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Between 2000 and 2005 infrastructure made a contribution of 1 percentage point to Senegal's improved per capita growth performance, placing it in the middle of the distribution among West African countries during the period. Raising the country's infrastructure endowment to that of the region's middle-income countries (MICs) could boost annual growth by about 2.7 percentage points. Senegal has made significant progress in some areas of its infrastructure. In the transport sector, road standards are adequate and their quality average. Senegal has also strengthened the road institutional framework with the creation of the Second Generation Road Fund (FERA) and the Road Maintenance Executing Agency. It has also managed to have a toll road concession granted for the Dakar-Diamniadio Toll Highway. The tariffs in the railway sector are internationally competitive, and there has been improvement in the financial viability of ports. After Nigeria, the country stands as an emerging hub and a major player in air transport. Also, Senegal has managed to introduce private participation in electricity generation, and the unbundling of the electricity sector is under way even as the country actively participates in the regional power market. The country is on track to meet the Millennium Development Goals (MDGs) in improved water. In the information and communication technology (ICT) sector there has been an impressive expansion of the mobile and Internet markets. Senegal already spends around $911 million per year on infrastructure, equivalent to about 11 percent of its gross domestic product (GDP). Almost $312 million a year is lost to inefficiencies of various kinds, associated mainly with under-pricing in the power and water sectors, poor financial management of utilities, and inefficient allocation of resources across sectors. If Senegal could raise tariffs to cost-recovery levels and reduce operational inefficiencies in line with reasonable developing-country benchmarks, it could substantially boost its infrastructure sector.

Agriculture in Tanzania accounts for 28 percent of the country's Gross Domestic Product (GDP) and employs 80 percent of its labor force. The sector is also an important source of export revenues. The data and findings presented in this report provide a summary of the performance of the agriculture sector in Tanzania using a set of indicators covering six areas. These are: 1) access to and availability of certified seed; 2) availability of and access to fertilizer; 3) access to farm machinery, particularly tractor hire services for land preparation; 4) access to agricultural and agro-enterprise finance; 5) the cost and efficiency of transporting agricultural commodities; and 6) measures of policy certainty and uncertainty as perceived by private investors and the effects these have on the enabling environment for producers and agribusinesses. The Agribusiness Indicators (ABI) team conducted interviews with Government agencies, private firms (fertilizer importers, seed companies, tractor importers and distributors, transporters), commercial banks, farmer-based organizations, donors, and Non Governmental Organizations (NGOs). The ABI program is pilot testing an initial set of indicators on the ease (or difficulty) of operating agribusinesses in African countries. The indicators are used to assess whether the countries have an enabling environment that is conducive to agribusiness investment, competitiveness, and ultimately agriculture-led growth.

Transcript of an oral history interview with Harold L. Gilmore, conducted by Joseph Cates on 22 January 2017 as part of the Norwich Voices oral history project of the Sullivan Museum and History Center. Harold Gilmore was a member of the Norwich University Class of 1953; his experiences as a student at Norwich University and his post-graduation career path, particularly as an educator, are discussed in his interview. ; 1 Harold Gilmore, Oral History Interview January 22nd, 2017 Home of Harold Gilmore Interviewed by Joseph Cates JOSEPH CATES: Let's record and we can get started. HAROLD GILMORE: All right. Very good. JC: All right. This is Joseph Cates. Today is January 22nd, 2017. I'm interviewing Harold Gilmore at his home. This interview is sponsored by the Sullivan Museum and History Center and is part of the Norwich Voices Oral History Project. To start off, can you tell me your full name? HG: Harold Lawrence Gilmore. JC: And, when and where were you born? HG: Born in Whitinsville, Massachusetts in 1931. JC: Okay. HG: April 30th. JC: April 30th. What is your Norwich class? HG: Class of 1953. JC: Okay. Tell me about where you grew up and what it was like as a child? HG: I grew up in a very unique town. The town of Whitinsville, a village of Whitinsville, in the town of Northbridge, Massachusetts. It was what you'd call a company town. It was a town that was operated fundamentally by the Whitin Machine Works, which was a textile manufacturing company. My father worked there his whole life. My mother worked there part-time at times. It was a town that was written up by the Harvard Business School at one point in time as sort of a socialistic environment. JC: Oh! HG: It was a town that ran the library. It had its own housing for its people. The rents were subsidized so to speak. They maintained those properties. So, it was a very unique environment, something that probably not many people in the United States have ever lived in but was very enjoyable. It was secure and stable 2 employment, good schools. Other resources were all well-made, fire departments, police departments, many of it subsidized heavily by the corporation. JC: And what corporation was it again? HG: Whitin Machine Works. JC: Oh. Okay. HG: And it was a textile manufacturing company. JC: Oh. Okay. HG: Subsequently, it has disappeared. Went out of business. Textile manufacturing moved elsewhere. Moves down South and then out of the country primarily. The remnants of it are over in New Bedford where I ended up retiring from the University of Massachusetts over there where the icon on the entrance of the school is a huge spindle, which is a representative of a device that runs a thread through looms, weaving machines. JC: What made you decide to choose Norwich? HG: Well, I was the first individual in my family to go on to college. It's a large family. My mother was one of eight children. My father was one of four. They married. They lived within, almost a stone's throw of each other. We lived in the same place. I grew up in the same place and had many aunts and uncles in the neighborhood. So, I did not have any prior experience with Norwich. The only thing that was driving me at the time was my father said, "You've got to get a college education." He was a wood pattern maker and worked at Whitin Machine Works, as I noted, and he said, "This is not your lifestyle. You've got to upgrade yourself." I did not have the experience that current people have of visiting campuses. I never went to Norwich. I had an uncle that had gone to the University of Rhode Island. He had not graduated. So, I applied there. And then, Norwich had a high school visit team that came through and I got impressed with what that fellow had to say so I applied to Norwich. I did not get accepted to the University of Rhode Island. So, I had the choice of one school, Norwich. So, I went to Norwich. Unbeknownst to me about anything about Norwich. As a matter of fact, I had my high school yearbook signed by one of the teachers and he signed it, "Hup, one, two, three" and he signed his name. I said, "What's that all about?" He says, "You're going to a military school! You're going to be in the Army!" I says, "I am?" When I arrived at Norwich, it was like a new day in my life. I had no military experience. I'd never even been a Boy Scout. The regimentation was totally new to me. That probably was the beginning of what I consider a rather difficult period of adjustment for the four years. As you will probably know, I was a private in the Corps for four years. 3 JC: Oh. Okay. HG: Never given rank. I had the one opportunity close to graduation, which I refused. I thought it was a token gift which I did not appreciate receiving at that point in time. I didn't accept it. In fact, I applied to transfer out of Norwich my freshman year to start college at Georgia Tech. I got accepted to Georgia Tech, got a telephone call from my mother saying, "What is this acceptance notice we've received from Georgia Tech?" I said, "Well, I'm going to Georgia Tech next year, Ma. I'm not going to Norwich." She says, "Very well. Pay your own way." I stayed at Norwich for the rest of my life because I had no money at all! JC: What was it like that first day showing up at Norwich? HG: Well, it was a very memorable day. My father and mother drove me to school with the necessary material that I had to have, clothing and I think we had to bring a mattress at the time. We arrived at Norwich in the morning. My father and mother dropped me off, dropped me off at Cabot Hall. Room 109 was my room. My roommate, Ron Bartlett, at the time, had arrived about the same time so I met his father and mother. We met each other, of course. My father, immediately after dropping me off, jumped in the car and drove back to Whitinsville. They had to get home before dark I think. We started out very early in the morning. In fact, had to turn back because he discovered on the way that we probably didn't have enough gas to make it all the way to Vermont. We went back to get an open gas station because we started out so early in the morning. But no, they dropped me off and left. I remember a conversation I had with Ron's mother and father and she said, "Would you take care of Ron? He hasn't been away from home before." I said, "Yes, I will, Mrs. Bartlett, but neither have I been away from home before." (Laughs.) That was an interesting first day. And then, in contrast to the first day my second year, where I arrived on campus and used to ship a lot of my stuff up in a big, overseas container by train so that my shipment had arrived at the mailroom on campus. I went to the dormitory and I was back in Cabot the second year too. I said, "Rooks! Rooks! I need a rook to go down and get my suitcase and bring it up to the room." "Sorry, Sir. We don't do that anymore." JC: Oh! HG: The harassment rules had changed over the summertime and I hadn't gotten word of it. Plus, I arrived too late, I guess, because I recall having to do that very same thing for upperclassmen that first year. JC: Mm hmm. HG: So, anyway, that was my first day at Norwich. JC: What was your major? 4 HG Electrical engineering. JC: And why'd you choose that? HG: Well, my uncle was sort of involved with the electrical work and not that he had a great influence on me but I observed that and I thought, "Well." He was working for General Electric at the time and I said, "Well, I think that maybe I would do the same thing." So, I sort of went into that field not for any other particular reason than he was successful in what he was doing and I thought it would be of interest to me. JC: Okay. HG: Fortunately for me, in the long run, there were only nine matriculated double Es in '49, which got depleted very quickly, either through people who didn't continue at Norwich or transferred to some other major. I graduated with one other very close friend of mine to this day, Al Gardner, who lives out in the southern part of Vermont on the western edge of Massachusetts. We were the two electrical engineers that graduated in '53. We had tutorials. It was a very fortunate thing for me because probably the school where I had to fend more for myself, I might not have done as well as I did in the curriculum. It was a good experience. JC: Which fraternity did you belong to? HG: I joined Lambda Chi Alpha, which is off-campus, up on the hill. My primary reason for joining them was at the pledge period, you were entertained at the fraternities. They had an excellent meal. At that time, they had a pastry chef with some sort of recognition and he put on a beautiful dessert and I was a fellow who had been plump my whole life, loved sweets, and said, "This is the place for me!" Joined the fraternity and wouldn't you know it, he terminated. He quit. The pastry guy was gone! But we still had good cooks, husband and wife team over the four years, and I ended up being steward of the fraternity. It was a large part of my college life was being in the fraternity. I had to be there at least every day, serving a meal, because I was in the kitchen. In fact, I got rewarded for doing that type of job with half my food bill was being paid by labor so that worked out very nicely for me. JC: Well, what else do you remember about being in the fraternity? HG: Great social environment. I thought that we had, as any organization you end up with some cliques and I had three or four fellows that I chummed closely with and carried on to this day until both of them have now deceased. We had a life-long bonding there so the fraternity life to me was probably my sole social environment on the campus other than some of the things I did with the intramural sports and whatnot. I really was sorry to see the fraternities go but I understood the reason for it and, of course, I was long out of the school at that time anyway 5 so I didn't react one way or the other. It was just a little bit of self-disappointment in the whole thing. I've kept my affiliation with Lambda Chi Alpha for over the years. I still am a donor to the fraternity. I've had representatives from Indiana come up and visit me at the house here asking me for more money. The Lambda Chi, at the time, had sort of reputation of being an academically-oriented fraternity and scholarly environment. Probably didn't pan out as scholarly as I had thought it would but I think the fraternity still holds to that sort of criteria. They like to have their fraternities be scholastically oriented, not just a place to go and drink beer or mess around with the ladies, you know. JC: Right. HG: So, yeah. I heard there might rumors that the fraternities with the civilian population at Norwich might come back. JC: Really? HG: Yeah. I heard a rumor about that but just a rumor. I'm sure that it'd be a hard sell to get them back on campus. JC: Yeah. I know Theta Chi would like to be back. HG: Theta Chi was the Alpha Chapter so, and Lambda Chi, we were the Zeta Chapter, the Zeta Chapter of Lambda Chi so we were not new in the world of fraternities as Theta Chi was. JC: What intramural sports did you play? HG: I got involved in softball, a little bit of tag football and basketball. As I recall, I managed, I guess you'd say, our company basketball team for a while, not that I was any expert in the sport itself but I knew enough about it to try to get the boys organized and spur them on at the games with the other companies. I was in Company B, I think, most of the time. We did okay but it gave you something to do as well as sit in your room and study, that sort of thing. Then, I was on the rifle team for a while. JC: Oh. Okay. HG: When I discovered that my scores were not counted because they have a system of counting only the top five or six scorers and I was always one or two below. I figured I never was good enough. I shot for the team and I gave it up. Tom Atwood, a classmate of mine, was an Olympic sharp shooter so he's – JC: Oh. Really? 6 HG: Oh, yeah. Tom was on the team and he spent a lot of time during his days in the military doing just that, representing the United States on the Olympic rifle team. Tom and I keep in touch to this day. JC: Okay. HG: Yep. JC: He would be a good one to interview. HG: Yeah. Tom is down in Florida in the winter and out in the Chicago area, I think, in the summer. JC: Okay. HG: They know, the school, where he's located. So, if you want to hook up with him, it'd be nice to get him because he was a cadet colonel too, I believe. JC: Oh. Okay. HG: I think Tom was. I know he was high rank in our corp. Getting old here. I forget some of the facts. JC: I understand. Besides intramural sports, what other activities did you participate in? HG: Oh. Let's see. University activities, you mean? JC: Mm hmm. HG: I don't think I, I didn't get involved in any of the other, oh, the IEEE, they had a professional chapter, student chapter. I was involved in that and became an officer in it. Of course, there weren't too many electrical engineers but we did have some younger grads, classmates coming in to it. We did field trips for that. And I was involved with the administration of it, so to speak. But that was probably it, the IEEE. JC: What does IEEE stand for? HG: Institute of Electrical and Electronic Engineers. JC: Oh. Okay. HG: Yeah. It's still an ongoing organization. I still belong to them. I'm a life member in that organization now, because of my age primarily and being a member for so many years. But yeah, it was a good organization. 7 JC: What'd you do to relax when you were at Norwich? HG: Sleep! (Laughs.) We would go to the movies. Go to Montpelier. Perhaps go out to eat in Barre maybe once a week. One of the difficulties of my being a student at Norwich was I didn't have any money and I didn't have a car. So, I was dependent upon a very tight budget and it didn't loosen up at all until I became a junior and senior where we were getting the ROTC ninety cents a day supplement, twenty-seven dollars a month. That helped a lot for spending money. My mother used to say, "The only time you call home, Harold, is when you want money. We don't have any to give you." So, I used to spread my money pretty thinly. So, I didn't do a lot of relaxing that cost anything. There is an incident. One time, Garry Moushegian, Al Gardner, my buddy, the electrical engineer, and I decided to go horseback riding and thought that'd be nice Saturday afternoon entertainment. So, we went out and, funny thing, we rented the horses and got saddled up, got on the horses, and started our trip. Well, none of us knew how to ride a horse. None of us had been on a horse before. The horses turned around and went back to the barn. Garry's a tall guy. Well, the barn door was so low, he got scraped off the saddle. Laughs. Finally, we get them back outside and get them on the way. We did our tour and we're coming back home and, of course, the horses wanted to get back in the barn again. So, they started trotted along and we're bumping along behind them in the saddles and so forth. We got back to Norwich and Garry came over to my room. He says, "Look at what happened!" It wore holes in his underwear! Laughs. So, we had some laughs, you know. Different things like that happened. That's the biggest recollection I can of the things that we did. We had fraternity parties. We had to get involved in that, preparing for them and that kind of thing was an activity that I did as extracurricular. JC: Did you do anything else for entertainment other than what you mentioned? HG: Not that I can think of. I wasn't in any outside of the school activities. I did join the Masonic Order when I was a senior. I joined that and that involves some off-campus activity. I got involved in the Northfield Church. Even as a freshman, I would walk down to church. So, I got involved in church activities. And to this day, I support the Christian Fellowship Organization financially on campus each year to help them along so they can have programs that they want to put on. They have a little bit of money to work with. JC: Right. HG: So, yeah, that sort of thing I got involved in. JC: Okay. Do you remember any particular songs from when you were at Norwich? HG: Well, there's "Norwich Forever," of course, the school song. There used to be a song we used to sing, "On the steps of Jackman, crying like hell! There's a 8 newborn baby. La da da." Laughs. That song we used to sing. The other words they escape me and they don't escape me. They better escape me. They were choice words. JC: I understand. I know the words too. HG: Do you know the words!? Laughs. No. That's about all I remember. JC: I've got it in an oral history, "The Indecipherable Song." HG: Have you really? JC: Mm hmm. HG: I'll have to read that because I'd like to find out what the rest of the song is. It's something like, "A bastard's son of old NU." Awful song. JC: Yeah. It's an awful song. Any other songs? HG: I don't think so. Not that I can remember. JC: Who were the instructors who were most influential during your time there? HG: Well, the electrical department certainly was. Professor Marsh and Professor Maxfield and Professor Spencer, those three. There's an F.A. Spencer award in electrical engineering on campus, I believe. And I have contributed financially to that several times. I don't necessarily do it every year. Those gentleman were very influential. They were almost like tutors to Al and I. We'd be in class. It was just the two of us. You got to know the people and they got to know us. That was a very unique college relationship, I think, that we had. JC: Mm hmm. What was your favorite class? HG: My favorite class? I don't know what that would have been. I know my most unfavorable class was. JC: What was that? HG: Thermodynamics! I flunked that one. I had to take that as a, in order to graduate, I had to pass that course my final semester. So, I was taking an overload. I like Public Speaking. That was an interesting class. I did that the freshman year. I recall we all had to give a talk and I think the fellow's name was Fisk that was the professor. After I got through, I was critiqued, of course, by the student population, including classmates and they criticized me for having my Boston accent. Fortunately, for me, Professor Fisk was from Braintree, I believe. He says, "Mr. Gilmore is going to be fine with his language. I understood him perfectly." 9 Laughs. So, that was a favorable thing out of that class. I remember that so I'd call it a favorite class. I enjoyed it. JC: What do you remember about being a rook? HG: The harassment. A lot of harassment and the fact that we had these duties to perform like opening of windows and preparing the latrines and shining upperclassmen's brass and shoes and that sort of thing. As a person unfamiliar with that, having been the oldest in a family of four, and the only male in that family, I was fairly independent and having to be subjugated to these requirements was demanding in terms of my having to conform to the practices that were being expected of me. That was the worst part that I knew of. Probably another thing would be being out where I was without an automobile. I grew up, as I say, in Whitinsville where I lived out of town about three miles. So, I was used to being in a remote area but I could drive. My folks had a car they would let me use and I could get into town fairly easily and, once there, there was always other transportation you could get as well. At Northfield, there was just absolutely nothing and the closest town was Montpelier, twelve miles away. And also, getting back and forth to school, my folks did not have the resources, the time, or the ability to bring me back and forth to school. There were no commercial transportation convenient. The only way I could get back would be to get a ride from somebody else. And so, that was always at the top of your mind. When you come home, how am I going to get to school? How was I going to get to summer camp, which was down in Georgia? I had no car. I didn't have an automobile until I had started, after graduation, when I started working for Westinghouse, without a car. I had to save up enough money for a down payment to buy one. So, my first few months at work were devoted to saving as much money as I received from my Westinghouse pay to build up enough money to make a down payment on a car, which I finally did. I bought a used car in Whitinsville. I remember it cost $1350. It was a 1949 two-door Ford sedan. I ended up taking it to Japan with me and selling it off over there. Didn't bring it back. Yeah. So, those were the hard parts of school at Norwich. You know, I can recall when I'd get back from Norwich from a vacation, it be in the evening, you'd see the lights up on the hill and I would breathe a sigh of relief, "I'm back home and I'll be safe here when I get home." It ended up sort of like a security blanket. The school prepared me for, it gave me the keys to success. I'm forever pleased and blessed that I ended up going and staying at Norwich actually. It's created a great deal of enjoyment for me over my life. I've had a great post-graduate career and one of the things it taught me was perseverance, life-long education. I wasn't necessarily a brilliant scholar but I ended up getting three master's degrees and a Ph.D. post-Norwich experience and I think Norwich had to have something to do with that motivation to do that. JC: What are your master's degrees in? 10 HG: I have a master's degree, an M.B.A., and I have a master of science and a master of arts, one in human resources and one in labor relations. JC: Okay and where are they from? HG: One is from Shippensburg and one is from Loretto. That's awful. Can you give me a minute? JC: Yes. HG: I have a B.S.E.E. from Norwich, and M.B.A., a Ph.D. from Syracuse, a master's degree from St. Francis College, and a master's degree from Shippensburg University. JC: Okay. HG: The most important degrees for me, of course, was the B.S. in E.E. and the M.B.A. Ph.D. from Syracuse because those influenced what I did with my life more importantly. The other two degrees were done because of what I felt I needed to be effective in the classroom that I subsequently taught and administered the programs in at both Penn State and at UMASS Dartmouth. JC: Oh. Okay. Let's see. What was your favorite part of Norwich? HG: Favorite what? Part? JC: Part. HG: Part of Norwich? JC: Mm hmm. HG: What do you mean by part? JC: What did you like most about it? HG: Well, I would like the day I graduated was the most favorite part for me. I had my entire family there, extended family. We rented a whole motel. I was the keystone person that ever graduated in Johnson and Gilmore family. As I mentioned, the size is extensive and I remember quite a few relatives to follow, cousins and so forth. That was an occasion that I really, it was a success for me because I went there thinking, "I've got to graduate. I cannot fail." And I hadn't even though that last semester I had to take that extra course to make it through. I did it. And then the fact that it prepared me. I left the place with a job. I had a commission. I got a deferment for ten months so I could go to work for Westinghouse and get some industrial experience before I went in the military. Stayed in the military for my, 11 well I went in for two years but I extended because I got special weapons training with atomic weapons and I was there for close to three years total. Could have stayed longer. I was asked to stay longer but for family purposes I, stayed in the Reserve though. I retired from the military and I made it well up to the rank of colonel which I felt was something I never expected either and I think Norwich prepared me for that sort of experience, knowing how to behave and accept responsibility and perform the duties that I was required up to a successful level, satisfactory level. So, the best day at Norwich was indeed the day I graduated because it marked a major milestone in my life. Just as the first day I went there marked a major milestone. JC: What was the most important thing that Norwich taught you? HG: I think to be respectful of others and to take life-long learning seriously and to be persevering in what you're trying to accomplish. Norwich's motto is "I Will Try." So, any opportunity that came along for me, I seized upon. I was outwardly looking, several Fulbrights, quite a bit of overseas experience, along with my family, and I think Norwich prepared me for that by having an overseas assignment that was one of my first, the only one I had as a lieutenant was in Japan. And I got to like other cultures and so forth. I pursued that in Africa, Europe, and other places. As a matter of fact, I was contemplating a trip to China this year. JC: Oh. Really? HG: Yeah. I think I may go to China. I got the quotation and everything. One of the things I have to clarify is that both my wife and I's status health-wise to make sure that we're fit to go. I think we both will be allowed to do that from a medical perspective. The only thing remaining is making the commitment. JC: Mm hmm. HG: So, yeah. We're looking forward to that. We've gone on a number of cruises in the meantime to Alaska, the Mediterranean, the Caribbean, Alaska. So, we engaged travel, so I think the military and the Norwich environment has cultivated that sort of orientation to our lifestyle. JC: You mentioned "I Will Try." What did it mean to you as a student? HG: What did it mean to me when? JC: As a student. HG: As a student? Probably not much. I don't think you really appreciate that. I appreciate it more now that I've graduated and look back on things. I think, one of the things, it's not "I Will Try" so much but "I Will Stick to It!" 12 JC: Mm hmm. HG: I will not quit! I was amazed at the number of freshman, matriculated freshman that left Norwich the day they had to get a short haircut. JC: Mm hmm. HG: I, fortunately, grew up every summer having my head sheared off with what we used to call a Harvard clip. So, it didn't bother me to have to have it cut another eighth of an inch off. But these fellows that came up with the golden curls that had to get sheared said no and left. I wasn't going to give up. If Norwich's moral had been "I Won't Give Up," it would have been more appropriate than "I Will Try" in my case. "I Will Not Give Up." JC: What does Partridge's idea of a citizen soldier mean to you? HG: Well, it means to me that I'd like to see conscription come back. That's how much meaning it has to me. I think everyone should have a requirement to do some public service of some sort, not necessarily military but some kind of public service to build a concept of patriotism and to embed the value systems that our country stands for in their lives, personal lives. And so, the citizen soldier concept, I thought that Partridge had was just that. A person has a responsibility for his country, his family, and the two can coexist. JC: Mm hmm. HG: So, that's what that means to me, to be part of the process as an individual. JC: Mm hmm. Do you remember any funny stories from when you were at Norwich? HG: I'm sure Fred told you a funny story, the time I came up and down on the dumbwaiter at his surprise. He wondered, "Where was Harry?" And I said, "Here I am!" And I was inside the dumbwaiter cage! Laughs. That was a comedy. The other thing was the, not so much of a story but incident, was the time I repeated earlier about the horseback riding incident. That was a humorous event. I don't recall any other thing comes to mind at the moment. I'm sure there probably were numerous other events that happened that created some humor but I don't recall any right now. JC: So, what did you do after graduation? I know you went to work at Westinghouse. HG: Yeah. I went to work for Westinghouse immediately upon graduation. Had a job before I graduated. And then, I took a deferment from, Westinghouse gave me a deferment for about ten months because I did have the two-year obligation as a commissioned officer. So, then I went in the military and got asked if I were 13 interested in taking a special weapons training. That's the atomic weapons training. I got a Q clearance and so forth. And I went to Sandia Base. While there, a unit, 261st ordinance detachment was formed. I became the first commanding officer for, until such time as the captain showed up to take over the reins. I was in individual training. Didn't finish that. Went in to unit training, the 261st trained with the 5th field artillery battalion for deployment to Japan which, incidentally, at that time was against the peace treaty that we had signed with Japan. We're not supposed to bring any new armament into the country but we did. We brought in nuclear weapons. We used to have a little difficulty, the artillery did, going out to the range and firing it off. I went there and did some field exercises in Iwo Jima in Okinawa. While there, got to talking to a gentleman at KU Ammunition Depot Bar one evening and he was leaving for Syracuse University for the comptrollers' program there. And he says, "Harold, you ought to think about getting your M.B.A." And I said, "Well, what's that?" He says, "It's a master's degree in business administration. It's a great topping off of your electrical engineering degree and it's highly sought after people." Now, this was back in 1957, '57, '58. So, I put in for an early release. It was like eight months early. They weren't going to let me go until I got some congressional involvement by Saltonstall and he facilitated my departure from the military. I didn't give up my commission. I just went in the Reserve. And so, I went to Syracuse at that time. Got my master's degree. Went back to work for Westinghouse. Worked for AVCO in the reentry vehicle business, the Apollo program. And from there, I decided to go on to Syracuse. I got a three-year fellowship for a Ph.D. program in organizational behavior and operations management. So, I took that, went there, gave up my work, sold my home, took my family to Syracuse. Again, very, in retrospect, very risky situation. A lot of people start out looking for a Ph.D. and they never get it. I was told when I arrived, I had a very good advisor, a fellow who I had as an M.B.A. faculty member, Dr. Seimer. He said, "Harold, you do not leave this campus without that Ph.D. because you'll never get it if you do." So, I says, "All right, Dr. Seimer. I will not leave." So, I stayed there and I got the doctorate and left them. In my first job, I was planning to go back to work for AVCO because I was in a research and development division where higher degree were, of course, very prominent. JC: Mm hmm. HG: Well, and they had said, "Well, maybe there might be an opening for you when you get through." Well, three years is a long time and everybody changed chairs there. There didn't seem to be anything open for me so I took a job with the University of North Dakota at Minot Air Force Base in the Air Force Institute of Technology program. The AFIT program. We transferred their master of engineering degree to an M.B.A. degree while I was there and I was there for a couple of years. And from there, I transferred to Penn State University and I was at the Middletown campus. My office overlooked Three Mile Island. I was there for sixteen years, I believe. I did teach up at State College one semester. Then, for family reasons, I left Penn State. I was tenured and everything but I left Penn 14 State and came to UMASS Dartmouth here for family reasons, health reasons. And I did ten years over here. At that point in time, I retired from UMASS but, in the meantime, had picked up some work for the University of South Pacific at Fiji. So, I worked off and on during a five-year period in the year 2000 over there. JC: Okay. HG: Currently, I am volunteering at the National Graduate School of Quality Management here in Falmouth, which is an online type program. I am the director of the alumni program, which they've never had before. So, it's an experiment and it may be a futile activity but I'm giving it the best go I can give it as a Norwich guy. I'm not alumni but I'm their director. I'm modelling it after the Norwich Alumni Association. As a matter of fact, I used Norwich's bylaws in modifying to try to make them fit this school's program. So, that's where I am to this moment and I don't know how much longer that'll last. I've been doing it for a couple years now and probably give it another, 2017 may be my last year of doing that. Depends upon what my success is this year. JC: Well, you've had a lot of schooling. How did your training at Norwich prepare you for life, specifically? HG: Very well. Very well. In retrospect, I wouldn't have it any other way. It taught me to roll with the punches. You can't have everything your way all the time. To get along, you've got to go along and cooperate and you graduate. I think, probably, the teamwork idea was imbedded, not so much in a pointed way but in an overall way of existing and finishing up your, what you started. We had to work with other people. I started out as an individual and I think I came out as a person who understood that to get along in this world, you're going to have to work with other people and depend upon other people. Now, I probably, even to this day, I'm a volunteer and I know that I have, I have no resources. I have no budget. I don't have even office space, so to speak, except out of the house. Working with some adult people over here and I know that I depend upon them for everything I get done and I acknowledge that very, very fully to the best extent I can. Because I know that their cooperation, my success depends upon them. Without them, I'll die on the vine. I think Norwich has taught me that concept. Oh! I think I didn't mention to you. You probably were aware of this. I created, for the bicentennial, a puzzle. JC: Yes! You did. HG: You're aware of that? So, I put that together. JC: Mm hmm. 15 HG: And, you know, the thing is, the way that transpired, nobody seemed to want me to do it. Sometimes, that rubs me the wrong way. So, I says, "I don't care if you don't want me to do it. I'm going to do it anyway!" JC: Yeah. HG: So, I did it and quite amazed at how it turned out! There's a gentleman next door who's a graphic artist and he's good on the computer. That's what he does for a living. I got the university photographer, they let me access the photographs. I picked and chose some photographs, brought them over to Sean. I said, "Sean, what can you do for me?" He says, "Let me see those." So, we looked. He says, "I'll have something for you tomorrow." He brought over the thing. "What do you think of that?" Well, we made some adjustments and so forth. My wife has a friend who does puzzles and she brought over to our house a wooden puzzle that she had bought for the Lilly family, the big drug people here in Falmouth, a lot of property and donor, a very big benefactor. I said, "Maybe we could have a wooden puzzle for what I've created for Norwich." So, I contacted a guy in Connecticut and he says, "Yeah. If you're willing to pay the price, I can make that for you. No problem." So, I says, "Okay. Let's go with that." I've even gone down there and I've even worked the puzzle thing myself. My wife and I watched him make, it's an example of his work. Got that done. Made a contact overseas. Got somebody to stamp out those puzzles. I bought four dozen of them. Gave them to the school and said, "Use them at will." Then, I gave Sullivan, no, I gave Schneider a wooden one and I think he turned it over to the, the wooden one I gave him because I didn't want it. What was it going to do with me? So, I gave to him and he put it in the museum, I think. JC: It's at the museum. HG: It was a labor of love. That's all. I just did it because I didn't find the support that I thought I might have gotten from the bicentennial committee but they had bigger items on their agenda. This was not going to fit into the program, I guess. And then, I was involved, at one time, with a committee on postage stamps and I had done a lot of work and I was really disappointed. I got mixed messages from U.S. Postal Service as to whether the images that I submitted weren't, "They're fine. We're going to submit them for postmaster consideration." Then, I get a message from somebody else on the committee saying, "No. We're not." And you can't reach anybody on that committee because they're, you just don't have any contact information for them except maybe names. But now I understand that they did release, or rerelease of the Alden Partridge stamp for the ROTC commemorative. They said that now Schneider's got himself behind the request for a Norwich postcard set which is what they usually do. I think if they don't do something for Norwich for the bicentennial, there's got to be something wrong in Washington. I hope they follow through. I sort of dropped out of the picture because it's now gone beyond my involvement. But I filed all the paperwork and everything else necessary for that. Hopefully, we'll see something come to pass. 16 JC: Hopefully so. HG: Yeah. I was told that one the things, they said, "Well, you've got to get the postmaster in Northfield involved. And I said, "Well, I'm not in a position to do that. You're right there in town." The bicentennial committee itself could just go to the postmaster and say, "We want to issue the stamp." And if he supports it, I guess, or postcards, they don't, the stamps are a little more dicey to get through. But the postcards are pretty easy to do, I guess. So, maybe, we'll see what happens. I don't know. I've lost touch with that group. The last I heard was that they upgraded the applications or something by getting Schneider's support and some other people supporting it too. That'll be good. JC: Yeah. Hopefully, that'll work out. HG: Yeah. JC: Well, that's about your involvement with Norwich. HG: Mm hmm. JC: How do you think your professional life would have been different had you not been a Norwich graduate? HG: Oh, dear. Tremendously different because Norwich set me on a military career. It set me up for a military lifestyle, in a way, although I didn't go there with that idea at all nor did I graduate with that but it just sort of grew on you. I can recall, being a reservist, I would say, "Well, maybe I'll just stop going. I'll just give up." One year led to another year and before I knew it I had thirty years and six months and I was boarded out. I got considered for general officer and I didn't make it. I understood why. My competitor, I knew who that person was and a lot of stuff on his chest that I, ribbons on his chest that I didn't have and I figured he was more entitled to it or earned it more than I did. He had combat time. I didn't have any combat time at all. I was in a war zone, Korean War, but that was over practically. So, I think Norwich set me up for that whole aspect of my life. The academic part of it came about, my industrial area was focused on my engineering experience and math and science and so forth. And then, my academic life, all the way from doing some consulting work and so forth and having the idea of a continuous learning environment. I just kept on going to school, both militarily and civilian-wise. I took many, many a correspondence program. I went to Fort Leavenworth to the Command and General Staff School. I taught Command and General Staff School. I taught at the Army War College in Carlisle, both as a military faculty member and as an academic Penn State, because we had a program with them. JC: Right. 17 HG: You know, I'm amazed at the kinds of things I got involved in and I attribute it all to Norwich. If I had gone to URI like I wanted to heavens knows what I would have become, if I ever graduated. Or if I'd gone on to Georgia Tech, I might have failed out! Who knows? Norwich kept me going. I did hit the dean's list a couple times while at Norwich but I was no stellar student. Sullivan and I share one common thread. We both were privates for four years. JC: Yep. HG: And, you know, I'm not proud of that but we survived. He did very well militarily, obviously. Much better than I did! He got, what, four stars. I got the eagle but, nevertheless, I think that Norwich did us both very well. JC: I think so too. Has being a Norwich graduate opened doors for you that might not have been opened otherwise? HG: I thought, militarily, yes. Yeah. I can clearly recall early on in my career, when I was living up in North Andover. I was in the Reserve unit in Boston. The fellow that was in command of that unit, he loved Norwich guys. So, I got signed to his unit. Having somebody who was favorably disposed to where you're from certainly is helpful in the image that you are going to create if you live up to the person's perception of the school. JC: Right. HG: And I did very well. So, I think that opened me up for captain and major level of consideration. From then on, it was, an interesting little thing was when I worked for Penn State, I had a student by the name of Emmett Page. He was one of the Army War College students that were taking the master's program at Penn State. I was a faculty member, teaching him a course and I was over at the graduate program over there, teaching in their program, the military. Came time for me to have an assignment, as a colonel. Guess who I ended up being assigned to? JC: Emmett Page? HG: General Page. Laughs. He was in charge of the electronic research and development command in Adelphi, Maryland. I was his assistant. JC: Oh. Wow. HG: So, I got an assistant commander position with him as a colonel. I'd go down there and he'd say, "Harold," because I was in quality, he says, "I got some contracts out there. I want you to go to these contractors and see what they're doing and jack them up if they need jacking up." Laughs.) I had a great relationship with Emmett. I followed up with him a little bit afterwards. He was 18 my former student, was now my boss. I was grading him and now he was grading me! It's a small world. JC: Yes. It is! HG: Another interesting situation too was, we're in Japan, my wife and I together, concurrent travel. We'd had a major social event in Tokyo. I don't know what level it was, battalion, it wasn't a battalion party. It had to be higher up than that, maybe a Sullivan Theater type thing. Anyway, we went to it and who do we run in to? Colonel Burkle. Burkle was on campus at the time and his greeting to me and my wife when we got together, "Lieutenant Gilmore, your brass is shiny." Laughs. I says, "You can thank Mrs. Gilmore for that." See, most of my fun happened after I got out of Norwich. Yeah, Colonel Burkle. I think he was a colonel at the time. "Your brass is shiny." I said, "Yep. Thank Mrs. Gilmore for that." Oh, dear. I could go on and on and on, I guess. Been a long time. JC: Mm hmm. Do you think Norwich graduates have a special bond that other people don't? HG: Oh! Definitely! Definitely! Oh, yes. I see it in my children who graduated from Penn State. There's nothing like, these online programs, there's no bonding at all! JC: Right. HG: It's like dealing with particles in the air, dust particles, but Norwich, that experience there puts you into close proximity with other people. It served me so well. Al Gardner, I talked with on the phone all the time. Up until Garry Moushegian's demise, he died up in Norwood, MA, with him all the time. Fred Maier, Jack Gillis passed away. My roommate, Bartlett, Jack Gillis, Garry Mousehegian, they all died within a matter of months of each other. I lost all my, so now there's just Fred left and Al Gardner. So, I've got two very close friends. Other people I know but not quite as, as I said, we socially went everywhere with each other, cruises and all that stuff, you know. Families knew each other. Kids knew each other and stuff of that nature. So, yes. Norwich does create a separate, a special relationship, I think, amongst us graduates. JC: Mm hmm. Um, let me see. We've already answered that question. HG: Mm hmm. JC: Um, you've just answered that question. What advice would you give a rook about how to survive and thrive at Norwich? HG: Go with the flow. Join the program full heartedly. Don't fight it. Join it. And see what you can do to excel in it. 19 JC: Mm hmm. HG: I probably chose, I wouldn't say the opposite path but I resisted. I resisted the program and suffered for it, without getting any rank and you don't get ahead in the world that way. You're going to participate in the program and probably if you can't do that full heartedly, you might do better elsewhere. It's not a place for everybody, the military part of it anyway, the Corp. Now that Norwich has a civilian component, you know, Norwich is a nice school and it's a nice environment and Vermont's a pleasant place to enjoy the winter months and so forth. Can't complain about the environment. If you like a rural environment, it's fine. And I grew up in a rural environment so I didn't really rail at that sort of thing. Although, I sent my granddaughter up there for a campus visit and she came back, "Gramp, the place is not for me." She says, "I'm going to be a minority." I said, "What do you mean?" She says, "Well, I'm not going to join the Corp. I'm going to be a civilian. Right now, I detect that they're a minority up there." JC: Mm hmm. HG: I says, "Well, it's a wise maneuver not to go there. You've got to be happy where you are to do the best you can do." My advice to a rook is you've got to decide whether you're going to be happy in this environment or not. If you are, you'll do well. If not, you're not going to do as well. You might get through, but you won't be the success that you could be maybe someplace else. I have two grandsons. I've got three grandsons but two older ones. I tried to talk them into going to Norwich. Mother was not military-oriented and things were not so, we were at war. We've been at war for so long they don't know what it's like to be without it but she didn't think that was the thing to do. I do have a grandson here locally but he's going to Mass Maritime Academy. JC: Oh. Okay. HG: So, he's quasi-military, in a way. I think that he'll finish that program up in two or three years. He didn't want to go to Norwich either. I don't know why. I don't think he gave it a chance, because he likes to ski. He's an outdoors boy. He would do well. He's got the military bearing and so forth, but he chose the Maritime as a place to go. He did hear that employment opportunities were greatest at Mass Maritime and they are. You graduate from that place, you get a job. JC: Mm hmm. HG: If you've got anything going for you at all. Norwich used to be able to say, "You're going to get a commission." But that's not true anymore either. JC: No. It's not. 20 HG: The place is not going to sell itself with providing a vocation after you're through. Where this place practically does. So, he was encouraged to go. It's local and so forth. JC: Yeah. So, you didn't have any relatives that attended Norwich? HG: Hmm? JC: You didn't have any relatives that attended Norwich? HG: No. I didn't. I don't have anybody that went to Norwich. No. None of them. JC: Well, is there anything else? HG: No. By golly, we've had quite an enjoyable interview. I've had some fun talking to you. I can't think of much more. JC: Well, I thank you very much. HG: I enjoyed it. Thank you, too. End of recording.

When looking at the literature surrounding the Iran Hostage Crisis, many scholars focus solely on the events that occurred in Iran leading up to the embassy being taken. This focus tends to paint Iranians as the "bad guys" in all situations. However, there was a large population of Iranian students in the US at the time, and these students had a completely different experience than those often remembered from the nightly news. Few scholars have set out to demonstrate the lives of those Iranian students, but those who have often describe the controversy that surrounded them. Scholars recognize how Iranian students in the US faced discrimination and how the US government was looking to deport them. These scholars tend to look at the lives of students who had it the worst, assuming all Iranian students' lives were atrocious in the US. They do not take into account those who were still welcomed at their universities throughout the crisis, as students disregarded diplomatic tensions and looked at the humans they spent their days with instead. By looking at more universities and more student experiences, a broader picture can be understood about the lives of Iranian students in the US during the crisis. ; Winner of the 2020 Friends of the Kreitzberg Library Award for Outstanding Research in the University Archives category. ; A Diplomatic Fiasco: How Iranian Students in the US were Affected Throughout the Iran Hostage Crisis Faith Privett Professor Boonshoft HI 249 Historical Methods 0800 5 December 2019 3979 Words 2 Not long after Ronald Reagan's inauguration as President of the United States on January 20th, 1981, former President Jimmy Carter was meeting the hostages he tried so desperately to release for 444 days. One of the bleakest moments of United States foreign policy history is the Iranian Hostage Crisis, which lasted from November 4th, 1979 to Reagan's inauguration day. In total, 66 people were taken hostage initially, but 52 were held for the full 444 days. America and the rest of the world watched as the days in captivity kept getting longer and longer, and their hopes conversely dropped. However, those accounts rarely showed the perspectives of the thousands of Iranian students in the US who suffered discrimination, harassment, and questioning throughout the crisis. They were seen as the enemy in a country that is supposed to be the "Land of the Free" and the "Great American Melting Pot." Nevertheless, this was not the case for all students; some were accepted with open arms throughout the crisis, as all so desperately sought world peace. Some students who did not necessarily feel the general American abhorrence were those who attended Norwich University, a private military college in central Vermont. Even though the rest of the country had conflicting views towards Iranian students in the US during the late 1970s, the Iranian Imperial Navy students at Norwich University were welcomed and well respected because of the well-developed program, the shared military experience and respect for authority, and the outward-looking ideals taught by the university, despite the tensions between the US and Iranian governments at the time. When looking at the literature surrounding the Iran Hostage Crisis, many scholars focus solely on the events that occurred in Iran leading up to the embassy being taken. This focus tends to paint Iranians as the "bad guys" in all situations.1 However, there was a large population of Iranian students in the US at the time, and these students had a completely different experience 1 Scott, "Bound for Glory." 3 than those often remembered from the nightly news. Few scholars have set out to demonstrate the lives of those Iranian students, but those who have often describe the controversy that surrounded them.2 Scholars recognize how Iranian students in the US faced discrimination and how the US government was looking to deport them. These scholars tend to look at the lives of students who had it the worst, assuming all Iranian students' lives were atrocious in the US.3 They do not take into account those who were still welcomed at their universities throughout the crisis, as students disregarded diplomatic tensions and looked at the humans they spent their days with instead. By looking at more universities and more student experiences, a broader picture can be understood about the lives of Iranian students in the US during the crisis. The US and Iran have a tumultuous diplomatic relationship that continues to this day, or better put does not continue to this day. The US had an interest in Iran during World War II and later into the start of the Cold War due to the fear of communism spreading and the fact that Iran had copious amounts of oil. In 1953, this came to a head when the leader of Iran, Mohammed Mossadegh, showed some "communist" tendencies that did not support US and British interests. The two countries staged a coup that removed Mossadegh and placed the previous ruler, Muhammed Reza Shah, back into power. This jumpstarted US involvement in Iran through diplomatic means that continued until the overthrow of the Shah in 1979. According to research by Dr. David Patrick Houghton, this involvement consequently may have led to the interest of the revolutionaries to take the hostages in 1979, as they saw the US as a threat to their sovereignty once again.4 2 Shannon, "American-Iranian Alliances." 3 Teague, "Hostages of the Crisis." 4 Houghton, US Foreign Policy and the Iran Hostage Crisis, 58-59. 4 Iranians may also have related the actions of the Shah to US involvement because the US supported him despite his authoritarian tendencies. Dr. Matthew Shannon notes the injustices that took place under the Shah in numerous works. When the Shah came into power, he instilled policies that led to "rapid socioeconomic modernization," but the process in which he did it brings about questions of civil rights and democracy.5 The modernization process that took place in Iran, known as the White Revolution, made the country incredibly western by allowing capitalist practices in land and factory holdings and giving women the right to vote, among other things.6 However, the vote that supposedly put these acts into power was not necessarily ratified by the legislative body of Iran at the time, although the Shah made it look as such.7 By taking away democratic practices such as these, the Shah furthered his cause of becoming an authoritarian ruler without opposition. Along with taking away democratic practices, the Shah also limited expression in Iran, especially for those that may have come out against his reign. Much of this was enforced by SAVAK, or the National Intelligence and Security Organization, who was known for repressing any anti-government sentiments, especially anti-Shah sentiments. Starting in the 1950s, SAVAK was trained in the US by government officials, and their only oversight and command came from the Shah, meaning they did whatever they were told to do by him directly.8 News came out in the 1970s that SAVAK was using torture to suppress anti-government acts within Iran. Military tribunals, which were open to the public for a time, were moved behind closed doors for over a year by the Shah after a defendant showed scars during a tribunal they had obtained from torture by SAVAK.9 These human rights abuses and the fact that 5 Shannon, "American-Iranian Alliances," 662. 6 Shannon, "American-Iranian Alliances," 675. 7 Shannon, Losing Hearts and Minds, 63. 8 Shannon, Losing Hearts and Minds, 25-27. 9 Shannon, "American-Iranian Alliances," 681. 5 SAVAK could be anywhere instilled fear in the hearts of Iranians both at home and abroad, which helped the Shah uphold his authoritarian regime. Besides support for the Shah by the US, Shannon also focuses on how US involvement in Iran from 1953 to 1979 focused highly on education, as many of those who worked in the Iranian government in the early days of the Shah were educated at American universities. The exchange rate of students from Iran to the US to study in college was greater than any other country at the time, with over 50,000 Iranian students enrolled in US universities in the 1979-1980 school year, and in the years following, post-secondary education in Iran was oftentimes structured after American universities.10 The cooperation between the US and Iran regarding education before the Shah's removal helped to modernize the country, which was seen differently by each party involved. Luckily for historians, many of the documents from the era are still preserved in university archives, including those at Norwich University, where upwards of 134 Iranian students were attending in the spring of 1979.11 Numerous student newspaper articles, administrative files, and oral histories tell the stories of Iranian students at Norwich from 1976 to 1980. The President Loring Hart files describe the administrative set up of the program, which was modeled after the program at the Virginia Military Institute (VMI), where Iranian students had been attending for a few years before the program starting at Norwich. Deputy Commander LTC Paul Lafond went down to VMI to review their program in early May 1976, and he detailed a report that helped to eventually flesh out Norwich's Iranian student program. Some of the recommendations Lafond had were that Iranian students should room with American students, not with other Iranian students, because this would help them adapt to American life and learn 10 Hamidreza, "A Follow-Up Study on U.S.-Trained Iranian Faculty Members," 1038-1039. 11 Hart, "The President's Corner," Norwich University Record. 6 English quicker.12 Because of the Corps of Cadets' lifestyle at both VMI and Norwich, other recommendations were made regarding how cadre, or student military leaders, should train the Iranian cadets, as their learning styles were not the same. Lafond recommended that Iranian students respond well to clear orders, but they do not always respond well to negativity or derogatory or vulgar language. They should also be told when something is wrong, as they are oftentimes eager to fix it, but they will not understand if it is not brought to their attention. Lastly, Lafond notes that English proficiency is the biggest issue on campus, and even though the students attended a summer program that focused on English, it was not enough.13 This information was taken into account when designing the Norwich program. The administration designed an eighteen-week summer program that prepared the first fifty Iranian students with classes mainly focused on English, Math, Physical Education, and Naval ROTC, before the start of the school year in August 1976.14 With each year that Iranian students were on campus, more and more were able to attend as they worked out some of the issues with the program, and it became better established. Early on, Iranian students on campus ran across a few issues in their daily lives that highlight some of the changes that Norwich went through from 1976 to 1980 to improve the program. In a Norwich Guidon article published in October 1976, American author Gerard Grimes interviewed "Recruit Mohammad Zerehi from Iran" about what life was like at Norwich and how students could better understand their international counterparts.15 Zerehi noted some of the issues he and his fellow Iranian students were having on campus included English proficiency, adapting to the climate, and the diet. Zerehi asks readers that they do not 12 Lafond to Hart, 7 May 1976. 13 Lafond to Hart, 7 May 1976. 14 "Iranian Students Come to Norwich" Norwich Guidon. 15 Grimes, "Iranian Students at Norwich" Norwich Guidon. 7 discriminate against the Iranian students on the issue of pork, which many chose not to eat, because it is a religious practice.16 Other accounts by Iranian students recognize the issue with pork as well, but that over time, both the students and the school were able to resolve these problems and continue growing.17 Because this was written so early on in the program, it is noticeable that eventually, American and Iranian students got used to each other's practices, which led to their friendship and respect for one another throughout the years. Vital to the descriptions of life at Norwich from 1976-1980 are the oral histories of Iranian cadets Arsalan Namdar and Benjamin Heydary. Both men described what training was like, how they got along with their classmates, struggles they had, and how they eventually had to leave. Namdar described Rook Week as a "Piece of cake" because they had already been through years of more intense training in the Iranian Imperial Navy (IIN).18 Namdar also noted the Iranians "goofed off" at the beginning of training, much to the chagrin of their American classmates. This behavior transitioned once tasks started getting more intense. Another issue they ran into was the fact that their cadre were often younger and more inexperienced than they were, which created difficulties when they would get yelled at and disciplined.19 Heydary described similar feelings towards younger authority figures, but that he often kept his head down and dealt with it due to his humble upbringing.20 Another issue that arose earlier in the Iranian student's time at Norwich was that they often had more money than their American classmates because they were still getting paid their full salaries while attending school. This created a bit of strife between students, as the Iranians were not afraid to spend their money on cars and stereos.21 16 Grimes, "Iranian Students at Norwich" Norwich Guidon. 17 Namdar, interview by Yahm, April 2, 2015, transcript. 18 Namdar, interview by Yahm, April 2, 2015, transcript. 19 Namdar, interview by Yahm, April 2, 2015, transcript. 20 Heydary, interview by Yahm, March 10, 2015, transcript. 21 Namdar, interview by Yahm, April 2, 2015, transcript. 8 Dr. Matthew Shannon also describes the Norwich Iranian Cadets in his book Losing Hearts and Minds. Without saying much, he recognizes that Norwich had one of the largest programs in the US training Iranian Naval officers and that it trained women as well, which was new in the era and especially in the Middle East. He also describes some of the programs at Maine Maritime Academy, The Citadel, the Virginia Military Institute, and the United States Naval Academy. In general, these programs were similar because they were building off of each other's programs; Iranian students studied engineering and business most often while receiving Naval ROTC training and improving their English.22 He finds that Iran sent their naval officers to US military schools because they wanted a standard education, which was difficult when they sent their cadets to numerous other countries to train as Iran did not have an officer training facility at the time. Also, Shannon notes that the US had an interest in training Iranian cadets because of the protection of oil assets in the Middle East.23 The Nixon Doctrine, which was President Nixon's plan to support conflicts in the Pacific through management and materials but not manpower, was also being upheld through the act of training and providing military aid.24 Iranian students throughout the rest of the country were not as lucky as those at Norwich, as protests against them often occurred on college campuses. Will Teague described some of the protests held on college campuses in the South throughout the entire hostage crisis, but mainly in 1979 as the news was fresh in the minds of Americans. Teague documents protests at Lamar University in Beaumont, Texas, the University of Tulsa, the University of North Carolina at Chapel Hill, the University of Arkansas at Fayetteville, and the University of Arkansas at Little Rock. These protests included gatherings of hundreds of students marching against Iranians, 22 Shannon, Losing Hearts and Minds, 105. 23 Shannon, Losing Hearts and Minds, 103. 24 Gannon. "25 July 1969: The Nixon Doctrine." https://www.nixonfoundation.org/2008/07/25-july-1969-the-nixon-doctrine/ [accessed 20 Nov 2019]. 9 burnings of flags and images of Ayatollah Khomeini, and derogatory and threatening signs all directed towards the Iranian students that were on these campuses.25 Newspapers were also an outlet for protest, as correspondence and letters to the editor called Iranian students, "savages, barbarians, bandits, and terrorists."26 However, Teague also notes that Iranian students were writing to newspapers as well, trying to show their side of the issue. Overall, they described their confusion about the event, just as much as American students were confused, but they wanted their fellow students to know the Shah was not whom they thought he was, and because they were not the ones who experienced his reign, they should not be quick to let him into the US.27 Besides the protests against Iranians on college campuses, Iranian students in the US themselves were protesting, for other reasons. The Iranian Student Association in the United States (ISAUS) was a student led-group with chapters around the country that organized protests and lobbied against the Shah's actions. Because they were in the US, they were able to use their freedom of speech rights to express their beliefs, where if they were in Iran, they most likely would not have been able to express their opinions for fear of getting imprisoned. Early on in the history of the ISAUS, their goals were to advocate for more democratic practices in Iran, including freedom of expression. They lobbied the Kennedy administration, specifically Robert Kennedy, to try and influence US foreign policy towards Iran and the Shah's regime.28 After news of SAVAK's torture started coming to the US from new students arriving, the ISAUS switched their tactics and started advocating for bringing to light the crimes against humanity that the Shah and SAVAK were committing. The ISAUS issued "On the Violation of Human Rights in Iran," which outlined the abuses under the Shah and called for the US to stop 25 Teague, "Hostages of the Crisis," 115-116. 26 Teague, "Hostages of the Crisis," 120. 27 Teague, "Hostages of the Crisis," 116-118. 28 Shannon, "American-Iranian Alliances," 672-674. 10 supporting him. They were able to get attention in newspapers around the world, but the US continued to support the Shah due to their prior commitments.29 Protests against the Shah continued throughout the US the entire time he was in power. However, both Namdar and Heydary describe what set Norwich Iranian cadets apart from the rest of the Iranian students in the US at the time. Namdar states, "In later years…Americans and Iranians really became friends based on the values…."30 He goes on to say, "I think Norwich taught me a lot in terms of quality and integrity…experiencing life, and trying hard, and just trying to work with others and be friendly."31 At first, things were difficult for the students because of the language barrier and the fact that the Iranian and American cultures were so different. As Namdar recognizes, through time, both the American and the Iranian cadets learned more about one another and grew to respect the fact that they were different, which improved how they worked together. One can hypothesize that this might have something to do with the military training that all students received at Norwich. The military encourages the fact that soldiers need to work together to produce the best outcome in the field, despite their differences at home, which allowed the Iranian and American cadets to look past their many differences and unite on common ground. President Loring Hart described the impact that the Iranian students had on the American students at Norwich as, "They have brought to all of us broader horizons, and a new awareness…. They have provided a current which has flowed through our campus and our town…, reminding us that our college and our community is indeed a part of the greater scene beyond us."32 This statement describes the worldly perspective that Iranian students brought to the school and how it made Norwich students more aware of others who were not like 29 Shannon, "American-Iranian Alliances," 682-684. 30 Namdar, interview by Yahm, April 2, 2015, transcript. 31 Namdar, interview by Yahm, April 2, 2015, transcript. 32 "The Rest of the Story," Norwich University Record. 11 themselves. Like Heydary states, there were instances of discrimination or derogatory slang terms used against the Iranian students at the beginning of their time at Norwich, but once students got to know each other and the barriers were broken down, they were able to become friends despite their differences.33 After all of the unrest occurring in Iran at the time, 1979 was the icing on top of the cake. The Shah left Iran in early 1979, and Ayatollah Ruhollah Khomeini, a popular religious leader who was incredibly anti-Shah and anti-American and who became an icon for revolutionary voices within Iran while in exile, took power shortly after.34 The entire country was calling for the Shah's return so he could face charges in front of the people he oppressed for so many years. Instead, the Shah sought cancer treatment in the US, which is what most people think caused the hostage situation to occur. A substantial diplomatic issue arose as President Carter considered allowing the Shah into the US, which many Iranians thought was the US harboring their criminal and preventing them from exerting their sovereignty. When the Shah was admitted into the US, the unrest came to a peak, and protesters outside the US embassy in Tehran, Iran, many of which were US-educated students, stormed the embassy and took 66 Americans inside hostage, 52 of which they held for the entirety of the crisis. With so many people protesting the Shah both in the US and Iran, there is much to say about how the media spun the story to make all Iranian's the bad guys in the situation when they faced discrimination in the US themselves. Professor Catherine Scott explained the "captivity narrative" that was portraited throughout the crisis by the media and the government, which convinced the American citizens to hate Iran more than they ever had before. A captivity narrative is best described when a story is portraited in such a way that the victims' actions 33 Heydary, interview by Yahm, March 10, 2015, transcript. 34 Shannon, Losing Hearts and Minds, 70. 12 against the captors are justified because of the actions that were committed against them.35 What she is saying is that the Americans knew they were the victims during the hostage crisis, and they played into it, but they were not willing to take into account the atrocities that they themselves committed beforehand. Retaliation, by any means, was not only justified but also necessary to protect the American people. This only increased the abhorrent treatment by Americans against Iranians because it was for the public good, even if the public included over one hundred thousand Iranians. The fact that the media portraited the US as victims, and the federal government was retaliating against Iranians just made it more acceptable for the everyday Americans to lash out against their Iranian counterparts. Because of the backlash against Iranians by the US public, there was also government backlash as well. President Carter issued Section 214.5, which called for the investigation into Iranian students in the US to ensure that they were abiding by their visas. If they were not, they were to be deported. This turned into somewhat of a witch hunt as Iranian students could be investigated and deported at any point. According to Tinsley Yarbrough, the deportations were supposed to reduce the number of protests in the US against Iranians so they would not get in the way of hostage negotiations.36 However, many people outside of the government sector questioned the constitutionality of the act, including members of the ISAUS, who brought a case forward against Section 214.5 in late 1979. The original ruling on the case by DC District Court Judge Joyce Green was that the students were correct, and the order was unconstitutional due to discrimination.37 The Appeals Court overruled Judge Green's decision because Section 214.5 had to due with foreign affairs, and under the Constitution, the judiciary could not shoot down 35 Scott, "Bound for Glory," 180. 36 Yarbrough, "Federal Alienage Doctrine," 248. 37 Teague, "Hostages of the Crisis," 124-125. 13 any law regarding the handling of foreign affairs by the executive.38 This allowed the deportations to continue without question, and arguably set a precedent that is followed today. While the rest of the country was dealing with Section 214.5, Iranian students at Norwich encountered a different dilemma. Because they were members of the Iranian military, they had different travel visas than Iranian students at other universities around the US. On April 9th, 1980, President Carter issued a deportation order that all, "non-diplomatic and consular officials and employees of Iran in the US leave no later than Friday April 11th."39 This made it clear that the Iranian cadets at Norwich had to leave for good because their visas made them fall under this category. A newspaper article from the Iranian students' departure day describes the fact that President Loring Hart and the administration contacted as many agencies as possible, trying to allow the cadets to remain at school to finish the year, but there were no loopholes they could use as students at the Citadel and VMI also had to leave. The article then goes on to describe the last few days of the Iranian students on campus, their rush to pack and sell their belongings, and the "emotional farewell" that awaited them on April 11th.40 Cadet Kazem Yahyapour stated in an interview on the day he was forced to leave that he wished he could kiss everyone goodbye, and that, "friendships…made at Norwich will never be forgotten."41 The article also says that Cadet Yahyapour hugged Cadet Colonel William Elliott in a "symbolic gesture."42 This symbolic gesture represents the experiences Iranian cadets had at Norwich, and how their time was much different from that of their counterparts at other American universities, as Norwich welcomed 38 Yarbrough, "Federal Alienage Doctrine," 252-253. 39 "Fond Farewell to Iranian Students" Norwich Guidon. 40 "Fond Farewell to Iranian Students" Norwich Guidon. 41 "Fond Farewell to Iranian Students" Norwich Guidon. 42 "Fond Farewell to Iranian Students" Norwich Guidon. 14 these students with open arms despite the hard times in their country, when they could have turned against them as so many others in the US did at the time. Overall, the Norwich program tried incredibly hard to welcome the Iranians into the US by basing their training and education off of other programs in the US and using their misgivings to make their program the best they could be. The values of respect, tolerance, friendship, integrity, and hard work made people from different backgrounds, and even different countries, able to work together instead of hate one another when diplomatic ties between the two countries fell apart. This was not the case in the rest of the United States at the time, when tensions ran high among neighbors, and Iranian students were constantly on edge, wondering when the government was going to send them back to their revolution-torn homeland. Today, diplomatic ties still have not been reestablished, and the situation with Iran created a deeply divided society in which blame was able to be placed on anyone at any time based on where they came from, a sight not unseen throughout history before and since then. However, the precedent set by Norwich students during the crisis could be an example to the rest of the world of how people from different backgrounds can learn to work together when their two countries could not seem to get along. 15 Bibliography Primary Sources Arsalan M. Namdar, interview by Sarah Yahm, April 2, 2015, transcript, Norwich Voices Oral History Project, Norwich University Archives, Kreitzberg Library, Northfield, VT. • Arsalan Namdar was an IIN student at Norwich and faced the issue of deportation in April 1980. His oral history was recorded in 2015, and he looks back on his time at Norwich, as well as his experiences in the US in general and back home in Iran. Benjamin Heydary, interview by Sarah Yahm, Northbridge, MA, March 10, 2015, transcript, Norwich Voices Oral History Project, Norwich University Archives, Kreitzberg Library, Northfield, VT. • Heydary's oral history works alongside Namdar's oral history to describe what was going on at Norwich from 1976 to 1980 when they were both IIN cadets at Norwich. Heydary also explains how he got to Norwich and how he actually went back to do his military service under the Ayatollah before coming to the US. "Degree Status of Deported Iranian Students" Norwich University Record, May 1980. • The article describes a meeting with the Board of Trustees to determine the degree status of those Iranian seniors who were deported but who were supposed to graduate in May or in the summer. It states that they can get their degrees eventually once relations with Iran are restored, which to this day have yet to be formally restored. "Fond Farewell to Iranian Students" Norwich Guidon, May 10, 1980. • In an article written in the Guidon following the deportation of the Iranian students, the author describes the scene in the last few days the students were on campus. They note specifically that the Iranians had to leave because of the Executive Order issued by 16 President Carter on April 9th that all, "non-diplomatic and non-consular officials and employees of Iran in the U.S. leave no later than Friday April 11th." They state the overall good relations that everyone had on campus, even though the rest of the country was deeply divided along the lines of their country of origin. Grimes, Gerard. "Iranian Students at Norwich" Norwich Guidon, October 31, 1976. • A Guidon writer, Gerard Grimes, interviewed an Iranian recruit, Mohammad Zerehi, about his experiences and those of his fellow Iranians during their first year at Norwich. It describes the overall good treatment the students received, although this was before tensions rose too much between Iran and the US. Hart, Loring. "The President's Corner" Norwich University Record, March 1979. • The article describes President Loring Hart's views about the IIN students at Norwich at the time. He mentions how there is currently turmoil in the country, and that he wishes for peace. He also notes how many students are at Norwich and that Iranian women are now enrolled. "Iranian Students Come to Norwich" Norwich Guidon, May 6, 1976. • The article describes the beginning of the program at Norwich after the students arrived and some of their expectations overall, including some of the characteristics of the new students. Report from Deputy Commandant LTC Paul Lafond to President Loring Hart, 7 May 1976. Loring Edward Hart Records, Box 12, Norwich University Archives, Kreitzberg Library, Northfield, VT. • The report states the observations that LTC Lafond made when he went to VMI to go over their Iranian exchange program to see what would work best for Norwich. This 17 bases their program off of the VMI program, based on their mistakes and successes, including how the language barrier made a difference. "The Rest of the Story" Norwich University Record, Winter 2012. http://thenorwichrecord.com/the-rest-of-the-story/ [accessed 20 November 2019]. • This is a story from the alumni newspaper was written long after the Iranian students left campus. However, it takes into account the memories of IIN students of their time at Norwich, departure day, and what it was like going back to Iran. It paints a picture of the Iranian students on campus and when they left. Secondary Sources Chaichian, Mohammed A. "The New Phase of Globalization and Brain Drain: Migration of Educated and Skilled Iranians to the United States." International Journal of Social Economics 39, No. 2 (2012): 18-38. • Dr. Chaichian is a professor of sociology at Mount Mercy University. His article recognizes the "brain drain," which is the emigration of educated individuals that is currently occurring from Iran to other western nations, like the US. He states that this is caused not only by a shift in the internal structure of Iran and its acceptance of western-based education but also the international economic opportunities that are available outside of the country. Gannon, Frank. "25 July 1969: The Nixon Doctrine." https://www.nixonfoundation.org/2008/07/25-july-1969-the-nixon-doctrine/ [accessed 20 Nov 2019]. • This article makes note of President Nixon's words regarding the announcements he made about his plans for Asia, which explains what came to be known as the Nixon 18 Doctrine. He wanted to get away from using manpower and focus more on management and support for countries attempting to fight oppressive or communist regimes than by providing troops. Hamidreza, Arasteh. "A Follow-Up Study on U.S.-Trained Iranian Faculty Members: Satisfactions and Dissatisfactions." College Student Journal 43, No. 4 (Dec 2009): 1037- 1045. • Dr. Hamidreza is a professor of education and psychology at a university in Tehran, Iran, and his study is based on US-educated college faculty in Tehran, giving him access to the information. He notes some of the problems that US-educated faculty have because of the openness of American education and the structured, hierarchal nature of Iranian that do not always agree with each other. However, Iranian higher education is still based on the American system of higher education. Houghton, David Patrick. US Foreign Policy and the Iran Hostage Crisis. New York: Cambridge University Press, 2001. • Dr. Houghton is a professor of National Security Affairs at the US Naval War College and is an expert on US foreign policy. This book goes into depth about the actions taken both in Iran and the US to solve the Iranian Hostage Crisis, while also going into depth about the causes of the crisis from both perspectives. He analyzes how each group, Americans and Iranians, looked at the historical background of the situation and drew upon different events to support their reasoning for their actions during the crisis. The argument is that it was their own experiences that validated their analogies and their actions. The issue of foreign policy is brought up as there was no precedent for this, so 19 they analyze the information that was used as the basis of American and Iranian decisions. Kessel, John H. "The Structures of the Carter White House." American Journal of Political Science 27, No. 3 (Aug 1983): 431-463. • This article is from 1983 and was written shortly after President Carter left office. Professor Kessel was a distinguished scholar at Ohio State, and he interviewed the members of the Carter administration upon their phasing out, getting information straight from the source. He sets up what the Carter administration did, how it changed over time, and how the goals and interests of the President are carried out through his staff. It never uses the words "Iran Hostage Crisis" at all. Mobasher, Mohsen. "Cultural Trauma and Ethnic Identity Formation Among Iranian Immigrants in the United States." American Behavioral Scientist 50, No. 1 (Sept 2006): 100-117. • Dr. Mobasher is a professor of anthropology at the University of Houston. This article recognizes the shift in pride within Iranian immigrants to the United States during and after the crisis, and how it has affected them to this day. Because of their status as both Iranians and as Muslims, American society automatically looks down on them and makes assumptions, which puts them in a position to suppress their heritage and culture. Scott, Catherine V. "Bound for Glory: The Hostage Crisis as Captivity Narrative in Iran." International Studies Quarterly 44, No. 1 (Mar 2000): 177-188. • Scott is a professor of political science at Agnes Scott College. In her article she describes the use of the media to influence the stories coming out of crises, such as the Iran Hostage Crisis, that made America rally behind the hostages and the President as the 20 victims who were fighting brutal and vicious Islamic captors, changing the narrative for years to come. Shannon, Matthew K. "American-Iranian Alliances: International Education, Modernization, and Human Rights During the Pahlavi Era." Diplomatic History 39, No. 4 (Sept 2015): 661- 688. • Professor Shannon is educated at UNC and Temple and teaches history at Emory and Henry College. He also authored Losing Hearts and Minds about Iranian relations. Shannon tells the story of American-Iranian relations that began and ended with the shah. Iranian students in the US tried multiple times to get the US to dump the shah because of his authoritarian tendencies and campaign against human rights, although the US's international policy regarding them eventually failed. Shannon, Matthew K. Losing Hearts and Minds: American Iranian Relations and International Education During the Cold War. Ithaca: Cornell University Press, 2017. • By describing the events of the Iran Hostage Crisis and those that lead up to it, Shannon focuses on the importance of education throughout. He recognizes how the Iranian students that came to the US and went back helped to support the White Revolution and how all Iranian students, in turn, became voices for their country outside of its borders because they could not within. The main argument is that it was the students who inevitably brought about the Iranian Revolution and the actions that came with it due to their activeness in government, including how they used their American educations to further their causes and cause the destruction of US-Iranian relations. 21 • The book actually mentions the military programs at the SMCs that were in place and how they inevitably influenced the educational training aspect of both country's diplomacy towards one another. Teague, Will. "Hostages of the Crisis: Iranian Students in Arkansas, 1979-1981." The Arkansas Historical Quarterly 77, No. 2 (Summer 2018): 113-130. • When writing this journal article, Teague was a doctoral student of history at the University of Arkansas Fayetteville, so he had the access and resources to make a clear argument for examples within the state of Arkansas and its experience with Iranian students. He also uses sources from other universities, mostly throughout the South, which painted a picture of what protests were like and how often they occurred on college campuses with Iranian students. This can be used to compare Norwich to the rest of the country. He also adds some of the challenges that came up with deportation, and how America was trying to decide whether or not it was legal, which can be related to past events like Executive Order 9066 and even today with President Trump's Muslim ban. Yarbrough, Tinsley E. "Federal Alienage Doctrine and the Iranian Student Litigation." Human Rights Quarterly 4, No. 2 (Spring 1982): 243-260. • Tinsley Yarbrough is an expert on the mid-20th century US Supreme Court and has published numerous books and articles on the topic. By relating the Iranian student litigation in 1979 to numerous cases and rulings throughout the 20th century regarding immigration issues, he establishes a precedent for the decisions made that can be brought into question in the modern-day by explaining the arguments of the case against Section 214.5.

Transcript of an oral history interview with Arsalan "Arsi" Namdar, conducted by Sarah Yahm on 2 April 2015, as part of the Norwich Voices oral history project of the Sullivan Museum and History Center. Arsalan Namdar was one of a number of midshipmen from the Iranian Imperial Navy to enroll at Norwich University for education and training between 1976 and 1980. His interview reflects on his experiences as an international student from Iran as well as the impact of the Iranian Revolution on his life. ; 1 Arsalan M. Namdar, Oral History Interview April 2, 2015 Interviewed by Sarah Yahm Sarah Yahm: OK. So, I'm going to turn this recorder on. Let me just check one thing. Ah, that's number one. So, you're number one. OK. So, this will probably take about an hour. Do you have about an hour? ARSI NAMDAR: Mm-hmm. OK. SY: OK. Excellent. And I'm really just looking for your stories. Your stories, and your life history, and things you remember. And so I thought I'd start from the beginning. So, if you could just introduce yourself, and say your full name and where you were born. AN: Arsi Namdar. And actually my full name is Arsalan Namdar, and I was born in the city of Abadan, which is a— southwest of Iran. At the age of seven I was— my family moved to Tehran, and left Iran until I was about 18 or 19. SY: What's your earliest memory? Do you have an earliest memory? AN: From Iran? I was— I remember in Tehran, it was a beautiful city then. It was pretty populated. I think we had about four million in population. Right now, I think it's about 16— 14 or 16 million. And Tehran was always a very big populous, modern city, and always a lot of activity, and nightlife, and day life. It was really amazing. And the closest that I can think of it now is it's something like New York City, and now— so, I was— I lived with my family in an apartment. We had— actually, eight of us living in a three bedroom apartment, and we were raised really— we were a poor family, and my father was the only bread winner, and my mom was a house— a homemaker, but it was— we were a really close family, and we enjoyed being together, and I always— when I was growing up I was very patriotic in Persian ways, and I loved my mother country, and I wanted to become a writer, so I wrote some novels, and I was pretty good in Persian literature. And then I met— I was— I knew this girl who was my neighbor, and we had a four year age difference, and we ended up befriending each other, and so, it ended up being a love relationship. And then for some reason when I was 17 or 18 I— we had a falling out, and so, I don't— I didn't tell her that I was going to join the navy. So, I joined the navy, and Imperial Navy, and so, then they shipped us out after a year, and sent us to the US. So, that was the end of my stay in Iran, and my memory from those days. SY: Did you get to say goodbye to her, or— AN: Never did. (laughter) SY: You never did? AN: Yeah. So— SY: You ever had contact with her since? AN: Yes. I did. This is probably— I know that she's still— she's doing very well, and so I know that she's been married twice. And she's got two daughters— well, two daughters and one son. So, I think she's doing well. (laughter) SY: So, what made you decide to join the navy? AN: I was— actually, I wanted to dis-- my basic reason was that I just wanted to get away from that environment, and I wanted to— 2 SY: Because you were heartbroken, or because you wanted to get out of poverty? AN: I really— I think I was heartbroken, and I just— I'm the kind of person that I need to— I feel like there are times where you need to make a physical change, environmental change, in order to really put yourself in a new situation, new atmosphere and environment. And that really does a lot of good for you. So, I went and applied for— back then the Shah of Iran was very close to the US. He was one of the greatest US allies, and they had just begun sending— recruiting a lot of young folks— young men— to become pilots, and to go to pilot schools, and to join the navy. And because the navy was— the Shah's one of— he wanted to be a super power in the region, so he wanted to strengthen the navy, and air force in particular, and so I went and applied for a pilot job, and went through all the tests and everything, and I was rejected because I didn't have the good depth perception. So, I was really disappointed, and so, then I said, "What's the next thing I can do?" So, I went and applied for helicopter pilot position, and I was accepted. And so I passed the test, and went home, and told my mother, and she just went crazy. She said, "You know how many people are getting killed as pilots?" And this was for the navy pilots, and as a navy helicopter pilot. And so she cried day and night, and she was just really upset, and so I decided— I said, "Well, what's the next safest thing I can do? So, I said, "Well, I'll go join the navy as a midshipman, and become a navy officer." So, I went in and applied for that program, and I was accepted. And after some physical tests and background checks and everything, then we officially entered the rank of midshipman in Iran, and my particular crew was there for about a year before we were given the opportunity to come to the US. So— SY: And you were— because you said you wrote a lot— so, I imagine that you had wanted to go to college and get more of an education. AN: Yes, I did. And going to college in Iran is pretty— you have to really earn— really have to be good at what you do. And in terms of academics. And I was— I wasn't really the best student, and I wasn't the worst student. I was somewhere in the middle, and I don't think I had the aspiration to become a college student or to graduate from college. I really felt that because of what I wrote, I felt like I had— I wrote very well, and I was a well-read person as well. And so I did— back then I read a lot of Persian novels, and a lot of American, European, Russian novels, so that's what really— I spent a lot of time on doing that kind of educating myself. So, I really never planned on being— going to college, because I thought that I probably wouldn't be able to enter college. So, I never applied for national tests, and they call it the Concour, which is— it's just a national test that everybody goes and takes it, and depending on the level of— the score you get, then you can become eligible for certain universities. So, when this opportunity came in the navy, and I thought, "I can go do the two year of service in the armed forces." Everybody who graduated from high school, they had to serve two years in the military. That was a mandatory thing. And so, either do that, or just join the navy, because I thought the navy is pretty sophisticated, I saw the outfits they wore, all the uniforms were all really chic, and they got to go Europe and the US, and I thought, "Oh, that's really not a bad thing. It's great." So, that was one of the main attractions to the navy, and so I was glad to be able to join, but at first like 3 any military training it's pretty hard. You don't get all the glory and everything. Glory comes later on when you become somebody or you accomplish something much more— later in your life. SY: What was the military training like in Iran? AN: It was pretty tough. It was pretty brutal, and they— we had— basically as a military student you really had no rights. They just told you what you had to do, and then you did it. And the punishments were pretty severe sometimes. I remember once or twice I didn't march the right way, and they made us put little pebbles— stones in your boots, and then you had to march like that. So, it was kind of like a torture. And so, when we came here to the US, and we started at Norwich, Rook Week here was pretty— it was piece of cake, because it was always push-ups, and sit-ups, and running, and they really were nothing to us because— SY: (sneezes) AN: Bless you. SY: Sorry. It was— you said it was nothing to you? AN: Nothing really. It wasn't that big a deal, so as a result we— at first— the first few weeks we kind of goofed off, so that really made our classmates pretty upset because we weren't taking this seriously, but we had already been through all of that. SY: And I think both Bizhan and Sussan mentioned hating having these, because you guys have been in— you were really in the navy for two years, and then there were these kids shouting in your faces. AN: Yeah. Yeah. Exactly. And in hindsight, I really think— when you think about it, I think it was pretty silly. And you're pretty— at least on average, we were two to three years older— or maybe even older— than some of these newcomers, so we felt like we had experienced more of life than these kids who had just graduated high school. And in a way we had done it, because we were away from our parents— when I was 17, 18, I joined the navy, and they shipped us off to some center to be trained in it, so it was— for us, we were used to that kind of environment. To being alone, being independent. And then they sent us here to the US, and they sent us to the Citadel, a group of us— the second group with Bizhan— I think Bizhan was on it, too. They sent us to the Citadel, and that's the military college in Charleston. And so, we had first a three month training there, and then of course they would let us do some weekends, and we just partied, because young guys, and being in the navy, and Charleston being a navy town, it was just always fun. And so, that was— so, we were used to a lot harder times than— when we came here, that military life in the beginning was not as hard. But over time, it got really hard, because of we didn't get recognized Rook Week, our group, the Rooks, didn't get recognized, I think, until February, and that was pretty, pretty long, and it was torturous in a way, and being cold, and all that stuff. It just wasn't really pleasant. SY: Did you— and I think Bizhan also said that in Irani military training you don't get shouted at in the same way, is that true? AN: Well, he— actually, Bizhan actually went to a longer training than I did. He served his— part of his two year mandatory training, and then he came back, 4 joined the navy. I didn't go to that first mandatory training. But in Iran, I mean, punishments are not— they really mean it when they punish you, and you can't say one country's better than the other— I've seen the marines, and how they train them, the special forces, and the— here, and I just feel like that— those are pretty vigorous, too. And we were just— we were not special forces. We were just navy. Just simple navy midshipmen. And— but what he was referring to was that the part of the navy that sent us— that one year, we— I guess the focus was for us just to learn English. Nothing else. We did some marching, and some military stuff. But, it wasn't like 24 hour doing all hardcore military stuff. That didn't happen until later on in the process. SY: Interesting. So, what was your first impression of Norwich? AN: Norwich? (laughter) So, as I said to you, the first group of us— they sent us to the Citadel, and it was pretty— it was a pretty hard school, and it was in the South, and beautiful weather, and it was summertime, and it just really felt for me close to Iran than any other place. So, when we— at some point, I guess, they lined us up, and— a group of us— our commanders came and said, "You go to Norwich, you go to Citadel, you go to Jacksonville, you go to this, you go to Maritime Academy." And I ended up being assigned to Norwich. And I thought, "My God, what is Norwich? It's so old. Norwich is near the capitol of Vermont." Oh, okay. Capital of Vermont. This is really great. I looked on a map, and I couldn't find Vermont. And they said, "Oh, it's near New York City." And so— and you have to just put this into perspective. We didn't have Google, we didn't have iPhones, anything easy to use. So, maps, and just simply asking people about things. So, we came— they said, "Oh, you're going to Norwich." Okay, Norwich. It's near the capitol. It's great, it's good. It's going to be like the Citadel, and like Tehran, it's going to be good. It's great. So, the last night we all went to disco, and we all had fun, and it was a great time, and the next morning we all had to get up, and they shipped us to Norwich. And we got off the plane in Burlington International Airport. Look at it, and said, "Burlington International Airport?" We saw maybe one or two planes. And again, you have to understand, we came from a very populated area, and we went to Europe, we— bigger cities, and we came here to the US, and saw Vermont. Saw only one, maybe another plane. Two planes. So, and they have one of those ladders that in the middle of the runway you all have to get off. Here we are, we all have— it was in August, we all had jackets, suit jackets and ties, and are coming down the plane, and I look, and I look, "Oh my God." In the distance I see two or three yellow buses, and just all of a sudden all of us have a heart attack. My God, what are these? I've never seen these. What kind of buses are these? So, anyway, they put us on these buses, and just, clunk, clunk, clunk, the buses are driving, and they're— we go passed all these farms. For the first time I see cows. And I'm looking, "Oh my God, so many cows. More than humans here." And so, anyway, that was the end of our journey. They brought us here to Norwich, and although it was a gorgeous, gorgeous campus, for us,— that's something I didn't expect. I expected more of a city, a lot of action, a lot of fun and stuff. Came to Norwich, and they assigned a room to me and one of my friends. I think it was in Dodge Hall, and so, we looked at each other, he was my maybe classmates, and looked at each other, and I said, "Oh my God. 5 What did we get ourselves into?" And so, that next morning the two of us took a bus to Boston, and we stayed there for two weeks, because our vacation— we had two weeks of vacation— two or three weeks of vacation before we had to go back. So, that was my first experience in Norwich, and I tell you, that was— from my perspective, that was the most depressing day of my life. And of course that changed later. And when we got to love the institution, and all the memories that it brought for us, and all the good times and bad times that we had here. Friends we had, Americans and Iranians, and the friends that really to this day I'm still good— many of them are friends with. Even the Americans as well as Iranians. SY: Can we pause for one second because I can hear the vacuum, and it's showing up on the tape. AN: Oh, it does? SY: Yeah. The microphone's really sensitive, so it picks up things— because I can barely hear the vacuum, but it audible. Okay. So, yeah. So, what were your encounters like with other students? AN: So, when we came to Norwich, and really the administration was very supportive, and they were really great to us. In particular, I had a professor by the name of Professor [Larsen?]. Fred Larsen. He was a professor of Geology, and I think he retired a few years ago. A couple few years ago. And he and his family really took myself and another friend of mine— the guy I went to Boston with— under their wings, and they invited us to the house, and really tried to make us feel good about our stay here. And of course this is August, and August going to September, and the leaves start to fall and changes, fall, it's not— it's pretty, but then it's cold. And so, when fall started, and with Rook Week and everything, that was, I think, the toughest for us, because they queued us up with an American classmates, and so, we were all together for years and years, and all of a sudden they said you room with these guys. And I had a wonderful roommates who was a very nice guy, and so I got to know him and like him and everything else. But it was pretty hard because we couldn't really— of course, we didn't have radio— again, this is back 30 something years ago. No radio, no iPhones, no TVs— no cable TVs, no internet, no nothing. So, we really had to interact with each other in certain ways that, for me, it was tough at that point, because I just— I had to really rely on my English a lot. It just— it wasn't the same as spending time with friends. And— well, initially, there was some fights between the Americans and the Iranians over different things. The most obvious one was that the navy used to give us a full salary, and that full salary— we went— all bought Trans AMs, Firebirds, Mustangs, Corvettes, and so we see all these first years students driving these expensive cars, and that really is not— thinking back on it, it just doesn't really sit well. Like, people who just came here and have really nothing, even though they came— most of them came from most prominent families, and are richer. But you just didn't have anything at that point, and so we were just driving around recklessly and having fun. Again, because we were in some ways, we were a lot older than them, and for us, we felt like we had experienced a lot of different ups and downs back home and different states. So, just for us, that was a normal thing. So, initially we had some issues, some fights, the Iranians and the Americans, and the way we dressed, that was— and of course, we were all young guys, more 6 mature, there were no girls left here in the Northfield area, or the Burlington area that we could date, or we could go out with, so I think that was a natural tendency for them to dislike us. SY: So, there are these pimply faced American kids, and you guys have sophisticated clothing. You're urban and cosmopolitan. AN: I mean, seriously, we had— we all had really tailored outfits, and nice cars. We drove everywhere. We didn't really— we didn't have cabs, we didn't have bikes, or we didn't walk. Everybody drove everywhere. And so, that naturally caused some frictions, and some frictions between us and them. But, in later years I think when they became friends, my friends, Americans and Iranians really became friends based on the values, not based on cars and things like that. They learned to like us for some of the things we offered, and we liked them for some of the things they offered. Mostly friendship and being really decent to us. And of course, you can always find some prejudiced rednecks out there who— they don't like you for whatever reasons. Just because you don't look like them. And that's not a low rank. That's a high rank. It just happens from— at every level. But we had some people that were really nice to us, and they really had— they respected us, and as a result to this day we still respect them. I mean, one example is [Keith Barrette?]. He was our classmate, and he's still around. Actually, he's still around. He's very involved in Norwich. He was one of the nicest guys. To this day, we all really like him. We all love him, and respect him, and we are happy that he was part of our history, and part of our life back then, and then we still have the ability to be friends and meet with him from time to time. But I think for me, the most painful thing was they gave us— my room was in the back of India Company, alumni, and it was— I think it was on the second floor, or third floor, and it faced— there was pine trees. And seriously, every time I looked at them I felt like I was in a prison camp. And that was really the most depressing thing for me. And that didn't feel good. And coming back to the same hall after the same building after like 20-some years a few years ago, I just saw the difference. I mean, I was just flabbergasted. How— so much difference and so much improvement. Kids nowadays have so many things that students— cadets— they just don't value. I mean, we used to march to the campus to the dining hall, and we had only one choice of meal. They would bring it to us, and most of us didn't eat pork, and so American friends, they were all waiting for us. As soon as we sat down, and we knew that, too, we never paid attention to it. So, as soon as they saw us sit down, they would say— they would come to us and ask for our portions, and we would give it to them because we just— it just— we didn't eat pork. And of course I eat everything now, you just had to get used to it. SY: Well, I mean, culturally— so, Commander [Arumi?], I was reading in the archives, he actually tried to intervene and explain to the administration about pork. Do you remember that? AN: Yes I do. And actually, he was a very sweet guy. He and his wife were very helpful to the Iranian guys, and she would cook for us every Friday. Persian meals, and they were delicious. I mean, I don't know if you've ever had (inaudible) [00:24:28]— SY: So good. 7 AN: -- they just— and so, she was cooking for us, we know where they would go. And people— Friday night a whole bunch of guys, they're not going to go to somebody older than them, to their house, and sit down and talk about this. They want to go party. So, our story with Diamond Hall was— I just wanted to pick up with that— that was our story. They would come and the days that they had pork or ham or anything like that, you just would— most of us would give up our dish, and our meal, and just— everybody would walk to the— there was a cafeteria down here that Officer Burger used to— that was our favorite. Officer Burger and then go play foosball. And that's what we did most of the time. SY: What did you say? What type of burger? AN: Officer Burger. SY: Officer Burger. What was that? AN: It was just a hamburger with a whole bunch of condiments on it. SY: So, there was something to eat if you couldn't eat in the dining hall. AN: We could not the first few months. The first year we weren't allowed. I think you either had to be recognized or upperclassmen. SY: So, did you go hungry a lot? AN: Sometimes we did, yeah. Sometimes we did. Yeah. And, you know, vending machines weren't available a lot then. And so— and of course lot of us were used to that kind, we just— it didn't matter if you had to have lunch or breakfast or whatever, because we were used to the kind of life that we could go like two meals without eating anything, and then go out at night just have a hamburger or hot dog or some-- not hot dog, just hamburger or something like that in Burlington. That's why a lot of us were very, very skinny. I'm 175 pounds now, but back then I was— when I was at Norwich I was 124 pounds. And most of my friends, if you looked at them, they were very, very skinny. Not because they were malnutrition, just because we just— that wasn't a priority to us. Priority was everything else. And everybody smoked too, so that suppresses your appetite as well. SY: Were you frustrated or angry that Norwich didn't seem to understand that culturally pork was not cool? AN: No. That didn't really bother me, and I really think that Norwich did a lot to help us. I really— I always appreciated their administration, and this has been really a great school in terms of being open and supportive, and I really think after all these years— still 35 years or so, they have not changed, and they have even gotten better. And I personally never felt that way, and what I felt was that there were cultural differences, and that's because it just— it was what it was, and it didn't really bother me. It wasn't like I would go out and say, "Oh my God these Americans are going to beat me up and kill me," or anything like that. You would make fun of them, and they would make fun of us. They would make fun of us for whatever. The way we dressed, the cars we drove. Sometimes you show up at regi balls, with girls that were not from around here who all were decked out. And we would make fun of them for doing some stupid things. We had a guy— a football player— who would get angry from time to time, pick up the soda machine, and just shake it up. To us, it was a funny thing. And so, the years I was here I really felt like it was one of the best experiences of my life. I mean, I 8 think Norwich taught me a lot in terms of quality and integrity, and really experiencing life, and trying hard, and just trying to work with others and be friendly. I learned a lot of that here. So, just because it was really encouraged by administration. SY: Did your kind of political understanding of the world change? You grew up under the Shah, not the most open of regimes. Not— I mean, and then you came to Norwich. Did you ever get to go to a town meeting? Did you sort of understand the different political system? How did you sort of understand the political differences? AN: We didn't actually— I didn't go to any town meetings, but I basically— we read a lot of newspapers, and sometimes from the TV, and watching TV, and we were really political in terms of American policies, we actually couldn't be. We were under the Shah, and we couldn't have any political affiliation. Only to the Shah. It wasn't until the year I got married to my American wife in secret— that was my last year here— that I felt like I was open to that, the idea of, "Oh, this is politics, and this is how this country is run." And by the way, I loved it. This is the greatest country. And I still do. This is the greatest country. No matter what your opinions are. And to a large degree you have freedom, and your freedom to do things and say things, and so I really— I was really fascinated by it. And I am now. It just is great. And I don't really think many countries are like this, and that's what makes the United States a unique country in itself. And— SY: What was it like growing up under the Shah? In terms of— did you experience repression or not? Were your family loyalists? How did that work? AN: So, under the Shah, we had to— if we agreed with the Shah and did not say anything against his regime, you could actually do okay. And I'm not saying well okay meaning you could become a millionaire. You could just have a normal life, and— SY: Under the radar. AN: Under the radar. But he just— exactly. He didn't want people to say things about him and about the regime. And that was really rightly controlled. And so they had this secret police called the SAVAK [Sāzemān-e Ettelā'āt va Amniyat-e Keshvar, Organization of Intelligence and National Security]. That— they were times where people would be really— and they would use that as a scare tactic. Really, if you say something that they didn't like, they could technically go after you and your family members, and really create some problems for you. There is no difference between then and now with what happens in Iran. You can't do the same thing in Iran either. This time the difference is they can't say that against the regime of Ayatollah, Khomeini, or his successors. So, to me, it's a lot more oppressed now than it was then. It just— the Shah— the thing I like about the Shah was he was very modernized. He was a great ally of the US, and unfortunately he wasn't supported when he was facing the Mullahs. When the Mullahs were taking over Iran, and that was his demise. And to this day I think everyone is realizing that they lost— I mean, look at the Middle East. There's really no one that is our ally here. There's really no one. And the Shah was undoubtedly the biggest supporter of the US and US ally. So— SY: Was there talk of the 1935 coup— right? 9 AN: Right. Yeah. The coup d'état, right. SY: -- the overthrow. Was that something that was talked about when you were in Iran? AN: I think it was in 1953, or— SY: Oh, sorry, it was '53. I was totally wrong. It was later. AN: I think it was 1953. But, no. My father, when I was in Iran, would mention it, and he would say to me, "These people, these religious factors, who come here and say death to the Shah and whatever." He said— he used to tell me they don't understand what the regime was like under— before the Shah took over because it was a kind of religious dynasty. And so he would always— was in disagreement with people who were against the Shah. And back then when I came here to the US, obviously I had to pass all sorts of background checks. They wouldn't let us into the navy unless we were completely clean. Not only us, but our families, and a good extension of our families. So, when I came to the US and things started to get bad last year of college year, then I could see that— what was happening in Iran. I just— people who were all against the Shah, all of those people who were against the Shah, they were moving towards all the religious factors, and for a time— a very brief time— things happened to be— they appeared to be OK. And as we all know, they went the other way, and went to the other end of the spectrum, and it's really— I don't think it's any good at all in terms of the economics, social, and any other way you look at Iran. SY: So, do you remember hearing about the revolution while you were here? AN: Iranian Revolution? You're talking about the— SY: I'm sorry. I'm talking about the overthrow of the Shah. AN: Overthrow of the Shah. SY: Do you remember hearing about that? AN: Oh yeah. I did. Because my family were also affected by it. My brothers— two of them— were arrested by Khomeini's regime, and because they— I think the crime was that they were trying to spread propaganda against the regime. One of my brothers was jailed for seven years, and the other one was jailed for a couple years, he had been tortured. And then my other sister, who was also arrested, and so, eventually escaped Iran all three of them. And they are living in Europe, and one in the US. So, the regime went after a lot of people for no reason at all. It just, as I said, it wasn't any better than the Shah. And the Shah was actually giving freedom to people. Women had freedom. Women had freedom to vote. They had a say in their daily life, and work, and society, and anything else. They don't have that now. They just— man in the king of the castle, and it's more of the— the regime is a more of an oppressive regime in more ways than people thought or imagined. So— SY: So, yes. Let's talk about that. So, here you are. Senior year, and you're starting to hear rumblings of what's happening in Iran. So, what filtered down to you from here. What were your— AN: Only people who would go to Iran for visits. Some of the cadets would go there, and then would come back and say this is really bad. And of course we would read the American media at that point, and we would watch things, and we would know what's going on. And I remember one year we were all— all of the navy 10 guys— were gathered here by our commanders, and rented a whole bunch of buses, and they put us all on the bus, and they said, "We're going to Washington to see because the Shah's coming, and we're going to be supportive of the Shah." So they had all of us military students on one side, then they had all the civilians on the other. Some Iranians were against the Shah, so at some point a fight broke out, and it was really nasty. It just— they ran after us. We didn't have anything to defend ourselves with. These anti-Shahs had everything in their position, so— SY: You guys had no idea that— AN: No, no idea— SY: -- you were going into that? AN: -- they didn't tell us. No. They just said to support the Shah. SY: And so how do you think— do you think that— how do you think you ended up there? What was the conversation between the Norwich administration and the Iranian ambassador? Like, how did that happen? AN: No, they just— they could just say— because technically we were their— Iranian government's possessions. Norwich really had no say in it because we weren't American. We were all Iranian and had Iranian passports. So, technically I could just be picked up during the day, in the middle of the night, put on a plane, and be taken back home. And it happened to some of our friends, and it just— they either had not done well in school, or they said something that was not favorable, so they were shipped back. So, Norwich really didn't have a say in it. They were— didn't know, because I think the commanders just told them, "They're going on a vacation. We're going to take you on vacation." SY: So, they didn't even know what you were getting into? AN: We didn't know that, no. We had no idea until we got to the hotel in D.C., and they said, "Oh, you're going out there, and this is the placards you can have," and said, "Long live the Shah." And it wasn't until later that we saw the other students running after us with sticks and— sticks with nails on them, and stone, and everything after us, and it just— it was really nasty. SY: So, how did it end? Were you terrified? AN: Oh, we ended up— someone was— some got involved in fights, some people got injured, but because we didn't have any— really any way to defend ourselves, we had casualties in terms of severe beatings, and I don't think anybody got killed, but injuries. SY: Wow. So, Norwich students got injured. AN: Oh, yes. They did. SY: Wow. Do you remember when you came back, did people ask what had happened? AN: I don't remember to be honest with you, no. SY: No? And you didn't get injured? AN: I didn't. Actually, I got beat up, but didn't get injured. It wasn't visible. But every single one of us got a piece of it. So, that was [New York?]— there in D.C. for two or three days, and that's— I think it was a good two days, and then— SY: Did you have to keep going back out? AN: Oh, yeah. The second— we went there in like the morning, and the next morning, and the next afternoon. So, it wasn't a onetime event. 11 SY: And did you— when you went back out— did you have weapons of any sort, or know what you were getting into? AN: The second time we just— we had— we brought some bottles and things like that just in case, because you don't want those guys to go after you, you need to defend yourself, so— SY: And the US police didn't touch it at all? AN: I think it was such a big crowd. It was thousands. Just imagine. And these police officers on horses— say, even 20 of them, 30 of them, 100 of them. We're talking about thousands of— it was just a mob scene, and so really, I think it was out of control. And it was out of control. SY: And were the Irani students of the Citadel and VMI, did they come up, too? AN: Oh, everybody. Everybody in the navy, air force, anybody that the navy ordered, and the military ordered— the Iranian military. We all had to go. We had no choice. We were the agents of the Iranian government. SY: Yeah. So, you weirdly went into battle in D.C. without any— without the US knowing or noticing. AN: I don't know— I'm sure people knew. I mean, you see group here and a group there. You see the potential for some interaction. It could— it's possible. But the job wasn't to protect us. The job was to protect people around the White House, and the dignitaries and everything. I mean, there's a mob scene. They're not going to go and worry about individuals like me, they're going to worry about individuals like Heads of State. So— SY: That makes sense. So, were you starting to get worried in your senior year about stuff that was going on back home? AN: Actually, I was not senior— I was junior year here. And it was— I was really worried at that point. And to be honest with you, I changed my mind about being— serving under the Shah at that point temporarily. But then I thought about it. If we go to sign allegiance to Ayatollah, then that's something that really wasn't in my dream. So, that's when I got married, said I'm not going back to Iran to serve the Ayatollah. I just really— this is not what I want to do. My allegiance is not to him. So, that's why I stayed here. SY: And so you had a secret marriage. AN: I had a secret marriage— SY: That worked. AN: Yeah. I had a secret marriage. And then came back, and told my commander that I was going to go on vacation, and I never came back. And that was Runi, and never said, so— SY: Where did you guys go? Where'd you have your secret marriage? AN: We went to my wife's— she has an aunt— back then she lived in New York in Glenn's Falls, and my father-in-law— so we got married on a Saturday, this particular Saturday, December 30th. Then we went to— he arranged with his sister to have us work— well, live with them for a few months. Ended up living with them for nine months. In the basement she had a room, I would say 5 by 10, dark, used to be a bar that had some use. So, they gave it to us. It had no toilet, it had— it was awful. Nine months my wife and I lived there. We had a couch that my father-in-law bought from Sears for 300 dollars, and that was a sofa bed, too. 12 So, that would be the couch, and then open up to sleep in. So, that's where we lived. And that was rough. And I was in the navy. I had never worked in my life. I was being paid a handsome salary a month as a midshipman, and then I had to go find a job, and so my first job was— I started as a busboy in a hotel nearby. Queensberry Hotel. And I loved it. It was really— all the waitresses were really good to me. I would help them out— I was a young guy. I was in my twenties, and they were older than me, and I would be stronger, carrying trays and things like that. And the hotel general manager really took a liking to me, and so he would order— he and his family lived in one of the rooms— so he would order food every day and want me to bring him the food. Prepare them and bring them to him. And I had no idea what these American foods were like. What does this mean? What does that mean? So, I had a tough time with that. But every time I went up he gave me a tip, and he wanted me take care of me. Really nice man. And so, then I— my wife started waitressing at a restaurant nearby, and then so we needed another job, so I went and got another job as a temporary street worker. Basically you help all the digging holes and jackhammer and things like that. And sometimes if I didn't have that I would go into the police department— it was a city job— I would go to the police department and help paint the walls, wash the cars, and things like that. So, that was my salary of two dollars and 10 cents an hour. And I was really proud of this, by the way. That was great money. So, that's how we started. I learned a lot from it, and I learned that no matter what you do, it's not what you do, it's how you do it. And I still to this day believe it. And I have a really good job now, but if I have to go lose my job for whatever reason I have to do something else, I can go to sweeping the floors and waxing the floors, but I can guarantee you it's going to be the best looking, cleanest floor you've ever seen in your life. And that's how I did it when I started as my houseman job in a hotel in Burlington. So, I started as a houseman, and within six months I became everybody's supervisor. SY: Why do you think— AN: It wasn't because I was a good looking guy and they liked me to be in the front— it was because I did such a great job. I had— they had us scheduled to do different tasks, and I did them all, and I did them all perfectly. I waxed the floors. Anybody who— any issues they had they didn't want to do, I would do it. Any time somebody called in sick, I would go in. The bathrooms— they have public bathrooms, and on the first floor of the hotel— and public bathrooms are always very dirty— I would go in and 10 minutes, I'd clean it up. I mean, that bathroom was spotless. So, people notice that. They see this guy is doing a good job. So, that's how I started— I got promotion like that. SY: So, what about— at this point you had two years of school? AN: Three years. SY: Three years of school. And so, what was your major? AN: Business. SY: Business. OK. And did you want to— I imagine you wanted to finish. AN: Yes. SY: So, how'd you go back and finish school? 13 AN: So, I went— when I got married, I wanted to come back to Norwich. Obviously, I couldn't, because the navy still had a hold of my academics, and they didn't release that until later apparently. SY: How did they set a hold on your— AN: Well, they wouldn't— I— for whatever reason, I couldn't get my credits here at Norwich. It didn't get released until later. Some years later. So, at that time I had gone to Trinity College in Burlington, and I got my Associates. SY: So, you had to redo all that. AN: Part of it, yes. And then I went to— I went another three of four years, and I went back to Trinity and got my Bachelor's. Well I got it all. My Bachelor's, I had like 12 or— no, 17 credits I had to take. No, I'm sorry. Seventeen courses I had to take, and I did them all in a year. So, I did day, night, and I had a full time job, and by the way I was cum laude. So, I just— it just proves that I really wanted to do it then, and I did it. Then, it wasn't until 2005 that Norwich granted 10 of us honorary degrees. And that was, to me, that was my most prized possession aside from my Norwich ring that— it just really— I had my other diplomas, but Norwich is bigger, and it's right in the middle of it, and it's a joy and pride for me. SY: Now did you stay in touch with any of your fellow students? So, did they know that you were going to leave and get married? AN: No, they didn't' know that until I left. Because you couldn't really trust anybody. I didn't know who was SAVAK, you couldn't— I didn't— also I didn't want to create any friction so that my family would get in trouble back home because my father cosigned me, so that if anything would be resolved, so if anything happened to me, and I left the navy, then he would pay all the expenses the navy had already put in my education. And they did. About 20 years later they went after my parents, and they wanted to take possession of the house and their belongings. So, my father called me, and said, "This is what's happening." I asked how much is it, and he said, "This much." And I just wrote a check, and they paid the government, and they were clear. So— but it was good timing then because inflation was so high that the amount I gave was almost 10 times more than it would have been up— 10 times less than I would have paid, so it just— it all worked out. SY: Yeah. And— OK. And then did you start— did you stay in touch with your family at all during that time? AN: I did, and it was pretty— we would write letters. Of course, they didn't have (inaudible) [00:48:24] or Tango and things like that— iPhone, you could talk to each other. So, from time to time we would write letters, and it would be pretty generic. No names, and no insulting the government, things like that. And sometimes I would call, and there are times that somebody— if you say something— the monitor on the other end would scold you for saying it, so— so they would do that, yeah. Because again, maybe my family— because we had three bro-- three siblings in prison by the Mullahs, and a number of family mem-- relatives who got executed by the government because they were against the government, so. SY: So, when did you get to see your family again? 14 AN: I got to see my mom about 15— 20 years ago. Eighteen years ago, I'm sorry. She came here to visit us, and then I went— my family and I went to Europe to Holland, a couple— three years after, and met with my mother and father. And they're still both of them living. My mom is in her 70s, my dad is in his 80s, so— SY: And are they in Iran, or— AN: In Iran. Tehran. SY: In Tehran. And your siblings? When did you get to see them? AN: My siblings— last time I saw my brother was about a few years ago. My sister is— oh my brother, five years ago. I went to see him, and I saw him there. SY: And it sounds like there's a period of, I don't know, 20 some odd years where you didn't see your family at all. AN: Yeah, it was. And it was one of the hardest things. And the reason is, I know my wife's family, they're really great. They love me. And really it was good to be accepted and to be part of them. But, you always feel like you don't— you— sight of it— there's something missing, and that is some of the things that have been missing for me and for my kids, because I always wanted to— I wanted to experience the love from my side of the family, because in Iran it's a lot more personable. I'm not saying— just, family is— it's— family relations are very deep. SY: And more affectionate, right? AN: More affectionate, just like— and they just— you feel like— we were talking to one of my friends, talking with how many people go see therapists here in the US, and it just really— it's hard for people to be talking to each other about— because no one's got time. In Iran, people don't go to therapists, they have family members. It's really— it's not unusual to have family members who live with you, so any problems you have you can always— you always have that support that— that support network that can always help you out. So, that's one other thing that I wish I had that for my kids, and I wish I had that for myself. I think that would have made me a lot better person in some ways for them, they would have a richer youth, and teenage years. It would be a lot better for them. SY: Do you speak Farsi with them at all? (overlapping dialogue; inaudible) [00:51:47] AN: No, I did not. I did initially, but that's one of the regrets. I should have spoken with them. I should have taught them, but I didn't. And actually, when I became a US citizen back three years after I got married. So, that was like '81, '80, '81 or so. Eighty-two. So, I was just— I was so mad at the Iranian government and all the things they do, I just didn't want to deal with it. Now, the last five, 10 years or so, I've started to pick up on strengthening my Farsi, because I was forgetting it, and I just realized— I just kind of made myself— I thought— I was thinking about, really, because I'm mad at them doesn't mean I don't— I love that language, and I just— it's really hard on me. So, I started to really read a lot of Farsi and listen to things, because you forget things, and I try always to see when I say something, how would it translate into Farsi, or the other way around. SY: Do you still dream in Farsi? AN: I dream about— yeah. I do. I mean, especially food involved. (laughter) 15 SY: That's what I was going to say. You must be homesick for food. What food do you crave that you can't get here? AN: They have these kebabs, filets, and they also have, we call them barg, which means leaf. But it's just kind of like leaf of meat. Filet. And they skewer it, and it's just unbelievably tasty. And that's served with rice and saffron. And they have this other kebab called koobideh, and that's basically kind of like hamburger, but it's on skewers this long, but it's absolutely the most delicious thing on earth. I mean, all Iranians, you don't find anybody who doesn't love chelo kebab. They call it chelo kebab. So, that's one of the things that— I mean, the smell of it, the taste of it, it's just out of this world. Seriously. SY: I believe you. (laughter) AN: Yeah. It just— it's just unbelievable. And that's one of the things I miss. And I miss the traditions. I miss the New Year. Persian New Year. It's a big deal in Iran. It was— SY: It was just last week, or two weeks ago, yeah. AN: Two weeks ago. Yeah. Twenty-first. And I know it's not a big deal here, but my wife does some prep for it, but it's just— it's not the same. So, those are the things that you feel like you wish you had. I wish for our governments— Iranian government and US government to get along, so people— SY: It looks like they're having— AN: I hope so— SY: Fear about what's going on this week, and last week. AN: Yeah, I'll see it when it's actually executed. I don't know. I don't trust these guys over there. SY: You'll believe it when you see it. AN: Yeah. I— you know what? It would be great if these two countries could get along and people could travel without the fear of getting hurt and kidnapped or whatever. SY: Bizhan's been back, have you ever gone back? AN: No, I've not gone back. He actually— when he resigned, he resigned from the navy. I did not. I just went AWOL, and because of my last name, because my brothers being anti-government, I really don't think I have a chance of going there freely. I would really— I wish I could, but I don't think so. Unless this government changes. SY: So, you're going to have to wait for news (overlapping dialogue; inaudible) [00:55:17]— AN: Yeah, to be honest with you, I don't think in my lifetime that's going to happen. I really don't think it. This is— traditionally, Iran— a regime lasts 70 to 100 years. Happened to Shah, it was 75. To these guys, it's only been 35, 40 years. I don't think I'm going to live another 30 years to see that, we'll see. SY: I don't know, you keep eating those egg white omelets, you might live another 35, 40 years. (laughter) AN: Yeah, maybe. SY: Sussan talked about how when she came back, because of the hostage crisis, there's a lot of hostility towards Iranians. Did you experience that? 16 AN: Yes, I did. Very much so. When— back in '78, or '79, I was working at this hotel called— maybe it was '80. The Radisson in Burlington. It's called Hilton now. So, I had an employee he worked for me. His name— whatever. And he was very anti-Iranian. And it was Iran this, Iran that, swear words, and— so, he didn't know I was Iranian, and finally when he found out I was Iranian, he just said, "I'm so sorry. I just didn't know you're Iranian, and I've been saying all these things." And I said, "It happens a lot. People don't know." When you talk about Americans are bad, or Iranians are bad, you just think of them in general. But you meet people, and you realize that really is not the case. And the prejudice I faced was not because of me. Once people started talking to me, they said, "Wow, you're not like that." Well, of course. I live in this country. I became a US citizen. I love this country. I'm not— it's not— I'm not the enemy. I'm like anybody else. But, my origin is Iranian. Just like you being Italian or being Irish. So, that's the way it is. But yeah. People— I mean, even after 9/11, just anybody who was dark, it was just— they were targeted. And then we learned to live with that. We learned to really put that aside. It's gotten a lot better in terms of labeling people and profiling them, I think so. So, I think, once people— and that's one of the things I love about Americans. Once they get to know you, and— first of all, I don't think many Americans are, in my experience, many Americans are not really vicious in terms of trying to put somebody down. People are very— they joke a lot in many ways. People like to be humorous about some things. That's just the way it is. And my experience has been I really haven't had people say, "You. Because of you." And once they get to know me, and say, "Hey, that's the situation. It is what it is." SY: Yeah. So, after all this, you're— you feel you— you arrive in Northfield, you arrive in the boonies, you say, "Oh my God, what is happening to me?" You end up staying in Vermont. Why'd you end up staying in Vermont? AN: Well, I stayed up in Vermont, the reason is because my wife is a Vermonter, and she wanted to be— she wanted to live here. I don't really like Vermont weather. I love the people. They're just the sweetest, most friendly, kind people. I just don't like the weather. And really, it's getting to me year after year. Just, I don't like the cold. Today's March— April. April second. I had to wear a long coat to come out. It's just— there's got to be an end to this at some point. So, my daughter lives in Florida. Southwest Florida. So, my dream is to move there someday and— but my wife is not convinced yet. That's the problem. That's the problem. SY: I don't know. You compromised. You've been here for a long time. Maybe it's your turn, huh? AN: Yeah. I don't know. We'll see. We'll see. Maybe another five or six years. We'll see. SY: Yeah. Exactly. I don't know if I have any more questions. I'm just looking through my list. Oh, yeah. So, then years later some of your classmates managed to trickle back in. So, what were those conversations like when you re-met them? AN: Oh, so coming back from Iran, or just— SY: Yeah. So, Bizhan makes his way back, Sussan makes her way back. It takes a while though. 17 AN: It does, yeah. It took a lot. For Bizhan, he almost didn't make it back here. He was stuck in [Bromford?] quite a long time. What really confirmed things for me was that I was right from the beginning that I shouldn't have gone to Iran, because a lot of my friends went, and said— and they went, and resigned, they almost didn't make it back, and they hated every minute of being in Iran. Even though it's our mother country, just because the regime made it so hard. And it was interesting to hear that people were in the same timeframe as I was in terms of thinking, and so for me it just was kind of a sweet— it's a pleasurous— pleasuring— pleasing thing to hear that I was— what I felt about Iran, not going to Iran was the right thing, and— SY: And everybody came back, and you could probably talk freely in a way that you hadn't been able to. AN: Oh yeah. Yeah. We did. And Bizhan's been to Iran several times. And even the last time that he went he said it was just really tough for him after a week. Said it was really tough. Just because we used to it— it's a part of our— we've been here more than half of our lives here in the US than we have been in Iran. So, for us in particular it's really hard. I don't think if I went to Iran, honestly I couldn't last more than a week or two. I seriously couldn't. Because A) the way of life B) all the different— the environment, the society and— SY: And the anxiety of whether or not you'd be able to leave. AN: Right. And that's a thing. And they have a different concept about things. Time is not important at all. So, you could go— when you invite Iranians over in Iran, you tell them dinner at 8:00. Dinner doesn't mean at 8:00, it means at 8:00 they start preparing the dinner. So, you end up eating dinner at 11:00 sometimes. SY: I think that's true for every people besides white Anglo-Saxons, you know what I mean? Any other country you go to it's the same. AN: And it's good to have that time concept. It's good to say, "Look, dinner's at 8:00. Be here at 7:45." Or whatever. I like the way things are more clear here what it is in the US. And people are pretty straightforward about it. In Iran, no. In Iran, say, "Hey, come here for dinner." Yeah, OK. And you can't tell people just come by yourself. You would say you come to my house, meaning you, that means the entire family. The entire family comes. So, it just— it's nice, in a way, and because everybody is together, and they love guests. That's another thing about our culture. We just love people coming and enjoying our food and being part of our lives. SY: Yeah. So, what's your job now? AN: I am the VP or Information Technology and CIO at Visiting Nurse Association in Colchester. SY: That sounds like a very good job. AN: It is actually. I started at— I went up the ranks. And I've been there 21 years. So, I really worked hard at getting here, and they just didn't give it to me because they liked— they thought they should have somebody like me. I worked hard for it. And I guess you have to prove yourself. Because again, you have in this country, again, you are given an opportunity, I feel like you people should be— they should use it to the absolute max, and if they don't use it— and that's why if they don't use it they're putting themselves at a disadvantage, and that's why it's true 18 that it's the land of opportunity. And it's true that if you want to do it you can do it. But you really have to work at it hard, and sometimes you have to work harder just because of who you are. Sometimes— different times I have to work a lot harder to prove myself because people just look at you and for whatever reason they just think you might not be able to write well, you might not be able to speak well, so those are things that kind of— they put you— you're set back, and they don't give you the opportunity. SY: Did you ever get disheartened during your sort of rise up the ranks? AN: I did. Like, you get— against what? My work, or people I work with? SY: No, just frustrated. I mean, like, yes. This is the American Dream. You can work hard and you can rise up, but there is discrimination, there are barriers, there are different things. It's frustrating. AN: No, I never did. I seriously I— again, I always thought this is such a great country. And if I can imagine myself when we had the hostage crisis here in this country, Iranians took those Americans hostage, 52 of them, for 444 days or something like that, and people still here we could live and we could get promotion. We could work hard. I mean, it doesn't happen everywhere, but I feel like I never had any backlash against me because of that. But I can't imagine being in Iran and being an American, and you take Iranians— Americans take Iranians hostage, and Americans in Iran be treated this well. And again, this is one of the greatest things about the United States, because that is— that's what makes us such a great nation. And that's what makes us so special. I mean, every day when I talk to these young people, I say to them, "You have this opportunity in this country, you have such a great country here, you have to realize it. Don't say US this, and US that, address it in a negative way. You haven't been to the other side to see what it is to live in this great country." And just have to— you just have to cherish that, and appreciate it, and you have this opportunity, you're part of this nation. SY: Yeah. One last question. How did you meet your wife? AN: Well, actually, I was— we were going to a disco called Friends in Burlington, and I had a girlfriend here one— actually, I had a live in girlfriend here, and I had a fight with her one night, and just went to disco with my friends. My male friends. So, my wife saw me at the— standing there by the cigarette machine, because they had cigarette machines inside, and she asked me to dance, and we danced for three hours. And so, that's— I think I told her I fell in love with her that night, and she said, "Oh, [I can't hear?]?" I said, "I loved you from the minute I saw you." So that's— SY: And now that's 30-- AN: Thirty six years we've been married. Yeah. Yeah. So, like any marriage, there's just like anything. You'll have ups and downs, but more ups. I really think that. More positive stuff than. SY: Absolutely. So, any last thoughts? AN: Last thought is I hope someday my kids will be able to listen to all these stories from Iranian guys, and Norwich cadets, and I hope they should— that they have an opportunity to come back and listen to some of these. 19 SY: Well, actually you're going to get a copy of this, and pretty soon the interviews I did with Bizhan and Sussan will be available online. So, that wish will be able to be granted very quickly and concretely. AN: Yeah? Great. SY: So, I'll send you— I'll send you— [01:07:09] END OF AUDIO FILE

Issue 17.6 of the Review for Religious, 1958. ; A. M. D. G. Review Religious NOVEMBER 15, 1958 Plus Xll: St:at:es ot: Pert:ecfion . John Carroll I~ut:rell .! Current Spiritual Writing . Thomas G. O'Callaghan Preliminary t:o Adapt:at:ion . Sister Maria The General Chapt:er . Joseph F:. G~llen Book Reviews Questions and Answers Index t:or 1958 Roman Documents about: Mary and World Needs Catholic. Workers Spiritual Assistanc~ [or Soldiers VOLUME 17 NUMBER 6 REVIEW FOR RELIGIOUS VOLUME 17 NOVEMBER, 1958 NUMBER 6 .CONTENTS PIUS XII (1939-1958) AND THE STATES OF PERFECTION-- John Carroll Futrell, S.J . 321 OUR CONTRIBUTORS . 325 CURRENT SPIRITUAL WRITING-- Thomas G. O'Callaghan, S.J . 326 SUMMER-SESSION ANNOUNCEMENTS . 338 PRELIMINARY TO ADAPTATION Sister Maria . 339 MEDICO-MORAL PROBLEMS . 350 SURVEY OF ROMAN DOCUMENTS~R. F. Smith, S.J . 351 THE GENERAL CHAPTER--Joseph F. Gallen, S.J . 358 BOOK REVIEWS AND ANNOUNCEMENTS: Editor: Bernard A. Hausmann, S.J. West Baden College West Baden Springs, Indiana . 370 QUESTIONS AND ANSWERS: 35. The Right to Refuse an Elective Office . 380 36. Limits of Extension of Hands at Mass . 381 37. Manner of Receiving Communion . 381 INDEX FOR VOLUME 17 . 382 REVIEW FOR RELIGIOUS, November, 1958. Vol. 17, No. 6. Published bi-monthly by The Queen's Work, 3115 South Grand Blvd., St. Louis 18, Mo. Edited by the Jesuit Fathers of St. Mary's College, St. Marys, Kansas, with ecclesiastical approval. Second class mail privilege authorized at St. Louis, Mo. Editorial Board: Augustine G. Ellard, S.J.; Gerald Kelly, S.J.; R. F. Smith, S.J.; and Henry Willmering, S.J. Literary Editor: Robert F. Weiss, S.J. Copyright, 1958, by The Queen's Work. Subscription price in U.S.A. and Canada: 3 dollars a year; 50 cents a copy. Printed in U.S.A. Please send all renewals and new subscriptions to: Review for Religious, 31|5 South Grand Boulevard. St. Louis 18o Missouri, Plus Xll (1939-1958) and t:he t:a!:es ot: Perl:ect:ion John Carroll Futrell, S,J. THE DEATH of Pope Pius XII was a great loss for the whole world and for men and women in every walk of life. Successor of St. Peter and hence divinely guided teacher of religious truths, he spoke out dearly on topical dog-matic and moral questior~s. "Pope of Peace," he appealed to people everywhere to practice the justice and self-control essential to the establishment of a harmonious world ordbr. To the faithful he was ever a father, the gentle Vicar of Christ who gave a radiant example of personal holiness and a true reflection of his divine Master. Nevertheless, perhaps it is the men and women dedicated to God in states of perfection who feel most indebted to this great pontiff and who most deeply mourn his passing. For he understood the special difficulties and problems of those endeavoring to carry out the duties oi: the states perfection in the modern world, and the acts of his pontificate are a lasting monument to this understanding. It is the purpose of this article to give a summary of the major contributions of this great pope to the welfare of the Church's states of perfection. Sacred Virginity To all the men and women who have embraced the evan-gelical counsels this Holy Father, who was called the Pastor /lngelicus, gave a new charter of praise and a ringing affirmation of their choice of vocation in his magnificent encyclical Sacra Virginitas, issued on March 25, 1954. Meeting current exag-gerated claims of the primacy of the married state, the Pope explained and lauded consecrated virginity freely elected for the love of Christ. Granting .that holiness can be attained without virginity, the Pontiff nevertheless showed the greater excellence of this state of exclusively divine love. He recalled to religious 321 JOHN CARROLL FUTRELL Review for Religious the necessary means and cautions to preserve chastity and recom-mended better presentation of the ideal of the celibate state to youth and greater support for it by Catholic parents so that vocations might flourish. Secular Institutes During the first decades of the twentieth century, fervent men and women in the world manifested a desire to lead lives of religious perfection while remaining in the world. Many of them took private vows to keep the evangelical counsels and dedicated themselves to apostolic activities within their secular environment. The canonical status of these men and women was obscure, and many tradition-minded ecclesiastics felt that they should be compelled to join approved associations of the faithful. In his apostolic constitution Provida Mater Ecclesia of February 2, 1947, Pope Pius XII gave these groups of men and women formal canonical recognition as secular insti-tutes and laid down laws to govern them. To facilitate the natural development of these institutes, the Holy Father left these laws in very 'broad outline. The members of secular institutes are not religious, as a general rule" have no com-munity life, take no public vows, and usually do not wear distinctive garb. But as the Pope made clear in a motu l~ro/~rio on March 12, 1948, and again in a talk to the International Congress on States of Religious Perfection on December 9, 1957, the secular institutes lack nothing of the elements con-stitutive of Christian perfection; they have their own nature and form, and their members need not join other associations of the faithful. The Training of Religious The late Holy Father, himself a man of extraordinary intellectual attainments and broad cultural and scientific inter-ests, was deeply convinced that religious priests and teaching sisters and brothers should receive an education which would fit them for the needs of the times. In his exhortation Menti nostrae of September 23, 1950, Pope Pius insisted upon the 322 November, 1958 Pius XII AND STATES OF PERFECTION importance of adequate seminary training and continual intel-lectual pursuits for the promotion of priestly sanctity. Six years later he fully developed this ideal of clerical training in the apostolic constitution Sedes Sapientiae, which laid down principles and statutes to govern the formation of religious candidates for the priesthood. The Pontiff insisted that the religious priest must be the perfect man in Christ Jesus, broadly cultured, intellectually the equal of men in ~he world, and equipped to refute modern errors and meet modern needs. Special note was taken of the necessity for a graduated train-ing in p.astoral technique which should culminate in a year's apprenticeship under experienced guides. In June of 1958 a Pontifical Institute of Pastoral Work was established in Rome to foster the pastoral development of priests, with courses aimed at practical work and at the preparation of seminary instructors. Nor was it only religious priests who were the object of Pius XII's concern. At the First International Conference of Teaching Sisters at Rome in. September, 1951, the Holy Father exhorted the sisters to prepare themselves well for the apostolate of education. The extent of the pontiff's solicitude for this preparation, especially for the teaching of Christian 'doctrine, was strikingly manifested on February 11, 1956, when he erected the pontifical institute Regina MunJi~ for the intellectual training of women in states of perfection. The Pope also recognized the importance of special training for mistresses of postulants, novices, and young religious; and by" a decree of the Sacred Congregation of Religious in March, 1957, he established the school Mater Dibi;~e G.i~ati~e at Rome to offer a three-year course in such training. Teaching brothers were greatly encouraged by an apos-tolic letter of March 31, 1954, wherein the Holy Father affirmed that the brothers are religious in. the full .sense of canon law, possessing a divine vocation approved and pro-tected by the Church to engage in the apostolate of education. 323 JOHN CARROLL FUTRELL Review for Religiot~s This includes a mandate to teach Christian doctrine within the limits prescribed by canon law. In July, 1957, a decree of the Sacred Congregation of Religious erected the pontifical institute JeSlCS ~Iagisler with a program of training to pro-mote the self-sanctification of the brothers and to better pre-pare them to lead their students to Christian truth and virtue. Contemplative Nuns Sponsa Christi, the apostolic constitution of November 21, 1950, on the vocation of contemplative nuns, marked a milestone in the understanding of the place of this high state of perfection in the modern world. The Pope laid down general statutes governing solemn vows, gave a preliminary clarification of major and minor papal cloister, and reaf~rmed the essentially monastic and autonomous character of the indi-vidual houses. Nonetheless, he strongly urged the organiza-tion of federations of monasteries for the fostering of religious spirit and the alleviation of economic problems and suggested limited apostolic activity even to strictly cloistered groups. Later, in March, 1956, the Pontiff promulgated definitive legislation regarding the cloister of nuns. One of the last acts of the life of Plus XII was a beautiful allocution to contemplative nuns delivered over the radio in July and August, 1958. The Pope urged the nuns to know and love their contemplative life. He exhorted superiors to plan carefully the formation of young religious in the contemplative life and warned that this formation must be adapted to modern girls. Finally he taught once again that certain types of apostolic activity such as the education of the young, retreats for women, and works of charity toward the sick and the poor are compatible with the essence of the contemplative life, provided the interior striving for union with God continues uninterrupted. New Things and Old Perhaps the most constant desire of Pope Plus XII for the states of perfection was that they would return to the fervent spirit of their founders and at the same time adapt 324" Novc~bcr, 1958 Pius XII AND STATES OF PERFECTION their customs and practices to contemporary ~circumstances. In allocutions and letters from 1939 to 1958 he stressed the need for this accommodation to modern needs and for the simultaneous deepening of the original spirit of each institute. Speaking to the First General Congress on States of Perfection, Decem-ber 8, 1950, he exhorted modern religious to imitate their founders in examining the beliefs, convictions, and conduct of their own contemporaries, adopting .those elements which are good and proper; and he warned that without this adaptation they would never be able to enlighten and guide the men of their own time. Speaking to the First International Congress of Teaching Sisters, September, 1951, and again to superiors general of institutes of religious women, September, 1952, Pope Pius specifically suggested accommodation of religious habits, manner of life, and asceticism to modern needs in order to stop the alarming decrease of vocations by removing the barriers set up by stubborn adherence to usages meaningful in another cultural situation but now empty formalism. Finally, in February of 1958 the Holy Father spoke to superiors gen-eral of religious orders and congregations of the ever-present necessity of drawing upon the spirit of the founders of each institute. Nov~? el ve/er~--this was his constant theme. Religi-ous must learn to live in their own world and in their own time with all the fervor of their founders. These, then, were the major contributions of Pope Pius XII to the states of perfection. He has left a rich legacy to the members of these states, and his memory will live on in their faithful following of his directives. OUR CONTRIBUTORS JOHN CARROLL FUTRELL is completing his theological studies at St. Mary's College, St. Marys,. Kansas. THOMAS G. O'CAL-LAGHAN is professor of ascetical and mystical theology at Weston College, Weston 93, Massachusetts. SISTER MARIA is a Sister of the Humility of Mary, whose teaching field is Spanish language and litera-ture. R. F. SMITH is a member of the faculty of St. Mary's College, St. Marys, Kansas. JOSEPH F. GALLEN is professor of canon law at Woodstock College, Woodstock, Maryland. 325 Current: Spiri!:ual Writing Thomas ~o. O'Callaghan, S.J. Charles de Foucauld CHARLES DE FOUCAULD (1858-1916) has certainly been one of the most impressive and striking figures the Church in the last half century. After a worldly life as a French army officer, he was converted to a sincere Christian life. Shortly i~fterwards he entered the Trappists. After seven years of a dedicated Trappist life, he felt himself called to a still more literal imitation of Jesus. Especially did he desire to live the. life of a poor workingman in imitation of our Lord's. hidder~ life at Nazareth. This led him ultimately to the desert, to the life of a poor priest, a wanderer, sharing the life of the poorest nomad tribes. But P~re de Foucauld was a wanderer burning with a love of Jesus whom he desired to bring to these people in a silent way, through his loving and kind friendship. Just as Christ Himself did during His hidden years .at Nazareth, P~re de Foucauld desired to preach the gospel in siler~ce, to reveal to others in a silent way something of Christ. Although he had hoped to found a religious congregation --he wrote two different Rules for one--before his plans could be fulfilled, he was murdered by Touaregs in the Hoggar desert. In fact, it was not until ten years after his death that his first disciples, attracted by the example of his totally evan-gelical life, began to gather. Since 1933 three different con-gregations have been founded--the Congregation of Little Brothers of Jesus and two congregations of sisters; and today these three count more than nine hundred religious. What is characteristic of the spirituality of P~re de Fou-cauld and his followers? This has been answered in a most 326 CURRENT SPIRITUAL WRITING " interesting article by R. Voillaume, the Prior General ot~ the Little Brothers of Jesus.1 The Little Brothers of Jesus--the same is true of the Sisters--have three dominant characteristics. The first is their poverty. P~re de Foucauld could not, as he said, "conceive of loving Jesus without a constraining need of imitation or without, the sharing of each cross" (p.~ 29"2). He pictured Christ and the Holy Family as quite poor, working hard among the poor inhabitants of Nazareth. That was the life which he wanted, toil and poverty; he wanted to be socially a poor man and to be treated as such, and he did not want to .be given the social rank usually accorded to priests and religious. His love of Christ dictated "a need to imitate Jesus, to live as Jesus lived at Nazareth, sharing ~he life, the circumstances, the burden of the worker and the other poor" (p. 294). The second characteristic is adoration of the Blessed Sacrament. In each fraternity there is a chapel, and usually at the end of each day the Blessed Sacrament is ex16osed for adoration. The Little Brothers offer "their lives of work and poverty every day, in order to save their brothers in union with Jesus' own offering in the Eucharist" (p. 294). Because their .chapels are so frequently situated in the midst of the masses of the p~ople, the brothers are able~to combine their contemplation with their "presence to men" (one of their favorite expressions). Could they not live this life of poverty and adoration in a monastery, as so many other religious do? No; P~re de Foucauld felt forced to go to the poor, to bring Christ to them, more through hisway of living than by preaching. This is their third characteristic: "a silent apostolate through their mere presence in a very simple, unobtrusive and fraternal kind of friendship, an apostlolate meant more particularly for the more abandoned strata of society" (p. 292). It means z"P~re de Foucauld and His Fraternities," Blackfriars, XXXIX (1958), 290-99. 327 THOMAS G. O'CALLAGHAN Review for Religious making oneself a little brother to others, loving men for their own sake, as God would, and thus helping others to discover something of the love which Christ has for them. In this way they prepare hearts to receive the Gospel, or to under-stand it better. This article is most enlightening. Those who might desire a fuller account of the spirituality of the Little Brothers of Jesus will find it in Father Voillaume's very interesting and excellent book, Seeds of the Desert. Lourdes Since this is the centennial of the apparitions of the Blessed Virgin at Lourdes, there have appeared during the year a few books and numerous articles on the young girl who was favored with those apparitions, St. Bernadette. Of all the articles on this charming young saint, certainly one of the most delightful was written bp Father James Brodrick, s.J., undoubtedly one of the most polished of modern hagi-ographers, z Bernadette, who was canonized twenty-five years ago, is rather an extraordinary saint, precisely because in so many ways she was so ordinary. Yet perhaps it is her very ordi-nariness which is her great charm. Apart from the apparitions themselves, her life was quite simple. She neither said nor wrote anything profound or sublime; she was not known for remarkable penances; she had not followers or disciples, nor was she marked by an outstanding zeal for souls; she really did nothing very uncommon. Yet she was truly a saint, pos-sessing, as Father Brodrick claims along with Dr. Rend Lau-rentin, a "sanctity free of accessories and reduced to its essence, the sanctity without human grandeur or accidental charms, which was that of the Holy Family at Nazareth" (p. 271). If one gazes through the spontaneous simplicity and un-starched charm of this young girl, the clear signs of heroic z"St. Bernadette," T/~e Mont/s, XIX (1958), 271-82. 328 November, 1958 CURRENT SPIRITUAL WRITING virtue are clearly discernible. One of these signs_ was the constancy of her witness, her quiet tenacity in holding to the simple and unadorned truth in the face oi~ the ~l~reats and menaces, the coaxing and flattery, of both ecclesiastical and civil authorities. Even when she was threatened With prison by the commissioner of police, she gave simply and bravely her now famous answer: "So much the better. I shall be less expense to my father, and while I am in prison you will come and teach me the catechism." (p. 278) Regardless as to how people tried to cajole and inveigle her into telling the three secrets which .the Virgin had asked her to keep, she never weakened. This calm and quiet constancy of her wit-ness reveals the great strength of grace in her soul. Another clear indication of her heroic virtue was her humble thirst to be forgotten. She shunned attention, found the veneration shown her a bore. Although invited and en-couraged to attend, she even stayed away from the solemn consecration of the basilica at Lourdes in July, 1876, lest she be recognized and attract attention. So humble was her con-tinual way of acting that Father Herbert Thurston, S.J., surmised that one of her three secrets was "a pact with the Blessed Virgin never under any circumstances to try to draw to herself the attention of the world . . ." (p. 281) . Bernadette is truly a charming saint, and this article is a delightful portrait of her unself-conscious sanctity. The celebration of the centenary of the apparitions of the immaculate Virgin to Bernadette at Lourdes is an occasion for asking what role these, as well as other apparitions of our Lady, play in the life of the Church, and what attitude Cath-olics should have toward them. These important questions are answere.d very satisfactorily by Father DeLetter, S.J.3 The first~ thing which strikes one about the attitude of the Church towards these apparitions is her prudent caution; she avoids the extremes of either unenlightened enthusiasm "The Meaning of Lourdes," The Clergy MonHHy, XXII (1958), 3-16. 329 THOMAS G. 0'CALLAGHAN Review for Religious or skeptical scorn. She does 'not distrust God, but she knows very well from experience that man can be mistaken and that the devil can deceive even saintly men. Before she gives her approval to apparitions, therefore, she prudently demands a thorough and painstaking examination of the evidence. If, upon examination, she finds sufficient historical evidence for the authenticity of the apparitions, then she gives, her approval. But what does this approval mean? "Everything con-sidered, an ecclesiastical approval of a divine communication implies the three following statements: First, that it comprises nothing contrary to the faith or to morality. Secondly, that it may be made known in publications. Thirdly, that ~he faith-ful are given explicit permission to believe it with caution." (pp. 5-6) (It is a question here of human belief, not ot~ divine faith.) What role do these apparitions and the private revela-tions connected with them play in the life Of the Church? Father DeLetter, in answer to this question, states and develops the theology of these apparitions under five headings: 1) These apparitions are signs of the divine presence and action of Christ in the Church today. 2) These divine interventions have an apologetic value in both strengthening the faith of believers and inviting non-believers to accept the faith. 3) While not changing or increasing the deposit of faith, these divine interventions do have doctrinal significance. They are signs, drawing attention to some element of the Catholic faith which is an answer to the particular needs of the times, e.g. a call to prayer and penance. 4) Many of these apparitions of our Lady, such as Lourdes and Fatima, help to make us more aware during this Marian age of the role which the Blessed Mother plays in ~he economy of the Redemption. 5) "Lourdes in particular came as a heavenly confirmation of the definition of the Immaculate Conception . . ." (p. 9). This article, if carefully read, will be very profitable for all, since the place of apparitions in the life "of the Church 330 November, 1958 CURRENT SPIRITUAL WRITING and the attitude which Catholics should have towaid them is often not well understood. Especially, however, will it be helpful to the extremists who are either overenthusiastic about apparitions or superiorly scornful of all that "mystical and pietistic nonsense." Liturgy and Scripture Father Balthazar Fischer, a professor of liturgy at Trier, Germany, and a member of the commission which drew up the German Ritual, delivered at St. Patrick's College, Maynooth, Ireland, a lecture on Christian psalm-praying. The lecture was printed in The Furrow.4 What he primarily discussed was: first, a fundamental presupposition for praying the psalms in a Christian way, that is, how to give the psalms a Christological meaning; second, the four basic attitudes of soul one should have in praying, the psalms. Concerning the first point, he wrote: Th'ey [the people of the early Church and of the Middle Ages] had two ways of finding this Christological meaning in the Psalter. Sometimes .they saw Christ as the one who prayed the psalms, the Just One /~ar excellence: and so they joined Him in praying to the Father: Psalmus vox Ecclesiae cu'm Christo ad Patrem. This was the way that St. Augustine loved so much. The other way was not to look upon Christ as the one who prays the psalms but as the God of the psalms, and so address them directly to Him: Psalmus vox Ecclesiae ad Christum. This was the way which St. Benedict seems to have pre-ferred, and a way which was also known to St. Augustine and his predecessors in the Christian interpretation of the psalms as ~ar back as the second century. (p. 68) . If we use this double principle in praying the psalms, either praying them with Christ to the. Father, or, perhaps what is the simpler way, directing them to Christ, we will have the consoling experience of having the Psalter, as Newman said, "breathe Christ." The greater part of the article, however, is a development oi~ the four fundamental dispositions which are necessary for a fruitful praying of the psalms. The psalms must be sung 4"Praying the Psalms," IX (1958), 67-78. 331 THOMAS G. O'CALLAGHAN Review for Religiot~s in a spirit of tranquillity, humility, childlikeness, and joyful-ness. "These four principles are valid for all praying; but they are valid in a special m~nner for him for whom the Psalter has become a Christian prayerbook" (p. 69). Those interested in the liturgy and Scripture will find some very interesting matter in an article by Paul Doncoeur, S.J., "Bible and Liturgy: Fruitful Tension.":' The liturgical and scriptural movements have both developed noticeably during the last few decades. Although in many ways they have developed independently, nevertheless, because each was correctly orientated from the beginning, they have converged. The liturgy has been most clearly enriched by scriptural studies; and it is becoming more and more evident that Scripture can receive new meaning from the liturgy. Each has helped and strengthened the other. Inversely, however, if the biblical movement should ever try to propose to the faithful subtle exegesis in place of the substantial word of God--which has happened to some degree in the past--then Scripture would never nourish the interior life as it should. But also, if the liturgy should ever be emptied of the substance of the Scriptures, then it would relapse into sentimental devotions. An important point for liturgists not to forget, says Father Doncoeur, quoting Louis Bouyer, is that " the first requirement for a liturgical movement that will lead to an authentic revival of the Church's true piety is never to bring liturgy back to the peopl~ with-out, at the same time, giving them greater access to the Bible" (p. 97). . . Father David M. Stanley, S.J., who teaches Sacred Scripture at Toronto and is one of the outstanding New Testament scholars in North America, has been, esp.ecially during the past year or two, a very frequent con'tributor to Worship. One of his recent ai'ticles was on the meaning of the wedding feast at Cana.~ :' Worshil~, XXXII (1958), 89-100. ~"Cana as Epiphany," XXXII {1958), 83-89. 332 November, 1958 CURRENT SPIRITUAL WRITING The wedding feast ,at Cana was one of the three principal epiphanies of Christ. Our Lord's baptism was His epiphany as the Christ, the awaited Messias; the Magi story was His epiphany as universal King, even of the pagan nations; Cana was His epiphany as God's incarnate son on earth, and therefore as Mary's son. What role does Christ give to His Mother at Cana? Our Lord's reply ("What wouldst thou have me to do, woman? My hour has not yet come") to His Mother's request for help ("They have no wine") indicates something of the part which Mary is to play in the redemptive work of her son. The interpretation of our Lord's answer has always been difficult for those not familiar with the Semitic idiom. But, according to Father Stanley, what our Lord tells His Mother is that here and now ". He must act independently and without her help. However, when the 'hour' par excellence, the crisis upon Calvary, arrives, she will play her part . In that supreme moment, the Mother of Jesus will collaborate in the final struggle with Satan and share the victory over evil." {pp. 86-87) Our Lord, then, by His answer, predicted implicitly--as the article shows in greater detail--Mary's role as co-redemptrix and her future motherhood of all His disciples. ~ St. John of the Cross There appeared in a recent issue of Spiritual. Life an article outlining the spiritual teaching of St. John of the Cross.7 Among the points of St. John's doctrine which the author touched upon, there was one which usually is not sufficiently stressed: the Christocentric character of the saint's teachings. In the teaching of St. John of-the Cross, spiritual per-fection consists in the complete and perfect union of love between God and the soul, that is, in transforming union. It is to this perfect union that he is always directing a soul, and it is on .this union that his whole spiritual teaching con- 7 Paul of the Cross, OoC.D., "St. John of the Cross," IV (1958), 47-61. 333 THOMAS G. 0'CALLAGHAN Review for Religioz~s verges. He calls this union spiritual marriage. But in this union who is the bridegroom to whom the soul is ,united? It is Christ. In the doctrine of St. John it is the Incarnate Word who is the spouse of.the soul. St. John's notion of perfection, therefore, has a Christocentric character. John here is speaking of Christ as .God, it is true; but it is still Christ. Christ as man, or the humanity of Christ, also has a very dear and definite place in the doctrine of the Carmelite saint. Briefly, the way to transforming union is by the perfect imita-tion of the humanity of Christ ,out ;of love for Christ. The perfect imitation of Christ as man, espedidlly Christ crucified, leads to perfect union with Christ as God. Even when St. John is directing souls into a prayer of obscure contemplation, he does not teach them to abandon the humanity cote Christ as they put aside their discursive meditation. Although it is true that the soul's gaze may be centered more .directly on Christ's di¢inity, it is still going out to the whole Christ, to the Incarnate Word. So also, when the contemplative soul is loving Christ, it is not the divinity alone which it loves, but the God-man, the Incarnate Word, the whole Christ. For St. John of the Cross, Christ truly holds a central place. He is the way according to His humanity, and the end in His divinity. For St. John, as we just mentioned, spiritual perfection consists in union with God. This union of the soul with God comes to pass, he says, ". . when the two wills--namely that of the soul and that of God--are conformed together in one, and there is naught in the one that is repugnant to the other.' '~ Can a total consecration to the Blessed Mother be har-monized with such a concept of the spiritual life? It certainly s .'Isrg'Zll" of llloltt~! (:~lrttlrl, II, ch. V, 3 (translated by" E. Allison Peers: West-minster: Newman,~1945, I, 80). 334 November, 1958 CURRENT SPIRITUAL WRITING can, says Father William G. Most.'~ In explaining how this may be done, he suggests a point which is ~)ell worth consideration and reflection. The will of Mary is always in perfect unisor~ with the will of 'God. To conform one's will to the will of GOd then is objectively to conform it also to the will of the Blessed Mother. If one stressed more consciously this latter aspect, the Blessed Mother couli:l easily be given the all-pervasive role in the spiritual life which she deserves. One would then be able to live a life not only of conformity to the will of God, but also at the same time of conformity with the will of the Blessed Mother. New Date for the Last Supper The date of the Last Supper has always proposed a serious problem for Scripture scholars. The problem consists mainly in reconciling St. John's Gospel with the Synoptic evangelists. In their attempted solutions scholars have usually placed the Last Supper on Thursday. But this leaves some serious difficulties still unsolved. The most recent and satisfying solution to the problem has been that proposedby Miss A. Jaubert' of Paris. Accord-ing to her the Last Supper took place, not on Thursday, but on Tuesday. If this theory is accepted, then obbiously the chronology of the events of o'ur Lord's Passion will have to be revised. Miss Jaubert's theory, together with her revised chronology of the Passion, has been neatly summarized in a recent article by George W. MacRae, S.J.1° Beginning with the Saturday before Good Friday, this would be the order of the events of the Passion. Saturday: In the even~ing Jesus is anointed during supper at Lazarus' home in Bethany. Sunday: Christ makes His triumphal entry into Jerusalem. During the day Judas first approaches the chief priests about betraying our Lord. Later that day Christ returns to ~)"Consecration to Mary," S/,iritual~Life, IV (1958); 108-17. New Date for the Last Supper," /Imerican Ecclesiastical Re*sie~, CXXXVIII (1958), 294-302. 335 THOMAS G. 0'CALLAGHAN Review for Religious Bethany to pass the night there. Monday: Jesus leaves Bethany and curses the fig tree. Tuesday: In the morning, after spending another night outside the city, ~he apostles notice the withered fig tree as they pass by. Later they ask Christ where He wants to celebrate the passover, and in the evening the Last Supper takes place. Later that night, after the Agony in the Garden, Christ is arrested and is brought to the house of Annas for interrogation. While this question-ing is going on, out in the courtyard .of Annas the denials of Peter are taking place. Annas then sends Christ bound to Caipha_s and Christ spends the rest of the night there. Wednesday: At daybreak the elders, chief priests, and scribes gather for the first legal trial. After the trial, since the Jewish law forbade rendering the verdict the same day as the trial, Christ passes another night as captive. Thursday: In the morning Christ is condemned by the Sanhedrin. Then He is immediately brought to Pilate who questions Him. It is on this occasion that the chief priests refuse to enter Pilate's court lest they be defiled. Pilate sends Him to Herod, and Herod in turn sends Him back again. Thursday night Christ spends as a prisoner in Pilate's fortress. It is .during this night that the incident of the dream of Pilate's wife occurs. Friday: In the morning Christ appears again before Pilate. Then He is ~courged, condemned, led through the streets, and crucified. ". this chronology of our Lord's Passion appears to do far more justice to the series of events in the Passion itself than does a shorter period of time . There are still difficulties in understanding the Gospel accounts that it does not resolve. But so long as we regard it as a possible explana-tion, while awaiting further confirmation we may find it an aid to a clearer picture of the Passion of our Lord." (p. 302) Priestly Virtues What are the key qualities which Christ demands of His apostle-priests? The basic ones, says Father Spicq, O.P., draw- 336 November, 2958 CURRENT SPIRITUAL WRITING ing his answer from three major scriptural passages, are those of the three theological virtues.11 The fundamental virtue required of an apostle-priest is faith. For it is through faith that he will posses the truths of the kingdom which he must preach to the world; it is faith which brings him into contact with the mysteries of the divine life and the "unfathomable riches of Christ" (Eph 3:8) of which he must be a witness. It is not that his faith is different from that of the faithful; but it must have the solidity of rock. It must give him those qualities of steadfastness and stability which are needed in a man who has been chosen to bear witness and to preach. His life must be rooted deeply in the solid truth of firm faith. In the mission given him by Christ, the priest knows that without Christ he can do nothing, but that with Christ he can do all things. In the Lord, then, he must hope.The Lord has spoken to him: ". take courage; I haveover-come the world" (John 16:33). So the priest must place his unshakable confidence and hope in the triumph won by Christ. To receive, however, from "Christ the strength and help which he needs, the priest must also pray. He is not exempted from prayer merely because he hopes in the Lord. Prayer is an integral part of his vocation. "A man of flesh and blood can do divine work only with this effective means [of prayer], by harnessing God's own power to the task" (p. 14). Prayer, therefore, must also be joined to firm hope, if the priest is to be a true apostole of Christ. In a priest's life, even more central than faith and hope, there must be love. The priest must surrender his whole heart to Christ, both to the person of Christ and the work I, "Priestly Virtues in the New Testament," Seril~t',*re, X (1958}, I0-16. The second installment of this article appears in the July issue, pp. 84-93; and in it Father Spicq treats of some of the other priestly vit:tues: compassion, fidelity, prudence, purity, etc. 337 THOMAS G. 0'CALLAGHAN ,9~ ~Chris.t, the ,salvation of souls. "The heart of the priest, l~cked in t, heo'embrace of Christ's love (2 Cor. 5:14), will therefore love souls as Christ loves them and because he loves them (John 15:12)" (p. 15). For a priest, however, this l~ve of souls will mean.the humble service of souls. Such was the life and love of Christi such must also be the life and love of the priest. SUMMER-SESSION ANNOUNCEMENTS For many years we have been publishing announcements of summer sessions. Our purpose in doing this is to help our readers to know where they may attend courses or institutes of special pertinence .to religious. Directors and deans of summer sessions who wish to avail themselves of this service should carefully observe the following points: 1} Only courses of special pertinence to religious should be listed. The 2le) nTghthe aonf nthoiusn pcaermagernatp shh oisu ilrdr eblee vliamnti,t epdr otov iad esdin igt lceo pnatraaingsra opnhl.y matters of special pertinence to religious. 3) The paragraph should be triple-spaced and prepared in such a manner that it can be sent to the printers without re-typing or editing. 4) There should be a reasonable minimum of capital letters, and no words should be typed entirely in capital letters. 5) The dates of the summer sessions or institutes should be clearly specified. 6} The best time for publishing these announcements is our March number. The deadline for this number is January 5. The next-best time is the May number. The deadline for this number is March 1. 7) The announcement should be addressed to our editorial office, g~vfEw FOR RI'HAGIOUS, St. Mary's College, St. Marys, Kansas. By way of postscript we should like to call attention to a note that we found it necessary, to publish in March, 1957. There we stated that most deans who had sent in announcements had either completely or partially ignored our specifications. One reason for this may be that the deans themselves (especially if they are not priests or religious) do not read this REv1~\v. We therefore urge that some member of the community show the summer-school dean this announcement; 338 Preliminary t:o Adap!:a!:ion DURING THE PAST decade religious have been urged to consider how their mode of life might be adapted to meet the specific needs of our times. Here in the United States various groups ha(,e been working to effect the adapta-tion and renovation of religious life which the Church has rec-ommended. The I~EvlI~\~ FOR I,tELIGIOUS, one of those deeply inter-ested in fostering needed changes, has, in many issues, made available to its readers papal and ecclesiastical statements about adaptation and renovation. "Roman Congregations and the Religious Life," a collection of statements of Roman congrega. tions, dignitaries, and officials of the Holy See, made by Joseph F. Gallen, S.J. (November 15, 1956, pp. 309-27)~. points to the need for studying the spirit and mind of the founders as a first step toward reform and intensification of religious life. Articles and commentaries in the I~EVIE\V have also indi-cated that religious orders ought to study their constitutions, directories, and traditions to determine what directives ,might be eliminated, modified, or changed in order to accomplish more fruitfully during this century the purpose or end of religious life. This article, which diaws heavily from the Acta 'of the Congress of the States of Perfection (Rome, 1950), makes the point that the study of th.e spirit of one's order is a neces-sary preliminary to. adaptation and renovation and suggests some techniques which might be used to arrive at a more exact understanding of this spirit and of the ways by which it can be produced in the members of a given order. 3~9 SISTER MARIA Review for Religious The revision of constitutions ordered by the Sacred Con-gregation of Religious in 1922 did not put an end to consti-tutional modifications. As the most Reverend Arcadio Lar-raona, C.M.F., indicated to the mothers general at a congress in Rome (REVIE\V FOR RELIGIOUS, November 15, 1954, p. 297), "Rome is ready to consider the advisability of [consti-tutional] changes on certain points, provided the individual communities show good reasons for the modification they wish to introduce." In regard to changes of custom, he counsels superiors never to fear to request change because such change might be considered disloyal to community traditions. Modifications of dress and of horarium, elimination of class distinctions within an order, these and other changes of custom and constitutions have been directly urged by the Pope as ways in which religious life can be adapted to better accom-modate those who enter religious life and those among and with whom the religious labor. These needed changes in non-essential elements must be made with care in order not to destroy that which makes an order a distinct entity: its spirit. The number of distinct orders, institutes, congregations, and other religious groups in existence today gives evidence of the variety of ways in which the Holy Spirit expresses Himself in different places and at different times according to the needs of the Church. Each order does have a characteristic spirit, peculiar to its work and its specific virtues. I. Van Houtryve, O.S.B., gives an example of this variety among religious orders with the following illustration of the different approaches orders make to asceticism: St. Benedict sees asceticism from the angle of humility; and he is, in the Church, the legislator of filial obedience; daughter of humility. St. Francis sees it all from. the point of view of poverty . St. Dominic borrows from monastic life fasts and abstinences, the hard bed and silence--but all these practices are seen as reparation, sus-tenance, and food for the contemplative life; and they are ordered to the apostolic life . Most modern congregations devoted to 340 November, 1958 PRELIMINARY TO ADAPTATION action owe to St. Ignatius the spirit of their work--the interior strug-gle, sacrifice, and the need to give the apostolate its only possible solid base: abnegation and the carrying of the cross. (Acta. p. 463-64) Many similar contrasts of religious groups might be drawn in order to make evident the way in ~vhich one differs from another. Religious orders differ because their functions vary; their unique character stems in part from the particular work to which they are ordained: the divine liturgy, the spiritual works oi: mercy, or the corporal works of mercy. As St. Thomas explains (Summa, II,II, q. 188, a. 1), " . . . religious orders may be differentiated in two ways. l~irst, according to different things to which they may be directed . Secondly, there may be various religious orders according to t~e diversity of prac-tices. ." Even in religious groups dedicated to the same type of work, teaching, for example, one notes marked differences. One religious order may be distinguished from another not by its work but by the specific virtues which are characteristic of its approach to the religious ideal. This religious ideal is our Lord, but as there are hundreds of paintings of Christ--and each different because of the way in which the painter conceived his model--so there are countless ways of striving to imitate this ideal. In an article on the spiritual formation of the educators of religious, Graziano della Madre di Dio, O.C.D., stresses the dual nature of the individual order's approach to the religious ideal: In Jesus the great molders of souls who were the founders of religious orders and institutes found their ideal. How interesting it would be to point out in them, besides the generic element, the characteristics of the personal mode. St. Benedict, St. Francis, St. Dominic, St. Ignatius, St. John of the Cross, St. John Bosco, and many others had an educative-form of their own that was actualized in the highly differentiated formation of their first spiritual disciples. Consequently all educators of religious, studyirig the prototypes of their own religious family, besides the essential exemplary form of Jesus, ought to individuate and to bring out the specific char-acteristics with which every founder of an order or institute approved 341 SISTER MARIA Review for Religio,,s by the Church, and therefore willed by God, has made detailedly more refulgent, varied, and rich the archetype of the Master. (Rio vista de Vita Spirituale, January-March, 1954, p. 37) If there is variety in the work and in the virtues stressed by different orders, then there must also be variety of spirit or personality so that it can be asserted that each religious order has a distinctive spirit which is not the same as that of another order. This spirit--peculiar to a particular order--developed from the thought of the founder about the type of religious group needed to meet the demands of his place, time, and circum-stances. It is well to recall that he was inspired to provide for the needs of his own age, but not for the needs of all periods of history without some adaptation by his order as conditions changed. As Abbot Peter Bassett, O.S.B., explains, Every religious order worthy of this name is born of the coming together of a great religious genius and of a spiritual need of a given time . IThisl fundamental religious intention, valid, no doubt, for all time, found its spiritual efficacy only in incarnating itself in a religious form which responded perfectly to the spiritual needs of the age. And the secret of the continuance of these insti-tutions could not have been and will not be able to be in anything but a fidelity to the spirit which created them, joined to a constant care to remain in contact with the history of the Church among men. (Acta, pp. 128-29) It is fidelity to the spirit of one's order that one must strive to maintain when one attempts to follow papal and ecclesiastic directives to adapt rules and customs to twentieth-century life. One cannot be faithful to the spirit of one's order unless one knows with some degree of certainty what rules, what customs, what aspects of life in a particular order are essential to the development of that order's distinctive spirit. The purpose of this discussion is to focus a~tention on the need for seeking such knowledge about one's own constitutions and customs and to suggest some means of indicating a sturdy of the spirit of one's order. Thet:e is available in Spanish~ a worthwhile discussion of the fidelity which~ a religious superior owes to the founder, . to the 342 November, 1958 PRELIMINARY TO ADAPTATION spirit of the Institute, and to tradition .(Semana de Oracidn y Estudio para Superioras Religiosas, Editorial Oculsa, Madrid, 1950, pp. 76-92). One of the points which Gregorio Mar-tinez de Antonana, C.M.F., the author, makes in his discussion of "The Superior and the Institute" is that superiors in newly formed congregations or institutes ought to consider carefully what it is that constitute~ the spirit of their own order so as not to stifl~ the development of this essential quality by seeking to cultivate the spirit of older orders along with or rather than their own. He urges superiors of these recent foundations to take special care to be docile to inspiration and not to make changes based on their own personal whims in matters and problems of government. Before one can determine what the spirit of one's order is, one must have a clear notion of what. is meant by the term spirit when it is used in reference to a religious order. In a paper given at a French congress for religious sisters, Victor de la Vierge, O.C.D., states that "spirit' is what characterizes and gives" the order its reason fo~ existence." (R~ligi0us. Sisters, Newman Press, pp. 253-54). He points out two aspects, the objective, which is "the divine inspiration the founder crys-tallized into rules which provide for the attainment of the end in view," and the subjective, which is "the Characteristic and un-changing way of thinking, understanding, and willing which tradition allows us to observe in an order as an institution and in the life and teaching of the members who have gon( before." Th~ rules are the first definite statement of the spirit. Living ac,c.ording to the rule produces the spirit. The spirit itself, like any entity, defies definition. One can state what causes th~ spirit to develop and what it in turn effects, but to say what spirit is in itself is difficult. For all practical purposes, one can identify it with the rules. To equip Oneself for more judicious adaptation, one must: search for that in the rule which fosters the development, of the spirit. At times one can observe rather tangibly the effects of the uniqtie spirit 343 Review for Religio.s of an order in the characteristic acts and virtues of individuals in whom the same spirit has been developed through a specific program of formation based on the thought of the founder. In adapting rules, directories, and customs, one must be careful not to destroy that which develops the spirit. As an aid to superiors and councils, Ricardo Lombardi, s.J., indicates a norm of action for adaptation: Let superiors therefore keep two objectives in mind. They must carefully preserve unchanged the essence of their institute, without which it cannot endure--at least as long as some useful reason for its endurance remains. But at the same time they ought to promote a reasonable evolt~tion in those things which do not pertain to the substance of the institute, and which, if stubbornly kept un-changed, will themselves lead to its death. Let us consider now what ard the essential things which can be enumerated in brief summary: 1.) the end or fundamental rea-son for the Institute, 2.) its peculiar spirit which has been praised by" the Church, 3.) all those things which are necessary for attaining the end or preserving the spirit. These features are to be maintained unaltered. Those things which were selected for some peculiar reason or for a certain time and circumstances as more suitable then to attain the end and promote the spirit, are to be subjected to continuous examination, and whenever a real necessity occurs, they can be changed. Indeed they are a means, not an end, and means are to be fitted to an end--certainly the end should not bend to the service of the means. (Acta. p. 117) Our times demand that religious have the courage to make changes in their mode of life. The Pope and the hier-archy have gradually initiated and effected great changes in the liturgy in order to facilitate twentieth-century man's ap-proach to the sacraments. The call for adaptation in religious life aims to enable the religious to achieve greater success in bringing Christ's message to the modern world. To adapt effectively one must know what one is adapting and why and how one is to do it. Adaptation requires knowledge of the unique personality of one's order. To arrive at a greater degree of self-knowledge, one studies what man is, what he can become, and how one man differs from another; and then one judiciously compares this knowl- 344 November, ~58 PRELIMINARY TO ADAPTATIOI~ edge with one's knowledge of self to determine what manner of man one is. In similar fashion those who wish to study the spirit of their order should delve into the historical devel-opment of religious life. To attain a better understanding of the ~'al".~otl ~t'~lre of their own order, they might consider the foundation and growth of various religious orders, the regula-tions the Church has made in regard to religious orders, and the development of the religious ideal up to the present time. Thus they will be able to discern how contemplative, active, and mixed religious orders fit into that "variety which surrounds the Queen." One might begin a review of the foundation and devel-opment of religious orders by examining the four rules, Bene-dict's, Augustine's, Basil's, and Anthony's. Of particular interest would be the one from which one's own rule has evolved. After having considered themeaning ofthe term spirit in its application to a religious order and afthearving surveyed the historical development of religious ordeirns general, one would be ready to proceed to the ktudy of thefoundation and development of one's own order. A study of the growth of one's order implies examination not only of the history of its schools, monasteries, .hospitals, and other ins.titutions; but more important still it implies consideration of the historical devel-opment of the founder's thought as it has been applied, modi-fied, and define'~ through the centuries by superiors, chapters, bishops, and thd Holy See, or even by members of the order who have studied and written about the founder, rule, consti-tutions, patrons, works, virtues, and achievements of the order. Many orders have writings by their founders which are similar to the Interior Spirit of the Religious of the Visitation (Newman Press, 1943). Having such a book at hand, the religious should .e.xamine it to ascertain what is essential and what is not. For exa-Kaple, the Religious of the Visitation might make a profitable study"by determining how they have applied 345 SISTER MARIA Review for Religio~ts and defined the thought of St. Francis de Sales and of' St. Jane Frances de Chantal through the centuries up to the present time. Janet Erskine Stuart has done such an analysis in her pamphlet The Society'-of the Sacred Heart. Her work exempli-fies a step in the historical development of the thought of the founders of her society. Today, perhaps, still another analysis might be made by her society. In such consideration of the historical development of the order and of the thought about the purpose and spirit of the order, what one is striving to learn is what is essential in the rule, in the customs, and in the formation and life of the given religious society. One wishes to discover what must be preserved when making recommended adaptations. .Painstaking research and thought are only preliminary steps. More is required than writing carefully docurrlented histories of the order. Study of the spirit of one's order should mean group discussion, perhaps .by the general chapter, per-haps by the newly appointed superiors, or by all superiors periodically. Such a study might even lead to inter-congre-gational discussi'on on points of rule and implementation of rule, especially bn matters that might concern several orders of similar work or characteristic virtues. The congresses and conferences (Vbcation Institute, Sister Formation gro~lp in th~ NCEA, the Sisters' Institute of Spir-ituality) i~Iready being held annually or moi'e frequently all show the value of inter-congregation discussion on specific topics of common interest. It might prove profitable, for example, for several congregatibns having St. Vincent de Paul as a patron or a founder to analyze together points from his writings that are a common source of inspiration. Perhaps orders dedicated to the Blessed Mother might consider how they each honor her in a particular way. Through such con-ferences of several or of many orders of similar work or ideal, 'it would seem that all might become more aware of how thi~y differ from and are similar to their fellow-congregations. Such 346 Novembe~', !9.58 PRELIMINARY TO ADAPTATION conferences would be of ben.efit if nothing ,more were accom-plished than a renewal of the religious spirit, the renovation which is 'being urged. /,~l.GreaTr and more precise knowledge oi the distinct per-sona tty or one's order should enable the individual order to foster with greater skill, then, the growth of this characteristic spirit by careful adaptation, by renovation through the means peculiar to its own development, and by a program of :forma-tion which would have greater likelihood of achieving its goal because the educators of the young religious would be better informed as to the characteristics they were seeking to cultivate in their students. Over-preoccupation with the spirit of one's own order, however, or over-emphasis on the thought of one's founder can 'give rise to certain evils. Members of an order might de-velop the wrong kind of loyalty to the order and to the founder, They might adhere too closely to the letter of his thought, rather than to the spirit of it. They might even adhere to the thought of the founder when the Church clearly indicates another course of action. An order's growth can be stifled by the "party spirit" which develops by exclusive clinging to the ideal of one's order as if there were only that one approach to the religious ideal. Such procedure keeps the "spirit" locked up in an ivory tower and does not permit it to. profit from the energizing influences that honest contrast with the ideals of other religious orders might give. Such contrast would bring out ever more distinctly the personality peculiar ,to one's order rather than distort it. This undue clinging to one's specific way of life leads to the wrong type of loyalty to one's order. As A. Trape, O.E.A.A. points out: The common good to the love of which, we are dedicated by religious profession is not the good of a monastery or a given order . . but the good of the Body of Christ which is the Church . 347 SISTER MARIA Review for Religion,s Greater unity and cooperation is to be fostered among religious families . The love therefore of one's own religious house or province; since ik has as object a particular good, though one com-mon to many persons, can be immoderate and can stand in the way or retard the more universal affection which is owed to the order or congregation and in this way the strength and unity of an order or congregation can be weakened. In the same way, but indeed in a. stronger sense, love toward one's own order or con-gregation can foster a certain party spirit and detract from the charity by which we are ordered to love the universal Church. {Acta, pp. 248-49) Another aspect of this undue respect for one's own ideal is a narrow holding to the letter of the founder's thought. As Canon Leclerq remarks, "By this fidelity to the letter of the law religious end by doing the reverse of what their founders wish . The happy milan is to be found in great fidelity to the spirit in which the orders were founded, combined with considerable flexibility as regards material forms;, such flexibility will be the product of detachment." (Leclerq, The Religious Vo-cation, pp. 64-66) .~. By applying too rigidly every minor prescription of the constitutions, religious would run ashoal on those difficulties against which the Pope and theologians advise when they rec-ommend adaptation. Religious (particularly superiors, councils, and chapters) ought to develop a habit of standing back and determining the general' principle the founder was applying to his given time and circumstances and then launch bravely forth to apply the same principle to their own times and needs regard-less of whether such application means one more hour of sleep daily than the founder prescribed, an annual vacation, a rather complete change of h oraril~m, or the abandonment of the diet and clothing which the founder thought suited to his century and purpose. Archbishop T. D. Rbberts, S.J., states a truth that the religious of our times must master: " 'Reform' is not heresy even when it faces boldly up to the truth that Our Holy Mother Foundress was not given by God to speak the last word of wis- 348 November, lg58 PRELIMINARY TO ADAPTATION dom for all times. Nobody ever was~-not even Our Holy Founder." (Black Popes, p. 40) A third evil to be guarded against in seeking to develop the spirit of one's order would be adherence to the founder's thought when the Church herself commends or even commands modification. Undoubtedly the prescription {after the pro-mulgation of the new Code of Canon Law) that all rules were to be submitted to the Sacred Congregation of Religious for re-examination brought changes in the rules of orders that had been living by those rules for centuries. Some of these modi-fications might not have seemed in line with the thought of the founder of the order, but it is to be remembered that the life of an order flows first from the Church to whom the founder and his followers turned for approval and recognition of what they believed to be inspired by the Holy Spirit. "Our subjection to the Church ought to be so great and of such a kind that we take away nothing from her, and cer-tainly not the owed reverence with which we observe all the holy rules," s,ays Father Lombardi, S.J. For these things, indeed, are rules for us riot because they were written by a certain holy man (because no one can impose rules on us in virtue of the fact that he is holy}; they" have the force of juridical norms and impose an obligation because they derive their force from the approbation of ecclesiastical authority. To this au-thority, then, which is a fountainhead of our obligations and which remains a living thing (whereas the holy founders are dead) we surely owe greater reverence than to any internal constitutions of our institutes. To this authority we should subject ourselves wholly in all things which concern the vow and we should do this according to the same contract by which we subject ourselves to Jesus, king of all saints. And finally, it is from this authority that we ought to look for a renewal, with courageous spirit, of all things which are necessary, when internal power is not strong enough to prev~.il. (Acta, p. 122) When one initiates a study of the spirit of one's order, one ought not fear these evils which spring from a wrong emphasis on the spirit of one's order, The purpose for deter-mining what this spirit is is to facilitate adaptation to the needs of our time and our world conditions. Such adaptation, judi- 349 SISTER MARIA [~iously ran.de according to the mind of the Church, would tend to free the order of the very errors to which the wrong kind of preoccupation about the spirit might lead. There is, indeed, reason today for the study, review, analysis, clarification, and understanding of what is meant by the spirit of one's orde.r: The changes of this century require adaptation and renovation. Out of loyalty to their founders, religious must heed the advice of Arcadius Larraona, C.M.F.: By doing today what they I the .foundersJ would do in our place, what they would do if they were living in our own times, we shall continue their work. They live; they have a right to live in us; and we have the'sacred obligation to carry on their work and to live in their spirit. (Larraona, C.M.F., Religious Community Life in the United States. Proceedings of the Men's Section of the First Na-tional Congress of Religious in the United States, pp. 232-35) By the spirit an" order lives. By careful adaptation and fervent renovation according to the spirit of the o~der, religious groups will meet the needs of oiar times. Such adaptation and renovation can be initiated by thorough study of the distinctive spirit of one's own order. MEDICO-MORAL PROBLEMS The Catholic Hospital Association announces that the series of booklets entitled Medico-Moral Problems, by Gerald Kelly~ s.J., have been revised and are now available in a single volume. The revision entailed dropping obsolete matter (e.g., on the Eucharistic fast), bringing all medical facts and opinions up to date, adding chapters on recently discussed topics (e.g., the use of hypnotism as an anesthetic}, supplying a list of pertinent papal documents, and com-posing a comprehensive index. The new volume--also entitled Medico-Moral Problems--in-cludes most of the moral principles and practical problems with which members of the medical profession, especially those associated with Catholic hospitals, should be familiar. The price is three dollars per copy, with discounts for quantity orders. The book, as well as information about it, can be obtained from: The Catholic Hospital Association, 1438 South Grand Boulevard, St. Louis 4, Missouri. 350 Survey Roman Documents R. F. Smith, S.J. [The following pages will give a summary of the documents which appeared in Acta Apostoiicae Sedis (AAS} during the months of June and July, 1958. Throughout the article all page references will be to the 1958 AAS (v. 50).] The Encyclical Meminisse luvat ON JULY 14, 1958 (AAS, pp. 449-59), the Holy Father issued the first encyclical that he has published during the current calendar year. Recalling that. it has always been his custom, as well as that of his predecesso~rs, to implore the help of the Virgin Mother of God at times when special dangers threaten the Christian people, His Holiness then pointe.d out that such a time or danger exists in the world today. For, as he remarked, we are living at a time when latent discord among the peoples o~ the earth holds the entire world in the grip of anxiety; and the tension is only increased by the fact that men have now discovered terrible weapons of destruction whicl~ can bring ruin not only to the vanquished but also to the conquerors and even to all of humanity. If, the Vicar of Christ continued, one searches the reasons for this state of affairs, it will be seen that the present situation exists because men have forgotten the authority of God and love for one another. These in turn .have been forgotten because men have ignored the Christian religion which alone teaches the fullness of truth, authentic justice, and divine love. Indeed in large sections of the world the Church is suffering cruel persecution. Bishops have been driven out, Catholic publications have been silenced, schools have been closed, mis-sionaries have been ~xpelled, and above all every attempt has been made to rupture the union of the local churches with the H01y See,0the source of all Catholic uni~y. 351 R. F. SMITH Rcvicw for Religioz~s ~. Just at$hle Pope added, Christians of apostolic times would join together in prayer for their brethren who were being per-secuted, so too today's Christians in Europe and the Far East who have so long endured persec.ution should not be deprived ,~,°f. the help and the prayers of their fellow Christians. Conse-quently the Holy Father asked that prior to the feast of the Assumption a novena be held during which all Catholics of the entire world should plead to God through the Blessed Virgin for the persecuted Christians of ,those regions. To these prayers Christians must also add a reform of life without which their words will never be pleasingto God. In this way, the Holyo Father concluded, Christians of today ivill once more manifest the truth of the words of the Letter to Diognetus: "Christians are in the flesh, but they do not live according to the flesh. They live on earth, but their true citizenship is in heaven. They obey the lairs which are promulgated, but by their way of life they surpass all such laws . " The Consistory of Cardinals In the issues of AAS considered in this survey may b~ found the proceedings (AAS, pp. 393-440) of tl~e first con-sistory of Cardinals held since May, 1954. The first session was a secret consistory held on June 9, 1958. At that session Cardi-nal Tisserant was made Camerario of the College of Cardinals, replacing Cardinal Ottaviani in that position. Two of the Car-dinals, Cardinal Mimmi and Cardinal Costantini, changed their eardinalatial churche~ in Rome. Afterwards the Holy Father published a list of all hierarchical appointments made since the last consistory; the appointments included 2 patriarchs, 123 arch-bishops, 635 bishops, 9 prelates nullius, and 1 abbot nullius. After the reading of these appointments and after His Holiness had confirmed the elections made by the synod of the Chaldean bishops as well as those made by the synod of the .Maronite bishops, the cardinals listened to a report from Cardinal Cicog-nani, Prefect of the Congregation of Rites, concerning the life and miracles of Blessed Charles of Setia and of Blessed ]uana 352 November, 1~58 ROMAN DOCUMENTS Joaquina de Vedruna de Mas. At the conclusion of the report each cardinal was asked to give his opinion on the possibility of canonizing the two blessed. The consistory closed after recently appointed archbishops had sul~mitted their petitions for the pallium. Immediately following the secret consistory, a public con-sistory was held on the same day; this session consisted in further consideration of the causes of the two blessed mentioned above. On June 16, 1958, a semipublic consistory was held. oHere the Holy Father asked the cardinals their considered opinion on the advisability of the canonization of the two blessed already men-tioned. Since all the cardinals favored the canonization of the two, the Pontiff closed the consistory by announcing his inten-tion of canonizing the two blessed on November 23, 1958. ¯ . Four Allocutions and a Message On April 28, 1958 (AAS, pp. 361-64), the Vicar of Christ delivered an allocution to the members of an Italian group interested in caring for orphaned children of the working class. After telling his listeners that the ideas of justice, of respect for each human, person, and of pity for the humble come from the gospel and not from the doctrines of materialism and individ-ualism, the Pope pointed out to his listeners that their work for orphans must be animated by an intense sentiment of charity, for orphans are in greater, need of the warmth of intimacy and goodness than they are of food and clothing; orphanages, he said, must be father, mother, brother, and sister to the orphan. The Pontiff concluded his talk by urging his listeners to continue their work, since already in the beginning of Christianity (James 1:27) it was noted that care for orphans is an important function of the Christian religion. On the Feast of St. Joseph the Worker,. May 1, 1958 (AAS, pp. 365-69), the Holy Father addressed an assembled group of 20,000 Italian workers. At the beginning of his allocution His Holiness thanked God for the happy changes 353 R. F, SMITH Review for Religion, s that have occurred in the world of labor during the last 100 years. A hundred years ago, he remarked, no one would have thought that there would exist in so many nations a working class equal in rights and dignity to the other classes of society. Similarly, too, a hundred years ago no one would have dreamed that one day troops of workers would be gatherdd around the Vicar of~ Christ to celebrate with him the day of labor in a Christian way. The Pope, went on to warn his listeners that whenever and wherever social reform has been attempted without Christ and against Christ, all the real rights and the true liberty of the worker have been lost; for solutions based on materialistic principles neglect that which is best and most important in the worker: his .soul and his eternal destiny. In the second part of his allocution Plus XII encouraged his listeners to continue their support of associations of Cath-o! jc workers, These associations in turn should provide the workers with everything that is necessary to perfect them as men, as workers, and as Christians. Moreover, such associa-tions of Catholic workers should assist their members in times of abnormal circumstances such as sickness. However, the Vicar of Christ concluded, the charity of such associations should not be restricted to their own members; rather it must extend to all men, especially to those other workers who, ~ssailed by a daily propaganda of hatred and violence, are exposed' ~to the danger of lo~sing their sense of human pity and their conception of the humlln race as one family. On May 16, 1958 (AAS, pp. 369-70), the Pope spoke tb the members of the NATO Defense College, expressing his regret ~it ~he stateof the world th~it forces them to teach alert-ness against attacks from other human beings and telling them to continues their work in the confident hope that the day will Come~ when protection and defense can be ensured with a m,mmum of force and~ when truth and justice are the guide p~bstg'-bf 'those who lead the peoples of the world. 35~4 November, 1958 ROMAN DOCUMENTS On May 21, I958 (AAS, pp. 370-73), the Holy Father addressed a group of Italian women engaged in giving spiritual assistance to the members of the armed forces of Italy. In the first part of his allocution, the Pontiff outlined the teaching of the Church with regard to war. The Church, he said, has never accepted the doctrine of those who maintain that power is the 0nly foundation of international relations. War, he said, is not the promoter of the highest masculine qualities nor is it the stimu-lator of fecund initiative, even if at times it is the occasion and catalyst for growth in science and technique. In short, war is not something that the Church regards as licit in every cir-cumstance. Nevertheless, the Church has never taught that war is always reprehensible, for under certain conditions a nation may justly take up arms to defend itself. The struggle between Cain and Abel, the Pontiff con-tinued, marked the beginning of the history of war. Since then the entire~history of mankind has been a history of wa'r, a history which culminates in the present time when war is a conflict between entire peoples and when every physical, mor~l, economic, and industrial force is utilized for the prosecution of war. It is for this reason, he added, that every nation today seeks an army proportioned to its needs, one that lacks nothing from the viewpoint of a strong, ready, and energetic defense of the country. The Pontiff Concluded this 'first'part of his allocution by telling his listeners that Italy too~has ~a right to such an army for defense, even though there is no doubt that Italy sincerely desires peace, In the second part of his .allocution the Pope gives his listeners warm encouragement.to continue their work of giving spiritual assistance to the members of the Italian armed forces, It is true, he admitted, that army life helps physical develop-ment and aids in self-assurance and mat~urity; nevertheless the life also presents many evils and moral dangers, which .may destroy in the soldier the divine life within him. ~Hence, he 355 R. F. SMITH Review for Religious added, one of the prime needs in the army is that of priests who have a profound knowledge of a soldier's life; accordingly chaplains for the armed forces should be chosen from among the best priests and then given every preparation that will train them for their work. In conclusion the Pontiff told his lis-teners that in their work they must take the place of mothers and sisters to the soldiers and pointed out to them the many opporunities they will have to save the faith of many of the soldiers as well as lead others of them into the Church. On June 10, 1958 (AAS, pp. 446-48), the Pontiff sent a written message to a Paris meeting of an international con-gress on family life. In the message he pointed out that a strong civic and social order must be based on a conception of marriage and of the family that is conformable to the order established by God. Consequently he urges the members of the congress to spare, no effort to achieve those conditions of a decent and happy family life in which the exigencies of morality are not sacrificed to the satisfaction of the individual. Other Documents By an Apostolic Constitution dated June 3, 1958 (AAS, pp. 460-64), the Holy Father announced the founding in Rome of a Pontifical Institute of Pastoral Work. The new institute, whose purpose it" is to foster the pastoral develop-ment of the diocesan and regular clergy, will be part of the Pontifical Lateran Institute and will provide two distinct courses of training. The first course, of one year duration, will be intended for the training of the ordinary priest in his future pastoral work; the second course will consist of a two-year program leading to a doctorate in sacred theology; this second course is intended for those who will be future teachers of pastoral theology. Statutes for the new institute are to be published later; the institute was placed by the Pontiff under the patronage of Our Lady, Queen of the .Apostles, and under 356 November, 1958 ROMAN DOCUMENTS that of two popes noted for their zeal tCor pastoral care: St. Gregory the Great and St. Pius X. In another apostolic constitution, this one dated June 10, 1957 (AAS, pp. 345-47), the Holy Father set up an Apostolic Exarchate in England and Wales for Ruthenians of the Byzantine rite living in England. Archbishop Godfrey of Westminster was made exarch of the group. On November 19, 1957 (AAS, pp. 386-88), the Sacred Congregation of Rites approved the introduction of the cause of the Servant of God, Mary Teresa Zonfrilli (1899-1934), professed member of the Congregation of the Daughters of Our Lady of Mount Calvary. On January 7, 1958 (AAS, pp. 388-90), the same congregation gave its approval to the two miracles necessary for the canonization of Blessed Charles of Setia (1613-1670), lay brother of the Order of Friars Minor. On March 28, 1958 (AAS, pp. 486-87), the congre-gation issued the decree that the'canonization of Blessed Charles could be safely proceeded with; under the. same date (AAS, pp. 488-89), it issued a similar decree with regard to the canon-ization of Blessed Juana Joaquina de Vedrur~a de Mas (1783- 1854), widow and foundress of' the Carmelite Sisters of Charity. On November 21, 1957 (AAS, pp. 375-83), the Sacred Congregation of the Consistory issued legisl'ation which hence-forth will govern the Apostolate of the Sea; the group, first approved by Pius XI, was founded in Glasgow to work for the spiritual, moral, and social welfare of maritime personnel. On January 23, 1958 (AAS, pp. 480-83), the same congregation issued a decree establishing a military vicariate in the Dominican Republic. A later decree of the congregation dated February 11, 1958 (AAS, p. 483), appointed Archbishop Pittini as the military vicar of the republic. 357 The ener l Ch p!:er ,Joseph I=. G~llen, ~.d. QUESTIONS AND CASES are frequently received on the general chapter. A complete article on this matter would be of prohibitive length. It would also be excessively de-tailed and technical. We believe that the practical purpose of such an article will be better attained by presenting the matter under the form of questions and cases. The following ques-tions are the third and last part of a series. VII. Counting Ballots 33. There were twenty-nine valid votes on the first balloting for the election of our mother general. Sister A received an absolute majority of fifteen votes and was therefore elected. However, if she voted for herself, her vote was invalid (c. 170), she did not receive an absolute majority, and consequently was not elected. Should we have done any-thing to make sure that she had not voted for herself? An invalid vote does not of itself invalidate an election or a balloting. The invalid votes are simply not counted in any way. An invalid vote does invalidate the election if it is certain that the person would not have attained the required number of votes without the invalid vote (c. 167, § 2). The only invalidating effect that can cause a practical difficulty is a vote for oneself. This difficulty occurs, as in the present case, when the election was decided by only one vote. Some institutes demand that each elector place an identifying symbol, chosen by himself, on his ballot, e. g., a cross, star, name of saint, etc. Another form of the same type obliges the elector to write his own name on~ the ballot or voting ticket, seal it within a fold, place his symbol within another sealed fold, and write his vote within the last sealed, fold. If the present case occurs, the one elected is obliged to identify his vote to the president and tellers to determine whether he voted for himself. In a few institutes, ~a,n added vqte is required when the one elected is a member 358 THEGENERAL CHAPTER of the chapter. Thus Sister A would not have been elected in the present case unless she obtained sixteen votes. Outside of a most fare exception, none of these forms is in use in lay institutes. The elector writes only the name of the person he votes for on the ballot and folds it. Therefore, Sister A cannot be obliged to identify her vote in the present case. The constitutions do not impose this obligation, and she is presumed to have acted rightly, not evilly. The election is to be held as valid, unless it is not merely probable but certain that she voted for herself, e. g,, from her own voluntary declaration. If she actually gave her secret vote to herself, all of her acts as mother general will be certainly valid, since canon 209 supplies also dominative power in com-mon error. However, she is obliged to refuse the election or to petition its sanation secretly from the Holy See. Cf. De Carlo, Jus Religiosorum, n, 137; Parsons, Canonical Elections, 163; Beste, Introductio in Codicem, 214. 34. What is the meaning of our constitutionsl which say of all elections that in a tie on the last balloting "the senior by first profession is elected, but in a parity of profession, the senior by age"? For example, I, Brother A, took my vows first in our profession band, but the one who took his vows immediately after me, Brothe~- B, is four yearsl older than I. If the two of us were tied on a last balloting, which would be elected? Brother B wo'uld be elected. The pertinent words of canon 101, § I, 1°, on this case are: "if the president does not wish to break the tie by his vote, that one is elected who is senior by first profession or by age." The constitutions of lay institutes practically never give the president the right of break-ing the tie in an election. Therefore, with the exception of this clause, your constitutions are the same. as the canonical norm of canon 101, § 1, 1°; but the sense of this canon is the day of profession and the day of birth, not the hour, minute, or second of profession or birth. The p~oof is as follows. 1'. From the usage in other canons. Canon 635 staCes that religious transferring from one monastery ~to~ another df the 359 JOSEPH F. GAI~LEN Review for Religion, s same institute lose all rights of theformer monastery and assume the rights and obligations of the latter from the day of the transfer. Canon 640, § 2, declares that a secularized religious who is readmitted into religion, assumes his seniority from the day of his new profession. The Code Commission replied that the precedence of a suffragan bishop in a pro-vincial council was to be determined from the day of his proclamation or election (Bouscaren, Canon Law Digest, I, 88). 2. From the nature of the matter. This canon gives a universal norm that is to settle ip.~o ]:ac/o and immediately a tie on the last balloting. Therefore, it is a norm that is uni-versally applicable, readily knowable, and applicable absolutely, not conditionally, e. g., seniority by age considered objectively is to break the tie, notif it is known who is the senior by age. From the nature of the matter, age is to be taken as the day', not the hour,, minute, or second, of birth. How many" know the hour or minute of their birth? How often is the hour or minute of birth noted even in ecclesiastical or civil records? If this is true of age, it is to be affirmed also of first: profession, since the two are expressed in a parallel manner in the canon. The same argument is verified for first profession considered ir~ itself. It is at least ordinarily possible to determine the order of professions of the same day in the province or institute that has only one novitiate, even though I, with many others, do not recall whether I was third or eighth in taking my first vows. However, the norm is universally applicable. If two religious who are tied made their first profession on the same day and in ceremonies that began at the same hour, but one in New York and the other in California, how could there be certainty of the minute ~at which each profession began? Did each Mass begin on time? What was the relative rapidity of the priests in saying Mass? What was the length of each sermon? How many institutes keep a record of the hour, minute, and second of each profession? 360 November, 1958 THE GENERAL CHAPTER 3. From the practice of the Holy See. In approving constitutions, the Sacred Congregation of Religious almost constantly words the canon: "if they made their first profession on the same day, the senior by age is elected." 4. From the. doctrine of authors. Practically no author has °adverted to the difficulty presented in this question, but the following at least implicitly affirm the solution given abovi~: Schaefer, De Religiosis, n. 258; Jone, Commentarium in Co-dicem Iuris Canonici, I, 114; Muzzarelli, De Congregationibus Iuris Dioecesani, 216, note 5 ; Parsons, Canonical Elections, 154; Bastien, Directoire Canonique, n. 48; Fanfani, De Religiosis, n. 366; Abbo-Hannan, The Sacred Canons, I, 156. The hour, minute, or second may be followed in other mat-ters for determining precedence; but in elections, except in the very few lay institutes that establish their own norm, the constitu-tions' are only stating canon 101, § 1, 1°, and must therefore be interpreted in the sense of this canonical norm. 35. What is the meaning Of this article of our ~constitutions on the elec. tion of the mother general: "If, when the ballots have been counted, it shall appear that-no-one of the sisters has received a majority of.the votes cast, they shall proceed to a second or third ballot; if then the required majority of votes should not yet have been obtained, a fourth ballot shall be taken in which only those two sisters have passive vote who on the third ballot had received the larger number of votes. If on the fourth ballot, an equal number of votes is given to both, the senior by profession or, if they are equal, the older in yeat~s shall be considered elected"? There is no doubt that the article is .obscure. An absolute majority is a number that in any way exceeds half the valid votes cast, even if by only a half vote, e. g., nine out of seventeen, ten out of eighteen. A relative majority is a number of votes for one person larger than for any of the others singly, although less than for all the others taken together, e. g., ii~ seventeen valid votes are cast and Sister' M. Agatha receives seven, Sister M. Bernice six, Sister M. Callista three, and Sister M. Damien one, Sister M. Agatha is elected on a balloting in 361 JOSEPH F. GALLEN Review for Religious which a relative majority is decisive. Active voice is the right to vote in :a chapter; passive voice is the right to be elected ir~ a chapter. Passive "vote" in this article should be passive voice, and "senior by profession" should be "senior by first profes-sion." Therefore, the sense, of the article is that an absolute majority is required for an election on any of the .first. three ballotings. If an election has not resulted, a fourth and last balloting is to be held. 0nly the two sisters who had the highest number of votes in the third balloting can be voted for in this last balloting, i. e.,. they alone have passive voice. This article does not deprive these two sisters of active voice on the fourth balloting, as is now the universal p~actice of the Holy See in approving constitutions. Of the two, the sister who receives the larger number of votes on the fourth balloting is elected. If this balloting results in a tie, the sister who is senior by first professio~ is elected; if the two made their first profession on the same day, the senior by age is elected. 36. Our constitutions state of the elections of the general officials: if in neither the first ballot nor in the second ballot an absolute majority of votes is obtained, a relative majority will be di~cisive on the third ballot." Who is elected according to this norm when two or more are tied on the third ballot? The full canonical norm (c. 101, § !'~ l°)'is that the president of the election has the righ.t to decide the tie on the third balloting by his or her. vote; but, if he does not choose to do this, the tie is broken in a lay institute by seniority of first profession or by age. If your constitutions give the president this right in other elections, he has the same right here. If they do not, as is almost universally true in lay institutes, the president does not have this right; and the tie ig broken only by the day of first profession or the day of birth. 37. According to our constitutions, a tie on the fourth and last ballot-ing for the office of superior general is broken in this way: the older by first profession is elected superior general and in case the religious made their profession on the same day, the older in age is elected. The article for the elections of the general offcials states that a relative.majority is 362 November, 19~58 THE GENERAL CHAPTER sufficient on the third and last balloting but that, if there is a tie, the older in profession is elected. The latter article says nothing about age. Who is elected in the latter case when two or more religious are tied on the third balloting but all made their first profession on the same day? As in the preceding case, the second article has merely omitted part of the canonical norm. This is clear also from the fact that age is included in the first article. Therefore, the question of the tie is to be decided by the canonical norm of seniority by the day of birth. VIII. After the Election 38. The constitutions of our diocesan congregation of sisters say simply that the local ordinary has the right of confirming the election of the mother general. What is the meaning of this authority? In virtue of canon 506, § 4, the presiding local ordinary has the right of confirming the election of the mother general in diocesan congregations. Therefore, three things are required to complete the election in such a congregation, the required number of votes, acceptance, unless this is commanded by the constitutions, and the confirmation of the local ordinary. (a) Competent local ordinary. The right to confirm an election is the authority to ratify or rescind the election. Con-firmation appertains to the ordinary of the diocese in which the election is held, not to the ordinary of the motherhouse as such. The ordinary may delegate his power of confirming or rescinding the election, e. g., to the priest he has delegated to preside at the election. (b) Norm for giving ~:onfirmation. The general canon on elections, 177, § 2, enacts that the competent superior must give the confirmation if the election was legitimatdly performed and he judges the one elected qualified for the office, even if in his judgment this person is not the more or most qualified. However, canon 506, § 4, treats specifically of the right of the local ordinary to confirm or rescind the election of a mother general in diocesan congregations and describes this right as the 363 JOSEPH f. GALLEN Review for Religious authority to confirm or .rescind the. election according to his conscience," This last phrase has led many canonists to hold that the ordinary is given a wider power in this case than in the general canon, 177, § 2. In this opinion, the local ordinary may not licitly act on mere whim, human motives, or personal preferences, but only on reasons based on the common good of the congregation. This being"presupposed, he has the right of rescinding 'the election also if he judges that the more or most suitable person was not elected. Other canonists hold that the ordinary must conform to the general canon, 177, § 2, also in confirming the election of a mother general. The opinion grant-ing the ordinary the wider power is at least more probable, if not certain, from the clearly distinctive wording of canon 506, § 4. The right of confirmation and rescission is not a right of ap-pointing the mother general. If the ordinary refuses the con-firmation, the chapter proceeds to .a new election. (c) Confirmation of other elections. Canon law demands confirmation only for the election of the mother general of a diocesan congregation, not for that of any other religious superior or official. By the law of the constitutions, confirma-tion is required for the election of the superioress in some monasteries of nuns and usually the confirmation of the mother general wi~h the consent of her council is ne.cessary when the mother provincial and ihe provincial officials are elected in the provincial chapter. The competent superior for such a monas-tery is the local ordinary, if the monastery is subject to him, or the regular superior, if the monastery is subject to regulars. The confirmation in all such cases is to be given according to the general norm of canon 177, § 2. 39. The constitutions of our pontifical congregation give a form of words by which the local ordinary is said to confirm the election of the mother general. Is ~his in accord with canon law? The right of confirming an election is the authority to ratify or rescind it. In virtue of canon 506, § 4, the ordinary ot: the place of election has the right of confirming the election of 364 Novc~nbcr, 1958 THE GENERAL CHAPTER the mother general in diocesan congregations only. Canon law does not require confirmation for the election of any other religious superior or official. It is true that confirmation can be demanded by the law of th~ particular constitutions, e. g., in the case of the election of the superioress in some monasteries of nuns. However, the Holy See does not grant the local ordinary the right of confirmation in approving the constitutions of pontifical congregations. Furthermore, the constitutions in question contain no article granting this extraordinary right to the local ordinary. Therefore, ~the word "confirm" in these constitutions is to be interpreted as a wide use for the accurate word "proclaim," i. e., when an election has resulted, the president of the chapter announces this fact and the name of the one elected (c. 174). Cases of such a wide use of "confirm" are found in other documents of the Holy See and in authors. Cf. Battandier, Guide Canonique, n. 382. 40. The president at the election of our mother general was a priest. delegated by the local ordinary. At the end of the first balloting, the president proclaimed the election, i. e., announced that an election had resulted, with the name of the one elected (c. 174). He did not an-nounce how many votes this sister had received, whether other sisters had received any votes, nor obviously the number of votes received by such other sisters. 1. Was this omission of the president contrary to canon law and thus illicit? 2. Was the election thereby invalid? This question has been proposed several times and has already been answered in the REVIEW FOR RELIGIOUS. On this occasion, we shall strive to be more complete, even though this implies a cumbersome burden of citations. There is no doubt whatever that the omission of the president was contrary to canon 171, § 2, and therefore objectively illicit. This canon commands that the names of all voted for and the number of votes each received must be announced in every balloting ("palamque faciant quot quisque retulerit"). The canon per-mits that the announcing be done in either of two ways, i. e., the vote on each.ballot, or voting ticket or slip, is announced to the capitulars or the names of all voted for and the total 365 JOSEPH F. GALLEN Review ]or Religious received by each are announced only at the end of the balloting. It is much better and is the usual custom to announce the votes in both ways. The further question can be and is now again asked whether an election is invalid (1) if the numbe~ of votes received by the elected candidate is not published to the capitu-lars or (2) the number of votes received by the other candidates is not so published. Most authors do not even mention in-validity with regard to either case in their explanation of the pertinent canon, 171, § 2. Most also implicitly deny invalidity, because they list the causes of the invalidity of elections without including either of these cases. (Schaefer, De Religiosis, n. 527; De Carlo, Jus Religiosorum, n. 150; Vermeersch-Creusen, Epitome Iuris Canonici, I, n- 288; Fanfani, De Religiosis, n. 116; .Pruemmer, Manuale Iuris Canonici, q. 79; Bouscaren-Ellis, Canon Law, 127; Claeys Bouuaert-Simenon, Manuale Juris Can-onici, I, n. 331; Brys, Juris Canonici Compendium, I, 263; Sipos, Enchiridion Iuris Canonici, 129; Geser, Canon Law Governing Communities of Sisters, n. 341) Some deny or doubt the in-validity in these two cases. (Vermeersch-Creusen, 0p. cir., n. 293, 2; Jone, Commentarium in Codicem Iuris Canonici, I, 177; Ellis, REVIEW FOR RELIGIOUS, 8-1949-159-60) Therefore, there exists no common opinion of authors that invalidity is verified in either case. Furthermore, several of the authors who maintain invalidity express themselves so obscurely that it is difficult to understand what they mean by the publication they require for validity. Goyeneche, Quaestiones Canonicae, I, 50-51; Coronata, Institutiones Iuris Canonici, I, 278-79; Creusen, Religious Men and Women in the Code, n. 76; Parsons, Canoni-cal Elections, 151-52, 200; and Lewis, Chapters in Religious Institutes, 127, affirm invalidity at least with regard to the first case. Their first argument is that publication of the votes is an essential element of a canonical election. This argument is not certain, since it is admittedly difficult to ascertain what are the essential elements of an election in the code. The second argu- 366 November, 1958 THE GENERAL CHAPTER ment is that the code is here merely reassuming the law before the ~code, which demanded publication for validity. This argument al~o is not certain. Canon 171, § 2, does not: state expressly that. publication of the votes is required for the validity of .a balloting. If the intention was to reassume the former law, i~ seems strange that an invalidating clause was not expressed in the canon, as it is in so many of tl~e other canons on elections, e. g.~ 162, §§ 3, 5; 165; 166; 167, § 2; 169; 170; 171, § 3; 172, §§ 2-3; 1.76, § 3; 181, § 2. There-fore, since there is a doubt of law about invalidity in both cases, all such elections are valid (c. 15). 41. The constitutions of our pontifical congregation contain the follow-ing ~rticle: "In the ordinary chapter, the mother general going out of office shall act as mother vicar until the elections have lawfully taken place." Isn't she out of office entirely as soon as the election of the new mother general is' completed and before the elections of the four councilors, the secretary general, and the bursar general? Yes. The wording of your constitutions follows the Normae of 1901, article 225. The sense, however, is that expressed in the question, i. e., the mother general loses all title to the office, also as mother vicar, on the completion of the election of the mother general. The election is completed in a pontifical congregation by the attaining of .the requisite number of votes and acceptance, or by the former alone if acceptance is imposed by the particular law of the institute, and in diocesan congregations ~ of women by the added ~equisite of the confirmation of the ordinary 'of the place of election (cc. 174-77; 506, § 4). This interpretation is otherwise evi-dent from your constitutions, since the newly elected mother general immediately assumes her office by presiding at the elections that follow and at the chapter of affairs. The retention and prolongation of the office under the title of vicar is to take care of the case of an election delayed beyond the expiration of the term of the present mother gen-eral and of a suspension of the chapter. This occurs when 367 JOSEPH F. GALLEN Review for Religious the choice of the chapter is of one who cannot be elected but only postulated as mother general, i. e., because of a lack of the age, years of profession, or legitimacy required by canon 504, or an election beyond the number of terms permitted by the constitutions. The postulation for the last impediment in a diocesan institute is addressed to the ordinary of the place of election; but in all other cases, whether the institute is pon-tifical or diocesan, it must be made to the Holy See (c. 181, § 1). In a postulation for the office of mother general, the chapter is suspended until notification is received of the accep-tance or rejection of the postulation. A suspension can also occur in a diocesan institute of women when the confirmation of the local ordinary is delayed. It is better to word the con-stitutions that all elective officials retain their offices until the election to the same office is completed in the following chap-ter. Cf. Normae pro Constitutionibus Congregationum Iuris Dioe.cesani a S. C. de Propaganda Fide De.pendentium, aa. 142, 153. IX. Chapter of Affairs 42. The constitutions of our pontifical congregat.ion, of brothers state with regard to the chapter of affairs: "All these matters are decided by an absolute majority of secret votes." A secret vote takes more time, and I see no reason for secrecy in many of the matters that uniformly come before a chapter of affairs. The practice of the Holy See in approving constitutions demands secret voting in the chapter of affairs. This voting may be done by a method such as black ~ind white beans. It is admitted doctrine that the voting need not always be secret. If the matter is of little importance or the discussion has made it clear that there is little opposition, the voting may be public, e. g., by rising or raising the hand. A capitular may always request a secret vote on such a matter. If so, the superior general will put this question to a vote. If the absolute majority by a public vote, e. g., rising or raising the hand, favors a secret vote on the matter, this must be had; otherwise, the voting 368 Novcmber, 1958 THE GENERAL CHAPTER will be public. A few pontifical constitutions ordain that the voting is always to be public, with the exception of the request for secrecy described above. It is difficult to see why a secret vote should be generally prescribed for the chapter of affairs. There is no general reason for secrecy in the matters listed in the practice of the Holy See as the more important affairs of this chapter. 43. What is the duration of the ordinances of a chapter of.affairs in lay institutes? In constitutions, the acts of the chapter of affairs are variously termed ordinances, enactments, regulations, decrees, and decisions. According to the practice of the Holy See, the ordinances of a chapter in lay institutes are temporary. The Normae of 1901 stated that the ordinances of the general chapter remained in force until the next chapter (a. 250). In its present practice, the Sacred Congregation of Religious states that these ordinances remain in force until the next general chapter, in which they may be confirmed, modified, or abrogated. The temporary character of the ordinances has therefore beeia imposed by the Holy See in the approval of constitutions; it does not certainly follow from the nature of such ordinances nor from canon 24. To avoid any difficulty, the superior general should propose a declaration that all the acts of past chapters are confirmed by the present chapter except insofar as they will be or have been modified or abrogated by this chapter. The temporary character of the ordinances does not demand an explicit confirmation for their continuance; an implicit or tacit confirmation suffices. If a previous general chapter has approved so important a measure as a directory, the sum of the dowry, or the extraordinary expenses for which local superiors must recur to higher superiors and the subsequent chapter omits all action on the matter, it is the implicit or tacit will of this chapter that such a measure is confirmed. Van Hove states this principle as follows: "Many ordinances enacted from dominative power continue to exist on the cessation from office 369 JOSEPH F. GALLEN Review for Religious of the superior who established them, because they are implicitly renewed by his successor, who is presumed to intend that the customary order in a community continue to be observed until he changes it" (De Legibus Ecclesiasticis, I, n. 359, note 4; cf. Jone, C0mmentarium in Codicem Iuris Canonici, I, 46). Furthermore, from the practice of religious institutes, it is the presumption that all existing acts of previous chapters are implicitly or tacitly confirmed by a later chapter except those that it changes or abrogates. 44. Do monasteries of nuns have a chapter of affairs after the elections? A chapter ~f affairs is held more frequently and separately from elections in monasteries of nuns, since the chapter in such an institute has a vote in several matters that appertain solely to a higher superior and her council in a centralized institute. These matters vary in different constitutions, e. g., the alienation of property and the contracting of debts, admission of an aspirant into the enclosure, admission of a religious from another institute or monastery, admission to the novicesl~ip and pro-fessions, the declaration of fact fo~ an ~/~so faclo dismissal, the erection or suppression of a school, and other important matters of the monastery. A chapter of affairs is consequently held after the elections only if any such matters are to be discussed at the time. 45. Are higher superiors obliged to obey the enactments of the general chapter? Evidently. The general chapter is the supreme authority within the institute. Book Reviews [Material for this department should be sent to Book Review Editor, REVIEW FOR RELIGIOUS, West Baden College, West Baden Springs, Indiana.] MERCY UNTO THOUSANDS. By Sister M. Bertrand Degnan, R.S.M. Pp. 394. The Newman Press, Westminster, Maryland. 1957. $6.50. Sister M. Bertrand began collecting data fo~ Mercy unto Thou-sands in 1945. The years of study, labor, and research have pro- 370 November, 1958 BOOK REVIEWS duced a masterpiece. This book is at once very scholarly and very interesting. The life of Mother McAuley is so well told, in fact, that the vast amount of research into primary sources is almost forgotten till one begins to study the references. Such scholarship and appeal are two qualities often sought, but seldom so well achieved. As the author traces the life of Mother McAuley, the Divine Providence which guided her life b~comes more clearly delineated at each step of her career. At least in its major aspects, God's plan for Catherine McAuley was clear to her religious superiors, if not entirely clear to Catherine ~erself. That a religious order should be the logical consequence of the charitable work of Mercy House on Baggot. Street, Dublin, seemed to be clear to everyone but Cath-erine. And that the order, once founded, should spread so rapidly was hardly strange. In fact, given the time, place, and other cir-cumstances it would have been strange had the order not so developed. For Mother McAuley was dedicated above all to doing" God's work. Her surrender of all her time, wealth, and talents to God, made her a perfect instrument in His hands. So step by step He l.ed her to the accomplishment of a great work--the foundation and propagation of the Sisters of Mercy. The gifts and talents of Mother McAuley were rare. Sound-ness of practical judgment, ability in financial matters, intellectual acumen, grace of manner, and perseverance, to mention but a few of her qualities, marked Catherine McAuley as a woman destined for success. Many of these talents, of course, found their fulfillment and perfection in the supernatural order. For the charity, humility, and patience of this great woman were exercised to a degree seldom achieved in the life of a religious. But the outstanding natural gift of Mother McAuley was her exceptional charm. Her letters, poems, talks, and conversations portray an attractive person. Her ready wit must have supplied many pleasant hours for the sisters in the recreation room. For Mother McAuley's irrepressible optimism and humor always gave her a glimpse of the bright side of life even in her darkest moments. The tenderness and warmth with which she treated the other sisters manifested a woman with an extremely affectionate heart. But she could scold when the occasion demanded it. Her corrections, how-ever, were always temperate; and offense was never given. In sh, ort, this is the life of a very attractive and charming religious very attractively written. Mother McAuley could not be 371 BOOK REVIEWS Review for Religio~cs better presented or represented than she has been in Mercy unto Thousands.--J. M. KUNTZ, S.J. PHILIPPINE DUCHESNE, Frontier Missionary of the Sacred Heart, 1769.1852. By Louise Callan, R.S.C.J. Pp. 805. The Newman Press, Westminster, Maryland. 1957. $8.00. This life is, as it should be, a monumental work; for it deals with an epic theme. Its story begins about the time of the fall of one nation and ends about the time of the rise of another with the life story of a heroine filling the interval. Mother Callan has laid Catholic readers under an undying obligation for her scholarly yet simple presentation of a heroic woman and dauntless religious facing the rigors of frontier life in the American midwest in the first half of the 19th century, with no other purpose than to make known the glory of the Heart of Jesus. The volume is largely made up of Philippine Duchesne's correspondence with her friend and religious superior, Mother Barat, with the members of her family, and with religious and ecclesiastics with whom her zeal brought her into contact. There is hardly a page in this large book without some extract from Philippine's correspondence. Mother Callan has woven this cor-respondence into her text to illustrate it and carry it forward, with the result that it is largely Philippine who tells her own story, and does so magnificently. The letters themselves are very interesting, but they are never introduced for themselves, and the reader is never aware that the story being told is arrested or delayed in its progress. Mother Duchesne was in fact no ordinary letter-writer, where she describes the angry moods of the Atlantic as she crosses it, the picturesque banks of the Mississippi as she ascends it, or the dirt and muck of a Missouri farmyard as she trudges through it. The pictures come alive and tell us as much of the writer as of the subject of her writing. One cannot help being deeply impressed by the dogged per-sistence in the face of difficulties, discouragement, and even of opposi-tion shown by Mother Duchesne in the pursuit of her purpose, the salvation of souls through devotion to Christ's own Heart. This she never lost sight of. Lack of means, lack of help, lack of interest on the part of others never deterred her. Poverty, frequently grinding, only opened up new resources of courage. Even failure could not stop her. In fact, her life seems to have been one succession of failures, from her first attempt at religious life which was cut short in her girl-hood by the French Revolution, down to her belated excursion to the 372 November, 1958 BOOK REVIEWS Potawatomi in her old age. She had come to teach the Indians the way to God, and the only Indians she met were converts of many years. She had come to a land where the language was other than her own, a language which baffled all her attempts to master it; and when she could not teach, she stitched and sewed and mended. One foundation after another was given up; and she moved from place to place, always beginning anew, until she came to spend her final and fail-ing years at St. Charles, on the banks of the Missouri, where she had begun her work--reluctantly, since she found no place awaiting her in St. Louis where she had hoped to be established. Behind this unalterable courage and determined will, there was a tender heart. One marvels at the strength of the affection she shows for those she loves, and she loved nearly all she met. Remark-ing on the lack of letters from France with news of her loved ones, she exclaims: "There is not a single religious from France in the community here. But we meet at the s~ime center--the Heart God . " She loves solitude, but there is a note of poignant loneli-ness in this cry from the heart. There was much she met in the pioneer society that repelled her. If we remember that she was of gentle birth, had known the refine-ment and culture of 18th century France, we can better understand the revulsions she must have felt for the coarseness she met with in the society of the frontier. In her letter to her cousin Josephine, she recalls: "Those happy evenings in Grandmother's house; the simple but charming dinners on Sunday--and those on Monday; the presents given out gradually to each of the younger children. All this comes to my mind. Those happy days in the big family were surely prefer-able to the prdud disdain, the indifference, the affected languor, by which people think they make themselves important and attractive. I continue to live in the same convent a peaceful retreat suited to my age and tastes. My thoughts are often with you and about you, for you are so dear to my heart." The proud disdain, the indifference, the affected languor--simple religious as she was, she was shrewd enough to penetrate the shallow shell of sophistication in the society about her and expose its essential pride. Philippine was no gloomy ascetic, although she was of a naturally seri6us disposition. "Yet she was," as Mother Jouve, a niece, testi-fied, "always joyous and animated at the community recreaSons or when religious came for little visits with her in her room." She had severe interior trials to undergo, but these she kept entirely to herself. She could spend long and happy hours before the Blessed Sacrament, 373 BOOK REVIEWS Review for Religious and she was never more pleased than when she was allowed to live in close proximity to the chapel. Her life had become completely and perfectly integrated in God, "because' she realized," as Mother Callan tells us, "with astonishing clarity that He is first, and also last~Alpha and Omega--and that between Him and all else in the universe, there is, there can be, no comparison." However else she failed, in this she succeeded supremely: she loved God with a consuhaing devotion and her neighbor with a tire-less affection.~WILLIAM J. YOUNG, S.J. THE TEMPTATIONS OF CHRIST. By Gerald Vann, O.P., and P. K. Meagher, O.P. Pp. 127. Sheed and Ward, New York 3. 1957. $2.75. The climate of modern opinion, abetted by the word of Freud and others, may well influence Christians to think that the devil's day is over. Fathers Vann and Meagher show conclusively that Satan's neatest trick is this widespread disbelief in him. Why was Christ tempted? The authors believe that Christ saw Satan for the shrewd opponent that he is and went forth eagerly to confront him, thus giving us an example of how to cope with tempta-tion and also exposing the devil's wiles at t~ieir roots. The book is a psychologico-ascetical study; reading it cannot fail to improve one's understanding of the un.derlying "predominant passions" which rise to the surface of everyday life in such myriad forms. The authors first point out that we should not expect to be free from temptations--such perfectionism is already unconscious pride. They then show how Satan waits his chance to attack us when we are weakest and where we are most vulnerable. It is a discerning person who does not allow himself to be so wasted away by fasts and penances that he falls easy prey to the schemes of the Prince of Darkness. Going through the three temptations individually, the authors show a deep knowledge of "what is in man" as they analyze the appeal of the °devil in each situation. Thus they take the temptation to turn stones into bread as an indication of the desire for that sense of security which an abundance of resources can provide, making it difficult even to wish to be poor in spirit. The "perils of the pinnacle" .is a temptation highlighting man's excess of trust in himself; it shows how many think they avoid "immorality" by skirting sexual sins only to be heedless of such things as calumny, cruelty, bitterness, and pride. 374 November, 1958 BOOK ANNOUNCEMENTS The third temptation brings into the open the thread underlying this entire episode in our Lord's life. Satan's implication is that God is a poor provider and that the devil himself will give us prosperity and glory. And that indeed is the case--unless one takes a long-range view' beyond the frontiers of the immediate here and now. The book is more than a description of a scene from the life of Christ; it is a profound introspective study of what lies behind much of man's action. As such it cannot fail to give better knowledge of oneself and of the ways of the devil.--R.~LeH J. IL~ST~A~, S.J. BOOK ANNOUNCEMENTS THE BRUCE PUBLISHING COMPANY, 400 North Broadway, Milwaukee 1, Wisconsin. Fathering-Forth. By John H. McGoey, S.F.M. A book by a priest for priests. In it Father McGoey evaluates what he has learned of the life of a priest both from personal experience and from observation. He has many a criticism to offer, but they are all of the constructive kind. Priests will find much matter for serious consideration in these pages. Pp. 188. $3.50. DAUGHTERS OF ST. PAUL, 50 St. Paul's Avenue, Jamaica Plain, Boston 30, Massachusetts. Glories and Virtues of Mary. By the Very Rev. J. Alberione, S.S.P., S.T.D. Translated by Hilda Calabro. The book is divided into three paits. The first deals with the glories of Mary; the second, with the virtues of Mary; and the third, with devotion to Mary. Each chapter concludes with some striking incident in the lives of great men and women illustrative of their deep devotion to the Mother of God. The book is well illustrated with full page reproductions of famous masterpieces. Pp. 251. Cloth $3.00. Paper $1.50. Mary, Mother and Model. Feasts of Mary. By the Very Rev. James Alberione, S.S.P., S.T.D. Translated by Hilda Calabro. The Roman Missal contains thirty-seven Masses in honor of our Lady. Not all of them are for the universal Church. Thirty of these feasts are considered in this volume and presented as meditations. At the end of each meditation there is a commentary on the cor-responding Mass of the Missal. The book is illustrated with full page reproductions of photographs of famous paintings or statues of our Lady. Pp. 237. Cloth $3.00. Paper $1.50. 375 BOOK ANNOUNCEMENTS Review for Religious Religious Life. Life of Courageous Souls. Extracts from Medi-tations and Conferences of the Very Rev. James Alberione, S.S.P., S.T.D., to the Religious of his Five Congregations. Compiled and translated from the Italian hy the Daughters of St. Paul. This is an excellent introduction to the religious life and a notable con-tribution to vocation literature. Pp. 107. Cloth $2.00. Paper $1.00. MESSRS. M. H. GILL & SON, 50 Upper O'Connell Street, Dublin, Ireland. The Story of the Hospitallers of St. John of God. By Norbert McMahon, O.S.J.D. In the United States this order of brothers dedicated to serve the sick poor is little known. Yet they have a tradition and history of heroic achievements in many parts of the world which only God can reward. How many martyrs of charity have died in their ranks we shall know only on the last day. During the civil war in Spain, ninety-eight Hospitaller Brothers were brutally massacred by the Reds out of hatred for religion. Yet despite their heroic achievements, their history is one of great trials and much persecution. More than once the order was all but extinct, only to rise again more vigorous than before. Perhaps their greatest trial came from the Holy See itself. Four days after his election, Pope Clement VIII published a bull which took from the Hospitaller Brothers their status as a religious order. The brothers were de-prived of their three vows of religion. They were to serve the sick in the hospitals as lay nurses under obedience to the local bishop. But Divine Providence watched over them. Today, after four-hundred years of existence, they have 209 houses, almost all of them hospitals, and 2,464 religious. You will want to read all about these athletes of charity. Pp. 187. 16/-. Ideals to Live By. Some of the Principles Which Moulded St. Ignatius Loyola. By Robert Nash, S. J. This is the latest book from the prolific pen of Father Nash. He wrote it with lay Catholics chiefly in mind. It is about the Spiritual Exercises of St. Ignatius and makes suitable reading, either public or private, for times of retreat. Pp. 175. Paper 8/6. Cloth 12/6. B. HERDER BOOK COMPANY, 15-17 South Broadway, St. Louis 2, Missouri. The Three Degrees. A study of Christian Mysticism. By Conrad Pepler, O.P. A knowledge of mysticism can be very useful to all who lead an interior life. For the director of souls it is at times necessary. 376 November, 1958 BOOK ANNOUNCEMENTS Father Pepler offers a brief but sound introduction to this most diffi-cult subject and does so in language which the modern reader can understand. Unless you are already an expert in mystical theology, you can learn much from this little book. Pp. 256. $3.50. Introduction to the Philosophy of St. Thomas Aquinas. Vol. II, Cosmology. By H. D. Gardeil, O.P. Translated by John A. Otto, Ph.D. This is the second volume of a four volume set. The purpose of this volume is "to give a true account of Aristotle's understanding.of the physical world, and mainly of its philosophical content, the abiding feature of his study." Pp. 218. $3.75. P. J. KENEDY & SONS, 12 Barclay Street,-New York 8, New York. Autobiography of St. Th~r~se of Lisieux. Translated by Ronald Knox. When L'Histoire d'une Ame first appeared, it had been edited to suit the canons of that day. The editing consisted in changing the chronological order, omitting about one fourth the whole, and making many changes in the text. All these edi-torial changes have now been eliminated, and we have the manu-script as it left the pen of the saint. It is this reconstructed manu-script that Father Knox has translated for English readers. In its light the heroic virtues of St. Th~rSse are more brightly illumined, and we get a better and a truer picture of the saint. Pp. 320. $4.50. THE MESSENGER PRESS, Carthagena, Ohio. Bought at a Great Price. Reflections on the Precious Blood. By Mother Mary Aloysi Kiener, S.N.D. If you are looking for a book of meditations to help you along the way of affective prayer, you would do well to examine Bought at a Great Price. There are thirty-two meditations, each divided into two parts. The average length of each meditation is eight pages. Pp. 271. $3.50. THE NEWMAN PRESS, Westminster, Maryland. A Manual for Novice Mistresses. Edited by Albert Pl~, O.P. Translated by Patrick Hepburne-Scott. This is volume nine in the "Religious Life Series." In content it is a selection of the more important papers read at a conference of French Dominican novice mistresses. The book dealg concisely with many of the major prob-lems which confront a mistress of noviceg in any order or congre-gati6n. Pp. 152. $3.25. The Christian Approach to the Bible. By Dom Celestine Char-lier. Translated from the French by Hubert J. Richardson and 377 BOOK ANNOUNCEMENTS Review for Religious Brendan Peters. 'Through the Bible God speaks to men on matters concerning man's salvation. It is therefore the most important book. Yet it is not an easy book to read. Fruitful reading pre-supposes certain intellectual, moral, and religious dispositions. These the author would help his readers to acquire. He does not write for experts but for the average Christian, who, no less than his learned brother, is to draw from the. Bible power to transform his life. Pp. 298. $4.00. Valiant Heralds of Truth. Pius XII and the Arts of Communi-cation. Compiled with a Commentary by Rev. Vincent A. Yzer-mans. The most authoritative source for a Catholic philosophy of the communication arts is our Holy Father, Pius XII. He has written and spoken on this subject frequently, and the compiler has gathered all these utterances between the covers of one volume. Pp. 201. $3.75. Christian Perfection and Married Life. By J. M. Perrin, O.P. Translated by P~ D. Gilbert. To show how perfection can be achieved in the married state is the purpose of the author. Marriage counselors, directors of Cana conferences, and priests engaged in the ministry will find here much valuable material. Pp. 92. $1.95. A Father Faber Heritage. Selections from the Writings of Rev. Frederick William Faber. Edited with an Introduction by Sister Mary Mercedes, S.N.D., de Namur. Father Faber of the Oratory was one of the outstanding spiritual writers of the nine-teenth century, and one who achieved a notable measure of well-deserved popularity. T