories related to changes in the Ogden business district since World War II. From the 1870s to World War II, Ogden was a major railroad town, with nine rail systems. With both east-west and north-south rail lines, business and commercial houses flourished as Ogden became a shipping and commerce hub. ; The following is an oral history interview with Mike Shlosser. The interview was conducted on August 14, 2013, by Woodrow Johnson. Mike discusses his experiences with 25th Street. ; 38p.; 29cm.; 2 bound transcripts; 4 file folders. 1 videodisc: digital; 4 3/4 in. ; Oral History Program Mike Schlosser Interviewed by Woodrow Johnson 14 August 2013 Oral History Program Weber State University Stewart Library Ogden, Utah Mike Schlosser Interviewed by Woodrow Johnson 14 August 2013 Copyright © 2014 by Weber State University, Stewart Library Mission Statement The Oral History Program of the Stewart Library was created to preserve the institutional history of Weber State University and the Davis, Ogden and Weber County communities. By conducting carefully researched, recorded, and transcribed interviews, the Oral History Program creates archival oral histories intended for the widest possible use. Interviews are conducted with the goal of eliciting from each participant a full and accurate account of events. The interviews are transcribed, edited for accuracy and clarity, and reviewed by the interviewees (as available), who are encouraged to augment or correct their spoken words. The reviewed and corrected transcripts are indexed, printed, and bound with photographs and illustrative materials as available. Archival copies are placed in Special Collections. The Stewart Library also houses the original recording so researchers can gain a sense of the interviewee's voice and intonations. Project Description Business at the Crossroads - Ogden City is a project to collect oral histories related to changes in the Ogden business district since World War II. From the 1870s to World War II, Ogden was a major railroad town, with nine rail systems. With both east-west and north-south rail lines, business and commercial houses flourished as Ogden became a shipping and commerce hub. After World War II, the railroad business declined. Some government agencies and businesses related to the defense industry continued to gravitate to Ogden after the war—including the Internal Revenue Regional Center, the Marquardt Corporation, Boeing Corporation, Volvo-White Truck Corporation, Morton-Thiokol, and several other smaller operations. However, the economy became more service oriented, with small businesses developing that appealed to changing demographics, including the growing Hispanic population. ____________________________________ Oral history is a method of collecting historical information through recorded interviews between a narrator with firsthand knowledge of historically significant events and a well-informed interviewer, with the goal of preserving substantive additions to the historical record. Because it is primary material, oral history is not intended to present the final, verified, or complete narrative of events. It is a spoken account. It reflects personal opinion offered by the interviewee in response to questioning, and as such it is partisan, deeply involved, and irreplaceable. ____________________________________ Rights Management Special Collections All literary rights in the manuscript, including the right to publish, are reserved to the Stewart Library of Weber State University. No part of the manuscript may be published without the written permission of the University Librarian. Requests for permission to publish should be addressed to the Administration Office, Stewart Library, Weber State University, Ogden, Utah, 84408. The request should include identification of the specific item and identification of the user. It is recommended that this oral history be cited as follows: Schlosser, Mike, an oral history by Woodrow Johnson, 14 August 2013 , WSU Stewart Library Oral History Program, Special Collections, Stewart Library, Weber State University, Ogden, UT. iii Mike Schlosser August 14, 2013 Mike Schlosser's grandfather outside his barbershop ca. 1930 Mike Schlosser's grandfather in his barbershop at the Healy Hotel ca. 1930 Abstract: The following is an oral history interview with Mike Shlosser. The interview was conducted on August 14, 2013, by Woodrow Johnson. Mike discusses his experiences with 25th Street. WJ: My name is Woodrow Johnson and I'm here with Elliott McNaly who is running the audio-visual equipment. We are here with Mike Shlosser on August 14, 2013. Mike, this project is about historic 25th Street and the greater Ogden area, to which your grandfather had a pretty heavy role in, so let's talk about him. Can you tell us your grandfather's name? MS: George Earl Baldwin. WJ: Where is he from and how did he get to Ogden? MS: He was born in 1889 in Pahreah, Utah. It is now the most remote ghost town in the state of Utah. He was the first born of John Henry and Martha Magnum Baldwin. He was born in a one room, dirt floor, log cabin. His father was a rancher and his mother was a rancher's wife. He had one brother born three years later. After him a baby sister born five years later who died in infancy of diphtheria. He was raised in southern Utah in cattle ranching and mustanging. He was put on horseback at a very young age and put to work. To our knowledge, he had approximately a fifth grade education. We can't find too many records about that because it was basically done by the church sisters and brothers in the Cannonville area which is a smaller community about 21 miles southwest of Pahreah. His father homesteaded this area and it was considered open range for 1 raising cattle and mustanging of horses. He was put to work because another hand to work was another mouth to feed and another mouth to feed was someone to do more work. He became quite proficient at it. For the remainder of his life, he had an affinity for horses and had an ability with them that was quite remarkable to witness. He also became quite a storyteller in his later life. In his mid-twenties he married my grandmother, they referred to her as Maggie. My mother, Ila, was born in 1916. The next child was born a year and a half later, which would have been my Aunt Maxine. In my grandfather's early life, in his mid-twenties, because of what they did for a living they broke these mustang horses that they would catch in the canyons along the Arizona strip, he got hurt pretty badly and broke his back. It was just below the cervical collar, but just above his attachment for his spinal column to the base of his back just above the scapula. He always had a hump on his back from then on. They didn't have the technology to really work on people like they do now. I asked him about his hump when I was just a small boy and he told me that it was from a horse bucking him off and hurting him really bad. This is what brought him to the Ogden area because he could no longer continue to actively ranch. He brought my grandmother and mother and one daughter to Ogden with very little money. They had heard there was a need for barbers in Ogden because of the railroad station on 25th Street. He had heard that there was an opening at the Heely Hotel on the corner of 25th Street and Wall Avenue. It was quite an opulent building. I remember very vividly the marble floors and the marble 2 staircase that went upstairs to the mezzanine level. There were always people in and out. My grandfather went to barber school in Salt Lake and to my knowledge, it was 35 dollars to go to the school and it was a two week school. They taught them all the theory of barbering and shaving and those things. He did quite well in the school and when it came time to take their tests, they were going to do the shave in the morning session and the state legislature was in session at the time and the legislatures, being politicians, as we know them, took advantage of the free shave. They came down to the barber school for their free shave from the students. Pick of the draw, my grandfather wound up with the governor of the state of Utah as his shaving dummy more or less. He took the test and when the instructor came by to grade it, the governor spoke to the instructor and said, "This is the best shave I've ever had in my lifetime." He was awarded 100 percent on the shave just on the governor's say so. That afternoon they did their haircuts and he got another one of the fellows from the legislature. He had very curly hair and he had a hard time getting it cut the way the man liked it. When they graded him, they graded him at 79 points. Passing was 80. The instructor told him, "You're one point shy of graduating." The governor was sitting right across from them and he spoke up to the instructor and said, "He shaved me this morning and earned one hundred and one points." That's how he got graduated and got his license. This led to the fact that he applied for the job adjacent to the Heely Hotel and got the job. He later bought that particular business. It was a two chair 3 barbershop with a shoe shine stand. My uncle Priel would go down on Saturdays when it was really busy and help out over the years. He was also was a barber. During the 30's and early 40's it was quite a going tradition that people would go into the Heely Hotel and spend the night from the Union Railroad Station. In the morning, the men would get up and come downstairs and they would go next door through the alcove entryway into my grandfather's shop and he would shave them and if they needed a haircut he would do that also. It proved to be fairly lucrative for him. In those days a shave was 15 cents and a haircut was 25 cents. You have to shave a lot of faces and cut a lot of heads to make a living at it, so a volume business and you're only as good as your last haircut or shave, as they say in the trades. He was able to do it. He was able to make a living for his family and his family began to grow through more children. He had five daughters and one son. He was able to support their family. When the Second World War broke out, being quite an entrepreneur, because of the way he was raised where if you had an opportunity to make a dollar, you made a dollar. He found out through the grapevine that the troop trains were coming to Ogden and the word finally got out amongst the soldiers, which being in the military myself, information like this tends to have a life of their own. He made it available for the soldiers that would come up on their train layover. There were up to 22 trains a day that arrived in Ogden at the Union Station. There were as many as a thousand or more soldiers on these trains. They'd come up 25th Street when they had four hours to kill looking for something to do. 4 At this time, in the late 30's and early 40's, it was pretty wild down there. I actually know a fellow who was a beat cop for the Ogden Police Department named Vern Butcher. We used to get Vern to talk to us about these things and about the old stories. He said on any Friday or Saturday night, as a beat cop, you could walk out of any corner on 25th Street and look any direction and there was a felony going on. It was quite an exciting time for the Ogden area and 25th Street got quite the reputation because of this. Vern Butcher spent his entire working career for the Ogden Police Department down on 25th Street. He later went to work for the sheriff's department when he retired from the police department. That's how I met him, through the sheriff's department here in Ogden. My grandfather was an interesting man. He was quite a storyteller and very well known in the community on 25th Street. He was referred to as "Cowboy Baldwin" his entire life. I actually mentioned that to Vern Butcher and asked him if he knew Cowboy Baldwin and Vern looked at me funny for a moment and said, "That's your grandpa?" I said, "Yes, sir, he was." He said, "I know him very well. He was a very interesting man and cut my hair for years and would never take a dime from me for it even though I insisted. Your grandpa said that because I walked foot beat on 25th Street, if something happened to me, I deserve to be buried looking nice." Back to the original story, the soldiers would go up 25th Street looking for something to kill the time. There were numerous restaurants on 25th Street. My brother-in-law's father owned one of the restaurants on 25th Street, which I understand he is giving you a piece on this project. There were four theaters 5 downtown at that time. Now, the Egyptian is the only one left. The soldiers would go to the movies and go eat or go to a bar, or they might find some female companionship which was quite prevalent on the street. Anything you could look for, you could find. When it came time to get back on the train, because they didn't allow any alcohol on the trains, these are servicemen going to a war zone and rules didn't really apply too much to them. They learned through the grapevine that the thing to do was to go up to the liquor store on 25th and Grant Avenue and buy a half bottle of whatever particular alcohol they wanted to have and go across the street to Saco's Fruit Stand and buy a small watermelon or a large cantaloupe and take it down to the street into my grandfather's barbershop. He would charge them a quarter to go in his back room and hollow out that fruit and stick the bottle inside and get on the train. My grandmother told many stories of having to reinforce my grandfather's suit pants pockets because of the weight of all this change he brought home every day. My older sister remembers it very vividly of him coming home and putting his hand in his pocket throwing change out on the floor. As kids, we'd just dive into it. In those days, a quarter was a huge amount of money for a kid. My particular memories of the barbershop were as a young boy, we went to grandpa's barbershop every other week for a haircut. I really didn't particularly like having my hair cut, but I really did like going on 25th Street and watching the people because it was a very busy time. In the early 50's when the Korean war broke out, he did this again with the watermelon and the cantaloupe thing. From the Second World War, he was able to amass enough money that they were able 6 to put a very nice down payment on their home on 31st Street. When the Korean War broke out seven or eight years later, he was able to buy a brand new Buick Roadmaster car that they retired with. I remember as a little boy, sitting on my grandfather's lap driving that car. They used that until he passed away when I was 14. Quite an interesting life he led. He was quite a storyteller. My favorite parts of him were after they had retired, they would go up to Twin Lakes Idaho where they had a little sixteen foot Shasta travel trailer that they pulled with that old Buick. They had a 14 foot aluminum boat they would turn upside down and put it on top of the car. It was just not quite light enough that my grandfather could take it off alone. He always had to find someone to help him get it on or get it off the car. That's why one of us grandsons was sent with him to help out. My grandfather had to retire from barbering because he developed emphysema from the microscopic hair that he inhaled. The doctor accused him of being a heavy smoker, but he never smoked a day in his life. Although, he could roll a cigarette with one hand, I watched him do it. He did it for his father as a young boy. It was interesting to watch that happen with one hand. I remember that very vividly. My father asked him one time to show him how to do it and my dad couldn't do it. It was more or less a game to them. They would fish all summer long. Being of pioneer stock, my grandmother canned everything they had. You name it, if it could go in a bottle in a pressure cooker, she put it in there. She put fileted trout in a quart jar in that little 16 foot travel trailer. There was no bathroom in it and it had a heater in the floor that if it was on, you better not step on it 7 because it'd burn your foot. There was a little stove, a one basin sink with a water tank, and they had to go to town to get their drinking water. They pretty much roughed it up there. There weren't any approved camp grounds or anything, but they would go out fishing every morning and my grandmother would go with my grandfather and myself and other cousins and we would fish in the early morning hours, usually trolling. In the evening, my grandfather and I would go and grandma would stay back at camp, and that was when he told me cowboy stories which were very illuminating. He was quite good at describing the terrain and the time of the year and what he was doing and how it got to be out in that area. He told me the story of going out to check cattle one day at about 16 or 17 years of age, and as he was loping his horse across the prairie. His horse all of a sudden gathered himself and jumped. It caught him off guard and he nearly fell off. He reigned up the horse and turned him and brought him back to see what he was jumping over and there was an Indian lying there in the trail. It was an old man whose tribe had left him and moved on. This man was named Chief Wohose, he was very elderly and my grandfather gave him some water and tried to give him some food, but he refused the food. Through broken English and what little bit of Piute my grandfather knew, he ascertained that he wanted to be left alone as that was their custom to leave their elderly along the trail. Ashes to ashes dust to dust is how they looked at it. He had a lot of occasions dealing with Indians as a young boy. He was chased several times by Piute Indians down in the Bryce Canyon areas because that area was their sacred ground in the area at that time. The 8 white man was still quite a novelty to see and especially a man alone riding a horse out in that country. My grandmother was shot in the leg at 13 with an arrow by a Piute Indian who tried to catch her. She told me that her horse was too fast for him, he couldn't catch her pony. She outran him and got home with the arrows protruding out of her leg. Until the day she died she had an indentation on the side of her calf where the arrow struck her. I've asked her several times over the years about it and always got the same story that an Indian chased her as a young girl. It was a very interesting lifestyle. My grandfather, when he started his business, he really started it from scratch. He did have some business come in from the hotel next door and from the people down the street who found out there was a barber shop there and he became quite successful at it. As a young boy, I remember my grandfather had a fellow who had been a porter for the Union Pacific Railroad and in those days they referred to these black men as George Porter, because of the man who invented the Pullman car. They were the staff on the sleeper cars. They would make up the beds and clean in the mornings and assist people on and off. When the railroad did away with the sleeping cars, they were basically left high and dry wherever they were. He was originally from Mississippi and his name was Willie. I don't remember his last name and I wish I could find a record of him, but my grandfather gave him a job and he shined shoes. He had a high back wooden shoe shine stand and I believe it was a two-seater as I remember it, and it faced the window. I used to love to get up on there as a little boy and watch the people 9 going by as 25th Street was very busy in those days with foot traffic as was all of downtown Ogden. People dressed to go shopping in those days. On occasion, my grandfather would give me 25 cents, but he would make Willie go with me and we would go up 25th Street and I'd go to a movie, or buy something to eat, or find treasures in the little shops along the way. Willie always stayed with me, but he had to stay outside because of the racial barriers at the time. As soon as I came out of the store, he was right there with me. He was quite an older man and I do remember him very vividly in my mind. He was very black in color and his eyes were very bloodshot. He looked to me like he was almost bleeding from his eyes because they were extremely red. I don't know what really caused it, but I remember that he let me touch his hair. He was really the first black man I ever witnessed and I felt that his hair was very soft, but underneath it was very coarse because he used some type of a hair dressing on there. He was an interesting man. He always had some kind of hand lotion he was working with on his hands because his hands would get really dry shining the shoes. What else would you like to know? WJ: While we're touching on racism and segregation, I'd like to continue on that. Other than walking with Willie and him not being allowed in the stores that you were able to go in, did you ever see or experience any other form of racism or segregation on 25th Street? MS: I really didn't. Being young like that, I don't believe I really understood what was going on. I just knew that Willie would just tell me to go in and when I came out he'd be right there. I didn't find out until years later really what caused that, I just 10 thought he was being polite and was going to stay outside and for whatever reason he didn't want to go in there. It didn't really register with me. As a young kid, being the first black man I ever saw, he was my friend. He would have me hold his hand as we went up the street, especially if we crossed the street to the other side. I guess it was quite a sight to see a toe-headed kid being escorted up 25th Street by a black, older man, but I didn't think anything of it really. I didn't really have any more exposure until later on in school here in Ogden. We had a couple of black kids in our school and they were my friends. I really didn't experience any racism until I was probably in high school. Then I really noticed some of this stuff because they were just other kids. I played sports with them, I had gym class with them, I'd shop with them and have regular classes with them. We really didn't have what I considered to be a problem. I never heard anybody say anything bad to them because the one fellow I was in high school with was so well-liked that he was actually a member of the student council because he was a very good athlete and a nice guy. As a kid, I didn't witness any of that down on 25th street. I'm sure it happened. I do know that Willie lived in the old porters and waiters hotel and it was really the only place that black people were allowed to live in that particular part of town unless they were able to buy a home somewhere. I don't remember what happened to Willie. I'm sure he passed away or he might have moved somewhere, but I don't really know what happened to him. WJ: With your grandfather's barber shop being so close to the porters and waiters, do you recall very many African Americans coming in for haircuts or shaves. 11 MS: No, I don't recall that ever. I don't even know if they were allowed to go in the shops because of the segregation problems in the early fifties and late forties. I do remember that the people who would come into the shop to get a haircut, shave or have their shoes shined knew his name and would speak to him because he was right there in the beginning of the shop when they came through. They always seemed to be very polite to me. That was probably an overtone of the time I'm thinking, but he seemed to be able to make a living. My grandfather kept him there for a long time that I can remember. He was kind of like a fixture there at the barber shop. He would also do clean up things and sweep the floors and stuff like that to make himself useful and helpful. I don't remember any people on 25th Street that weren't white. I don't remember that at all. WJ: So, obviously it was very busy during WWII and we covered that. You would have seen more of the Korean War era, do you have any memories of being around the soldiers on 25th Street or in the barbershop. MS: I have a vague memory of it. I don't know if this memory is of an actual occurrence or if it was something that was told to me later on in life, but I do have a vague memory of some soldiers being in there. I don't really remember too much about it. WJ: Do you feel that with both WWII and Korea ending, Vietnam used a lot of different forms of transportation, do you feel that the railroad leaving hurt your grandfather's business. 12 MS: I think so. I remember as a kid, going down to the railroad station and going through the underground tunnels that took you out to the different tracks that were going through. I don't remember how many there were, but there were a number of tunnels that you would go downstairs under the tracks and come up on the other side. I remember that we used to hear the trains all the time and the whistles blowing and so forth. Later in the sixties, the train service started to change. Airplanes became more popular and people started to fly and it was faster and cheaper to fly. I did notice a decrease downtown of people coming through. It was a very busy hub railroad station. My grandfather retired in about 1963 or 1964 and I really didn't go back down to that area until my high school years. I do remember it and I remember my father saying things like he couldn't get certain parts anymore for some of the tractors because the trains weren't coming often enough to bring freight in and things of that nature. WJ: There are lots of rumors of tunnels and opium dens and those kinds of things on 25th Street. Do you have any experience with these tunnels at all? MS: There was a trap door in the back room of my grandfather's barbershop. In the photo you'll see the grape stakes of the back wall and it was behind there. You went through that doorway into the back room and it was a fairly small room, maybe 20 feet long and about 10 feet wide. In the one corner there was a trap door in the floor and I do remember going back there one time and that door was open. Prior to that, it was pretty heavy floor and I probably didn't pay too much attention, but I did see the trap door open and I went down the stairs and they were old, wooden, rickety 13 stairs and it smelled funny. It was kind of a musty smell. At the bottom of the staircase there was a big steel door that was set into the wood frame that was locked because I tried it and I couldn't get through it. Years later, I asked about it and that was one of the doorways that went into the tunnel system, which to my knowledge is under the gift house today. That's where the barber shop was, where the gift house is built now, which is owned and operated by Scott Vanleeuwen. There are some places still in downtown Ogden that have those. I do know that over on 24th Street, under the old paint company is where the pony express office was and underneath that are some of the adobe stalls they used for the horses and things of that nature. I have seen that, but as far as up and down 25th Street, I've never been in the tunnels, but there was always talk about them. WJ: Did your grandpa say anything to you about his tunnel entrance. MS: Yes, he told me to get up out of there and he was a little stern about it. That's really the only thing he ever said to me about it. I was so young then that probably if he did say anything about it. It was kind of a curiosity for me to see the open hatch and the staircase that went downstairs and it really did have a funny smell to it as I remember, but I don't have any real experience in the tunnels themselves. WJ: When we were here before, you did mention very briefly that your grandfather was friends with Harm Perry. Do you remember anything about Mr. Perry? 14 MS: I don't. I do remember that he went to my grandfather for his haircut for years. They were friends. I know that my grandfather contributed to his campaign a couple of times. They had a very close relationship, but of course, Mayor Perry knew everyone in town. To this day, people talk about how well he interacted with the businessmen downtown and how he brought the Pioneer Days Rodeo to town and installed all these traditions that we now celebrate here in the Ogden area. As far as meeting him, I don't remember meeting him. I may have, but I don't know. The gentleman in the photograph, we have no idea who he is in the barber chair. I initially thought it might be the mayor, but it's not. We compared a picture and it's not. WJ: Do you remember your grandfather sharing any Harm Perry stories? MS: I don't really unless it would be something that was related to me later in life. I don't remember him telling me too much about any of that. I do know they were friends, I know that much and they were business associates and that he cut his hair for many years. WJ: Behind every man is a better woman, as the saying goes, and you mentioned your grandmother, Maggie, before. I was wondering if you could tell us about her since she obviously is such a huge part of your grandfather's life and your life, so I'd like to hear a little bit about her as well. MS: Well, my grandmother, Maggie, was born in Cannonville, Utah. At fifteen years of age, she met my grandfather, and they began a relationship that lasted for well over 50 years. She was of pioneer stalk and her father was a polygamist who married two sisters a few years apart from each other. He had 17 children by 15 those two women, of which the first wife passed away after her seventh child and her mother would raise all of those children. Her half-sister, we refer to her as Aunt Maude, lived in South Ogden and I have very fond memories of Aunt Maude. She was the youngest of the children, my grandmother was the second youngest of the children from the second marriage. My grandfather was called to go on a mission for the LDS church. This would have been right around 1917. My mother was about 3 months old when he left, which left my grandmother and mother home to take care of themselves in a log cabin on what was left of the family ranch. My grandmother took a job cooking for the miners up the canyon which was 13 miles further up the canyon. She would have to get up at 4 in the morning and get the fire going in the stove because there was no heat in the building. She would get breakfast started and go out and feed the stock and get the horse hitched up to the buggy and when she finally had everything warmed up and ready to go and had my mother fed, she would heat rocks and she would wrap those rocks up in cloth and put them in with my mother to keep her warm, as she was a very tiny baby and she would drive the 13 miles up to the mine and cook breakfast and lunch for the miners. In the afternoon, she would start the dinner work and another woman would come up and feed the miners the evening meal. She would go home and take care of her garden, animals, and her way of life to keep herself alive and keep my mother alive. While my grandfather was on his mission, he was in Tennessee, and he told me the story that he and his companion were walking down side of the road 16 and it was extremely hot and humid. He was not used to this kind of weather being from the desert country of Utah. He said that he had a fan in the button hole in the lapel of his coat and in those days the missionaries weren't allowed to go around in just church sleeves, they had to have their jackets and a tie on all the time. He said that it got so hot and he sweat so badly that it melted his waxed collar to make the collar stand up. It actually melted to where it just kind of fell down around his neck. They were walking along a truck came by with some men in the back of the truck and they stopped alongside my grandfather and his companion and asked them what they were doing and explained to them that they were on a mission for the LDS church and the men in the truck milled around for a few minutes and asked them again, "What are you doing?" They said, "We're on a mission for the LDS church." "What is the LDS church?" "Well, we're Latter Day Saints, Mormons." They understood what that meant and the men wanted to know why they weren't in the military because the draft was being instigated for World War I at this time and they explained to them that they have a deferment because they were on a mission from their church. The men didn't buy that and they got out of the truck and surrounded my grandfather and his companion and beat them within an inch of their lives. The men threw them in the back of the truck and hauled them into Nashville and threw them in the county jail. It took three days before my grandfather was well enough to even walk because they beat him up so badly. He was finally allowed a phone call and the only phone that was in Cannonville, Utah was in the general 17 store. He called that number through the operator and they sent word up to the cabin that he had called and would be calling back later and my grandmother came into town and waited for the call. He explained to her what happened and she was quite concerned and he asked her to tell the bishop what was going on so they could get someone in the church authority to get him out of jail. She went to the local bishop and was told that he was too busy getting his winter crop in and he wouldn't have time to do it for at least a week. He wasn't sure of the timeline and this didn't sit well with my grandmother. So she drove the buck board out to where the stake president lived and spoke with him about it and pretty much got the same story. She went back home and stewed over this for not very long because she was a very determined person, and at this time weighed about 90 pounds and never stood more than five foot four in her life. My mother was four or five months old. My grandmother basically was not going to stand for being put off. She hitched up the buck board and put together enough provisions to last her a few days and bundled my mother up into every quilt and blanket that she had and headed out to Salt lake City from Cannonville. It took her three days camping on the prairie. This story was relayed to me by my grandmother on several occasions and other members of my family. This was in the dead of winter. I can't imagine being in an open buck board trying to drive this horse across the prairies of Utah on goat trails and cow trails. There were very little roadways to speak of all the way into Salt Lake. Once she got into Salt Lake, she said, "I really looked a fright. My hair was all out of place and I was very dirty, but I went straight to the 18 church's general authority's office building and went inside with your mother in my arms." There was a man secretary sitting up on this big desk on a small platform and when he recognized that she was standing there he asked if he could help her and she explained to him what was going on with my grandfather. The gentleman came back at her with, "Do you have an appointment?" She explained, "No, I don't have an appointment. I have just arrived here and I drove myself with my tiny baby all the way from Cannonville in the buck board." The gentleman said, "Well, you'll have to make an appointment and you're probably going to have about a two week wait." This infuriated my grandmother. She had just about all she was going to have about being put off and she went back out to the buck board and as her story went, she said to me, "I reached in above the blanket and the seat of the buck board and took out a 30/30 rifle and walked back inside the building right up to the man in front," and in her terminology, not mine, hers, she said, "I fanned a bullet into the chamber and slammed the butt of the gun down on his desk and said I will see the president of this son of a bitch, and I will see him today." She did. They took her back to Cannonville three days later in a stagecoach that the church paid for. One of the brothers from Salt Lake drove the buck board back. They put her up at the fort halfway for the night so she didn't have to sleep out on the prairie and they paid for that also. I think she made a fairly good impression on the fellows downtown in the church of general authorities and my grandfather was out of jail. Two weeks later they did it to him again. It was the same type of 19 scenario. My grandmother told the story as a continuation of this story. This time she said with a twinkle in her eye, "Mikey all I had to do was tell the bishop this time." As the saying goes, "Crap rolls downhill." I guess it came from Salt Lake down to the bishop that this was not good. There was some other legislation that took place somewhere and someone in authority got involved in this. As I understand it, reading some of the history, it was fairly common for the missionaries to be accosted like this because the church was not really well thought of in those days. Sometimes you just had to stand up for yourself. I know that my grandfather did not resist them because he told me himself. WJ: Earlier you mentioned Vern Butcher. Do you know of any of his stories of 25th Street? MS: He did tell us quite a bit of stories there in the break room and about a couple of shootings that he was involved in. He was actually shot as I remember. Don't quote me on that, but as I remember he did get shot in one of those. It was either shot or stabbed. Vern was a big man. He probably stood 6'5" and weighed well over 250 pounds. You didn't have a small man walking foot beat on 25th Street. He told me that just like in the big cities they carried a knight stick and he got quite proficient with twirling it on the leather thong that it had to hold on to it. He said that in those days there were no radios for the police. They had a red light on the city and county building and when a call would come in, they would turn that red light on and it would flash and they would know to go to a call box and call in to see what was going on. You always would walk out of whatever business you'd just been in and keep your eyes peeled up toward the city and 20 county building. This was in the days before there was a lot of trees downtown that had grown to full size. The city and county building only being 10 or 15 years old at the time. He talked about a number of ladies of the night that were prevalent on the street. He talked about the bars and the fights that went on and the soldiers that met trouble on the street in one form or another. There was quite a bit of that going on because they were taken advantage of by the flim flam artists as they called them in those days. I don't remember too much more about what Vern had to say, but it was very spell binding to listen to him. He was not a man to stretch the truth and if he said that he bopped somebody on the head with a knight stick, he thumped him. I do know that when you arrested someone when your afoot, you had to walk him to jail. If the friends were around, they didn't want you taking him to jail, they tried to take him away from you. You had to be very determined about what you were going to do. He also told us on one particular occasion that sometimes you couldn't do anything because you were all by yourself or you had your partner with you and there wasn't anything you could do to stop what was going on because you were out-numbered by the amount of people out there. It's the sign of the times of the 30's and early 40's. WJ: When we were here for the pre interview. You mentioned a man only known as "Airplane." Can you share some experiences there? MS: I don't remember his real name as we called him wino. He was an alcoholic and he lived on 25th Street. He would stay in the cheapest hotel or he would sleep in the back alleys or in cars. He had been a certified public accountant as a young 21 man and alcohol took over his life and he was quite a small man when I knew him. This was in the mid-70's that I knew him. The reason they called him "Airplane" is—because of his gin soaked brain I guess you could call it, he would mimic an airplane in flight. He'd put his arms out and make noises like an airplane and bank his arms when he went around a corner or made a turn. The particular night that I remember him the most for was I had just come out of the sheriff's office in my patrol car and was sitting at the red light at 25th and Grant Avenue and I was going to go straight through the intersection and out toward the county area when I saw some movement coming toward me, which would be going south on grant Avenue. I could see a person coming at me, but I couldn't tell what they were doing and it was about 11 at night and it was winter time and it was cold and I had my window rolled down about halfway and I could just faintly hear the noise he was making. He sounded like an airplane coming toward me and he banked really hard to make the turn to go west on 25th Street and he had his head down and when he made the turn he turned just a little bit too wide and went head first into a parking meter. I do remember hearing the parking meter make a twang sound that only a piece of steel can make when it's hit with something really hard and of course "Airplane" went to the ground into the gutter and I looked over and saw him and honestly, I laughed. It was pretty comical to see. I thought, "Well, he'll get up." I sat there for a moment more and he didn't move and I thought he hurt himself bad or possibly killed himself. He was moving pretty fast as he came around the corner. I pulled over there and he was semi-conscious and murmuring and blood was everywhere, he'd split his head open 22 from the back toward the front. He was bleeding pretty badly. I felt bad for him. He stunk really, really bad. I don't know how long he'd lived in those clothes. I do know that the Ogden officers used to go out and round these guys up when the weather would get really bad and they'd take them up and put them in jail just so they wouldn't freeze to death on the street. The judge in the Ogden Municipal Courts would fine them and they didn't have the money, do they'd take the jail time anywhere from a week to thirty days. They'd take them up to the jail and they'd change their clothes out and wash them down with a hose because most of these fellows lived in their clothes for a long time and they did every bodily function they could do in their clothes while they were under this alcoholic stupor. Some of these guys were pretty pitiful to look at. I watched several of them go through DT's in the jail. There really wasn't much we could do for them other than refer them to the nurse. "Airplane," as he was referred to, being in Ogden City on 25th Street, the Ogden police department really didn't like the sheriff's department to make arrests on 25th Street. Of course, this fellow was injured and was also intoxicated. I called our dispatcher and they said, "An Ogden officer down." He came down and he was in a brand new El Camino police car and he had his dog in the back in an insulated box that the dog rode in with a wire mesh gate on the front of it. As soon as he saw how bad Airplane was bleeding, even though I had given him a great big sterile pad to put on his head to help stem the flow of blood, the Ogden officer refused to put him in his patrol car because it was a brand new patrol car. As I said earlier, "Airplane" stunk really bad and it was the kind of stink 23 that you just don't want to be around. This Ogden office would not put him in the patrol car and he finally decided and he looked at me and I said, "I'm not taking him," I told him, "This is Ogden City." He went to the back of the patrol car and he dropped the tailgate and opened the door and took his dog out and walked him around and put him in the front seat. He went back and picked up Airplane, who was a very small man, and put him in the dog house and shut the door. A fellow came by from Ogden Police Department's crime lab and he took a photograph with "Airplane" with his fingers through the grate and looking out and blood on his face. That picture hung up in the downstairs evidence room of the Ogden Municipal Building for many years afterwards and I was witness to that happening. It was a pretty comical deal. I do know that several years later there was a fire at the Marion hotel and the Ogden officers got there first before the fire department even got there and they entered the building. That particular officer drug out a couple of those guys and saved their lives. He went back up inside to try and get some more of those fellows and he found "Airplane" and he had expired from smoke inhalation. He carried him out of the building and he sat on the curb on 25th Street and cried holding this little old man because he had nobody in the world and the officer knew who he was and dealt with him for years and he just felt really bad that he wasn't able to do more for him. I know that haunts him to this day, I know it does. He's still a police officer, but I won't give you his name. 24 WJ: You mentioned that the sheriff's office and the Ogden City Police Department shared some ground, but they preferred that you didn't touch 25th Street. Do you have any stories, other than dealing with Airplane, in or around 25th Street? MS: I have a number of them. Ogden city called us one night and they had a fight going on in a bar on 25th Street, El Borracho, I believe was the name of the bar as I remember. It was a large group of Hispanic men fighting and it boiled out into the street and it got pretty bad. The Ogden officers didn't have enough guys on duty that were clear, that weren't on calls, to handle it and they called us for help. We happened to be very close by, which was a rarity for the sheriff's department. I do know I was sent to a fatal accident and I was in Hooper when I got the call and the fatal accident was at mile marker 43 on Monte Cristo and I was the closest car. That's over 55 miles that I ran code 3, lights and siren. When I got to the accident scene I couldn't even hear because the siren was above your head on a light bar in those days. This particular night, I believe it was a Friday night, in the winter time again and we went down there and we didn't actually get inside. As I remember, we didn't even make it inside the building and the Ogden officers were grabbing people and pushing them out the door. They would say, "Take that one, let that one go." It was a pretty physical fight. There were a lot of guys that were bleeding and a lot of yelling and a lot of confusion going on. I remember we put four fellows handcuffed in the back seat of our patrol car and we kind of just piled them in there. We hauled them up to the jail and when you go to the ninth floor of the old city and county building, we had a holding room and it was basically a 25 steel room with a steel door and a little window and it had a couple of benches in there bolted to the wall and nothing else. There were no bathroom facilities and no water or anything. We would put prisoners in there until we could get them in individually to have them booked in at the screening desk which was an iron graded shield in front of the desk. The jail officer would stand behind that screen and ask them questions to get them booked into jail. We threw these guys in there to hold them and in the meantime, Ogden Police were bringing people in too. There were quite a number of fellows, I don't remember how many, but there was probably somewhere between 8 and 12 people that got arrested out of this. Some of the fellows were a little banged up and we stared taking guys out and we were just helping because being with the sheriff's department, the booking officer, there were two men on a midnight shift in the jail and it got a little hectic for them trying to get all these people taken care of and all the paperwork involved. I was helping to get this done and I more or less wound up being the guy that got the next guy out of the cell and brought him in. We'd put him up against the grading fence in front of the booking desk and we'd search them and take their property from them that had to be kept with a jailer like their belts and shoelaces and any money or anything in their pockets and things. Because it was winter time we were taking their coats also. We brought probably six or eight fellows in and got them booked, which probably took about a half hour to 45 minutes to get all of them booked. We finally grabbed one fellow and I brought him out and stood him up by the wall and I started to check his pockets. He was very verbal with me. He was 26 calling me every name you could think of and was extremely hostile and intoxicated. We started checking him and when I went and reached over to take his coat off I walked behind him and took it off his shoulders and brought it down over his arms. He had a knife sticking out of his chest. We got his ID out of him thinking he was an adult because he was in the bar. He was seventeen years old. We had to take him up to the hospital and that was the end of my night in the jail because they had to do surgery on him to have the knife removed. He didn't bleed very much and it didn't kill him. I remember the expression on the jailer's face when he saw that knife sticking out of his chest. He had a couple of choice words to say to us about searching him. I said, "I didn't search anybody, they came out of that bar handcuffed and we grabbed them and threw them in the car." This fellow probably went 45 minutes to maybe an hour with a knife sticking out of his chest inside his coat. WJ: Wow. I imagine you've seen a lot then. Is there anything else you'd like to share with us? MS: My grandfather was an interesting man, he really was. In his local ward, he was a high 70's and I do know that when somebody would not show up for their talk on Sunday in the sacrament meeting, they would call on my grandfather to fill in at a moment's notice. He was always able to come up with some interesting story to talk about with his relationship with the LDS church and his ideas of religion. He was very highly thought of in his local neighborhood and ward. In later years, after he passed away the neighborhood changed very much. Minorities started moving into the neighborhood and I do remember as a teenage boy mowing my 27 grandmother's lawn and I spent a lot of time down there taking care of her yard. Because of her age, she wasn't really able to do that kind of work. She had a very good relationship with two different black families there on the block and I remember one fellow walked by one day just as I got there on my motorcycle and he came walking over to me and I'd never seen him before other than maybe once or twice around the neighborhood. He walked over to me and said, "Who are you?" I said, "Well, I'm Mike." He said, "What are you doing here at Miss Baldwin's?" I said, "She's my grandmother I'm going to mow her lawn." He said, "Okay, just wanted to know what you were doing here." They watched out for her because she was a little old grandma and looked like a grandma and acted like a grandma and she was very sweet to anybody, it didn't matter what color you were or what religion you were, she was a grandma and that's how everyone referred to her. My grandfather and my grandmother are buried in South Ogden. We were just there not too long ago with another aunt and one of their children. It was interesting to walk over to my grandmother and grandfather's headstone and talk to them for a moment. I hadn't been up there since I was a kid. It was kind of interesting to see how the area had changed. When we buried my grandfather there was a very small pine tree just in front of his grave and that pine tree is huge now. He's been gone probably 47 or 48 years now so a lot of history has gone on. 25th Street had changed a lot in those years. Now it's very much a tourist attraction and eclectic place to go for dinner or the shops that are down there. That's really all I have about that part of their lives. 28 WJ: Thank you so much for sharing with us. MS: You're welcome. It was my pleasure. 29

Interview with Mary Anne Taylor and Rosemary Mazzaferro Pepin. Topics include: Memories of their grandmothers. Their parents spoke Italian. The difference between children in Italy today and children in the United States. Living close to family. The work Mary Anne and Rosemary do. What their mother is like. Italian food and cooking. Faith and going to church with their families. The importance of education, getting good grades, and going to college. Mary Ann and Rosemary went to Holy Cross. The differences in how Mary Ann and Rosemary were raised compared to their brothers. The support of their parents. Memories from living on Central Street. Growing up with their cousins nearby. What their Italian heritage means to them. The immediate impact of September 11th. Mary Anne's hair accessory business. Their parents' strong work ethic. ; 1 INTERVIEWER: …with the Center for Italian Culture at 12:55. And [unintelligible - 00:00:10] at their parents' house at 575 West Street. If you could just tell me your names, just so I can make sure this is being recorded. ROSE MARY: Rose Mary Peppin. MARYANNE: Maryanne Taylor. INTERVIEWER: Okay, now it's working. I'll be asking questions. MARYANNE: 'Cause I don't know what this is about… INTERVIEWER: Now, I'd like to -- I'll go out with, first of all, tell me a little about you grandparents if you remember them at all. MARYANNE: The only ones we could remember is our grandmothers. Both are grandfathers were passed on before we were born. Our grandmothers were elderly when we were small, right. So as far as I remember, my grandmother, my father's mother, [unintelligible - 00:00:57], she stayed at home and she cooked and took care of her family, and it was the same with my mother's mother, Carmela Guglielmi. She did pretty much the same thing. INTERVIEWER: Yeah. Were they living close by to each other? Or… ROSE MARY: My dad's mother, [unintelligible - 00:01:18], she lived not far from Saint Andrew's Church. And [unintelligible - 00:01:24] about her because she passed on when I was… MARYANNE: I was eight. ROSE MARY: So I was like six. I just remember her being in the kitchen and just kind of stirring things around. I don't really have a great recollection… MARYANNE: She used to make Italian cookies. That's the one thing I remember about her. She always made the best. And she always had [unintelligible - 00:01:49] or very often when we came to visit. INTERVIEWER: Do you remember [unintelligible - 00:01:53]?2 ROSE MARY: They spoke English, but they spoke Italian with their children. They spoke English to use, but they didn't speak it very well. A bit of a broken English. Not extremely, but -- and Italian accent. MARYANNE: Broken English for sure with dad's mother is what I would always remember, and pretty good [unintelligible - 00:02:15]. ROSE MARY: Right. They would always speak Italian to each other when they didn't want us to know what they were talking about. We remember that. Do you remember that? MARYANNE: I remember that. INTERVIEWER: Your parents would speak Italian, in the house with the kids? MARYANNE: I don't remember that. But I remember with their friends that were Italian, and again, if they were explaining something that was not for the kids' ears, they would get into Italian. ROSE MARY: They would speak Italian with their parents but not with us. And not with each other, I don't think. Not with their brothers and sisters. They spoke English. INTERVIEWER: Do you ever wish that you had learned? ROSE MARY: Definitely. I have learned a little bit of Italian myself. MARYANNE: I did learn a little bit myself also. ROSE MARY: I spent a couple of years living in Italy. And so -- and at that time I could speak Italian. Not fluently, but enough to get by. But that was in the early '80s, and because nobody speaks Italian, I have forgotten just about everything. But I do very much wish that I had Italian. I'm in touch with my Italian relatives in Italy. A lot of them speak English because they learned it in school, but it would be nice to be able to speak Italian to them also. It would be easier to communicate. INTERVIEWER: Why did you live in Italy? ROSE MARY: Well, my ex-husband was in the military. He was in the Navy, and we were stationed there for two and a half years. So we were stationed in Naples, Italy. So at that time I spent a lot of time 3 visiting relatives. And I got to know them and maintain those friendships right up to today. Last summer, my son and I—my son just turned 14—we went to visit with them. And the neat thing about it is that it is hard to keep in touch with people that live in Italy because the long distance phone calls and everything. But now because of email, my son, who is 14, has a teenage cousin over there that they can email each other back and forth, and it's no more expensive than talking with your friends through email. And they can communicate on all different levels. Some of them are very good with English. Some of them are really struggling, but they all study it in school. So they are able to communicate. It's a little strained with some of them because they really have to think about what they want… INTERVIEWER: What were the years that you lived in Italy? ROSE MARY: It was 1982 to 1985. INTERVIEWER: Getting back to your son, and we will get back to the other things, I'm sorry but, your 14-year-old son. Do you see any differences between him and… ROSE MARY: The ones that live in Italy? Yes, I do. Maybe actually I don't. In some ways I think that their families are a lot closer there. I mean, we have a close family, but I think that -- for example all the cousins in Rome, they all live very close to each other, and they want to be that way. None of them want to leave Rome. They all want to be with their family and live near the family. Whereas I think these kids, they want to go off to college, they want to go live somewhere else, they want to experience things that are away. Other than that they seem very similar in a lot of ways in that they love the same things. They love rock music, they love going to the beach, they love going to the clubs, you know. 4 A lot of the Italian kids listen to American music. So they have that in common. Video games, they play video games. They have a lot of things in common. There is not drinking age in Italy. And according to all my Italian relatives there is no problem with alcohol. Alcoholism is rare in Italy. And kids wanting to drink, they are able to drink. They are able to go to bars from their early teens, pre-teens, and they aren't that interested in drinking. But they may order a drink at the age of 14 or 15 but they don't get drunk. And we did go to bars when we were visiting them last summer. They were all about the same age 14, 15, 16 to 18, and they would order a drink or two drinks at a bar, but they would never get drunk. INTERVIEWER: What about your son? ROSE MARY: My son isn't really interested in drinking. He's, you know, like I said, he just turned 14, so he was actually only 13 last summer. He would try them, just take a taste, to have the taste of the Italian liquor that, you know, we can't get here, but that's all. He wasn't really interested in drinking. He is still very young for that. MARYANNE: Something that you mentioned about the kids now, with your son and the numerous [unintelligible - 00:07:17] to my parents. I think what you said about them wanting to go experience new things, I think college and then, you know, look for different jobs than we are, I didn't have any interest in being back in Leominster. I wanted to, you know, live elsewhere and just from where college took me to different jobs. And then just 10 years later, I am back in Leominster, and you know, just the way things happened. And then, and you look at and you value the families more, I think when you do have kids. And I think with my mother and father it was just totally different world then, but they -- just the way things happened, Leominster boy meets Fitchburg girl, and they marry, 5 and everyone is from the same area. So I think that's just the change… INTERVIEWER: What do you think is the stimulus for that? MARYANNE: Education. I think the opportunity you can do whatever… ROSE MARY: And also, I think that the generation that is growing up right now [unintelligible - 00:08:22] our generation is more like my parents' generation. For example, my mother's family, my mother has three sisters and herself. She's the one that moved farthest away, moving from Fitchburg to Leominster. But her sister, one of her sisters never got married and stayed right in the house and still lives there today. You know, she has been living in the same house for 70 something years. Her other sister moved next door, built a house next door. Her other sister moved just up the street. My father's side the same way. His father and mother had a house. One of his brothers moved next door. One of his brothers moved behind the house, and the others were all kind of in the area. And the people seem to be like that still. They get married but they just move very close by. In fact, my cousins in Italy -- I don't work, we have a big family business with the plastic factory. I don't work in the family business. And my cousins in Italy had a hard time understanding that. Why, because when there is a family business in Italy, the whole family works in the family business, and it doesn't make sense to work somewhere else. They couldn't, you know -- it's a different kind of thinking. They couldn't understand that oh, well I want to do something different. INTERVIEWER: Did your parents? ROSE MARY: Oh, yes. They don't have any problem with it. Like my sister just said, she never even thought that she would come back and work in the family business. And it wasn't really a thought that we had to work in the family business growing up. We could do whatever 6 we wanted. But in Italy it's just more expected that you work in the family business. They still have that kind of thinking, I think, that, you know, they're all tied up with their families and all working together, all living close by each other. INTERVIEWER: How is it that you both ended up back in Leominster even though you didn't foresee that? MARYANNE: I went out to college and then got a journalism degree in Chicago. And then from that I was looking for jobs in the newspaper industry, and the job I got took me to Florida. So I lived in Florida for about three years and got a little discouraged with that just because of the -- it just wasn't a great fit for what I wanted to do, and the pay was not very good in Florida and also in the newspaper industry. So I started doing different sales jobs. And so I did that for a while, and then my mother was calling and saying come back, come back, and I just was -- I was happy there; I just wanted to experience life outside of the area. But then my brother, who was actually working in the family business, he was saying we really need some help in the family business doing sales. And so I thought about it and thought about the climate, because also the Florida heat was not grand. I did like the skiing and all that, so I just, I came back at that point and lived in different, lived in the area, and then lived in the Boston area for a little bit. And that's how I came back. INTERVIEWER: So then you ended up marrying someone? MARYANNE: Actually, I married someone from, who grew up in Westborough, Mass. We just met at a local health club. And we just were friends and then we got married and ended up finding a house in Leominster. And now, I actually -- well, now I don't really work in the family business, but I used to be part of it, and I bought part of the business, and it's a hair accessory business. And then -- so 7 that's still based in Leominster and is -- because it's tied into plastics, and I used [unintelligible - 00:12:12] some of the products so it just made sense that I'm here and being now 40. But even at 30 I could just see the benefit of Leominster, the town of Leominster, versus living in Boston with the traffic and all that. And it's a nice place to raise kids. So that's why I'm back here. That's the long story. INTERVIEWER: Does your husband work in the business? MARYANNE: Right before the birth of my second child he left his job to work with me, which -- it would have been a hell of a business because I couldn't do it with two kids and using daycare as we wanted, limited daycare. So he did join the business, and now the two of us are together. It's called Good Hair Days, Incorporated. INTERVIEWER: I love that name. Who thought up that name? Did you think of that name? MARYANNE: Yes. It's six years old now, and it started in 1996. INTERVIEWER: How did you end up back in Leominster? ROSE MARY: It was really just kind of by chance. I did want to come back to New England because I live in different places that didn't have any seasons. I loved the change of seasons in New England. And I just wanted to come back to New England, and it just turned out that it was convenient to live in Leominster. You know, the housing market at that time was good for me. One I got settled in, I just didn't move. INTERVIEWER: Were you still married at that time? ROSE MARY: At that time I was still married. Yes. But not now. Though it kind of worked out for me to stay in Leominster. I mean, I had a very small child, a one-year-old, on my own, so it did help to be around family. INTERVIEWER: And what business are you in? You're in real estate?8 ROSE MARY: I'm in real estate. Real estate broker, and -- no, I don't. I work at the Boss realty group in Leominster. INTERVIEWER: What's the name of it? ROSE MARY: Boss, B-O-S-S. That's my life in English, certified to be a high school, English teacher. But I haven't done it. I've actually done teaching when I was in Italy. In fact I taught English as a second language at the adult night school, which is a very fun job. When I came back here I was actually going to go into teaching, but at that time I was starting to go on my own at that time, so I went into something else where I could make a little more money. INTERVIEWER: Thought of the plastics industry? ROSE MARY: Yeah, I thought of it. I did work for a little while in it, when my son was young, but it's just not something I wanted to stay with. And I do like what I do. And it's working out well for me. INTERVIEWER: In fact, you invest in real estate property. ROSE MARY: Right. Mainly I do real estate investments. I do brokerage also but mainly I do investing. And it's been working out very well, so. I'm my own boss, which I really like. You know, I do work for a company, but as a broker you're an independent contractor, so you do your own thing pretty much, your own hours, things like that. INTERVIEWER: Your family rarely spoke about your father's mother. What can you remember about your mother's mother? ROSE MARY: Mother's mother was living until we were well into our twenties, probably mid or late twenties. 1983 is when she passed away. [Unintelligible - 00:15:32] MARYANNE: We visited, and she used to come around. She had a lot of energy, like my mother, is what I remember. Going to the Cape house, a weekend on the Cape. And I can remember going shopping. We were teenagers or adults or something, and it would be my mother, my mother's mother, and, you know, several kids. And I can 9 remember my grandmother just wearing everybody out shopping. She kept going and going. ROSE MARY: She loved to shop. MARYANNE: Picking out for her, however many grandkids she had. She just, would keep shopping. ROSE MARY: Going and going. MARYANNE: [Unintelligible - 00:16:15] Christmas tree shops and wherever else and just shop. And also she would always, whenever we visited, she would have Stella Doro cookies, and we had to take them home. No matter if we were on diets. ROSE MARY: She loved us like that. MARYANNE: You gotta eat. You gotta eat, and that's the way my mother is, too, with us, I can remember. And now with our kids, trying to eat lunch, early supper. ROSE MARY: Very religious, she went to mass every day, which my mother does now too, every morning. She would walk to church all the way up until she was well into her mid to late eighties. She would walk to church. INTERVIEWER: And what street was that that they lived on? ROSE MARY: She lived on Belmont Street, and she would walk down to Saint Anthony's Church. Actually, one year she did fall and break her hip on it. But she -- we used to visit her every Sunday. It was a regular routine every Sunday. We would go to church and then we would visit the grandmothers. One or the other or both. INTERVIEWER: Would she have a big dinner for all of you? ROSE MARY: There would be a lot of food and she would love to feed us. She would just keep offering food. And I remember one occasion when my brothers decided they wouldn't say no, they would just keep eating everything that was offered. MARYANNE: I think I remember that.10 ROSE MARY: And she never stopped offering and they just kept eating. I don't know how it finally stopped. They just couldn't do it anymore or something, but she was like that. INTERVIEWER: What was the relationship like between your mother and your grandmother? MARYANNE: They visit each other like once a week. I don't remember if they did talk every day. ROSE MARY: Yeah, they would. You know, that's what I recall, my mother calling at least every day on the phone. INTERVIEWER: Do you have any similarities between the relationship with your mother that she had with hers? ROSE MARY: Yes. Yeah. I say I see a lot of similarities between the way my mother is and her mother is. They both go to church every day, every morning. My mother, you know, they like to tell you how to raise the kids and that kind of thing. And her mother would do that to her. And Ma will do that to us, shoes and those kinds of thing. And my diet and the children's bedtime. All those things, you know. Not in a bad way. Same kind of thing. I think the grandmothers, they like to tell their daughters how to, the best way to raise their kids. MARYANNE: I've had -- you've had 14 years with it. My kids are young, 18 months and three, so. ROSE MARY: Oh, when they're little, I guess. Not as much now. And my [unintelligible - 00:19:07] loves to cook. Every time the kids come in she cooks. It doesn't matter what time it is. She gives them food, she feeds them. You know, feeding them all the time is a really important thing. Especially when they were little. She always had food for them, made a lot of pasta for them. There was always a lot of pasta when we were visiting our grandmother's. And there's a lot for our kids. 11 INTERVIEWER: [Unintelligible - 00:19:35] have you tried to keep up that tradition? ROSE MARY: A little bit. Not like my mother. My mother does cook Italian food. And her mother cooked Italian food… MARYANNE: I know my mother has a meatball recipe that was given to me, and I made it. ROSE MARY: And lasagna recipes. MARYANNE: I know that Nana Mazzaferro had some kind of Italian soup that is a combination of everything [unintelligible - 00:20:02]. My father's sister has that recipe, and she makes it now and then. ROSE MARY: [Unintelligible - 00:20:10] we've taken, and [unintelligible - 00:20:12]. And I love Italian. A lot of the foods that I -- I've actually learned to cook some Italian food when I was in Italy, from my cousins, actually, or just from people that I knew. And I do have those recipes at home. And a lot of the Italian food that you can get in Italy are ingredients, you can't find them here. So, I do try to carry on, I mean, just because I enjoy it. Not really for the sake of the tradition, but I do enjoy the food. You can't, you have to go to the north end, in Boston, to find them, some of the ingredients. [Unintelligible - 00:20:51] I don't know if you ever heard of that. But that's hard to find. INTERVIEWER: What other kinds of traditions to do you try to carry on? What about church? ROSE MARY: I'm not really a regular, but you know, we do try. MARYANNE: [Unintelligible - 00:21:12] about getting there. But you know, we talk about God and Jesus. But they're only… she's only three and one and a half. So one and a half. INTERVIEWER: Whether or not you go to church, that's kind of irrelevant? ROSE MARY: Oh yes, yes. Faith is important. MARYANNE: I believe in God and I believe in teaching them about that.12 ROSE MARY: We would say our prayers every night before going to bed, and I carry that on with my son. Even at 14 he says his prayers every night. You know, we do have faith. A lot of activities. MARYANNE: I remember as a kid growing up that whenever we had -- our cousins would attend, I'd say, my mother -- when we were little I see movies. They were big movie takers, my parents, it seems. The birthday parties were celebrated. And I think we try to do that now with the grandkids. But as they get older they don't want a birthday party, so that's understandable. But for the young ones we still do get together. MARYANNE: As they get older they just want to have birthday parties with their friends. When they were little they all, we all, had birthday parties and we'd all attend. All the aunts, uncles, cousins, so. INTERVIEWER: While you were in school did she work outside of the home? ROSE MARY: Probably when we all reached about junior high school level, and not when we were in elementary school. But she worked with my father in the family business, the plastics business. That's mainly what she did. MARYANNE: I think when I was around 14 or so I think is when she went to college for the first time. So she started studying. Even as we were young kids, babies and all, she would help my dad with any of the accounting business, and just doing some paperwork after the kids were in bed. ROSE MARY: She helped my father all along. She would do paperwork and things on a fulltime basis. Once we got to the junior high school level, and then like you said, when we even got just a little bit older she went back to college. INTERVIEWER: Tell me about that, her going back to college. MARYANNE: I thought it was great. It was something that she wanted to do, and I thought it was great.13 ROSE MARY: Yeah, we thought it was something she always wanted was a college degree, and she was finally able to do it. We were all old enough to take care of us once in a while. We were all in high school. I was in high school at the time. My older brothers were in college. It certainly wasn't a burden on us, not that we couldn't get our own meal or do things like that, so. It was her first opportunity to do it. She would fall asleep at the kitchen table, I remember that, studying. MARYANNE: She'd have her book in front of her and be asleep at the kitchen table. She was doing school plus taking care of the household and the kids and all. She knew it was important, so. INTERVIEWER: What kinds of things can you -- college, was it an option? MARYANNA: Good grades or that sort of thing. ROSE MARY: If we fell below As and Bs, if we got Cs, we were, you know, we had to bring them up. We had to bring our grades up. As and Bs were fine, Cs weren't. They didn't make us crazy about it or anything, but you know, we might have to go and go for some extra help to get that C to a B at least, you know. So yeah, it was always very important that we did very well. She would look at our homework. We were all good students on our own pretty much. On our own we did it, I think. But if we were struggling at any subject she would make sure that we would get extra help and get the grade up. But for the most part we were pretty good on our own. College, yeah, college was just kind of automatically we knew we were going. MARYANNE: As long as we tried, and [unintelligible - 00:25:23] remember getting Bs and Cs, but when you are in grammar school, it's no big deal. But we would try and, like she said, we did pretty well. What I remember though, I guess when I became a teenager, I wanted to earn money and was able to work in the family business, and they sent me to work summers in packaging. And when I 14 experienced working in the packaging department it would be assembly line work, doing the same thing eight hours a day, five days a week, all summer long. I was like, "I'm not gonna do this, I'm going to college." That was my understanding. I wasn't going to stop at high school because I didn't want to work in a factory for the rest of my life. That's kind of what stuck in my mind. And then being the fifth, follow the leader kind of, it just was assumed and I wanted to go. But in retrospect I think if I had waited a year that probably would have been real good, try out different jobs and get direction, but then… INTERVIEWER: Did all of you go to Holy Cross. Did I already ask that question? ROSE MARY: Yes, we all did. INTERVIEWER: How did that… ROSE MARY: That's where they really wanted us to go, and we all just went. INTERVIEWER: Oh, because your father went there, right? ROSE MARY: Right. INTERVIEWER: Because I forgot about that. ROSE MARY: Yeah, he went there. And he's still involved in the college, so. I don't exactly know what he is on, but he's on something. MARYANNE: I think just an alumni; I don't know, like, club or something. ROSE MARY: Right, so. That's where they wanted us to go and… MARYANNE: I think it was just always a backup. I think, you know, they really wanted us to go there, but we had other choices. I don't know if in your situation, but when you got into maybe one or two schools… ROSE MARY: I think that my mother probably didn't want us to go to school in Boston. I think that would have been my choice, but she was a little was a little nervous about Boston. So we ended up at Holy Cross in Worcester, so. It really [unintelligible - 00:27:36] old-fashioned Italian. Right, right. They don't want their daughter going off to the big city. But… INTERVIEWER: Were that many other Italians there?15 ROSE MARY: Actually, no. There weren't. It was mainly Irish Catholics. But all Catholic, but Irish. I think I probably was one of the few 100 percent Italian. MARYANNE: I think I generally -- except maybe this area, that there's not a lot of Italians. ROSE MARY: By the time you get to this generation it is kind of unusual to meet someone all Italian. MARYANNE: There are a lot of French Italians in this area. But, college I don't recall anything unique about being Italian in college. There were not Italian clubs or anything like that. ROSE MARY: There were a few Italians there, but I think the majority weren't. But it really didn't matter, you know. It wasn't a problem. INTERVIEWER: So by that generation… ROSE MARY: I don't think so, no. MARYANNE: It is just having a little bit of Italian in you. ROSE MARY: [Unintelligible - 00:28:40] read the Italian menu in the Italian restaurant a little better, but no, I really -- there was really no difference. INTERVIEWER: Was it important to you? ROSE MARY: Yes, that was probably part of the reason we ended up going there. Religion has always been important. My mother's always wanted us to go to Catholic schools. You know, we started out at Catholic elementary school. Couple years there before we went to public junior high school, just because there was no Catholic junior high school. Otherwise we probably would have ended up in a Catholic junior high at that time. Then we went to a Catholic high school and a Catholic college. My mother's the one that had more to do with our education. Definitely, you know, roles, my mother, the kids in the house, my father's role was earning the money. So yes, [unintelligible - 00:29:28] she wanted… MARYANNE: My mother.16 ROSE MARY: My mother, yeah. Probably not because of Italian, just their personalities. You know… MARYANNE: And then just being home, my dad, I just remember him working all the time. ROSE MARY: Right, dad worked a lot. He was always working. So, mom was home. So mom was the one that took care of the kids. You know, made sure the homework was done. Mom was always involved with educations, whereas dad was busy working. Not that education wasn't important to him… it was, but you know, working full time doesn't leave helping kids with their homework and making sure everything gets done. INTERVIEWER: Oh, why? SPEAKER 1: Maybe it was my. INTERVIEWER: Maybe your parents had different goals. Did the children also -- were there big gender differences growing up? ROSE MARY: I think when we were younger I would feel that -- I have three brothers, and I think the girls always have to do the housework. MARYANNE: Setting the table, clearing the table… ROSE MARY: Setting the table, clearing the table, Saturday morning vacuuming, dusting, and my brothers basically didn't have to do any of that. It was just the way it was with my parents. My mother took care of the house. My father took care the outdoors. My brothers had to take the trash out and mow the lawn. But… MARYANNE: Snow blow. ROSE MARY: Snow blow the drive way. They never really did any work indoors. And yeah, I remember I used to feel that it was unfair because we seemed like we had more work to do than they did. But, I mean, they got -- they were raised that way but now that they're older and they're -- they're not that way at all. They do, you know, housework and everything else, but they were raised 17 definitely for the girls to be trained in doing this and the boys to be doing that. INTERVIEWER: [Unintelligible - 00:31:14]. ROSE MARY: No. I only have one son, and I do have him do some cooking so he learns how to cook and he does some housework so he learns how to do housework. He doesn't do a lot. I mean, typical 14-year-old, right? But I do have him do some things so he'll know how to do things when he has to do them on his own. INTERVIEWER: Were their expectations different? ROSE MARY: No, I don't think so. I think we were all expected to get educated, and it just was around the house, I would say that we were definitely doing the housework. The girls, yeah. MARYANNE: Yeah, I agree with that. INTERVIEWER: What about socializing? Could you go out as much or date as much, or…? ROSE MARY: And my brothers, I think there was a lot more protection for us. We weren't allowed to do as much. MARYANNE: You're older and you remember… ROSE MARY: I was the icebreaker… ROSE MARY My older brothers Abel and Tony doing things and probably, you know, wearing down our parents a little bit, and then, you know, the first son does something and the second son wants to do this. But then when the first daughter comes along, she had [unintelligible - 00:32:29], and then by the time I came along it was like, oh okay, you know, it's okay, Maryanne did that and I can do that. But there weren't as many battles for independence. ROSE MARY: But I think when it was my turn I wasn't allowed to do things my brothers got to do at the same age, so. INTERVIEWER: Then to college. Were you expected to do certain things on the weekend? Did you -- were you expected to come home on weekends?18 MARYANNE: No. No. They never expected us to come home on weekends unless we wanted -- stay there and do whatever we want. Go to the sports events. Go to the parties. Socialize. Be involved in whatever. No, there was no pressure to come home. No, there was no pressure to marry an Italian. But I heard my father say once, "It would be nice to have one of my kids marry an Italian." But there was never any pressure. INTERVIEWER: Did that happen? Are there any Italian spouses? No. ROSE MARY: No. No. Not one. Not even part Italian, I don't think. INTERVIEWER: But did you marry in the same religion? MARYANNE: I think yes. For my mother, especially. Yeah. ROSE MARY: That didn't happen either. Not with everybody. Ed's married to a Catholic. Abel's married to a Catholic. I wasn't married to a Catholic. Three out of five. Not bad. INTERVIEWER: Do you find that important to your children to marry the same faith? ROSE MARY: No. I don't think so. I think what's more important to me is that, you know, something that's extremely different would probably be a little difficult for me just because we didn't -- take Christmas. If my son were to marry somebody that, for example, was Jewish, and didn't celebrate Christmas, and you had [unintelligible - 00:34:27] because a lot of people do. They marry somebody who's Jewish, and then he didn't celebrate Christmas anymore. It would be a little difficult, because you know, we enjoy celebrating [unintelligible - 00:34:37] holidays together, and a lot of them are based on the religion—Christmas, Easter and -- so that would be that be a little hard not to be able to celebrate those things with him anymore. But I would accept it, totally accept it if that's what he wanted, if that's what made him happy. 19 MARYANNE: Yeah. I think the person that they marry and the relationship that they have, you know, [unintelligible - 00:34:59] would react today. [Unintelligible - 00:35:03] family together. ROSE MARY: You know, my [unintelligible - 00:35:09] both my parents, you know, it's important. MARYANNE: I think that they supported us a lot. I know just like we supported each other. My brothers were active in sports, and they, you know, basketball. My brothers were in high school, the whole family would go and watch the games and that would happen frequently. They just did that. So we knew that we were important to them. In college they would drive out to the games and try to go watch the games or the games so they could watch their son or daughter. Family just was normal. INTERVIEWER: Because it didn't all get picked up. Just about your parents going to see the games. MARYANNE: With my brothers, and they would just follow the family. If it was a sporting basketball games or football games, they would drive wherever if it was going to Worcester, they would just go and watch, and they did that in college, junior high school, and grammar school and when the kids were young, the kids would go right along. So we were just together as a family. And it was just -- that was normal life for us was to go and watch the brothers and sisters play basketball. ROSE MARY: Plus they treated us all family, so there wasn't -- the family relations were always important, and we were raised and taught that from a very early age: be good to your brother, be good to your sister. Watch out for your sister, you know, watch out for your little brother, whatever, kind of thing, so. INTERVIEWER: Do you feel that's an Italian-related trait? ROSE MARY: Yes, I think so. I mean, not just Italians. I'm sure there's probably lots of groups that, you know, the family is very important. But 20 yeah, I think there are a lot of families that the family is not important at all. But I don't see that that much in Italian families. I see that the family is there. When someone has a problem everybody supports them and helps them out or whatever. And probably when we were growing up, when we were little, you know, Sundays. Sundays, it was the same routine every Sunday. Get up. Go to church. Go out to lunch after church or go to the grandmothers. And that would be the Sunday. But that's when we were little. Then when we get older, everybody's got their own activities, sports events, whatever. So everybody, once we get older, we didn't really have a special family… MARYANNE: While everyone else in was the country, we used to watch Walt Disney. I remember playing cribbage. I'd learned how to play cribbage with my dad and used to on occasion play blackjack with pennies at the kitchen table and the whole family would do that. It all kind of goes by. I mean, it just goes by in a blur. INTERVIEWER: [Unintelligible - 00:38:07] important to your family? ROSE MARY: Yes. My mother wanted us all to learn to play the piano, right? So it was important that we could read music and play an instrument. INTERVIEWER: I got the impression that you quit, maybe? ROSE MARY: Oh, sure. Like every other kid. Actually, I was [unintelligible - 00:38:27] but that's how you feel when you get older, right? MARYANNE: I taught my daughter that. ROSE MARY: I know. Yeah, you can tell your daughter that. MARYANNE: Yeah, and expose her. She wanted to expose us to different things, and my dad also would as we got older, he'd want to take us to a different restaurant, and [unintelligible - 00:38:42] something unusual. Just -- and have a well-rounded background. And always the one thing and then Maryanne and I, we just left them. But we continued with it to the point where we wanted to. It wasn't like they expected us to perform or the same thing with piano. If we 21 had natural ability, great. But there was some exposure. And, you know, I'm glad about that. INTERVIEWER: How did they make each of you feel special? [Unintelligible - 00:39:19] But, I mean, think of it, five kids. ROSE MARY: We used to all feel special. Gee, how did that happen? Well, I think that if we did something that deserved a compliment, we would get a compliment. I don't think that they ever praised us when we didn't deserve any praise, but they would, you know, say things like better, or I would expect something better from you or something like that. MARYANNE: I can just think of some specifics. Just little compliments that when you get to the age that -- and this would be probably in the mid to late ' 60 where my mother had [unintelligible - 00:40:08] home from school and then I could go run to the post office and then she could just drop me off and I'd run do that and say, "Oh, good little helper." INTERVIEWER: But just like little things like that? ROSE MARY: Right. Yeah, little compliments here and there, you know. I always made my bed in the morning and put all my things away. I'd hear, you know, that you're always as neat as a pin, you know, or things like that, just little -- on everyday kind of activities, every day, everyday things. MARYANNE: Didn't realize when it was happening, but now you think back… ROSE MARY: Right. Right. Exactly. You just have to think about what did they do to make me feel special. INTERVIEWER: Can you think of anything. a big event that stands out in your mind? Just little everyday things that add up over time. What's your hardest experience growing up? ROSE MARY: I'm trying to think, my hardest experience. MARYANNE: I have to get going in a short while because I'm away from work.22 INTERVIEWER: Okay. MARYANNE: Is there something that you wanted to ask specifically? INTERVIEWER: I want to ask about Central Street. How long did you live there? ROSE MARY: I was eight when we moved out. MARYANNE: So that was 1960… ROSE MARY: Seven. August of '67 is when we moved here. I remember we had not moved in. I had my 6th birthday party here before we moved in because we moved in, in August, so. MARYANNE: I remember running around in the backyard at Central Street and my aunt lived over the hill in the backyard, and running over there. I don't remember a whole lot being that age. INTERVIEWER: Italians living around here? ROSE MARY: Yeah. I think at that time there were a lot of Italians in that area. And our aunt, again, lived right behind us. And I had a uncle that lived just a little ways across the street, down the street a little bit. I remember a lot about living on Central Street because I was a little bit older. It wasn't like a heart-wrenching thing to move or anything, it was actually a very tiny little house, and my parents [unintelligible - 00:42:17] one child. When they moved out they had five children. INTERVIEWER: So a small… ROSE MARY: It was a very small ranch, and we were very crowded in there. And I can remember my mother just constantly arranging the furniture. Everything was like it happened all the time to me, but it probably didn't happen that often. Just trying to fit things in, you know, having to move the boys to another bedroom, because now there's three boys, and that's what I remember. So it wasn't -- we really needed a bigger house. So when we moved here, it was amazing. This house is three times bigger than the other one, and we had just one bathroom at that house. And there was five children and two adults living there. 23 So we have four bathrooms here. And I remember the first time I went to the bathroom, I had a hard time deciding where to go, which one to use. It was like I never had a choice before. But it wasn't an upsetting event or anything. It wasn't hard. It was really exciting. It was really exciting to move into a bigger house. Maybe I was nine years old when we moved. But I do remember being very crowded at that house. It was a three-bedroom ranch. One bedroom was used as an office for my father because at that time he was doing a lot of CPA work, so it was really just two bedrooms. MARYANNE: And my parent's bedroom was the living room. You walk in the front door and that was their bedroom. ROSE MARY: And my parents used the living room as their bedroom. And my brothers, for a while, they were out on this addition, which was like a porch but it was like a three-season porch. It was heated, but it was my brother's bedroom for a while and then we rearranged the whole house again, and you know… INTERVIEWER: Maybe we don't remember just the feeling that you had living in that neighborhood compared to this. ROSE MARY: Right. MARYANNE: Maybe that house wasn't even built before. I don't know. ROSE MARY: Yeah. I guess I remember that neighborhood really knowing everybody—mom, the kids. I could go door to door there. In this neighborhood, it took a while for meet people, and I didn't know, I don't even know the young people next door, but I might know the people two doors down or three doors down because they had kids. But in that neighborhood, I can remember back to when she was very little and she started to walk, now she must have been one. I can remember taking her for a walk around the whole 24 neighborhood, going from door to door to door, because I knew all the neighbors and showing them her. MARYANNE: I was her baby. ROSE MARY: She was my baby, right, and she was walking. You probably were a year old because it was summertime, and you were born in August. You were probably just a year because I was probably like three and a half, so. And that's the kind of neighborhood it was. I mean, I knew all the mothers. I knew all the kids. It was very safe. Can you imagine letting a three-and-a-half-year-old take a one-year-old for a walk now? But I did. . MARYANNE: There weren't a lot of houses though, I mean, it was… ROSE MARY: No. MARYANNE: It was Basset Street, which was just Aunt Eva's house. ROSE MARY: Right. MARYANNE: I don't know if you know that area, but with the [unintelligible - 00:45:19] is. INTERVIEWER: Your mother took me a long time ago. MARYANNE: It's a very short street, and then there's Christie Street, which probably at the time there was only about six houses on there. MARYANNE: Yeah, most of the houses are [unintelligible - 00:45:30]. ROSE MARY: Now, it's much further developed. MARYANNE: But still, I would never allow my three-year old out of sight… ROSE MARY: Right. And I was completely out of sight from the house. I mean, you couldn't see where I was from our house was. Yeah, [unintelligible - 00:45:47] in those days, or in that neighborhood. INTERVIEWER: You must have cousins, right? ROSE MARY: Yeah. INTERVIEWER: That are living, that grew up in Leominster in that small neighborhood… ROSE MARY: There's no differences between myself and my cousins and my father, probably the only one in his family that went to college, 25 right, I think? No. There's a big difference in the way, you know, his brothers lived compared to him. But I think their kids, for the most part, have gotten, you know, my cousins have gotten education and jobs, and you know, we're all living about the same. I mean, some people have more, some people have less. There isn't a big difference between myself and my cousins, but there is a difference my parents and their siblings and cousins. INTERVIEWER: How about growing up? MARYANNE: Every kid growing up, we just were playing with our cousins ,and what my dad did and their dad did didn't really -- we used to be able to play hide and seek a lot more, run around in the yard. ROSE MARY: Right. There was no judgment at all. And I don't think we really noticed a difference when we were growing up. It's true that we did, we probably the biggest house, but I don't think we had more than my cousins. We probably had the same amount. We didn't have better clothes or better toys or anything. We had about the same. You know, the kids all had about the same. We didn't have more clothes and more toys because my parents had more, but we probably did live in a bigger house. But kids I don't think noticed that as much. I don't remember noticing any difference. I think that actually my parents are very successful, but when we were growing up, they were building their business and they were building up their [unintelligible - 00:47:30], you know, so I think that a lot of money they had was really tied up in the business. So it never felt like we had a lot of money. I mean, it felt like we had everything we needed. We were perfectly comfortable. We had some luxury items, you know, my family had some luxury items, but I never really felt like we were rich or anything like that. I mean, I don't [unintelligible - 00:47:50]. But I never really felt 26 that, I mean, but the house, yeah, you might say that, you know, we would know that. But I think that a lot of money was always tied up. And probably when we got into our 20s, it seemed like suddenly that they had more money, because I think at that time, the businesses really just boomed, and that's like 20 years ago. But by that time we were already grown, you know, and on our own. Half of us were on our own, at least. Other than we had the big house where we usually the holiday parties were here and everything. Yeah, there was a tennis court. I guess that would make us seem like we had a lot. But it was different in those days, too. I mean, it was just a hard top, but it wasn't -- it wasn't beautifully sealed and painted and striped and fenced in. It wasn't. It was just like a black top. Really, it had a tennis net going across it, but it wasn't as nice then as it is now. We would just ride our bikes on it. We would play chicken. MARYANNE: Chicken, four square. ROSE MARY: Yeah. You had -- we didn't use it for tennis that much. I mean, a little bit but… MARYANNE: When we got older we did. ROSE MARY: Yeah. And then we'd just ride our bikes out there. Yeah. INTERVIEWER: So [unintelligible - 00:49:13] a hard question? MARYANNE: It's really not something that I think about. You know what, I'm just who I am, and I have to think family is important to me. But my husband, who's French, and his family is very close too. So I don't see a difference… SPEAKER 5: Only your kids are too young. They wouldn't even know. ROSE MARY: My son, you know, probably considers himself Italian. He's half Italian, because I'm 100 percent Italian, but the other half is a lot of 27 different things. He says he's half Italian, you know. Plus that we've been to Italy and he has formed a bond with his cousins in Italy. Been there twice, so. He likes his Italian heritage. MARYANNE: I could see that, but first I have my own business and I have friends, so I scramble every day for time. So I would want to take care of both of those things first and as they grow, I can see myself doing some of that, but not to the extent that she does. Traveling -- she's what, 79? But to see them and be part of their lives. ROSE MARY: For me, I probably just see myself, I'd say, would have more time on my hands and do some volunteer work. Probably not to that same extent, 'cause my mother has a lot of energy. But I do see myself doing some things, yeah, definitely. When I have more time. I think that Leominster's very worthwhile. I don't have time to enjoy it, you know. I like the open land that we're trying to preserve through the Open Land of Leominster. I think that's really being developed, and we've really wiped out all our open space. So we're down to our last apple orchard, which at least we've saved. You probably know about Sowan Farms? I'm very glad that we saved that. It was one apple orchard, one apple farm. So I can see myself getting involved in things like that, plus the Historical Society of Leominster does a lot to teach people about Leominster's past, which I guess the city's changing a lot, it's really developing. Something like that. Right now, like I said, I'm totally consumed with work and being a single parent and not just having much time for anything, but as things get easier, my son gets older, I have more time, maybe I can be involved with the Center for Italian Culture. Actually, I love Italy. I've spent some time there and I've traveled back a couple of times. I do speak some Italian, but like I said, I've lost it over 28 the years, but I would love to get it back so that when I go to Italy and visit I can have a little… INTERVIEWER: To have a Center for Italian Culture? ROSE MARY: No, it's preserve history for the future generation. INTERVIEWER: Do you feel that way? MARYANNE: Yeah, I think so. I think it's good. I don't know a whole lot about what's being done, but I think it's good that people will have questions. The next generation, a terrible tragic thing that happened for the whole country. I think there's [unintelligible - 00:52:52] in the paper last night about dollars this anti-terrorism campaign is costing. I have a lot of customers in New York, and they were greatly affected. And everywhere, it touched everyone in the world, something like that happening. ROSE MARY: That thing, I feel, is very heartbreaking to imagine happening. It has changed, probably, my activities a little bit as far as going on vacation this year and getting on a plane. I don't feel it's a very good job of wiping out terrorism. We haven't done it yet completely. MARYANNE: It did make me think about family quite a bit more because I've passed on two opportunities to fly since then, and I weigh what to do, and one would be -- oh, and they were both for business -- but if it was just a decision about going on vacation somewhere, then I look at what my first job is, and it's to stay alive and raise my kids. The business, I'm going to do all that I can by phone and email and websites, and I'm going to avoid traveling until things are better. But then it can change at any time. They might change later, but I don't have a desire to getting in an airplane. ROSE MARY: Plus, actually, my oldest brother lives in New York City and when we first heard the news, of course we didn't know, and it was a while before we could get through on the phone because all of the 29 phone lines were jammed up to find out that he was actually traveling on business that day. MARYANNE: Actually, he traveled the day before, flew To California on the Monday. ROSE MARY: Right. He was nowhere around. He doesn't work in the building, but he does go by that train station, right? He gets off the train there every day. So I mean, the first initial reaction to hear that was, "Is he okay?" And the panic, you know, and then to find out that he's okay, but then to think about all the people that found out that their family members were gone, too. INTERVIEWER: How did you get the idea for the hair accessories? I realize the family owned the plastics business, so… MARYANNE: Well, I worked at Cardinal Comb & Brush, and they made combs, a couple of brushes, and they had some hair accessories. I did a lot of different things there, but I worked in sales and I created a hair accessory product that did quite well, and it sort of opened my eyes, because the hair accessory portion of Cardinal Comb was very small. And after that product did real well, I started thinking, "Oh, I should create other products," and this and that, but the products that I was creating were of a better quality, more upscale, and the combs that Cardinal were making were more -- good-quality but much lower in cost. It just was something -- I didn't think about having my own business, but it just kind of happened. My brother had said, "Oh, why don't you take a hair accessory business and do this and that," and it just worked out. So we talked about it, we figured out what to do and we made the deal. They continued to manufacture the plastic for me, and probably 1994 that the product got started, and at the time there was a product called Topsy-Tail, which was that you make a 30 ponytail and you put this little plastic needle with a loop. That just opened my eyes more. INTERVIEWER: So that wasn't your product… MARYANNE: That wasn't my product, no, but suddenly the whole marketplace was looking at hair accessories as something. So after the product I created did well in '94, we just started talking, and by '95 we had decided to split that portion of the business, and that's when the hair things got started in January of '96. It was called the French Twist kit, and what it did was it combined some really handmade side combs with hairpins in one package, and then on the back gave very detailed instructions and illustrations of how to put your hair into a French Twist. That's really the product that sold in many different markets, and from that I said, "Oh wow. You should keep doing more." INTERVIEWER: About the products, called, are they Good Hair Days? MARYANNE: The name Good Hair Days is on all the packaging, and there's another brand called Grip-Tuth, which are these handmade combs I'm talking about. So there's always Good Hair Days on the card, but in some products there's Grip-Tuth as well. Some of the products are sold without the name; they're just plastic parts that are sold in the bridal industry or the craft industry by the designers. They're taking the combs and putting them… INTERVIEWER: Right now, who owns the company? MARYANNE: Well, I'm the President of the company. I do the sales and marketing of our new products. Whatever it takes. Production -- my husband now is doing production, shipping, all the day-to-day paperwork you know. Payables, receivables. And we have someone who works part-time for us. I know, we have a running joke. It's like, "So, good morning! How was your weekend?" But we get along. We're probably -- few. We get along, we laugh with each other. 31 We actually value the time with our kids. I was lucky I was able to bring my daughter into the office and take care of her, and she didn't start daycare until she was 15 months. I would take care of her, work the phones. I had a playpen set up in the office. She'd fall asleep, take a nap, I'd run out and do shipping or whatever needed doing. So that's very fortunate; may people have to put their kids in daycare. I kind of set up home, also, to work, so I was able to put time in the office and time at home. Technology today is great because you get messages, you get paged; you can take care of business on your own hours and in between diaper changes. INTERVIEWER: You both live in Leominster? ROSE MARY: I live on the other side, right neat Lancaster. MARYANNE: I live probably, like, a mile, two miles, a mile and a half or so down this way. I think what I've gotten from him, if that answers the question, is they both have a very strong work ethic. What I remember about my dad is that he was always leaving, going to work on Saturday mornings. It was like a, "Where are you going?" kind of thing, and just doing what it takes. And Mom would do everything it took in the house so they wouldn't need to do anything, and they worked and take care of -- hardworking, and that would be one thing I want to carry on. ROSE MARY: Both had a lot of integrity. Honesty, integrity. MARYANNE: And work integrity. Honesty. That sort of thing. INTERVIEWER: Tell me about… MARYANNE: I couldn't even think of what you asked to begin with. INTERVIEWER: Well, thank you very much. ROSE MARY: Okay, you're more than welcome. INTERVIEWER: It's hard to do./AT/pa/cs/mfb/es

ILLUSTRIERTE GESCHICHTE DES WELTKRIEGES 1914/15. NEUNTER BAND. Illustrierte Geschichte des Weltkrieges (-) Illustrierte Geschichte des Weltkrieges 1914/15. Neunter Band. (Neunter Band) ( - ) Einband ( - ) [Abb.]: Zurück zur Arbeit! ( - ) Titelseite ([I]) Inhaltsverzeichnis. ([III]) Kunstbeilagen. (IV) Karten. (IV) Kriegskalender zur Original-Einbanddecke der Illustrierten Geschichte des Weltkrieges 1914/19. Neunter Band enthaltend die Ereignisse vom 1. Juli 1918 bis 28. Juni 1919. ( - ) Juli. ( - ) August. ( - ) September. ( - ) Oktober. ( - ) November. Dezember. Januar 1919. ( - ) Februar. März. April. Mai. Juni. ( - ) Die Geschichte des Weltkrieges 1914/18. Heft 201 (Heft 201) ([1]) [Abb.]: Deutsche Truppen durchschreiten im Vorgehen die eigenen Artillerielinien. ([1]) [Abb.]: Gefangener englischer Beobachtungsoffizier mit Tarnkappenmaske. (2) [Abb.]: Chateau-Thierry, von einem deutschen Flieger einen Tag vor der Besetzung durch die Deutschen aufgenommen. Man sieht, daß das Städtchen vollkommen unzerstört ist. (3) [Abb.]: Türkische Kavallerie bei der Verfolgung der auf dem östlichen Jordanufer geschlagenen Engländer. (4 - 5) [Abb.]: Prinz Wahid Eddin Efendi, jüngerer Bruder des verstorbenen türkischen Sultans Mohammed V., erhielt als dessen Nachfolger den Namen Mohammed VI. (6) Illustrierte Kriegsberichte. (6) Das deutsch-österreichisch-ungarische Wirtschaftsbündnis. (6) [5 Abb.]: (1)Kampfflieger Oberleutn. Göhring, Ritter des Ordens Pour le Mérite. (2)Leutnant Veltjens, erfolgreicher deutscher Kampfflieger. (3)Leutnant Jacobs, erfolgreicher deutscher Kampfflieger. (4)Kampfflieger Leutnant Pütter, Ritter des Ordens Pour le Mérite. (5)Der Marktplatz von Brügge, von einem deutschen Flugzeuge aus aufgenommen. Anläßlich des Markttages ist auf dem Platz ein reger Verkehr bemerkbar. (7) [Abb.]: Ein italienischer Flieger wird von einem eroberten italienischen Abwehrturm aus mittels eines österreichisch-ungarischen Maschinengewehrs beschossen. (8) Die deutschen Luftstreitkräfte in der Aisne-Schlacht. (8) [Abb.]: Nächtlicher französischer Angriff auf deutsche Stellungen. ( - ) [Abb.]: Die Schwierigkeiten des österreichisch-ungarischen Vormarsches im Piavedelta. Geschütztransport durch eine überschwemmte Ortschaft. Im Vordergrunde italienische Gefangene. ([9]) [Abb.]: Deutsche Luftschifferabteilung im Vormarsch auf Ham. (10) [3 Abb.]: Bei einer deutschen Feldluftschifferabteilung. (1)Oberes Bild: Landung des Ballonbeobachters nach dem Absprung mit dem Fallschirm. Die Fallschirmleinen haben sich in einem Baum verfangen. (2)Mittleres Bild: Maschinengewehr zur Abwehr feindlicher Flieger bei einem verankerten Fesselballon. (3)Unteres Bild: Der Beobachter fertig zum Aufstieg im Korbe. Er hat über dem Kopf an Bügeln die Telephonhörer, um den Leib den Gurt für den Fallschirmabsprung, rechts außen am Korbe ist der Fallschirm sichtbar, links das Kartenbrett. (11) Fliegerfunker. (11) [Abb.]: Deutsche Feldfunkerstation. ([12- 13]) [Abb.]: Englische Lügen. Deutsche Fliegeraufnahme des umfangreichen englischen Truppenlagers von Etaples vom 21. Mai 1918, zwei Tage nach einem Angriff deutscher Bombengeschwader. (14) Englische Lügen. (15) [Abb.]: Englische Lügen. Deutsche Fliegeraufnahme desselben Lagers vom 27. Mai 1918, nachdem es inzwischen Rote-Kreuz-Abzeichen erhalten hat. (15) K. u. k. Hundespitäler. (16) [3 Abb.]: (1)Oberes Bild: Ankunft eines Hundekrankentransports. (2)Mittleres Bild: In einem österreichisch-ungarischen Kriegshundespital in Pflege befindlicher Hund mit umgehängtem Lederkragen zur Verhinderung des Kratzens und Leckens der Wunde. (3)Unteres Bild: Aufnahmebehandlung nach der Ankunft in einem österreichisch-ungarischen Kriegshundespital. (16) [Abb.]: Deutscher Sturmwagen säubert eine französische Ortschaft. ( - ) Die Geschichte des Weltkrieges 1914/18. Heft 202 (Heft 202) ([17]) [Abb.]: Aus den Verfolgungskämpfen an der Aisne. ([17]) [Abb.]: Von den Deutschen erbeutete Batterie von 28-cm-Mörsern bei dem Dorfe Mareuil. (18) [Abb.]: Straße im zerstörten Lassigny zwischen Montdidier und Noyon. (19) [Abb.]: Rückzug der Franzosen über den Ricquebourgrücken im deutschen Feuer. ([20 - 21]) [Abb.]: Italienische Kulturtaten im eigenen Lande: Von den Italienern zerstörtes Schloß in Sonegliano. (22) [Abb.]: Der Piavefluß - ein reißender Strom. (23) Illustrierte Kriegsberichte. (23) Die Tschechoslowaken in Rußland. (23) [Abb.]: Der Piavefluß - ein seichtes Gewässer. (23) [3 Abb.]: (1)Österreichisch-ungarische Küstenbatterie an der Adria. (2)Gepanzertes österreichisch-ungarisches Küstengeschütz an der Adria.(3)Österreichisch-ungarische Wacht an der Adria. (24) [Abb.]: Die Plünderung des Palazzo Cassarelli, des deutschen Botschafterpalastes in Rom, durch den aufgehetzten römischen Pöbel, der nach Sprengung des großen Gartentores unter den Augen der Polizei in das Gebäude eindrang und in den prunkvollen Gemächern, besonders dem mit den Bildern von Hermann Prell geschmückten Festsaal, grauenvolle Verwüstungen anrichtete. ( - ) [Abb.]: Das Brentatal bei Carpane-Valstagna unter dem schweren Geschützfeuer der österreichisch-ungarischen Batterien. (25) [Karte]: Kartenskizze zu der Tätigkeit der Tschechoslowaken an der sibirischen Bahn und zu der Besetzung der Murmanküste durch die Engländer. (26) [2 Abb.]: (1)Russische Revolutionsfahne, deren Vorderseite Kerenski zeigt, wie er die Zarenkrone zertrümmert. (2)Der frühere Zar Nikolaus II. als Gefangener in Zarskoje-Selo vor seiner Überführung nach Tobolsk. (27) Die Schlacht zwischen Soissons und Reims. (27) [Abb.]: Der von russischen Sozialrevolutionären in Moskau ermordete deutsche Gesandte Graf v. Mirbach-Harff. (28) [Abb.]: Unterdrückung der Moskauer Verschwörung Anfang Juli 1918. ([29]) Wer strebt nach der Weltherrschaft? (30) [8 Abb.]: Deutsche Ernte im Feindesland. (1)An der Dreschmaschine. (2)Füllen der Säcke mit ausgedroschenem Getreide. (3)Mähen des Hafers mittels Selbstbinders. (4)Aufladen der Garben. (5)Einbringen des ausgedroschenen Getreides. (6)Französische Zivilarbeiter werden zur Arbeit geführt. (7)Anfertigen von Harken. (8)Reparaturwerkstätte für landwirtschaftliche Maschinen. ([31]) Ein deutscher Motorminensucher. (32) [Abb.]: ein Minenräumer, wie er nach der Ansicht der Engländer bei der deutschen Flotte im Gebrauch ist. (32) Die Geschichte des Weltkrieges 1914/18. Heft 203 (Heft 203) ([33]) [3 Abb.]: (1)Konteradmiral Paul v. Hintze, der neue deutsche Staatssekretär des Äußeren. (2)Alexander Malinow, der neue bulgarische Ministerpräsident und Minister des Äußeren. (3)Erfrischungspause während einer Sitzung des Versailler Kriegsrates. ([33]) [Abb.]: Belgischer Grabenposten mit einem Visierhelm. (34) [Abb.]: Feldlager bei Hannonville. (35) [Abb.]: Deutscher Blinkerposten. (36) [Abb.]: Gefechtstand eines Infanterieregiments. ([37]) Illustrierte Kriegsberichte. (38) Gegen Compiègne. (38) [2 Abb.]: (1)Sanitätsabteilung eines bayrischen Alpenregiments auf dem Wege zur mazedonischen Front. (2)Straßenleben in Veles am Wardar. (39) [3 Abb.]: (1)Österreichisch-ungarischer Kampfflieger k.u.k. Oberleutnant Linke-Crawford. (2)Leutnant z.S.d.Res. Theodor Osterkamp. (3)Kampfflieger Hauptmann Schleich (vorn) mit den Fliegern der von ihm geführten Jagdfliegerformation. (40) [Abb.]: Erfolgreicher Angriff deutscher Seeflugzeuge auf ein englisches U-Boot vor der Themsemündung am 6. Juli 1918. ([41]) Die Schiffahrt auf dem Schwarzen Meer und seinen Zuflüssen. (42) [Abb.]: Internationale nautisch-technische Kommission für das Schwarze Meer in Sebastopol. (42) [2 Abb.]: (1)Generalmajor Vogel, der Kommandant der deutschen Truppen in Odessa, auf der Mole des Hafens. (2)Der Hafen von Sebastopol mit russischen Kriegschiffen. (43) Essenfassen auf dem Kirchplatz von Grandpré. (43) [Abb.]: Essenfassen auf dem Kirchplatz in Grandpré in den Argonnen. ([44 - 45]) [Abb.]: Gefechtsübung einer Landwehr-Maschinengewehrkompanie der schweizerischen Armee. (46) Die schweizerische Armee. (47) [2 Abb.]: (1)Übungsmarsch einer Landwehr-Maschinengewehrkompanie der schweizerischen Armee über die Kleine Scheidegg. (2)Übungsmarsch einer Landwehr-Maschinengewehrkompanie der schweizerischen Armee über die Kleine Scheidegg. (47) [Abb.]: Die neuen endgültigen Grad- und Waffengattungsabzeichen der schweizerischen Armee. (48) [Abb.]: Übergang des Vortrupps der Armee des Generalobersten v. Boehn über die Marne am Morgen des 16. Juli 1918. ( - ) Die Geschichte des Weltkrieges 1914/18. Heft 204 (Heft 204) ([49]) [Abb.]: Vordringen von Maschinengewehren durch die Sperrzone. ([49]) [Abb.]: Bei Thierry erbeutetes französisches 28,5-cm-Eisenbahngeschütz. (50) [3 Abb.]: Zu den siegreichen deutschen Kämpfen in der Champagne. (1)Deutsche Minenwerfer gehen zur Eroberung des Keilberges im feindlichen Feuer in Stellung. (2)Deutscher Minenwerfer wird in Stellung gebracht, um einen feindlichen Stützpunkt niederzukämpfen. (3)Deutscher Minenwerfer beim Sturmreifschießen eines feindlichen Stützpunktes am Keil- und Poehlberg. (51) [Abb.]: Feuerüberfall auf Reims. ([52 - 53]) [Abb.]: Die wirtschaftliche Aushilfe aus Rumänien: Kerzengießmaschinen in einer unter Militärverwaltung stehenden rumänischen Seifen- und Kerzenfabrik. (54) [2 Abb.]: (1)Die wirtschaftliche Aushilfe aus Rumänien: Füll- und Packraum in einer unter Militärverwaltung stehenden Seifen- und Kerzenfabrik. (2)Die wirtschaftliche Aushilfe aus Rumänien: Eiertrocknungsanlage in einer unter Militärverwaltung stehenden rumänischen Nährmittelfabrik. (55) [Abb.]: Korvettenkapitän v. Nostiz und Jänckendorf, erfolgriecher deutscher U-Kreuzer-Kommandant. (56) Illustrierte Kriegsberichte. (56) Deutsche Kriegswirtschaft in Rumänien. (56) [Abb.]: Versenkung des durch eine große Zahl von Torpedo- und Patrouillenbooten gesicherten englischen Hilfskreuzers "Justicia" der White-Star-Linie an der Nordküste von Irland. ([57]) [Abb.]: Grusinischer General bei Verhandlungen auf einer kleinen Bahnstation bei Tiflis im Kaukasus. (58) [3 Abb.]: Deutsche Truppen bei Tiflis im Kaukasus. (1)Deutsche Kriegsgepäckkolonnen beim Vormarsch im Kaukasus. (2)Verhör gefangener tatarische Bandenführer durch deutsche Offiziere vermittels Dolmetschern. (3)Tatarischer Parlamentär mit weißer Fahne. An der Seite vorgehende deutsche Infanterie. (59) [Abb.]: Bürgerkrieg in Rußland: Aufrührerische Bauern werden bei der Plünderung eines reichen Gutshofes östlich von Moskau von einer anderen russischen Abteilung überfallen. (60 - 61) Der Kriegsphotograph. (62) [Abb.]: Amerikanische Kriegsphotographen an der englischen Front mit eigenartigen Stahlhelmen zum Schutz gegen Bombensplitter. (62) [3 Abb.]: (1)Oberes Bild: Deutscher Kriegsphotograph mit einem Kinematographenapparat beim Aufnehmen einer Fliegerabteilung im Gebirge. (2)Mittleres Bild: Einrichten des Kinematographenapparates zur Aufnahme eines Flugplatzes. (3)Unteres Bild: Deutscher Kriegsphotograph mit Gasmaske und Stahlhelm bei einem Maschinengewehrposten in der vorderen Stellung. (63) Der Gefangenenaustausch zwischen Deutschland und Frankreich. (64) [Abb.]: Begrüßung der ersten auf Grund des Austauschabkommens zwischen Deutschland und Frankreich heimgekehrten deutschen Mannschaften durch den Großherzog von Baden am 20. Juli 1918 in Konstanz. (64) [Abb.]: Vorbrechende feindliche Sturmwagengeschwader werden von der deutschen Artillerie gefaßt, während deutsche Schlachtflieger die unter dem Schutze der Wagen mit Sturmfahnen vorgehende feindliche Infanterie aus niedriger Höhe unter Maschinengewehrfeuer nehmen. ( - ) Die Geschichte des Weltkrieges 1914/18. Heft 205 (Heft 205) ([65]) [Abb.]: Von der deutschen Artillerie zerschossener französischer Beobachtungstand am Hochberg in der Champagne. ([65]) [Abb.]: Deutsche Kolonnen auf dem Marktplatz in Nesle zwischen St. Quentin und Montdidier. (66) [Abb.]: Ein deutscher Zeltverbandplatz im Westen. (67) [Abb.]: Deutsche Truppen säubern das Waldgelände westlich von Vrigny vom Feinde. (68 - 69) [3 Abb.]: "Erfolge" feindlicher Fliegerangriffe auf militärisch bedeutungslose Ziele in Westdeutschland. (1)Oberes Bild: Feindlicher Fliegerangriff auf Mannheim: Zerstörtes Wohnhaus. (2)Mittleres Bild: Feindlicher Fliegerangriff auf Kaiserslautern: Der Hof eines schwer beschädigten Arbeiterwohnhauses. (3)Unteres Bild: Feindlicher Fliegerangriff auf Ludwigshafen: Zertrümmertes Wohnhaus. (70) Illustrierte Kriegsberichte. (70) Die Pioniere der Hochseeflotte. (70) [2 Abb.]: "Erfolge" feindlicher Fliegerangriffe auf militärisch bedeutungslose Ziele in Westdeutschland. (1)Feindlicher Fliegerangriff auf Trier: Blick in einen Raum des zerstörten Provinzialmuseums mit vernichteten wertvollen Sammlungsgegenständen. (2)Feindlicher Fliegerangriff auf Trier: Hof und Gebäude des zerstörten Provinzialmuseums. (71) [Abb.]: Zugang zum Artilleriebeobachter und zu den Unterkünften einer österreichisch-ungarischen Gebirgstellung im Adamellogebiet in einer Höhe von 3200 Metern. (72) [Abb.]: Ein gefährlicher Auftrag. Ein Unteroffizier der Kaiserschützen vernichtet eine italienische Feldwache. ([73]) Die Fragen der Übergangswirtschaft. (74) [4 Abb.]: (1)Generalleutnant Loeb, Ritter des Ordens Pour le Mérite. (2)Flugzeugbeobachter Leutnant d. Res. Nielebock, Ritter des Ordens Pour le Mérite. (3)Kampfflieger Leutnant Bolle, Führer der Jagdstaffel Bölcke. (4)Großadmiral v. Holtzendorff, trat von seinem Amt als Chef des Admiralstabes zurück. (74) [Abb.]: Im Hafen von Cattaro. (75) Ein Luftangriff auf Paris. (76) [Abb.]: Der osmanische Prinz Osman Fuad, der nach Vollendung seiner militärischen Ausbildung in Deutschland in Tripolis landete. (76) [Karte]: General v. Lettow-Vorbecks Kriegszug durch Mozambique. (77) [Abb.]: Deutsche Feldgraue als Gäste eines Arabermucktars (Dorfschulzen) bei einer feierlichen Mahlzeit. (77) In einer Armeekonservenfabrik. (78) [3 Abb.]: In einer deutschen Armeekonservenfabrik. (1)Im Entbeinungsraum: Die Rinder werden zerteilt und das Fleisch wird von den Knochen gelöst. (2)Konservierung von Rinderzungen. (3)Im Büchsenstopfraum: Füllen der Konservenbüchsen mit Fleischstücken. (78) [3 Abb.]: In einer deutschen Armeekonservenfabrik. (1)Gemüsemischraum. Herstellung von Bohnen-, Linsen- und Erbsmehlgemüse. Im Vordergrunde Kessel mit flüssigem Fett, das dem Gemüsemehl beigemengt wird. (2)Gemüsemehl wird auf Blechen ausgebreitet und zum Kühlraum geschafft. (3)An der Maschine zur Herstellung von Gemüsemehlwürfeln: Das Gemüsemehl wird in die Maschine geschüttet und kommt als Würfel wieder heraus. (79) Gefecht zwischen österreichisch-ungarischen und italienischen Torpedoeinheiten in der Nordadria am 2. Juli 1918. (80) [Abb.]: Nachtgefecht in der Nordadria zwischen österreichisch-ungarischen und italienischen Torpedoeinheiten. (80) Was kostet ein Kanonenschuß? (80) [Abb.]: Deutsche Haubitzkolonne in Staub und Nebel in Stellung gehend. ( - ) Die Geschichte des Weltkrieges 1914/18. Heft 206 (Heft 206) ([81]) [Abb.]: Deutsche Pioniere in Fontenoy. ([81]) [Karte]: Statistische Darstellung der Bombenabwürfe deutscher Bombenflugzeuggeschwader im Westen in der Woche vom Sonntag, dem 14. Juli, bis zum Sonnabend, dem 20. Juli 1918, in welcher Zeit über 250 000 Kilogramm Sprengstoff auf kriegswichtige Plätze abgeworfen wurden. (82) [2 Abb.]: (1)Das Ehrenzeichen für Heimatverdienst, das vom Herzog von Sachsen-Coburg-Gotha gestiftet wurde. (2)Kleine französische Sturmwagen, die, in Formationen zusammengefaßt, in der Schlacht zwischen Aisne und Marne in großer Menge verwendet wurden. (83) [Abb.]: Völkerrechtswidrige Beschießung eines deutschen Lazaretts im Westen. ([84 - 85]) [2 Abb.]: (1)Zur Bluttat in Kiew. Eine der letzten Aufnahmen des Generalfeldmarschalls v. Eichhorn und seines persönlichen Adjutanten Hauptmann v. Dreßler. (2)Generaloberst Graf Günther v. Kirchbach, wurde an Stelle des Generalfeldmarschalls v. Eichhorn Oberbefehlshaber der deutschen Truppen in der Ukraine. (86) [3 Abb.]: (1)Blick vom Gleise der transsibirischen Eisenbahn auf ein Dorf bei Irkutsk. (2)Eine Strecke der transsibirischen Eisenbahn im Uralgebirge. (3)Japanisches Infanterieregiment auf dem Marsch. (87) Illustrierte Kriegsberichte. (87) Madame Bunk. Eine Begegnung. (87) [Abb.]: Erstürmung eines englischen Maschinengewehrnestes. (88) [Abb.]: Angriff eines deutschen Jagd- und Schlachtfliegergeschwaders auf eine französische Kavallerieabteilung. ([89]) Die Seidenspinnerei im besetzten Gebiete Veneziens unter österreichisch-ungarischer Militärverwaltung. (90) [Abb.]: Ofen zur Abtötung der Puppen in den Kokons mittels heißer Luft. (90) [4 Abb.]: Venezianische Seidenspinnerei in österreichisch-ungarischem Militärbetrieb. (1)Ausscheiden der vollkommenen Kokons von den fehlerhaften. (2)In der Spinnerei. (3)Zusammenwinden und Eindrehen der losen Seidensträhne, wie sie vom Haspel abgenommen werden, zu versandfähigen Bündeln. Vorne Fächer für die Seidenproben zur Bestimmung der Dicke der Rohseide, die eine jede Arbeiterin täglich gewinnt. (4)Verpackung der Rohseide für den Versand. (91) Granaten auf Bassano! (92 - 93) [Abb.]: Beschießung der Stadt Bassano am Ausgange des Brentatales in der venezianischen Ebene. (92 - 93) Auf dem Kriegspfad in der Luft. (94) [Abb.]: Rumpf eines abgeschossenen feindlichen Flugzeuges, das mit einem großen Auge als Geschwaderabzeichen bemalt ist. (94) [3 Abb.]: (1)Eigenartiges Geschwaderabzeichen eines abgeschossenen feindlichen Flugzeuges. Im Hintergrund ein deutsches Flugzeug mit dem deutschen Hoheitsabzeichen des Eisernen Kreuzes in seiner neuen Form. (2)Der bayrische Löwe, den gallischen Hahn jagend, als Abzeichen eines zu einer bayrischen Schutzstaffel gehörenden Flugzeuges. (3)"Pik-Aß" als Abzeichen eines abgeschossenen feindlichen Flugzeuges. (95) Minenwerfer in der Durchbruchschlacht. (95) Die englischen Dum-Dum-Geschosse. (96) [2 Abb]: (1)(2) Englische Dum-Dum-Geschosse. (96) "Die deutschen Schandtaten im Luftkrieg." (96) Die Geschichte des Weltkrieges 1914/18. Heft 207 (Heft 207) ([97]) [Abb.]: Übergang einer deutschen Sturmabteilung über die Somme. Ein englisches Maschinengewehrnest wird gestürmt. ([97]) [Abb.]: Ein amerikanisches Bombenflugzeuggeschwader fliegt gegen die deutschen Stellungen in Frankreich. (98) [2 Abb.]: (1)Erbeutete englische und französische Sturmwagen auf einer der Zufahrtstraßen zwischen Amiens und Montdidier. (2)Der Marktplatz mit den zerstörten Häusern des zerschossenen Ortes Château-Thierry am Nordufer der Marne. (99) [2 Abb.]: (1)Von österreichisch-ungarischen Truppen gesprengtes italienisches Panzerwerk Beano in Venetien. (2)Geschützstand des von österreichisch-ungarischen Truppen eroberten italienischen Werkes Sedegliano in Venetien. (100) [Abb.]: Österreichisch-ungarische Artilleriebeobachter am Piavedelta. (101) [Karte]: Karte zum österreichisch-ungarischen Vormarsch in Albanien. (102) Illustrierte Kriegsberichte. (102) Die Muches. (102) [Abb.]: Das Westtor von Cattaro mit der alten Zugbrücke. (103) [Abb.]: Gebirgslandschaft in Nordmazedonien. (104) [Abb.]: Von der Jordanfront in Palästina: Die Trümmer der im Audschatal vernichteten englischen Kavalleriebrigaden. ( - ) [Abb.]: Österreichisch-ungarische Bataillone nehmen, unterstützt durch Gebirgsartillerie, im Sturm die Höhen am oberen Devoli. ([105]) Flammenwerfer vor! (106) [Abb.]: Von den Kämpfen an der Westfront: Das Reservelager eines deutschen Jägerregiments in den Riesenhöhlen nördlich der Maß. (106) [2 Abb.]: (1)Deutsche Flammenwerfer bei der Arbeit. (2)Deutsche Flammenwerfer werden durch die zerstörten Drahthindernisse vorgebracht. (107) Schwimmende Lazarette. (107) [Abb.]: Ausräucherung einer von den Franzosen besetzten Höhle im Mont Lenilly durch deutsche Flammenwerfer. Oben das im Jahre 1914 zerstörte Gut Lenilly. ([108 - 109]) Kriegstädtebilder. 1. St. Quentin. (110) [6 Abb.]: Schwimmende Lazarette. (1)Das Hospitalschiff des Norddeutschen Lloyd "Sierra Ventana", in 8500-Tonnen-Schiff. (2)Ein Krankenzimmer an Bord des Hospitalschiffes "Sierra Ventana" mit mehreren Betten. (3)Rettungsapparat an Bord eines Lazarettschiffes des Norddeutschen Lloyd. (4)Beförderung von Verwundeten auf ein Lazarettschiff des Norddeutchen Lloyd. (5)Die Apotheke auf einem Lazarettschiff des Norddeutschen Lloyd. (6)Der Verbandraum auf dem Hospitalschiff "Sierra Ventana". ([111]) [Abb.]: Hindenburg (X) und Ludendorff (XX) auf dem historischen Marktplatz in Brüssel. (112) [Abb.]: Englischer Transportdampfer wird trotz starker Sicherung im Kanal von deutschen U-Booten angegriffen. ( - ) Die Geschichte des Weltkrieges 1914/18. Heft 208 (Heft 208) ([113]) [Abb.]: Zerstörte Ölmühle im Avretal. ([113]) [Karte]: Stand der Schlacht im Westen zwischen Arras und Reims am 15. August 1918. Das zwischen Marne und Aisne und zwischen Ancre und Oise von den Deutschen aufgegebene Gebiet. (114) [Abb.]: Hinter den deutschen Linien zusammengeschossener kleiner französischer Sturmwagen. (114) [Abb.]: Das heiß umstrittene Schloß Tilloloy, ein ehemaliger Herzogsitz, zuletzt angeblich im Besitz des französischen Ministerpräsidenten Clemenceau. (115) Illustrierte Kriegsberichte. (116 - 117) "Hier Maulwurf - -" (116 - 117) [Abb.]: Zur Strecke gebracht! (116 - 117) [Abb.]: Ein Kampffeld bei Chaulnes. (118) [2 Abb.]: (1)Durch deutschen Fliegerangriff zerstörtes feindliches Munitionslager bei Ornes. (2)Durch eine schwere deutsche Fliegerbombe verursachter Riesentrichter in einer eroberten französischen Ortschaft. (119) Die Wohnungsfrage nach dem Kriege. (119) [3 Abb.]: (1)Kapitänleutnant v. Schrader. (2)Leutnant z.S. Freudenberg. (3)Deutsche Linienschiffe und Torpedoboote auf der Fahrt. (120) [Abb.]: Deutsche Luftstreitkräfte im Kampfe mit englischen Flotteneinheiten vor der Deutschen Bucht am 11. August 1918. Volltreffer auf einem englischen Schnellboot. ([121]) [Abb.]: Blick auf Wladiwostok. (122) Der Kampf um die Grappahöhen. (122) [7 Abb.]: Typen der chinesischen Armee, die von den Engländern als künftige Verbündete angesehen wird. (1)Artillerie der Südarmee. (2)Zeltaufschlagen. (3)Hornisten der Nordarmee. (4)Die Verpflegungsabteilung der chinesischen Nordarmee. (5)Transport von leichten Geschützen. (6)Artillerie auf dem Marsche. (7)Feuernde Batterie. ([123]) [Abb.]: Die Eroberung einer Höhe im Grappa-Gebiet durch die k.u.k. Truppen des 1. Korps am 15. Juni 1918. ([124 - 125]) Die Bedeutung Ägyptens. (126) [Abb.]: Enthüllung eines Denkmals für gefallene deutsche Flieger an der Palästinafront. Hauptmann Schaumburg hält die Weiherede. (126) [2 Abb.]: (1)Englische Kavalleriepatrouille an der Grenze von Südpalästina, nach Wasser grabend. (2)Kamelgespann einer englischen Feld-Telegraphen- und Fernsprechabteilung in der Wüste von Südpalästina. (127) Englische Fliegerabwehrkanone. (128) [Abb.]: Eine englische Fliegerabwehrkanone mit Offizier und Bedienungsmann. (128) [Abb.]: Der Deutsche Kaiser auf einem Gefechtstande bei der Trigny-Mühle vor Reims. ( - ) Die Geschichte des Weltkrieges 1914/18. Heft 209 (Heft 209) ([129]) [Abb.]: Deutsche Sturmtruppen überschreiten während des feindlichen Sperrfeuers im Morgengrauen die Ailette. ([129]) [Abb.]: Deutsche Brücke über die Aisne. (130) [2 Abb.]: (1)Von den Deutschen gebaute Kanalbrücke bei St. Mard. (2)Blick in das Aisnetal. Im Hintergrunde der Chemin des Dames. (131) [2 Abb.]: (1)Deutscher Sturmtrupp grieft unter dem Schutze des durch Nebelbomben hervorgewrufenen Rauches eine sturmreif geschossene Ortschaft zwischen Aisne und Marne an. (2)Französische Überläufer in den Kämpfen zwischen Aisne und Marne. (132) [Abb.]: Deutsche Grabenbesatzung bei der Abwehr englischer Sturmwagen. ([133]) [3 Abb.]: (1)St. Mard; im Hintergrund der Chemin des Dames. (2)Rechts St. Mard, links Le Rhu, im Hintergrund der Chemin des Dames. (3)Blick auf den Marktplatz von Roye. (134) [Abb.]: Anmarsch deutscher Reserven zum Kemmel. (135) [Abb.]: Der Tonale-Paß, der Schauplatz der für die österreichisch-ungarischen Truppen erfolgreichen Kämpfe. (136) Illustrierte Kriegsberichte. (136) Aussetzen eines Wasserflugzeuges. (136) [Abb.]: Bau einer Alpenstraße an der italienischen Front durch österreichisch-ungarische Soldaten. (136) [Abb.]: Österreichisch-ungarische Tragtierkolonne in den Bergen an der Südwestfront. (137) Wüstenmarsch. (138) [3 Abb.]: Bei einer deutschen Seefliegerabteilung. (1)Oberes Bild: Maschinenanlage zum Aussetzen der Flugzeuge an Bord eines Flugzeugmutterschiffes. (2)Mittleres Bild: Aussetzen eines Wasserflugzeuges von einem Flugzeugmutterschiff. Rechts die an Bord des Schiffes befindliche Flugzeughalle. (3)Unteres Bild: Loslösen eines von einem Flugzeugmutterschiff ausgesetzten Wasserflugzeuges. Im Hintergrunde ein deutsches U-Boot. (139) Der Weltkrieg und die Zukunft des Kaukasus. (139) [Abb.]: Schlachtviehankauf in der Wüste. Es werden immer zwei bis drei Hämmel zusammen an der Wiegevorrichtung, die in einer Hebelwage mit Schiebegewicht besteht, lebend abgewogen. ([140 - 141]) [Abb.]: Hauptmann v. Egon Krieger, der Chef der deutschen Militärmission in Tiflis. (142) [8 Abb.]: Bilder aus Tiflis im Kaukasus. (1)Die engste Stelle der Kura mit den auf den Felsen errichteten Gebäuden. (2)Blick von den umliegenden Höhen auf die Stadt. (3)Ein Markttag in Tiflis. (4)Straßenverkäufer. (5)Ladenmagazine im neuen russischen Viertel. (6)Volkstypen auf einer Bahnstation bei Tiflis. (7)Straßenbild. (8)Tuchhändler. ([143]) [Abb.]: Die Kartoffelerzeugung der Welt. (144) [Abb.]: Straßenkampf mit Engländern in Cormicy. ( - ) Die Geschichte des Weltkrieges 1914/18. Heft 210 (Heft 210) ([145]) [Abb.]: Stimmungsbild aus einer Vogesenortschaft: Deutsche Munitionskolonne in einer Kleinstadt. ([145]) [Abb.]: Deutscher Verwundeter erhält nach erfolgreichem Kampf den ersten Verband. (146) [Abb.]: Deutsche Fliegeraufnahmen von der Vogesenfront. Im Vordergrund die deutschen, auf den gegenüberliegenden Anhöhen (unterhalb des Waldes) die französischen Stellungen. (147) [Abb.]: Deutsche Feuerstellung. ([148 - 149]) [Karte]: Karte zu den englischen Offensive zwischen Arras und Chaulnes. (150) [Abb.]: Erstürmung der Ruinen eines zerstörten französischen Dorfes durch deutsche Sturmabteilungen. (151) Illustrierte Kriegsberichte. (152) Die Nacht des Schreckens. Ein Kriegsbild aus Italien. (152) [2 Abb.]: (1)Blick auf Berat. (2)Straßenbild aus dem wiedereroberten Berat. (152) [Abb.]: K.u.k. Sturmtruppen und Maschinengewehrabteilungen dringen in Fieri ein. ([153]) [Abb.]: Dr. Solf, der deutsche Staatssekretär des Kolonialamtes. (154) Fliegerangriff auf Otranto. (154) [5 Abb.]: (1)Kirche in Kola im Murmangebiet. (2)Ansicht von Tomsk. (3)Fahne der Russischen Sozialistischen Föderativen Sowjetrepublik. (Goldene Schrift auf rotem Tuch.) (4)Renntierschlitten im Murmangebiet. (5)Posthaus in Kola. (155) [3 Abb.]: (1)Kampfflieger k.u.k. Leutnant Otto Stella, starb auf dem italienischen Kriegschauplatz den Heldentod. (2)K.u.k. Oberleutnant v. Fiala, einer der erfolgreichsten österreichisch-ungarischen Kampfflieger. (3)Österreichisch-ungarischer Kampfflieger mit seinem Flugzeuge in der Flughalle. (156) Unterrichtsoffiziere. (156) Angriff österreichisch-ungarischer Seeflugzeuge auf die englischen Flughallen bei Otranto im südlichen Italien in der Nacht zum 25. Juli 1918. ([157]) [2 Abb.]: (1)Eingang zum deutschen Soldatenheim in Namur. (2)Im deutschen Soldatenheim in Namur. (158) Takt und Taktlosigkeiten in der Kriegszeit. (158) [2 Abb.]: (1)Andacht im deutschen Soldatenheim in Brüssel. (2)Im deutschen Soldatenheim in Beverloo. (159) Ein grausamer Lagerkommandant. (159) Doppelkolbengewehr. (160) [Abb.]: Französisches Doppelkolbengewehr, das ein genaues Zielen aus guter Deckung ermöglicht. (160) Die Besetzungsmarken der Mittelmächte in Rumänien. (160) [Abb.]: Ein Offizier und vier Mann bedienen bis zum letzten Augenblick das einzige noch brauchbare Geschütz einer Feldbatterie, die einem nordöstlich von Courcelles gegen große englische Übermacht kämpfenden sächsischen Infanteriebataillon zugeteilt ist. ( - ) Die Geschichte des Weltkrieges 1914/18. Heft 211 (Heft 211) ([161]) [2 Abb.]: (1)Ein englisches Bomben-Flugzeug neuester Bauart, das nordwestlich von Metz durch deutsches Maschinengewehrfeuer zum Landen gezwungen wurde. Die Flügelspannung beträgt 30 Meter; es ist mit fünf Maschinengewehren ausgerüstet und hat eine Besatzung von sechs Mann. (2)Amerikanische Abteilung in der Gefahrzone auf dem Wege zur Stellung. ([161]) [Karte]: Skizze der Westfront Anfang September 1918. (162) [2 Abb.]: (1)Räumung des im August 1918 von den Deutschen freiwillig aufgegebenen Geländes im Westen: Rückkehr eines Feldlazaretts. (2)Räumung des im August 1918 von den Deutschen freiwillig aufgegebenen Geländes im Westen: Abfahren der Preßstrohlager. (163) [Abb.]: Deutsche Begleitbatterie geht mit Infanterie vor. (164 - 165) [Abb.]: Ein Lager englischer Fliegerbomben. (166) [3 Abb.]: "Militärische" Erfolge feindlicher Bombenangriffe auf das deutsche Heimatgebiet. (1)Oberes Bild: Bombentreffer in einem Wohnhaus in Darmstadt. (2)Mittleres Bild: Zerstörtes Haus in Ludwigshafen. (3)Unteres Bild: Durch Bombenwurf verwüstete Wohnung in einem Hause in Frankfurt a.M. (167) [Abb.]: Mittagsruhe bei einer deutschen Batterie am Rossignalhügel Ploegsteert südlich von Ypern. (168) Illustrierte Kriegsberichte. (168) Im Raume der drei "M" (Meteren-Merris-Merville). (168) [Abb.]: Nach abgeschlagenem Angriff werden feindliche Truppen durch deutschen Gegenangriff zurückgeworfen. ([169]) [Abb.]: Anlegen des Fliegerfallschirmgürtels. Der Fallschirm selbst liegt auf dem Flugzeug hinter dem Sitz. (170) [2 Abb.]: (1)Die Rue St. Jacques in Douai. (2)Blick auf Douai mit dem Rathaus. (171) Der Fliegerfallschirm. (171) Kriegstädtebilder. 2. Douai. (172 - 173) [Abb.]: Munitionsübernahme an Bord eines deutschen Tauchbootes. (172 - 173) Munitionsübernahme an Bord eines deutschen Tauchbootes. (174) An den Gestaden der Krim. (174) [Abb.]: Markt der Tataren in Jalta in der Krim. (174) [3 Abb.]: (1)Die Hauptstraße am Meer in Jalta in der Krim. (2)Auf der Strandpromenade von Jalta an der Krim. (3)An der Meeresbucht von Balaklawa in der Krim. (175) [2 Abb.]: (1)Kaiser Wilhelm im Gespräch mit dem zum Besuch bei ihm weilenden Hetman der Ukraine, General Skoropadski. (2)Der Warenaustausch Österreich-Ungarns mit der Ukraine: Löschen eines Handelsdampfers im Hafen von Odessa. (176) Die Geschichte des Weltkrieges 1914/18. Heft 212 (Heft 212) ([177]) [4 Abb.]: (1)Deutscher Kampfflieger Leutnant Fritz Rumey, Ritter des Ordens Pour le Mérite, im bürgerlichen Beruf Dachdecker. Erfolgreiche deutsche Flieger. (2)Links: Jagdflieger Leutnant Neckel. (3)Rechts: Jagdflieger Leutnant Klimke. (4)In der Mitte: Schlachtflieger Vizefeldwebel Ehmann (am Maschinengewehr) mit seinem Flugzeugführer. ([177]) [Abb.]: Auf den Schlachtfeldern im Westen: Französische, in lockerer Linie vorgehende Infanterie gräbt sich auf offenem Sumpfgelände ein. (178) [3 Abb.]: Räumung des von den Deutschen freiwillig aufgegebenen Geländes im Westen. (1)Erbeutete englische Straßenwalze auf dem Rückzug. (2)Deutsche Kolonnen überschreiten den Bahnübergang bei Gouzeaucourt. (3)Räumung des Priviantamtes in Fins. (179) [Abb.]: Österreichisch-ungarische Truppen bei St. Mihiel (an der Combreshöhe). ([180 - 181]) [Karte]: Skizze des alban. u. macedon. Kriegsschauplatzes. (182) [2 Abb.]: (1)Österreichisch-ungarische Streifenpatrouille und albanische Freiwillige während einer Rast in Albanien. (2)Deutscher, österreichisch-ungarischer und bulgarischer Posten am Bahnhof in Üsküb. (183) [Abb.]: Englischer Küstenschoner wird von deutschen Luftstreitkräften an der englischen Küste angehalten und versenkt. (184) [Abb.]: Ansprache des Deutchen Kaisers an die Arbeiter der Kruppschen Werke im Saalbau "Friedrichshalle" am 10. September 1918. ( - ) [Abb.]: Der französische Panzerkreuzer "Dupetit Thouars", das Führerschiff eines stark beschützten, von Amerika nach Frankreich fahrenden Geleitzuges, wird im Atlantischen Ozean durch ein deutsches U-Boot torpediert. ([185]) [Karte]: Grossrussland nach dem deutsch-russischen Ergänzungs-Vertrag. (186) [Abb.]: Die nach dem deutsch-russischen Finanzabkommen in Berlin eingetroffene erste Goldsendung. Der Güterzug von fünf Wagen enthielt ein und eine halbe Milliarde russisches Gold. Unser Bild zeigt einen mit zehn Millionen russischem Gold beladenen Rollwagen fertig zur Abfahrt nach der Reichsbank. (186) [6 Abb.]: Mit deutschen Jägern quer durch Finnland. (1)Tanz im Freien. (2)Begeisterte Begrüßung in Mukos. (3)Für deutsche Truppen am Waldrand gedeckte Milchtafel. (4)Einzug in Mukos. (5)An einem finnischen See. (6)Im Teerboot vor der Abfahrt durch die Stromschnellen. ([187]) Illustrierte Kriegsberichte. (188 - 189) Mit deutschen Jägern quer durch Finnland. (188 - 189) [Abb.]: Deutscher U-Kreuzer rüstet auf hoher See den amerikanischen Dampfer "Triumph" als Hilfskreuzer aus. (188 - 189) Abzeichen der österreichisch-ungarischen Armee. (190) [2 Abb.]: (1)(2)Abzeichen der österreichisch-ungarischen Armee. (190) [2 Abb.]: (1)(2)Abzeichen der österreichisch-ungarischen Armee. (191) Die französische Taktik während der Schlacht in der Champagne im Juli 1918. (191) [Abb.]: Militärisches Leben und Treiben auf einer Ausladerampe in der Bukowina. (192) Die Geschichte des Weltkrieges 1914/18. Heft 213 (Heft 213) ([193]) [2 Abb.]: (1)Artur James Balfour, englischer Außenminister. (2)Blick von den Ausläufern der Cote Lorraine. In der Mitte die Combreshöhe, rechts die Moevre-Ebene. ([193]) [Abb.]: Deutsche Stellung zwischen den Trümmern eines Eisenbahnzuges. (194) [2 Abb.]: (1)Mit Gasmaske und leichtem Maschinengewehr ausgerüsteter deutscher Motorradfahrer auf der Fahrt im Westen. (2)Eine deutsche Motorradfahrer-Maschinengewehrabteilung in Kampfstellung im Westen. (195) [Abb.]: Deutsche Maschinengewehrabteilungen halten im Trichtergelände feindliche Angriffe auf. (196 - 197) [Abb.]: Deutsche Sturmtruppen durchschreiten eine Schlucht am Chemin des Dames. (198) Illustrierte Kriegsberichte. (198) Bemalen englischer Geschütze gegen Fliegersicht. (198) [3 Abb.]: In einem Lager für gefangene Amerikaner. (1)Gefangene beim Brotholen. (2)Anmarsch neuer Gefangener. (3)Deutscher Offizier im Gespräch mit Gefangenen. (199) "Hier ruht ein tapferer Franzose." (199) [Abb.]: Österreichisch-ungarische Geschützstellung an der Front gegen Italien. (200) [Abb.]: Bemalen englischer schwerer Geschütze gegen Fliegersicht. ( - ) [Abb.]: Gefangennahme von Engländern an der italienischen Bergfront. ([201]) [3 Abb.]: Bilder aus Mazedonien. (1)Lebensmittelbeförderung durch Esel. (2)Deutscher Soldatenfriedhof in Cericani in Mazedonien. (3)Ankunft eines Lebensmitteltransportes. (202) [3 Abb.]: Bilder aus Mazedonien. (1)Die Höhe 1050 bei Cericani in Mazedonien. (2)Auf einer Kleinbahnstation in Mazedonien. (3)Paßstraße bei Gradiska. (203) Weltkrieg und Geldkrieg. Ein Ausschnitt aus dem Zahlenbild des Krieges. (203) [Karte]: Vogelschaukarte von der Bagdadfront bis zum Kaspischen Meer. (204) [Abb.]: Vertreibung der Engländer aus Baku durch tatarische Freischärler in der Nacht zum 16. September 1918. ([205]) [Abb.]: Gesamtkosten des Weltkrieges. (206) Die Ereignisse zur See im achten Kriegshalbjahr. (206) [Abb.]: Frachtkostensteigerung und U-Bootkrieg. (207) Kriegstädtebilder. 3. Cambrai. (207) [Abb.]: Das Fénelontor in Cambrai. (208) Mordgelüste eines amerikanischen Offiziers. (208) [Abb.]: Deutsche Schlachtflieger greifen englische Panzerwagen erfolgreich an. ( - ) Die Geschichte des Weltkrieges 1914/18. Heft 214 (Heft 214) ([209]) [Abb.]: Das Kriegerstandbild in Riga nach der Enthüllung am 3. September 1918, dem Jahrestage der Befreiung der Stadt. ([209]) [2 Karten]: (1)Die neue französische Offensive zwischen Reims und Maas. (2)Die neue Front zwischen Maas und Mosel. (210) [Abb.]: Die malerisch gelegene Kirche des französischen Dörfchens Savonnières an der Maas bei St. Mihiel. (211) [5 Abb.]: (1)Generalmajor v. Renner, württembergischer General, der für hervorragende Verdienste bei den Rückzugskämpfen im Westen den Orden Pour le Mérite erhielt. (2)Generalleutnant v. Fritsch, Führer der 26. (württembergischen) Reserve-Division, die sich am 29. September 1918 in den Kämpfen um Cambrai auszeichnete. (3)Oberleutnant Martin Boelcke vom mecklenburgischen Grenadier-Regiment Nr. 89, dank dessen tatkräftigem Eingreifen ein Vorstoß der Amerikaner gegen Bazoches am 28. August 1918 zum Scheitern gebracht wurde. (4)Vizewachtmeister Bauermeister von der 2. Batterie des Reserve-Feldartillerie-Regiments Nr. 21 vernichtete mit einem Geschütz allein 6 feindliche Panzerwagen bei Miraumont.(5)Vizefeldwebel Paul Höhne, der erste Vizefeldwebel, der den Orden Pour le Mérite erhielt. (212) [Abb.]: Vernichtung feindlicher Sturmpanzerwagen durch deutsches Maschinengewehrfeuer. ([213]) [2 Abb.]: (1)General Sawos, der gewesene Oberbefehlshaber der bulgarischen Armee. (2)General Lukow, einer der bulgarischen Unterhändler, die in Saloniki über die Preisgabe ihres Vaterlandes an den Verband verhandelten. (214) [Karte]: Kartenskizze zu den Kämpfen in Mazedonien im September 1918. (214) Illustrierte Kriegsberichte. (215) Der Tag von Riga. (215) [2 Abb.]: (1)Gemüsemarkt in Üsküb. (2)Topfmarkt in Üsküb. (215) Überraschungen einer U-Bootfahrt. (216) [Abb.]: Stellungswechsel einer österreichisch-ungarischen Batterie. (216) [Abb.]: Vereitelter Übergangsversuch der Italiener über die Piave bei Noventa. ([217]) [Karte]: Kartenskizze zu den Kämpfen in Palästina im Sept. 1918. (218) [2 Abb.]: (1)Oberst Ali Fuad Bey, Führer des VIII türkischen Armeekorps an der Front östlich vom Jordan. (2)Abtransport Verwundeter auf Kamel-Kakulehs an der Palästinafront. (219) [Abb.]: Deutsche Infanterieflieger führen einer eingeschlossenen Kompanie Munition, Fleisch und Zwieback zu. (220 - 221) [Abb.]: Die Wirkung des U-Bootkrieges. (222) Die Rettungsengel. (222) [Abb.]: Die Kriegschiffverluste der Verbandsmächte. (223) Die Ereignisse zur See im achten Kriegshalbjahr. II. Der Kampf gegen die U-Boote. (223) [Abb.]: Die Wirtschaftshilfe der Vereinigten Staaten 1917-1918. (224) Die Geschichte des Weltkrieges 1914/18. Heft 215 (Heft 215) ([225]) [Abb.]: Die historische Reichstagsitzung am 5. Oktober 1918, in der der neue Reichskanzler Prinz Max von Baden Mitteilung von dem erfolgten neuen deutschen Friedensangebot machte. ([225]) [16 Abb.]: Der Reichskanzler Prinz Max von Baden und die Mitglieder der von ihm neu gebildeten parlamentarischen Regierung. (1)Prinz Max von Baden, Reichskanzler und preußischer Minister des Äußern. (2)Dr. v. Payer, Vizekanzler, früher fortschrittlicher Reichstagsabgeordneter. (3)Dr. Eduard David, sozialdemokratischer Reichstagsabgeordneter, Unterstaatssekretär des Auswärtigen Amtes. (4)Karl Trimborn, Zentrum-Reichstagsabgeordneter, Staatssekretär des Innern. (5)Generalmajor Ulrich Hoffmann, Chef des Kriegsamtes. (6)General Scheüch, preußischer Kriegsminister. (7)Vizeadmiral Ernst Ritter v. Mann, Staatssekretär d. Reichsmarineamtes. (8)Kapitän z.S. Löhlein, Chef des U-Bootamtes. (9)Matthias Erzberger, Zentrum-Reichstagsabgeordneter, Staatssekretär ohne Portefeuille. 10)Adolf Gröber, Zentrum-Reichstagsabgeordneter, Staatssekretär ohne Portefeuille. 11)Konrad Haußmann, fortschrittlicher Reichstagsabgeordneter, Staatssekretär ohne Portefeuille. 12)Philipp Scheidemann, sozialdemokratischer Reichstagsabgeordneter, Staatssekretär ohne Portefeuille. (13)Graf Rödern, Staatssekretär des Reichsschatzamtes. (14)Gustav Bauer, sozaildemokratischer Reichstagsabgeordneter, Staatssekretär des Reichsarbeitsamtes. (15)Giesberts, Zentrum-Reichstagsabgeordneter, Unterstaatssekretär im Reichsarbeitsamt. (16)Otto Fischbeck, fortschrittlicher Reichstagsabgeordneter, preußischer Handelsminister. ([227]) [Abb.]: General v.d.Chevallerie, unter dessen Führung ostpreußische und posensche Bataillone beiderseits von Sequehart v.i. Cambrai am 1. Oktober 1918 den Feind zurückwarfen. (228) [Karte]: Die Front im Westen am 11. Oktober 1918. (228) [Abb.]: Von der französischen Bedienungsmannschaft verlassenes Eisenbahngeschütz bei St. Thierry wird von Engländern verteidigt. ([229]) [Abb.]: Ein neuer deutscher Flugzeugtyp: Fokker-Kampfeinseitzer. (230) Illustrierte Kriegsberichte. (231) Überraschungen einer U-Bootfahrt. (231) [Abb.]: Der "militärische Erfolg" des englischen Luftangriffs auf Stuttgart am 15. September 1918, von dem die Engländer behaupteten: "Die Daimler-Werke in Stuttgart wurden mit gutem Erfolg angegriffen." Getroffen wurde ein Wohnhaus inmitten der Stadt, in dem die durch alle Stockwerke schlagende Bombe 10 Zivilpersonen und 1 Soldaten tötete. (231) [3 Abb.]: (1)Vertreter des kaukasischen Bergvolkes der Chewsuren, die nach Tiflis gekommen sind, um der georgischen Regierung ihre Sympathien zu bekunden. (2)Beerdigung des höchsten Geistlichen im Kaukasus, des georgischen Katholikos Kirion II. in Tiflis, der Hauptstadt des neu gebildeten Staates Georgien: Geistliche im Trauerzuge. (3)Fechter der Chewsuren in ihrer Fechterkleidung. (232) [Abb.]: Die Bulgaren am Wardar. ( - ) [Abb.]: Zusammenziehung deutscher Streitkräfte in der Darialschlucht auf der grusinischen Heerstraße im Kaukasus. ([233]) Die Murmanküste und der Aufmarsch der Engländer gegen die Sowjetrepublik. (234) [2 Abb.]: (1)Die Kaserne in Omsk. (2)Blick auf den Hafen von Alexandrowsk. (234) [Karte]: Die Lage in Rußland Mitte September 1918. (235) [5 Abb.]: (1)Typische Bockbrücke der Murmanbahn. (2)Blick auf Tobolsk. (3)Das St. Innozent-Kloster in Irkutsk. (4)Der höchste Punkt der sibirischen Bahn im Ural. (5)Die Vorhut der Kalmücken des Sasker Kreises, die sich gegen die Tschecho-Slowaken erhoben haben, besetzt die Bahnlinie Pensa-Simbirsk. (236 - 237) [3 Abb.]: Bei den deutschen Nachrichtentruppen. (1)(2)Oberes und unteres Bild: Soldaten beim Legen einer Leitung in einer kleinen russischen Stadt. (3)Mittleres Bild: Leitungsturm einer deutschen Fernsprechabteilung. (238) Das Fernsprechwesen im Kriege. (239) [3 Abb.]: (1)Oberes Bild: Soldaten bei der Bedienung von Fernsprechapparaten auf einer Station im Westen. (2)Mittleres Bild: Fernsprech- und Telegraphenvermittlung an der Aisne. (3)Unteres Bild: Soldaten beim Legen einer Leitung in einem russischen Städtchen. (239) [Abb.]: "Wir Barbaren!" Wo die wahre Kultur zu finden ist, zeigt ein Vergleich der Leistungen Deutschlands, Englands und Frankreichs an Hand der obigen bildlichen Darstellung. (240) Die Geschichte des Weltkrieges 1914/18. Heft 216 (Heft 216) ([241]) [2 Abb.]: (1)Oberleutnant v. Brandenstein, Kommandeut des Infanterieregiments Alt-Württemberg Nr. 121, erhielt den Orden Pour le Mérite. (2)Planmäßige Räumung im Westen: Verbringung französischer Gefangener aus Laon in rückwärts gelegene Lager. ([241]) [Abb.]: Planmäßige Räumung im Westen: Rückverlegung einer deutschen Artilleriewerkstatt. (242) [Abb.]: Eine interessante Tankabwehrübung. Der Tank wird von der Infanterie eingenebelt und von Flammenwerfern und Schlachtfliegern angegriffen. (243) [Abb.]: Von der großen Abwehrschlacht im Westen. Abteilung 1 des Gefechtstandes des Alpenkorps. (244) [Abb.]: Am Sommekanal bei Epenancourt. (245) [Abb.]: Großwesir Izzet Pascha, zugleich türkischer Kriegsminister. (246) Illustrierte Kriegsberichte. (246) Überraschungen einer U-Bootfahrt. (246) [3 Abb.]: Bilder von der Palästinafront. (1)Oberes Bild: Beisetzung eines gefallenen englischen Fliegeroffiziers durch deutsche Truppen. (2)Mittleres Bild: ein Divisionskommandeut besichtigt eine türkische Stellung. (3)Unteres Bild: Deutsche Sanitätskolonne auf dem Wege zur Front. (247) [Abb.]: Versenkung eines französischen U-Bootes durch ein österreichisch-ungarisches Tauchboot am 20. September 1918 nördlich von Durazzo. (248) [Abb.]: Douai unter dem Feuer schwerer englischer Geschütze. ( - ) [Abb.]: Fliegerabwehr an Bord eines österreichisch-ungarischen Großkampfschiffes im Hafen von Pola. (249) Unsere Ostafrikaner. (250) [Karte]: Übersichtskarte über die von den Truppen des Generals v. Lettow-Vorbeck zurückgelegten Wegstrecken. (251) Eine deutsche Feldpostsammelstelle. (251) [Abb.]: Deutsche Schutztruppenabteilungen aus Ostafrika durchqueren einen Flußlauf im portugiesischen Kolonialgebiet. . In langer Reihe die Trägerkolonnen. ([252 - 253]) [2 Abb.]: Die Feldpostsammelstelle in Frankfurt a.M. (1)Aussortieren der Heeresdienstpakete in der unterirdischen Durchgangspackkammer. (2)Verladen der fertigen Feldposten auf dem nördlichen Postverladebahnsteig im Hauptbahnhof. (254) [4 Abb.]: Die Feldpostsammelstelle in Frankfurt a.M. (1)Grobsortierstelle für Kolonnenformationen bei der Abteilung B im Oberpostdirektionsgebäude. (2)Päckchen-Feinsortierstelle "Aktive Regimenter". (3)Elektrisches Hebewerk für Päckchenposten. (4)Feldpostensortierstelle in der Pakethalle auf dem Hauptbahnhof. (255) [Abb.]: Die deutsche Sozialversicherung steht in der ganzen Welt vorbildlich und unerreicht da. (256) Die Geschichte des Weltkrieges 1914/18. Heft 217 (Heft 217) ([257]) [Abb.]: Von der großen Rückzugschlacht im Westen: Vor Nesle. ([257]) [2 Abb.]: (1)Räumung des von den Deutschen freiwillig aufgegebenen Geländes im Westen: Anbringen der Sprengladung an einer Brücke. (2)Räumung des von den Deutschen freiwillig aufgegebenen Geländes im Westen: Sprengladungen werden an eine Brücke gelegt. (258) [Abb.]: Ein besonders konstruiertes Gewehr zur Bekämpfung der Sturmpanzerwagen. (259) [Abb.]: Die Räumung von Lille: Die Bewohner verlassen die Stadt. (260 - 261) [Karte]: Völker-Karte von Österreich-Ungarn. (262) [3 Abb.]: (1)Reichstagsabgeordneter Hauß (Zentrum), Staatssekretär von Elsaß-Lothringen. (2)Der ehemalige ungarische Ministerpräsident Graf Stephan Tisza (am 31. Oktober 1918 ermordet). (3)Der österreichische Ministerpräsident Freiherr Hussarek v. Heinlein. (263) Illustrierte Kriegsberichte. (264) U-Boottätigkeit im Sperrgebiet. "Bringen Sie die Papiere an Bord!" (264) [Abb.]: Aufgefischte englische Stahldrahtnetzsperre in der Halle des Seebahnhofes von Ostende. (264) Kriegstädtebilder. 4. Brügge. (264) [Abb.]: Auf den Festungswällen von La Fère. ( - ) [Abb.]: "Bringen Sie die Papiere an Bord!" ([265]) Die Bosniaken am Monte Solarolo. (266) Notgeldscheine und -münzen deutscher Städte. Mit Berücksichtigung der Kleingeldscheine in den von den deutschen Truppen besetzten Gebieten. (266) [Abb.]: Deutsche Matrosen auf einem Kanal in Brügge. (267) [Abb.]: In den Kämpfen im August 1918 von den k.u.k. Truppen gefangene Italiener warten im Brentatal auf ihre Abführung. (268) [Abb.]: Ein am 15. Juli 1918 von den Italienern unternommener Hauptstoß gegen die östereichisch-ungarischen Stellungen am Monte Solarolo wird von Bosniaken des 4. Regiments abgewiesen. Die Ausrüstung der Bosniaken ist die sogenannte "erleichterte", d.h. ohne Rucksack oder Tornister. Die Soldaten tragen nur den Patronentornister und darüber den gerollten Mantel. ([269]) [4 Abb.]: (1)Vier russische Kleingeldmarken. Kriegsnotgeld des Auslandes. Vier ukrainische Kleingeldmarken. (2)Kriegsmünze der Stadt Neuburg a.D. Vorder- und Rückseite. (3)1-Mark-Schein des Königreichs Polen. (4)Französischer Geldschein aus dem besetzten Gebiet. (270) Überraschungen einer U-Bootfahrt. (270) [10 Abb.]: (1)50-Pfennig-Schein der Stadt Lindenberg i. Allgäu. (2)50-Pfennig-Schein der Stadt Hammelburg. (3)50-Pfennig-Schein der Stadt Würzburg. (4)50-Pfennig-Schein der Stadt Lindau i. Bodensee. (5)50-Pfennig-Schein der Stadt Bielefeld. (6)Kriegsmünze der Stadt Greilsheim i. Württ. (Vorderseite.) (7)25-Pfennig-Schein der Stadt Bielefeld. (8)10-Pfennig-Schein der Stadt Bielefeld. (9)Kriegsmünze der Stadt Greilsheim i. Württ. (Rückseite.) 10)Gutschein für die Kriegsgefangenenlager des XVIII. Armeekorps. (271) [Abb.]: Die Beute der U-Bootfahrt. (272) [Abb-]: Die rauchenden Trümmer der französichen Festung La Fère werden von deutschen Truppen verteidigt. ( - ) Die Geschichte des Weltkrieges 1914/18. Heft 218 (Heft 218) ([273]) [Abb.]: Schweres deutsches Maschinengewehr im Vorfeld. ([273]) [2 Karten]: (1)Deutsche und polnische Sprachgebiete in den Provinzen Ostpreußen, Westpreußen, Posen und Schlesien. (2)Die Verbreitung der deutschen und französischen Sprache in Elsaß-Lothringen. (274) [2 Abb.]: (1)Deutsche Artillerie auf dem Marsche. (2)Deutsche Geschütze werden durch Mannschaften in die Stellungen gezogen. (275) [Abb.]: Das 1. bayrische Infanterieregiment hält unter Führung seines Kommandeurs, Major Schmidtler, in zäher Verteidigung die Höhen östlich von Chestres gegen den heftigen Ansturm eines überlegenen Gegners. ([276 - 277]) [Abb.]: Die Abwehrkämpfe im Westen: Auf einer Marschstraße zwischen Maas und Mosel. (278) [3 Abb.]: (1)Blick von den Maashöhen bei Braux. (2)Nouzon an der Maas. (3)Charleville an der Maas. (279) Illustrierte Kriegsberichte. (279) Die Wohnungsfrage nach dem Kriege. (279) [Abb.]: Deutsche Vorfeldbesatzung wehrt einen Tankangriff ab. (280) [Abb.]: Verbellen von deutschen Maschinengewehr-Stützpunkten. ([281]) Riesen-Flugzeuge. (282) [3 Abb.]: Bei einer deutschen Jagdstaffel. (1)Mitte: Abflugbereite Staffel von Kampfeinsitzern, genau in einer Reihe aufgestellt und ausgerichtet. (2)(3)Seitenbilder: Signalrakete, die als Zeichen zum Abflug auf dem Flugplatz abgefeuert wird, da Kommandoworte und Schüsse infolge des Motorenlärmes nicht hörbar sind. Links die unter starker Rauchentwicklung aufsteigende Rakete. Rechts: Richten des Abschußgestelles. (282) [Abb.]: Ein neues deutsches Riesen-Flugzeug nach einer englischen Darstellung. ([283]) Der Fliegerüberfall auf das österreichisch-ungarische Hospitalschiff "Baron Gall". (284) Finnlands wirtschaftspolitische Verhältnisse. (284) [Abb.]: Fliegerüberfall auf das österreichisch-ungarische Hospitalschiff "Baron Gall". (285) [Abb.]: Finnische Hochseefischer im Hafen von Helsingfors. (286) Unsere Unterwasserschneid-Abteilungen. (286) [6 Abb.]: Bilder aus Finnland. (1)Eine der größten Papierfabriken in Finnland. (2)Die Imatra Stromschnellen. (3)Rückkehr der abgelösten finnischen Wache in Helsingfors. (4)Markt in Helsingfors. (5)Der Nordhafen von Wyborg. (6)Oboßkische Brücke in Wyborg. ([287]) [Abb.]: Dräger-Taucher arbeitet mit Unterwasser-Schneidbrenner. (288) Ehrentafel. Bezwingung eines englischen Tanks. (288) Die Geschichte des Weltkrieges 1914/18. Heft 219 (Heft 219) ([289]) [Abb.]: Deutsche Kavallerieschützen mit Maschinengewehr. ([289]) [2 Abb.]: (1)Deutsche schwere Mörserbatterie im Rückzugsgefecht bei den Abwehrkämpfen im Westen. (2)Feuernde deutsche 15-cm-Haubitzenbatterie bei den Abwehrkämpfen im Westen. Vor den Geschützen angreifende Infanterie. (290) [Abb.]: Die Abwehrkämpfe im Westen: Deutsche Reserven werden in vorderster Stellung ausgeladen. (291) [Abb.]: Eine Stadt in Flandern im englischen Artilleriefeuer. (292 - 293) [Abb.]: Pierrepont. (294) [5 Abb.]: (1)Eine Straße in Douai am 2. Oktober 1918 nach erneuter Beschießung durch englische Artillerie. (2)Der Bahnhof von Douai am 2. Oktober 1918 nach erneuer Beschießung durch die Engländer. (3)Volltreffer in einem Hause von Douai nach erneuter Beschießung durch die Engländer am 2. Oktober 1918. (4)Volltreffer in der Ecole Chrétienne in Douai, durch den acht Personen getötet wurden. Deutsche Soldaten bergen die Verunglückten. (5)Die französische Bevölkerung von Vouziers flüchtet vor dem Artilleriefeuer ihrer eigenen Landsleute. ([295]) [Abb.]: Straßenleben in einer mazedonischen Ortschaft. (296) Illustrierte Kriegsberichte. (296) Der deutsche Arbeitsmarkt nach dem Kriege. (296) [Abb.]: Kampf mit serbischen Banden auf dem Rückzug der österreichisch-ungarischen Armee aus Serbien. ([297]) [5 Abb.]: (1)Hofrat Professor Dr. Heinrich Lammasch, der österreichischer Ministerpräsident wurde. (2)Graf Julius Andrassy, der als österreich.-ungar. Minister des Äußern von nur mehrtägiger Amtszeit das Angebot eines bedingungslosen Waffenstillstandes an Amerika richtete. (3)Graf Michael Karolyi, ungarischer Ministerpräsident, Führer der Radikalen Ungarns und Gegner des Bündnisses mit Deutschland. (4)Graf Janos Hadik, der, zum ungarischen Ministerpräsidenten ernannt, sein Amt sofort an Graf Karolyi abgeben mußte. (5)Dr. Viktor Adler, Führer der österreichischen Sozialdemokraten, wurde in der auf das Ministerium Lammasch-Andrassy folgenden Nationalregierung deutschösterreichischer Staatssekretär des Äußern. Er starb am 11. November 1918. (298) [2 Abb.]: (1)Der österreichische Kriegshafen Pola, der mit der gesamten Kriegsflotte den Kroaten ausgeliefert wurde. (2)Fiume. (299) Die Begleitbatterien der Infanterie. (300 - 301) [Abb.]: Überschiffung Verwundeter über die Piave während der Montelloschlacht. (300 - 301) Das Taubenhaus. (302) [Abb.]: Großer französischer Taubenturm, der in deutsche Hände gefallen ist. (302) [Abb.]: Das Innere des französischen Taubenturmes, in dem etwa 1500 Tauben nisten können. Eine drehbare Leiter ermöglicht es, an jedes Nest zu gelangen. (303) Der Bauch des Heeres. (304) [Abb.]: Die Nahrung der Kämpfer. (304) [Abb.]: Vizewachtmeister Halbreiter vom 1. Garde-Reserve-Feldartillerieregiment empfängt heranstürmende Abteilungen der Engländer aus nächster Nähe mit vernichtendem Schnellfeuer. ( - ) Die Geschichte des Weltkrieges 1914/18. Heft 220 (Heft 220) ([305]) [Abb.]: Franzensfeste in Tirol. ([305]) [3 Abb.]: (1)Professor Thomas Masaryk, Präsident der tschechoslowakischen Republik. (2)Dr. Kramarsch, der tschechoslowakische Ministerpräsident. (3)Benzin- und Öllager in Dalmatien. (306) [Abb.]: Der deutsche Volkstag in Troppau (Österreichisch-Schlesien) am 15. Oktober 1918. ([307]) [Abb.]: Gewaltiger deutscher Minenwerferangriff mit nachfolgendem Sturm auf eine französische Stellung, die durch die gleichzeitig einsetzende Beschießung aus tausend Feuerschlünden vollständig vernichtet wurde. (308 - 309) [3 Abb.]: Der deutsche Rückzug an der Westfront im Herbst 1918. (1)Abtransport eines deutschen Geschützes. (2)Deutsche Gepäckwagen fahren über die Kanalbrücke bei Bellenglise. (3)Der geordnete deutsche Rückzug, der ohne Hast vonstatten ging. (310) [Abb.]: Französische Landeseinwohner flüchten vor der französischen und englischen Beschießung. (311) [7 Abb.]: Bei den deutschen Fliegern im Westen. (1)Kampfflieger Vizefeldwebel Hennrich. (2)Vollkommen aus Metall gebautes deutsches Infanterieflugzeug mit gepanzertem Motor, fertig zum Abflug. (3)Kampfflieger Oberleutnant Greim. (4)Infanterieflieger, die einer vom Feind umfaßten Truppe Wasser in Kannen, ferner Konserven und Brot zuführen sollen, unterrichten sich auf der Karte über die Infanteriestellung. (5)Kampfflieger Leutnant Mai. (6)Maschinengewehre zur Fliegerabwehr auf dem Flugplatz eines deutschen Geschwaders. (7)Kampfflieger Oberleutnant Schmidt. (312) [Abb.]: Bayrische Grenzschutzwache an der Tiroler Grenze bei Kufstein. ( - ) [Abb.]: Feindliche Batterien werden von deutschen Fliegern zum Schweigen gebracht. ([313]) [5 Abb.]: (1)General v. Winterfeldt, Mitglied der deutschen Waffenstillstandsabordnung, früher deutscher Militärattaché in Paris. (2)Graf v. Oberndorf, Mitglied der deutschen Waffenstillstandsabordnung, vorher deutscher Gesandter in Bulgarien. (3)Kapitän z.S. Vanselow, Mitlied der deutschen Waffenstillstandsabordnung. (4)Geheimrat Frisch, als Vertreter der deutschen Zentral-Einkaufs-Gesellschaft zur Unterhandlung mit Foch ausersehen. (5)Der amerikanische Oberst House, von dem Präsidenten Wilson zu seiner Vertretung nach Europa gesandt. (314) Illustrierte Kriegsberichte. (315) Die Evakuierung von Valenciennes. (315) [Karte]: Die im Waffenstillstandsvertrag vereinbarte neutrale Zone. (315) Die politischen Ziele der Verbandsmächte in Syrien, Arabien und Mesopotamien. (315) [8 Abb.]: (1)Friedrich Ebert, mit Hugo Haase Vorsitzender des Rats der Volksbeauftragten (Sozialdemokrat). (2)Hugo Haase, neben Friedrich Ebert Vorsitzender des Rats der Volksbeauftragten (unabhängiger Sozialdemokrat). (3)Schiffer, Staatssekretär des Reichsschatzamtes (nationalliberal). (4)Eduard Bernstein, Beigeordneter im Reichsschatzamt (unabhängiger Sozialdemokrat). (5)Paul Göhre, Beigeordneter im Kriegsministerium (Sozialdemokrat). (6)Karl Kautsky, Beigeordneter im Auswärtigen Amt (unabhängiger Sozialdemokrat). (7)Robert Schmidt, Leiter des Kriegsernährungsamtes (Sozialdemokrat). (8)Kurt Eisner, Ministerpräsident der bayrischen Republik (unabhängiger Sozialdemokrat). (316) [Abb.]: Am Abend des 7. Novembers 1918 vor der Theatinerkirche in München (links die Feldherrnhalle). ([317]) [3 Abb.]: Bilder von der deutschen Revolution. (1)Das Landtagsgebäude in München, der Sitz des Arbeiter- und Soldatenrats. (2)Von Mitgliedern des Arbeiter- und Soldatenrats besetzte Kraftwägen mit roten Fahnen in den Straßen Berlins. (3)Ein von bewaffneten Soldaten besetzter Lastkraftwagen des Arbeiter- und Soldatenrates, der die Straßen Berlins durchstreift, am Brandenburger Tor. (318) [Abb.]: Ein Soldat mit weißer Armbinde, der im Auftrag des Arbeiter- und Soldatenrates am Sicherheitsdienst in Berlin teilnimmt. (319) Kriegstädtebilder. 5. Gent. (319) [Abb.]: Straßenbild aus Gent. (320) Die deutschen, die britischen und die amerikanischen Verluste. (320) [Abb.]: Räumung der deutschen Stellung am Knie im Argonnenwald. Im Hintergrund zeichnen sich gegen die Luft die aufgeworfenen Erdhügel der deutschen Schützengräben ab. ( - ) Die Geschichte des Weltkrieges 1914/18. Heft 221 (Heft 221) ([321]) [Abb.]: Stenay. Im Vordergrund das Gebäude, in dem sich das Oberkommando der deutschen V. Armee befand. ([321]) [Abb.]: Die Revolution in Deutschland: Der kaiserliche Marstall in Berlin mit den Spuren von Maschinengewehrschüssen. Aus diesem dem Schloß gegenüberliegenden Gebäude wurde lebhaft auf die Revolutionäre geschossen. (322) [Abb.]: Die neue württembergische Regierung. Von links: Baumann, Dr. Lindemann, Blos, Kiene, Heymann, Liesching, Crispien. (323) [2 Abb.]: (1)Die erste Sitzung des Soldatenrats im Reichstagsgebäude am 11. November 1918. (2)Eine Sitzung des Rates der Volksbeauftragten. Von links: Barth, Landsberg, Ebert, Haase, Dittmann, Scheidemann. (324) [Abb.]: Die Umwälzung in Berlin. Ein Soldat mit roter Fahne hält von einem mit bewaffneten Matrosen und Soldaten besetzten Automobil am Brandenburger Tor eine Ansprache an die Menge. Links entfernt ein Soldat die Kokarde von seiner Mütze. ([325]) [Abb.]: Im Luftkampf abgeschossenes englisches Flugzeug, das vor der Kirche von Latour en Woevre niederstürzte. (326) Illustrierte Kriegsberichte. (326) "Wir machen eine Trichtersprengung." (326) [Abb.]: Deutsche Nachhut hält die Trümmer einer französischen Ortschaft gegen feindlichen Infanteriesturm. ([327]) [Abb.]: Von der Westfront heimkehrende deutsche Truppen in einer Stadt des besetzten Gebiets, die zum Empfang der nachrückenden Verbandstruppen festlich beflaggt ist. (328) [Abb.]: Kavallerie auf dem Marsche. ([329]) Der Eisenbetonschiffbau in Amerika. (330) [Abb.]: Das amerikanische Eisenbetonschiff "Faith" im Bau. (330) [5 Abb.]: (1)Das dänische Betonboot "Beton I" verläßt kieloben die Bauhalle. (2)Das Betonboot "Beton I" nach seiner Umkehrung. (3)Stapellauf des amerikanischen Eisenbetonschiffes "Faith". (4)Die Eisenspanten des "Faith". (5)Das amerikanische Eisenbetonschiff "Faith" auf der Fahrt. (331) Abwehr eines See- und Luftangriffes auf Durazzo. (332) [Abb.]: Der erste Friedensbrunnen in Deutschland, der in Mittweida in Sachsen auf Kosten der Stadt errichtet wurde. (332) [Abb.]: Ein See- und Luftangriff auf Durazzo wird erfolgreich abgeschlagen. ([333]) Die politischen Ziele der Verbandsmächte in Syrien, Arabien und Mesopotamien. (334) [Abb.]: Ansicht von Damaskus. (334) [3 Abb.]: (1)Blick in eine Straße der schöngepflegten Anlagen von Beirut in Syrien. (2)Blick auf einen Teil der französischen Gebirgsbahn bei Beirut. Im Hintergrund rechts eine vierhundertjährige Brücke. (3)Gesamtansicht von Beirut am Fuße des schneebedeckten Libanongebirges. (335) [Abb.]: Englische Kamelkolonne im Jordantal in Palästina, durch das Jahrhunderte vorher die Kamelreiter und Transportzüge der Assyrer und Babylonier in Palästina eindrangen. (336) Ein Engländer über seine Behandlung in Deutschland. (336) Die Weltkriegskosten. (336) [Abb.]: Von der Westfront heimkehrende deutsche Truppen marschieren durch Köln am Rhein. Rechts die mächtigen Mauern des Kölner Domes. ( - ) Die Geschichte des Weltkrieges 1914/18. Heft 222 (Heft 222) ([337]) [Abb.]: Ansicht des belgischen Badeortes Spaa in der Provinz Lüttich, in dem die Verhandlungen der Waffenstillstandskommission geführt wurden. ([337]) [Abb.]: Rückkehr deutscher Truppen aus dem Westen. Die Züge sind so überfüllt, daß die Soldaten sogar auf den Dächern Platz genommen haben. (338) [8 Abb.]: Durchmarsch der heimkehrenden deutschen Truppen durch Köln a.Rh. (1)Die flaggengeschmückte Hohe Straße in Köln. (2)Truppen ziehen durch die Springergasse in Köln. (3)Rast vor dem Kölner Dom. (4)Ein Jäger-Radfahrerbataillon in den Straßen Kölns. (5)Kölner Jungen auf einem heimkehrenden Automobil. (6)Die Jugend begleitet die Truppen durch die Stadt. (7)Automobil-Transportzug in den Straßen Kölns. (8)Ein ungewohnter Anblick in den Straßen Kölns. ([339]) [Abb.]: Kameraden. (340) [Abb.]: Deutsche Truppen räumen Grandpré. ([341]) [3 Abb.]: (1)Admiral Sir David Beatty, der als Bevollmächtigter der englischen Admiralität die abzuliefernde deutsche Kriegsflotte entgegennahm. (2)Konteradmiral Meurer, der im Auftrage des deutschen Flottenrates die Verhandlungen zur Übergabe der deutschen Kriegsflotte leitete. (3)Lord Robert Cecil, der zurückgetretene englische Blockademinister. (342) [Abb.]: Ansicht von Kiel mit dem Kriegshafen. (343) [2 Abb.]: (1)Deutscher Posten an der Stützmauer von Helgoland. (2)Deutsche Torpedoflotte im Hafen von Helgoland. (344) Illustrierte Kriegsberichte. (344) Die Ursachen des Zusammenbruchs des deutschen Heeres. (344) [Abb.]: Deutsche Luft- und Seestreitkräfte verlassen den Hafen von Helgoland. ([345]) [3 Abb.]: (1)Dr. Karl Renner, der deutschösterreichische Staatskanzler, ein Führer der österreichischen Sozialdemokratie. (2)Dr. Ludo M. Hartmann, der neuernannte Vertreter der Deutschösterreichischen Republik in Berlin. (3)Professor Dr. Preuß, deutscher Staatssekretär des Innern. (346) [Abb.]: Die erste Nationalversammlung der Abgeordneten von Deutsch Österreich im Sitzungsaal des Wiener Landhauses. (347) Aus der Praxis des russischen Bolschewismus. (347) [Abb.]: Verkündigung der Deutschösterreichischen Republik und ihres Anschlusses an den deutschen Freistaat am 12. November 1918 vor dem Parlament in Wien. (348 - 349) [Abb.]: Russische Bolschewisten überfallen mit umherstreifenden Soldatenbanden einsame Bauernhöfe, in denen sie Anhänger des Zarismus vermuten. (350) [3 Abb.]: (1)Schnelle Aburteilung durch bolschewistische Rote Garde an der finnischen Grenze. (2)Bolschewistische Soldateska legt nach Plünderung Feuer an ein Amtsgebäude. (3)Bolschewistische Rechtsprechung in Petersburg. ([351]) [Abb.]: Daheim - und Friede! (352) Die Geschichte des Weltkrieges 1914/18. Heft 223 (Heft 223) ([353]) [Abb.]: Die Reichskonferenz der bundesstaatlichen Volksregierungen am 25. November 1918 im Sitzungsaal des Reichskanzlerhauses in Berlin. Im Hintergrund am mittleren Fenster, stehend, Friedrich Ebert. ([353]) [Abb.]: Die Urkunde über die Abdankung Wilhelms II. (354) [3 Abb.]: (1)Kaiser Wilhelm überschreitet nach seiner Abdankung die holländische Grenze am Bahnhof Eysden. (2)Der frühere Deutsche Kaiser mit seinem Gastgeber bei einem Spaziergang im Schloßpark von Amerongen. (3)Das Schloß Het Huis te Amerongen, in dem sich der frühere Deutsche Kaiser mit Erlaubnis der holländischen Regierung nach seinem Thronverzicht aufhält. Das Schloß gehört dem Grafen Godard Aldenburg Bentinck. (355) [Abb.]: Die deutschen Truppen verlassen in Erfüllung der Waffenstillstandsbedingungen Metz. (356 - 357) [11 Abb.]: Vertreter der bundesstaatlichen Volksregierungen bei der Reichskonferenz in Berlin. (1)Heinrich Ströbel, preußischer Ministerpräsident. (2)Dr. Kurt Rosenfeld, preußischer Justizminister. (3)Paul Hirsch, preußischer Minister des Innern. (4)Dr. Friedrich Muckle, bayrischer Gesandter in Berlin. (5)Dr. Georg Gradnauer, sächsicher Justizminister. (6)Karl Hildenbrand, württ. Gesandter in Berlin. (7)Geiß, badischer Ministerpräsident. (8)Dr. Ludwig Haas, badischer Minister des Innern. (9)Ulrich, hessischer Ministerpräsident. (10)Sivkovich, Vertreter von Mecklenburg-Schwerin. (11)Professor Dr. Neumann-Hofer, Vertreter von Lippe-Detmold. (358) [3 Abb.]: (1)General v. Eberhardt, der den Arbeiter- und Soldatenrat in Koblenz absetzen ließ, leitet den Rheinübergang bei Neuwied. (2)Deutsche Kolonnen überschreiten die von Pionieren erbaute Notbrücke über den Rhein bei Neuwied. (3)Übergang von Kolonnen heimkehrender deutscher Truppen über die Rheinbrücke bei Bonn. (359) [Abb.]: Empfang des heimkehrenden württembergischen Dragonerregiments Nr. 26 unter Führung des Majors Jobst vor dem Stuttgarter Rathaus am 30. November 1918 durch den Oberbürgermeister Lautenschlager, den Minister des Innern Crispien und namens des Stellvertretenden Generalkommandos durch den Obersten v. Hügel. (360) Illustrierte Kriegsberichte. (360) Fremde Fahnen . Ein Stimmungsbild aus den letzten Tagen des Großen Hauptquartiers. (360) [Abb.]: Am Münchener Hauptbahnhof zur Zeit der Demobilmachung. ( - ) [Abb.]: Rast durchziehender österreichisch-ungarischer Truppen in der Pfalz. (361) [Abb.]: Joseph Pilsudski, das polnische Staatsoberhaupt. (362) Die Brennstofffrage. (362) [2 Abb.]: (1)Englischer Soldat in seiner für Nordrußland bestimmten Ausrüstung. (2)Englischer Soldat auf Schneeschuhen befördert seine auf Schlitten verladene Ausrüstung im Norden Rußlands. (363) [Abb.]: Österreichisch-ungarische Artilleriekolonne auf dem Marsche. (364 - 365) Die Ostseeprovinzen. (364 - 365) [Abb.]: Esten von der Insel Kühno. (366) Die Szene des Waffenstillstands. (366) [2 Abb.]: (1)Alter Settukese. (2)Settukisches Mädchen. (367) [2 Abb.]: (1)Ankunft der deutschen Bevollmächtigten zum Abschluß eines Waffenstillstandes in den ersten französischen Linien bei Haudroy auf der Straße von La Capelle nach Rocquigny am 7. November 1918. (2)Die zweite Vollsitzung des Obersten Kriegsrats der Verbandsmächte zur endgültigen Festsetzung der Waffenstillstandsbedingungen in Versailles am 4. November 1918. ([368]) [Abb.]: Der Vorsitzende des Rats der Volksbeauftragten Friedrich Ebert spricht vor dem Reichskanzlerpalais in Berlin zu einer Ansammlung von Soldaten, die ihn zum Präsidenten der Deutschen Republik ausrufen wollten. ( - ) Die Geschichte des Weltkrieges 1914/18. Heft 224 (Heft 224) ([369]) [Abb.]: Belgischer Panzerwagen vor dem Rathause in Aachen nach der Besetzung der Stadt. ([369]) [Abb.]: Landung eines deutschen Riesenflugzeuges in Kassel, dem Sitz des deutschen Hauptquartiers. Zum Vergleich daneben ein Flugzeug gewöhnlicher Größe. (370) [4 Abb.]: Bilder von der deutschen Westgrenze. (1)Oben: Der Marktplatz von Eupen an der belgischen Grenze mit zurückgelassenem deutschen Militärgerät. (2)Mitte links: Verlassenes deutsches Geschütz vor einem Denkmal in Köln. (3)rechts: Zurückgelassenes modernes deutsches Fliegerabwehrgeschütz in einer Straße von Eupen. (4)Unten: Gefangene und Internierte erwarten in Herbesthal den Zug, der sie ihre Heimat nach Belgien zurückbefördern soll. (371) [Abb.]: Aus Brunstadt bei Mülhausen. (372) [Abb.]: Durchzug heimkehrender deutscher Krieger durch eine Stadt im Oberelsaß. (373) [2 Abb.]: (1)Vogesenlandschaft an der elsaß-lothringischen Grenze. (2)Das idyllisch gelegene Städtchen Markirch im Winter. (374) [Abb.]: Verschneites Vogesental bei Markirch. (375) Illustrierte Kriegsberichte. (375) Leermaterial und Sammelgut. (375) [Abb.]: Der Große Donon, der höchste Berg Elsaß-Lothringens. (375) Wie wir davon erfuhren. (376) [Abb.]: Rundgang der Waffenstillstandskommission der Verbandsmächte in Wilhelmshaven. (376) [Abb.]: Einlaufen des englischen Geschwaders mit der Waffenstillstandskommission der Verbandsmächte in Wilhelmshaven am 5. Dezember 1918. ([377]) Die Ereignisse im Großen Hauptquartier vor der Abdankung Kaiser Wilhelms. (378) [Abb.]: Die Abdankungsurkunde des früheren deutschen Kronprinzen. (378) Eisen, Kohle und Kali als Werkzeuge für den Wiederaufbau der deutschen Volkswirtschaft. (379) [3 Abb.]: (1)Der Führer der Spartakusgruppe und frühere Reichstagsabgeordnete Karl Liebknecht spricht zu seinen Anhängern von einem Denkmal der Berliner Siegesallee aus. (2)Der Demonstrationsumzug, der von Berliner Rüstungsarbeitern infolge der vom Spartakusbund veranlaßten Verkündigung des Generalstreiks unternommen wurde, auf der Straße Unter den Linden. (3)Zwei von den Anhängern der Spartakusgruppe unter dem "historischen Eckfenster" an der Straße Unter den Linden in Berlin eroberte Maschinengewehre werden auf einem Lastautomobil in Stellung gebracht. (379) [Abb.]: Feldmarschalleutnant v. Boog, Oberbefehlshaber der bewaffneten Macht Deutsch-Österreichs. (380) [2 Tab.]: (1)Roheisenerzeugung. (2)Kohlenproduktion. (380) [Abb.]: Die Judenmetzeleien in Lemberg. Im Hintergrund die Synagoge. ([381]) Unschädlichmachen angeschwemmter Minen auf Helgoland. (382) [Abb.]: Transport einer angeschwemmten englischen Mine über den Strand von Helgoland. (382) Vergesellschaftung der Produktionsmittel. (382) [2 Abb.]: Angeschwemmte englische Minen auf Helgoland. (1)Entfernen der Schießbaumwolle aus einer angeschwemmten englischen Mine. (2)Der Zünder einer auf Helgoland angeschwemmten englischen Mine wird unschädlich gemacht. (383) [Abb.]: Deutsche Torpedoboote als Minensuchschiffe mit der deutschen Handelsflagge, bereit zur Abfahrt, um die Nord- und Ostsee von Minen zu säubern. (384) [Abb.]: Die heimkehrenden Gardetruppen ziehen durch die Siegesallee in Berlin ein und werden von der Bevölkerung mit Jubel begrüßt. ( - ) Die Geschichte des Weltkrieges 1914/19. Heft 225 (Heft 225) ([385]) [Abb.]: Begrüßungsplakat der Stadt München für die heimkehrenden Truppen. ([385]) [2 Abb.]: (1)Begrüßung der einziehenden Gardetruppen am Brandenburger Tor in Berlin am 10. Dezember 1918. (2)Die Menschenmassen am Brandenburger Tor in Berlin beim Einzug der heimkehrenden Gardetruppen am 10. Dezember 1918. (386) [2 Abb.]: (1)Die Fahnen des 2. Grenadier- und des Füsilier-Bataillons des 4. Garde-Grenadier-Regiments "Königin Elisabeth" beim Einzug der "Elisabether" in Berlin am 13. Dezember 1918. (2)Feierlicher Empfang der von der Front heimkehrenden Leipziger Garnisontruppen am 15. Dezember 1918. (387) [3 Abb.]: (1)Das Hauptquartier der Verbandsmächte in Trier, in dem die Vertreter der internationalen Waffenstillstandskommission ihren Wohnsitz aufschlugen. (2)Das Hotel zur Post in Trier, in dem die Verhandlungen über die Verlängerung des Waffenstillstandes stattfanden. (3)Trier, von Westen gesehen. (388) [Abb.]: Die feierliche Vereidigung der heimkehrenden deutschen Jägerdivision und der Gardekavallerieschützendivision unter Generalleutnant v. Lequis vor den Volksbeauftragten Ebert, Haase, Scheidemann und Dittmann im Steglitzer Rathaus am 9. Dezember 1918. ([389]) [Abb.]: Bodenbach an der böhmisch-sächsischen Grenze. (390) [Abb.]: Blick auf die deutsche Industriestadt Warnsdorf in Böhmen. (391) Illustrierte Kriegsberichte. (391) Das Ende der deutschen Flotte. (391) [2 Abb.]: (1)Das Rathaus von Reichenberg, der bisherigen Hauptstadt von Deutsch-Böhmen. (2)Blick auf Karlsbad in Böhmen. (391) [Abb.]: Deutsche U-Boote werden nach Harwich gebracht. (392) Der Rückzug der Armee Mackensens. (392) [Abb.]: Die hauptsächlichen Typen der infolge des Waffenstillstands zur See abgelieferten deutschen Kriegschiffe. ([393]) [2 Abb.]: (1)Karl Liebknecht(X), der Führer der Spartakusleute, bringt am 16. Dezember 1918 von der Balustrade des preußischen Abgeordnetenhauses in Berlin, in dem die Reichskonferenz der Arbeiter- und Soldatenräte tagte, ein Hoch auf die Spartakustruppe aus. (2)Demonstrierende Menge vor dem preußischen Abgeordnetenhause in Berlin während der Tagung der Reichskonferenz der Arbeiter- und Soldatenräte. (394) [2 Abb.]: (1)Ein Agitator spricht zu jugendlichen Arbeitern und Arbeiterinnen, die vor dem preußischen Abgeordnetenhause in Berlin eine Demonstration veranstalteten. (2)Die Reichskonferenz der Arbeiter- und Soldatenräte Deutschlands am 16. Dezember 1918 im preußischen Abgeordnetenhause in Berlin. (395) [Abb.]: Rückmarsch der Armee Mackensens durch Südungarn. (396 - 397) Wie entsteht ein Flugzeug? (396 - 397) [Abb.]: August Euler, der frühere erfolgreiche Flugzeugbauer, wurde als Unterstaatssekretär mit der Leitung des neugeschaffenen Reichsluftamtes betraut. (398) Ein Heimkehrender an die Kriegskameraden. (398) [6 Abb.]: (1)In einer Flugzeugfabrik: Verspannungsarbeiten an Gerippen von Tragflächen. (2)In einer Flugzeugfabrik: Prüfung des Höhensteuers auf seine Tragfähigkeit durch Belastung mit Sand. (3)In einer Propellerfabrik: Letztes Prüfen der fertigen Propeller vor dem Versand. (4)In einer Motorenfabrik: Prüfstand für Flugzeugmotoren, auf dem die Motoren vor dem Einbauen in die Flugzeuge einer tagelangen Prüfung unterzogen werden. Der Prüfstand ist mit einem Gitter umgeben, das absplitternde Propellerteile auffangen soll. (5)In einer Propellerfabrik: Anfertigung des Propellers aus einzelnen Holzblättern. (6)In einer Montagehalle einer Flugzeugfabrik: Einbau der Motoren in die Flugzeugrümpfe. ([399]) [2 Abb.]: (1)Der Eingang zu einem Soldatenheim in Berlin. (2)Das Innere des Soldatenheims in dem früheren Konzertkaffee "Eins A" in der Potsdamer Straße in Berlin. (400) Die Geschichte des Weltkrieges 1914/19. Heft 226 (Heft 226) ([401]) [Abb.]: Ansprache des Reichstagsabgeordneten Ledebour von der Unabhängigen Sozialdemokratischen Partei an die Menschenmenge während der Waffenruhe beim Weihnachtsputsch in Berlin am 24. Dezember 1918. ([401]) [Abb.]: Beerdigung der bei den Weihnachtskämpfen um Schloß und Marstall in Berlin gefallenen Matrosen. (402) [4 Abb.]: Bilder vom Weihnachtsputsch in Berlin. (1)Der Haupteingang des Königlichen Schlosses in Berlin nach der Beschießung. (2)Marineposten vor dem Königlichen Schloßin Berlin nach den beendeten Kämpfen. (3)Der zerschossene Eingang des Königlichen Schlosses mit Blick in den Hof, in dem Maschinengewehre und ein Geschütz stehen. (4)Zerschossenes Zimmer im Südflügel des Königlichen Schlosses in Berlin mit einem Maschinengewehrstand am Fenster. ([403]) [5 Abb.]: (1)Wels, Stadtkommandant von Berlin, der bei dem Weihnachtsputsch in Berlin von den Matrosen gefangen gehalten wurde. (2)Volksbeauftragter Noske. (3)Volksbeauftragter Wissel. (4)Graf v. Brockdorff-Rantzau, Gesandter in Kopenhagen, wurde zum Staatssekretär des Äußern ernannt. (5)Die Riesendemonstration der Mehrheitssozialisten am 29. Dezember 1918 vor dem Reichstagsgebäude und dem Bismarckdenkmal in Berlin. (404) [Abb.]: Regierungstreue Sturmtruppen erstürmen am 24. Dezember 1918 unter Zuhilfenahme von Handgranaten den Eingang des von Matrosen und Spartakusleuten besetzten Königlichen Schlosses in Berlin ([405]) [3 Abb.]: (1)Dr. Franz Klein, früherer österreichischer Justizminister, wurde als Vorbereiter und Leiter der Friedensverhandlungen in den deutsch-österreichischen Staatsrat gewählt. (2)Professor Richard v. Moellendorf, Unterstaatssekretär im Reichswirtschaftsamt. (3)Dr. Georg Graf Arco, einer der Miterfinder der drahtlosen Telegraphie, wurde als unabhängiger Sozialdemokrat in das preußische Handelsministerium berufen. (406) [3 Abb.]: (1)Die Opfer der Unruhen in Posen werden in feierlichem Zuge zu Grabe getragen. (2)Die Kommandanten der polnischen Bürgerwehr von Posen mit dem Stadtkommandanten Maciaszek (X) bei einem Umzug durch die Stadt. (3)Maschinengewehr auf dem Balkon eines Privathauses in Posen. (407) Illustrierte Kriegsberichte. (407) Soldatenräte. (407) [Abb.]: Deutsche Kraftfahrerkolonne in Finnland. (408) [Abb.]: Abschiedsparade der letzten deutschen Truppen vor dem General Graf v. der Goltz auf dem Domplatz in Helsingfors. ([uncounted]) [Abb.]: Abzug deutscher Truppen aus Kurland. ([409]) Die Politik der Ukraine. (410) [Abb.]: Am Sonntagmorgen beim Tee in Linianka, einem Kosakendorf in der Nähe von Rostow. (410) [6 Abb.]: Bilder aus Charkow in der Ukraine. (1)Armenier und Kosak in einer Droschke. (2)Typisches russisches Gespann. (3)Russische Volkstypen. (4)Ein Landmädchen näht einem deutschen Soldaten einen Knopf an. (5)Die Kaiserlich Deutsche Kommandantur. (6)Blick auf die Stadt. ([411]) [Abb.]: Straßenkampf in Kiew: Bewaffnete Panzerautomobile säubern die Straße von Plünderern. (412 - 413) Die Franzosen in Elsaß-Lothringen. (414) [Abb.]: Französische Truppen des Marschalls Pétain ziehen am 25. November 1918 in Straßburg ein. (414) [2 Abb.]: (1)Französische Tirailleur-Soldaten bemalen deutsche Schilderhäuser in Mannheim mit den französischen Farben. (2)Lothringische Mädchen in Nationaltracht schließen sich den im Parademarsch vorbeiziehenden französischen Truppen beim Einzug in Metz an. (415) Die ersten Franzosentage im besetzten Rheingebiet. (416) [3 Abb.]: (1)Aufziehen einer französischen Wache in Trier vor dem Wahrzeichen der Moselstadt, der berühmten Porta nigra. (2)Französische Kavallerie-Patrouille in den Straßen von Mainz. (3)Französische militärische Kontrolle auf der Mannheimer Rheinbrücke. (416) Die Geschichte des Weltkrieges 1914/19. Heft 227 (Heft 227) ([417]) [Abb.]: Demonstration der Kommunisten vor dem Ministerium des Äußern in München. ([417]) [2 Abb.]: (1)Poincaré, der Präsident Frankreichs, fährt mit seinem Gast, dem amerikanischen Präsidenten Wilson, durch die Straßen von Paris. (2)Die Ankunft Wilsons im Hafen von Brest. (418) [Abb.]: Von den Franzosen aus dem Elsaß ausgewiesene Deutsche überschreiten auf ihrer Flucht mit ihrer Habe die Rheinbrücke von Straßburg nach Kehl. (419) [Abb.]: Abzug der deutschen Truppen aus der Ukraine: Abmarsch aus Odessa. ([420 - 421]) [4 Abb.]: Die Engländer im Baltikum gegen die Bolschewisten. (1)Englische Matrosen mit Madsen-Maschinengewehren an der Spitze estnischer Truppen. (2)Estnische Truppen in Reval erwarten Instruktionen für den Gebrauch von Madsen-Maschinengewehren. (3)Im Unwetter an Bord des englischen Kriegschiffes "Caradoc": Vor der Beschießung der baltischen Küste. (4)Ein Geschütz des englischen Kriegschiffes "Caradoc" in Tätigkeit gegen die Bolschewisten in Estland. (423) Illustrierte Kriegsberichte. (424) Deutsche und englische Kommando verteidigen Riga gegen anrückende russische Bolschewiki. (424) [4 Abb.]: (1)Der Berliner Polizeipräsident Emil Eichhorn, der mit Gewalt seines Postens enthoben werden mußte. Nach seiner Flucht aus Berlin wurde er steckbrieflich verfolgt. (2)Der württembergische Oberst Walter Reinhardt, der neue Kriegsminister, zuletzt Leiter der Demobilmachungs-Abteilung im Preußischen Kriegsministerium. (3)Preußischer Minister Eugen Ernst, der neben seinen bisherigen Funktionen an Stelle des abgesetzten Spartakisten Eichhorn noch die Leitung des Berliner Polizeipräsidiums übernommen hat. (4)Artillerie in den Straßen Berlins. Die Mannschaften tragen ein Schild mit der Aufschrift "Halt! Wer weitergeht, wird erschossen!" und halten jeden Fußgänger und jedes Gefährt an, um die Waffenabgabe zu erzwingen. (424) [Abb.]: Aus den Berliner Revolutionstagen. Zusammenstoß von Demonstrationszügen vor dem Warenhaus Wertheim am Leipziger Platz in Berlin. ( - ) [Abb.]: Sturm der Regierungstruppen auf den von Spartakisten besetzten Schlesischen Bahnhof in Berlin am 13. Januar 1919. ([425]) [Abb.]: (1)Die Straßenpassanten in der Nähe des Mosseschen Hauses in Berlin bringen sich in Sicherheit, als von den Spartakisten Schüsse abgegeben werden. (2)Patrouille von Regierungstruppen mit Gewehr und Handgranaten in der Leipziger Straße in Berlin. (426) Neues Leben blüht aus den Ruinen! (426) [6 Abb.]: Von den Spartakusunruhen in Berlin. (1)Die von den Spartakisten errichteten Barrikaden aus Zeitungspapierrollen vor dem Mossehaus in der Schützenstraße. (2)Ein Maschinengewehr der Regierungstruppen bestreicht von dem erstürmten Vorwärtsgebäude aus die umliegenden Häuser. (3)Die Schießspuren am Mossehaus nach der Vertreibung der Spartakisten. (4)Die Vorderfront des Vorwärtsgebäudes in den Lindenstraße nach der Vertreibung der Spartakisten. (5)Wie es im Innern des Polizeipräsidiums nach der Vertreibung der Spartakisten aussah. (6)Wie die Spartakisten im Innern des Wolffschen Telegraphen-Büros hausten. ([427]) Die Einwirkung des Krieges auf die Erdoberfläche. (428 - 429) [Abb.]: Wiederaufbau im zerstörten Gebiet am Isonzo, wozu das Material aus dem Stellungskrieg ausgiebig mit benutzt wird. (428 - 429) Feldluftschiffer. (428 - 429) [3 Abb.]: Bei den deutschen Feldluftschiffern. (1)Oben: Fahrbare Telephonstation, die mit dem Beobachter im Ballon verbunden ist und die Meldungen nach rückwärts weitergibt. (2)Mitte: Prüfen des Ballonventils. (3)Unten: Besprechung mit dem Ballonbeobachter vor dem Aufstieg. Am Ballonkorb ist die Karte des Geländeabschnittes angebracht. (430) [3 Abb.]: Bei den deutschen Feldluftschiffern. (1)Oben: Der Beobachter im Ballonkorb schießt mit der Leuchtpistole ein Leuchtsignal nach der Erde zu ab. (2)Mitte: Flicken der verletzten Ballonhülle. (3)Unten: Der Ballon mit geöffnetem Entleerungsloch. (431) Enver Pascha. (431) [Abb.]: Enver Pascha spricht an der Bahre des Feldmarschalls v. der Goltz. (432) Sind Blindgänger dem Ackerbau gefährlich? (432) Die Geschichte des Weltkrieges 1914/19. Heft 228 (Heft 228) ([433]) [Abb.]: Die Verhandlungen zwischen Staatssekretär Erzberger und Marschall Foch wegen Verlängerung des Waffenstillstandes im Salonwagen Fochs auf dem Bahnhof in Trier: Erzberger während seiner Rede. ([433]) [2 Abb.]: (1)Generalmajor Frhr. v. Hammerstein, der Nachfolger des Generalmajors v. Winterfeldt im Vorsitz der deutschen Waffenstillstandskommission. (2)Die Eröffnung der Friedenskonferenz im Ministerium des Auswärtigen am Quai d'Orsay in Paris. (434) [9 Abb.]: (1)Der schwedische Sozialistenführer Branting, dem in der Sozialistenzusammenkunft, die in Bern tagte, der Vorsitz übertragen wurde. (2)Dr. Karl Liebknecht, der Führer der Spartakisten, wurde nach seiner Verhaftung in Berlin erschossen, als er sich seiner Verurteilung durch die Flucht entziehen konnte. (3)Frau Rosa Luxemburg, die mit Liebknecht die "Rote Fahne" in Berlin herausgab, wurde nach ihrer Verhaftung von der wütenden Menge auf der Straße getötet. (4)Ledebour, unabhängiger Sozialdemokrat, wurde wegen seiner Verbindung mit dem Spartakusbunde in Schutzhaft genommen. (5)Thomas, der frühere französische Munitionsminister. (6)Seitz, einer der Präsidenten der prov. österr. Nationalversammlung. (7)Karl Radek, der in Berlin verhaftete russische Bolschewist. (8)Gompers, der amerikanische Gewerkschaftsführer. (9)Henderson, der frühere Arbeitervertreter in der englischen Regierung. (435) [7 Abb.]: Bilder von der Wahl zur deutschen Nationalversammlung. (1)Wahlplakat für die soziale Republik. (2)Plakate gegen den Bolschewismus. (3)Die Flut der Flugblätter am Wahltag in Berlin. (4)Wahlplakat an einem Berliner Straßenbahnwagen. (5)Mönche vor dem Wahllokal in München. (6)Barmherzige Schwestern vor dem Wahllokal in München. (7)Starke Wahlbeteiligung, auch der Frauen, in Berlin: das Anstehen vor dem Wahllokal. ([436]) [Abb.]: Verbrennung von Regierungsflugblättern und Wahlzetteln durch demonstrierende Spartakisten auf dem Augustusplatz in Leipzig. ([437]) [Abb.]: Nichtuniformierte Wachtposten in Wien. (438) [Abb.]: Vereidigung der Berliner Garde auf die Republik am 15. Januar 1919 durch den Kommandeur der Franzer (des Kaiser-Franz-Garde-Grenadierregiments), Spiro, der die Soldatenräte durch Handschlag verpflichtete, die ihrerseits die Vereidigung der ihnen unterstellten Mannschaften vornahmen. (439) Illustrierte Kriegsberichte. (439) Das Vordringen der Polen in Posen, Westpreußen und Schlesien. (439) [2 Abb.]: (1)Panzerkraftwagen in den Straßen Berlins zur Sicherung der Wahlen zur Nationalversammlung. (2)Die Wiederherstellung der Ruhe in Berlin. Einzug von Regierungstruppen. (439) [4 Abb.]: (1)Die Prinzeninseln Halki und Antigone im Marmarameer, wo die Verhandlungen zwischen Vertretern der Verbandsmächte und der russischen Bolschewisten stattfinen sollten. (2)Ignaz Padererwski, der bekannte Klavierspieler, wurde zum Präsidenten von Polen ausgerufen. (3)Truppen des deutschen Granzschutzes im Osten überschreiten die Netze auf einer Notbrücke, die an Stelle der von den Polen zerstörten Brücke gebaut wurde. (4)Ankunft einer Infanterieabteilung des deutschen Grenzschutzes im Osten zur Vertreibung der Polen aus der im Netzetal gelgenen Stadt Samotschin. (440) [Abb.]: In einem Wahllokal in Berlin während der Wahlen zur Nationalversammlung. ( - ) [Abb.]: Straßenkampf deutscher Grenzschutztruppen mit polnischen Aufrührern in Bentschen in der Provinz Polen. (441) Ein letzter Eindruck deutscher Macht. (442) [Abb.]: Schweizerisches Militär in Wien zum Schutze eines von der Schweiz kommenen Lebensmitteltransportes für die hungernde Bevölkerung Wiens. In der Mitte: der Kommandant Oberst Frey. Links: sein Unterkommandant Oberleutnant Schmeder. (442) [2 Abb.]: (1)Engländer in Wien. Gruppenbild der Offiziere. Von links nach rechts: 1. Hauptmann Rugman, 2. Leutnant Keeler, 3. ?, 4. Leutnant Parker, 5. Major Dibben, 6. Leutnant Iwench, 7. Leutnant Harwood, 8. Hauptmann Stevenson, 9. Leutnant Dowelen, 10. Hauptmann Williams. (2)Engländer vor dem Wiener Rathaus. (443) Pferdeversteigerung. (443) [Abb.]: Pferdeversteigerung zur Zeit der Demobilmachung in Deutschland. (444 - 445) Von der Ausrüstung der schweizerischen Armee. (444 - 445) [Abb.]: Die Demobilisierung der englischen Soldaten im Kristallpalast in London. Die Soldaten begeben sich in die Sammelhalle (1 und 2), entledigen sich ihrer Waffen (3), die geprüft werden (4), erhalten eine Friedensausstattung und eine Geldsumme (5 bis 9) und sind nach verschiedenen Eintragungen und Abstempelungen demobilisiert. (446) Bolschewismus und Preisgestaltung. (446) [6 Abb.]: Die Herstellung von Stahlhelmen für die schweizerische Armee. (1)Bearbeitung der Stahlhelme an der Ziehpresse. (2)Die fertig geformten Stahlhelme werden einzeln gehämmert. (3)Die erste Formgabe des Blechstückes in der Ziehpresse. (4)Weitere Stufen der Formbildung in der Ziehpresse. (5)Das Glühen und Härten der fertigen Stahlhelme im Ölbade unter Kontrolle eines Beamten. (6)Die Innenpolsterung der Stahlhelme mit Ledergarnituren. ([447]) Beschießung von Paris durch deutsche Ferngeschütze. (448) [Karte]: Plan von Paris mit Bezeichnung der Punkte, an denen die Geschosse der deutschen Langrohrgeschütze eingeschlagen haben. (448) Die Geschichte des Weltkrieges 1914/19. Heft 229 (Heft 229) ([449]) [Abb.]: Eine Sitzung des Zentralrates der A.- und S.-Räte in Berlin, der als bisheriger Inhaber und Repräsentant der Souveränität im Reiche seine Befugnisse an die Nationalversammlung übergeben hat. Von links: Grzesinski, Struve, Faaß, Pfaff, Horter, Maier, Knoblauch, Heller, Herbert, Zwosta, Cohen (Vorsitzender), Lampl, Leinert (Vorsitzender), Waeger (Schriftführer), Schäfer (Kassierer), Kohl, König. ([449]) [Abb.]: Die nach Weimar bestimmten Zeitungspakete werden in ein Flugzeug der Deutschen Luftreedereigesellschaft befördert, das täglich zwischen Berlin und Weimar verkehrte. (450) [8 Abb.]: Die Eröffnung der Nationalversammlung in Weimar. (1)Berliner Schutzleute üben die Legitimationskontrolle der Abgeordneten aus. (2)Abgeordnete auf dem Wege zur Eröffnungssitzung. (3)Die Volksbeauftragten Scheidemann und Landsberg begeben sich zur Nationalversammlung. (4)Der Fraktionsvorstand der Deutschnationalen Volkspartei (sitzend von links nach rechts): Schulz, Graf Posadowsky, Margarete Behm, Dühringer; (stehend von links nach rechts): Schiele, Biener, Behrens, Vizepräsident Dietrich, Dr. Rösicke, Pfarrer Traub; (5)Vizepräsident Fehrenbach (links), begibt sich zur Eröffnungssitzung. (6)Die weiblichen Zentrumsmitglieder (vordere Reihe von links nach rechts): Helene Weber, Hedwig Drausfeld, Agnes Neuhaus, Maria Zettler; (hintere Reihe): Christine Teusch, Maria Schmitz. (7)Die weiblichen Abgeordneten der Mehrheitssozialisten (sitzend von links nach rechts): Anna Simon, Elfriede Ryneck, Frieda Hauke, Gertrud Lodahl, Else Höfs, Fraktionsvorstandsmitglied Marie Juchacz, Antonie Pfülf, Minna Bollmann; (stehend von links nach rechts): Johanna Reitze, Luise Schröder, Minna Eichler, Ernestine Lutze, Johanna Tesch, Elisabeth Röhl, Wilhelmine Kähler, Frieda Lührs, Anna Blos, Klara Bohm-Schuch, Minna Schilling. (8)Die vor dem Nationaltheater aufgestellte Ehrenkompanie. ([451]) [Abb.]: Eröffnung der Nationalversammlung im Nationaltheater in Weimar am 6. Februar 1919, nachmittags 3 1/4 Uhr. Friedrich Ebert hält als Volksbeauftragter die Eröffnungsrede. ([452 - 453]) [2 Abb.]: (1)Strandschloß in Kolberg, der Sitz des von Kassel nach Kolberg verlegten Großen Hauptquartiers. (2)Die deutsche Oberste Heeresleitung. (454) [Karte]: Karte zu den polnischen Ansprüchen auf deutsches Gebiet mit der im Waffenstillstandsvertrag vereinbarten Demarkationslinie zwischen Deutschen und Polen. (455) [2 Abb.]: (1)Im Werbebüro des ersten Landesschützenkorps. Freiwillige lassen sich anwerben. (2)Vor einem Berliner Werbebüro für den Ostmarkenschutz. (455) [Abb.]: Zu den Vorgängen in Bremen. Oberst v. Gerstenberg, Führer der Division Gerstenberg. (456) Illustrierte Kriegsberichte. (456) Ein letzter Eindruck deutscher Macht. (456) [Abb.]: Ein Werbeoffizier fordert auf den Straßen Berlins zum Eintritt in die Grenzwehr gegen den Feind im Osten auf. ( - ) [Abb.]: Einzug der Division Gerstenberg in Bremen. ([457]) [Abb.]: Flur in der Tausendmann-Kaserne in Wilhelmshaven nach dem Kampf mit Spartakusleuten in der Nacht zum 28. Januar 1919. (458) [3 Abb.]: (1)Freiwillige für Bremen ziehen vor das Rathaus in Hamburg. (2)Zur Besetzung der Kaserne des 20. Fußartillerieregiments in Bahrenfeld-Hamburg. Der Eingang zur Kaserne. (3)Zur Bewaffnung der Zivilbevölkerung in Hamburg. (459) Eröffnung der Nationalversammlung in Weimar. (460 - 461) Englischer Verwundeten- und Gefangenentransport verläßt Swinemünde. (460 - 461) [Abb.]: Der englische 9000-Tonnen-Dampfer "Formosa" verläßt mit einem größeren Transport englischer Verwundeter den Hafen von Swinemünde. (460 - 461) Männer des Tages. (462) [3 Abb.]: (1)Konteradmiral Adolf v. Trotha, Chef des Admiralstabs im Reichsmarineamt. (2)Legationsrat Dr. Töpfer, ein Stettiner Kaufmann, wurde als kaufmännischer Helfer aus dem Wirtschaftsleben für die Durchführung der Reform des deutschen Auslanddienstes zum Unterstaatssekretär im Auswärtigen Amt ernannt. (3)Tost, der neue Vorsitzende des Marineausschusses in Berlin. (462) Die Frau in der Nationalversammlung. (462) [8 Abb.]: (1)Anna Blos, Sozialdemokratische Partei. (2)Klara Bohm-Schuch, Sozialdemokratische Partei. (3)Marie Juchacz, Sozialdemokratische Partei. (4)Frau Elfriede Ryneck. (5)Fräulein Dr. Gertrud Bäumer, Deutsche Demokratische Partei. (6)Margarete Behm, Deutschnationale Volkspartei. (7)Fräulein v. Gierke, Deutschnationale Volkspartei. (8)Frau Luise Zietz, Unabhängige Sozialdemokratische Partei. (463) Wiesbaden zur Franzosenzeit. (463) [2 Abb.]: (1)Die Franzosen in Wiesbaden. Aufziehen der Wache vor dem früheren Kgl. Schloß, dem Sitz des französischen Kommandanten von Wiesbaden. (2)Die Franzosen in Wiesbaden. Antreten vor dem Rathaus. (464) Die Geschichte des Weltkrieges 1914/19. Heft 230 (Heft 230) ([465]) [Abb.]: Die erste Sitzung des neuen deutschen Kabinetts unter dem Vorsitz des Ministerpräsidenten Scheidemann im Schloß zu Weimar. ([465]) [Abb.]: Sklavenarbeit der von Frankreich gegen Recht und Menschlichkeit zurückgehaltenen kriegsgefangenen Deutschen bei der Straßenwiederherstellung unter englischer Aufsicht im zerstörten französischen Gebiet. (466) [2 Abb.]: (1)Barnes, der Vertreter Englands, spricht in der Vollsitzung der Friedenskonferenz in Paris am 14. Februar 1919. (2)Der französische Minister Léon Bourgeois spricht in der Vollführung der Friedenskonferenz in Paris am 14. Februar 1919 über Völkerbundsfragen. (467) [Abb.]: Abtransport kriegsgefangener Russen, Rumänen und Südslawen auf der Donau bei Regensburg. (468 - 469) [Karte]: Karte des Saargebiets. (470) [Abb.]: Verhaftung des Attentäters Emilie Cottin, der auf den französischen Ministerpräsidenten Clemenceau einen Schuß abgab. (470) [4 Abb.]: Der Streik in Glasgow. (1)Transportwagen mit bewaffneter Begleitmannschaft in Glasgow. (2)Militärische Bewachung einer eisenbahnbrücke über den Clyde. (3)Der Prügel in Tätigkeit: Der Streikführer Galagher wird verhaftet. (4)Barrikade in einer Straße von Glasgow. (471) Illustrierte Kriegsberichte. (471) Die Blockade der Ostsee durch die Verbandsmächte. (471) Friedrich Ebert. (472) [2 Abb.]: Die Streik- und Spartakusbewegung im Ruhrgebiet. (1)Biwak der Regierungstruppen vor dem beschädigten Rathaus in Bottrop nach der Vertreibung der Spartakisten. (2)Verhaftung des Spartakistenführers Fuldzennek in Bottroß, der später im Handgemenge erschossen wurde. (472) [Abb.]: Die englische Blockade in der Ostsee: Das zwischen Saßnitz und Trelleborg verkehrende Fährschiff wird von einem englischen Zerstörer untersucht. ( - ) [Abb.]: Deutsche Sicherheitswehr verhindert die von streikenden Arbeitern beabsichte Zerstörung von Kohlengrubenanlagen. ([473]) [Karte]: Das neue Deutschland nach Anschluß Deutsch-Österreichs. (474) [Abb.]: Der deutschösterreichische Staatssekretär des Äußern Dr. Otto Bauer im Zuge Wien-Weimar. (474) [2 Abb.]: (1)Wahlsiegfeier der Sozialisten vor dem Parlamentsgebäude in Wien. Von links nach rechts: Abgeordnete Therese Schlesinger, Unterstaatssekretär Dr. Deutsch, Präsident der Nationalversammlung Dr. Seitz, Dr. Fritz Adler, Unterstaatssekretär Glöckel, Abgeordneter Sever und Offiziere der Volkswehr. (2)Kundgebung für den Anschluß Deutsch-Österreichs in Wien am 2. Februar 1919. Staatssekretär Dr. Bauer spricht für den Anschluß an Deutschland. (475) Der Zusammenbruch der ottomanischen Armee in Palästina und die Katastrophe von Damaskus. (475) [Abb.]: Ankunft der deutschen Truppen aus Asien in Haidar Pascha (Konstantinopel) und Empfang durch den Marschall Liman v. Sanders. (476 - 477) Bolschewisten und Spartakisten. (478) [2 Abb.]: (1)Antibolschewistisches Plakat: Trümmer oder Aufbau? (2)Antibolschewistisches Plakat: Deutschlands ideale Zukunft unter der Herrschaft des Bolschewisten. (478) [2 Abb.]: (1)Antibolschewistisches Plakat in den Straßen Berlins: Bolschewismus heißt die Welt im Blut ersäufen. (2)Antibolschewistisches Plakat: Bolschewismus bringt Krieg, Arbeitslosigkeit und Hungersnot. (479) Übergang der letzten deutschen Truppen über die Donau. (479) [Abb.]: Die letzten deutschen Truppen überschreiten die Donau bei Belgrad auf der Schiffbrücke nach Semlin. Gesehen vom serbischen Ufer. Im Hintergrunde die Eisenbahnbrücke. (480) [Abb.]: Begrüßung der heimgekehrten ostafrikanischen Heldenschar am 3. März 1919 am Pariser Platz in Berlin. Die Reiter, von links nach rechts: Gouverneur Dr. Schnee, Major Kraut, Generalleutnant z.D. Wahle, Generalmajor v. Lettow-Vorbeck, Kapitän z.S. Loof, Kommandant der "Königsberg"; neben v. Lettow-Vorbeck stehend: Oberleutnant d. Res. v. Rucktäschell. Auf der Tribüne hält die Begrüßungsrede der Reichskolonialminister Dr. Bell. Links von ihm: Vizeadmiral Rogge, Staatssekretär des Reichsmarineamtes; rechts: Kriegsminister Oberst Reinhardt, Dr. Reicke, Bürgermeister von Berlin, Major Strümpell vom Kommando der Schutztruppen, Dr. Solf, Staatssekretär a.D., Oberleutnant v. Hepke vom Kommando der Schutztruppen. ( - ) Die Geschichte des Weltkrieges 1914/19. Heft 231 (Heft 231) ([481]) [4 Abb.]: (1)Dr. Adolf Müller, bayrischer Gesandter in Bern, (2)Dr. Karl Melchior, Hamburg, (3)Professor Dr. Schücking, Marburg, wurden zusammen mit dem Grafen v. Brockdorff-Rantzau, Reichsminister Dr. Eduard David und Reichsminister Giesberts von der deutschen Regierung als Unterhändler zu den Friedensverhandlungen entsandt. (4)General v. Lettow-Vorbeck mit Gouverneur Dr. Schnee und seiner ostafrikanischen Heldenschar nach ihrer Ankunft in Berlin. ([481]) [3 Abb.]: (1)Oberes Bild: Inneres eines von den Spartakisten völlig ausgeplünderten Warenhauses in Halle. (2)Mittleres Bild: Waffenkammer im Stadthaus von Hamburg, woselbst die Zivilpersonen Hamburgs ihre Waffen abgeben mußten. (3)Unteres Bild: Den Spartakisten in Halle wieder abgenommene Silbersachen und anderes Diebesgut. (482) [5 Abb.]: Die Märzunruhen in Berlin. (1)Die zur Vertreibung der Spartakisten anrückende Volkswehr mit Tank und Panzerwagen. Die Soldaten sind mit Gewehren, Handgranaten und Flammenwerfern ausgerüstet. (2)Auf dem Alexanderplatz aufgestellter Minenwerfer, mit dem 2 1/2-Zentner-Minen gegen die von den Spartakisten besetzten Häuser abgeschossen wurden. Im Hintergrunde links das völlig ausgeplünderte Warenhaus Tietz. (3)Ein Bild der Verheerung: Haus in der Alten Schützenstraße beim Alexanderplatz, in der heftige Kämpfe stattfanden. (4)Die durch Plünderung von seiten der Spartakisten und Beschießung mittels schwerer Minen stark beschädigten Wohnhaus am Alexanderplatz, an der Ecke der Alexander- und Prenzlauer Straße. (5)Meuterer der Republikanischen Soldatenwehr, die sich zum Teil mit den Spartakisten vereinigte. Um Überfälle auf die Begleitmannschaft zu verhindern, müssen die Gefangenen mit erhobenen Händen marschieren. (483) [Abb.]: Bayrischer Posten als Grenzschutz an der böhmischen Grenze bei der Paßkontrolle. Unmittelbar hinter dem Grenzpfahl mit dem bayrischen Wappen steht die Grenzhütte der Tschechen. (484) [Abb.]: Sprengung einer Spartakistenansammlung auf der Theresienwiese in München. ([485]) [Abb.]: Die Eröffnung der deutschösterreichischen Nationalversammlung am 4. März 1919 im Parlamentsgebäude in Wien. (486) Illustrierte Kriegsberichte. (487) Über den Bevölkerungsausfall in Deutschland und in Frankreich infolge des Krieges. (487) [2 Abb.]: (1)Die neue Uniform der tschechoslowakischen Offiziere. Tuchaufschläge mit Silberstreifen und Nummern an der Mütze und am Rockkragen. In der Mütze außerdem eine grüne Kokarde mit den in Silber gestickten buchstaben "RCS". (2)Demonstration in Wien für den Anschluß Westungarns an Deutsch-Österreich. (487) Rettung eines Kaiserschützenoberleutnants aus gefährlicher Lage im Adamellogebiet. (488) [Abb.]: Rettung eines Kaiserschützenoberleutnants durch eine Patrouille im Adamellogebiet. (488) [Abb.]: Ankunft der deutschen Orientkämpfer mit dem Dampfer "Patmos" in Hamburg. ( - ) Die Geschichte des Weltkrieges 1914/19. Heft 232 (Heft 232) ([489]) [Abb.]: Marschall Foch beim Viererrat. ([489]) [2 Abb.]: (1)Zur Auslieferung der deutschen Handelsflotte. Ein deutsches Schiff mit dem von den Verbandsmächten vorgeschriebenen Zeichen, das alte deutsche Schiffe tragen müssen, die für den guten Willen des Verbandes, Deutschland Lebensmittel zukommen zu lassen, ausgeliefert werden müssen. (2)Schwere deutsche Lokomotiven verlassen die Heimat auf der Fahrt zur Übergabe an die Verbandsmächte. (490) [2 Abb.]: Straßenumzug vor der Reichskanzlei in Berlin im Anschluß an eine Massenkundgebung gegen die Zerstückelung Deutschlands am 23. März 1919. (1)Die Spitze des Zuges. (2)Einige der zahlreichen Plakatträger. (491) [3 Abb.]: (1)Polnische Generale und Vertreter der Verbündeten bei der Truppenschau in Posen am 2. März 1919. (2)Polnische Ulaneneskadron vor dem alten Schloß in Posen. (3)Polnische Artillerie vor den Vertretern der Verbündeten. (492) [Abb.]: Einbringen polnischer Gefangener in ein westpreußisches Städtchen durch Truppen des deutschen Grenzschutzes. ([493]) [Abb.]: Der bolschewistische Kriegskommissar und Schöpfer der "Roten Armee" in Rußland, Trotzki, schreitet mit seinem Generalstab in Moskau die Front eines lettischen Regiments, der Kerntruppe der Roten Garde, ab. (494) Illustrierte Kriegsberichte. (494) Die Menschenverluste im Weltkrieg. (494) [Abb.]: Kampf mit bolschewistischen Banden in Kurland. ([495]) [Abb.]: In Hamburg ausgeladenes amerikanisches Weizenmehl für die tschechoslowakische Republik. (496) Erinnerungsmarken an die Nationalversammlung. (496) [3 Abb.]: Preisgekrönte Entwürfe für die Freimarken zur Erinnerung an die Nationalversammlung. (1)Entwurf von Ernst Böhm, Charlottenburg, zur Ausführung als 15-Pf-Marke vorgesehen. (2)Georg A. Mather, Berlin, zur Ausführung als 25-Pf-Marke vorgesehen. (3)Hugo Frank, Stuttgart, zur Ausführung als 10-Pf-Marke vorgesehen. (496) Die Geschichte des Weltkrieges 1914/19. Heft 233 (Heft 233) ([497]) [Abb.]: Abreise der deutschen Friedensabgeordneten vom Potsdamer Bahnhof in Berlin nach Paris. X Graf Brockdorff-Rantzau im Gespräch mit Mitgliedern der Abordnung kurz vor der Abfahrt. ([497]) [5 Abb.]: Der Kommunistenaufstand in Würzburg. (1)Die Ausrufung der bayrischen Räterepublik durch den Russen Weibel am 7. April 1919. (2)Der Sächsiche Kriegsminister Neuring, der von einer Horde Kommunisten in die Elbe geworfen und erschossen wurde. (3)Der bayrische Oberst Ritter v. Epp, Führer eines Freikorps zum Schutze der Heimat gegen bolschewistische Umsturzbewegungen. (4)General Haas, Führer der von Bayern zu Hilfe gerufenen württembergischen Freiwilligen-Abteilung, die Augsburg besetzte. (5)Der bayrische Ministerpräsident Johannes Hoffmann, der anläßlich der Unruhen in München mit der Regierung nach Bamberg übersiedelte. (498) [2 Abb.]: (1)Regierungstruppen in Augsburg nach Einnahme der Stadt. (2)Regierungstruppen durchsuchen bei Nacht eine verdächtige Wohnung nach Waffen. (499) [Abb.]: Wider den Bolschewismus. (500 - 501) Illustrierte Kriegsberichte. (502) Heimkehrende Flüchtlinge werden in Rovreit von österreichischer Mannschaft gespeist. (502) [Abb.]: Vom Durchzug der unter General Haller stehenden polnischen Armee durch Deutschland. Polnische und französische Offiziere auf dem Bahnhof von Sangershausen. (502) Die Schreckensherrschaft der Bolschewisten in den baltischen Landen. (502) [Abb.]: Auf der Wacht gegen die Polen: Ein verdächtiges Haus wird bewacht und durchsucht. (502) [Abb.]: Die neue deutschösterreichische Regierung. Von links nach rechts, stehend: Staatssekretär Wilhelm Miklas, Kultus; Schriftführer Sekretariatsrat Hericky; Dr. Joseph Schumpeter, Finanzen; Unterstaatssekretär Dr. Erwin Waiß, Heerwesen; Ludwig Paul, Verkehrswesen; Ingenieur Johann Zerdick, Industrie; Staatssekretär Dr. Otto Bauer, Äußeres; Schriftleiter Ministerialrat Dr. Fenz; Staatssekretär Dr. Loewenfeld-Ruß, Volksernährung; Sitzend: Staatssekretär Dr. Julius Deutsch, Heerwesen; Staatssekretär Richard v. Bratusch, Justiz; Staatssekretär Otto Glöckel, Unterricht; Staatskanzler Karl Renner, Staatssekretär Ferdinand Hanusch, Sozialverwaltung; Staatssekretär Dr. Wilhelm Ellenbogen, Handel. (503) Die Franzosen in der Pfalz. (503) [2 Abb.]: (1)Die Besatzung des siegreichen deutschen Panzerzuges, dessen Eingreifen an der Bolschewistenfront die Einwohner Schaulens vor der Schreckensherrschaft bewahrte. (2)Die Schreckensherrschaft der Bolschewisten: Im estnischen Wesenberg getötete Opfer. (504) [Abb.]: Heimkehrende Südtiroler Flüchtlinge werden in Rovreit von den österreichischen Feldküchen gespeist. ( - ) Die Geschichte des Weltkrieges 1914/19. Heft 234 (Heft 234) ([505]) [Abb.]: Ankunft der deutschen Friedensabordnung in Vaucresson am 29. April 1919, von wo aus sich die deutschen Delegierten im Kraftwagen nach Versailles begaben. ([505]) [Karte]: Die Gebietsabtretungen, die von Deutschland in dem am 7. Mai 1919 überreichten Friedensvertragsentwurf gefordert wurden. (506) [Karte]: Deutsch-Österreich im Vertrags-Entwurf der Entente. (507) [Abb.]: Die Delegierten Deutsch-Österreichs für St. Germain. (507) [Abb.]: Die Übergabe des Friedensvertragsentwurfs der Verbandsmächte an die deutsche Abordnung im Trianon-Palast-Hotel zu Versailles am 7. Mai 1919. (508 - 509) [Abb.]: General Märker (X) bei der Besetzung Leipzigs durch die Regierungstruppen. (510) [7 Abb.]: (1)Die Befreiung Münchens am 1. Mai 1919. Einmarsch der Gardeschützendivision durch die Ludwigstraße. (2)Von der Heerschau der Münchener Arbeiterwehr am 22. April 1919, Bewaffnete Arbeiter ziehen während des Generalstreiks durch die Ludwigstraße. (3)Der Höchstkommandierende der Roten Armee Egelhofer (X) im Umzuge der Arbeiter und Soldatenwehr in München während der Räteherrschaft. (4)Eine Barrikade in den Straßen Münchens. (5)Bewaffnete Münchener Bürger und Arbeiter führen nach der Befreiung der Stadt durch Regierungstruppen gefangene Rotgardisten ab. (6)Vorbeimarsch preußischer Artillerie vor General v. Oven nach der Befreiung Münchens. (7)Das Werdenfelser Freikorps, bestehend aus Bauern und Arbeitern, die zum Teil in ihres Landestracht zur Befreiung Münchens gekommen waren. ([511]) [Abb.]: Der Ministerpräsident Philipp Scheidemann protestiert in der in die Aula der Berliner Universität einberufenen deutschen Nationalversammlung am 12. Mai 1919 gegen die im Friedensvertragsentwurf der Feinde niedergelegten Gewaltforderungen. (512) [Register]: Register zu Band I-IX der Illustrierten Geschichte des Weltkrieges 1914/19. ([I]) A ([I]) B (II) C (V) D (VII) E (VIII) F (IX) G (X) H (XI) I (XI) J (XIII) K (XIV) L (XVI) M (XVIII) N (XX) O (XXI) P (XXII) Q (XXIII) R (XXIV) S (XXV) T (XXVIII) U (XXX) V (XXX) W (XXXI) X, Y (XXXII) Z (XXXII) Nachtrag. (XXXIII) A - O (XXXIII) P (XXXIII) R - Z (XXXIV) Einband ( - ) Einband ( - )

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GETTYSBURG, PA., JAN., 1903 No. 7 CONTENTS "THE MELANCHOLY JACQUES," 218 LYMAN A. GUSS, '04. A CULTIVATION OF SOCIAL QUALITIES, . 222 C. EDwiN BUTLER, '05. REST AND CLEAR THINKING 225 M. DH.I.ENBECK, '05. THE FORCE OF PUBLIC OPINION IN THE RECENT COAL STRIKE 227 EDWARD B. HAY, '03. HAVE WOMEN A SUPERIOR FITNESS FOR TEACHING ? 230 FRANK LAYMAN, '04. THE RIGHTS OF THE PEOPLE, 232 JOSEPH E. ROWE, '04. THE HERMIT'S HOME 234 W. W. BARKI.Y, '04. "PEACE ON EARTH" (Story), . 239 H. S. L., '03. EDITORIALS 245 A New Year's Resolution. EXCHANGES ■ ■ , 24g 218 THE GETTYSBURG MERCURY. "THE MELANCHOLY JACQUES. LYMAN A. GUSS, '04. DRYDEN says in one of his writings: "But Shakespeare's magic could not copied be, Within that circle none durst walk but he." This fact is truly exemplified in his marvellous production "As You Like It." Perhaps the magic is not so real as that found in "The Tempest," yet the wonderful insight which the author had of human nature, as strongly depicted in the play, as well as the idealism associated with its composition and the irregularity of action, give it a magical strain throughout, and this very quality perhaps explains to a great extent its univer-sal popularity. Jacques, the Melancholy, although a subordinate character, is nevertheless an illustration of Shakespeare's intimate acquaint-ance with the tendencies of the human mind under its various conditions. It has been said that Jacques, Touchstone and Audrey were innovations of Shakespeare's own invention intro-duced into "As You Like It," and that they are in no way as-sociated with "Rosalynde"—the source of the play. This fact all the more displays the author's creative power. Jacques, especially, is quite an indispensable character and had he been left out, the composition would certainly be lack-ing in that variety of form and action which conduces so much towards making it interesting. Jacques is classed with Touch-stone, and the melancholia of one and the frivolousness of the other in their conversations render them entertaining and often instructive, as when Jacques explains his own melancholy and the cause thereof. It has been supposed that Shakespeare meant to hold up to ridicule a tendency towards melancholia in his own nature, and that Jacques is merely a representative of himself. If such is the case, of course such tendency has been greatly exaggerated and enlarged upon. The other explanation that Jacques is in- THE GETTYSBURG MERCURY. 219 troduced for the purpose of depicting a phase of French life, seems the more plausible. Shakespeare was a great portrayer of human life and its environment, and it is quite natural that such a character should be developed in the play to bring out the marked difference between such a life as Jacques lived and that of the nobler characters. In Jacques we see the fruits of evil as they invariably fall upon one who disregards the laws of chaste living. Jacques having been in his time deeply en-grossed in much evil, and having had much experience as a sensuous profligate, has now become a confirmed cynic, and is able to see nothing bright in life whatever. Jacques is not a fool by profession and accordingly covets the office of the fool which it is Touchstone's right to hold. He is comical, meditative and witty, but his "merry sadness" per-vades his life throughout and really justifies the statement: "but it is a melancholy of mine own, compounded of many simples, extracted from many objects." Apparently of good parentage, he is a slave to his own feelings and through this very weakness has obliterated every enjoyment from life. In his profligacy he found no lasting pleasure and he, now unable to appreciate the right side of life, gives free rein to his senti-mental melancholy, and rails on the world in general in the turbulence of his passion. He has grown accustomed to this kind of life and even confesses: "I do love it better than laughing." He seems to delight in expressing his dark views of life and ostentatiously vents this contemptuous dislike for men and even life itself. His meditations are often profound and philosophical as when he says : "All the world's a stage, And all the men and women merely players : They have their exits and their entrances ; And one man in his time plays many parts, His acts being seven ages." The other characters are developed in spirit and fortitude amid the wild life of the forest and are inclined to regard life as a sort of merry and frolicsome existence, but Jacques can only 220 THE GETTYSBURG MERCURY. see it as a stern and seriously reality, full of misfortunes and stumbling blocks and scarcely worth the living. We must believe that Jacques is even still in love with his old habits and practices and that the melancholy name which he presents is only the mask of folly. This is quite manifest from his dissatisfaction from the correct standards of living as em-ployed in the duke's Arcadia. He seems to have found a most apt place in which to condemn the world and all in it. He is too foolish to know that his own morbid silence, which he be-lieves to be a virtue by saying, "Why it's good to be sad and say nothing," is only an exposure of his cynical and often pre-tentious wisdom. But for all his apparent fault and vice Jacques has a place in "As You Like It," and a place which no one but Jacques could properly fill. His vice and depravity teach a lesson in morals. His melancholia points out the dejected and dissatis-fied lot of him who practices it. It shows that there is a bright and a dark side of life and contrasts the two in a realistic man-ner. Again Jacques is always acting his own counterpart and his dispensations of satire are really harmless in themselves. He thereby proves to us that the melancholy nature is quite certain to be of no hurt save to him who courts it. Even the wit of Jacques is dampened by the slanderous sentimentality which he hurls at his audience. For instance: Orlando easily gets the better of him in their private meeting in the forest. Jacques says that if he looks in the brook, at the instigation of Orlando, for a fool: "There I shall see mine own figure." Or-lando replies: "Which I take to either be a fool or a cipher." This statement puts the climax on all and Jacques withdraws. In short Jacques is a minus quantity in a minus world so far as he has the power and faculty of enjoying life. Shakespeare has justly been called a poet—not of an age, but of all time and his right to be so called has never been challenged. "As You Like It" goes a great way towards sub-stantiating this fact. The poet's careful handling of his char-acter and his penetrating insight into human nature comprises, in brief, the secret of his success. No one other than he could 221 THE GETTYSBURG MERCURY. have made a Jacques, and no one else could have made him a melancholy Jacques. He is one of the many characters in which the magic of the author wonderfully asserts its power. THE GOLDEN APPLE. When Paris entered college he took an apple there. The first day came three callers, three goddesses so fair That Paris was a-wondered, to know what brought them there. The fair ones cried together, "Come, Taris, noble lad, Where is thy golden apple ? Wouldst thou not make us glad By giving us thine apple ? Be generous, noble lad." Then spake the first fair goddess : "Deep Wisdom is my name, Give thou but me the apple and far shall spread thy fame.— I'll give to thee much learning, a great and honored name." Up spake the second goddess : "Thy apple give to me— Behold a foot-ball hero, an athlete thou shalt be ; And thou shalt have great glory if thou givest it to me." The third smiled on young Paris as but a goddess can— "I'll make thee to the maidens fair—a winsome lady's man." To her the apple Paris gave, and was a lady's man. —77/(? Haverfordian. 222 THE GETTYSBURG MERCURY. A CULTIVATION OF SOCIAL QUALITIES. C. EDWIN BUTLER, '05. THIS subject resolves itself into a question: Should or should not social qualities be cultivated ? The negative side of this question could in no manner be sustained by a body of college students, for they, by the very fact of their be-ing in a college, sustain the affirmative. Their fraternities, their societies, their Young Men's Christian Association and all their organizations speak in favor of such a cultivation. Having done then with the negative side of this question, since it is mutually agreed by all that it should be cultivated, it will be well for us to consider why they should be cultivated, or why we should be advanced in the social life. A man should cultivate social qualities first for his own sake, for his own advancement, for his own pleasure and for the pleaure of others. Witness a man low in life, groveling among the filth and slurps of the city, without a penny to purchase for himself the necessaries of life and without a chance to earn money. He will not starve; he gets food, but how? In the dark night, when all the earth is in slumber, by stealth he comes forth and obtains that which he must have to keep the fire burn-ing within him. He will not associate with others, because he cannot; he lacks something which they possess—social quali-ties. Now witness a man with the social side of his nature fully developed. You see him mingling with the very best people in the town, in the state, and in the nation. Every learned man knows him; all speak well of him and each one is glad to call him his friend. He is much sought after. Behold him going down the street, body erect, a bearing fit for a king, yet a smile and a glad word for all. A tower of wisdom; an encyclopedia of humor and a wealth of wit that rivals the Irish-man. What a vast difference between this and the former man! One the despised outcast of all circles; the other the idol, the light, the joy of every man, woman and child. And not only should one be educated socially for his own THE GETTYSBURG MERCURY. 223 benefit, but for the sake of the home, the family bonds, and the the family associations. The sacred bond of matrimony is the relation of a man and a woman, legally united for life as hus-band and wife. Consider the torture and distress of that man and that woman, if they are uncultivated in social life. Note their offspring, as to paternal and maternal respect. All is not harmony and happiness in that home. The rough, untrained side of nature asserts itself and lo ! wheels of sociability do not work in unison. How unfortunate that home! All around it is gloom and despair; the shrubbery, the fence, and even the very doors frown upon you. You turn your back upon this home and across the street you go, here you enter a yard with roses and shrubbery, thick with foliage. Sunlight is scat-tered everywhere and entering those bright rooms, you are greeted with a smile and a warm handshake. Verily, you say, What peace and contentment there is here! O Life, how en-joyable art thou! But not alone for the individual and for the home should so-cial qualities be cultivated. These would be sufficient causes for their cultivation, if there were no more. However, there is a step higher than the home, and that is citizenship. In order for a nation to rank among the other nations of the globe, she must have a certain degree of social cultivation, and in order for her to rank first, to stand at the head, to be a leader of all other nations—as dear old America is—she must have more than a degree; a thorough development of those powers are necessary. Our beloved land is a government by the people. Each individual in that great governmental wheel is as a spoke in the wheel of a vehicle. Let one be not up to the standard, and the whole wheel is weakened. Let .half a dozen be un-sound and the wheel will totter and fall. How important is it then that every man, woman and child be a sound and faithful spoke, each performing his separate function, not only to the best of his ability, but, in addition, striving to do his utmost in behalf of a nation so dear. The man that can make a home so happy and peaceful, as the one already visited, is the same man that can strengthen this grand republic. He it is that can make 224 THE GETTYSBURG MERCURY. her stand forth as leader, and as head in all industrial and com - mercial, political and governmental, religious and social affairs. America wants you, young man! She has need of you ! She wants you not alone for your own sake, not alone for the home's sake, but for the advancement and elevation of these United States, the home of a free people. She wants wrought deep in every man's heart a full sense of the social qualities in America to-day. AI.CAEON TO HIS LOVB. Sweet as the thyme to honey bees, Sweet as to birds their nesting trees, Are you, Nea, to me. When Aphrodite, in her shell, Came gliding to music's swell, Across the dawn-lit sea ; With flower-inwoven tresses crowned, The rose-lipped goddess smiled around Upon the Naiads near; While all the golden-winged Loves, And softly-cooing turtle doves, Flew round their mistress dear. Most fair she was as gaily borne She came at blush of early morn Along the violet sea. Yet you, sweet maid, are fairer far, More lovely than the evening star, And so shall ever be. —Georgetown CollegeJournal. THE GETTYSBURG MERCURY. 225 REST AND CLEAR THINKING. M. DlIXENBHCK, '05. THE greatest gift that a man receives from his Creator and the one that places him preeminently above all other creations of the Infinite, is the power of reason. He, alone, of all the various forms of life, is able to think intelligently and, by thinking, to arrive at just conclusions. The horse and the dog have a certain instinct, which possibly could be called reason, noticeable in their recognition of persons and objects and often shown in their playful moments. But it is left to man to be the worthy possessor of a faculty, with which he holds up to his mental vision, the different sides of a perplexing question or the arguments for or against a cer-tain course of action, and decides whether the one side is of more weight or of less weight, or, whether it is right or wrong to do that which his nature prompts him to do. This faculty is the reasoning faculty, and is synonymous with clear thinking. Every action is preceded by thought. This is true in all cases, providing the mind is in a normal and healthy condition. Even in moments of extreme danger and in times requiring immediate action, thought must come first. In such instances, however, reason plays but a small part and the action seems prompted by a kind of instinct. There is no time for clear thinking, and therefore the action is not always—and indeed not generally—of the wisest. In our day, we read and hear so much of "intense activ-ity" and "the strenuous life," that we are almost led to believe that rest and clear thinking are not elements in a successful life; that thought and action must be simultaneous ; that there can be no time for meditation. The truth is, however, that rest and clear thought are essentials to success. There must be mo-ments of leisure and rest of active bodily duties in every life, else there can be no growth in either the mental, physical or spiritual natures. 226 THE GETTYSBURG MERCURY. Indeed, most of the great thoughts of the great minds of the world have come to us through the resting moments of the men whom they have made famous. The greatest inventions of the age have been conceived in the quiet and peace of a workshop. Our deepest and holiest and noblest thoughts are the product of our meditations. It is then that reason has full sway and clear, straightforward thinking is accomplished. It is then that we weigh our thoughts and actions in the scale of reason and decide upon our course. Hurry and bustle are in no way conducive to clear thought. That "a rolling stone gathers no moss" is as true from an intellectual standpoint as (rom a financial standpoint. Many instances are related of the deep thoughts of great men while alone and resting. Reason and clear thinking, then, are products of rest, and if we be numbered with the bright and earnest men of our day we must take time to think. THE GETTYSBURG MERCURY. 227 THE FORCE OF PUBLIC OPINION IN THE RE-CENT COAL STRIKE. EDWARD B. HAY, '03. AMERICANS are good natured. They accept the inno-vations of everyday life, annoying though they some-times Be, much as a matter of course. If it rains to-day it will be pleasant tc-morrow. If the individual is wronged, he feels confident that the law will take his part, and eventually cause his rights to be granted. The multitude may be wronged, but they feel that outraged justice will soon be avenged under the watchful eye of Uncle Sam, and all will be well again. Hence it is that public grievances sometimes assume immense propor-tions before the people rise up en masse to enforce recognition of their individual welfare. No other nation would or could patiently endure so long. When, however, the American people unite in their deter-mination to eradicate some evil the stress becomes unendurable and something must give way. If a dead-lock between two op-posing forces over which no existing authority has control is the source of public disturbance, then some supreme authority must be found or assumed. In a nation ruled by its people, public opinion has unparalleled force. If existing laws or precedents will not serve to adjust disputes of universal significance, then public opinion may demand that new laws or precedents be established which will meet the exigencies of the case. Such indeed has been the course and force of public opinion in the recent great coal strike in Pennsylvania. At the start, this strike caused little attention outside the ranks of those then immediately concerned ; namely the miners and operators. Slight disagreements are constantly occurring between capital and labor, resulting in strikes, the small and local character of which causes little general consideration. When, however, a disagreement occurs which takes out of the market a product of the soil in universal use, then the interests of a third party are effected, and this party is the general public. 228 THE GETTYSBURG MERCURY. Thus a-third and most powerful claimant of rights enters the dispute and we may rest assured that this final contestant, being now the party most interested, will compel a recognition of its claims. As is its custom, the force of public opinion developed grad-ually in the late strike as the conditions and causes of the dis-cord became better known, and as individual' interests became more and more generally affected, until finally its impetus was so great as to overcome the strength of the two great antagon-istic forces. There has been but a single parallel in the past decade to this remarkable manifestation of the action and force of public opinion in our land, but this had its source without our borders. Hence, we will venture to say that the Pennsyl-vania coal strike afforded the best opportunity of recent years for the economist to study the various phenomena of public opinion as the ruling force of a free people. First, the people read in their morning papers that the miners of the anthracite coal region had struck for higher wages. Well, a strike was no particular novelty. Nor was there any-thing very marvelous in the fact that men should demand greater remuneration for their services, if they felt they deserved it Curiosity more than sentiment or established opinion led the populace to glance with some interest over the strike situation each day. Some people took sides with the miners, others with the operators, according as their journals viewed the subject, or as similar previous occasions had prejudiced them. The strike became a prominent and interesting topic of discussion. Such a variety of views was to be found that most people were more or less confused and were unable to sustain convictions favoring either side for any considerable time. This was all well enough during the warm summer months. Few people outside the contending combinations were affected then. But, now the Fall comes on apace. People awake to their peril. The contention of these phantom-like forms of labor and capital is no longer a midsummer night's dream. Fall is here, Winter approaches, and still no coal. Rich and poor alike now raise their voices, the former in the interest of their impeded business, the latter in defense of their THE GETTYSBURG MERCURY. 229 very lives. All classes suddenly discover a great interest in common. They rise to protect themselves. But, who are the offenders? Upon whom shall their righteous indignation fall ? Each party in the determined struggle before them claims that the other is the aggressor and brings forth proof to this effect. The outraged populace is bewildered but none the less deter-mined. They move from appeal to request, from request to demand that the dispute be terminated. He, in whom public opinion finds its culmination, the President of the United States, now moves in the matter. With the nation at his back, Presi-dent Roosevelt calls the heads of the opposing forces together for a conference, and requests a settlement in the interests of humanity. Mr. Mitchell for the strikers promptly agrees to accede to the universal interests, leaving the personal grievance of his party to arbitration. But, the operators: no, it is no-body's business but their own if they choose to freeze and starve the nation. They are a power sufficient unto themselves. Now the offenders have at last been discovered and the full force of public opinion swoops down upon their unfortunate heads. Its force is appalling. No power could long resist it. And so we find these haughty gentlemen soon succumb to the inevitable. They are forced to concede to a proposition of their adversaries for settling the dispute, for they are now in the power of public opinion, and public opinion is no recog-nizer of persons. May those hereafter tempted to disturb the public learn from the outcome of this contest that under a government of the people, by the people and for the people, if written laws are inadequate the voice of the people is law. Then the great coal strike of the anthracite miners of Pennsylvania during the Sum-mer and Fall of 1902, with its resultant struggle among the forces of capital, labor and public opinion, will have had a bene-ficent effect by establishing the supremacy of public opinion as an active and powerful arbiter for the interests ol the nation. ■ 230 THE GETTYSBURG MERCURY. HAVE WOMEN A SUPERIOR FITNESS FOR TEACHING? FRANK LAYMAN, '04. IN discussing this question we shall not extend our conclu-sions to the higher grades of the teaching profession, but shall confine ourselves to the ranks where the great body of female teachers are found. It is true that women are at work behind the teacher's desk in many of our higher institutions of learning, but it is the ex-ceptional woman that is found there. The representative fe-male teacher (and this is the one that we must consider in this article), is found in the primary and intermediate grades in town and in the country schools. In these schools we venture to say that women have a superior fitness for teaching. The pupils in such schools are young and so the demand upon the teacher is not so much for scholarship and strong reasoning power as for the faculty of understanding child nature and consequently the ability to teach the most effectively and to discipline for the best interests of the pupil. That women are superior to men in these qualifications we shall now attempt to show. Woman stands in a much closer relation to children than man. She has been constituted the natural nurse of our race, and upon her rests the responsibility of bringing children into the world and of caring for them. For these duties she has been specially endowed with a better understanding of child nature and a readier sympathy for children than man possesses. This intuitive understanding and sympathy goes out not only toward her own offspring but to other children as well as occa-sion demands. The result is often seen in the way in which she adapts herself to the wants of children and wins their con-fidence at times when men in their clumsy ways utterly fail. The value of this better understanding of child nature is es-pecially manifest in the work of instruction. No workman, no artist, can successfully work upon material which he does not thoroughly understand. Perhaps the illustration is crude, but THE GETTYSBURG MERCURY. 23 I nevertheless it is just as true that a teacher cannot really teach without understanding child nature, and, as we have seen, wo-man is endowed with this gift. Woman's superior fitness for teaching is even more manifest in the sphere of discipline. If discipline were merely the work of overawing children, of securing good order by force, then perhaps male teachers would be better disciplinarians. But in the grades where women are found such discipline is positively injurious to the child. Here the demand is for such regulation of conduct as shall strengthen and develop character, such dis-cipline as shall induce right conduct because it is felt to be for the best, not because seemingly good behavior is compulsory. Woman's marked success in securing this kind of discipline is everywhere acknowledged. That indefinable and inimitable way in which she accomplishes her purposes we call tact. It results from her better understanding of child nature. One other fact may be mentioned. It seems to be the gen-eral experience of teachers that male teachers are more success-ful in dealing with girls in the school room, and female teachers with boys. The reason for this I shall not attempt to give. I only state what has been observed in a number of cases. The fact has this important bearing on the question. In every school the boys are the element most difficult to manage prop-erly, and, in her greater success in managing them, woman again demonstrates her superior fitness for teaching. 232 THE GETTYSBURG MERCURY. "S1 THE RIGHTS OF THE PEOPLE. JOSEPH E. ROWE, '04. HALL Rome stand under one man's awe? What, Rome?" These words are not only the utterance of a Roman conspir-ator but the voice of centuries. The cry has not been, "Shall Rome stand under one man's awe?" but, "Shall any nation stand in awe of one man or of a few ?" Every age that has wit-nessed revolutions has echoed with these identical words of challenge. The people in every case have issued the challenge and have struggled incessantly until their condition was im-proved. The Rights of the People are irrepressible. Revolutions have been agitated under widely different pre-texts. Tarquin was driven from the streets of the "Eternal City" because one dared to give him the hated name of king. Nobility was the crime which brought Louis XVI and his in-nocent wife Marie Antoinette to the guillotine. The principal reason for beheading Charles I was his insult to Parliament. But beneath all was the indomitable force of individual rights. Did the Romans exile Tarquin simply because they objected to the title of king ? No. To them the name king was a syn-onym for tyranny and oppression; king meant a suppression of individual rights. Noble birth or tyranny was not the real cause of the execu-tion of Louis XVI. He was the mildest and most untyrannical of all the Bourbons. But his predecessors in their oppression of the people were simply intolerable. Persons were thrust into prison, and even killed, not for any crime, but at the arbitrary command of the king. Taxes were beyond all reason. Fur-thermore, Louis XV had expended the public money—the hard-earned money of the people—in building for himself at Versailles a palace of the most fabulous magnificence, costing the enormous sum of a hundred million dollars. The extrava-gance of the Bourbons in general would almost have put a Nero to shame. Ah, these preceding kings were sowing the seed of the hellish harvest which Louis XVI was destined to reap. THE GETTYSBURG MERCURY. 233 Can we wonder that the rights of the people asserted them-selves even in such a wild bacchanalian revel as that of the French Revolution ? No king has ever kept down individual rights for any length of time. King John was compelled to respect the People's Rights as laid down in the "Magna Charta." Charles I tried to rule without Parliament and was beheaded. George III attempted to enforce upon the American Colonists "Taxation without Representation" and they became "The United States of America." Every nation of the past which has failed to respect these innate rights of man has been wiped from the face of the earth. The once-glorious empires of the East—Babylon and Persia— are known chiefly by the vestiges of their despotism ; Egypt, Greece, Macedonia, Rome and Carthage have played their part, and are no more, and splendid Spain of the Middle Ages has fallen, and is tottering slowly but surely to her grave. Fortunately there is one country which can truly be called "The Land of the Free." It has been founded not upon the sandy foundations of the nations of the past, but upon the rock of her achievements. She has fully realized that Caesar had his Brutus, Charles I his Cromwell, and that George III should have profited well by their example. Her principles are those which have stood the test of time unaffected, yea, more, they are those which time has proven unconquerable. It is only America that recognizes the rights of every man. May she not forget the lessons which may be drawn from the past, but let the secret of her greatness be the ruling principle of the future nations of the world and may her posterity be ever able to sing as she can to-day, The pilgrim spirit has not fled : It walks in noon's broad light. And it watches the bed of the glorious dead With the holy stars by night. It watches the bed of those who have bled, And shall guard this ice-bound shore Till the waves of the bay where the Mayflower lay Shall foam and freeze no more. 234 THE GETTYSBURG MERCURY. THE HERMIT'S HOME. W. W. BARKXEY, '04. AMILE or more southeast of Gettysburg, and a short dis-tance to the east of Spangler's Spring and Rock Creek, on an elevation known as Wolf's Hill, is the home of an old her-mit. On approaching this secluded spot in the woods without any previous knowledge of the existence of this peculiar and eccentric old man, one would scarcely expect to find any human being dwelling there. Every thing seems quiet and lonely and still. The hill is literally covered with pines and rocks. After having fully entered the growth of trees, one seems to be cut off completly from the outer world, and to be cast into a deep solitude. It is truly a desirable place for a man wishing to live entirely alone, free from the cares and anx-ieties of the world. We may well call it the ideal hermit home. A wagon road having been followed a part of the distance, after a while you turn off to the left on a path leading through a thick growth of small pines, the lower branches of which have been trimmed off carefully with an ax, thus unmistaking-ly marking the path. Suddenly the hermitage appears. At once it excites wonder and curiosity, and it is determined to examine every point of interest, which observations we shall at-tempt to offer in the shape of a short sketch. The miniature estate is a pentagon in shape and embraces about a quarter of an acre of cleared land; naturally it is sur-rounded on all sides by woods and artificially it is enclosed with a stone wall about four feet high and two feet thick, built by the hands of the hermit himself who gathered the stones one by one and fitted them carefully in their places. About a foot above the wall is stretched one strand of heavy fencing wire, making it difficult for both man and beast to molest the property. The whole wall, as it were, reminds one of the an-cient idea of a walled city designed to keep the enemy out. That part of the enclosure which has not been utilized as a foundation for buildings, seems to be cultivated yearly as a THE GETTYSBURG MERCURY. 235 garden and a potato and corn patch. The little field is not as smooth and even as gardens usually are. It is not yet free from all the stones, and the whole lot is interspersed with huge boulders immovable by one man's strength. Here and there stands a tree which has not been removed yet. One we ob-served in particular, a tall yellow pine with wide branches which the otd man calls his "Summer Resort." Around it is fixed a circular seat on which he spends many a hot summer afternoon, smoking his soothing pipe and musing. Almost in the center of the pentagon, stands the house which is the main part of the hermits home. Originally it was built in the shape of a cave, the roof extending to the ground on both sides. It is extremely rude in its structure and reminds us somewhat of a pioneer hut. Either end has the appearance of the gable end of a house. Since the erection of this meagre shanty, however, the hermit has built a more convenient end to it, which serves now as the main part of the house. This new addition is about fifteen feet square and ten feet high. It is built of logs rough-hewn, and well fitted together with mortar, thus making the room comfortable in time of cold. The roof has but one slope, and is made of boards and slabs covered with thick tar paper. Three small windows admit light into the single chamber in which the hermit cooks, eats, sleeps and spends the most of his time. Within, the walls are literally covered with pictures of all classes and descriptions. In one corner stands the bed, old fashioned and covered with bed cloth-ing, dirty, torn and tattered; in another a small dingy cooking stove, rusty and fire eaten; in a third, a roughly made desk and table in combination constructed by the hermit's own hand out of the crude material of the forest and resembling very much the table of the pioneer's shanty or the cowboy's shack. This table serves him in cooking and eating and is at the same time the depository of his few books and valuables. A few old chairs and stools help to fill the room. Hanging on the wall is an old rifle with its shot and bullet pouch and powder flask. The floor is carpeted with a few remnants of well-worn carpet with several home-made rugs. On a stand near one of the 236 THE GETTYSBURG MERCURY. windows are some papers, a few old letters, a pen and some ink. On the window sill is a mouth organ and near by hang-ing on the wall, an accordion. All this seems to indicate that the hermit is a man of some education and a lover of music. Standing not far away from the main dwelling house is a cave in which potatoes, apples, et cetera, are kept secure from heat and cold. Directly adjoining the cave is a wood house filled with small sticks of wood gathered round about the forest. On another side of the house proper is an unwalled well about seven feet deep which supplies the hermit with an abundance of pure soft water, agreeable to his physical constitution, as he says. So much now for his home, but let us inquire here, who is this strange old man who has chosen this lonely life in the woods ? He is a German, born in Germany. Listen and you shall hear the story of his life and the reasons for his being here. His name is Jacob Thomas. He sprang from poor but honest, hard-working parents living in the neighborhood of Mannheim in the valley of the Rhine. In 185 1, when the boy was ten years old, he with his parents emigrated to America and located near Germantown, Pennsylvania, where they lived and toiled on a little farm till their son had grown quite to manhood. He was their only child, and at once the comfort and joy of their heart. Every sacrifice was made, many pri-vations were endured in order that the boy Jacob might obtain a fairly good American education, and thereby be fitted to com-pete successfully with his fellow men in the busy life of our nation. But, alas, the scourge of smallpox visited the eastern part of the state, and of the hundreds it laid low in death, were the loving mother and faithful father of Jacob Thomas. The son also was attacked by the leveling epidemic but after a se-vere siege of suffering, he came out victorious over the disease, with its many marics and traces on his face. Poor young fel-low! he was now an orphan, left alone in the world, and scarcely eighteen. Henceforth the battle of life was placed entirely in his own hands. His education could not be finished ; his only support was gone. It seemed to him as if his whole future THE GETTYSBURG MERCURY. 237 would be blighted and full of sorrows and suffering. He dis-posed of the meagre personal property for a small amount of cash, wandered into Philadelphia and buried himself in the populous mass of that large city. He remained there almost a month, doing whatever he could find to do. At last fortune favored, and he obtained a permanent position on board the merchant vessel, Boswell, which was then engaged in the car-rying trade between Philadelphia and Liverpool, England. Ja-cob remained on the sea ten long years. It was a straining life, full of toils and hardships, as well as extreme wickedness and ungodliness. Though thinking often of his sainted mother and godly father who were now in Paradise, yet the temptations were so strong that he fell a victim to the snares and vices of the sailor's life and learned to curse and drink liquor. Twice he escaped death in shipwreck; once off the coast of Ireland and again, off the coast of Virginia. Both times he was saved on the wreckage floating about till rescued by the life-saving ser-vice. Shortly after the last wreck at sea, he quit the ocean, and wandered back into the land of his nativity where he joined the German ranks in the famous Franco-Prussian war in 1871. Here he fcught as a common soldier for Germany ten months, and came out with a severe wound in the left shoul-der, but a better man morally In spite of the worldly in-fluences of camp life, while in the military service he had a vivid consciousness of the sinful life he had been living for ten con-secutive years. He reflected on the innocence of his youth and the teachings of his mother; he thought on the goodness of divine providence in preserving and protecting his life in the storms and adversities experienced thus far in his life, and he was thankful to God for his care. He became penitent and sorry for the degenerate, sinful life he had been leading hitherto. Then and there he determined to change his course and return to the beautiful Christ-life which he had abandoned when he went to sea. He ceased cursing and drinking and many other evil habits he had been practicing, and surrendered himself wholly and completely to truth, sincerity and piety. It was a 238 THE GETTYSBURG MERCURY. remarkable change and marks the beginning of the life he has lived ever since. The Autumn of 1873 found him in the city of New York working on a ferry boat. Not long afterwards he married Jane Gorlity, the love of his youth, and immediately they came to Hanover, Pennsylvania, in order to get away from the crowded city life which he so much detested. Here they lived peace-ably and happily together many years. Their love and af-fection for each other was intense—only strengthened by time. No couple was ever better mated and none lived more agree-ably and found so much pleasure in each other's presence. All who knew them admired them for their simplicity and true-heartedness. But, alas for the separations of Death! He came with his keen sickle and cut the beautiful wife down in the very prime of life and left poor Jacob alone once more in the world. Wounded deep with grief and cast down in sadness, he no more found peace and pleasure among the men and women of his town. He longed for a retreat, a solitude where he could shut himself in from the outer world and spend the remainder of his days alone in quiet meditation in some spot unfrequented by noisy men and prattling children. He left Hanover in quest of such a place and finally located among the pines and rocks on Wolf's Hill, near the historic town of Gettysburg. THE GETTYSBURG MERCURY. 239 'PEACE ON EARTH." H. S. L., '03. ONE more week till Christmas, he thought, and the thought was followed with a sigh. The young man who had been so happy a few months ago when he led his bride to their new home sat melancholy and despondent before the open fire. "She thinks I am rich, but, oh, if she only new the truth. My debts are now greater than I can stand." He heard a soft step at the door which put an end to these thoughts. "One more week till Christmas, my dear, and you haven't told me a thing about our plans. You've forgotten it, no doubt." "O, no," he answered, "I have a surprise." She gave a short laugh and left him alone. He was more dejected than ever. "It's a shame to treat her so. O God, if I only had the heart to tell her!" The fire burned brighter, he grew more thoughtful and began to plan. "Ha! I've got it. What do I care. She doesn't like it, but she doesn't need to know where I get it, or how I get it." A moment later he had put on his overcoat and hat, and was walking rapidly away from the house. The air was frosty and the snow crunched under his feet, the city was brilliantly lighted and shop windows glittered with beautiful things for Christmas. He saw none of them but kept his eyes steadily fixed before him till he came to the club house. A few men were smoking and reading, others chatting and drinking. "Come, let's have a game," said he to one of them. "I need some money." "Ha! Ha! you do, well I guess so after your last game. I don't blame you; come on." This annoyed him somewhat but he took it all and laughed perfunctorily. He played a good game of cards but was rather nervous that night. "How's that," he said, when when he took in the first trick. The other kept silent. One game ended, he had good luck, made a little money, just enough*to put him in a reckless mood. Then was the other's chance, he played a fast and care-ful hand, not the slightest bit of success did Jean have. It 240 THE GETTYSBURG MERCURY. was going hard. The other had begun to speak, to tease, to annoy. "You cheat, you rascal, the devil take it. You, I mean." He grew more and more reckless. The other taking in his tricks and piling up his borrowed money, laughed heart-ily. Jean also pretended to make light of ill luck. He played harder, grew more reckless and flew into a higher temper. The other's jokes were too much, he was tired of jeering. "There, the devil take it," he said, as he slapped down the last cent of borrowed money. The other put the gain into his pocket, jeering and laughing. They were left alone. One word of in-sult and the other gave him a blow that brought him to the floor. He quickly regained himself and in an instant he flew at his opponent. For a few moments they dodged each other's . blows and then the fight grew harder and harder, the other had the advantage for a while, but in a sudden rage grabbed the throat of his opponent and both fell to the floor. He clutched tighter and tighter and with both feet kneeled on his breast. The other released his grip, his eyes turned to a glassy stare and gave a few short gasps. Jean rose and looked at him. The money lay all over the carpet amid bits of broken glass and overturned chairs. Jean gathered it up and walked to the door. He paused a moment and looked at the pros-trate form white and cold, then slammed the door and hast-ened away. Once out in the street he walked to the limits of the city. His heart still beat with the frenzy of the combat. He paused a moment and gazed wildly about him. He fancied that every one he saw walking near him was acquainted with the crime and had come to seize him. Alarmed at the thought he took to his heels and ran. Still the face of his victim haunted him, he heard the last gasps for breath, saw the hands wildly clutch-ing the air; every bush in the darkness seemed to take the form of one he had so cruelly murdered and filled him with terror. On he ran as if pursued by some demon untill breath-less he stopped. He was two miles into the country. The snow was falling and a high wind was blowing it into deep drifts. The gleam of a light from a cottage in the dis- THE GETTYSBURG MERCURY. 241 tance attracted him and almost sensless he dragged himself to-ward the spot. They heard him fall against the door and a man came out and carried him to the fire. When he awoke he found himself in strange quarters. Not knowing how he got there he fancied himself captured, and ut-tered a cry of alarm. The man and wife came to render assist-ance but he would not speak, the face of his victim haunted him, he gazed wildly about and then in a sudden impulse he thrust open the door and rushed out into the night. * * * * * * * $ The winter passed and Spring found him poverty stricken and in rags—a reclues, a self-condemned man far from home. Then followed a period of reflection. He thought of her whom he had wronged. Of his past life. How unfaithful he had been. Why did he not tell her all ? He would go back, con-fess his wrong, and if she could love him again would try to make her happy. By Fall he was again in the city. He passed the large club house where he had committed the deed. No one knew him now; he was in rags. For a few moments he paused and looked into the window. There sat the same old fellows that he had known so well, smoking and laughing. His heart fell and he pressed on towards the house. As he neared it his heart beat faster and faster. How could he approach her? Slowly he ascended the steps and rang the bell. A colored servant answered and demanded his card. He asked for her mistress but she refused him entrance. He persisted and was presently taken from the spot by a policeman. Still he de-manded entrance, insisting that it was his home. The police-man inquired and found that the lady who had inhabited the house a year ago had gone to her father's house. Jean sought her father. Her father met" him and recognized him. "You! how can you ask for her? You! you brought her to her grave. You were false, you betrayed her. Villian! be gone!" He walked slowly away and sobbed audibly. What was life to him now. He had better never have returned. Sad and 242 THE GETTYSBURG MERCURY. dejected he went into the slums. In a few weeks he was a hostler in one of the large city stables. Almost daily some of his club fellows came for horses but he never could look at them, much less speak. He suffered humility in silence. Once or twice some of his fellows thought they recognized him, but he pretended not to notice them. Life was misery, there was no good in the world, not even sleep brought him peace. At night when he lay on his couch in the stable loft the deeds of the past came upon him ; he could not banish them. He was guilty of two murders. ******* * It was early on Christmas morning. The sun was not yet up. Jean could not sleep, he had passed a wretched night. In order to get away from himself he walked down through the large street of the city. Even at this early hour the street was crowded with people; why this was he could not as yet determine. But he followed the crowd, eager for something to deaden the voice of conscience. While he was thus reflecting the "Notre Dame" appeared in the distance. This explained the cause of the crowd on the street at this early hour. But what was the church to him ? He hadn't been in it for years. He hated the church. Never would he darken its doors. He came nearer and heard the sound of the great organ softly playing. He saw the light gleaming through the stained glass windows. But he hated it all. The people were crowding into the Cathedral and Jean standing without was carried reluctantly by the great throng into the church. He took a scat in a dark corner behind a large marble col-umn. The church was not yet fully lighted and he did not care to be recognized. Presently the altar was a blaze of light. The music changed to more measured notes. The priests in gorgeous vestments came forth and bowed down before the high altar. A boy's clear soprano notes rang out over the vast congregation, "Ky- THE GETTYSBURG MERCURY. 243 rie Eleison, Kyrie Eleison." The high mass had begun. He listened for a few moments, enraptured by the scene, half repel-lant, half repentent. The whole choir joined in perfect harmony "Kyrie Eleison." The music changed to a minor strain and an alto sang in plain-tive tones "Christe Eleison." All about him were devoutly praying, but he sat still and stolid,-fighting his better nature. The celebrant from the high altar chanted forth in sonorous tones "Credo in unum patrem Deum." The choir answered in majestic movement and began the second chorus of the Mass. Jean sat there dazed, a feeling of wild unrest came over him, the lights danced before his eyes. The music grew grander and grander, ever rising in power till it reached a climax. A short pause followed, the organ modulating the while when the choir sang softly the words "Et Homofoetus est." The whole congregation fell upon its knees and Jean scarcely conscious of what he was doing knelt down with them. All through the Mass he knelt, absorbed in prayer, paying no attention to the seryice till he was interrupted in his meditation by depart-ure of the people with the notes of the "Dona Nobis" dying away in the distance. Jean did not join the crowd. The silent church was better. He meditated. A priest crossing the altar seeing him there alone came to to him, in the hope that he might assist him. They spoke for a few moments and then entered the confessional. He was silent for some time, he could not speak, words failed him. "Take heart my son, I am waiting," said the priest. I want to confess murder he said in stifled tones. "Murder," said the priest horrified. "You can't confess that to me; take that to the law." "But I can comfort,perhaps; let me hear." Jean related the past and the priest listened attentively- What! you ! exclaimed the priest, interrupting the confession- Jean paused and the priest came to him. He crouched back in the corner half afrighted. My son, said the priest I can for give murder; I am that man. Jean sprang to his feet and em- 244 THE GETTYSBURG MERCURY. braced him. Tears filled the eyes of both. "Rejoice, my son, your sins are forgiven." "Offer thanks to our common deliv-erer," he said, departing. Jean watched his form slowly disap-pearing in the distance and then fell upon his knees. The light burned steadily before the altar, the rays of the morning sun shone through the cathedral windows. And as he knelt there that beautiful Christmas morn Jean realized for the first time in his life the meaning of "Peace on earth, good will towards men. THE GETTYSBURG MERCURY Entered at the Postofficc at Gettysburg as second-class matter Vot, XI GETTYSBURG, PA., JANUARY, 1903 No. 7 Editor-in-chief II. S. LEWARS, 'O Assistant Editors Exchange Editor Miss MARY WILSON, '04 SAM. P. WEAVER, '04 LYMAN A. GUSS, '04 Business Manager . XT . "_. ' , Advisory Board NORMAN A. YEANY, '03 "».,/', -^ PROF. J. A. HIMES, LITT.D. Asst. Business Manager PROF. G. D. STAHXKY, M.D. FRED. MASTERS, '04 PROF. J. W. RICHARD, D.D. Published each month, from October to June inclusive, by the joint literary societies of Pennsylvania (Gettysburg) College. Subscription price, one dollar a year in advance; single copies 15 cents. Notice to discontinue sending the MERCURY to any address must be accompanied by all arrearages. Students, Professors and Alumni are cordially invited to contribute. All subscriptions and business matter should be addressed to the Busi-ness Manager. Articles for publication should be addressed to the Editor. Address THE GETTYSBURG MERCURY, GETTYSBURG, PA. EDITORIALS. .■ . " , Most people think it a wise thing at the begin- A NFW YEAR'S V r & & RESOLUTION. n;ng 0f ^c new vear to reflect on past actions and to resolve to do better things in the future. So let us profit by the example of these people and resolve upon a few things at the beginning of the new term. Yet far be it from us to act as some are wont to do who make good resolutions and straightway forget not only that they have re-solved but what they have resolved to do. Or even as is the custom of certain learned bodies to draw up such documents in written form and consign them to such places of safe keep-ing where they will annoy no one. But let us first think upon some good thing and do it. Let us then as a student body resolve to take more interest in all the departments of college activity. 246 THE GETTYSBURG MERCURY. Why cannot Gettysburg College have a creditable track team ? Have we lost all interest in track athletics ? Let us lend a hand and strengthen some of these weak departments of athletics. But even of more importance than this is to resolve to support the college publications better than ever before. It is a crying need among editors that they cannot do what they should like to do. Not because the publication is not supported financially but for lack of good material. If it once entered the minds of students that these papers were theirs to uphold and therefore in a certain sense to man-age we might hope for better things. Now let us resolve that we will support the monthly better. When the number does not come up to our ideals then let us make it a point to improve it by our own efforts. Too often, alas, the editor must publish just what he can get. It then follows that literary standards must be low among us if our monthly is an expression of our ability in such work. Let us resolve to do better and the day will be near at hand when we shall see its good results. AN EXPLANATION. It has been the custom for years to omit the publication of a January number of this magazine. But owing to a delay in the issue of the December number through lack of force at the printer's, it seemed well to the managers to publish a January number instead of a De-cember number. We sincerely regret this delay and trust that it will meet with not too harsh censure from our readers. EXCHANGES. DURING the past few months the matter of criticising has been much discussed by several of our exchanges. Some of them claim that too many compliments are offered by the dif-ferent editors and that not enough real criticism is given, while others maintain that the average exchange editoris not capable of justly criticising the work of his fellow students. Both are THE GETTYSBURG MERCURY. 247 right to a certain degree. It is true that many journals are complimented that are not deserving of praise. On the other hand almost all who do offer critical reviews are either partial or not in a position to make such criticism. We agree with the Buff and Blue that it is often "wisest to report only on the meritorious article." Criticism may be offered in a general way to advantage, but when it descends to the level of mere fault finding the advice is not only not heeded by the one for whom it is given, but is often refuted thus causing an unfriend-ly feeling to arise between the different journals. This month two exchanges came to our table that were es-pecially prominent in this respect. The one took over two pages to criticise an article that was not as long as his crit-icism. If the article was so poor as the editor would make it, it was certainly not worthy of such a lengthy refutation. About the other there is no question. The writer is partial from the very beginning. During his elaborate argument he speaks of the heresy of Luther and makes many other state-ments that show the narrowness of his comment. The article closes with the haughty statement that "Doubtless he is a Freshman and before he finishes his course he will learn a lit-tle history and then he will make statements which startle the printers who set them in type." Shall we call that a just criti-cism? Does it show a spirit of impartiality or "down-right rottenness" on the part of the writer? Fellow editors, you may answer the questions for yourselves, and in the meantime per-mit us to reply in the author's own manner and say that the writer is not a Freshman, but, judging from the thought and construction of the above sentence, has as much ability and judgment as the editor who makes the inquiry. The Georgetown College Journal is one of our best exchanges. The November number contains two good contributions, "The Rise and Growth of the District of Columbia," and "In the Thrilling Days of '64." We wish to apologize to the Journal for making use of the poem, to which they called our attention, without giving them due credit. It was not done intentionally but was merely an oversight on our part. THE GETTYSBURG MERCURY. "There's a jubilee in Love-laud When the College widows wed, And young Cupid rests from labor, Slumbering on his rosy bed. All the powers of Olympus Laugh and wonder how 'twas done, Drinking healths to Cupid For the folly and the fun. "fisn't every year it happens That a victim's landed sure, And there's many an arrow blunted, Many a crafty well-planned lure, Ere the marriage vow is spoken That the wily students dread; But the patron saints of wooing Turned this foolish student's head — There's a jubilee in Love-land When the college widows wed."—Ex. The Ursinus Weekly seems at last to have assumed a defin-ite form. Whether the new departure has been for the best re-mains to be seen. The literary number for October, however, contains a very interesting and well written story "The Other Side." The poem, "The Corn Harvest," is also good. The Wittenberger is one of our new exchanges. It comes to us from Springfield, Ohio, and contains some good articles. It could be greatly improved, however, by keeping the material separate from the advertisements and by giving more attention to the development of its exchange department. The little brook with pleasing murmur glides Thro' meadows bright by woodlands shadowed o'er, Its waters clear o'er rounded pebbles pour, Kissing with gentle touch its teeming sides. Thus calmly on it goes with eddying tides, No foaming waves, no rising billows roar, But ever on as softly as before Mid golden sands, where'ere its channel guides. O would that thus life's rough and devious stream, With all its storms, its tempests and its care, Flowed as a babbling brook so peacefully; While I, like one in rapture and in dream, Might float upon its swelling bosom fair Into the haven of Eternity.—Ex. THESE FIRMS ARE O. K.—PATRONIZE THEM. The Intenollepfe Bureau or flcademis fiostnme. Chartered igoz. Cotrell 5* I^eonard^ makers of the Caps, Governs and Hoods To the University of Pennsylvania, Harvard, Princeton, Yale, Cornell, Columbia, University of Chicago, University of Min-nesota, Leland Stanford, Tulane, University of the South, Wel-lesley, Bryn Mawr, Wells, Mt. Holyoke and the others. Illustrated Bulletin, Samples, Etc., upon request. 4. (§. (Spalding & @ros., Largest Manufacturers in the World of Official Athletic Supplies. Base Ball Lawn Tennis Golf Field Hockey JitMetic Implements. Spalding's Catalogue of Athletic Sports Mailed Free to any Address. A. G. Spalding &c Bros. NEW YORK - . CHICAGO - - DENVER - - BUFFALO - - BALTIMORE HELP THOSE WHO HELP US. THE STEWART & STEEN CO. Oollege UlrigTCUveTs and (pTinte~rs 1034 Arch St., Philadelphia, Pa. MAKERS AND PUBLISHERS OF Commencement, Class Day Invitations and Programs, Class Pins and Buttons in Gold and Other Metals, "Wedding Itivitations and Announcements, At Home Cards, Reception Cards and Visiting Cards, . Visiting Cards—rlate and 50 cards, 75 cents. Dj {Special Discount to Students. N. A. YEANY, Gettysburg College Representative. A Market Square, HARRISBURG, PA. Eates $2.00 per day and up. Special Eates for Commercial Men. Large and convenient Sample Rooms. Passenger and Baggage Elevator. Electric Cars to and from Depot. Electric Light and Steam Heat. Rooms En-suite or Single with Bath. /. H. & M. S. BUTTBRWORTH, Props. FURNITURE Mattresses, Bed Springs, Iron Beds, Picture Frames, Repair Work done promptly. Under-taking a specialty. * Telephone No. 97. H. IB. Bendei I 37 Baltimore St., Gettysburg, Pa. FAVOR THOSE WHO FAVOR US. A J. A. TAWNEY Is ready to furnish Clubs and Boarding Houses with . Bread, Rolls, Etc., At short notice and reason-able rates. Washington & Middle Sts., Gettysburg. Shoes Impaired 115 Baltimore St. near Court House. Good Work Guaranteed. J. W. BUMBAUGH'S City Cafe and Dining Room Meals and lunches served at short notice. Fresh pies and sandwiches always on hand. Oysters furnished all year. 53 Chambersburg St. 1 =¥*= **=^=**= AA=AA= AAF AA= AA= AA: Jtv; S A^P AA= AA= AA= AAr AA= :**: **r **= AA= AA t U-PI-DEE. A new Co-ed has alighted in town, ll-pi-dce, U-pi-da! In an up-to-datest tailor-made gowr.,CJ-pI-de-i-da ! The boys are wild, and prex is, too, You never saw such a hulla-ba-loo. CHORUS. — U-pi-dee-i-dee-i-da I etc. Her voice is clear as a soaring lark's, And her wit is like those trolley-car sparks ! When "cross a muddy street she flits, The boys alt have conniption fitsl The turn of her head turns all ours, too. There's always a strife to sit in her pew; *Tis enough to make a parsun drunk, To hear her sing old co-ca-chc-lunk 1 The above, and three other NEW verses to U-PI-DEE, and NEW WORDS, catchy, up-to-date, to many others of the popular OLD FAMILIAR TUNES; be-iJWU sides OLD FAVORITES ; and also many NEW SONGS. TTff SONGS OF ALL THE COLLEGES. jibjj CopjriEht, Price, $1.50, postpaid. 1900, u HINDS & NOBLE, Publishers, New York City. ff Schoolbooks 0/ all publishers at o?te store. \ a AA~ A*: AV \\- At AA= -IV AA= A\- AX- AV- I mmm mmm m. p. mmmmmmmm m I 50 YEARS' EXPERIENCE TRADE MARKS DESIGNS COPYRIGHTS &C. 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Introducción
Esta investigación surge a partir de la observación continua en las aulas de clase de la carrera de Diseño Textil y de Indumentaria en la Universidad de Palermo, siendo notoria una mayor cantidad de estudiantes mujeres frente a los varones, siendo constante en la mayoría de las cátedras ofrecidas por la universidad.
En consecuencia, resulta interesante seleccionar el Diseño Textil y de Indumentaria, conocido también como Diseño de Modas en otras universidades como título de la carrera, porque en comparación a las otras carreras, como el Diseño Industrial, Gráfico, de Interiores o incluso Arquitectura, no presentan de igual forma una diferencia tan marcada en la cantidad de estudiantes de un solo género, siendo que hoy en día la inscripción a la universidad está abierta para ambos géneros y en cualquier campo.
La construcción cultural de esta sociedad, en específico los conceptos que se desarrollan en términos de género con respecto a las labores culturalmente asignadas a la mujer y al varón, y los estereotipos sobre los varones que estudian esta carrera, ha generado una limitación social y por tanto un efecto de influencia en la elección y permanencia por parte de los estudiantes en la carrera de Diseño Textil y de Indumentaria.
Teniendo en cuenta que estos conceptos culturales se introducen de un modo normal en la sociedad, por medio de los padres, los amigos y los medios de comunicación, quienes contribuyen a la continuación de estos imaginarios, definiendo el desempeño y adaptación de los estudiantes en el entorno social y por tanto limitando la elección de carrera con base en los ideales que la sociedad tiene presente.
De esta forma, en el campo de la moda se ha dado protagonismo a la relación de la mujer con la indumentaria, además de considerarse a la costura como una labor tradicional propia de la mujer en el hogar, pero contradictoriamente la historia menciona que la profesión fue iniciada por los varones, siendo equitativo el desarrollo de grandes aportes como por ejemplo el diseño de la primera colección de diseño de autor elaborada por Charles Frederick Worth, o la innovación en cuanto a la vestimenta para la mujer propuesta por Coco Chanel durante la Primera Guerra Mundial.
Es por esto que, en una sociedad donde el varón es quien domina el campo laboral y a su vez se prioriza su desarrollo profesional, el trabajo y en consecuencia el salario que recibe la mujer es secundario. Con base en la teoría de género, se explica por qué el varón es culturalmente asociado a las labores de fuerza, creación y la protección de la sociedad, en lo referente a la esfera pública, de esta forma, en las sociedades modernas el varón se convierte en el principal sustento económico del hogar, mientras que, por otra parte, la mujer por su capacidad biológica es asociada a la reproducción y al cuidado de los hijos, y en consecuencia las labores dentro del hogar o de la esfera doméstica, considerando culturalmente que el trabajo que desempeña en la esfera pública es un ingreso adicional, a la vez que limita su participación en ciertos campos, disminuyendo su crecimiento profesional y sus condiciones laborales.
A partir de esto, inició el interés por estudiar los factores culturales que influencian la elección de los estudiantes por la carrera de Diseño Textil y de Indumentaria en Buenos Aires, con el fin de analizar la relación entre las creencias culturales y el interés de los estudiantes por las temáticas dentro de la carrera, tomando como punto de referencia los estudiantes de la Universidad de Palermo debido a su gran reconocimiento académico en el área del Diseño.
La publicidad que desarrolla la Universidad de Palermo en centros comerciales, vallas publicitarias, banners en internet, comerciales de televisión e incluso las reuniones informativas tanto en Buenos Aires como en otras ciudades capitales de Latinoamérica, cumple con el objetivo de convocar estudiantes a la vez que extiende su reconocimiento en el ámbito educativo y desarrolla oportunidades laborales para sus estudiantes.
Es por esto que estudiar la influencia de la mujer que se interesa por el Diseño de Indumentaria, a través de los medios de comunicación y la cultura visual globalizada, permitirá comprender cómo las definiciones sociales en épocas específicas han formado imaginarios culturales que afectan la posición de la mujer dentro de una determinada profesión, además de la influencia por parte de la industria del estilo que realiza constantemente un juicio moral sobre el cómo se es y el cómo se debería ser (Sabsay, 2009, p. ,76).
El movimiento feminista en Argentina y los estudios en torno a la mujer (Garone, 2003, Pérez, 2006, Zarza, 2001, De Felice, 2009, López, 2005), han señalado que las diseñadoras de indumentaria se interesan por obtener el reconocimiento de su profesión más allá de ser una tarea propia del rol de la mujer en el hogar, una idea construida desde el ámbito doméstico que no ha resultado fácil de cambiar, en especial cuando se intenta incursionar en el mundo laboral, intentando fomentar un concepto del Diseño de Indumentaria más como un proceso creativo para la concepción de una prenda que una labor de manufactura. (Pérez, 2006, p. 78).

Objetivos
En este marco, el presente trabajo de investigación tiene como objetivo general: estudiar la influencia de la construcción cultural de la mujer en la elección de las estudiantes por la carrera de Diseño Textil y de Indumentaria en la Universidad de Palermo, abordando la temática desde tres perspectivas clave: el diseño textil y de indumentaria como profesión, la construcción de la mujer y su asociación con la moda, y la universidad como institución educativa para los nuevos profesionales.

Objetivos específicos
Los objetivos específicos proponen identificar los actores sociales, los imaginarios y los escenarios que influenciaron la elección los estudiantes por el Diseño Textil y de Indumentaria; analizar desde la perspectiva de los estudiantes, las temáticas y los medios que incentivaron el interés por los temas relacionadas con la moda y la producción de indumentaria; explorar la proyección del campo de acción propuesta por la universidad respecto a las expectativas laborales de las estudiantes en la industria de la moda y la situación actual de los diseñadores en el campo profesional; e identificar los conceptos socioculturales y de género presentes en la formación de los estudiantes que motivaron la elección de la carrera en el campo de la moda.

Hipótesis
En consecuencia, esta investigación postula la siguiente hipótesis: La relación cultural de las mujeres con la moda y la construcción socio-cultural de la profesión, aumenta la elección de las mujeres por la carrera de Diseño Textil y de Indumentaria en la universidad de Palermo (2015).
En este sentido, para responder a la sustentación de esta hipótesis esta investigación se estructura en cuatro capítulos. El primero aborda la profesión del Diseño Textil y de Indumentaria desde el diseño, las tendencias y la historia, de tal forma que genera un recorrido desde lo general hasta lo específico. De esta forma se analizan las diferentes posturas frente a la profesión, y la diferencia entre el Diseño de Moda, el Diseño de Indumentaria y el Diseño Textil, además de describir su afinidad con otras disciplinas que generan nuevas profesiones y que en el campo de la moda complementan el trabajo de los Diseñadores.
El segundo capítulo examina la construcción cultural de la mujer desde la sociología y la antropología, describiendo las labores tradicionales del hogar asignadas a la mujer en la sociedad. Esta investigación aborda la relación de estos roles tradicionales con la costura y la moda, siendo este último, el medio en el que se generan los estereotipos sobre el comportamiento y el desempeño de la mujer a nivel laboral en la industria de la indumentaria, de este modo relaciona aspectos referentes a las construcciones de género en la mujer y en el varón interesados por la carrera de Diseño Textil y de Indumentaria.
Por otra parte, se hace un recorrido histórico del desempeño de la mujer, y del logro por parte del movimiento feminista para el ingreso de la mujer en la universidad y en el entorno laboral, desde la mano de obra de las fábricas hasta las grandes diseñadoras creadoras de tendencias.
En el tercer capítulo se plantea desde un aspecto general el sistema educativo universitario de Buenos Aires, planificado por el Estado, con el objetivo de introducir a las políticas, normas y posturas que las universidades deben tener con respecto a las carreras. Asimismo, diferenciar la educación pública y privada y sus principales características.
Por lo que desde un aspecto más específico se plantea el funcionamiento de la Universidad de Palermo como institución educativa, describir las características de la facultad, especí- ficamente la metodología de enseñanza y la estructura curricular para la carrera de Diseño Textil y de Indumentaria. En este punto es importante hacer énfasis en el contenido de las materias con el objetivo de fundamentar si existe influencia en los proyectos de clase que encaminen la carrera de Diseño Textil y de Indumentaria hacia un perfil laboral específico. Finalmente, en el cuarto capítulo se desarrolla la metodología de investigación, basando el estudio en los perfiles de los estudiantes sobresalientes, esto como muestra del interés profesional de estos estudiantes para ser exitosos en el medio laboral que les espera, teniendo en cuenta además la diversidad cultural, debido a que una parte de los estudiantes son extranjeros. Aquí se pretende desde el trabajo de campo comprobar lo postulado en la hipótesis y por tanto sustentar el desarrollo de esta investigación.

Periodización
Esta investigación recorre desde el año de 1988 hasta el 2015, periodo en que Buenos Aires se convirtió en una ciudad interesada por la formación de diseñadores con iniciativa e ideas de innovación en la industria del textil y de indumentaria, además de que se funda la primera carrera de Diseño de Indumentaria y Textil, permitiendo profesionalizar el oficio de la costura, una profesión que presenta variedad de conceptos socioculturales y en términos de género para los estudiantes que cursan esta carrera, la cual ha tenido gran éxito, al celebrar anualmente el FashionWeek, evento de gran importancia para los diseñadores locales quienes se benefician con el reconocimiento de su trabajo a nivel nacional e internacional.

Línea temática
El problema planteado en esta investigación se ubica principalmente en la Línea Temática Nuevos Profesionales, debido a que el enfoque del proyecto es el estudio de la influencia cultural sobre la decisión de las estudiantes en la carrera de Diseño Textil y de indumentaria, así mismo sobre la proyección laboral y la metodología de aprendizaje empleada en una carrera de grado. Los resultados de esta investigación aportarán conocimientos desde la cultura y el estudio del género, explicando cómo las concepciones culturales en la labor de la mujer se convierten en un factor que influencia la elección de los estudiantes en el diseño y la moda; en lo académico propone una reflexión sobre el cómo lograr una inclusión equitativa por parte de los estudiantes dentro de la carrera.

Estado del arte
Dentro de los estudios consultados para esta investigación, y detalladas a continuación, se evidencia que el rol de la mujer ha estado opacado por la desigualdad de género en ciertas labores, incluso en el campo del diseño. A través del tiempo, la participación de la mujer en el campo educativo y laboral ha sido cada vez más equitativa, por lo que resulta interesante observar que en la carrera de Diseño Textil y de Indumentaria se presente una mayoría de estudiantes de un género más que de otro, en una carrera que es de libre inscripción. En consecuencia, la percepción que tiene la sociedad sobre la costura y labores del hogar asociadas a la mujer, mantiene los prejuicios sobre la participación equitativa de los gé- neros, y como resultado se generan estereotipos respecto a las labores en la industria de la moda, sin tener en cuenta que la realidad es diferente, y que en el Diseño Textil y de Indumentaria la participación de las mujeres y los varones es igualmente válida, de hecho en el ámbito laboral existe una participación mayor a la supuesta por parte de los hombres en las marcas de alta costura a nivel mundial.
Según Marina Garone (2003), esta situación no necesariamente debe generar competencia entre géneros, sino plantear el justo reconocimiento de las mujeres y los varones a través del trabajo que ha n realizado en las diferentes disciplinas del Diseño. En lo que respecta al enfoque histórico de la mujer, sostiene que en los años 1960 varios factores como la desigualdad estuvieron presentes en el terreno social, económico, político y legal, con lo cual se produjeron estereotipos en relación a las habilidades y capacidades del género femenino. Luego, en la década 1980 con influencia de movimientos feministas, se impulsaron políticas de todo tipo para equilibrar estos desbalances incluyendo la equidad de acceso e incorporación de la mujer en ámbitos laborales y educativos. Asimismo, el estudio explica que la participación académica de las mujeres en las universidades, presenta un aumento significativo en las carreras de Diseño, siendo el más alto para el Diseño Textil y de Indumentaria sobre el Gráfico y el Industrial (Garone, 2003).
Sin embargo, las egresadas del área de diseño presentan una situación no muy diferente, respecto a las egresadas de otras carreras en el aspecto laboral; los cambios en las organizaciones de trabajo, la flexibilización laboral y la fragmentación de los procesos productivos, han impactado en la división sexual del trabajo, en consecuencia las condiciones laborales de las mujeres trabajadoras quedan en desventaja frente a las de los varones. En este contexto, las políticas laborales fortalecen la idea de que el trabajo que realizan las mujeres es secundario y de que su salario es complementario al ingreso familiar (Garone, 2003).
En este contexto se toma como referencia tres estudios realizados en países hispanohablantes. El primero, desarrollado por el Instituto de la Mujer en Madrid (2001), este estudio compara las áreas en las que la mujer y el varón se destacan a nivel educativo, desde los estudios primarios hasta los universitarios, destacando que el 61,11% del alumnado inscrito en las artes aplicadas y los oficios artísticos en el grado superior entre 1998 y 1999 son mujeres.
En relación a lo anterior, el estudio describe que la mayor participación por parte de las mujeres se encuentra en oficios como los tejidos, murales, grabado, encuadernación, cerámica, diseño o bordado y encajes, a diferencia de los varones los cuales estudian en su mayoría la forja artística, ebanistería y diseño industrial. En otras áreas como la talla de madera, diseño gráfico, dibujo publicitario o delineación artística la participación es equitativa. Sin embargo, el incremento de las mujeres inscritas en ciertas ramas se debe a que estos oficios han sido desempeñados tradicionalmente por mujeres como es el caso del Diseño de Indumentaria, Bordados y Encajes, Esmaltes Artísticos y Diseño de Interiores (Grañeras et al, 2001).
En otro sentido, la investigación realizada por Juan Antonio Chamorro (2004), determina que la formación de un profesional en Diseño está influenciada además por la percepción y el análisis del entorno que habita, convirtiéndose en un fuerte referente de imágenes mentales que contribuirán en el futuro al desarrollo de nuevos Diseños. Por ello es importante que los diseñadores no sólo se encuentren en su entorno regular sino que exploren otras posibilidades. Parte de la función de los educadores es incentivar a la exploración de nuevos entornos y con ello a desarrollar nuevas actividades para incrementar el conocimiento en cada futuro profesional.
Por otro lado, la investigación realizada en México por Abel Pérez Ruiz (2006) estudia un grupo de mujeres diseñadoras de indumentaria. Para ello toma dos enfoques de la carrera: el Diseño Artesanal y el Diseño Técnico, analizando la labor de trabajadoras que oscilan entre los 32 y los 38 años. El interés de este estudio se centra en presentar la actividad productiva de estas mujeres en función de sus significados y prácticas, para demostrar que a través de sus conocimientos, habilidades, destrezas experiencias y comportamientos estas profesiones son más que sólo el ejercicio rutinario de hacer cortes y trazos. En relación a lo anterior, la investigación de Pérez (2006) discute que las diseñadoras luchan por el reconocimiento de su profesión más allá de ser parte de su rol como mujeres, una idea construida desde un ámbito doméstico tradicional y que no resulta fácil de modificar cuando se lleva al mercado laboral, debido a que se compara con el trabajo realizado por las costureras. En consecuencia, las diseñadoras tratan de mostrar la práctica del Diseño como lo que en realidad es, una frontera de identidad y un proceso creativo para la concepción de una prenda, dando así otra perspectiva al mundo de la moda.
Es por esto que los resultados de la investigación de los enfoques del Diseño Artesanal y Técnico, permitieron ver la manera en que las diseñadoras despliegan una serie de prácticas con contenidos simbólicos específicos en función a sus espacios de interacción; en ambos procesos existe una absorción de referentes exteriores, imágenes arquetípicas que sirven de guía para el desarrollo de los modelos. Sin embargo la creatividad no se reduce al qué hacen y cómo lo hacen, sino que implica un cómo lo sienten y cómo lo viven, convirtiéndolo en una introspección especial e íntima, para descubrir cómo se ve a sí misma y a los demás, esta forma de creatividad sirve como elemento para justificar el desenvolvimiento dentro de la confección de ropa (Pérez, 2006).
Es por esto que en el área académica, el desarrollo de los proyectos estudiantiles es evaluado principalmente por la capacidad de desarrollo de conceptos expuestos en las aulas de clase, teniendo en cuenta que la producción de las mujeres y los hombres es diferente. De esta forma Céspedes (2009) complementa al exponer que indiferentemente de la disciplina del Diseño y sus particularidades, se deben tener en cuenta los criterios de evaluación como conocimientos adquiridos a través de la práctica. A este concepto en acción lo llama competencia. Esta es una combinación dinámica de atributos en relación a conocimientos, habilidades, actitudes y responsabilidades que describen los resultados del aprendizaje de un programa educativo o a lo que los alumnos son capaces de demostrar al final del proceso. Por otra parte, la investigación desarrollada por Martha Zarza (2001) expone que las habilidades de cada género en relación al campo del Diseño Industrial están determinadas por estereotipos, tanto para la mujer como para el varón, por lo que se considera que las mujeres tienen un mejor desempeño en labores relacionadas con el cuerpo y lo decorativo, siendo importante esta habilidad en el diseño de interiores, joyas, bordados y tejidos. De esta forma considera el hecho de que según el género se asignan habilidades específicas que determinan las capacidades dentro del diseño.
El factor que considera Zarza (2001) importante dentro de su investigación es la formación de los diseñadores en una sociedad patriarcal aparentemente natural e inalterable, lo que en consecuencia ha demostrado históricamente que se destaca en mayor medida el trabajo de los varones sobre el de las mujeres en el diseño.
En este sentido, la separación de labores por género ha desencadenado una relación estereotípica de la mujer con las habilidades en ciertos campos del diseño, principalmente en materias relacionadas con la moda y el área textil, sin embargo, generar consciencia respecto a esta situación expone Zarza (2001) podría disminuir las creencias sociales y fomentar la participación equitativa por parte de ambos géneros en todas las áreas de diseño.
Sin embargo, la presencia mayoritaria de mujeres en unas pocas áreas es señal de que los estereotipos de género aún están presentes en el campo laboral, no solo del diseño, por lo que en otros campos se segmenta de igual forma el trabajo tanto para las mujeres, en oficios relacionados con la docencia y la enfermería, como para los varones, en la ingeniería, medicina y el sector automotriz entre otros (Zarza, 2001). Por lo que respecta al Diseño Industrial, los espacios laborales se encuentran dominados por varones lo que limita el ascenso de las diseñadoras mujeres al mismo nivel de los varones, siendo la causa principal que la creencia que las mujeres son más sensibles y emotivas, respecto a los varones los cuales son más racionales y, en consecuencia, se le asignan proyectos a fines a estas características, clasificando a las mujeres en proyectos para el hogar, la cocina y los niños. Por otra parte, la comunicación vista desde la teoría de género y entendida como una cadena de transmisión de valores, creencias, formas de sentir y actuar, permite la creación de símbolos que representan la identidad de cada individuo en la sociedad. Como es el caso en Argentina, Andrea De Felice (2009) expone como la representación social de la mujer en los medios de comunicación reproducen, refuerzan o cuestionan posiciones sexistas, lo cual al estar en el entono diario de las personas se establece como una temática legítima y aparentemente natural.
En consecuencia se desarrolla una gran influencia a través de los medios en la imagen de la mujer sobre la sociedad. De Felice (2009) describe que la publicidad es su principal canal, en dónde se muestra a la mujer en diferentes roles, desde madres obsesionadas por la limpieza, siempre dulces y responsables del bienestar de sus hijos; mujeres jóvenes, trabajadoras en actitud seductora y con una apariencia femenina; o mujeres mayores con el ideal de encontrar en productos de belleza la juventud eterna. En comparación, los varones son resaltados con atributos de fortaleza, poder y determinación, mostrándolos seguros y exitosos, hábiles en las finanzas, en la tecnología o automovilismo, entre otros.
De esta forma, el contenido de la publicidad genera estereotipos, tanto para la mujer como para el varón, los cuales son empleados como referentes socioculturales, dando paso al cambio en el campo semántico y en categorías que redefinen la representación de los géneros. Sin embargo, estos estereotipos al no tener un sustento biológico obtienen la característica de ser socialmente modificables, por lo que a través del tiempo pueden ir cambiando y adaptarse a nuevos conceptos de diferentes grupos sociales (De Felice, 2009). La comunicación en las revistas, específicamente para mujeres, muestra que independientemente de la temática la construcción discursiva es similar, de esta forma según De Felice (2009) este contenido afecta directamente a las mujeres inseguras, las que necesitan ser aconsejadas en temas personales, familiares o del hogar, e incluso para integrarse al mundo laboral. En consecuencia, sólo muestra una imagen positiva e idealista de la mujer, a través del consumo de productos de belleza y del hogar que facilitan las tareas domésticas, por lo que al final distraen la atención de las situaciones reales de desigualdad o discriminación en contra de la mujer.
Es por esto que definir el estereotipo como una imagen o idea aceptada sobre un grupo y que según De Felice (2009) se convierte en "una concepción simplificada que somete a un patrón de símbolos y valores que anula la individualidad de todo grupo social" (p. 72). De esta manera, los estereotipos se convierten en creencias y juicios de valor sobre las personas, o los roles de género, siendo la publicidad quien refuerza de manera natural la diferenciación de género construida a través de la historia.
Esta situación genera la necesidad de sensibilizar a los nuevos profesionales en el área con el objetivo de fomentar la producción de publicidad no sexista. A la vez que en el público se fomenta una demanda por un contenido, en donde la audiencia reconozca sus derechos. De este modo, De Felice (2001) propone una reflexión en cuanto al uso de la lingüística y la educación de los nuevos profesionales, los cuales serán capaces de pensar y reinterpretar nuevas formas de ver el mundo. Es por esto que los estereotipos de género son más comunes de lo que se piensa. La investigación desarrollada por Pilar López Díez (2005) basada en tres estudios sobre la representación de los niños y niñas en los programas de televisión, en la publicidad y los comics, determina que la imagen proyectada de las figuras femeninas está en un segundo plano respecto a la de los hombres. Según los resultados, a los hombres se los identificaba por ser en la mayoría de los casos la figura central, al mismo tiempo que se generaba una relación dicotómica entre el personaje masculino y el femenino, ya que sin éste no se pueden demostrar todas las capacidades y características asignadas al hombre, en el cual se estarían dando atributos al personaje femenino relacionadas con la belleza y la feminidad.
Otras características presentes en el estereotipo de las niñas en las publicidades se evidencia cuando se las muestra en forma sumisa, representando el papel de ama de casa rodeada de objetos para el hogar o de belleza, las voces que acompañan estas escenas suelen ser femeninas, mientras que las publicidades dirigidas a los niños están compuestas por juguetes de acción, automóviles, de construcción o de ciencia, y son narradas por voces masculinas y acompañadas por efectos visuales. Por otra parte, en año 2001, en Buenos Aires miles de estudiantes deciden inscribirse en carreras de diseño, sin embargo la crisis económica presentada desde los años de 1990 en la cuidad, hizo que la inserción de futuros egresados al mundo laboral se convirtiera en una labor compleja. Esta situación se expone en la investigación desarrollada por Paula Miguel (2009) cuyo principal objeto de estudio son los profesionales de la carrera de Dise- ño de Indumentaria y Textil de la Universidad de Buenos Aires, egresados entre el periodo del año 2000 y 2005 que decidieron trabajar de manera independiente. La inserción de nuevos estudiantes en esta carrera del Diseño se vio influenciada por eventos como la semana de la moda BAF Week y el surgimiento de espacios como los locales ubicados en el barrio Palermo fundados por los Diseñadores del Bajo, grupo de emprendedores independientes en las áreas de indumentaria, textil, industrial y mobiliaria, que por la crisis económica presentada en Buenos Aires, iniciaron una nueva oportunidad laboral influyendo en el enfoque de la ciudad hacia el Diseño.
El Anuario de Estadísticas Universitarias (2012) presentado por Departamento de Información Universitaria de la Secretaría de Políticas Universitarias (SPU), informa que en Buenos Aires en el 2012 se graduaron 1.401 estudiantes de la Universidad de Palermo, de los cuales el 63.3% eran mujeres y 32.7% hombres (p. 119). En cuanto a la cantidad de egresados de la rama de ciencias aplicadas, la cantidad de estudiantes en Arquitectura y Diseño fue de 579 entre hombres y mujeres (p. 129).
Por otro lado, el Informe Final realizado como Evaluación Externa sobre la Universidad de Palermo por la CONEAU (1999), explica la metodología que la Facultad de Diseño y Comunicación aplica en sus las diferentes carreras, siendo la característica principal que los estudiantes dispongan de la variedad en los horarios de clase, previamente establecidos por la facultad, y además, pueden elegir materias electivas pertenecientes a otras carreras dentro de la misma facultad.
De acuerdo a lo anterior, el estudiante, además tiene la posibilidad de inscribirse en una carrera y utilizarla como base, para posteriormente continuar con otra y así obtener un título de mayor grado a la carrera inicial, en un tiempo menor al regular si se cursa por separado estas dos carreras. Por ejemplo, en el caso del área de moda, el estudiante que inicia en Producción de Moda, carrera de dos años, puede continuar los estudios y convertirse en Diseñador Textil y de Indumentaria, cursando otros dos años y medio adicionales, siendo esta última carrera, un programa que por separado requiere cuatro años de estudio y solo obtiene un título (Anexo 22).
A modo de conclusión, este estado de la cuestión genera un panorama de la temática, apoyándose en temas de género, educación y percepción cultural. Estas investigaciones discuten la construcción y la influencia de los medios de comunicación respecto a la construcción cultural de la mujer. Por otra parte, el desempeño de la mujer en el diseño se ve limitado por estereotipos que clasifican sus habilidades en ciertas materias, relacionadas con la costura, la moda y lo textil, que se relacionan con los roles culturalmente asignados a cada género. Además, el entorno principalmente dominado por varones en distintas áreas, y una cultura de género normalizada por los medios de comunicación, ha generado una desigualdad en las condiciones laborales que favorecen en ciertos aspectos a los varones, como en el ingreso salarial o el ascenso laboral más rápido en comparación al de las mujeres. Por otro lado, a nivel educativo, se trabajan los temas sobre metodología para enseñar Diseño y de la manera en que la facultad de Diseño y Comunicación de la Universidad de Palermo se encuentra organizada para ofrecer la carrera de Diseño Textil y de Indumentaria. Pero en ninguno de estos estudios e investigaciones se refiere a los factores culturales que intervienen influencia sobre las mujeres y los varones que deciden cursar esta carrera en la ciudad de Buenos Aires, generando así una mayor participación por parte de las mujeres en el Diseño Textil y de Indumentaria más que en otras áreas del Diseño.

Only Vanderbilt University affiliated authors are listed on VUIR. For a full list of authors, access the version of record at https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6715680/ ; Fanconi anemia (FA) is a genetically heterogeneous disorder with 22 disease-causing genes reported to date. In some FA genes, monoallelic mutations have been found to be associated with breast cancer risk, while the risk associations of others remain unknown. The gene for FA type C, FANCC, has been proposed as a breast cancer susceptibility gene based on epidemiological and sequencing studies. We used the Oncoarray project to genotype two truncating FANCC variants (p.R185X and p.R548X) in 64,760 breast cancer cases and 49,793 controls of European descent. FANCC mutations were observed in 25 cases (14 with p.R185X, 11 with p.R548X) and 26 controls (18 with p.R185X, 8 with p.R548X). There was no evidence of an association with the risk of breast cancer, neither overall (odds ratio 0.77, 95% CI 0.44-1.33, p = 0.4) nor by histology, hormone receptor status, age or family history. We conclude that the breast cancer risk association of these two FANCC variants, if any, is much smaller than for BRCA1, BRCA2 or PALB2 mutations. If this applies to all truncating variants in FANCC it would suggest there are differences between FA genes in their roles on breast cancer risk and demonstrates the merit of large consortia for clarifying risk associations of rare variants. ; We thank all the individuals who took part in these studies and all the researchers, clinicians, technicians and administrative staff who have enabled this work to be carried out. We acknowledge all contributors to the COGS and OncoArray study design, chip design, genotyping, and genotype analyses. ABCFS thank Maggie Angelakos, Judi Maskiell, Gillian Dite. ABCS thanks the Blood bank Sanquin, The Netherlands. ABCTB Investigators: C.L.C., Rosemary Balleine, Robert Baxter, Stephen Braye, Jane Carpenter, Jane Dahlstrom, John Forbes, Soon Lee, Deborah Marsh, Adrienne Morey, Nirmala Pathmanathan, Rodney Scott, Allan Spigelman, Nicholas Wilcken, Desmond Yip. Samples are made available to researchers on a non-exclusive basis. The ACP study wishes to thank the participants in the Thai Breast Cancer study. Special Thanks also go to the Thai Ministry of Public Health (MOPH), doctors and nurses who helped with the data collection process. Finally, the study would like to thank Dr Prat Boonyawongviroj, the former Permanent Secretary of MOPH and Dr Pornthep Siriwanarungsan, the Department Director-General of Disease Control who have supported the study throughout. BBCS thanks Eileen Williams, Elaine Ryder-Mills, Kara Sargus. BCEES thanks Allyson Thomson, Christobel Saunders, Terry Slevin, BreastScreen Western Australia, Elizabeth Wylie, Rachel Lloyd. The BCINIS study would not have been possible without the contributions of Dr. K. Landsman, Dr. N. Gronich, Dr. A. Flugelman, Dr. W. Saliba, Dr. E. Liani, Dr. I. Cohen, Dr. S. Kalet, Dr. V. Friedman, Dr. O. Barnet of the NICCC in Haifa, and all the contributing family medicine, surgery, pathology and oncology teams in all medical institutes in Northern Israel. The BREOGAN study would not have been possible without the contributions of the following: Jose Esteban Castelao, Angel Carracedo, Victor Munoz Garzon, Alejandro Novo Dominguez, Sara Miranda Ponte, Carmen Redondo Marey, Maite Pena Fernandez, Manuel Enguix Castelo, Maria Torres, Manuel Calaza (BREOGAN), Jose Antunez, Maximo Fraga and the staff of the Department of Pathology and Biobank of the University Hospital Complex of Santiago-CHUS, Instituto de Investigacion Sanitaria de Santiago, IDIS, Xerencia de Xestion Integrada de Santiago-SERGAS; Joaquin Gonzalez-Carrero and the staff of the Department of Pathology and Biobank of University Hospital Complex of Vigo, Instituto de Investigacion Biomedica Galicia Sur, SERGAS, Vigo, Spain. BSUCH thanks Peter Bugert, Medical Faculty Mannheim. The CAMA study would like to recognize CONACyT for the financial support provided for this work and all physicians responsible for the project in the different participating hospitals: Dr. German Castelazo (IMSS, Ciudad de Mexico, DF), Dr. Sinhue Barroso Bravo (IMSS, Ciudad de Mexico, DF), Dr. Fernando Mainero Ratchelous (IMSS, Ciudad de Mexico, DF), Dr. Joaquin Zarco Mendez (ISSSTE, Ciudad de Mexico, DF), Dr. Edelmiro Perez Rodriguez (Hospital Universitario, Monterrey, Nuevo Leon), Dr. Jesus Pablo Esparza Cano (IMSS, Monterrey, Nuevo Leon), Dr. Heriberto Fabela (IMSS, Monterrey, Nuevo Leon), Dr. Fausto Hernandez Morales (ISSSTE, Veracruz, Veracruz), Dr. Pedro Coronel Brizio (CECAN SS, Xalapa, Veracruz) and Dr. Vicente A. Saldana Quiroz (IMSS, Veracruz, Veracruz). CBCS thanks study participants, co-investigators, collaborators and staff of the Canadian Breast Cancer Study, and project coordinators Agnes Lai and Celine Morissette. CCGP thanks Styliani Apostolaki, Anna Margiolaki, Georgios Nintos, Maria Perraki, Georgia Saloustrou, Georgia Sevastaki, Konstantinos Pompodakis. CGPS thanks staff and participants of the Copenhagen General Population Study. For the excellent technical assistance: Dorthe Uldall Andersen, Maria Birna Arnadottir, Anne Bank, Dorthe Kjeldgard Hansen. The Danish Cancer Biobank is acknowledged for providing infrastructure for the collection of blood samples for the cases. COLBCCC thanks all patients, the physicians Justo G. Olaya, Mauricio Tawil, Lilian Torregrosa, Elias Quintero, Sebastian Quintero, Claudia Ramirez, Jose J. Caicedo, and Jose F. Robledo, the researchers Ignacio Briceno, Fabian Gil, Angela Umana, Angela Beltran and Viviana Ariza, and the technician Michael Gilbert for their contributions and commitment to this study. Investigators from the CPSII cohort thank the participants and Study Management Group for their invaluable contributions to this research. They also acknowledge the contribution to this study from central cancer registries supported through the Centers for Disease Control and Prevention National Program of Cancer Registries, as well as cancer registries supported by the National Cancer Institute Surveillance Epidemiology and End Results program. CTS Investigators include Leslie Bernstein, S.L.N., James Lacey, Sophia Wang, and Huiyan Ma at the Beckman Research Institute of City of Hope, Jessica Clague DeHart at the School of Community and Global Health Claremont Graduate University, Dennis Deapen, Rich Pinder, and Eunjung Lee at the University of Southern California, Pam Horn-Ross, Christina Clarke Dur and David Nelson at the Cancer Prevention Institute of California, Peggy Reynolds, at the Department of Epidemiology and Biostatistics, University of California San Francisco, H.A-C, A.Z., and Hannah Park at the University of California Irvine, and Fred Schumacher at Case Western University. DIETCOMPLYF thanks the patients, nurses and clinical staff involved in the study. We thank the participants and the investigators of EPIC (European Prospective Investigation into Cancer and Nutrition). ESTHER thanks Hartwig Ziegler, Sonja Wolf, Volker Hermann, Christa Stegmaier, Katja Butterbach. FHRISK thanks NIHR for funding. GC-HBOC thanks Stefanie Engert, Heide Hellebrand, Sandra Krober and LIFE -Leipzig Research Centre for Civilization Diseases (Markus Loeffler, Joachim Thiery, Matthias Nuchter, Ronny Baber). The GENICA Network: Dr. Margarete Fischer-Bosch-Institute of Clinical Pharmacology, Stuttgart, and University of Tubingen, Germany [H.B., W-Y.L.], German Cancer Consortium (DKTK) and German Cancer Research Center (DKFZ) [H. B.], Deutsche Forschungsgemeinschaft (DFG, German Research Foundation) under Germany's Excellence Strategy - EXC 2180 -390900677, Department of Internal Medicine, Evangelische Kliniken Bonn gGmbH, Johanniter Krankenhaus, Bonn, Germany [Yon-Dschun Ko, Christian Baisch], Institute of Pathology, University of Bonn, Germany [Hans-Peter Fischer], Molecular Genetics of Breast Cancer, Deutsches Krebsforschungszentrum (DKFZ), Heidelberg, Germany [UH], Institute for Prevention and Occupational Medicine of the German Social Accident Insurance, Institute of the Ruhr University Bochum (IPA), Bochum, Germany [Thomas Bruning, Beate Pesch, Sylvia Rabstein, Anne Lotz]; and Institute of Occupational Medicine and Maritime Medicine, University Medical Center Hamburg-Eppendorf, Germany [Volker Harth]. HABCS thanks Michael Bremer and Johann H. Karstens. HEBCS thanks Sofia Khan, Johanna Kiiski, Kristiina Aittomaki, Rainer Fagerholm, Kirsimari Aaltonen, Karl von Smitten, Irja Erkkila. HKBCS thanks Hong Kong Sanatorium and Hospital, Dr Ellen Li Charitable Foundation, The Kerry Group Kuok Foundation, National Institute of Health 1R03CA130065 and the North California Cancer Center for support. HMBCS thanks Johann H. Karstens. HUBCS thanks Shamil Gantsev. KARMA thanks the Swedish Medical Research Counsel. KBCP thanks Eija Myohanen, Helena Kemilainen. We thank all investigators of the KOHBRA (Korean Hereditary Breast Cancer) Study. LMBC thanks Gilian Peuteman, Thomas Van Brussel, EvyVanderheyden and Kathleen Corthouts. MABCS thanks Milena Jakimovska (RCGEB "Georgi D. Efremov), Emilija Lazarova (University Clinic of Radiotherapy and Oncology), Katerina Kubelka-Sabit, Mitko Karadjozov (Adzibadem-Sistina Hospital), Andrej Arsovski and Liljana Stojanovska (Re-Medika Hospital) for their contributions and commitment to this study. MARIE thanks Petra Seibold, Dieter Flesch-Janys, Judith Heinz, Nadia Obi, Alina Vrieling, Sabine Behrens, Ursula Eilber, Muhabbet Celik, Til Olchers and Stefan Nickels. MBCSG (Milan Breast Cancer Study Group): Bernard Peissel, Jacopo Azzollini, Dario Zimbalatti, Daniela Zaffaroni, Bernardo Bonanni, Mariarosaria Calvello, Davide Bondavalli, Aliana Guerrieri Gonzaga, Monica Marabelli, Irene Feroce, and the personnel of the Cogentech Cancer Genetic Test Laboratory. We thank the coordinators, the research staff and especially the MMHS participants for their continued collaboration on research studies in breast cancer. MSKCC thanks Marina Corines, Lauren Jacobs. MTLGEBCS would like to thank Martine Tranchant (CHU de QuebecUniversite Laval Research Center), Marie-France Valois, Annie Turgeon and Lea Heguy (McGill University Health Center, Royal Victoria Hospital; McGill University) for DNA extraction, sample management and skillful technical assistance. J. S. is Chair holder of the Canada Research Chair in Oncogenetics. MYBRCA thanks study participants and research staff (particularly Patsy Ng, Nurhidayu Hassan, Yoon Sook-Yee, Daphne Lee, Lee Sheau Yee, Phuah Sze Yee and Norhashimah Hassan) for their contributions and commitment to this study. The NBCS Collaborators would like to thank the Oslo Breast Cancer Research Consortium, OSBREAC (breastcancerresearch. no/osbreac/), for providing samples and phenotype data. NBHS and SBCGS thank study participants and research staff for their contributions and commitment to the studies. We would like to thank the participants and staff of the Nurses' Health Study and Nurses' Health Study II for their valuable contributions as well as the following state cancer registries for their help: AL, AZ, AR, CA, CO, CT, DE, FL, GA, ID, IL, IN, IA, KY, LA, ME, MD, MA, MI, NE, NH, NJ, NY, NC, ND, OH, OK, OR, PA, RI, SC, TN, TX, VA, WA, WY. The authors assume full responsibility for analyses and interpretation of these data. OFBCR thanks Teresa Selander, Nayana Weerasooriya. ORIGO thanks E. Krol-Warmerdam, and J. Blom for patient accrual, administering questionnaires, and managing clinical information. The ORIGO survival data were retrieved from the Leiden hospital-based cancer registry system (ONCDOC) with the help of Dr. J. Molenaar. PBCS thanks Louise Brinton, Mark Sherman, Neonila Szeszenia-Dabrowska, Beata Peplonska, Witold Zatonski, Pei Chao, Michael Stagner. The ethical approval for the POSH study is MREC/00/6/69, UKCRN ID: 1137. We thank staff in the Experimental Cancer Medicine Centre (ECMC) supported Faculty of Medicine Tissue Bank and the Faculty of Medicine DNA Banking resource. PREFACE thanks Sonja Oeser and Silke Landrith. PROCAS thanks NIHR for funding. RBCS thanks Petra Bos, Jannet Blom, Ellen Crepin, Elisabeth Huijskens, Anja Kromwijk-Nieuwlaat, Annette Heemskerk, the Erasmus MC Family Cancer Clinic. We thank the SEARCH and EPIC teams. SGBCC thanks the participants and research coordinator Ms Tan Siew Li. SKKDKFZS thanks all study participants, clinicians, family doctors, researchers and technicians for their contributions and commitment to this study. We thank the SUCCESS Study teams in Munich, Duessldorf, Erlangen and Ulm. SZBCS thanks Ewa Putresza. UCIBCS thanks Irene Masunaka. UKBGS thanks Breast Cancer Now and the Institute of Cancer Research for support and funding of the Breakthrough Generations Study, and the study participants, study staff, and the doctors, nurses and other health care providers and health information sources who have contributed to the study. We acknowledge NHS funding to the Royal Marsden/ICR NIHR Biomedical Research Centre. BCAC is funded by Cancer Research UK [C1287/A16563, C1287/A10118], the European Union's Horizon 2020 Research and Innovation Programme (grant numbers 634935 and 633784 for BRIDGES and B-CAST respectively), and by the European Community's Seventh Framework Programme under grant agreement number 223175 (Grant Number HEALTH-F2-2009-223175) (COGS). The EU Horizon 2020 Research and Innovation Programme funding source had no role in study design, data collection, data analysis, data interpretation or writing of the report. Genotyping of the OncoArray was funded by the NIH Grant U19 CA148065, and Cancer UK Grant C1287/A16563 and the PERSPECTIVE project supported by the Government of Canada through Genome Canada and the Canadian Institutes of Health Research (grant GPH-129344) and, the Ministere de l'Economie, Science et Innovation du Quebec through Genome Quebec and the PSR-SIIRI-701 grant, and the Quebec Breast Cancer Foundation. Funding for the iCOGS infrastructure came from: the European Community's Seventh Framework Programme under grant agreement No. 223175 (HEALTH-F2-2009-223175) (COGS), Cancer Research UK (C1287/A10118, C1287/A10710, C12292/A11174, C1281/A12014, C5047/A8384, C5047/A15007, C5047/A10692, C8197/A16565), the National Institutes of Health (CA128978) and Post-Cancer GWAS initiative (1U19 CA148537, 1U19 CA148065 and 1U19 CA148112 -the GAME-ON initiative), the Department of Defence (W81XWH-10-1-0341), the Canadian Institutes of Health Research (CIHR) for the CIHR Team in Familial Risks of Breast Cancer, and Komen Foundation for the Cure, the Breast Cancer Research Foundation, and the Ovarian Cancer Research Fund. The DRIVE Consortium was funded by U19 CA148065. The Australian Breast Cancer Family Study (ABCFS), BCFR-NY, BCFR-PA, BCFR-UTAH, the Northern California Breast Cancer Family Registry (NCBCFR) and Ontario Familial Breast Cancer Registry (OFBCR) were supported by grant UM1 CA164920 from the National Cancer Institute (USA). The content of this manuscript does not necessarily reflect the views or policies of the National Cancer Institute or any of the collaborating centers in the Breast Cancer Family Registry (BCFR), nor does mention of trade names, commercial products, or organizations imply endorsement by the USA Government or the BCFR. The ABCFS was also supported by the National Health and Medical Research Council of Australia, the New South Wales Cancer Council, the Victorian Health Promotion Foundation (Australia) and the Victorian Breast Cancer Research Consortium. J.L.H. is a National Health and Medical Research Council (NHMRC) Senior Principal Research Fellow. M.C.S. is a NHMRC Senior Research Fellow. The ABCS study was supported by the Dutch Cancer Society [grants NKI 2007-3839; 2009 4363]. The Australian Breast Cancer Tissue Bank (ABCTB) was supported by the National Health and Medical Research Council of Australia, The Cancer Institute NSW and the National Breast Cancer Foundation. C.L.C is a NHMRC Principal Research Fellow. The ACP study is funded by the Breast Cancer Research Trust, UK and KM and AL are supported by the NIHR Manchester Biomedical Research Centre and by the ICEP ("This work was also supported by CRUK [grant number C18281/A19169]"). The AHS study is supported by the intramural research program of the National Institutes of Health, the National Cancer Institute (grant number Z01-CP010119), and the National Institute of Environmental Health Sciences (grant number Z01-ES049030). The work of the BBCC was partly funded by ELAN-Fond of the University Hospital of Erlangen. The BBCS is funded by Cancer Research UK and Breast Cancer Now and acknowledges NHS funding to the NIHR Biomedical Research Centre, and the National Cancer Research Network (NCRN). The BCEES was funded by the National Health and Medical Research Council, Australia and the Cancer Council Western Australia and acknowledges funding from the National Breast Cancer Foundation (J.S.). The BREast Oncology GAlician Network (BREOGAN) is funded by Accion Estrategica de Salud del Instituto de Salud Carlos III FIS PI12/02125/Cofinanciado FEDER; Accion Estrategica de Salud del Instituto de Salud Carlos III FIS Intrasalud (PI13/01136); Programa Grupos Emergentes, Cancer Genetics Unit, Instituto de Investigacion Biomedica Galicia Sur. Xerencia de Xestion Integrada de Vigo-SERGAS, Instituto de Salud Carlos III, Spain; Grant 10CSA012E, Conselleria de Industria Programa Sectorial de Investigacion Aplicada, PEME I+ D e I + D Suma del Plan Gallego de Investigacion, Desarrollo e Innovacion Tecnologica de la Conselleria de Industria de la Xunta de Galicia, Spain; Grant EC11-192. Fomento de la Investigacion Clinica Independiente, Ministerio de Sanidad, Servicios Sociales e Igualdad, Spain; and Grant FEDER-Innterconecta. Ministerio de Economia y Competitividad, Xunta de Galicia, Spain. The BSUCH study was supported by the Dietmar-Hopp Foundation, the Helmholtz Society and the German Cancer Research Center (DKFZ). The CAMA study was funded by Consejo Nacional de Ciencia y Tecnologia (CONACyT) (SALUD-2002-C01-7462). Sample collection and processing was funded in part by grants from the National Cancer Institute (NCI R01CA120120 and K24CA169004). CBCS is funded by the Canadian Cancer Society (grant #313404) and the Canadian Institutes of Health Research. CCGP is supported by funding from the University of Crete. The CECILE study was supported by Fondation de France, Institut National du Cancer (INCa), Ligue Nationale contre le Cancer, Agence Nationale de Securite Sanitaire, de l'Alimentation, de l'Environnement et du Travail (ANSES), Agence Nationale de la Recherche (ANR). The CGPS was supported by the Chief Physician Johan Boserup and Lise Boserup Fund, the Danish Medical Research Council, and Herlev and Gentofte Hospital. COLBCCC is supported by the German Cancer Research Center (DKFZ), Heidelberg, Germany. Diana Torres was in part supported by a postdoctoral fellowship from the Alexander von Humboldt Foundation. The American Cancer Society funds the creation, maintenance, and updating of the CPSII cohort. The CTS was supported by the California Breast Cancer Act of 1993, the California Breast Cancer Research Fund (contract 97-10500) and the National Institutes of Health (R01 CA77398, K05 CA136967, UM1 CA164917, and U01 CA199277). Collection of cancer incidence data was supported by the California Department of Public Health as part of the statewide cancer reporting program mandated by California Health and Safety Code Section 103885. HAC receives support from the Lon V Smith Foundation (LVS39420). The University of Westminster curates the DietCompLyf database funded by the charity Against Breast Cancer (Registered Charity No. 1121258) and the NCRN. The coordination of EPIC is financially supported by the European Commission (DG-SANCO) and the International Agency for Research on Cancer. The national cohorts are supported by: Ligue Contre le Cancer, Institut Gustave Roussy, Mutuelle Generale de l'Education Nationale, Institut National de la Sante et de la Recherche Medicale (INSERM) (France); German Cancer Aid, German Cancer Research Center (DKFZ), Federal Ministry of Education and Research (BMBF) (Germany); the Hellenic Health Foundation, the Stavros Niarchos Foundation (Greece); Associazione Italiana per la Ricerca sul Cancro-AIRC-Italy and National Research Council (Italy); Dutch Ministry of Public Health, Welfare and Sports (VWS), Netherlands Cancer Registry (NKR), LK Research Funds, Dutch Prevention Funds, Dutch ZON (Zorg Onderzoek Nederland), World Cancer Research Fund (WCRF), Statistics Netherlands (The Netherlands); Health Research Fund (FIS), PI13/00061 to Granada, PI13/01162 to EPIC-Murcia, Regional Governments of Andalucia, Asturias, Basque Country, Murcia and Navarra, ISCIII RETIC (RD06/0020) (Spain); Cancer Research UK (14136 to EPIC-Norfolk; C570/A16491 and C8221/A19170 to EPIC-Oxford), Medical Research Council (1000143 to EPIC-Norfolk, MR/M012190/1 to EPIC-Oxford) (United Kingdom). The ESTHER study was supported by a grant from the Baden Wurttemberg Ministry of Science, Research and Arts. Additional cases were recruited in the context of the VERDI study, which was supported by a grant from the German Cancer Aid (Deutsche Krebshilfe). FHRISK is funded from NIHR grant PGfAR 0707-10031. DGE is supported by the all Manchester NIHR Biomedical Research Centre (IS-BRC-1215-20007). The GC-HBOC (German Consortium of Hereditary Breast and Ovarian Cancer) is supported by the German Cancer Aid (grant no 110837, coordinator: R.K.S., Cologne). This work was also funded by the European Regional Development Fund and Free State of Saxony, Germany (LIFE - Leipzig Research Centre for Civilization Diseases, project numbers 713-241202, 713-241202, 14505/2470, 14575/2470). The GENICA was funded by the Federal Ministry of Education and Research (BMBF) Germany grants 01KW9975/5, 01KW9976/8, 01KW9977/0 and 01KW0114, the Robert Bosch Foundation, Stuttgart, Deutsches Krebsforschungszentrum (DKFZ), Heidelberg, the Institute for Prevention and Occupational Medicine of the German Social Accident Insurance, Institute of the Ruhr University Bochum (IPA), Bochum, as well as the Department of Internal Medicine, Evangelische Kliniken Bonn gGmbH, Johanniter Krankenhaus, Bonn, Germany. The GEPARSIXTO study was conducted by the German Breast Group GmbH. The GESBC was supported by the Deutsche Krebshilfe e.V. [70492] and the German Cancer Research Center (DKFZ). The HABCS study was supported by the Claudia von Schilling Foundation for Breast Cancer Research, by the Lower Saxonian Cancer Society, by the Friends of Hannover Medical School and by the Rudolf Bartling Foundation. The HEBCS was financially supported by the Helsinki University Central Hospital Research Fund, Academy of Finland (266528), the Finnish Cancer Society, and the Sigrid Juselius Foundation. The HERPACC was supported by MEXT Kakenhi (No. 170150181 and 26253041) from the Ministry of Education, Science, Sports, Culture and Technology of Japan, by a Grant-in-Aid for the Third Term Comprehensive 10-Year Strategy for Cancer Control from Ministry Health, Labour and Welfare of Japan, by Health and Labour Sciences Research Grants for Research on Applying Health Technology from Ministry Health, Labour and Welfare of Japan, by National Cancer Center Research and Development Fund, and "Practical Research for Innovative Cancer Control (15ck0106177h0001)" from Japan Agency for Medical Research and development, AMED, and Cancer Bio Bank Aichi. The HMBCS and HUBCS were funded by the German Research Foundation (Do761/10-1) and by the Rudolf Bartling Foundation. The HUBCS was further supported by a grant from the German Federal Ministry of Research and Education (RUS08/017), and by the Russian Foundation for Basic Research and the Federal Agency for Scientific Organizations for support the Bioresource collections and RFBR grants 14-04-97088, 17-29-06014 and 17-44-020498. Financial support for KARBAC was provided through the regional agreement on medical training and clinical research (ALF) between Stockholm County Council and Karolinska Institutet, the Swedish Cancer Society, The Gustav V Jubilee foundation and Bert von Kantzows foundation. The KARMA study was supported by Marit and Hans Rausings Initiative Against Breast Cancer. The KBCP was financially supported by the special Government Funding (EVO) of Kuopio University Hospital grants, Cancer Fund of North Savo, the Finnish Cancer Organizations, and by the strategic funding of the University of Eastern Finland. The KOHBRA study was partially supported by a grant from the Korea Health Technology R&D Project through the Korea Health Industry Development Institute (KHIDI), and the National R&D Program for Cancer Control, Ministry of Health & Welfare, Republic of Korea (HI16C1127; 1020350; 1420190). LMBC is supported by the 'Stichting tegen Kanker'. DL is supported by the FWO. The MABCS study is funded by the Research Centre for Genetic Engineering and Biotechnology "Georgi D. Efremov" and supported by the German Academic Exchange Program, DAAD. The MARIE study was supported by the Deutsche Krebshilfe e. V. [70-2892-BR I, 106332, 108253, 108419, 110826, 110828], the Hamburg Cancer Society, the German Cancer Research Center (DKFZ) and the Federal Ministry of Education and Research (BMBF) Germany [01KH0402]. MBCSG is supported by grants from the Italian Association for Cancer Research (AIRC) and by funds from the Italian citizens who allocated the 5/1000 share of their tax payment in support of the Fondazione IRCCS Istituto Nazionale Tumori, according to Italian laws (INT-Institutional strategic projects "5 x 1000"). The MCBCS was supported by the NIH grants CA192393, CA116167, CA176785 an NIH Specialized Program of Research Excellence (SPORE) in Breast Cancer [CA116201], and the Breast Cancer Research Foundation and a generous gift from the David F. and Margaret T. Grohne Family Foundation. MCCS cohort recruitment was funded by VicHealth and Cancer Council Victoria. The MCCS was further supported by Australian NHMRC grants 209057 and 396414, and by infrastructure provided by Cancer Council Victoria. Cases and their vital status were ascertained through the Victorian Cancer Registry (VCR) and the Australian Institute of Health and Welfare (AIHW), including the National Death Index and the Australian Cancer Database. The MEC was supported by NIH grants CA63464, CA54281, CA098758, CA132839 and CA164973. The MISS study is supported by funding from ERC-2011-294576 Advanced grant, Swedish Cancer Society, Swedish Research Council, Local hospital funds, Berta Kamprad Foundation, Gunnar Nilsson. The MMHS study was supported by NIH grants CA97396, CA128931, CA116201, CA140286 and CA177150. MSKCC is supported by grants from the Breast Cancer Research Foundation and Robert and Kate Niehaus Clinical Cancer Genetics Initiative. The work of MTLGEBCS was supported by the Quebec Breast Cancer Foundation, the Canadian Institutes of Health Research for the " CIHR Team in Familial Risks of Breast Cancer" program -grant #CRN-87521 and the Ministry of Economic Development, Innovation and Export Trade - grant #PSR-SIIRI-701. MYBRCA is funded by research grants from the Malaysian Ministry of Higher Education (UM. C/HlR/MOHE/06) and Cancer Research Malaysia. MYMAMMO is supported by research grants from Yayasan Sime Darby LPGA Tournament and Malaysian Ministry of Higher Education (RP046B-15HTM). The NBCS has received funding from the K.G. Jebsen Centre for Breast Cancer Research; the Research Council of Norway grant 193387/V50 (to A-L Borresen-Dale and V.N.K.) and grant 193387/H10 (to A-L Borresen-Dale and V. N. K.), South Eastern Norway Health Authority (grant 39346 to A-L Borresen-Dale) and the Norwegian Cancer Society (to A-L Borresen-Dale and V. N. K.). The NBHS was supported by NIH grant R01CA100374. Biological sample preparation was conducted the Survey and Biospecimen Shared Resource, which is supported by P30 CA68485. The Carolina Breast Cancer Study (NCBCS) was funded by Komen Foundation, the National Cancer Institute (National Cancer Institute CA058223, U54 CA156733, U01 CA179715), and the North Carolina University Cancer Research Fund. The NGOBCS was supported by the National Cancer Center Research and Development Fund. The NHS was supported by NIH grants P01 CA87969, UM1 CA186107, and U19 CA148065. The NHS2 was supported by NIH grants UM1 CA176726 and U19 CA148065. The ORIGO study was supported by the Dutch Cancer Society (RUL 1997-1505) and the Biobanking and Biomolecular Resources Research Infrastructure (BBMRI-NL CP16). The PBCS was funded by Intramural Research Funds of the National Cancer Institute, Department of Health and Human Services, USA. Genotyping for PLCO was supported by the Intramural Research Program of the National Institutes of Health, NCI, Division of Cancer Epidemiology and Genetics. The PLCO is supported by the Intramural Research Program of the Division of Cancer Epidemiology and Genetics and supported by contracts from the Division of Cancer Prevention, National Cancer Institute, National Institutes of Health. The POSH study is funded by Cancer Research UK (grants C1275/A11699, C1275/C22524, C1275/A19187, C1275/A15956 and Breast Cancer Campaign 2010PR62, 2013PR044. PROCAS is funded from NIHR grant PGfAR 0707-10031. The RBCS was funded by the Dutch Cancer Society (DDHK 2004-3124, DDHK 2009-4318). The SASBAC study was supported by funding from the Agency for Science, Technology and Research of Singapore (A*STAR), the US National Institute of Health (NIH) and the Susan G. Komen Breast Cancer Foundation. The SBCGS was supported primarily by NIH grants R01CA64277, R01CA148667, UMCA182910, and R37CA70867. Biological sample preparation was conducted the Survey and Biospecimen Shared Resource, which is supported by P30 CA68485. The scientific development and funding of this project were, in part, supported by the Genetic Associations and Mechanisms in Oncology (GAME-ON) Network U19 CA148065. SEARCH is funded by Cancer Research UK [C490/A10124, C490/A16561] and supported by the UK National Institute for Health Research Biomedical Research Centre at the University of Cambridge. The University of Cambridge has received salary support for PDPP from the NHS in the East of England through the Clinical Academic Reserve. SEBCS was supported by the BRL (Basic Research Laboratory) program through the National Research Foundation of Korea funded by the Ministry of Education, Science and Technology (2012-0000347). SGBCC is funded by the NUS start-up Grant, National University Cancer Institute Singapore (NCIS) Centre Grant and the NMRC Clinician Scientist Award. Additional controls were recruited by the Singapore Consortium of Cohort StudiesMulti-ethnic cohort (SCCS-MEC), which was funded by the Biomedical Research Council, grant number: 05/1/21/19/425. The Sister Study (SISTER) is supported by the Intramural Research Program of the NIH, National Institute of Environmental Health Sciences (Z01-ES044005 and Z01-ES049033). The Two Sister Study (2SISTER) was supported by the Intramural Research Program of the NIH, National Institute of Environmental Health Sciences (Z01-ES044005 and Z01-ES102245), and, also by a grant from Susan G. Komen for the Cure, grant FAS0703856. SKKDKFZS is supported by the DKFZ. The SMC is funded by the Swedish Cancer Foundation. The SZBCS was supported by Grant PBZ_KBN_122/P05/2004. The TNBCC was supported by: a Specialized Program of Research Excellence (SPORE) in Breast Cancer (CA116201), a grant from the Breast Cancer Research Foundation, a generous gift from the David F. and Margaret T. Grohne Family Foundation and the Ohio State University Comprehensive Cancer Center. The TWBCS is supported by the Taiwan Biobank project of the Institute of Biomedical Sciences, Academia Sinica, Taiwan. The UCIBCS component of this research was supported by the NIH [CA58860, CA92044] and the Lon V Smith Foundation [LVS39420]. The UKBGS is funded by Breast Cancer Now and the Institute of Cancer Research (ICR), London. ICR acknowledges NHS funding to the NIHR Biomedical Research Centre. The UKOPS study was funded by The Eve Appeal (The Oak Foundation) and supported by the National Institute for Health Research University College London Hospitals Biomedical Research Centre. The USRT Study was funded by Intramural Research Funds of the National Cancer Institute, Department of Health and Human Services, USA. The WAABCS study was supported by grants from the National Cancer Institute of the National Institutes of Health (R01 CA89085 and P50 CA125183 and the D43 TW009112 grant), Susan G. Komen (SAC110026), the Dr. Ralph and Marian Falk Medical Research Trust, and the Avon Foundation for Women.

ANALISIS IMPOR DAGING SAPI DI INDONESIA TAHUN 2000 – 2015 Tasha Aulia Hanum1 Dr. Wiwin Setyari, S.E., M.Si2 1,2Fakultas Ekonomi dan Bisnis Universitas Udayana (Unud), Bali, Indonesia e-mail:tashaaul@gmail.com ABSTRAK Produksi yang tidak sebanding dengan konsumsi membuat pemerintah menerapkan kebijakan mengimpor daging sapi. Analisis impor diperhitungkan untuk mengetahui perubahan selera pada masyarakat. Penelitian ini bertujuan untuk melihat kedaulatan pangan pada komoditas daging sapi pada periode 2000 – 2015 dengan 3 indikator utama dalam analisis impor, yaitu berapa besar angka Derajat Keterbukaan Impor (DKI), Derajat Ketergantungan Komoditas (DKK) dan besaran impor tambahan (Marginal Propensity to Import) setiap kenaikan pendapatan. Penelitian ini menggunakan metode deskriptif dengan pendekatan kuantitatif. Data yang digunakan adalah data sekunder periode 2000 – 2015. Teknik analisis yang digunakan adalah teknik analisis regresi linear sederhana. Hasil penelitian menunjukkan bahwa: (1) angka derajat keterbukaan impor rata-rata tidak menunjukkan kenaikan yang signifikan, tetapi secara periodik terus meningkat; (2) hasil perhitungan derajat konsentrasi komoditas menyatakan Indonesia punya ketergantungan impor terhadap daging sapi; (3) berdasarkan hasil analisis regresi sederhana, didapatkan hasil sebesar 92,98 kg yang memiliki arti jika pendapatan meningkat maka pengeluaran akan volume impor juga meningkat. Kata kunci: derajat keterbukaan impor, derajat konsentrasi komoditas, marginal propensity to import, daging sapi ABSTRACT Production that is higher than consumption makes the government apply the policy of importing beef. Import analysis is taken into account to know the changing taste in society. This study aims to see food sovereignty in beef commodities in the period 2000 - 2015 with 3 main indicators in the analysis of imports, namely how much the number of Degree of Import Openness (DKI), Degree of Commodity Concentrations (DKK) and the amount of additional imports (Marginal Propensity to Import ) of any increase in income. This research uses descriptive method with quantitative approach. The data used is secondary data period 2000 - 2015. The analysis technique used is simple linear regression analysis technique. The results showed that: (1) the average degree of import disclosure did not show significant increase, but periodically increasing; (2) the calculation of the degree of commodities concentration states that Indonesia has an import dependence on beef; (3) based on the result of simple regression analysis, the result is 92,98 kg which means if the income increase then the expenditure will also increase import volume. Keywords: degree of import openness, degree of commodity concentration, marginal propensity to import, meat beef PENDAHULUAN Proses integrasi internasional yang sekarang terjadi adanya pertukaran pandangan, pemikiran, dan aspek-aspek kebudayaan dinamakan globalisasi. Akibat proses globalisasi dalam ekonomi, timbulah istilah perekonomian terbuka. Perekenomian terbuka merupakan sebuah perekonomian yang memiliki interaksi secara bebas dengan perekonomian lain diseluruh dunia (Azhar, 2013). Salah satu faktor penting dalam perekonomian terbuka adalah kegiatan perdagangan internasionalnya yaitu ekspor-impor yang mendukung pertumbuhan ekonomi. Selama ini, ekspor selalu mendominasi analisis perdagangan luar negeri Indonesia, karena ekspor adalah andalan penghasil devisa satu-satunya yang berasal dari dalam negeri. Namun, analisis impor adalah cerminan ketahanan ekonomi suatu negara untuk membuktikan barang dan jasa produksi dalam negeri masih menguasai selera domestik (Eko Atmaji, 2004). Nilai ekspor-impor total di Indonesia dari tahun 2000 – 2015 akan ditunjukkan pada Tabel 1.1. Tabel 1.1 Nilai Ekspor Impor Indonesia Tahun 2000 – 2015 (Juta US Dollar) Tahun Non-migas Migas Jumlah Ekspor Impor Ekspor Impor Ekspor Impor 2000 47.757,4 27.495,3 14.366,6 6.019,5 62.124,0 33.514,8 2001 43.684,6 25.490,3 12.636,3 5.471,8 56.320,9 30.962,1 2002 45.046,1 24.763,1 12.112,7 6.525,8 57.158,8 31.288,9 2003 47.406,8 24.939,8 13.651,4 7.610,9 61.058,2 32.550,7 2004 55.939,3 34.792,5 15.645,3 11.732,0 71.584,6 46.524,5 2005 66.428,4 40.243,2 19.231,6 17.457,7 85.660,0 57.700,9 2006 79.589,1 42.102,6 21.209,5 18.962,9 100.798,6 61.065,5 2007 92.012,3 52.540,6 22.088,6 21.932,8 114.100,9 74.473,4 2008 107.894,2 98.644,4 29.126,3 30.552,9 137.020,4 129.197,3 2009 97.491,7 77.848,5 19.018,3 18.980,7 116.510,0 96.829,2 2010 129.739,5 108.250,6 28.039,6 27.412,7 157.779,1 135.663,3 2011 162.019,6 136.734,1 41.477,0 40.701,5 203.496,6 177.435,6 2012 153.043,0 149.125,3 36.977,3 42.564,2 190.020,3 191.689,5 2013 149.918,8 141.362,3 32.633,0 45.266,4 182.551,8 186.628,7 2014 145.961,2 134.718,9 30.018,8 43.459,9 175.980,0 178.178,8 2015 131.791,9 118.081,6 18.574,4 24.613,2 150.366,3 142.694,8 Rata-rata 120.158,2 100.400 Sumber: Badan Pusat Statistik, 2016. Data diolah Dapat dilihat pada Tabel 1.1, jumlah nilai ekspor dan impor secara menyeluruh cenderung meningkat, dimana rata-rata nilai ekspor lebih besar dibanding nilai impornya. Nilai ekspor terbesar terjadi pada tahun 2011 yaitu sejumlah 203.496,6 juta USD dan ekspor terendah terjadi pada tahun 2001 sebesar 56.320,9 juta USD. Sedangkan nilai impor tertinggi mencapai 191.689,5 juta USD pada tahun 2012 dan yang terendah mencapai 30.962,1 juta USD ditahun 2001. Produk Domestik Bruto atau lebih dikenal dengan istilah PDB, merupakan nilai keseluruhan semua barang dan jasa yang diproduksi dalam wilayah Indonesia. Kegiatan impor sangat bergantung pada PDB. Dalam melakukan perdagangan internasional, PDB merupakan factor penting karena menunjukkan kemampuan perkembangan ekonomi suatu negara (Adlin, 2008). Dison (2015), yang menyatakan adanya hubungan satu arah (unidirectional) antara ekspor, PDB dan nilai impor dimana bertambahnya nilai ekspor dan PDB, akan berimbas pada bertambahnya nilai impor. Tabel 1.2 PDB Atas Harga Konstan Tahun 2010 (dalam Juta US Dollar) Tahun Produk Domestik Bruto Perkembangan (%) 2000 453.413,62 - 2001 469.933,59 3,64 2002 491.078,14 4,50 2003 514.553,48 4,78 2004 540.440,02 5,03 2005 571.204,95 5,69 2006 602.626,66 5,50 2007 640.863,46 6,35 2008 679.403,09 6,01 2009 710.851,78 4,63 2010 755.094,16 6,22 2011 801.681,84 6,17 2012 850.023,66 6,03 2013 897.261,72 5,56 2014 942.184,64 5,01 2015 988.127,96 4,88 Rata-rata 681.796,42 5,00 Sumber: World Bank, 2017. Data diolah Perkembangan Produk Domestik Bruto (PDB) Indonesia atas dasar harga konstan tahun 2010 pada Tabel 1.2 dari tahun 2000 – 2015 mengalami fluktuasi. Tahun 2007 merupakan perkembangan Produk Domestik Bruto (PDB) Indonesia yang tertinggi yaitu naik sebesar 6,35 persen dari tahun sebelumnya. Sedangkan, perkembangan terendah dari Produk Domestik Bruto (PDB) terjadi pada tahun 2001 yaitu sebesar 3,64 persen. Selanjutnya, alat pembayaran internasional yang sering digunakan disebut sebagai devisa. Cadangan devisa sangat penting bagi untuk kegiatan impor barang atau jasa suatu negara karena akan digunakan untuk membiayai pembangunan. Investasi yang produktif dapat menjadikan pertumbuhan ekonomi yang baik, dan membuat Indonesia menghindari krisis (Radelet, 1995). Pembangunan dapat diartikan sebagai pemenuhan kebutuhan dalam negeri yang nantinya akan mensejahterakan rakyat. Tabel 1.3 Perkembangan Cadangan Devisa Tahun 2000 – 2015 Tahun Cadangan Devisa (dalam Juta USD) Perkembangan (%) 2000 29.394 - 2001 28.016 -4,69 2002 30.754 9,77 2003 34.724 12,91 2004 36.320 4,60 2005 34.724 -4,39 2006 36.525 5,19 2007 56.920 55,84 2008 51.639 -9,28 2009 66.104 28,01 2010 96.207 45,54 2011 110.123 14,46 2012 112.781 2,41 2013 99.387 -11,88 2014 111.862 12,55 2015 105.931 -5,30 Rata-rata 65.09 10,38 Sumber: Bank Indonesia, 2017. Data diolah Tabel 1.3 menunjukkan perkembangan cadangan devisa di Indonesia sepanjang tahun 2000 – 2015 rata-rata sebesar 10,38 persen. Perkembangan devisa tertinggi dalam kurun waktu 2000 – 2015 diperoleh pada tahun 2007 yang mencapai 56.92 juta US Dollar atau naik sekitar 55,84 persen dari tahun sebelumnya dan perolehan devisa terendah dialami Indonesia pada tahun 2013 yaitu sebesar 99.387 juta US Dollar atau minus 11,88 persen. Perekonomian Indonesia disokong oleh berbagai sektor. Ada 17 total sektor dalam perekonomian yang terdata oleh Badan Pusat Statistik (BPS). Dari semua sektor yang ada, untuk menjaga dan meningkatkan kualitas pembangunan ekonomi sektor pertanian mempunyai peran paling penting, karena sumber pertumbuhan output nasional berasal dari pertanian. Ada lima subsektor pertanian yang ada di Indonesia, salah satunya subsektor peternakan. Kemampuan masyarakat akan pemenuhan kebutuhannya menjadi lebih baik jika pendapatan masyarakat meningkat lalu berimbas pada pertumbuhan ekonomi yang meningkat (Yasa, 2015). Konsumsi menu makanan rumah tangga bertahap mengalami perubahan kearah protein hewani dikarenakan adanya peningkatan populasi dan peningkatan taraf hidup masyarakat Indonesia yang mendorong meningkatnya kebutuhan pangan, khususnya peternakan (Dona, 2016:7). Produk peternakan merupakan komoditas yang bernilai tinggi (high value commodity) dibandingkan dengan komoditas pangan lainnya dan salah satu sumber protein dapat diperoleh dari daging sapi. Daging sapi yang merupakan komoditas peternakan strategis yang menyebabkan perubahan selera konsumen, dapat memberi perubahan pada pola konsumsi di masyarakat. Daging sapi punya beberapa manfaat, diantaranya per 100 gram daging sapi tanpa lemak mengandung 60% kecukupan harian protein. Daging sapi memiliki sumber protein vitamin B6 dan B12, dimana vitamin B12 hanya ditemukan dalam produk hewani dan berfungsi untuk metabolisme sel, menjaga sistem saraf, dan produksi sel darah merah dalam tubuh. Dalam daging sapi, ada kandungan zat besi enam kali lebih tinggi dari daging ternak lainnya. Peran zat besi adalah agar mencegah kerusakan pembuluh darah yang bisa menyebabkan penyempitan pembuluh darah. Harga daging sapi impor yang cenderung lebih murah menyebabkan tingginya volume impor daging sapi di Indonesia. Tabel 1.4 Pertumbuhan Konsumsi Produk Daging Sapi per kapita di Indonesia Tahun 2000 – 2015 Tahun Konsumsi Daging Sapi (kg/kapita/tahun) Pertumbuhan (%) 2000 1,525 - 2001 1,608 5,47 2002 1,270 -21,01 2003 1,870 47,24 2004 2,120 13,37 2005 1,870 -11,79 2006 1,910 2,14 2007 2,240 17,28 2008 2,300 2,68 2009 2,360 2,61 2010 2,480 5,08 2011 2,600 4,84 2012 2,290 -11,92 2013 2,280 -0,44 2014 2,360 3,51 2015 2,400 1,69 Rata-rata 2,092 4,05 Sumber: Kementerian Pertanian sub-sektor Peternakan, 2016. Data diolah Berdasarkan Tabel 1.4, rata-rata konsumsi daging sapi per kapita di Indonesia dari tahun 2000-2015 sebesar 2.09 kg/kapita/tahun dengan pertumbuhan rata-rata sebesar 4,05%. Setiap tahun kondisi konsumsi produk hewani cenderung meningkat. Artinya, konsumsi daging sapi harian orang Indonesia rata-rata hanya 5,7 gram. Nilai ini jauh dari konsumsi negara-negara berpendapatan rendah di dunia seperti Tanzania, Haiti dan Ethiopia yang masing-masing konsumsi daging sapi hariannya mencapai 12,3 gram, 9,2 gram dan 8,3 gram. Konsumsi daging sapi di Indonesia memang terbilang meningkat untuk 16 tahun belakangan ini. Namun, posisi konsumsi daging sapi Indonesia di mata dunia dapat lebih jelas dilihat pada Gambar 1.1. Sumber: OECD, 2018 (data diolah) Gambar 1.1 Rata-rata Konsumsi Daging Sapi Dunia per Kapita Periode 2000 – 2015 Pada Gambar 1.1, rata-rata konsumsi Indonesia berkisar 2,09 kilogram per kapita per tahun. Hal ini dikatakan lebih rendah dari negara tetangga yaitu Malaysia yang rata-rata masyarakatnya mampu mengkonsumsi daging sapi sebesar 4,53 kg/kapita per tahun, disusul Vietnam 4,46 kg/kapita. Rata-rata konsumsi Indonesia berbeda tipis dengan Thailand yang mencapai urutan 34 dengan 2,33 kilogram per kapita/tahun. Sementara itu, Argentina berada pada posisi pertama dengan rata-rata konsumsi daging sapi sebesar 42,7 kg/kapita dan diikuti Uruguay pada posisi kedua dengan konsumsi sebesar 40,48 kg/kapita. Untuk negara pengekspor daging sapi ke Indonesia seperti Australia, Jepang, Amerika, Kanada rata-rata masing-masing konsumsinya sejumlah 24,81 kg/kapita, 6,85 kg/kapita, 28,53 kg/kapita, 21 kg/kapita, dan menurut data Organisation for Economic Co-operating and Development (OECD) dari total 42 negara yang terdata Brazil menempati urutan ke 4 dengan rata-rata konsumsi 24,93 kg/kapita. Ketergantungan terhadap impor pangan yang saat ini semakin memprihatinkan masih menjadi masalah yang dihadapi oleh Indonesia. Menurut Sutaryono (2013 dalam Jiuhardi, 2016:77) konsumsi yang tidak sebanding dengan produksi dalam negeri menjadi alasan utama dalam kebijakan impor. Sama halnya dengan komoditas lain seperti beras, yang dinyatakan bahwa data estimasi konsumsi selalu lebih rendah dibanding produksi, namun kenyataannya Indonesia selalu mengimpor beras (Rosner, 2008). Pemenuhan konsumsi masyarakat untuk pangan dari hasil produksi ternak yaitu daging sapi, dapat dilihat pada Tabel 1.5 tahun 2000-2015. Pada Tabel 1.5, jumlah pemenuhan produksi daging sapi mengalami fluktuatif, dimana di tahun 2004 pertumbuhan daging sapi mencapai titik tertingginya sebesar 21,06 persen atau sekitar 447.573 ton lebih besar dari tahun sebelumnya. Tetapi, ditahun 2005 produksi daging sapi mengalami penurunan sebesar minus 19,86 persen atau sekitar 358.704 ton. Sepanjang periode 2000-2015, produksi tertinggi terjadi pada tahun 2011 yakni 508.905 ton dan produksi daging sapi terendah terjadi pada tahun 2002 yang berjumlah 330.290 ton. Tabel 1.5 Produksi Daging Sapi di Indonesia Tahun 2000 – 2015 Tahun Produksi (Ton) Pertumbuhan (%) 2000 339.941 - 2001 338.685 -0,37 2002 330.290 -2,48 2003 369.711 11,94 2004 447.573 21,06 2005 358.704 -19,86 2006 395.843 10,35 2007 339.479 -14,24 2008 392.511 15,62 2009 409.308 4,28 2010 436.450 6,63 2011 485.335 11,20 2012 508.905 4,86 2013 504.819 -0,80 2014 497.669 -1,42 2015 506.661 1,81 Rata-rata 419.617 3,24 Sumber: Direktorat Jenderal Peternakan dan Kesehatan Hewan, 2017. Data diolah Pemenuhan produksi daging sapi lokal tidak sebanding dengan keadaan konsumsi produk daging sapi yang terus meningkat. Tingginya harga daging sapi mengakibatkan konsumsi pada daging sapi sendiri rendah. Produksi daging sapi yang masih belum dapat mencukupi kebutuhan domestik membuat harga daging tinggi. Sekretaris Ditjen Perdagangan Dalam Negeri Kementerian Perdagangan (Kemendagri) mencatat sampai saat ini, produksi daging sapi lokal belum bisa memenuhi total kebutuhan hingga akhir tahun. Tahun 2015 total kebutuhan daging sapi hanya mencapai 653,982 ton atau selaras dengan 3.843.787 ekor sapi hidup sedangkan, perkiraan ketersediaan dari lokal hanya sebesar 2.445.577 ekor. Artinya, ada defisit ketersediaan daging sapi sebanyak 227,89 ribu ton (Berita Satu, 2015). Harga jual daging sapi yang tinggi diakibatkan oleh biaya yang tinggi, karena rantai produksi yang panjang. Hal ini disebabkan jarak antara lokasi produksi sapi dan pasar yang berjauhan. Sedangkan, menurut (Wulandari, 2016) besarnya kesempatan kegiatan jual beli dapat terjadi, jika jarak antar konsumen dan produsen semakin dekat. Penyebab harga daging di Indonesia sulit dijangkau karena di Indonesia masing-masing provinsi mempunyai upah minimum yang bervariasi, dimana upah tertinggi diperoleh Jakarta Rp. 3.335.700, sementara upah terendah di provinsi DIY sebesar Rp. 1.337.645. Artinya, orang-orang di kota besar yang didominasi kelas menengah atas lebih mampu untuk membeli daging ketimbang orang-orang di daerah terpencil. Dalam penelitian Dewi tahun 2017 untuk berbelanja di pasar modern mempunyai probabilitas yang lebih tinggi jika pendapatan rumah tangganya meningkat. Pemicu lainnya adalah biaya produksi tinggi karena banyaknya perantara membuat harga akhir di konsumen semakin mahal. Menurut Ketua Asosiasi Pengusaha Impor Daging Sapi Thomas Sembiring, jika rantai distribusi untuk daging impor diambil dari importir langsung ke distributor dan salurkan ke pedagang serta pengecer sementara untuk peternak lokal alur distribusinya dimulai dari peternak-pedagang desa-calo pasar-pedagang pasar-penjagal/rumah potong hewan-penjual daging lapak (BBC Indonesia, 2017). Untuk mengatasi defisit daging sapi tersebut, pemerintah kemudian mengimpor daging sapi dengan tujuan untuk menstabilkan harga. Berdasarkan Tabel 1.6, peningkatan terbesar pada volume daging sapi di Indonesia jenis HS0202 (frozen bovine meat/daging sapi beku) terjadi pada tahun 2005 yang mencapai 19.202.759 kg, atau sekitar 72,71 persen dari tahun sebelumnya dan nilai impor yang setara dengan 40.91 juta USD. Hal tersebut didukung dengan pasokan produksi daging sapi domestik pada tahun yang sama turun sebesar minus 19,86 persen. Pada tahun 2012, volume impor menurun tajam sebesar 31.428.889 atau minus 49,45 persen dikarenakan pasokan domestik surplus 23.570 ton dari tahun sebelumnya. Namun, pada tahun 2014 volume impor daging sapi kembali naik sebesar 65,70 persen dari tahun sebelumnya dikarenakan adanya defisit produksi daging sapi sebanyak 7.150 ton. Sejak tahun 2000, Indonesia mengalami fluktuasi dan besarnya volume impor daging sapi cenderung meningkat. Tabel 1.6 Volume dan Nilai Impor Daging Sapi (HS0202) ke Indonesia Periode 2000 – 2015 Tahun Volume Impor (kg) Perkembangan (%) Nilai Impor (Juta US Dollar) Perkembangan (%) 2000 25.960.804 - 39,39 - 2001 15.954.815 -38,54 22,79 -42,14 2002 11.034.934 -30,84 17,86 -21,62 2003 10.278.237 -6,86 17,68 -1,02 2004 11.118.751 8,18 25,52 44,37 2005 19.202.759 72,71 40,91 60,26 2006 23.832.412 24,11 46,22 12,99 2007 39.058.177 63,89 89,21 93,01 2008 44.916.384 15,00 123,12 38,00 2009 66.122.292 47,21 182,99 48,63 2010 88.828.788 34,34 281,98 54,09 2011 62.175.767 -30,00 219,89 -22,02 2012 31.428.889 -49,45 127,71 -41,92 2013 42.363.774 34,79 189,41 48,31 2014 70.197.599 65,70 318,46 68,13 2015 47.246.495 -32,69 215,12 -32,45 Sumber: UNCOMTRADE, 2017. Daging sapi impor yang pada awalnya bertujuan untuk membantu dan memenuhi kebutuhan nasional akan daging sapi malah terus melonjak dan mengakibatkan efek demonstrasi pada masyarakat yakni membuat pola konsumsi masyarakat yang 'membenci' segala sesuatu yang berbau dalam negeri dan memuja barang impor, dimana pengaturan manajemen budidaya dan pengelolaan sumber daya produksi sapi di negara pengekspor sangat efisien dibandingkan Indonesia faktanya harga daging sapi impor relatif lebih murah (Maraya, 2013:3). Berdasarkan gambaran kondisi konsumsi, produksi, dan impor daging sapi di Indonesia, maka dibutuhkan suatu kajian atau penelitian yang membahas mengenai analisis impor terhadap daging sapi dengan tiga indikator, yaitu: kecenderungan keterbukaan impor di Indonesia, kecenderungan tingkat ketergantungan impor komoditas, khususnya daging sapi di Indonesia dan besaran impor tambahan akibat adanya peningkatan pendapatan (PDB), sehingga dapat diketahui besarnya keterbukaan impor daging sapi, dan besarnya derajat konsentrasi komoditas daging sapi dan mengetahui besarnya kecenderungan impor tambahan akibat naiknya pendapatan nasional di Indonesia sekaligus menganalisis tindakan yang mengurangi impor daging sapi ke Indonesia dan meningkatkan produksi domestik. METODOLOGI Penelitian ini menggunakan metode kuantitatif berbentuk deskriptif.Lokasi penelitian berada di Indonesia dengan melakukan pendataan terhadap Kementerian Pertanian sub sektor peternakan pada periode 2000 – 2015 dengan mengakses data pada website resmi Badan Pusat Statistik Indonesia (www.bps.go.id), United Nation International Trade Commodity Database (www.comtrade.un.org), Organisation for Economic Co-operating and Development (OECD), World Bank (http://data.worldbank.org) dan Bank Indonesia (www.bi.go.id). Lokasi ini dipilih karena daging sapi menjadi komoditas pangan yang strategis di Indonesia dan menurut peneliti, periode tersebut menggambarkan kondisi terkini dari impor daging sapi. Obyek dari penelitian ini adalah dampak dari konsumsi daging sapi impor. Terdapat 4 variabel yang akan digunakan dalam penelitian ini, derajat keterbukaan impor dan derajat konsentrasi komoditas sebagai variabel mandiri dan volume impor daging sapi sebagai variabel dependen sertaa produk domestik bruto sebagai variabel indenpenden. Jenis data dalam penelitian ini adalah data kuantitatif dalam bentuk time series. Data yang diperlukan dalam penelitian ini adalah data nilai ekspor – impor total, data PDB harga konstan tahun 2010, data jumlah cadangan devisa, data produksi daging sapi di Indonesia, data nilai dan volume impor daging sapi, data konsumsi produk daging sapi per kapita di Indonesia tahun 2000 – 2015, dalam kurun waktu 16 tahun tersebut digunakan karena adanya isu mafia impor sapi. Dalam mengumpulkan data, peneliti menggunakan teknik observasi non-partisipan, yaitu teknik pengumpulan data dengan cara mengamati, mencatat dan mempelajari jurnal, buku-buku, dokumen skripsi, tesis, mengakses institusi yang terkait dengan penelitian melalui situs resminya. Alat analisis yang digunakan adalah model ekonometrika, yaitu banyaknya barang (volume impor) yang dilakukan adalah fungsi dari nilai-nilai PDB Indonesia. Model ekonometrika yang digunakan untuk mencari hubungan penambahan impor daging sapi dengan peningkatan pendapatan nasional (dalam hal ini PDB) adalah model linear. Yti = ? + ? Xti + ?i………………………………………………………….(1) Keterangan: Yt = Volume impor daging sapi pada masing-masing tahun t ? = konstanta ? = Koefisien elastisitas representasi permintaan impor daging sapi Xt = Nilai PDB Indonesia, pada masing-masing tahun t t = Periode/tahun ? = Variabel Penggangu Dari analisis ini, koefisien beta menunjukkan representasi dari m (marginal propensity to import). Dari hasil tersebut, apabila semakin tinggi nilai m dapat disimpulkan bahwa setiap kenaikan PDB, kecederungan impor tambahan pada komoditas daging sapi di Indonesia akan semakin besar. Pada uji signifikansi, hipotesis yang akan diuji dalam penelitian ini mengacu pada rumusan masalah yang ketiga, yaitu ada atau tidaknya kenaikan yang positif dan signifikan dari PDB (variabel X) sebagai variabel bebas dan volume impor (variabel Y) sebagai variabel terikat. Untuk itu, data yang diperoleh akan di analisis dengan rumus uji 't'. PEMBAHASAN DAN HASIL PENELITIAN Daging adalah salah satu produk hasil ternak yang sangat disukai masyarakat karena memiliki gizi tinggi yang diperlukan tubuh, bercita rasa kuat, mengenyangkan dan dapat diolah menjadi berbagai variasi (Balitbang Pertanian, 2017). Hasil utama dari ternak adalah karkas. Karkas merupakan bagian tubuh ternak penghasil daging yang telah dipisahkan dari bagian-bagian isi perut, kepala, kaki dan kulit. Menurut Badan Standar Nasional Indonesia karkas adalah bagian dari tubuh sapi yang telah disembelih sesuai dengan peraturan yang berlaku, sudah dikuliti dikeluarkan jeroan dan dipisahkan bagian kepala hingga organ bawah, organ reproduksi dan ambing, ekor serta lemak yang berlebih. Jenis daging sapi yang layak dan lazim dikonsumsi di Indonesia ada tiga, yakni daging segar, daging segar dingin dan daging beku. Daging segar artinya daging yang belum diolah atau ditambahkan bahan apapun, sedangkan daging segar dingin adalah daging yang mengalami prosedur pendinginan setelah penyembelihan sehingga suhu bagian dalam daging antara 0 °C dan 4 °C. Daging beku merupakan daging segar yang sudah mengalami proses pembekuan didalam blast freezer dengan suhu bagian dalam minimal mencapai -18 °C (BSNI, 2008). Daging sapi impor tadinya hanya untuk menunjang perkembangan bidang pariwisata seperti pemenuhan daging berkualitas untuk hotel atau restoran. Dengan semakin baiknya kondisi perekonomian dan kemajuan tingkat pendidikan serta kesadaran masyarakat terhadap nilai gizi daging, lalu berkembanglah restoran atau café lokal yang menghidangkan menu dengan kelas dan jenis daging potongan tertentu (Ramadhany, 2011). Selain itu, daging impor juga hadir dipasar untuk memperbanyak varian daging sapi, agar masyarakat bisa memilih banyak jenis daging sapi untuk dikonsumsi. Namun, lambat laun fungsi daging sapi impor itu sendiri 'bergeser' menjadi pembeda prestise seseorang. Prestise ini memiliki arti pengakuan atas status sosial yang disandang. Akibat globalisasi, masyarakat Indonesia seakan berlomba untuk mencari pengakuan atau reputasi yang lebih dari orang lain. Seiring dengan naiknya pendapatan, kesediaan masyarakat untuk membayar lebih demi kualitas daging sapi juga meningkat. Kegiatan impor tersebut mengakibatkan terhambatnya agroindustri sapi potong lokal skala besar yang semakin menjurus pada kegiatan hilir yakni impor dan perdagangan, serta perputaran modal yang terlalu cepat dan resiko yang lebih kecil. Sementara itu, kegiatan di hulu yang merupakan usaha pembibitan dan budidaya sapi, sebagian besar dilakukan oleh peternak dengan skala terbatas dan pendapatan yang kecil. Mereka harus menghadapi persaingan yang kurang seimbang, termasuk serbuan daging sapi impor dari berbagai negara eksportir. Akibatnya, peternak segan menjual sapi potong karena harganya terlampau rendah (Ramadhany, 2011), itulah alasan Indonesia melakukan impor daging sapi. Kementerian Pertanian (Kementan) membuka keran impor untuk pasokan kebutuhan daging sapi. Menurut Direktur Jenderal Peternakan dan Kesehatan Hewan Kementan I Ketut Diarmita, Indonesia saat ini telah menyetujui Australia, Selandia Baru, Amerika Serikat, Kanada, Jepang, dan Spanyol sebagai negara asal pengekspor daging sapi. Namun untuk Spanyol, Indonesia masih harus melalui proses analisis risiko yang dipersyaratkan sesuai dengan ketentuan perundang-undangan (Republika, 2017). Berikut ini data negara pengekspor daging sapi jenis HS0202 ke Indonesia. Tabel 4.4 Negara Pengekspor Daging Sapi ke Indonesia (HS0202) Periode 2000 – 2015 (dalam kg) Tahun Negara Australia Jepang Selandia Baru Amerika Kanada 2000 11.691.761 1.295 4.513.129 689.349 - 2001 6.708.919 54 4.543.195 773.168 - 2002 7.047.223 2.112 3.240.785 587.151 - 2003 6.840.094 528 2.689.868 563.772 - 2004 3.276.161 3.202 7.465.813 349.304 - 2005 7.439.308 - 11.358.517 537.266 - 2006 10.041.082 - 13.790.782 548 - 2007 22.634.079 1.180 16.249.069 96 134.067 2008 25.517.767 - 18.792.950 349.549 256.118 2009 46.099.703 - 19.388.188 - 336.949 2010 47.989.579 - 35.168.388 3.465.099 473.968 2011 38.870.855 - 20.459.396 2.791.519 13.321 2012 23.142.108 - 7.321.818 964.963 - 2013 32.316.173 - 8.589.015 1.419.445 - 2014 54.031.470 1.312 14.028.065 2.064.748 - 2015 36.898.996 667 8.260.282 1.950.116 - Sumber: UNCOMTRADE, 2018. Data diolah Dapat dilihat pada Tabel 4.4 bahwa Australia, Amerika dan Selandia Baru menjadi pemasok daging tetap ke Indonesia. Sedangkan untuk Jepang dan Kanada keran impor yang dibuka menyesuaikan dengan kebutuhan nasional atas daging sapi. Pembahasan Hasil Penelitian Perhitungan Derajat Keterbukaan Impor Komoditas Daging Sapi di Indonesia Derajat Keterbukaan Impor (DKI) adalah proporsi volume perdagangan impor terhadap PDB. Dari hasil perhitungan DKI ini, kita bisa menggambarkan besarnya paparan impor suatu negara sehingga dapat diketahui keperluan akan cadangan devisa yang terkuras dari impor tersebut dan mampu menunjukkan seberapa besar dampak buruk efek demonstrasi yang dihadapi oleh suatu negara. Besarnya angka DKI, mempunyai arti semakin besar negara tersebut bergantung pada barang impor, maka cadangan devisa yang akan diperlukan untuk pembiayaan impor semakin besar dan efek demonstrasi yang berimbas pada pola konsumsi akan semakin lebar. Angka DKI dalam suatu perekonomian dapat dihitung dengan rumus M/GDP per tahun (Atmaji, 2004). Tabel 4.5 Hasil Perhitungan Derajat Keterbukaan Impor Daging Sapi di Indonesia Tahun 2000 – 2015 Tahun Nilai Impor Daging Sapi (Juta USD)* Produk Domestik Bruto (Juta USD)* Derajat Keterbukaan Impor** 2000 39,39 453.413,62 0,0000868743 2001 22,79 469.933,59 0,0000484962 2002 17,86 491.078,14 0,000036369 2003 17,68 514.553,48 0,0000343599 2004 25,52 540.440,02 0,0000472208 2005 40,91 571.204,95 0,0000716205 2006 46,22 602.626,66 0,0000766976 2007 89,21 640.863,46 0,000139203 2008 123,12 679.403,09 0,000181218 2009 182,99 710.851,78 0,000257424 2010 281,98 755.094,16 0,000373437 2011 219,89 801.681,84 0,000274286 2012 127,71 850.023,66 0,000150243 2013 189,41 897.261,72 0,000211098 2014 318,46 942.184,64 0,000338002 2015 215,12 988.127,96 0,000217705 Rata-rata 122,39 681.796,42 0,000159016 Sumber: * UNCOMTRADE dan World Bank, 2017 ** Data diolah 2018 Tabel 4.4 menunjukkan hasil perhitungan derajat keterbukaan impor / DKI dari tahun 2000 – 2015. Hasil perhitungan yang didapatkan mengalami fluktuasi dari tahun ke tahun, dimana dari tahun 2000 – 2003 rata-rata angka DKI sebesar 0,00018 hal ini memiliki arti cadangan devisa yang digunakan untuk mengimpor daging sapi ke Indonesia sebesar 0,018 persen. Tahun 2004 – 2008 angka rata-rata DKI sebesar 0,000371. Ini mempunyai arti 0,037 persen cadangan devisa dipakai untuk membiayai impor daging sapi pada periode 2004 – 2008. Pada tahun 2009 – 2011, rata-rata angka DKI adalah 0,000722. Artinya sebesar 0,0722 persen cadangan devisa dipakai untuk pembiayaan impor daging sapi pada periode tersebut. Tahun 2012 – 2015 angka rata-rata derajat keterbukaan impor daging sapi di Indonesia adalah 0,000754 ini berarti, 0,0754 persen cadangan devisa dikuras untuk mengimpor daging sapi ke Indonesia. Angka DKI yang cenderung meningkat dipengaruhi oleh berbagai fenomena. Rantai perdagangan untuk produksi daging sapi lokal sendiri terlalu panjang, yang berimbas pada harga yang tinggi konsumen maka dari itu konsumen lebih memilih daging sapi impor. Hal ini sejalan dengan penelitian yang dilakukan Hadi, et al pada tahun 2013 tentang pereferensi konsumen yang menyebutkan bahwa di Malaysia, konsumen bersedia membayar harga yang lebih tinggi untuk kulitas daging yang lebih baik. Pada penelitian (Permana, 2016) tentang impor buah musiman, impor juga akan menyebabkan rendahnya produksi buah lokal karena kalah bersaing dalam pasar buah lokal. Fenomena lain misalnya, pada periode 2004 – 2009 era presiden Susilo Bambang Yudhoyono politik daging sapi menjadi sangat rapuh karena ternyata konsumsi daging sapi nasional sangat bergantung pada impor. Bahkan, impor daging sapi mencapai 40 persen lebih dari kebutuhan nasional (Tempo, 2015). Hal ini didukung dari data World Bank untuk persentase pertumbuhan tahunan untuk impor barang dan jasa, sepanjang periode 2000 – 2015, tahun 2004 memiliki persentase kenaikan pertumbuhan barang impor tertinggi yaitu sebesar 26.653 persen. Fenomena yang terjadi ditahun 2007, juga mendorong peningkatan derajat keterbukaan impor. Menurut Organisation for Economic Co-operating and Development (OECD), pertumbuhan ekonomi Indonesia pada tahun tersebut mencapai 6,35 persen dari tahun sebelumnya. Pertumbuhan ekonomi meningkat dikarenakan terjadinya peningkatan PDB, jika ditinjau dari teori konsumsi oleh Sadono Sukirno, semakin tinggi pendapatan akan mengakibatkan pengeluaran juga meningkat. Periode tahun 2013 – 2015 fenomena yang terjadi adalah maraknya kasus mafia impor impor daging sapi. Mafia impor berhasil memperjuangkan pembebasan Pajak Pertambahan Nilai (PPN) atas impor daging dan 'memainkan' kuota daging yang diperoleh akibatnya, volume impor untuk komoditas daging sapi semakin meningkat dan efek demonstrasi semakin terbuka lebar. Selain itu, dalam Peraturan Pemerintah nomor 4 Tahun 2016 mengenai Ketentuan Ekspor dan Impor Hewan atau Produk Hewan, pada pasal 6 ayat (1) butir C menyebutkan zona impor untuk produk hewanbersumber dari negara yang belum bebas penyakit mulut dan kuku dan telah memeiliki program pengendalian resmi penyakit mulut dan kuku. Dari undang-undang tersebut dapat kita ketahui bahwa seluruh negara mempunyai peluang untuk mengimpor daging sapi ke Indonesia dan inilah yang dapat membuat derajat keterbukaan impor akan daging sapi semakin meningkat. Perhitungan Derajat Konsentrasi Komoditas Daging Sapi di Indonesia Derajat Konsentrasi Komoditas dalam komponen analisis impor digunakan untuk menghitung besarnya tingkat ketergantungan impor suatu negara menurut komoditas impornya. Hasil dari perhitungan angka DKK ini ada dua macam, yaitu relatif terkonsentrasi dan relatif terdistribusi. Relatif terkonsentrasi mempunyai arti bahwa komoditas yang di impor hanya komoditas tertentu sedangkan relatif terdistribusi memiliki arti semakin banyak jenis impor yang diperlukan oleh negara tersebut (Atmaji, 2004). Berdasarkan Tabel 4.5, angka DKK Standar yang diperoleh adalah 50,10863. Median dari perolehan angka DKK selama kurun waktu 16 tahun (periode 2000 – 2015) sebesar 0,430165. Jika angka DKK hasil perhitungan dibandingkan dengan DKK standar, terlihat bahwa angka DKK hasil perhitungan = 0,43 lebih kecil daripada angka DKK standar = 50,1. Tabel 4.6 Hasil Perhitungan Derajat Konsentrasi Komoditas Daging Sapi di Indonesia Tahun 2000 – 2015 Tahun Nilai Impor Total (Juta USD)* Nilai Impor Daging Sapi (Juta USD)* Derajat Konsentrasi Komoditas* 2000 33.514,8 39,39 0,47012 2001 30.962,1 22,79 0,29442 2002 31.288,9 17,86 0,22832 2003 32.550,7 17,68 0,21726 2004 46.524,5 25,52 0,21941 2005 57.700,9 40,91 0,2836 2006 61.065,5 46,22 0,30275 2007 74.473,4 89,21 0,47915 2008 129.197,3 123,12 0,38118 2009 96.829,2 182,99 0,75592 2010 135.663,3 281,98 0,83141 2011 177.435,6 219,89 0,4957 2012 191.689,5 127,71 0,26649 2013 186.628,7 189,41 0,40596 2014 178.178,8 318,46 0,71492 2015 142.694,8 215,12 0,60302 Rata-rata 100.400 122,39 0,43435 Sumber: * Badan Pusat Statistik, 2016 dan UNCOMTRADE, 2017 ** Data diolah 2018 Hal ini mempunyai arti bahwa angka DKK di Indonesia relatif terdistribusi, keadaan yang kurang menguntungkan bagi Indonesia karena ini berarti semakin banyak jenis komoditas impor yang diperlukan negara tersebut, artinya Indonesia sangat bergantung pada transaksi impor daging sapi yang menyebabkan efek demonstrasi yang semakin besar. Hasil penelitian ini sejalan dengan hasil penelitian Brata pada tahun 2015, yang berjudul Derajat Keterbukaan Impor dan Derajat Konsentrasi Komoditas Kedelai di Indonesia dan penelitian Eko Atmaji tahun 2004 yang berjudul Analisis Impor Indonesia, yang menyatakan bahwa impor Indonesia relatif terdistribusi. Perhitungan Besaran Impor Tambahan atau Marginal Propensity to Import (MPM) Dalam analisis impor, indikator marginal propensity to import atau MPM menunjukkan berapa besar pertambahan impor akibat pertambahan pendapatan nasional satu satuan uang (Eko Atmaji, 2004). MPM merupakan derajat kecenderungan peningkatan pengeluaran untuk volume impor pada saat pendapatan nasional meningkat. Berdasarkan hasil analisis program SPSS ver.22 dengan menggunakan teknik analisis regresi linear sederhana didapatkan hasil sebagai berikut: Tabel 4.7 Analisis Regresi Sederhana Impor Daging Sapi Terhadap PDB Coefficientsa Model Unstandardized Coefficients Standardized Coefficients t Sig. B Std. Error Beta 1 (Constant

Este trabajo pretende realizar una aproximación, desde un punto de vista criminológico y del Derecho Penal, al tema de los delitos sexuales contra niños menores de trece años. Básicamente desde la perspectiva del delincuente y de manera más tangencial desde la de sus víctimas en la medida en que la elección de la víctima cualifica o determina en muchas ocasiones al delincuente. Para ello hemos utilizado una metodología predominantemente documental (aunque sin olvidar metodología de análisis estadístico, jurisprudencial y métodos cualitativos como la entrevista), con la finalidad de revisar las últimas publicaciones sobre el tema, así como la principal literatura científica sobre el tema, especialmente la anglosajona. El tema es inmenso, aun acotándolo desde la perspectiva del delincuente, pero tal y como BERISTAIN nos acostumbraba a decir en clase, allá por 1989 citando a San Ignacio ¿quien a su vez lo dijo en torno al 1535- que "no el mucho saber harta y satisface el ánima sino el sentir y gustar las cosas internamente". Así pues, y siguiendo el consejo de ambos, el tema, aunque ya desde ahora reconocemos que peca de amplitud y que deja numerosos campos de investigación abiertos, ha sido un tema fascinante de estudiar y que sin duda me acompañará durante toda mi carrera investigadora. De igual forma, hemos abordado parte de las investigaciones cualitativas mediante entrevistas a personas-informantes clave como psicólogos especialistas en atención a víctimas de agresiones, médicos forenses, jueces, fiscales y policías. La entrevista no deja de ser, como describe perfectamente la definición de Bingham y Moore (citados en Perpiñá, 2012), como una conversación con un propósito, por lo que se establece una comunicación interactiva entre dos personas, en este caso con la finalidad de recabar sus opiniones como especialistas respecto a distintas facetas del problema, siempre referido a sus áreas de experiencia. Las opciones de entrevista vienen diferenciadas por su estructura. Con estructura nos referimos al "grado de especificación y estandarización de sus distintos elementos/componentes, tales como: preguntas, respuestas, secuencia de las preguntas (fijación de una secuencia), registro y elaboración de la información e incluso de la interpretación de la información. En ese sentido, hay entrevistas estructuradas, no estructuradas y semi-estructuradas" (Perpiñá, 2012, pág. 30). Para este caso hemos elegido la realización de entrevistas semi-estructuradas con un guión o un interrogatorio básico pero al mismo tiempo abierto a posibles derivas en el transcurso de la entrevista, de acuerdo con las aportaciones que los/as entrevistados/as nos puedan realizar. Respecto al grado de dirección en las entrevistas se eligió un estilo directivo por cuanto el propósito principal era obtener tanta información de carácter fiable como fuera posible. En este trabajo que dividiremos en dos partes, comenzaremos realizando un examen previo sobre conceptos tales como la sexualidad, la violencia sexual y la delincuencia sexual. Además, mencionaremos las diferentes teorías existentes sobre la delincuencia sexual y practicaremos un análisis jurídico-penal y criminológico sobre los diferentes delitos sexuales tipificados en el Código Penal español (y debido a la reciente modificación del Código Penal por la L.O. 1/2015, examinaremos los cambios que dicha normativa ha realizado respecto a nuestro objeto de estudio). Después examinaremos cuestiones referentes a la epidemiología, frecuencia y duración de los abusos, edad y sexo de las víctimas, así como los diferentes perfiles de agresor o agresora sexual de menores y el de las víctimas. En la segunda parte, estamos interesados en realizar un estudio de las consecuencias jurídicas aplicables en nuestro país a los delincuentes catalogados como peligrosos con un examen particularmente detallado de la medida de libertad vigilada. Nos interesa determinar ¿Cuál es la forma jurídico-penal más apropiada para lidiar con esta problemática? ¿Se debe cerrar la puerta y tirar la llave, como muchos defienden (casi todos en privado) al asumir que nos hallamos ante delincuentes peligrosos de carácter multirreincidente que no tienen ningún deseo de dejar de cometer esos delitos? ¿Sería posible crear centros ad hoc para este tipo de delincuentes peligrosos donde se llevaran a cabo programas de tipo rehabilitador? Intentaremos dar respuesta desde un análisis y un fundamento adecuado a todas estas preguntas de difícil solución tanto en el plano teórico como en el de la vida real. El método científico tiene un porqué de su existencia y este no es otro que la reflexión metodológica, la que da su profundidad a una investigación. Tras realizar varias lecturas sobre el tema de los delincuentes peligrosos imputables y su tratamiento jurídico penal posterior al cumplimiento de la pena privativa de libertad, consistente básicamente en nuestro país en que se les puede imponer, en atención a su peligrosidad, la medida de seguridad de libertad vigilada (Incluida en la reforma del Código Penal mediante la Ley Orgánica 10/2010 de 22 de junio, de modificación del Código Penal), surgió la inquietud investigadora sobre los delincuentes peligrosos sexuales y concretamente de los que atentan contra los niños y cuyos casos son aireados sobradamente en los medios de comunicación. El problema, a nuestro juicio, va más allá de la misma medida de seguridad, y de la posible injusticia, o no, que supone su imposición tras el cumplimiento de la pena) y es la peligrosidad de esos delincuentes y su demonización y alienación como el "otro", son los delincuentes incorregibles que hay que apartar de la sociedad, inocuizarles, son el enemigo a batir y en la guerra vale todo. En palabras de FOUCAULT (2002, pág. 258) el delincuente es "unidad biográfica, núcleo de peligrosidad, representante de un tipo de anomalía". Esta alienación de los delincuentes sexuales es para McALINDEN (2014, págs. 192-3), junto con la concentración de los recursos en los abusadores sexuales que ya conocemos, hace que los riesgos para los niños disminuyan en la esfera pública y en la privada. El hecho de que entendamos que los agresores sexuales forman parte de nuestra comunidad, y que son en parte fruto de ella, es muy importante para ser conscientes de los riesgos existentes, fuera y dentro de la familia. A pesar de los pesares tenemos que considerar que esos "otros" no son sino personas, personas que han cometido un delito y que se supone que son delincuentes irreductibles que la sociedad ha de vigilar. Así pues la primera pregunta que nos planteamos es: ¿Quiénes son esos delincuentes irreductibles? Para centrarnos en un tema más concreto, la elección del tema de los delitos sexuales contra niños menores de trece años surgió por la curiosidad profesional. En mi vida como práctica del derecho y tanto en mi trabajo con víctimas y/o agresores como abogada, así como ejerciendo la acción penal como Fiscal Sustituta, y específicamente en el curso de mi trabajo con víctimas como asesora jurídica en un Centro de la Mujer de Castilla la Mancha (y en la actualidad como miembro del Servicio Aragonés de la Mujer del Real e Ilustre Colegio de Abogados de Zaragoza), había tenido participación en algunos asuntos que me habían hecho (re)plantearme cuestiones sobre mi trabajo: ¿Por qué un abuelo comenzaba de pronto a abusar sexualmente de su nieta/o? ¿O un padre a abusar sexualmente de su hija/o durante años? ¿O ese desconocido que abordaba a un/a menor en un parque? ¿Podría existir algún problema de alteración neuronal que la Justicia no había contemplado y su abogado/a no había alegado? ¿O bien era simplemente un ser abyecto que abusaba de su nieta con ánimo de satisfacer su lujuria? ¿Tal vez abusaron de él y a su vez abusó también de su hija? ¿Tenía alguna distorsión cognitiva? o ¿Carecía de empatía con los sentimientos de su víctima? En definitiva, ¿Por qué? Así pues, este es el momento de mayor dificultad: centrar el problema, proceder a su identificación y formulación (Ruiz Olabuénaga, 2012, pág. 11) . La selección del tema era pues, clara: los abusos sexuales a niños menores de trece años desde una perspectiva criminológica y (principalmente) del agresor, distinguiendo en su tipología por su relación con la víctima: pariente o familiar, conocido y/o desconocido. Abordando también la posibilidad, pocas veces contemplada de la agresora sexual femenina y de los abusos sexuales en el seno de la Iglesia Católica. La elección del tema, como ya he dicho con anterioridad, viene dada por una parte, por el interés profesional y también personal de saber más sobre este tema, que trascendía y a la vez impulsaba a lo académico. Por otra parte, es un tema de eminente actualidad ante los movimientos sociales y el empuje de los medios de comunicación sobre los delincuentes peligrosos, así como la violencia sexual sobre la mujer como una forma más de violencia de género. Basta mencionar algunos de los temas que han sido objeto de rabiosa actualidad en el proceso de creación durante los casi 6 años de esta Tesis Doctoral, como el de la niña Mari Luz, y su asesino (delincuente sexual reincidente, que debería haber estado en prisión en el momento de la comisión del ilícito); el escándalo durante el verano de 2013 del pederasta condenado en Marruecos y liberado por medio de un indulto, al parecer por un error administrativo; el del abusador sexual canario que aprovechaba su influencia sobre niños de cinco a ocho años a los que impartía clases de karate que saltó a los medios de comunicación el 16 de septiembre de 2013 y que estuvo más de 20 años realizando su trabajo como conductor de autobús escolar; los casos de abusos sexuales en la Iglesia Católica denunciados por Su Santidad en fechas recientes y por último el caso del pederasta del barrio de Ciudad Lineal (Madrid), que según los medios de comunicación con la amplísima cobertura que le dieron al asunto, tanto ha atormentado a la ciudadanía y que fue definido por la Delegada del Gobierno como enemigo público número uno, y para cuya captura se recabó (según los medios de comunicación) la ayuda del F.B.I. estadounidense. Continuando con lo expuesto, el problema objeto de estudio no es sino conocer en mayor profundidad la dimensión de los sujetos peligrosos en relación con las agresiones y abusos sexuales contra niños y niñas (haciendo alusión especialmente a las víctimas menores de 13 años de edad), desde una perspectiva criminológica y centrándome en las características de delincuente de manera principal y solo de forma más incidental de la víctima y comisión delictiva. La intención de este trabajo es realizar un abordaje interdisciplinar principalmente de la figura del delincuente desde la perspectiva del derecho penal, penitenciario y de la psicología criminal; es decir, un abordaje interdisciplinar y principalmente criminológico. Aunque tampoco descuidaremos el embrión primigenio de esta Tesis Doctoral: el análisis de la medida de seguridad post-penitenciaria de la libertad vigilada, como consecuencia jurídica estrella implantada en nuestro país desde el año 2010, relativa a los delincuentes peligrosos. La Criminología es definida por GARCIA-PABLOS (1988, pág. 41) como "la ciencia empírica e interdisciplinaria que se ocupa del crimen, del delincuente, de la víctima y del control social del comportamiento desviado". Así pues, y como ya he mencionado con anterioridad, el abordaje de este trabajo va a ser eminentemente criminológico, y vamos a intentar dar una visión del tema sobre dos de los pilares de la criminología: delincuente y control social (éste último control social lo será, para el caso que nos ocupa, de carácter formal: el del Derecho Penal). Por supuesto, habrá referencias a la víctima, como no podría ser de otra forma, pero hemos decidido centrar este trabajo de manera más básica en la problemática de los delitos contra la libertad e indemnidad sexuales con la perspectiva criminológica del delincuente. Nuestro deseo habría sido realizar un abordaje más amplio que habría incluido un análisis detallado de la situación de la víctima, pero tal vez eso debería ser objeto de un manual de abusos sexuales en la infancia y no de esta Tesis Doctoral, como es el caso. Por lo que la decisión de centrarnos en el delincuente y las consecuencias jurídicas del delito por él cometido es asumida de manera perfectamente consciente y habida cuenta de la numerosísima literatura sobre el tema, también somos conscientes de que cualquier intento de ser exhaustivo será baldío. Así pues, ¿cuál es la pretensión técnica de este trabajo? Pues bien, nos proponemos establecer un marco teórico desde los ámbitos de la Criminología y del Derecho Penal con una revisión de la literatura existente, en su mayor parte anglosajona, por lo que, como se observará en la bibliografía anexa, la mayor parte de las fuentes proceden de Reino Unido de Gran Bretaña e Irlanda del Norte (en adelante Reino Unido) y de los Estados Unidos de América (en adelante Estados Unidos), así como de la española más relevante. Para ello, y con el objetivo de tener acceso a las mejores fuentes y especialistas, conté con la experiencia de realizar dos estancias, de tres y cuatro meses respectivamente en los años 2011 y 2012, en el Instituto de Criminología de Cambridge (dentro de mi programa de Doctorado en Derecho Penal), bajo la supervisión del Dr. Lösel y Dr. Sherman y gozando de la sabiduría generosa de sus profesores y miembros de la comunidad universitaria. Así pues, durante dicha estancia, y otras dos semanas en la biblioteca de la Queen¿s University of Belfast en el verano de 2014, he contado con el acceso a las mejores revistas especializadas, así como a gran número de publicaciones en habla inglesa que de otra forma hubiera sido imposible conseguir. Además, hemos realizado un análisis de la legislación, (incluyendo en apartados específicos aparte las novedades aportadas por la reciente modificación del Código Penal mediante la Ley Orgánica 1/2015 de 30 de marzo, ya que no entrará en vigor hasta el 1 de julio de 2015) y de jurisprudencia española existente, además de intentar profundizar en los motivos ulteriores que acontecen en el (in)existente clima de política criminal ordenada de nuestro país. Es mi intención, -unida y/o derivada de las inquietudes en materia de neurociencias de mi Director de Tesis Dr. D. Eduardo Demetrio Crespo, y de las que me ha contagiado sanamente- intentar ahondar en el concepto científico de peligrosidad y realizar una revisión de las medidas aplicables a los delincuentes peligrosos en nuestro país, con comparativas a lo largo del texto con la situación en otros países como Alemania, Gran Bretaña y Estados Unidos. En lo que se refiere al concepto científico de peligrosidad, la hipótesis es multi e interdisciplinar, como la misma formación de la doctoranda. La vida es un compendio de cosas, mezclamos en nuestra vida diaria lo académico, lo afectivo y lo prosaico, cuestiones como elaboración de alimentos, reparar un grifo atascado, escribir un artículo académico, preparar un juicio; en definitiva, somos seres inter y multidisciplinares. Ahora bien, en cuanto a academicismo se refiere, parecen existir límites que no se deben cruzar. Si somos civilistas debemos abstenernos de introducirnos y navegar en las procelosas aguas del derecho penal y del mismo modo, si somos juristas, no podemos escribir en materias relativas a la psicología o a la medicina. Está bien, es correcto y adecuado dividir el conocimiento en diferentes áreas, a fin de sistematizarlo y mejorar su estudio, pero en ocasiones, hemos de darle la vuelta a todo lo que hacemos e intentar un mestizaje académico que no va sino a enriquecer todas sus facetas restantes. Así que, aunque he de confesar en primer lugar, las múltiples objeciones y reparos personales que tuve, previos a comenzar a escribir sobre temas psicológicos, porque no soy psicóloga, aunque tengo formación en psicología que adquirí de forma pareja a mi formación como jurista, mientras cursaba el Diploma Superior en Criminología en la Universidad del País Vasco, durante mis estudios en la Licenciatura de Criminología cursada en la Universidad de Murcia y en el estudio del grado de Psicología en la UNED en el que estoy inmersa en la actualidad. Pese a ello, una suerte de timidez y de plantearme en todo momento si estoy siendo acertada y gracias a múltiples revisiones por parte de amigos y amigas, profesionales psicólogas/os y médicos forenses que con gran generosidad han ido comentando y realizando valiosas aportaciones a este trabajo. Anticipo que las críticas y sugerencias que estos generosos amigos me han realizado durante la realización de este trabajo, sobre todo, van unidas a los sesgos de nuestras "deformaciones profesionales" debidas a nuestras áreas de estudio de procedencia. A los psicólogos y psicólogas no les parece un trabajo suficientemente psicológico y a los juristas no les parece que el fondo de la tesis planteada sea suficientemente jurídico. Ambos tienen razón por cuanto el enfoque del presente trabajo es eminentemente criminológico y por tanto interdisciplinar, como mi propia formación. Hemos de entender que el abordaje de este trabajo es complejo por sus múltiples facetas y si realizamos una aproximación desde únicamente un área de conocimiento, posiblemente será reduccionista en exceso. Cuando realizamos acercamientos al mundo de la Psicología, se nos enseñó que somos resultado de una suma de factores. Ya lo decía Ortega y Gasset cuando decía "Yo soy yo y mi circunstancia, y si no la salvo a ella no me salvo yo" en su obra "Meditaciones del Quijote" de 1914. El ser humano, todos y cada uno de nosotros, tenemos nuestras particularidades. En un primer momento somos genéticamente prácticamente inimitables. La probabilidad de que exista una persona igual a nosotros, aparte de los gemelos univitelinos, es prácticamente inexistente1. Así pues, venimos "de serie" -permítasenos la analogía con un coche-, con una serie de elementos: podemos gozar de una mayor o menor inteligencia, o de capacidad de empatía y sensibilidad por los demás; factores estos que vienen determinados por la herencia, por la 1 En palabras de ABRIL y colaboradores (Abril Alonso & Ambrosio Flores, 2005, pág. 331): "una persona tiene del orden de 50.000 genes, de los cuales como mínimo, 3.350 difieren de un cromosoma homólogo a otro (alelos), el número de gametos distintos que puede producir es del orden de 23350, cifra que pone de manifiesto lo improbable de que, dejando a un lado los gemelos monocigóticos, existan o hayan existido alguna vez dos seres humanos idénticos. Cada individuo es un experimento nuevo, único, que afronta el ambiente de una forma particular y quizá novedosa pudiendo abrir con ello nuevas posibilidades a su especie.".genética; son pues esencialmente biologicistas. Aparte, nuestra propia maduración va incorporando nuevos elementos a nuestro vehículo llamado cerebro, aprendemos, cambiamos comportamientos, suprimimos unos y modulamos otros, siempre en relación con nuestro medio ambiente. Así pues, somos resultado de nuestro propio yo con la maduración y la interacción con el medio ambiente2. Lo que hace a un individuo peligroso puede estar en sus genes (o no); es decir, puede ser algo que heredamos como una tendencia a la agresividad o también puede ser adquirido en el tiempo. Como cualquier herencia de tipo económico, podemos mantenerla, ahorrar e incrementarla, o dilapidarla. Podemos contar con los mejores genes, pero si nacemos en un lugar desfavorecido, en una familia desestructurada o en un momento histórico de debacle, nuestra deriva puede ser peligrosa y encaminarnos o vernos abocados hacia un comportamiento delictivo. Del mismo modo, la forma en que afrontamos las cosas que nos van sucediendo, partiendo siempre de la base genética con la que contamos, también nos va modelando: aprendemos cada minuto, cada segundo, cosas nuevas, no sólo cosas que podemos hacer, sino también lo que no debemos hacer. El estado de la cuestión de los delincuentes peligrosos en España y de su tratamiento jurídico penal, y de los pederastas en concreto, está pendiente de la entrada en vigor de la L.O. 1/2015 en el mes de julio. Una modificación más del Código Penal de la democracia que en este país, en palabras de MAROTO CALATAYUD (2013, pág. 46) "parece un deporte nacional" y que desde el año 95 lleva ya -y casi hemos perdido la cuenta-, 26 reformas (y con la próxima reforma (L.O. 1/2015, ya publicada en el BOE, a la que ya hemos aludido y que entrará en vigor el día 1 de julio de 2015, la número 27). Por ello, consideramos que eso es, a nuestro juicio, una deriva político criminal, un legislar a golpe de telediario que no puede ni debe continuar3. La política criminal y el Código Penal (como reflejo legislativo o reglas 2 Así pues, los factores que interactúan para que una persona se desarrolle son: la genética, la maduración y el medio ambiente, por lo que a priori podríamos considerar poco útil, desde un punto de vista científico echar la culpa a un solo factor, por ejemplo una persona puede tener una serie de déficits neurales que le puedan abocar a una pedofilia, pero también puede haber existido una incorrecta socialización del sexo sufrida en la infancia por ejemplo al haber sufrido abusos él o ella misma, y una falta de control de impulsos y de empatía que actúan como una explosión y donde el deseo por obtener la gratificación sexual con el menor sea tan grande que se obvia el daño que se le puede producir a éste o ésta o a un posible castigo penal para el caso de que se le aprehendiera. Además, como en casi todo, achacar la causalidad de los crímenes a unos u otros factores va por modas o por descubrimientos científicos. Ya CARELLI (1912, pág. 577) en un apéndice a la obra "La criminología" de GARÓFALO (1912), hablaba sobre la excesiva importancia que se había dado a los factores sociales y se hacía eco del pensamiento de FERRI "que bajo las más distintas situaciones políticas y religiosas y en las situaciones más difíciles de la vida, hay quienes siguen siendo honrados y otros que delinquen.". De igual forma, para GARÓFALO lo importante era el factor orgánico, (de tipo congénito y hereditario), mientras que a los factores sociales y ambientales solo les achacaba un valor secundario (García-Pablos de Molina, 2014). 3 La necesidad de un diagnóstico previo es vital.con carácter previo a la implantación de cualquier medida legislativa. Es absolutamente imperativo. Antes de modificar algo hay que conocerlo en profundidad. A título del juego del máximo exponente de control social formal), se están convirtiendo, en parte de la campaña política donde parece que endurecer la legislación penal es una buena fuente de votos. En palabras de DOWNES y MORGAN (2002, pág. 386), "las campañas de hoy en día generalmente conllevan uno o más gestos hacia lo que debería hacerse con algún grupo en particular de desviados -psicópatas depredadores o pedófilos, por ejemplo- que son desde épocas recientes, los sujetos más sucios y aberrantes". Endurecer el Derecho Penal en época electoral parece ser que genera pingües réditos electorales en forma de votos4. Para evitar este, a nuestro juicio, "uso indebido del derecho penal", tenemos que establecer unas líneas político-criminales serias y basadas en estudios criminológicos bien fundamentados y propiciados desde el Estado, que es quien está en posesión de todos los datos estadísticos. En las ciencias sociales, de manera imperativa a una intervención social previa, -que sería similar en este caso, ya que estaríamos hablando de un control social formal que se realizaría en base a la aplicación de una ley- habría que realizar de manera previa, un diagnóstico de la realidad y ello sólo se consigue con estudios científicos sobre el estado de la cuestión y con una confección detallada, y con criterios homogéneos, de unas estadísticas rigurosas que nos permitan evaluar esa realidad para después arbitrar mecanismos que nos faculten para atajar la problemática ya acotada. En definitiva, para realizar cambios, para mejorarla. Por otra parte, hay que señalar que el melón de la constitucionalidad de las medidas de seguridad a imponer tras el cumplimiento de una pena para sujetos imputables está abierto. El hecho de que estén funcionando en otros países, no quiere decir que deban ser incorporadas en nuestro país sin más. Tenemos que tener una escrupulosidad y rigurosidad especial que nos haga plantearnos que, si implantamos una medida o una pena, ésta cumpla con todos los parabienes constitucionales, y en especial que se respete el principio de de ejemplo, y respecto al tema sanitario y a la denegación de asistencia médica a los inmigrantes en situación irregular o en situación regular que no estuvieran incluidos en ningún régimen de la Seguridad Social como titulares o beneficiarios (con las siguientes excepciones: la atención de urgencias, embarazadas durante el preparto, parto y postparto y menores de edad) el mes de abril de 2015 se anunció por parte del Gobierno del Partido Popular ¿que fue quien implantó la medida en primer término, por motivos económicos- una rectificación de dicha política, aduciendo colapso en las urgencias, a pesar de que los profesionales sanitarios ya indicaban, de manera previa a su implantación, los graves riesgos para la salud pública en enfermedades infecto- contagiosas que dicha medida acarrearía, además de la saturación de los servicios de urgencias. 4 Parece casual que la nueva reforma del Código Penal, con un mayor rigor punitivo (con medidas como la implantación de la prisión permanente revisable -alegando la necesidad de proporcionalidad para los delitos más graves y olvidando en el camino el principio de humanidad, el de dignidad de las personas y la necesidad de que las penas privativas de libertad estén orientadas a la reeducación y reinserción social (artículo 25.2 CE), la supresión de las faltas y su reconversión (de muchas de ellas) en delitos leves, y un mayor ámbito de aplicación de la medida de seguridad de libertad vigilada) a pocas semanas de las elecciones autonómicas y locales y a unos meses de las elecciones generales. legalidad y que estén orientadas a la reeducación y reinserción social del delincuente de conformidad con el artículo 25.2 de la Constitución Española. Precisamente, en el momento en que imprimo y reviso estas líneas, ha sido apresado el denominado "pederasta de Ciudad Lineal", que ha conllevado una serie de loas y alabanzas en los medios de comunicación respecto a la labor policial y las futuras reformas que endurecerán, aún más, el código penal en vías de reforma. No podemos consentir, como juristas, que el código penal sea un arma electoral. El derecho penal no "arregla" nada en nuestra sociedad; únicamente son parches que no dan soluciones de justicia social y que no acaban con la violencia estructural de la sociedad en la que vivimos. Hay que plantearse si tenemos o no normas que protegen a nuestros conciudadanos y a nosotros mismos. En vez de crear normas nuevas o endurecer las existentes, tal vez sería mejor implementar las que ya tenemos, mejorar el sistema penal y hacer que la justicia, además de ser justa, sea rápida en dar satisfacción a las demandas de las víctimas (y de tener normas que sean consecuentes con la realidad que pretenden regular). Por otra parte, dedico parte de mi investigación al tratamiento que dan los medios de comunicación a los agresores sexuales de menores sin relación familiar con los mismos, y al fenómeno del moral panics en torno a estos sujetos. Múltiples líneas de investigación podrían ser derivadas de este tema en nuestro país, habida cuenta de la diferencia de trato (y tiempo dedicado en prime time) que se observa en programas líderes de audiencia en casos como el del pederasta de Ciudad Lineal con respecto a los casos de abusos sexuales perpetrados por sacerdotes que se han "destapado" en fechas recientes o a otros casos de abusos sexuales intrafamiliares. Para introducir al lector/a de este trabajo, aunque ya hemos aludido que se ha distribuido en dos partes, la primera dedicada a la sexualidad y violencia con un análisis criminológico del agresor sexual de menores y la segunda parte corresponde más a un análisis de índole penal del tratamiento jurídico-penal del agresor sexual de menores donde examinaremos de manera especial la medida de seguridad de libertad vigilada. Respecto a la parte primera examinaremos: En el Capítulo I una serie de cuestiones introductorias sobre la sexualidad y la violencia. En concreto respecto a la violencia sexual y las diferentes teorías que se han arbitrado para la descripción y posible explicación de dichos fenómenos. En el Capítulo II veremos diferentes cuestiones previas sobre la víctima, de justicia restaurativa y mediación, así como determinadas cuestiones sobre el fenómeno de la violencia sexual sobre menores tales como cuestiones epidemiológicas, consecuencias de los abusos para las víctimas, la prevención de los abusos y el binomio "abusado-abusador". Por otra parte, el Capítulo III, va dirigido al depredador sexual de menores, el tratamiento informativo del fenómeno por los medios de comunicación y cómo este fenómeno se ha convertido un moral panics contemporáneo. También examinaremos aproximaciones erróneas al fenómeno, los denominados mitos sobre los agresores sexuales y las posibles influencias biológicas sobre la cuestión. Respecto al Capítulo IV intentaremos establecer un perfil criminológico del agresor en función de su relación (o no) con la víctima distinguiendo por una parte entre: abuso familiar o extra-familiar; y por otra en función de características del autor en concreto: la agresora sexual femenina, las agresiones sexuales generadas por parte de sacerdotes, el agresor sexual menor de edad y realizaremos un análisis sobre el agresor como "enfermo mental" analizando los supuestos de pedofilia y psicopatía de manera concreta. Pasando ya a la segunda parte del trabajo, en la que el análisis es más de tipo jurídico- penal, empezaremos con el Capítulo I con una crítica de la ¿Política criminal española?, de la oportunidad del castigo penal y su fundamento, para pasar después al análisis somero de los tipos delictivos referentes a los delitos sexuales contra niños menores de 13 años, haciendo una referencia a las modificaciones generadas por la L.O. 1/2015 de reforma del código penal. En el Capítulo II, y aprovechando mi estancia en Cambridge con la bibliografía más moderna sobre el tema, examinaremos la cuestión de la peligrosidad criminal y de la valoración del riesgo, con atención a las herramientas actuariales (además de hacer otras referencias a las mismas a lo largo del texto). Respecto al Capítulo III veremos las diferentes opciones jurídicas para afrontar la cuestión del depredador sexual violento imputable, con una muy especial referencia a la libertad vigilada y con referencias a la custodia de seguridad y a las medidas de registros existentes en otros países. Ya por último en el Capítulo IV veremos las cuestiones relativas al tratamiento de índole psicológico de los agresores sexuales de menores, de su crisis y examinaremos los tratamientos cognitivos conductuales así como los tratamientos orgánicos, valoraremos la cuestión de la eutanasia que se suscitó recientemente para un agresor sexual de Bélgica y describiremos el apoyo comunitario a delincuentes sexuales de menores.

PARTISIPASI POLITIK PEMILIH PEMULA DALAM PEMILIHAN BUPATI DAN WAKIL BUPATI DI KABUPATEN TALAUD [1] (Suatu Studi Di Kecamatan Essang Selatan Kabupaten Talaud) Oleh : Jeki Tinuntung[2] Nim : 100814016 Abstrak Partisipasi Politik dari Pemilih Pemula di kecamatan Essang Selatan, Kabupaten Talaud dalam Pemilihan Bupati dan Wakil Bupati sangat menarik untuk dilakukan karena seperti kita ketahui bahwa, Pemilih pemula sebagai objek dalam kegiatan politik, yaitu mereka yang masih memerlukan pembinaan dalam orientasi ke arah pertumbuhan potensi dan kemampuannya ke depan dapat berperan dalam bidang politik. Di kecamatan Essang Selatan Kabupaten Talaud jumlah pemilih pemula sebanyak 354 jiwa yang terdaftar di Daftar Pemilih Tetap (DPT).Keberadaan pemilih pemula diatas, menjadi incaran bagi partai politik untuk mendulang suara dalam pemilihan Bupati dan Wakil Bupati di Kabupaten Talaud.Para pemilih pemula ini umumnya belum terinformasikan serta tidak memiliki pendidikan politik memadai.Dengan asumsi ini, partai politik berupaya memengaruhi pilihan politik pemilih pemula melalui berbagai upaya.Dalam kenyataannya partai politik lebih banyak memberdayakan pemilih pemula melalui kampanye dengan melibatkan politik uang.Ada beberapa aalasan mengapa para pemilih pemula berpartisipasi dalam pilkada yaitu sebagian besar pemilih pemula masi menaruh kepercayaan kepada pemerintah uantuk mengubah bangasa ini kearah lebih baik, pemilih pemula berpartisipasi karena diiming-imingi honor yang besar, dan bahkan ada pemilih pemula yang hanya sekedar ikut-ikutan. Oleh karena itu, peneliti ingin meneliti bagaimana pertisipasi politik pemilih pemula dalam pemilihan Bupati dan Wakil Bupati di Kecamatan Essang Selatan Kabupaten Talaud 2013 dan Faktor Pendorong dan Penghambat apa yang mempengaruhi partisipasi politik pemilih pemula di Kecamatan Essang Selatan Kabupaten Talaud 2013.Fokus Penelitian ini adalah Partisipasi Politik Pemilih Pemula dalam pemilihan Bupati dan Wakil Bupati di kecamatan Essang Selatan kabupaten Talaud 2013 dengan menguraikan dan menganalisa bentuk-bentuk partisipasi politik pemilih pemula dan faktor-faktor yang mendorong dan menghambat partisipasi politik pemilih pemula di kecamatan essang selatan kabupaten talaud dalam pemiliha bupati dan wakil bupati 2013.Penelitian ini Menggunakan menggunakan pendekatan penelitian Kualitatif.Dengan teknik pengumpulan data berupa Observasi, Wawancara dan Dokumentasi. Data di ambil dari Informan yaitu Pemilih Pemula yang berjumlah 45 orang dari kecamatan Essang Selatan, dan Informan tambahan di ambil dari Anggota KPUdan PPK Kecamatan. Hail Penelitian menunjukan bahwa bentuk partisipasi yang di lakukan oleh pemilih pemula di kecamatan Essang Selatan adalah diskusi informal (berbicara masalah politik), Kampanye, dan pemberian suara. Selain itu ada faktor yang mendorong partisipasi politik pemilih pemula di kecamatan Essang Selatan Kabupaten Talauddalam pemilihan bupati dan wakil bupati antara Lain: perangsang politik, karakteristik pribadi seseorang, karakteristik sosial, situasi atau lingkungan politik, dan pendidikan politik.sedangkan faktor penghambat yait: Kesibukan Kegiatan sehari-hari, minder , dan larangan dari pihak keluarga. Kata Kunci: Partisipasi Politik, Pemilih Pemula, Pilkada Bupati dan Wakil Bupati Pendahuluan Pemilihaan Bupati dan Wakil Bupati di Kabupaten Talaud telah selesai dilaksanakan pada 9 Desember 2013 yang lalu. Sesuai dengan hasil perolehan suara yang di dapat sebesar 51.156 suara yang memberikan hak pilihnya dari 67.132 jiwa yang terdaftar di Daftar Pemilih Tetap atau ada 76% yang memilih dan 24% yang tidak memilih (manado.tribunnews.com). Meningkatnya angka pemilih yang tidak menggunakan hak pilihnya ini, peran dari pemilih pemula sangat mendominasi. Mengingat pemilih pemula yang baru memasuki usia hak pilih sebagian besar belum memiliki jangkauan politik yang luas untuk menentukan kemana mereka harus memilih. Selain itu, ketidak tahuan dalam politik praktis membuat pemilih pemula sering tidak berpikir rasional dan lebih mementingkan kepentingan jangka pendek. Sehingga terkadang apa yang mereka pilih tidak sesuai yang diharapkan.Kecamatan Essang Selatan adalah Kecamatan di Kabupaten Talaud yang memiliki jumlah pemilih pemula sebanyak 354 jiwa yang terdaftar di Daftar Pemilih Tetap (DPT).Keberadaan pemilih pemula diatas, menjadi incaran bagi partai politik untuk mendulang suara dalam pemilihan Bupati dan Wakil Bupati di Kabupaten Talaud.Para pemilih pemula ini umumnya belum terinformasikan serta tidak memiliki pendidikan politik memadai.Dengan asumsi ini, partai politik berupaya memengaruhi pilihan politik pemilih pemula melalui berbagai upaya.Dalam kenyataannya partai politik lebih banyak memberdayakan pemilih pemula melalui kampanye dengan melibatkan politik uang.Ada beberapa aalasan mengapa para pemilih pemula berpartisipasi dalam pilkada yaitu sebagian besar pemilih pemula masi menaruh kepercayaan kepada pemerintah uantuk mengubah bangasa ini kearah lebih baik, pemilih pemula berpartisipasi karena diiming-imingi honor yang besar, dan bahkan ada pemilih pemula yang hanya sekedar ikut-ikutan.Untuk mengetahui bagaimana partisipasi pemilih pemula dan faktor-faktor yang mendorong pemilih pemula berpartisipasi dalam pemilihan Bupati dan Wakil Bupati di Kecamatan Essang Selatan Kabupaten Talaud, maka perlu diadakan penelitian untuk hal tersebut. Adapun penelitian akan di laksanakan di kecamatan essang selatan kabupaten talaud. Dari latar belakang tersebut, penulis terdorong untuk melakukan penelitian dengan judul "Partisipasi Politik Pemilih Pemula dalam Pemilihan Bupati dan Wakil Bupati di Kabupaten Talaud 2013 (Suatu studi di Kecamatan Essang Selatan Kabupaten Talaud).Berdasarkan pada apa yang telah diuraikan diatas maka penulis merumuskan masalah Sebagai berikut : (1). Bagaimana partisipasi politik pemilih pemula di Kecamatan Essang Selatan Kabupaten Talaud dalam pemilihan Bupati dan Wakil Bupati 2013 ? (2). Faktor-Faktor apa saja yang Mendorong dan menghambat pemilih pemula untuk berpartisipasi dalam pemilihan Bupati dan Wakil di Kecamatan Essang Selatan Kabupaten Kepulauan Talaud 2013 ? Sedangkan tujuan dari penelitian ini adalah: (1). Untuk mengetahui bagaimana partisipasi politik pemilih pemula di Kecamatan Essang Selatan Kabupaten Talaud dalam pemilihan Bupati dan wakil Bupati 2013. (2). Untuk mengetahui faktor-faktor apa saja yang Mendorong dan Menghambat pemilih pemula untuk berpartisipasi dalam pemilihan Bupati dan Wakil Bupati di Kecamatan Essang Selatan Kabupaten Kepulauan Talaud tahun 2013.Hasil penelitian ini diharapkan dapat memberikan manfaat sabegai berikut: (1). Manfaat teoritis diantaranya yaitu: Melalui penelitian ini diharapkan dapat memberikan kontribusi yang positif ke-arah perkembangan ilmu pengetahuan khususnya ilmu-ilmu Politik.Melalui penelitian ini dapat menambah pengetahuan tentang masalah yang berhubungan dengan Partisipasi Pemilih Pemula. (2). Manfaat Praktis diantaranya: Melalui penelitian ini diharapkan dapat dijadikan sebagai sumbangan pemikiran bagi pihak-pihak yang berkepentingan bagi pemerintah maupun masyarakat khususnya di Kecamatan Essang selatan kabupaten Talaud. Tinjauan Pustaka Dalam Kamus Politik, partisipasi adalah Ambil bagian; ikut; turut. Istila ini lebih populer dalam mengartikan ikutnya seseorang atau badan dalam satu pekerjaan atau rencana besar (Marbun, 2013;363). Partisipasi politik adalah kegiatan seseorang, kelompok, atau organisasi untuk ikut secara aktif dalam kehidupan politik. Misalnya, ikut pemilu, memengaruhi pengambilan keputusan, dan ikut partai politik (Kaelola, 2009;222). Selanjutnya Miryam Budiardjo mengatakan partisipasi secara umum adalah kegiatan seseorang atau sekelompok orang untuk ikut serta secara aktif dalam kehidupan politik, antara lain dengan jalan memilih pemimpin negara dan, secara langsung atau tidak langsung, memengaruhi kebijakan pemerintah (public policy). Kegiatan ini mencakup tindakan seperti memberikan suara dalam pemilihan umum, mengadakan hubungan (contacting) atau lobbying dengan pejabat pemerintah atau anggota parlement, menjadi anggota partai atau salah satu gerakan sosial dengan direct actionnya, dan sebagainya (Efriza, 2012;126). Menurut Michael Rush dan Philip Althoff dalam buku Teori-teori Politik (Sitepu, 2012;100-101) mengidentifikasi bentuk-bentuk partisipasi politik sebagai berikut: Menduduki jabatan politik atau administrativeMencari jabatan politik atau administrativeKeanggotaan aktif dari suatu organisasiKeanggotaan pasif ssuatu organisasiKeanggotaan aktif suatu organisasi semu-politik (quasi-political)Keanggotaan pasif suatu organisasi semu-politikPartisipasi dalam rapat umum, demonstrasi, dan sebagainyaPartisipasi dalam diskusi politik informal, minat umum dalam politikVoting (pemberian suara) Maran (2007:156) yang menyebutkan faktor utama yang mendorong orang berpartisipasi politik yaitu: a). Perangsang politik adalah suatu dorongan terhadap seorang pemilih agar mau berpatisipasi dalam kehidupan politik. Perangsang politik Dipengaruhi oleh kegiatan kegiatan diskusi politik, pengaruh media massa, diskusidiskusi formal dan informal. b) Karakteristik pribadi seseorang adalah watak sosial seorang pemilih yang mempunyai kepedulian sosial yang besar terhadap masalah sosial, politik, ekonomi, dan hankam, yang biasanya mau terlibat dalam aktivitas politik. c) Karakteristik sosial adalah status sosial, ekonomi, kelompok ras, etnis, dan agama seseorang yang akan mempengaruhi persepsi, sikap, perilaku seseorang dalam aktivitas. d) Situasi atau lingkungan politik adalah keadaan lingkungan sosial sekitar seorang pemilih yang baik dan kondusif agar seorang pemilih mau dengan senang hati berpartisipasi dalam aktivitas politik. e) Pendidikan politik adalah upaya pemerintah untuk merubah warga Negara agar dapat memiliki kesadaran politik dengan terlibat dalam aktivitas politik. Pemilih pemula adalah mereka yang berusia 17-21 atau yang suda menikah atau mereka yang baru pertama kali memiliki pengalaman memilih, yang pada pilkada periode yang lalu belum genap berusia 17 tahun. Dalam pendidikan politik kelompok pemuda yang baru pertama kali akan melalukan hak pilihnya disebut pemilih Pemula. Ada juga kalangan yang lebih longgar memberikan batasan bagi pemilih pemula yakni TNI/Polri yang baru pensiun dan kembali menjadi warga sipil yang memiliki hak memilih juga dikategorikan sebagai pemilih pemula. Seperti diketahui saat menjadi anggota TNI/Polri mereka tidak memiliki hak pilih dalam pemilu. Setelah mereka memasuki masa pension dalam usia tertentu, barulah mereka memiliki hak memilih dan dipilih dalam pemilu (kpujakarta.go.id). Di Indonesia, saat ini pemilihan kepala daerah dilakukan secara langsung oleh pendudukdaerah administratif setempat yang memenuhi syarat. Pemilihan kepala daerah dilakukan satu paket bersama dengan wakil kepala daerah. Kepala daerah dan wakil kepala daerah yang dimaksud mencakup (Dari Wikipedia bahasa Indonesia, ensiklopedia bebas) : Gubernur dan wakil gubernur untuk provinsi Bupati dan wakil bupati untuk kabupaten Wali kota dan wakil wali kota untuk kota Pemilihan kepala daerah merupakan salah satu instrument untuk memenuhi desentralisasi politik dimana dimungkinkan terjadinya transfer lokus kekuasaan dari pusat ke daerah. Pemilihan kepala daerah sebagaimana pemilihan umum nasional merupakan sarana untuk memilih dan mengganti pemerintah secara damai dan teratur .melalui pemilihan kepala daerah, rakyat secara langsung akan memilih pemimpin didaerahnya sekaligus memberikan legitimasi kepada siapa yang berhak dan mampu untuk memerinta. Melalui pemilihan kepala daerah perwujudan kedaulatan rakyat dapat di tegakan. Pemilihan kepala daerah dengan kata lain merupakan seperangkat aturan atau metode bagi warga negara untuk menentukan masa depan pemerintahan yang legitimate (Mustafa Lutfi, 2010;130).Bupati dalam konteks otonomi daerah di Indonesia adalah kepala daerah untuk daerah kabupaten.Pada dasarnya, bupati memiliki Tugas dan wewenang memimpin penyelenggaraan daerah berdasarkan kebijakan yang di tetapkan bersam DPRD Kabupaten.Bupati dipilih dalam satu pasangan secara langsung oleh rakyat di kabupaten setempat (id.m.wikipedia.org/wiki/bupati). Metode Penelitian Dalam penelitian tentang partisipasi politik pemilih pemula dalam Pelaksanaan pemilihan Bupati dan Wakil Bupati Kabupaten Talaud 2013 peneliti menggunakan pendekatan penelitian Kualitatif. Jenis Data yang di gunakan adalah Data Primer dan Sekunder.Sumber data primer adalah informan.Informan merupakan sumber berupa orang.Dalam penelitian ini, yang menjadi informan adalah pemilih pemula yang terdaftar dan mempunyai hak pilih di Kecamatan Essang Selatan Kabupaten Talaud. Kecamatan Essang Selatan terdiri dari 9 Desa, dan di setiap desa yang ada di kecamatan akan di ambil 5 informan. Jadi, total keseluruhan responden ada 45 orang.Dan informan tambahan adalah ketua atau anggota KPUD Talaud, serta anggota atau ketua PPK Kecamatan Essang Selatan Kabupaten Talaud.Dan untuk Sekunder dalam penelitian ini, diperoleh dari sumber tertulis, yaitu sumber dari buku-buku atau literature yang berkaitan dengan judul dan tema penelitian. Fokus penelitian dibatasi pada partisipasi pemilih pemula di Kecamatan Essang Selatan Kabupaten Talaud 2013. Agar dapat memberikan hasil yang lengkap maka fokus penelitian tersebut dirinci dalam unit-unit kajian sebagai berikut: pertama, bentuk partisipasi pemilih pemula dalam pelaksanaan pemilihan Bupati dan Wakil Bupati di kabupaten talaud kecamatan essang selatan 2013. Kedua, faktor-faktor yang mempengaruhi pemilih pemula untuk berpartisipasi dalam pemilihan Bupati dan Wakil Bupati di kecamatan essang selatan kabupaten talaud 2013.Instrumen penelitian dan Teknik pengumpulan data yang di gunakan adalah Observasi, Wawancara (Interview) dan dokumentasi. Teknik analisa data yang dilakukan yaitu setelah data dikumpulkan, maka selanjutnya data akan dipaduhkan, digambarkan dalam bentuk uraian kalimat dengan memberikan interpretasi/penafsiran berdasarkan hasil wawancara langsung yang dilakukan oleh peneliti dengan sampel dari objek penelitian yang ada atau informan yang ada. Hasil Penelitian Kecamatan Essang Selatan merupakan wilayah kecamatan termuda dari 19 (Sembilan belas) kecamatan yang ada di Kabupaten Kepulauan Talaud. Luas wilayah Kecamatan Essang Selatan 5.888 Ha, Jumlah Penduduk Kecamatan Essang Selatan : 3.550 jiwa. Jumlah Pemilih Pemula yang telah terdaftar sebagai pemilih tetap dalam pemilihan Bupati dan Wakil Bupati di kecamatan Essang Selatan kabupaten talaud berjumlah 354 orang dengan jumlah laki-laki 200 orang dan perempuan 154 orang. Berdasarkan penelitian yang dilakukan oleh peneliti, Jumlah masyarakat Kabupaten Talaud yang terdaftar dalam Daftar Pemilih Tetap yang ada di 19 Kecamatan berjumlah 67.132 orang dengan jumlah laki-laki 33.914 orang dan jumlah perempuan 33.218 orang yang terbagi dalam 206 TPS di 19 kecamatan di kabupaten talaud. Jumlah pemilih yang telah terdaftar dalam Daftar pemilih tetap yaitu 67.132 orang telah menentukan pilihan mereka pada tanggal 9 Desember 2013 untuk memilih Bupati dan wakil Bupati kabupaten yang nantinya akan memimpin kabupaten talaud selama lima tahun kedepan. Sesuai dengan data dari Kantor KPUD Talaud yang di dapat oleh penulis dalam penelitian ini dari jumlah masyarakat talaud 67.132 orang yang terdaftar dalam daftar pemilih tetap, teryata ada 51.156 suara, yang terdiri dari 50.472 suara yang sah dan 684 suara yang tidak sah (Sumber: KPUD Kabupaten Talaud). Jumlah Pemilih Pemula yang telah terdaftar sebagai pemilih tetap dalam pemilihan Bupati dan Wakil Bupati di kecamatan Essang Selatan kabupaten talaud berjumlah 354 orang dengan jumlah laki-laki 200 orang dan perempuan 154 orang. Sesuai dengan daftar hadir dari setiap TPS yang ada di Sembilan desa di Kecamatan Essang selatan, Pemilih Pemula yang datang ke TPS untuk memberikan suaranya dalam pemilihan Kepala daerah atau Bupati dan Wakil bupati di kabupaten Talaud 2013 yaitu 230 orang dan yang tidak memberikan suaranya yaitu 124 orang dari jumlah pemilih pemula di Kecamatan Essang Selatan yaitu 354 orang, atau ada 65% yang menggunakan hak pilih dan 35% yang tidak menggunakan hak pilihnya. Pembahasan Partisipasi politik yang dilakukan oleh pemilih pemula di Kecamatan Essang Selatan Kabupaten Talaud dalam pemilihan bupati dan wakil bupati adalah Pemberian Suara (Voting), Kampanye, dan berbicara masalah politik. 1. Berbicara Masalah Politik Bentuk partisipasi politik yang dilakukan oleh pemilih pemula dalam pemilihan Bupati dan Wakil Bupati di kecamatan essang selatan kabupaten talaud ialah berbicara masalah politik. Seorang pekerja muda, Jacob Oscar ruing (22 tahun) wawancara tanggal 26 Juni mengatakan: "Ketika jam istirahat, saya dan teman-teman kantor saya sering berdiskusi tentang masalah-masalah yang saat ini terjadi dalam persiapan pemilihan Bupati dan Wakil Bupati kabupaten talaud. Bahkan masing-masing dari kami saling menonjolkan pilihan kami masing-masin" Dari hasil wawancara, pemilih pemula sering membicarakan masalah pemilihan kepala daerah di lingkungan tempat dia bekerja.Sementara itu, seorang pelajar Ricky mangole (18) hasil wawancara tanggal 26 Juni mengatakan: "saya dan teman-teman sekelas sering berdepat tentang persiapan pemilihan Bupati dan wakil bupati di kabupaten talaud ketika jam istirahan dan bahkan saat mata pelajara PKN, guru kami memberikan topic tentan pemilihan bupati dan wakil bupati di kabupaten talaud untuk kami diskusikan". Dari hasil wawancara, pemilih pemula sering mendiskusikan masalah pemilihan Bupati dan Wakil Bupati dengan teman-temannya di sekolah.Hal ini menunjukan bahwa pemilihan Bupati dan Wakil Bupati kabupaten talaud 2013 mempunyai tempat yang istimewa di hati pemilih pemula di kecamatan essang selatan. Pemilihan Bupati dan Wakil Bupati 2013 merupakan pengalaman pertama kali bagi para pemilih pemula untuk memilih pemimpin yang nantinya akan memimpin kabupaten talaud selama lima tahun kedepan. Hal ini merupakan sesuatu yang menarik bagi masyarakat khususnya pemilih pemula. 2. Kampanye Bentuk partisipasi politik yang lain ialah mengikuti Rapat umum atau demostrasi yang diselenggarakan oleh suatu organisasi politik atau oleh kelompok kepentingan tertentu. Partisipasi seperti ini bisa bersifat spontan tetapi seringkali Karena di organisasi oleh partai-partai politik, kelompok kepentingan untuk memenuhi agenda politik mereka masing-masing (Maran, 2001;105). Kampanye Pilkada mrupakan sarana pesta demokrasi. Setelah di wawancarai, ternyata sebagian besar pemilih pemula suda mengetahui otujuan kampanye dan mereka beranggapan bahwa kampanye merupakan kegiatan menyampaikan informasi dan menunjukan Visi,Misi, dan program pasangan calon yang nantinya akan terpilih, sehingga melalui itu maka mereka akan memilih. Hal ini sejalan dengan pendapat Nia Andalangi (20 tahun) hasil wawancara 27 Juni mengatakan: "Kampanye sangat penting untuk kita ikuti. Karena melalui kampanye, kita bisa mengetahui Visi, Misi bahkan program kerja apa yang akan dilakukan oleh bupati dan wakil bupati di kabupaten talaud kedepan. Hal itulah yang membuat saya ikut kampanye". Ada Pemilih pemula di kecamatan essang selatan juga yang beranggapan bahwa kampanye merupakan suatu kegiatan yang menyita waktu yang banyak dan harus mengalahkan segala rutinitas dan kegiatan mereka sehari-hari, mengakibatkan para pemilih pemula enggan untuk ikut berpartisipasi dalam kegiatan kampanye. Pemilih pemula yang lain beranggapan bahwa kegiatan kampanye merupakan kegiatan yang menyenangkan karena mereka mendapat hiburan, selain itu juga mereka dapat memberikan dukungan kepada pasangan calon kepala daerah atau bupati dan wakil bupati yang mereka dukung. Namun ada pula yang beralasan bahwa kampanye hanya hegiatan hura-hura dan ajang berkumpul dengan teman-teman saja, dan tidak memperdulikan arti dari kegiatan kampanye yang sebenarnya. Hal ini sesuai hasil wawancara dengan Alan Pusida (18 tahun), ia mengatakan: "Saya sebenarnya tidak tertarik dengan kegiatan-kegiatan politik.Namun, saya ikut kampanye karena di ajak oleh teman-teman sekelas.Selain itu, saya suka dengan keramaian. Bahkan kata teman-teman saya ketika kita ikut kampanye, kita akan dapat imbalan". Sesuai dengan hasil wawancara di atas, ternyata masi ada pemilih pemula di kecamatan essang selatan yang belum mengerti apa tujuan kampanye, bahkan ada yang tidak memperdulikan keadaan politik di daerah. 3. pemberian Suara Pemilihan Bupati dan Wakil Bupati di Kabupaten Talaud 2013 merupakan rangkaian pesta demokrasi yang di tunggu-tunggu oleh warga masyarakat talaud untuk menentukan siapa yang akan memimpin Kabupaten Talaud selama lima tahun kedepan. Oleh karena itu, tidak mengherankan jika mesyarakat di kecamatan Essang Selatan Kabupaten Talaud begitu antusias untuk mensukseskan pagelaran itu, khususnya pemilih pemula.Hasil penelitian ini sejalan dengan pendapat Michel Rush dan Phillip Althoff yang menyatakan bahwa bentuk partisipasi politik yang paling umum dikenal adalah pemungutan suara (voting).Voting merupakan bentuk partisipasi politik yang tidak menuntut banyak upayah.Kegiatan ini dilakukan pada saat diperlukan. Untuk melakukan kegiatan ini yang diperlukan hanyalah sedikit inisiatif (Maran 2001;151).Sesuai dengan pendapat Michel dan atholff di atas bahwa voting merupakan bentuk partisipasi politik yg tidak menuntut banyak upayah, tetapi setelah penulis meneliti ternyata ada pemililih pemula yang dalam menentukan pilihan politiknya tidak sesuai hati nurani mereka. Hal ini sama seperti yang dikatakan oleh Olivia Paradenti pada wawancara tanggal 8 Juni 2014 yang menyatakan: "Saya memilih bupati dan wakil bupati sesuai dengan hati nurani saya.Tidak ada paksaan dari siapapun, baik itu dari kakak ataupun dari ibu saya. Karena saya tahu, datang ke TPS dan mencoblos adalah kewajiban saya sebagai warga Negara" Hal ini berbeda dengan apa yang di katakana oleh Billy Pusida (17), pada wawancara 7 juni 2014, ia mengatakan: "Saya memilih Bupati dan Wakil Bupati sesuai dengan pilihan dari ayah dan ibu saya. Saya mengikuti apa yang mereka katakanan, karena saya tidak terlalu tahu dengan para calon bupati dan wakil bupati pada pilkada kabupaten talaud 2013". Dari hasil wawancara diatas, ada pemilih pemula yang memilih tidak sesuai dengan hati nurani mereka.Hal ini dapat di analisis sebagai berikut, penggambaran yang sering muncul tentang pemilih pemula adalah kurangnya pengetahuan dan pengalaman menjadikan mereka tidak percaya diri dalam menentukan pilihannya. Selain bentuk-bentuk partisipasi politik dari pemilih pemula yang di teliti, peneliti juga meneliti tentang faktor pendorong dan faktor penghambat partisipasi politik pemilih pemula dalam pemilihan bupati dan wakil bupati di kecamatan Essang Selatan Kabupaten Talaud 2013. Adapun faktor Pendorong adalah: 1. Rangsangan Politik Faktor pendorong yang menurut Mibrath diantaranya Adanya rangsangan politik, rangsangan politik sangatlah penting untuk menumbuhkan kesadaran seorang pemilih pemula agar mau berpartisipasi dalam kegiatan politik.Dalam hal ini minat berpartisipasi dipengaruhi misalnya sering mengikuti diskusi-diskusi politik melalui media masa atau melalui diskusi formal maupun informal.Hal ini sesuai dengan apa yang dikatakan oleh Sria Larenggam (18 tahun) wawancara tanggal 27 Juni 2014 dia mengatakan: "Saya ikut milih karena sesuai informasi yang saya liat dari berita-berita yang saya liat di tv bahwa setiap warga masyarakat yang suda berusia 17 tahun harus wajib memilih". Sesuai dengan hasil wawancara dengan informan, pemilih pemula di kecamatan Essang Selatan terdorong untuk ikut berpartisipasi dalam pemilihan Bupati dan wakil Bupati di kecamatan essang selatan kabupaten talaud 2013 karena ada rangsangan dari media masa atau eletronik. 2. Karakteristik Pribadi Seseorang Selain faktor rangsangan politik, Milbrath juga menyatakan karakteristik pribadi seseorang juga merupakan faktor pendorong sesorang dalam berpartisipasi politik.Orang-orang yang berwatak sosial yang mempunyai kepedulian sosial yang besar terhadap problem sosial, politik ekonomi, sosial budaya, hankam, biasanya mau terlihat dalam aktivitas politik. Sesuai hasil wawancara dengan informan Ordis Pareda (19 tahun) wawancara 27 juni, mengatakan: "saya sangat peduli dengan keadaan politik di Negara kita. Terlebih khusus di kabupaten talaud.Melihat banyak masalah yang sering terjadi di kabupaten talaud ini, membuat saya lebih bersemangat dalam memilih.Dengan harapan, calon yang saya pilih dapat mengubah kabupaten talaud lebih baik lagi". Para pemilih pemula di Kecamatan Essang Selatan mempunyai karakteristik pribadi sosial yang berbeda-beda, namun dari berbagai macam perbedaan itu para pemilih pemula di Kecamatan Essang Selatan cukup banyak yang peduli dan sadar akan hak politik mereka sebagai masyarakat. Mereka mau berpartisipasi dalam pilkada kabupaten taluad 2013 dengan datang ke TPS dimana mereka tinggal sesuai dengan undangan yang mereka dapat. 3.Karakteristik Sosial Faktor pendorong partisipasi politik lainnya yaitu karakteristik sosial, bagaimana pun juga lingkungan sosial itu ikut mempengaruhi persepsi, sikap perilaku seseorang dalam bidang politik.Oleh sebab itulah, mereka mau berpartisipasi dalam bidang politik.Para pemilih pemula di Kecamatan Essang selatan mempunyai karakteristik pribadi sosial yang berbeda-beda, namun dari berbagai macam perbedaan itu para pemilih pemula di Kecamatan Essang Selatan cukup banyak yang peduli dan sadar akan hak politik mereka, peran mereka sebagai masyarakat. 4. Situasi atau lingkungan politik Situasi atau lingkungan politik yang kondusif merupakan salah satu faktor pendorong dalam berpartisipasi politik. Dengan lingkungan politik yang kondusif akan membuat orang dengan senang hati berpartisipasi dalam kehidupan politik. Dalam lingkungan politik yang demokratis orang merasa lebih bebas dan nyaman untuk terlibat dalam aktivitas-aktivitas politik dari pada dalam lingkungan politik yang otoriter.Lingkungan politik yang sering diisi dengan aktivitas-aktivitas brutal dan kekerasan dengan sendirinya menjauhkan masyarakat dari wilayah politik. Hasil wawancara dengan Mila Regang (17 tahun) wawancara tanggal 30 juni, menhatakan: "lingkungan di desa kami sangat aman. Saat menjelang pemilu tidak pernah terjadi keributan.Situasi saat pemilihan bupati dan wakil bupati di desa kami sangat mendukung.Sehingga kami dapat memilih dengan aman.Tidak ada paksaan dari siapapun". Di Kecamatan Essang selatan hampir setiap daerahnya aman dan kondusif, sehingga semua masyarakat dapat berpartisipasi dalam pilkada Kabupate Talaud 2013 termasuk para pemilih pemula. Dari informasi yang didapat dari beberapa informan, para pemilih pemula di Kecamatan Essang Selatan berpartisipasi dalam Pilkada Talaud 2013 berdasarkan keinginan mereka sendiri, tidak adanya arahan dari pihak lain, tidak adanya suatu hal yang otoriter.Hal ini sesuai dengan Pendapat Aldes Laluraa (18 tahun) dalam wawancara 23 Juni 2013 ia menyatakan: "saya memilih sesuai dengan hati nurani saya, tidak ada pengaruh dari orang tua saya". 5. Pendidikan Politik Pendidikan politik merupakan faktor pendorong lain dalam partisipasi politik, pendidikan politik sangatlah penting bagi masyarakat khususnya pemilih pemula, karena pemilih pemula merupakan generasi penerus bangsa.Pendidikan politik masyarakat termasuk pemilih pemula di dalamnya dapat dilihat dari aktivitas-aktivitas politik mereka, hal tersebut juga dapat dilihat dari keaktifan mereka sebagai pengurus anggota partai politik. Sesuai dengan pendapat Lenda Palele (18 tahun) wawancara tanggal 30 juni, mengatakan: "yang saya lihat, belum ada program dari partai politik untuk membuat pendidikan politik buat kami selaku pemilih pemula. Saya lebih banyak mengetahui tentang politik dari media dan pelajaran di sekolah". Pemilih pemula di Kecamatan Essang Selatan sudah banyak yang mendapatkan pendidikan politik dari sekolah, Universitas, atau dari lingkungan rumah mereka yang membuat mereka merasa wajib untuk berpartisipasi dalam pemilihan Bupati dan Wakil Bupati di kabupaten Talaud 2013. Sementara dari partai politik sendiri masih kurang bahkan tidak ada sama sekali. Pendidikan politik sebagai warga Negara merupakan faktor pendukung lainnya yang sifatnya internal bagi suatu kelompok yang melaksanakan partisipasi politiknya. Sedangkan faktor penghambat partisipasi politik Pemilih Pemula dalam pemilihan Bupati dan wakil Bupati di Kecamatan Essang Selatan Kabupaten Talaud antara lain: 1. Kesibukan Kegiatan Sehari-hari Kegiatan sehari-hari para pemilih pemula di Kecamatan Essang Selatan Kabupaten Talaud, umumnya adalah pelajar, mahasiswa dan pekerja.Hal yang sangat wajar bagi para pemilih pemula yang rata-rata umurnya berkisar 17-21 tahun itu.Hal inilah yang menjadikan pemilih pemula enggan melakukan kegiatan politik yang umumnya menyita waktu yang banyak.Tuntutan sebagai pelajar dan bekerja menjadi alasan utama bagi para pemilih pemula di kecamatan Essang selatan enggan melakukan kegiatannya di bidang politrik.Peran pemilih pemula yang sangat kompleks dalam kegiatan sehari-hari untuk memenuhi tanggung jawab mereka terhadap pribadinya, selalu menjadi factor utama yang menghambat keterlibatan mereka dalam kegiatan pemilihan umum. Hal ini diungkapkan oleh Maya Pusida (19 tahun) wawancara tanggal 18 Juni 2014 maya mengatakan: "tugas utama saya adalah sekolah dan membantu ibu dan bapak dirumah. Menurut saya, datang ke TPS itu suda cukup.Karena untuk mengurus persiapan kampanye dan lain-lain kan uda ada yang mengurusnya." Kenyataan ini sebenarnya dapat disiasati dengan cara pembagian waktu antara sekolah dan pekerjaan dengan melakukan kegiatan politik di masyarakat. Bukan merupakan hal yang tabu jika seorang pelajar atau pekerja ikut dalam kegiatan politik di masyarakat. 2. Minder Minder ini biasanya disebabkan oleh tingkat pendidikan yang rendah atau minimnya pengalaman dalam kegiatan politik maupun tingkat sosial ekonomi yang rendah.Menurut Mohtar Mas'oed disamping pendidikan dan sosial ekonomi perbedaan jenis kelamin juga mempengaruhi keaktifan seseorang berpartisipasi dalam politik. Misalnya, laki-laki lebih aktif berpartisipasi dari pada perempuan, orang yang berstatus sosial tinggi lebih aktif dari pada berstatus sosial rendah (Mohtar Mas'oed, 2008;61).Mereka merasa tidak berhak tampil dalam kegiatan politik dari pada mereka yang punya status sosial ekonomi yang tinggi dan pengalaman yang memadai.Mereka menyadari bahwa kenyataan yang ada dalam masyarakat adalah politik lebih berhak bagi mereka yang punya pengalaman dan mempunyai status sosial ekonomi yang cukup.keikut sertaan pemilih pemula dalam dunia politik, bagi beberapa pemilih pemula adalah satu hal yang istimewa. Sehinga mereka berpendapat bahwa yang berhak untuk terjun dalam dunia politik adalah orang-orang kaya, berpendidikan ataupun orang yang suda berpengalaman dalam dunia politik.Beberapa informan berpendapat hal yang sama, salah satunya pendapat dari Alvionita andalangi (19 tahun) wawancara tanggal 26 Juni 2013 dia mengatakan: "saya malu untuk ikut dalam kepanitian pemilu. Karena belum terbiasa berbicara di depan umum." Pendapat yang sama dengan Safitry Mila Regang (17 tahun) wawancara tanggal 25 Juni 2014 dia mengatakan: "saya takut terjadi kesalahan, karena sebelumnya belum terlibat dalam panitia pemilihan. Saya rasa orang-orang tua saja yang suda berpengalaman menjadi panitianya." 3. Larangan Dari Pihak Keluarga Setelah penulis meneliti, ternyata ada pemilih pemula tidak biasa ikut berpartisipasi dalam Politik khusunya pemilihan Bupati dan Wakil Bupati di kecamatan essang selatan kabupaten kepulauan talaud karena di larang oleh orang tua mereka.Hal tersebut sesuai dengan pendapat Lia Larinda (18 tahun) pada wawancara tanggal 24 Juni 2013 dia mengatakan: "saya di larang oleh ibu saya untuk ikut kampanye dengan alasan karena saya masi sekolah dan harus belajar." Pihak keluarga adalah factor yang berpengaruh besar dalam kehidupan seseorang. Pihak keluarga dapat mendukung atau bahkan menentang perilaku anggota keluarga yang lain. Jika pihak keluarga suda tidak mendukung keputusan seseorang, maka orang tersebut lebih banyak mengurungkan niatnya. Kesimpulan 1Partisipasi politik yang dilakukan oleh pemilih pemula di Kecamatan Essang Selatan Kabupaten Talaud dalam pemilihan bupati dan wakil bupati adalah Pemberian Suara (Voting), Kampanye, dan berbicara masalah politik. faktor yang menjadi pendorong partisipasi politik dari pemilih pemula dalam pemilihan Bupati dan Wakil Bupati di Kecamatan essang selatan Kabupaten talaud 2013 adalah terdapat lima unsur diantaranya adanya perangsang politik, karakteristik pribadi seseorang, karakteristik sosial, situasi atau lingkungan politik, dan pendidikan politik. Sedangkan faktor yang menjadi Pemnghambat Partisipasi Politik Pemilih pemula dalam Pemilihan Kepala daerah kabupaten Talaud di kecamatan essang selatan 2013 adalah Kesibukan Kegiatan sehari-hari, perasaan tidak mampu, dan larangan dari pihak keluarga. Tingkat Partisipasi politik pemilih pemula dalam pemilihan kepala daerah di kecamata essang selatan kabupaten talaud 2013 yaitu pemberian suara sangat antusias karena ada 65% pemilih pemula di kecamatan essang selatan kabupate talaud yang terdaftar dalam DPT dating ke TPS untuk menggunakan hak pilihnya. Tingkat partisipasi politik berupa kampanye dilakukan oleh sebagian pemilih pemula di kecamatan essang selatan kabupaten talaud.Mereka melakukan kegiatan kampanye karena factor hiburan. Sedangkan untuk alas an memperhatikan isu kampanye masi minim. Sedangkan tingkat partisipasi politik dalam berbicara masalah politik ini di lakukan oleh pemilih pemula Kecamatan Essang Selatan Kabupaten Talaud biasanya di lingkungan kerja dan lingkungan kampus/sekolah. Kegiatan ini dilakukan oleh pemilih pemula tentu saja, hal ini di pengaruhi beberapa factor diantaranya pendidikan, jenis kelamin, dan status sosial ekonomi. Saran Pemilih pemula hendaknya dapat membuka diri untuk dapat menunjukan kemampuannya dalam dunia politik, serta menjauhkan diri dari perasaan tidak mampu atau minder.Dukungan dari keluarga dan lingkungan tempat tinggal serta para tokoh masyarakat melalui pendidikan politik secara dini pada pemilih pemula meningkatkan kualitas peran pemilih pemula dalam dunia politik.Pemerintah seharusnya menyediakan fasilitas-fasilitas yang dapat mendukung kegiatan pemilih pemuula dalam dunia politik, serta pemberian pendidikan politik yang di tunjukan khusus untuk pemilih pemula sehingga dapat merangsang keinginan pemilih pemula untuk berpartisipasi dalam dunia politik. DAFTAR PUSTAKA Arikunto, Suharsimi. 2002. Prosedur Penelitian Suatu Pendekatan Praktek. Jakarta : Rineka Cipta. Bakti, Andi Faisal dkk.(eds). 2012. Literasi Politik dan Konsolidasi Demokrasi.Jakarta : Churia Press. Budiardjo, Miriam. 2008. Dasar-dasar Ilmu Politik. Jakarta : PT Gramedia Pustaka Utama. Efriza. 2012. POLITICAL EXPLORE Sebuah Kajian Ilmu Politik. Bandung : ALFABATE. Gaffar, Janedjri M. 2012. Politik Hukum Pemilu. Jakarta : Konstitusi Press. Hasan, Ikbal. 2002. Metodologi Penelitian Kualitatif. Bandung : Rejana Rosdakarya. Kaelola, Akbar. 2009. Kamus Istila Politik Politik Kontemporer. Yogyakarta : Cakrawala Marbun, B.N. 2013.Kamus Politik. Jakarta : Pustaka Sinar Harapan. Maleong, Lexy. 2002. Metodologi Penelitian Kualitatif. Bandung : Remaja Rosda Karya. Mas'oed Mochtar dan Colin Mac Andrew. 2008. Perbandingan Sistem Politik. Yogyakarta : Gajah Mada University Press. Pasolong, Harbani. 2012. Metode penelitian administrasi public. Bandung : Alfabeta. Rush, Michael dan Phillip Althoff. 2008. Pengantar Sosiologi Politik. Jakarta : PT RajaGrada Persada. Raga Maran, Rafael. 2001. Pengantar Sosiologi Politik. Jakarta : Rineka Cipta. Rahman H, A. 2007. Sistem politik Indonesia.Yogyakarta : Graha Ilmu. Sarundajang, S. H. 2012. Pilkada Langsung Problematika dan Prospek.Jakarta : Kata Hasta Pustaka. Sugiono. 2010. Metode penelitian administrasi. Bandung : Alfabeta. Sitepu, P. Anthonius. 2012. Teori-Teori Politik. Yogyakarta : Graha Ilmu. Sumber lain: - Undang-undang PEMILU 2012 (UU RI No.8 Tahun 2012) - Undang-undang nomor 12 tahun 2008 perubahan ke dua atas Undang-undang 32 tahun 2004 tentang Pemerintahan Daerah. - www.wikipedia.com - Manado.tribunnews.com - Kpujakarta.go.id - KPUD Kabupaten Talaud - PPK Kecamatan Essang Selatan Kabupaten Talaud - id.m.wikipedia.org/wiki/bupati [1] Merupakan Skripsi Penulis [2] Mahasiswa Jurusan Ilmu Pemerintahan

A STUDY ON THE RELEVANCE OF MATERIALS IN ENGLISH TEXTBOOK "BRIGHT" FOR SEVENTH GRADERS OF JUNIOR HIGH SCHOOL PUBLISHED BY ERLANGGA TO 2013 CURRICULUM Halimatul Kamila English Study Program, FBS, Surabaya State University halimatulkamila@gmail.com Ririn Pusparini, S.Pd., M.Pd. Lecturer of English Study Program, FBS, Surabaya State University rrn.puspa@gmail.com Abstract The Indonesia government has developed English standard competence which is stated in curriculum as the standard of teaching and learning English process. According to the curriculum, material is one of the important factors for determining the success of the teaching and learning process. The material which is usually used is in the form of textbook. Textbook must be in line with the components stated in curriculum. Although there are many textbooks that are claimed as a suitable material for 2013 Curriculum, it is not a guarantee that the textbook is relevant to the standard competences of the curriculum. An analysis to a textbook is needed, moreover after the new curriculum was launched. Based on the background of the case above, this study is conducted: 1) to analyze the relevance of the materials with the cognitive aspects which are contained in the 2013 English Standard Competence, 2) to analyze the relevance of the materials with the psychomotor aspects which are contained in the 2013 English Standard Competence. This study was designed in descriptive qualitative research because the object of the study was a documented book. Moreover, as the data was in the form of words and documents, so the data were analysed qualitatively. The instrument used to collect the data is observation in the form of checklists. After being analyzed, it is found that some of the materials are not relevant with the cognitive and psychomotor aspects which are contained in the 2013 English Standard Competence. However, there are more materials which relevant with with the 2013 English Standard Competence than the materials which not. Thus, it can be concluded that the materials in this textbook are quite relevant with 2013 curriculum, especially with the cognitive and the psychomotor aspects. Therefore, this textbook is appropriate with the 2013 curriculum and suitable to be used in order to help the teaching and learning process in the classroom. Keywords: analysis, relevance, materials, textbook, the 2013 Curriculum. Abstrak Pemerintah Indonesia telah mengembangkan standar kompetensi Bahasa Inggris yang disampaikan dalam kurikulum sebagai acuan dalam proses belajar mengajar. Berdasarkan kurikulum, bahan pelajaran adalah saah satu faktor penting untuk menentukan suksesnya proses belajar mengajar. Bahan pelajaran yang umum digunakan adalah buku teks. Buku teks yang digunakan harus sesuai dengan komponen-komponen yang disampaikan dalam kurikulum. Meski banyak buku teks yang telah dinyatakan sebagai bahan pelajaran yang sesuai dengan Kurikulum 2013, tidak menjadi jaminan bahwa buku teks tersebut relevan dengan standar kompetensi dalam kurikulum. Analisis terhadap buku teks sangat dibutuhkan, terutama setelah diluncurkannya kurikulum baru. Berdasarkan latar belakang tersebut, penelitian ini dilaksanakan: 1) untuk menganalisis kecocokan antara bahan pelajaran dalam buku teks "Bright" dengan aspek kognitif yang terdapat dalam Standar Kompetensi Bahasa Inggris 2013, 2) untuk menganalisis kecocokan antara bahan pelajaran dalam buku teks "Bright" dengan aspek psikomotor yang terdapat dalam Standar Kompetensi Bahasa Inggris 2013. Metode penelitian yang digunakan adalah deskriptif kualitatif karena objek yang menjadi bahan penelitian adalah buku. Selain itu, data penelitian dianalisis secara kualitatif karena data yang digunakan dalam penelitian ini berbentuk dokumen. Instrumen yang digunakan dalam penelitian ini adalah observasi dalam bentuk checklists. Setelah dianalisis, ditemukan bahwa beberapa bahan pelajaran di dalam buku teks tidak relevan dengan aspek kognitif dan psikomotor yang terdapat dalam Standar Kompetensi Bahasa Inggris 2013. Akan tetapi, lebih banyak bahan pelajaran yang sesuai dengan Standar Kompetensi Bahasa Inggris 2013 daripada yang tidak sesuai. Jadi, dapat disimpulkan bahwa bahan pelajaran dalam buku teks ini cukup relevan dengan kurikulum 2013, terutama dengan aspek kognitif dan psikomotor. Oleh karena itu, buku teks ini sesuai dengan kurikulum 2013 dan layak digunakan untuk membantu proses belajar mengajar di dalam kelas. Kata Kunci: analisis, relevansi, bahan pelajaran, buku teks, kurikulum 2013. INTRODUCTION English plays a very important role as a means of communication. It is because English is an international language that can be used for international communication. Knowing that English as an international language is necessary in facing globalization, English as a foreign language is being taught and learnt in many countries, included in Indonesia. As the main foreign language in this country, English has become a compulsory subject in Junior High School until Senior High School. Indonesia government has implemented English into the academic curriculum. The government has developed English standard competence which is stated in curriculum as the standard of teaching and learning English process. Curriculum is made based on the Indonesian learners' need and is developed to achieve the certain aim of education. Because of the development of the human needs, especially in education field, the Indonesian government always trying to make a better standard for teaching and learning process. As stated by Nunan (2003:5) that "For many years, the goal of language pedagogy was to find the right method." That is why, Indonesian government especially the National education department develops a new curriculum as the new standard for teaching and learning process. Recently, by Peraturan Pemerintah 32/2013, the educational system of Indonesia has launched Kurikulum 2013. Kurikulum 2013 is a school based curriculum, it is an operational curriculum which is constructed, developed, and implemented by each education unit (school). The purpose of the 2013 Curriculum is to draw up the next generations of Indonesia to be a religious, productive, creative, and innovative citizen who could contribute for the social life in the Indonesia and social life in all over the world (Permendikbud Nomor 68 Tahun 2013). The English standard competences in 2013 Curriculum are conducted in particular purposes, they are: the purpose of affective aspects, cognitive aspects, and psychomotor aspects (Amri, 2013:39). Affective is the aspect which related to emotion, feeling and attitude. Cognitive is the aspect which related to knowledge. While psychomotor aspect is related to motor skill. According to the curriculum, material is also important in creating a good teaching and learning process. Material is one of the factors for determining the success of the teaching and learning process. The material which is usually used is in the form of textbook. In fact, mostly Indonesian teachers use textbook in delivering the material. Textbook is one of the learning materials that can be used by teacher and students in order to help the teaching and learning process in the classroom (Tomlinson, 2003). Textbook is an important component in the process of teaching and learning. It is because textbook can be a main resource for the teachers in guiding them in the teaching and learning activity. Textbook must be in line with the components stated in curriculum. However, selecting a textbook is not an easy job for the teachers. They should be careful in choosing an appropriate textbook, it is a textbook which supports the implementation of the curriculum. As Byrd (2001) says, textbook evaluation should be viewed in terms of the relevance between the textbook and the curriculum. Although there are many textbooks that are claimed as a suitable material for 2013 Curriculum, it is not a guarantee that the textbook is relevant to the standard competences of the curriculum. Based on the explanation above, textbook analysis is one of the efforts that can be done in determining whether a textbook is appropriate with the curriculum or not. An analysis to a textbook is still needed, moreover after the new curriculum was launched. Thus, this study was conducted to analyse the materials in English textbook for seventh graders entitled "Bright" published by Erlangga. In this study, the researcher wanted to find out the relevance of the materials in the textbook to the 2013 English Standard Competence. Based on the elaboration above, the objectives of this study are formulated as follow: 1. To analyse the relevance of the materials with the cognitive aspects which are contained in the 2013 English Standard Competence. 2. To analyse the relevance of the materials with the psychomotor aspects which are contained in the 2013 English Standard Competence. Curriculum Teaching and learning process in a school is performed based on the curriculum. The curriculum is designed by the government, so that everyone could get same experience in education (Ali, 2009:1). The Indonesian government defines curriculum as a set of plan and systematization of aims, contents, materials as the guidance in the process of teaching and learning to achieve the certain goal (Permendikbud Nomor 68 Tahun 2013). According to Ali (2009:15), curriculum has a strong influence in the process of teaching and learning. The curriculum as the plan for learning contains of some aspects and purposes which are related to the teaching and learning activity. In the curriculum, also contain the objectives of the study which should be achieved by the learners. Therefore, the good teaching and learning process should be performed based on the curriculum. Oliver (1977:329) states that as the product of the thinking and action of human beings, curriculum should be improved. As the ideas of people change, as people's actions change, so does curriculum. Curriculum is developed based on the objectives and the learners' need. Therefore, the Indonesian government can change and improve the curriculum, if the previous curriculum is not suitable with the objectives and Indonesian learners' need. Recently, by Peraturan Pemerintah 32/2013, the educational system of Indonesia has launched Kurikulum 2013. The 2013 Curriculum The 2013 Curriculum is a school based curriculum, it is an operational curriculum which is constructed, developed, and implemented by each education unit (school) since 2013. The 2013 Curriculum is legalized by Ministry of National Education in 2013. The 2013 Curriculum contains of the plan for teaching and learning process, the rules of objectives and materials, and the method used in the process of teaching and learning (Permendikbud Nomor 68 Tahun 2013). The 2013 Curriculum is designed in three aspects, they are: affective, cognitive, and psychomotor. Affective aspects encourage students to; accept, perform, appreciate, and inspire. Cognitive aspects encourage students to; comprehend, apply, analyse, and evaluate. While psychomotor aspects encourage students to; observe, ask, try, find reasons, present, and compose (Permendikbud Nomor 65 Tahun 2013). The learning stages that are emphasized in the 2013 Curriculum are: 1) observing; the students collect the information, 2) questioning; the students are stimulated to question how the phenomena happen, 3) experimenting; the students try to apply the knowledge through some practice given by the teacher, 4) associating; the students try to relate the phenomena to the previous knowledge, and 5) communicating; the students tell others about their finding. The 2013 English Standard Competence contains some English basic competences which cover all of the English materials. According to the 2013 Curriculum, English Standard Competence contains two kinds of competences, they are: core competences and basic competences. Core competence is divided into four objectives. The first and second objectives emphasize on affective domain. The third objectives emphasize on cognitive domain, and the forth objectives emphasize on psychomotor domain. Each of the core competence is divided into basic competences which are used as a guideline in developing learning materials (Permendikbud Nomor 68 Tahun 2013). The Three Domains of Learning According to Krathwohl, Bloom and Masia (1973), objectives of study could be placed in one of three major domains, they are: cognitive, affective, and psychomotor. Bloom et al. (1956) in Ali (2009:78-81) explains about those three domains as follows: Cognitive Cognitive domain related to the learner's thinking. This objective emphasizes remembering or reproducing something which has been learned. Cognitive objectives vary from simple recall of material learned to highly original and creative ways of combining and synthesizing new ideas and materials. Bloom et al. (1956) states the learning level of cognitive domain, they are: knowledge, comprehension, application, analysis, synthesis, and evaluation. Anderson (2001) revises the cognitive domain in the learning taxonomy and made some changes. The most prominent changes are: 1) the names in the six categories from noun to verb forms, and 2) slightly rearranging them. The revised cognitive domain are: remembering, understanding, applying, analysing, evaluating, and creating. Affective Affective domain related to the learner's attitude. This objective emphasizes a feeling, an emotion, or a degree of acceptance or rejection. Affective objectives vary from simple attention to selected phenomena to complex. Krathwohl et al. (1973) mentions the affective domain as: receive, respond, value, organise or conceptualize values, and internalize or characterise values. Psychomotor Psychomotor domain related to the learner's skill. This objective emphasizes some muscular or motor skill, some manipulation of material and objects, or some acts which requires a neuromuscular co-ordination. Dave (1975) mentions the psychomotor domain as: imitation, manipulation, precision, articulation, and naturalization. Textbook Textbook is an important component in the process of teaching and learning. It is because textbook can be a main resource for the teachers in guiding them in the teaching and learning activity. However, selecting a textbook is not an easy job for the teachers. They should be careful in choosing an appropriate textbook. Byrd (2001) explains the criteria that should be used in evaluating and choosing a good textbook. They are: 1. The fit between the material and the curriculum Curriculum is a guidance of teaching and learning process, including the purposes of the program and the teaching procedures. Therefore, the fit between the material and the curriculum would help the students to achieve the goal of the program. 2. The fit between the material and the students Textbook is used by the students. Therefore, the materials should be fit with the students' needs, so that they can learn the materials effectively. 3. The fit between the material and the teacher Textbook is used by the teacher. Therefore, the materials in the textbook should help the teacher in organizing the process of teaching and learning effectively. Textbook is often used in schools, and schools follow the curriculum designed by the government to guide the teachers in developing the objectives of teaching and learning activities. Therefore, Tarigan and Tarigan (1990:22) add that a good textbook should be relevant with the curriculum. Textbook is very important in supporting teaching and learning process. Therefore, a textbook must be in line with the components stated in the curriculum. The materials in the textbook should be designed based on the competences stated in curriculum. A textbook should support the curriculum to achieve the instructional objectives. A textbook should support the three domains that become the objectives of the 2013 English Standard Competence, they are: cognitive, affective, and psychomotor. RESEARCH METHOD This research is concerned in analysing the relevance of materials in the English textbook entitled "Bright" published by Erlangga to the 2013 Curriculum. Whether the textbook presents the purposes of the 2013 English standard competence or not. Since this study dealt with analysis of the content of textbook especially the materials, the data were analysed qualitatively, without any statistical calculation. As Ary et al. (2010:424) states that qualitative researcher deals with data that are in the form of words or pictures rather than numbers and statistics. Moreover, as the data was in the form of words and documents, so the data were analysed qualitatively. The data of this study is an English textbook entitled "Bright" for seventh graders of Junior High School published by Erlangga. The data are in the form of documented materials existing in the textbook. The materials are divided into some activities. The data were analysed in order to answer the research problems stated in Chapter I. There are several instruments which were needed to collect the data. According to Ary et al. (2010:421), the primary instrument used for collecting the data in qualitative research is the researcher him- or herself, often collecting the data through direct observation or interviews. So, the first instrument for this study is the researcher herself, and the second instrument is observation in the form of checklists. They are two kinds of checklist that were applied to answer the research questions. First, the checklist used to analyse the relevance of the materials with the cognitive aspects which are contained in the 2013 English Standard Competence. Second, the checklist used to analyse the relevance of the materials with the psychomotor aspects which are contained in the 2013 English Standard Competence. The technique used to collect the data in this study was by conducting an observation. The observation dealt with all of the materials in the textbook and the relevance of it based on 2013 Curriculum. The researcher observed the data by using observation checklist. The observation was done through several steps. First, the researcher determined the textbook which is going to be analysed. Second, the researcher read and observed the materials of the textbook carefully. Third, the researcher compared the materials in the textbook with the 2013 English Standard Competence using checklist in order to know the relevance between the materials on the textbook to the 2013 English Standard Competence. The last, the researcher collected the data then analysed them. The data of this study were collected from English textbook entitled "Bright" for seventh graders of Junior High School published by Erlangga. In analysing the data, some steps were taken, they are: The researcher analysed the relevance of the materials with the cognitive aspects which are contained in the 2013 English Standard Competence. The researcher analysed the relevance of the materials with the psychomotor aspects which are contained in the 2013 English Standard Competence. The researcher described and elaborated the findings of the analysis. The researcher determined the conclusion. RESULT AND DISCUSSION The Presentation of the textbook entitled "Bright" "Bright" is an English textbook designed for seventh graders of junior high school. This textbook also designed to support the process of teaching and learning and it is developed for the compatibility to the 2013 English Standard Competence. "Bright" is printed in 196 pages. These pages are added with the preface, table of contents, feature of the textbook, mini dictionary, appendix, bibliography, and spaces for students' notes. In total, there are 204 pages printed on this textbook. There are eight units presented in this textbook. In the first semester, the students will learn unit 1 to unit 4; and the rest of it will be taught for the next semester. On each unit, the textbook provides fun corner and reflection table. In the fun corner, the authors give riddle question. For the reflection table, the students could use it after learning each unit as the reflection what they are good at, what they are ok at, and what they are bad at. Furthermore, for each unit in this book is divided into two parts: Listening and Speaking Activities and Reading and Writing activities. The first part focuses on listening and speaking skills. The latter part focuses in reading and writing. Expressions, grammar, explanations, and specific vocabularies that the students need for each activity and the students need to know are introduced and presented at the beginning of the activities, so that the students could understand the materials better. The Relevance of the materials in the textbook entitled "Bright" with the 2013 English Standard Competences Here are the tables to present the final result of the analysis to check the relevance of the materials in this textbook with the 2013 English Standard Competence. The researcher analysed the relevance of the materials based on the third and fourth basic competences. The Relevance of the Materials with the Cognitive Aspects Table 1. The Conformity of Textbook Materials to the Third Basic Competence The Relevance The Third Basic Competence Relevant Sub-basic competence 3.1.1, 3.1.3, 3.1.4, 3.2.1, 3.2.2, 3.3.1, 3.3.2, 3.3.3, 3.3.4, 3.3.5, 3.4.2, 3.5.2, 3.6.1, 3.6.2 Partly relevant Sub-basic competence 3.1.2, and 3.4.1 Not relevant Sub-basic competence 3.5.1, and 3.5.3 According to the table above, it can be seen that there are some materials which are relevant, partly relevant, and not relevant with the third sub-basic competence. The materials which relevant with the sub-basic competence are be able to fulfil the purposes of the topic, language features, and social functions that are intended to be achieve by the students. While the materials which not relevant the sub-basic competence are not be able to fulfil all of the purposes of the topic, language features, and social functions that are stated in the third sub-basic competence. There are two materials which partly relevant with the third sub-basic competence, they are: the 3.2.1 and 3.4.1 sub-basic competence. The 3.1.2 sub-basic competence is comprehending social functions, text structures, and language features in leave taking expressions and the responses according to the contexts. Leave taking expression is becoming one part of the greeting material and not being explained in-depth. Only few examples of leave taking expression occur in the table of greeting and the responses. There are not exercises for the leave taking expression, so that the social functions cannot be achieved. Thus, the materials are partly relevant with the 3.1.2 sub-basic competence. The textbook does have material of personal informtion that is stated in the 3.4.1 sub-basic competence. The goal of the competence is the students will be able to comprehend social functions, text structures, and language features from spoken text to mention personal information, while the material of personal information in the textbook is presented in the form of written texts and examples. Therefore, the materials are partly relevant with the 3.1.2 sub-basic competence. The Relevance of the Materials with the Psychomotor Aspects Table 1. The Conformity of Textbook Materials to the Fourth Basic Competence The Relevance The Fourth Basic Competence Relevant Sub-basic competence 4.1.1, 4.1.3, 4.1.4, 4.2.1, 4.3.1, 4.3.2, 4.3.3, 4.3.4, 4.3.5, 4.4.2, 4.5.2, 4.6.2, 4.7.2 Partly relevant Sub-basic competence 4.1.2, 4.4.1, 4.5.1, 4.7.1 Not relevant Sub-basic competence 4.2.2, 4.6.1, 4.6.3 According to the table above, it can be seen that there are some materials which are relevant, partly relevant, and not relevant with the fourth sub-basic competence. The materials which relevant with the sub-basic competence are be able to fulfil the indicators that are intended to be done by the students. While the materials which not relevant the fourth sub-basic competence are not be able to fulfil all of the indicators that are stated in the fourth sub-basic competence. There are four materials which partly relevant with the fourth sub-basic competence, they are: the 4.1.2, 4.4.1, 4.5.1, and 4.7.1 sub-basic competence. The textbook does have material of personal informtion that is stated in the 4.1.2 sub-basic competence. The goal of the competence is the students will be able to constructing spoken text in the form of leave taking with the appropriate social functions, text structures, and language features according to the contexts. However, the material of leave taking expression in this textbook is becoming one part with the greeting material. So the leave taking material is not being explained in-depth. Thus, there is no exercise that could help the students to achieve the goal of 4.1.2 sub-basic competence. Therefore, the materials in the textbook are partly relevant with the sub-basic competence. The goal of the sub-basic competence 4.4.1 is the students will be able to comprehend the meaning of spoken information. While the exercise and the example of personal information in the textbook is in the form written text. Therefore, the indicators cannot be fulfilled and the materials in the textbook are partly relevant with the sub-basic competence. The goal of the sub-basic competence 4.5.1 is the students will be able to construct spoken text for mentioning personal information with the appropriate social functions, text structures, and language features according to the contexts. The textbook does have material of personal information in unit 1. While the exercise of personal information in the textbook is intended to make students be able to construct personal information in the form written text. Therefore, the indicators cannot be fulfilled and the materials in the textbook are partly relevant with the sub-basic competence. The textbook contains of the sub-basic competence 4.7.1. The purpose of the materials is to construct written text in the form of labels with the appropriate language features according to the contexts.This textbook provide exercises about labels. However, there is no activity that aims students to construct their own labels. The materials cannot fulfil the indicators stated. Thus, this textbook does not provide activity to construct written labels. Therefore, the material in the textbook is not relevant with the sub-basic competence and the materials in the textbook are partly relevant with the sub-basic competence. CONCLUSIONS AND SUGGESTIONS Conclusions This study is intended to analyse the relevance of materials in English textbook for seventh graders entitled "Bright" published by Erlangga to the 2013 English Standard Competence. The researcher analysed the materials relevance to the cognitive and the psychomotor domains. From the analysis, it can be concluded that the English textbook "Bright" is quite relevant with the 2013 English Standard Competence. The materials in the textbook are quite relevant with the cognitive aspects which are contained in the 2013 English Standard Competence. According to the tables presented in the chapter four, the third basic competences which objectives emphasize on cognitive domain are quite relevant with the 2013 English Standard Competence. There are sixteen tables for the third basic competences. There are twelve tables which show the materials are relevant with the basic competences, these materials could fulfil objectives of the main topics, language features, and social functions stated. There are two tables which show the materials partly relevant with the basic competences, these materials could only fulfil one objective or two objectives stated. There are only two tables that show the materials are not relevant with the competences stated, these materials cannot fulfil all of the objectives. The forth basic competences which objectives emphasize on psychomotor domain are also quite relevant with the 2013 English Standard Competence. There are eighteen tables for the fourth basic competences. There are eleven tables which show the materials are relevant with the basic competences, these materials could fulfil all of the indicators. There are four tables which show the materials partly relevant with the basic competences, these materials occur in the textbook but cannot fulfil the indicators stated. There are only three tables that shows the materials are not relevant with the basic competences stated in the 2013 curriculum, these materials do not occur in the textbook. According to the elaboration above, the materials in this textbook are quite relevant with 2013 curriculum, especially with the cognitive and the psychomotor aspects. There are more materials which relevant with the 2013 English Standard Competence than the materials which not. Therefore, this textbook is appropriate with the 2013 curriculum and suitable to be used in order to help the teaching and learning process in the classroom. Suggestions After finishing this research, the researcher would like to give suggestion for the teacher, the textbook writer, and the next researcher. The first suggestion is for the teachers, the teachers should be careful and selective in choosing the textbook to be used in helping them in the teaching and learning activities. They should choose textbooks that contain materials appropriate with the curriculum. The selected textbook should support the curriculum to achieve the instructional objectives. For the textbook writers, they have to follow certain criteria in developing the materials. The materials should be in line with the English Standard Competence stated in the curriculum. Moreover, the materials should be able to fulfil all of the indicators, the objective of the main topics, the objective of the language features, and the objective of the social functions related to the competences. Thus, the textbook will be relevant with the curriculum and appropriate to be used by teachers and students. For the next researcher, they can conduct the study which is intended to analyse the relevance of the materials of the same textbook to the 2013 curriculum and focuses on the activities that intended to be taught in the second semester. Otherwise, the next researcher can study other textbook with the different grade of the study and analyse the relevance of the materials to the 2013 curriculum. REFERENCES Ali, Muhammad. 2009. Pengembangan Kurikulum di Sekolah. Bandung: Sinar Baru Algensindo. Amri, Sofan. 2013. Pengembangan dan Model Pembelajaran dalam Kurikulum 2013. Jakarta: Prestasi Pustaka Publisher. Anderson, Lorin W. & Krathwohl, David R. 2001. A Taxonomy for Learning, Teaching and Assessing: a Revision of Bloom's Taxonomy. New York: Longman Publishing. Ary, Donald. et al. 2010. Introduction to Research in Education. Canada: Wadsworth, Cengage Learning. Bloom B. S. 1956. Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc. Byrd. 2001. Textbook: Evaluation for Selection and Analysis for Implementation. In M. Celce-Murcia (Eds.), Teaching English as a Second or Foreign Language (3rd ed., pp. 415-427). US: Heinle & Heinle. Dave, R. H. 1975. Developing and Writing Behavioral Objectives. (R. J. Armstrong, ed.). Tucson, Arizona: Educational Innovators Press. Kementrian Pendidikan dan Kebudayaan. 2013. Kurikulum 2013: Kompetensi Dasar Sekolah Menengah Pertama (SMP)/ Madrasah Tsanawiyah (MTs). Jakarta: Mendikbud. Krathwohl, D. R., Bloom, B. S., and Masia, B. B. 1973. Taxonomy of Educational Objectives, the Classification of Educational Goals. Handbook II: Affective Domain. London: Longman Group Ltd. Nunan, David. 2003. Practical English Language Teaching. Singapore: McGraw Hill. Oliver, Albert. I. 1977. Curriculum Improvement: A Guide to Problems, Priciples, and Process, Second Edition. New York: Harper and Row, Publishers. Tarigan, H. G and Tarigan, D. 1990. Telaah Buku Teks Bahasa Indonesia. Bandung: Angkasa. Tomlinson, Brian. 2003. Developing Materials for Language Teaching. London: Continuum.

IntroducciónLas sucesivas crisis fiscales que han acontecido en la problemática historia económica argentina han sido causadas principalmente por dos situaciones: la existencia de una desmesurada confianza que generaba burbujas (como la "crisis de progreso" de 1890) o una irresuelta puja distributiva que generaba déficit fiscales insostenibles (por ejemplo, 1975, 1989, 2001).Este trabajo hace hincapié en la segunda situación e intenta argumentar el inicio de las pujas distributivas irresueltas en el juego de suma cero que prosiguió a la incipiente articulación del proceso de industrialización argentino en la década del 20'.En primer lugar, debemos argumentar el comienzo del proceso de industrialización en los 20', detallando las visiones contrapuestas. En segundo lugar, debemos discutir por qué este proceso habría supuesto un juego de suma cero. En tercer lugar, intentaremos demostrar por qué, asumiendo la existencia de un juego de suma cero, eso necesariamente devendría causa de la volatilidad de los ciclos económicos argentinos y, eventualmente, de las sucesivas crisis fiscales.Por ende, primero debemos introducir brevemente el debate sobre las condiciones del proceso de industrialización en Argentina.La década del 20 y el proceso de industrialización¿Hay una relación analítica entre el juego de suma cero entre el sector agropecuario y el sector industrial y la sistemática presencia de crisis fiscales en la economía argentina? ¿Cuándo comienza el juego de suma cero entre el sector agropecuario y el sector industrial y cuál es la relación entre ese juego y las sucesivas crisis fiscales argentinas? Este trabajo intenta marcar la existencia de una relación analítica entre la oposición campo-industria y la acentuada volatilidad de los ciclos económicos argentinos.Si bien la literatura especializada había mencionado la década del 30' como el momento histórico donde se consolida la incipiente industria, contemporáneamente los historiadores han situado ese proceso mucho antes: según Fernando Rocchi, en la década final del siglo XIX pueden verse intentos de protección a industrias nacientes en el interior del país, como la vitivinícola en Mendoza y la caña de azúcar en Tucumán (1). Los grupos de interés se articulaban eficientemente para lograr cuotas y tarifas que impidieran el acceso al mercado doméstico de bienes producidos en el extranjero.Un trabajo muy influyente sobre el rol jugado por un proceso de industrialización tardío es "Las Etapas del Desarrollo Económico Argentino", donde Guido Di Tella y Manuel Zymelman desarrollan la teoría de la "gran demora". ¿En que consiste? En la supuesta incapacidad de los policy makers en ver que se agotaba un (largo) modelo y ciclo económico, siendo necesario empezar a pensar una nueva manera de insertarse en una economía mundial que iniciaba un proceso de cambio. Para los autores, se había alcanzado la frontera de producción agrícola y se necesitaba pensar un nuevo país basado en el desarrollo de una política industrial específica. Sin embargo, esta posición tiene demasiados problemas. Por un lado, supone un análisis ex post de los acontecimientos. Es decir, Di Tella y Zymelman exponen la supuesta incapacidad de los dirigentes para realizar un cambio de política desde la perspectiva que les daba conocer el futuro. A su vez, la teoría de la "gran demora" no se cuestiona por qué no se podía profundizar la frontera de producción agrícola, asumiendo que efectivamente se hubiera alcanzado. ¿Qué había hecho que los 20' reflejaran un límite para la expansión agrícola? ¿Por qué la economía argentina no habría podido lograr nuevas ganancias de productividad en el sector? (2).En cambio, Javier Villanueva critica la visión tradicional sobre el inicio de la industrialización en los 30´, producto de las dificultades que supuestamente habría generado la Gran Depresión. Según Villanueva, esa es una versión "olímpica", es decir, alejada del análisis detenido de los acontecimientos locales. El autor sostiene que la industria argentina había comenzado a despegar en los años 20´ como consecuencia de una incipiente política proteccionista. Villanueva considera acertada la implementación de este conjunto de políticas. Según Villanueva, "…puede observarse que la tasa de crecimiento de la actividad industrial es por lo menos igual o aun mayor para el periodo comprendido entre 1911-1929, que para el periodo 1929-1939…si lo que se somete a la observación es, no ya la tasa de crecimiento del sector mismo, sino de la participación porcentual en la producción total del país, las conclusiones son parecidas a las señaladas anteriormente…"(3).A su vez, sostiene que:Los datos del censo de 1946 sugieren la idea de que, en lo que se refiere a la creación de establecimientos industriales, con independencia de su tamaño, los años 20´ no resultaron menos fructíferos que los del 30´. En 1946 continuaban produciendo 9943 empresas de la cepa de 1926-1930 contra 9962 del periodo 1931-1935…La tasa de crecimiento más elevada de la inversión en el sector industrial corresponde a los años 1923-1929. Un examen de la inversión en equipos y maquinarias industrial contribuye a reafirmar lo expuesto en los párrafos anteriores: entre los años 1924 y 1930 se produce la más amplia inversión en el sector industrial hasta la segunda guerra mundial. (4)Podemos ver el siguiente cuadro elaborado por el autor:Producto Bruto Nacional: Sectores agrícola y manufactureroParticipación y aumento en la participación (1900 – 1950) Fuente: Javier Villanueva, "El origen de la industrialización argentina," Op. cit., [en línea] disponible enwww.educ.ar 7.Por su parte, Pablo Gerchunoff y Horacio Aguirre ven en la política económica de los 20' un antecedente del peronismo pero con apertura, es decir, salarios reales altos, un desarrollo industrial incipiente y un sector agro-ganadero con menor peso relativo. Para los autores The 1920s are thus placed as a "missing link" in Argentine economic history: it is a period that does not seem to carry with it distinct features of its own, but rather tends to be depicted as either the proto-history of economic stagnation or the epilogue of open-economy development…The fact that import prices retained during the 1920s part of their gains of the previous decade, gave way to conditions that favoured a 'spontaneous' kind of protection; in contrast, high export prices in the 1940s presented peronism with an opportunity to seize resources and allocate them to the industrial sector. Whereas the radical administrations would not break ties with the past in terms of identifying exports as the growth engine, and would thus take an attitude of 'benign neglect' towards industry, the peronist creed had industrial development as one of its pillars -and so would finance subsidies to industries with the trade surplus. It was 'market driven' industrialisation that took place in the 1920s, as opposed to active pro-industrial policies in the 1940s." (5)A partir de estas distintas posiciones que reflejan los historiadores económicos, podemos ver que la década del 20' no es el comienzo del proceso de industrialización argentino pero sí deviene como el periodo donde, sin saberlo los actores, se estaba alcanzando un punto en que la continuación exitosa del histórico modelo agro exportador necesitaría de inversiones importantes para mantener su eficiencia económica. En este sentido, la articulación de un sector industrial con capacidad para capturar rentas devenía no sólo un problema para el sector agropecuario sino para la economía en su conjunto.El comienzo de un proceso de industrialización no necesariamente tiene que generar juegos de suma cero con otros actores. ¿Por qué ello habría ocurrido en Argentina y cuales han sido sus características peculiares?Oposición campo - industria y juegos de suma ceroA partir de los aportes de los historiadores económicos, podemos reformular el problema: la década del 20' no significa el comienzo del proceso de industrialización argentino, sin embargo, puede significar el comienzo del juego de suma cero entre el sector agropecuario y el incipiente sector industrial. ¿Cuándo se dan los juegos de suma cero? Cuando hay dos o mas actores con la suficiente capacidad para generar y mantener un marco institucional donde uno captura sistemáticamente la mayor eficiencia de otro. Es importante notar que lo analíticamente relevante no es la existencia de un juego de suma cero sino la permanencia del mismo en el tiempo. Es decir, un problema atrae a analistas e historiadores no cuando sucede en un momento T1 sino cuando sigue sucediendo, sin solución de continuidad, en T2, T3, Tn. Así, lo que debemos responder es por qué se mantiene en el tiempo un marco donde un sector A es lo suficientemente productivo para ser sistemáticamente capturado y un sector B es lo suficientemente eficiente para capturar sistemáticamente a A.¿Por qué el juego de suma cero habría comenzado en los 20' y por que no había existido tal juego anteriormente? Como mencionamos, para la existencia de un juego de suma cero se necesitan al menos dos actores: uno que produzca los bienes que otro captura. Podemos pensar que antes de la década del 20' no estaban en la economía argentina suficientemente configurados los actores relevantes para la existencia de un juego de estas características. Es decir, el sector agropecuario expandía su producción y el mundo demandaba sus productos, mientras que por otro lado el sector industrial no era lo suficientemente articulado y poderoso como para capturar parte de las rentas agropecuarias. La década del 20 da comienzo a una particular economía política de la Argentina por la concatenación de estas características: 1) un sector agropecuario (relativamente) menos productivo que en el pasado, 2) un sector industrial en proceso de articulación y 3) una crisis en ciernes. ¿Cuál es la novedad analítica que nos provee la economía política de finales de los 20'? La existencia de un sector industrial con la capacidad de capturar la renta de un sector lo suficientemente productivo para ser capturado justo en el momento histórico donde acontecía una caída en la demanda de lo que producía dicho sector capturado y la economía mundial se adentraba en una Gran Depresión. ¿Es azarosa la aparición conjunta en el tiempo de un sector industrial con la capacidad de capturar y una economía que se avecinaba a la situación de un juego de suma cero? No necesariamente. Es posible que la mayor capacidad de captura se haya debido a la debilidad relativa que crecientemente mostraba el eficiente sector agropecuario argentino.El juego de suma cero que se avecinaba puede ser percibido en la siguiente definición de Gerchunoff y Llach:Mencionamos dos asimetrías. Una podría llamarse la asimetría sectorial; otra, la asimetría regional. La asimetría sectorial alude a la vasta brecha de productividad entre actividades primarias y secundarias. Como consecuencia de la escasa población y de la abundancia de tierra fértil (combinadas, al menos en un principio, con una mínima existencia de capital acumulado), la Argentina estuvo siempre muy bien preparada para producir alimentos. Esa ventaja absoluta para la elaboración de bienes primarios, resultado de la demografía y de la naturaleza, fue al mismo tiempo la fuente de la gran desventaja comparativa que siempre tuvo la Argentina para la producción industrial, que requería precisamente los factores menos abundantes, el trabajo y el capital. La relación entre abundancia de factores productivos y perfil productivo era visible para los observadores más agudos de la joven Argentina. Carlos Pellegrini presentaba en el Congreso de 1899 una versión rudimentaria del teorema Heckscher-Ohlin: "En la República Argentina es muy caro el capital y es muy cara la mano de obra, por ejemplo, mientras que hay otras naciones en que una y otra cosa son más baratas. En la República Argentina hay facilidades de otro orden, que no se encuentran en otros países. Una industria cualquiera que requiriera mucha mano de obra, sería una industria muy difícil de arraigar en la República Argentina, porque desde el principio tendría que luchar contra esta condición especial nuestra, que es la falta de mano de obra." (6) Podemos introducir la cuestión de la oposición campo-industria desde la perspectiva analítica que da la oposición campo-ciudad. Sostiene Varshney Ashutosh:A history of ideas on town-country struggles must start with the obvious fact that as economies develop and societies modernize, agriculture declines. Before the rise of industrial society, all societies were rural. If we look at the most industrialized societies of today, their agricultural sectors constitute less than five per cent of GDP. Contrariwise, in the poorest economies of the world, agriculture still accounts for anywhere between 30 to 65 per cent of GDP (World Bank, 1991: 208-9).(7)Así, si bien el autor se refiere a la problemática relación campo-ciudad en África, el desarrollo que hace nos sirve para Argentina:Using theories of collective action, Bates (1981) reformulated this argument. One can identify 3 steps in his argument. First, to extract resources for the treasury, city and industry, African states set prices that hurt the countryside. Second, by selectively distributing state largesse (subsidies and projects), African states divide up the countryside into supporters that benefit from state action and opponents who are deprived of state generosity, and are frequently punished. Such policy-induced splits pre-empt a united rural front. Third, independently of the divisive tactics of the state, rural collective action is difficult because (a) the agriculture sector is very large with each peasant having a small share of the product, and (b) it is dispersed, making communication difficult. The customary free-rider problem in such situations impedes collective action. Industry, on the other hand, is small and concentrated in the city, and the share of each producer in the market is large, making it worthwhile for each producer to organize."(8)A su vez, la asimétrica relación entre el campo y la industria depende en parte importante del grado de desarrollo de la economía en cuestión. Richard Peerlberg ha realizado una síntesis del problema en el American Journal of Agricultural Economics:Un excelente estudio para explicar por qué todos los países desarrollados tienden a proteger a los productores agropecuarios es un libro publicado por Anderson y Hayami. Los autores realizan una comparación de las variaciones nominales en la protección del sector agrícola (es decir, la ratio entre el precio interno y el externo) en 15 países, desarrollados y en vías de desarrollo, en el periodo 1955-80. Los autores encuentran que el 70% de estas variaciones en la protección nominal puede ser explicada, país por país, a través de la variación de los indicadores de urbanización e industrialización (indicadores como ratio tierra-trabajo y ratio productividad del trabajo agrícola versus productividad del trabajo industrial). Anderson y Hayami concluyen que, mas allá de la distintiva historia de un país, su cultura o instituciones, el nivel de protección para el sector agrícola tenderá a crecer junto a la industrialización, o más precisamente, cuando las ventajas comparativas de la agricultura decrecen. Así, en cuanto las ventajas comparativas se trasladan de la agricultura a la industria, el foco de la protección cambiará desde la industria a la agricultura. Anderson y Hayami estudian particularmente esta tendencia en Asia Oriental, donde países como Japón, Corea, y Taiwán han pasado dramáticamente de castigar impositivamente a proteger al agro, una vez que el rápido proceso de industrialización comenzó.(9)De la cita anterior surge un punto analítica y políticamente central para este trabajo: mientras en los países desarrollados la industrialización supuso un proceso donde se pasaba de castigar a proteger al sector agropecuario, la experiencia Argentina ha mostrado el camino inverso. El país "era desarrollado" cuando no se protegía al agro y comenzó a retrasarse (relativamente, en relación al ingreso per capita de los países ricos) cuando inició el supuesto proceso de industrialización. Es decir, este camino inverso refleja la asimétrica relación entre un sector agrícola altamente productivo y un sector industrial poco productivo. El siguiente gráfico refleja la decadencia relativa:Evolución relativa del ingreso por habitante de Argentina.Ingreso per cápita argentino como % del promedio entre Estados Unidos, Francia, Reino Unido, Italia, Alemania, Bélgica, Canadá, Australia, Nueva Zelanda y Brasil. Fuente: Pablo Gerchunoff y Lucas Llach, Ved en Trono a la Noble Igualdad, Op. cit., 8.Juegos de suma cero y repetición de crisisDurante la crisis y post crisis de 1929 es cuando comienza a consolidarse el juego de suma cero que se institucionaliza en la estable puja distributiva que impone el primer peronismo. La influencia que la Gran Depresión ha tenido en la economía política de la Argentina no puede subestimarse. Tanto la Gran Depresión como el primer peronismo son variables centrales para entender por qué acontece una puja distributiva de baja calidad institucional, que se consolida en el tiempo independientemente de las sucesivas crisis fiscales que ayuda a provocar. Podemos ver los siguientes indicadores:La depresión del comercio argentino:exportaciones e importaciones durante la crisis Fuente: Pablo Gerchunoff y Lucas Llach, El ciclo de la ilusión y el desencanto: Un siglo de políticas económicas argentinas (Buenos Aires: Ariel, 1998), 114. (De aquí en adelante: Pablo Gerchunoff y Lucas Llach, El ciclo de la ilusión y el desencanto)¿Cuáles son las nuevas variables que aparecen con la Gran Depresión? La principal variable que genera la crisis es una ola proteccionista. Una segunda variable, relacionada con la primera, es la incipiente consolidación de la Industrialización por Sustitución de Importaciones (ISI), modelo económico-político que es institucionalizado por el primer peronismo. Una crisis puede tener la particularidad de generar incentivos económicos e institucionales anteriormente inexistentes. Sin embargo, lo relevante de la crisis del 29' para la economía política de la Argentina ha sido contribuir a generar nuevos incentivos que se fueron consolidando con las sucesivas crisis. Es decir, es un dato analítico inusual que las posteriores crisis fiscales hayan contribuido a institucionalizar un patrón de captura en vez de generar incentivos para al menos intentar modificar la economía política del estancamiento.La crisis del 29' nos provee también indicadores comparados:Un mundo en crisis:Caída máxima del producto en tiempos de la Depresión (%) Fuente: Gerchunoff, Pablo y Llach, Lucas, El ciclo de la ilusión y el desencanto, Op. cit., 119.Como mencionamos, podemos ver que la puja distributiva que comienza en el juego de suma cero de finales de los 20's se consolida durante el primer peronismo(10): Fuente: elaboración propia con datos provistos en CD con estadísticas de Gerardo Della Paolera y Alan Taylor,A New Economic History of Argentina (EEUU: Cambridge University Press, 2003): Nominal Wage Index (IEERAL (1986) and Mundlak, Cavallo and Domenech (1989)) (De aquí en adelante: Gerardo Della Paolera y Alan Taylor, A New Economic History of Argentina)La puja distributiva también queda reflejada en el Índice de Precios al Consumidor: Fuente: elaboración propia con datos provistos en CD con estadísticas de Gerardo Della Paolera y Alan Taylor,A New Economic History of Argentina, Op. cit.Por otro lado, podemos ver como después de la Gran Depresión los salarios del sector agropecuario se recuperan en parte, para volver a caer con la llegada del primer peronismo. En cambio, los salarios del sector industrial permanecen en una meseta durante la Depresión, para alcanzar un aumento notable con la llegada del peronismo: Fuente: elaboración propia con datos provistos en CD con estadísticas de Gerardo Della Paolera y Alan Taylor,A New Economic History of Argentina, Op. cit.Por último, es necesario mostrar la discriminación al campo que se consolida e institucionaliza con el primer peronismo:La discriminación al campo(Base 1925-1929 = 100) Fuente: Gerchunoff, Pablo y Llach, Lucas, El ciclo de la ilusión y el desencanto, Op. cit., 189.¿Por qué habría una relación entre el juego de suma cero planteado y la repetición de las crisis fiscales en Argentina? Como mencionamos, la década del 20 contribuyó a consolidar un proceso de industrialización de baja calidad. En ese marco, el problema no sólo era la mala calidad de la industrialización sino el momento histórico donde ello acontecía. Cuando más se necesitaban recursos para producir nuevas ganancias de productividad en el sector agropecuario argentino, comenzaba una eficiente captura por parte de un nuevo actor. Esta sistemática captura puede ejemplificarse en la aparición de la Junta Nacional de Granos en 1935 y en las políticas distributivas implementadas por el primer peronismo(11). Sin embargo, aquí el punto analítico principal es que el juego de suma cero se institucionaliza con el primer peronismo, y las sucesivas crisis fiscales son incapaces de generar incentivos como para modificar la captura en marcha.A partir de la cita anterior de Astoney Vahsney, podemos pensar que la complejidad de la experiencia argentina se debe en parte a la existencia de un proceso de industrialización donde el perjudicado es el sector agropecuario y el protegido es precisamente un sector industrial con bajos índices de productividad. Siguiendo esta lógica, es posible ver que la mala calidad del proceso de industrialización argentino institucionaliza un marco estable de captura porque el sector eficiente es también el más atomizado políticamente. Así, las sucesivas crisis fiscales reflejan la existencia de una irresuelta puja distributiva. Esta particular economía política de la captura puede ayudarnos a articular una explicación sobre la estabilidad del estancamiento.El juego de suma cero supone la existencia de cierta ineficiencia económica y esta a su vez supone la posibilidad de un sector público que gasta por encima de sus ingresos. A su vez, eso genera una crisis. Sin embargo, esa crisis fiscal no necesariamente supone una cesación de pagos. Della Paolera, Irigoin y Bózzoli hacen hincapié en un punto analíticamente central: para ellos, los problemas de incumplimiento del sector público argentino no tienen que medirse sólo en relación al default de bonos de la deuda sino al default interno que significa la desvalorización de la moneda local debido a la inflación causada por la excesiva monetización. La impresión de moneda local es una deuda que el Estado contrae con sus ciudadanos y la monetización de los déficits es, para los autores, una manera de incumplir con las obligaciones asumidas. Es decir, no sólo se pueden violar los derechos de propiedad a través de la cesación de pagos de bonos de la deuda publica sino también a través de la cesación de pagos de hecho que significa la impresión de moneda que genera procesos inflacionarios. En palabras de los autores:As was the case prior to 1850s, currency issue was the ultimate recourse taken to meet the fiscal gap. This was the result of the government's capacity to influence the authorities in charge of monetary policymaking. Eventually, excessive monetary expansion led to inflation and allowed the government to repudiate some of its liabilities. Because inflation diminished the real value of money, the monetization of the fiscal deficit acted as a progressive expropriation of domestic currency held by private agents, i.e., it acted as an inflation tax. This permanent erosion in the purchasing power of the public's cash holdings had dramatic consequences. Over time, this repeatedly used device reached extreme proportions: on a percentage basis, increases in the fiscal deficit were often met one-for-one with increases in inflation tax…The use of monetization to finance persistent fiscal deficits was one of the main problems of the Argentine economy in the second half of the 20th century. (12)Las crisis económicas pueden reflejarse en incumplimientos en el pago de bonos pero también en el valor de la moneda local. El sector público argentino ha sistemáticamente monetizado sus déficits y generado así ganadores y perdedores. Sin embargo, lo destacable del proceso ha sido la dificultad para modificar el patrón de captura. Es decir, una pregunta central que debe responder la historia económica no es la existencia de una puja distributiva sino la irresuelta permanencia de la misma. En este trabajo hemos intentado marcar que esa irresuelta permanencia se ha debido en parte a la compleja e inusual relación dada en un país que elige para modernizarse depender de la eficiencia del sector agropecuario. A su vez, ello no sólo generó la existencia de un juego de suma cero sino la estabilidad de ese juego. La razón de la estabilidad hay que buscarla en la lógica de la acción colectiva: el incipiente sector industrial no sólo era ineficiente económicamente sino que se encontraba en una relación de poder asimétrica y ventajosa con el crecientemente desarticulado sector agropecuario, situación que contribuyó a institucionalizar el juego de suma cero incluso ante la sucesión de crisis fiscales.Consideraciones finales¿En qué medida el incipiente proceso de industrialización en marcha en los años 20' potenció un juego de suma cero entre el campo y la industria y, al hacerlo, ha contribuido a generar diversos ciclos de expansión populista que, dado su volatilidad, ayudaron a consolidar un marco institucional de sucesivas crisis? Es decir, ¿potencian los juegos de suma cero la volatilidad de los ciclos económicos?En el presente trabajo hemos intentado marcar una relación entre el juego de suma cero del campo y la industria y la volatilidad de los ciclos económicos en Argentina a partir de la institucionalización de la captura. ¿Cuál ha sido la particularidad de la economía política de la Argentina? Posiblemente, que la captura ha sido estable debido a que el proceso de modernización supuso la protección para la industria y no para el campo. Esto hizo estable la captura y una captura estable devino en sucesivas crisis fiscales que, a su vez, no podían generar un cambio posterior en los incentivos institucionales.La volatilidad del ciclo económico argentino ha sido producto en parte de la mala calidad de la puja distributiva. Una puja distributiva es de mala calidad cuando se institucionaliza una captura de un actor sobre otro y las sucesivas crisis (de mayor o menor volatilidad) no pueden modificar los incentivos. Si bien podemos enumerar decenas de pujas distributivas que permanecen en la misma dinámica, sin solución de continuidad, debemos preguntarnos qué tiene de distintivo la puja que surge con el proceso de industrialización. Lo distintivo es la concatenación con la Gran Depresión y la necesidad de desarrollar importantes inversiones en un sector agropecuario que debía competir con un mundo crecientemente protegido pero competitivo. A su vez, la mala calidad de la industrialización argentina se concatena con una eficiente articulación política del sector urbano-industrial. Asimismo, el peronismo institucionaliza este mecanismo y hace que la puja distributiva que había nacido fuera de difícil modificación incluso después de sucesivas y profundas crisis fiscales. BibliografíaDella Paolera, Gerardo y Alan Taylor. A New Economic History of Argentina. EEUU: Cambridge University Press, 2003.Di Tella, Guido y Manuel Zymelman. Las etapas del desarrollo económico argentino. Buenos Aires: Eudeba, 1967. Díaz Alejandro, Carlos. Essays on the Economic History of the Argentine Republic. New Haven: Yale University Press, 1970.Gerchunoff, Pablo y Horacio Aguirre. In Search of the Missing Link: the Argentine Economy in the 1920s. Mimeo. Buenos Aires: Universidad Di Tella, 2003. Gerchunoff, Pablo y Damián Antúnez. "De la bonanza peronista a la crisis del desarrollo." En Los Años Peronistas, Vol VIII de la Nueva Historia Argentina, ed. Juan Carlos Torre, 125-205. Buenos Aires: Sudamericana, 2002.Gerchunoff, Pablo y Lucas Llach. El ciclo de la ilusión y el desencanto. Buenos Aires: Ariel, 1998.Gerchunoff, Pablo y Llach, Lucas. Ved en Trono a la noble igualdad. Crecimiento, equidad y política económica en la Argentina, 1880-2003. Buenos Aires: Fundación Pent, 2003.Paarlberg, Robert. "The Political Economy of American Agricultural Policy: Three Approaches." The American Journal of Agricultural Economics71 (diciembre 1989): 1157-1164. [en línea] disponible en http://chla.library.cornell.edu.Rocchi, Fernando. Building a Nation, Building a Market: Industrial Growth and the Domestic Economy in Turn-of-the- Century Argentina. PhD dissertation. Santa Barbara: UC Santa Barbara, 1997.Varshney, Ashutosh. "Introduction: Urban Bias in Perspective." Journal of Development Studies 29 (julio 1993): 3-22.Villanueva, Javier. "El origen de la industrialización argentina." Desarrollo Económico 47 (oct-dic 1972): 1-24. [en línea] disponible en www.educ.ar.NOTAS(1) Ver Fernando Rocchi, Building a Nation, Building a Market: Industrial Growth and the Domestic Economy in Turn-of-the-Century Argentina. Ph.D. dissertation (Santa Barbara: UC-Santa Barbara, 1997).(2) Ver Guido Di Tella y Manuel Zymelman, Las etapas del desarrollo económico argentino (Buenos Aires: Eudeba, 1967).(3) Javier Villanueva, "El origen de la industrialización argentina," Revista de Desarrollo Económico 47 (oct-dic 1972): 4. [en línea] disponible en www.educ.ar. (De aquí en adelante: Javier Villanueva, "El origen de la industrialización argentina").(4) Javier Villanueva, "El origen de la industrialización argentina," Op. cit., [en línea] disponible enwww.educ.ar 6.(5) Pablo Gerchunoff y Horacio Aguirre, In Search of the Missing Link: the Argentine Economy in the 1920s.Mimeo (Buenos Aires: Universidad Di Tella, 2003), 1 y 20. El investigador Carlos Díaz Alejandro desacredita la posibilidad de la década del 20´ como un punto de inflexión. El historiador económico cubano demuestra que las tasas de crecimiento continuaban siendo elevadas y superiores a la tasa promedio de los países principales. Ver la clásica obra: Carlos Díaz Alejandro, Essays on the Economic History of the Argentine Republic (New Haven: Yale University Press, 1970).(6) Pablo Gerchunoff y Lucas Llach, Ved en Trono a la Noble Igualdad. Crecimiento, Equidad y Política Económica en la Argentina: 1880-2003 (Buenos Aires: Fundación Pent, 2003), 3. (De aquí en adelante: Pablo Gerchunoff y Lucas Llach, Ved en Trono a la Noble Igualdad).(7) Ashutosh Varshney, "Introduction: Urban Bias in Perspective," Journal of Development Studies 29 (julio 1993): 7. (De aquí en adelante: Ashutosh Varshney, "Introduction: Urban Bias in Perspective")(8) Ashutosh Varshney, "Introduction: Urban Bias in Perspective," Op. cit.: 7.(9) Robert Paarlberg, "The Political Economy of American Agricultural Policy: Three Approaches," The American Journal of Agricultural Economics 71 (diciembre 1989): 1158. [en línea] disponible en http://chla.library.cornell.edu.(10) Tomando en cuenta la mayor participación del sector industrial en el Producto Bruto Nacional, especificado anteriormente en el cuadro de Javier Villanueva titulado "Producto Bruto Nacional: Sectores agrícola y manufacturero".(11) Ver Pablo Gerchunoff y Damián Antúnez, "De la bonanza peronista a la crisis del desarrollo," en Los Años Peronistas, vol VIII de la Nueva Historia Argentina, ed. Juan Carlos Torre, (Buenos Aires: Sudamericana, 2002).(12) Gerardo Della Paolera, María Alejandra Irigoin y Carlos G. Bózzoli, "Passing the buck: Monetary and fiscal policies," en A New Economic History of Argentina, ed. Gerardo Della Paolera y Alan Taylor (EEUU: Cambridge University Press, 2003), 72-73. A su vez, Della Paolera y Taylor desarrollan la relación entre moneda y baja calidad institucional en Gerardo Della Paolera y Alan Taylor, Straining at the Anchor (Chicago: The University of Chicago Press, 2001). *Licenciada en Relaciones Internacionales (Universidad Torcuato Di Tella-Argentina), maestrando en Arquitectura Urbana (Universidad Di Tella-Argentina)Ha sido Profesora Adjunta en Historia Economica (Universidad Di Tella-Argentina)

v. 750. V -- Vallejo L -- v. 751. Vallejo M -- Vans -- v. 752. Vänt -- Vážn -- v. 753. Vazo -- Venezuela Com -- v. 754. Venezuela Con -- Vereim -- v. 755. Verein -- Vers L -- v. 756. Vers M -- Victor M -- v. 757. Victor O -- Vigd -- v. 758. Vige -- Vinea -- v. 759. Vineb -- Vision R -- v. 760. Vision S -- Voice C -- v. 761. Voice D -- Voso -- v. 762. Vosp -- Vz -- v. 763. W -- Wagner, Richard A -- v. 764. Wagner, Richard B -- Walker, William F -- v. 765. Walker, William G -- Walz -- v. 766. Wam -- Ward A -- v. 767. Ward B -- Warsh -- v. 768. Warsi -- Waso -- v. 769. Wasp -- Water Supply Engineering B -- v. 770. Water Supply Engineering C -- Weak -- v. 771. Weal -- Wedk -- v. 772. Wedl -- Welc -- v. 773. Weld -- Wenzel R -- v. 774. Wenzel S -- West Virginia I -- v. 775. West Virginia J -- Whare -- v. 776. Wharf -- White E -- v. 777. White F -- Whittier L -- v. 778. Whittier M -- Wijg -- v. 779. Wijh -- William B -- v. 780. William C -- Willis S -- v. 781. Willis T -- Wimh -- v. 782. Wimi -- Winters G -- v. 783. Winters H -- Wit and Humor, American R -- v. 784. Wit and Humor, American S -- Woh -- v. 785. Woi -- Woman-Employment-U.S.T -- v. 786. Woman-Employment-U.S.U -- Wood G -- v. 787. Wood H -- Woold -- v. 788. Woole -- World Politics, 1919- T -- v. 789. World Politics, 1919- U -- World War, 1939-1945 EC -- v. 790. World War, 1939-1945 ED -- World War, 1939-1945 Ph -- v. 791. World War, 1939-1945 Pi -- World War, 1939-1945 Regional C -- v. 792. World War, 1939-1945 Regional D -- Wright G -- v. 793. Wright H -- Wz -- v. 794. X -- Yeast V -- v. 795. Yeast W -- Young C -- v. 796. Young D -- Yz -- v. 797. Z -- Zehn J -- v. 798. Zehn K -- Zimmerman C -- v. 799. Zimmerman D -- Zoology A -- v. 800. Zoology B -- Zy. ; v. 730. U -- Underdeveloped Areas A -- v. 731. Underdeveloped Areas B -- Union of South Africa So -- v. 732. Union of South Africa Sp -- United States Adu -- v. 733. United States Adv -- United States Army R -- v. 734. United States Army S -- United States Commerce C -- v. 735. United States Commerce D -- United States Division S -- v. 736. United States Division T -- United States Foreign Relations R -- v. 737. United States Relations S -- United States Historic -- v. 738. United States History -- United States History-Revolution-Poetry S -- v. 739. United States History-Revolution-Poetry T -- United States History-Civil War-Military-Regimental History L -- v. 740. United States History-Civil War-Military-Regimental History M -- United States History-Yearbooks -- v. 741. United States Ho -- United States Justice Department Ac -- v. 742. United States Justice Department Ad -- United States National Aeronautic and Space Administration R -- v. 743. United States National Aeronautic and Space Administration S -- United States Politics, 1865-1897 J -- v. 744. United States Politics, 1865-1897 K -- United States Rac -- v. 745. United States Rad -- United States State Department P -- v. 746. United States State Department Q -- United States War Information Office A -- v. 747. United States War Information Office B -- Université S -- v. 748. Université T -- Urban O -- v. 749. Urban P -- Uz. ; v. 703. T -- Tall -- v. 704. Talm -- Tariff I -- v. 705. Tariff J -- Taxation-Jurisprudence F -- v. 706. Taxation-Jurisprudence G -- Taylor Jer -- v. 707. Taylor Jes -- Tecn -- v. 708. Teco -- Television C -- v. 709. Television D -- Tena -- v. 710. Tenb -- Tess -- v. 711. Test -- Textile Machinery S -- v. 712. Textile Machinery T -- Their -- v. 713. Theis -- Thern -- v. 714. Thero -- Thomas V -- v. 715. Thomas W -- Thorpe B -- v. 716. Thorpe C -- Tidev -- v. 717. Tidew -- Tires -- v. 718. Tiret -- Tokio G -- v. 719. Tokio H -- Torl -- v. 720. Torm -- Towards E -- v. 721. Towards F -- Trade Unions G -- v. 722. Trade Unions H -- Transcendentalism B -- v. 723. Transcendentalism C -- Treason-Trials H -- v. 724. Treason-Trials I -- Trial -- v. 725. Triam -- Trotzky, Lev G -- v. 726. Trotzky, Lev H -- Tube R -- v. 727. Tube S -- Turin C -- v. 728. Turin D -- Tuw -- v. 729. Tux -- Tz. ; v. 636. S -- Safe -- v. 637. Saff -- Saint Louis G -- v. 638. Saint Louis H -- Saler -- v. 639. Sales -- Salvation Army R -- v. 640. Salvation Army S -- Sanchez L -- v. 641. Sanchez M -- Sans -- v. 642. Sant -- Sarl -- v. 643. Sarm -- Savar -- v. 644. Savas -- Schaa -- v. 645. Schab -- Schid -- v. 646. Schie -- Schmidt B -- v. 647. Schmidt C -- Scholl S -- v. 648. Scholl T -- Schopf E -- v. 649. Schopf F -- Schulze F -- v. 650. Schulze G -- Science Col -- v. 651. Science Com -- Scoa -- v. 652. Scob -- Scott -- v. 653. Scotu -- Seals and Seal Fisheries C -- v. 654. Seals and Seal Fisheries D -- Sedl -- v. 655. Sedm -- Sell -- v. 656. Selm -- Sericulture A -- v. 657. Sericulture B -- Sever G -- v. 658. Sever H -- Shakers L -- v. 659. Shakers M -- Shakespeare A -- v. 660. Shakespeare B -- Sheldon S -- v. 661. Sheldon T -- Shipping G -- v. 662. Shipping H -- Shórn -- v. 663. Shoro -- Shrub -- v. 664. Shruc -- Sigg -- v. 665. Sigh -- Simek -- v. 666. Simel -- Singing Q -- v. 667. Singing R -- Skinner B -- v. 668. Skinner C -- Slavs B -- v. 669. Slavs C -- Smith A -- v. 670. Smith B -- Smith, William A -- v. 671. Smith, William B -- Social D -- v. 672. Social E -- Socialism, 1923-1933 H -- v. 673. Socialism, 1923-1933 I -- Societe Al -- v. 674. Société AM -- Societies R -- v. 675. Societies S -- Sociology T -- v. 676. Sociology U -- Solís -- v. 677. Solit -- Sonh -- v. 678. Soni -- Sousa A -- v. 679. Sousa B -- Southgate V -- v. 680. Southgate W -- Spain-Foreign Relations F -- v. 681. Spain-Foreign Relations G -- Spanish America-History-to 1600 -- v. 682. Spanish America-History-after 1600 -- Speech O -- v. 683. Speech P -- Spirit F -- v. 684. Spirit G -- Spuc -- v. 685. Spud -- Stage-France O -- v. 686. Stage-France P -- Stanford R -- v. 687. Stanford S -- Statement F -- v. 688. Statement G -- Sted -- v. 689. Stee -- Stel -- v. 690. Stem -- Stevenson I -- v. 691. Stevenson J -- Stockholders F -- v. 692. Stockholders G -- Storg -- v. 693. Storh -- Straus D -- v. 694. Straus E -- Struc -- v. 695. Strud -- Stuer -- v. 696. Stues -- Sueb -- v. 697. Suec -- Summ -- v. 698. Sumn -- Surim -- v. 699. Surin -- Swan H -- v. 700. Swan I -- Swey -- v. 701. Swez -- Symbolism in Architecture R -- v. 702. Symbolism in Architecture S -- Sz. ; v. 603. Q -- Quek -- v. 604. Quel -- Qw -- v. 605. R -- Radio in Politics B -- v. 606. Radio in Politics C -- Railways Ab -- v. 607. Railways Ac -- Railways D -- v. 608. Railways E -- Rak -- v. 609. Ral -- Rape -- v. 610. Rapf -- Raymond V -- v. 611. Raymond W -- Recei -- v. 612. Récéj -- Reed V -- v. 613. Reed W -- Régim -- v. 614. Regin -- Reiner I -- v. 615. Reiner J -- Religion I -- v. 616. Religion J -- Rentm -- v. 617. Rentn -- Retail Trade R -- v. 618. Retail Trade S -- Revue S -- v. 619. Revue T -- Rhodesia, Northern L -- v. 620. Rhodesia, Northern M -- Richl -- v. 621. Richm -- Rihs -- v. 622. Riht -- Ritter C -- v. 623. Ritter D -- Roads-U.S.M -- v. 624. Roads-U.S.N -- Robinson J -- v. 625. Robinson K -- Rodrigues G -- v. 626. Rodrigues H -- Rolfe F -- v. 627. Rolfe G -- Rome (City)-P -- v. 628. Rome (City)-Q -- Rord -- v. 629. Rore -- Ross C -- v. 630. Ross D -- Rousseau L -- v. 631. Rousseau M -- Roźd -- v. 632. Roze -- Rul -- v. 633. Rum -- Russia Ar -- v. 634. Russia As -- Russia-Social Conditions, 1917 K -- v. 635. Russia-Social Conditions, 1917 L -- Rz. ; v. 548. P -- Pagg -- v. 549. Pagh -- Paintings-Collections R -- v. 550. Paintings-Collections S -- Paleography L -- v. 551. Paleography M -- Palmer K -- v. 552. Palmer L -- Pann -- v. 553. Pano -- Pap -- v. 554. Paq -- Paris E -- v. 555. Paris F -- Parkh -- v. 556. Parki -- Parties, Political D -- v. 557. Parties, Political E -- Patd -- v. 558. Paté -- Paul J -- v. 559. Paul K -- Pearce C -- v. 560. Pearce D -- Pei -- v. 561. Pej -- Pennsylvania F -- v. 562. Pennsylvania G -- Pén [i.e. Pénz] -- v. 563. Peo -- Periodicals C -- v. 564. Periodicals D -- Periodicals-U.S.I -- v. 565. Periodicals-U.S.J -- Persia C -- v. 566. Persia D -- Peru -- v. 567. Perv -- Petri R -- v. 568. Petri S -- Pfeiffer E -- v. 569. Pfeiffer F -- Philip G -- v. 570. Philip H -- Philology S -- v. 571. Philology T -- Phok -- v. 572. Phol -- Phrom -- v. 573. Phron -- Picb -- v. 574. Picc -- Pik -- v. 575. Pil -- Pioneer Life-U.S.V -- v. 576. Pioneer Life-U.S.W -- Pittsburgh S -- v. 577. Pittsburgh T -- Plas -- v. 578. Plat -- Plup -- v. 579. Pluq -- Poetry, American A -- v. 580. Poetry, American B -- Poetry, American Wis -- v. 581. Poetry, American, Wit -- Poetry, Dutch S -- v. 582. Poetry, Dutch T -- Poetry, English, Hist. & Crit., 20th Cent. C -- v. 583. Poetry, English, Hist. & Crit., 20th Cent. D -- Poetry, Hungarian A -- v. 584. Poetry, Hungarian, B -- Poetry, Spanish P -- v. 585. Poetry, Spanish Q -- Poland F -- v. 586. Poland G -- Polish Literature, Hist. & Crit. O -- v. 587. Polish Literature, Hist. & Crit. P -- Polska Akademja Umiejetnosci A -- v. 588. Polska Akademja Umiejetnosci B -- Popar -- v. 589. Popas -- Portrait S -- v. 590. Portrait T -- Postage Stamps R -- v. 591. Postage Stamps S -- Poula -- v. 592. Poulb -- Pram -- v. 593. Pran -- Press, Liberty of H -- v. 594. Press, Liberty of I -- Prier -- v. 595. Pries -- Printing G -- v. 596. Printing H -- Privies N -- v. 597. Privies O -- Proj -- v. 598. Prok -- Protection V -- v. 599. Protection W -- Prussia-History-Frederick II C -- v. 600. Prussia-History-Frederick II D -- Psyk -- v. 601. Psyl -- Puli -- v. 602. Pulj -- Pyz. ; v. 509. N -- Nan -- v. 510. Nao -- Nash -- v. 511. Nasi -- National C -- v. 512. National D -- National Sh -- v. 513. National Si -- Natural History R -- v. 514. Natural History S -- Naval E -- v. 515. Naval F -- Navy R -- v. 516. Navy S -- Ned -- v. 517. Nee -- Neh -- v. 518. Nei -- Netherlands (Kingdom, 1815- ) O -- v. 519. Netherlands (Kingdom, 1815- ) P -- Neud -- v. 520. Neue -- New England D -- v. 521. New England E -- New K -- v. 522. New L -- New York (city) B -- v. 523. New York (city) C -- New York (city) L -- v. 524. New York (city) M -- New York N -- v. 525. New York O -- New York (state) H -- v. 526. New York (state) I -- New Zealand C -- v. 527. New Zealand D -- Newspapers E -- v. 528. Newspapers F -- Nicol -- v. 529. Nicom -- Ninn -- v. 530. Nino -- Nole -- v. 531. Nolf -- North Am -- v. 532. North An -- Northwestern O -- v. 533. Northwestern P -- Noth -- v. 534. Notti -- Numismatics C -- v. 535. Numismatics D -- Nz -- v. 536. O -- Occupations C -- v. 537. Occupations D -- Oese -- v. 538. Oesf -- Ohio H -- v. 539. Ohio I -- Old L -- v. 540. Old M -- Omaha R -- v. 541. Omaha S -- Oor -- v. 542. Oos -- Oratory R -- v. 543. Oratory S -- Organic R -- v. 544. Organic S -- Orrego L -- v. 545. Orrego M -- Ostl -- v. 546. Ostm -- Outs -- v. 547. Outt -- Oz. ; v. 450. M -- Mccol -- v. 451. Mccom -- Mcgrad -- v. 452. Mcgrae -- Mackenzie G -- v. 453. Mackenzie H -- Macq -- v. 454. Macr -- Maga -- v. 455. Magb -- Maic -- v. 456. Maid -- Malat -- v. 457. Malau -- Maml -- v. 458. Mamm -- Mana -- v. 459. Manb -- Mannk -- v. 460. Mannl -- Many -- v. 461. Manz -- Marc -- v. 462. Mard -- Maris -- v. 463. Marit -- Marriage F -- v. 464. Marriage G -- Martens E -- v. 465. Martens F -- Martr -- v. 466. Marts -- Masc -- v. 467. Masd -- Massachusetts I -- v. 468. Massachusetts J -- Mathematics K -- v. 469. Mathematics L -- Matthews D -- v. 470. Matthews E -- Max -- v. 471. May -- Meb -- v. 472. Mec -- Medic -- v. 473. Medid -- Mej -- v. 474. Mek -- Memory R -- v. 475. Memory S -- Meq -- v. 476. Mer -- Merv -- v. 477. Merw -- Meteorology C -- v. 478. Meteorology D -- Metropolitan M -- v. 479. Metropolitan N -- Mexico G -- v. 480. Mexico H -- Meyk -- v. 481. Meyl -- Mich -- v. 482. Mici -- Mikn -- v. 483. Mikó -- Military L -- v. 484. Military M -- Milla -- v. 485. Millb -- Milton L -- v. 486. Milton M -- Mines and Mining G -- v. 487. Mines and Mining H -- Mirac -- v. 488. Mirad -- Missions, Foreign E -- v. 489. Missions, Foreign F -- Mitb -- v. 490. Mitc -- Modn -- v. 491. Modo -- Moll -- v. 492. Molm -- Money F -- v. 493. Money G -- Monof -- v. 494. Monog -- Monteiro L -- v. 495. Monteiro M -- Mónu -- v. 496. Monv -- Mord -- v. 497. More -- Morl -- v. 498. Morm -- Morse E -- v. 499. Morse F -- Motd -- v. 500. Mote -- Mountaineering M -- v. 501. Mountaineering N -- Moving Pictures R -- v. 502. Moving Pictures S -- Mufs -- v. 503. Muft -- Municipal C -- v. 504. Municipal D -- Murk -- v. 505. Murl -- Music B -- v. 506. Music C -- Music T -- v. 507. Music U -- Mutt -- v. 508. Mutu -- Mz. ; v. 414. L -- Labor G -- v. 415. Labor H -- Labour Party, Gt. Br. D -- v. 416. Labour Party, Gt. Br. E -- Lagd -- v. 417. Lage -- Lamm -- v. 418. Lamn -- Land, Public-U.S.N -- v. 419. Land, Public-U.S.O -- Lang O -- v. 420. Lang P -- Lapk -- v. 421. Lapl -- Latg -- v. 422. Lath -- Latth -- v. 423. Latti -- Law S -- v. 424. Law T -- Law, Maritime A -- v. 425. Law, Maritime B -- Leadh -- v. 426. Leadi -- Lebn -- v. 427. Lebo -- Lefk -- v. 428. Lefl -- Lehm -- v. 429. Lehn -- Lenc -- v. 430. Lend -- Leroy E -- v. 431. Leroy F -- Letters E -- v. 432. Letters F -- Levn -- v. 433. Levo -- Liberalism K -- v. 434. Liberalism L -- Libraries (Place) N -- v. 435. Libraries (Place) O -- Lich -- v. 436. Lici -- Lighthouses H -- v. 437. Lighthouses I -- Lincoln A -- v. 438. Lincoln B -- Lior -- v. 439. Lios -- Literature P -- v. 440. Literature Q -- Living Expenses G -- v. 441. Living Expenses H -- Locomotives A -- v. 442. Locomotives B -- Loll -- v. 443. Lolm -- London U -- v. 444. London V -- Lord R -- v. 445. Lord S -- Louis XVI -- v. 446. Louis XVII -- Lowe S -- v. 447. Lowe T -- Ludwig O -- v. 448. Ludwig P -- Lutg -- v. 449. Luth -- Lz. ; v. 363. I -- Idn -- v. 364. Ido -- Illumination of Books and Manuscripts S -- v. 365. Illumination of Books and Manuscripts T -- Impos -- v. 366. Impot -- Independence D -- v. 367. Independence E -- India, History E -- v. 368. India, History F -- Indians, Central America, Tribes L -- v. 369. Indians, Central America, Tribes M -- Indians, North America S -- v. 370. Indians, North America T -- Indib -- v. 371. Indić -- Industrial Arts (Place) E -- v. 372. Industrial Arts (Place) F -- Industries (Place) U -- v. 373. Industries (Place) V -- Inl -- v. 374. Inm -- Institut M -- v. 375. Institut N -- Insurance I -- v. 376. Insurance J -- Intellectuals (Place) F -- v. 377. Intellectuals (Place) G -- International Ch -- v. 378. International Ci -- International LaC -- v. 379. International Lad -- Internationalism B -- v. 380. Internationalism C -- Iowa R -- v. 381. Iowa S -- Irish L -- v. 382. Irish M -- Isa -- v. 383. Isb -- Italian Language H -- v. 384. Italian Language I -- Italy, History to 1815 -- v. 385. Italy, History-After 1815 -- Iz -- v. 386. J -- Jagem -- v. 387. Jagen -- Jansen T -- v. 388. Jansen U -- Jard -- v. 389. Jaré -- Jels -- v. 390. Jelt -- Jesuits and Jesuitism U -- v. 391. Jesuits and Jesuitism V -- Jews, Anti-Semitic Writings M -- v. 392. Jews, Anti-Semitic Writings N -- Jews So -- v. 393. Jews Sp -- Johnm -- v. 394. Johnn -- Jolk -- v. 395. Joll -- Jorg -- v. 396. Jorh -- Journey B -- v. 397. Journey C -- Juk -- v. 398. Jul -- Juvenile Literature, Drama, American C -- v. 399. Juvenile Literature, Drama, American D -- Jz -- v. 400. K -- Kampe -- v. 401. Kampf -- Karo -- v. 402. Karp -- Keem -- v. 403. Keen -- Kennedy J -- v. 404. Kennedy K -- Kets -- v. 405. Kett -- Kinf -- v. 406. King -- Kirr -- v. 407. Kirs -- Kloo -- v. 408. Klop -- Kobd -- v. 409. Kobe -- Kolor -- v. 410. Kolos -- Kor -- v. 411. Kos -- Kreus -- v. 412. Kreut -- Kuer -- v. 413. Kues -- Kz. ; v. 330. H -- Hahm -- v. 331. Hahn -- Hall J -- v. 332. Hall K -- Hamilton J -- v. 333. Hamilton K -- Handwriting R -- v. 334. Handwriting S -- Harbors M -- v. 335. Harbors N -- Harper V -- v. 336. Harper W -- Hartmann K -- v. 337. Hartmann L -- Hathaway E -- v. 338. Hathaway F -- Hawkins L -- v. 339. Hawkins M -- Heart's T -- v. 340. Hearts U -- Hegel H -- v. 341. Hegel I -- Heller J -- v. 342. Heller K -- Henry of K -- v. 343. Henry of L -- Heredity R -- v. 344. Heredity S -- Hertling O -- v. 345. Hertling P -- Hibben S -- v. 346. Hibben T -- Hiller F -- v. 347. Hiller G -- Historia A -- v. 348. Historia B -- History, General-18th Century Works B -- v. 349. History, General-18th Century Works C -- Hodge B -- v. 350. Hodge C -- Hog -- v. 351. Hoh -- Holr -- v. 352. Hols -- Hond -- v. 353. Hone -- Horn L -- v. 354. Horn M -- Hot R -- v. 355. Hot S -- Housing-Working Class H -- v. 356. Housing-Working Class I -- Howl -- v. 357. Howm -- Hughes F -- v. 358. Hughes G -- Humo -- v. 359. Hump -- Hunting N -- v. 360. Hunting O -- Hut -- v. 361. Huu -- Hygiene, Public L -- v. 362. Hygiene, Public M -- Hyz. ; v. 291. G -- Gall L -- v. 292. Gall M -- Gandía E -- v. 293. Gandía F -- Gardiner G -- v. 294. Gardiner H -- Gases A -- v. 295. Gases B -- Gazs -- v. 296. Gazt -- General E -- v. 297. General F -- Geography As -- v. 298. Geography At -- Geology O -- v. 299. Geology P -- Geometry S -- v. 300. Geometry T -- Gerk -- v. 301. Gerl -- German Literature S -- v. 302. German Literature T -- Germany C -- v. 303. Germany D -- Germany-History 1847 -- v. 304. German-History 1848 -- Gerom -- v. 305. Geron -- Giac -- v. 306. Giad -- Gilds G -- v. 307. Gilds H -- Girk -- v. 308. Girl -- Glay -- v. 309. Glaz -- Godf -- v. 310. Godg -- Gold Mines and Mining-Al -- v. 311. Gold Mines and Mining-Am -- Gol [i.e. Golz] -- v. 312. Gom -- Gook -- v. 313. Gool -- Goula -- v. 314. Goulb -- Grad -- v. 315. Grae -- Grang -- v. 316. Granh -- Great Britain I -- v. 317. Great Britain J -- Great Britain-Description and Travel,1800-1850 -- v. 318. Great Britain-Description and Travel, 1850-1900 -- Great Britain-Govt. B -- v. 319. Great Britain-Govt. C -- Great Britain-Hist., 19th cent. F -- v. 320. Great Britain-Hist.,19th cent. G -- Great Britain-Politics, 1660-1714 R -- v. 321. Great Britain-Politics, 1660-1714 S -- Great Britain-Trade, Board of U -- v. 322. Great Britain-Trade, Board of V -- Greece (Modern)-History, 1830 M -- v. 323. Greece (Modern)-History, 1830 N -- Greene H -- v. 324. Greene I -- Grey N -- v. 325. Grey O -- Grog -- v. 326. Groh -- Grunds -- v. 327. Grundt S -- Gueu -- v. 328. Guev -- Gumo -- v. 329. Gump -- Gzow. ; v. 249. F -- Fairs F -- v. 250. Fairs G -- Fans -- v. 251. Fant -- Fascism-Germany B -- v. 252. Fascism-Germany C -- Fearh -- v. 253. Feari -- Felln -- v. 254. Fello -- Ferrari -- v. 255. Ferrarj -- Fev -- v. 256. Few -- Fiction, American Ham -- v. 257. Fiction, American Han -- Fiction, American Will -- v. 258. Fiction, American Wilm -- Fiction, Dutch A -- v. 259. Fiction, Dutch B -- Fiction, English Kim -- v. 260. Fiction, English Kin -- Fiction, Flemish L -- v. 261. Fiction, Flemish M -- Fiction, German A -- v. 262. Fiction, German B -- Fiction, Lettish J -- v. 263. Fiction, Lettish K -- Fiction, Swiss-German B -- v. 264. Fiction, Swiss-German C -- Filmr -- v. 265. Films -- Finance, U.S., 1813 -- v. 266. Finance, U.S., 1814 -- Finland R -- v. 267. Finland S -- Fischa -- v. 268. Fischb -- Fishing A -- v. 269. Fishing B -- Flanders G -- v. 270. Flanders H -- Flora F -- v. 271. Flora G -- Flya -- v. 272. Flyb -- Folklore N -- v. 273. Folklore O -- Fond -- v. 274. Fone -- Før N -- v. 275. For O -- Forestry-Germany S -- v. 276. Forestry-Germany T -- Forter -- v. 277. Fortes -- Fourm -- v. 278. Fourn -- France Ar -- v. 279. France As -- France-Foreign Relations R -- v. 280. France-Foreign Relations S -- France-History-Revolution O -- v. 281. France-History-Revolution P -- France-Statistics M -- v. 282. France-Statistics N -- Frank E -- v. 283. Frank F -- Frederick I, King of Prussia -- v. 284. Frederick II, King of Prussia -- Freemasons P -- v. 285. Freemasons Q -- French Language-Dictionaries D -- v. 286. French Language-Dictionaries E -- Fresco Paintings B -- v. 287. Fresco Paintings C -- Friends, Society of. L -- v. 288. Friends, Society of. M -- Früh [i.e. Fruh] -- v. 289. Frui -- Funck J -- v. 290. Funck K -- Fyz. ; v. 214. E -- Eastern Col -- v. 215. Eastern Com -- Ecole B -- v. 216. Ecole C -- Economic History-Chile F -- v. 217. Economic History-Chile G -- Economic History I -- v. 218. Economic History J -- Economic History-U.S.F -- v. 219. Economic History-U.S.G -- Economics, 1848-1889 E -- v. 220. Economics, 1848-1889 F -- Edel -- v. 221. Edem -- Education E -- v. 222. Education F -- Education O -- v. 223. Education P -- Education-U.S.-N.J.T -- v. 224. Education-U.S.-N.J.U -- Egypt C -- v. 225. Egypt D -- Eisenstein I -- v. 226. Eisenstein J -- Electric M -- v. 227. Electric N -- Electrons B -- v. 228. Electrons C -- Ellis S -- v. 229. Ellis T -- Emigration, Canada N -- v. 230. Emigration, Canada O -- Enchanted R -- v. 231. Enchanted S -- Engineering Ch -- v. 232. Engineering Ci -- English Language-Dictionaries G -- v. 233. English Language-Dictionaries H -- English Literature S -- v. 234. English Literature T -- Epitaphs T -- v. 235. Epitaphs U -- Ero -- v. 236. Erp -- Espl -- v. 237. Espm -- Essays P -- v. 238. Essays R -- Ethics G -- v. 239. Ethics H -- Etr -- v. 240. Ets -- Europe-History H -- v. 241. Europe-History I -- European War, Aerial Operations M -- v. 242. European War, Aerial Operations N -- European War, Economic Aspects Germany K -- v. 243. European War, Economic Aspects Germany L -- European War, Neutrality R -- v. 244. European War, Neutrality S -- European War, Regimental History F -- v. 245. European War, Regimental History G -- European War, Great Britain G -- v. 246. European War, Great Britain H -- Evero -- v. 247. Everp -- Exhibitions C -- v. 248. Exhibitions D -- Ez. ; v. 177. D -- Dale C -- v. 178. Dale D -- Dancing F -- v. 179. Dancing G -- Danzig G -- v. 180. Danzig H -- Dauw -- v. 181. Daux -- Dawn -- v. 182. Dawo -- Debray -- v. 183. Debraz -- Defei -- v. 184. Defel -- Delaware C -- v. 185. Delaware D -- Democracy-U.S.B -- v. 186. Democracy-U.S.C -- Denton, Name [i.e. Denton (Name)] -- v. 187. Denton, County [i.e. Denton County] -- Desmares -- v. 188. Desmaret -- Deutsche J -- v. 189. Deutsche K -- Dewar M -- v. 190. Dewar N -- Dickens, Charles F -- v. 191. Dickens, Charles G -- Dikes H -- v. 192. Dikes I -- Disaster Relief B -- v. 193. Disaster Relief C -- Divo -- v. 194. Divr -- Dog L -- v. 195. Dog M -- Donato L -- v. 196. Donato M -- Douglas P -- v. 197. Douglas R -- Drama, American A -- v. 198. Drama, American B -- Drama, American Mi -- v. 199. Drama, American Mo -- Drama C -- v. 200. Drama D -- Drama, English Hol -- v. 201. Drama, English Hom -- Drama, English Translations From . R -- v. 202. Drama, English Translations From . S -- Drama, French J -- v. 203. Drama, French K -- Drama, German Bas -- v. 204. Drama, German Bat -- Drama, German, Low German D -- v. 205. Drama, German, Low German E -- Drama, L -- v. 206. Drama, M -- Drama, Spanish Ger -- v. 207. Drama, Spanish Ges -- Drama, Walloon W -- v. 208. Drama, Walloon X -- Dreu -- v. 209. Drev -- Dublin U -- v. 210. Dublin V -- Duke O -- v. 211. Duke P -- Duper -- v. 212. Dupes -- Dutch Language D -- v. 213. Dutch Language E -- Dz. ; v. 107. C -- Cah -- v. 108. Cai -- Cale -- v. 109. Calf -- California V -- v. 110. California W -- Cameron, I -- v. 111. Cameron, J -- Canada B -- v. 112. Canada C -- Canada Statistics Bureau M -- v. 113. Canada Statistics Bureau N -- Canaq -- v. 114. Canar -- Capeh -- v. 115. Capei -- Cardif -- v. 116. Cardig -- Carm -- v. 117. Carn -- Carrik -- v. 118. Carril -- Case A -- v. 119. Case B -- Castles R -- v. 120. Castles S -- Cathedrals S -- v. 121. Cathedrals T -- Catholic Church Roman L -- v. 122. Catholic Church Roman M -- Cauch -- v. 123. Cauci -- Cement and Concrete M -- v. 124. Cement and Concrete P -- Ceo -- v. 125. Cep -- Chah -- v. 126. Chai -- Chand -- v. 127. Chane -- Charities I -- v. 128. Charities J -- Charz -- v. 129. Chas -- Chemical Industries I -- v. 130. Chemical Industries J -- Chemm -- v. 131. Chemn -- Chicago B -- v. 132. Chicago C -- Children AC -- v. 133. Children AD -- Chile T -- v. 134. Chile U -- Chinese A -- v. 135. Chinese B -- Christ L -- v. 136. Christ M -- Christianity E -- v. 137. Christianity F -- Church Al -- v. 138. Church Am -- Church I -- v. 139. Church J -- Chyz -- v. 140. Ci -- Cities-Plans-D -- v. 141. Cities-Plans-E -- Civil R -- v. 142. Civil S -- Claq -- v. 143. Clar -- Classification K -- v. 144. Classification L -- Clergy F -- v. 145. Clergy G -- Club T -- v. 146. Club U -- Cobb -- v. 147. Cobd -- Coi -- v. 148. Coj -- Collection K -- v. 149. Collection L -- Collim -- v. 150. Collin -- Colonies and Colonization A -- v. 151. Colonies and Colonization B -- Columbia University Q -- v. 152. Columbia University R -- Coml -- v. 153. Comm -- Commerce Am -- v. 154. Commerce An -- Commerce-New York -- v. 155. Commerce-New Zealand -- Commis -- v. 156. Commit -- Competition-Unfair F -- v. 157. Competition-Unfair G -- Cone -- v. 158. Conf -- Congres H -- v. 159. Congres I -- Conr -- v. 160. Cons -- Continuation L -- v. 161. Continuation M -- Cookery B -- v. 162. Cookery C -- Cooperation S -- v. 163. Cooperation T -- Copyright M -- v. 164. Copyright N -- Coronations G -- v. 165. Coronations H -- Cortazar C -- v. 166. Cortazar D -- Cotner T -- v. 167. Cotner U -- Country Life-United States -- v. 168. Country Life-Uruguay -- Cowper W -- v. 169. Cowper Family -- Creation-Biblical Account-H -- v. 170. Creation-Biblical Account-I -- Criminal H -- v. 171. Criminal I -- Crip -- v. 172. Criq -- Crosby G -- v. 173. Crosby H -- Cua -- v. 174. Cub -- Cunningham A -- v. 175. Cunningham B -- Cux -- v. 176. Cuy -- Cz. ; v. 52. B -- Bader -- v. 53. Bades -- Baker, I -- v. 54. Baker, J -- Ballads, E -- v. 55. Ballads, F -- Banco P -- v. 56. Banco R -- Banks and Banking-Gt. Br. S -- v. 57. Banks and Banking-Gt. Br. T -- Baptists-U -- v. 58. Baptists-V -- Barlac -- v. 59. Barlad -- Barry, I -- v. 60. Barry, J -- Basr -- v. 61. Bass -- Baud -- v. 62. Baue -- Beac -- v. 63. Bead -- Beck -- v. 64. Becl -- Beh -- v. 65. Bei -- Belk -- v. 66. Bell -- Bend -- v. 67. Bene -- Benz -- v. 68. Beo -- Berlin F -- v. 69. Berlin G -- Berr -- v. 70. Bers -- Bet -- v. 71. Beu -- Bible. Zulu -- v. 72. Bible. Selections -- Bible. N.T.: Crit -- v. 73. Bible. N.T.-D -- Bible. O.T. Pr -- v. 74. Bible. O.T. Ps -- Bibliography-O -- v. 75. Bibliography-P -- Bibliotheca O -- v. 76. Bibliotheca P -- Bik -- v. 77. Bil -- Bio -- v. 78. Bip -- Bisl -- v. 79. Bism -- Blai -- v. 80. Blaj -- Blis -- v. 81. Blit -- Bob -- v. 82. Boc -- Bog -- v. 83. Boh -- Bolr -- v. 84. Bols -- Bolz -- v. 85. Bom -- Bon -- v. 86. Boo -- Bool -- v. 87. Boom -- Bor -- v. 88. Bos -- Botany-R -- v. 89. Botany-S -- Bouq -- v. 90. Bour -- Boyd -- v. 91. Boye -- Bram -- v. 92. Bran -- Brazil D -- v. 93. Brazil E -- Brer -- v. 94. Bres -- Brid -- v. 95. Brie -- British E -- v. 96. British F -- Brom -- v. 97. Bron -- Brov -- v. 98. Brow -- Brt -- v. 99. Bru -- Bryc -- v. 100. Bryd -- Budget-E -- v. 101. Budget F -- Building C -- v. 102. Building D -- Bulle -- v. 103. Bullf -- Burgf -- v. 104. Burgg -- Burrow, M -- v. 105. Burrow, N -- Buss -- v. 106. Bust -- Bz. ; v. 1. A -- Aben -- v. 2. Abeo -- Académie de F -- v. 3. Académie du G -- Achm -- v. 4. Achn -- Adams, D -- v. 5. Adams, E -- Ador -- v. 6. Adós -- Aeronautics-Ac -- v. 7. Aeronautics-Ad -- Aesoph -- v. 8. Aesopi -- Africa, So -- v. 9. Africa, Sp -- Agar -- v. 10. Agas -- Agriculture-Economics-F -- v. 11. Agriculture-Economics-G -- Agriculture-C [i.e. Agriculture (Place) C] -- v. 12. Agriculture-D [i.e. Agriculture (Place) D] -- Air-E -- v. 13. Air-F -- Alabam -- v. 14. Alaban -- Alcaraz, Em -- v. 15. Alcaraz, En -- Alexan, F -- v. 16. Alexan, G -- Aliens-H -- v. 17. Aliens-I -- Allied J -- v. 18. Allied K -- Alphabet, S -- v. 19. Alphabet, T -- Alz -- v. 20. Am -- America M -- v. 21. America-N -- American Fab -- v. 22. American Fac -- American Languages-Q -- v. 23. American Languages-R -- American Pio -- v. 24. American Pip -- Americans in L -- v. 25. Americans in M -- Amy -- v. 26. Amz -- Anderson, S -- v. 27. Anderson T -- Angle S -- v. 28. Angle T -- Annal -- v. 29. Annam -- Anthon -- v. 30. Anthoo -- Apar -- v. 31. Apas -- Aqueb -- v. 32. Aquec -- Arauco, C -- v. 33. Arauco D -- Architectural D -- v. 34. Architectural E -- Architecture, Ecclesiastical-F -- v. 35. Architecture, Ecclesiastical-G -- Arens -- v. 36. Arent -- Aristoc -- v. 37. Aristod -- Armitage, R -- v. 38. Armitage, S -- Army, R -- v. 39. Army, S -- Arres -- v. 40. Arret -- Art-Essays and Misc. G -- v. 41. Art-Essays and Misc. H -- Art Per [i.e. Art Pers]-- v. 42. Art, Peru -- Arz -- v. 43. As -- Assat -- v. 44. Assau -- Assz -- v. 45. Ast -- Athenaeum I -- v. 46. Athenaeum L -- Attention M -- v. 47. Attention N -- Auq -- v. 48. Aurauco D -- Austria B -- v. 49. Austria-C -- Authorship T -- v. 50. Authorship U -- Auy -- v. 51. Auz -- Az. ; Mode of access: Internet.