Suchergebnisse

As a Caribbean institution of Higher Learning, the University of the West Indies is seen as a major contributor to integration efforts in the Region very often mandated by CARICOM to carry out educational missions to that effect. Working in a geographically fragmented and multilingual space, foreign language education is a major preoccupation for academic departments or sections in the respective campuses. The Mona Campus, based in Jamaica, was very one of the earliest to recognize the need to add LSP courses in its curriculum as electives (Business) or as 'service courses' for other programmes (Tourism and Hospitality Management). To these existing LSP courses, the French Section at the Mona Campus added in 2003 a new LSP course geared toward International Relation students. The originality of the course lays its chosen method of delivery by total simulation. The course was offered twice since its approval and under two different schedules (two-week intensive and semester-long). This chapter discusses the impact of these two schedules on the course delivery and learning process. The comparison shows the importance of student's motivation and learning autonomy. The study also comments on the use of blended learning (on-line module complementing face-to-face delivery) and suggests that virtual reality may offer a new addition to Total Simulation for LSP. ; To cite the digital version, add its Reference URL (found by following the link in the header above the digital file). ; TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 73 French for International Conference at The University of the West Indies, Mona: Total Simulation in the Teaching of Languages for Specific Purposes Marie-José Nzengou-Tayo The University of The West Indies, Mona Gilles Lubeth The University of The West Indies, Mona Abstract: As a Caribbean institution of Higher Learning, the University of the West Indies is seen as a major contributor to integration efforts in the Region very often mandated by CARICOM to carry out educational missions to that effect. Working in a geographically fragmented and multilingual space, foreign language education is a major preoccupation for academic departments or sections in the respective campuses. The Mona Campus, based in Jamaica, was very one of the earliest to recognize the need to add LSP courses in its curriculum as electives (Business) or as 'service courses' for other programmes (Tourism and Hospitality Management). To these existing LSP courses, the French Section at the Mona Campus added in 2003 a new LSP course geared toward International Relation students. The originality of the course lays its chosen method of delivery by total simulation. The course was offered twice since its approval and under two different schedules (two-week intensive and semester-long). This chapter discusses the impact of these two schedules on the course delivery and learning process. The comparison shows the importance of student's motivation and learning autonomy. The study also comments on the use of blended learning (on-line module complementing face-to-face delivery) and suggests that virtual reality may offer a new addition to Total Simulation for LSP. Keywords: CARICOM, French for international trade, international conferences, Language for Specific Purposes (LSP), methodology Introduction Language for Specific Purpose (LSP) has developed with the expansion of international trade and the development of multilingual and multicultural working teams. Short language courses are designed at the request of enterprises or institutions in order to meet the specific demands related to the work environment. Though LSP courses have been in existence for more than three decades, their introduction in the academic programs of language majors is quite recent and has been a hot debate for several years at MLA and ADFL meetings. In the Caribbean, with the development of integration, the need for LSP has been felt as the CARICOM (Caribbean Community) started to look beyond the English-speaking Caribbean and opened itself to non-English-speaking territories (Surinam and Haiti joined the organization in 1995 and 2002 respectively while Cuba and the Dominican Republic have observer status). These political trends impacted on our foreign language offerings, stressing the need to open our curriculum to professionally oriented courses. The Department of Modern Languages and Literatures and the language sections of the two other campuses TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 74 had various responses: at the St. Augustine Campus (Trinidad and Tobago), a Latin American Studies program was developed; at Cave Hill (Barbados), a cross-faculty program in Management Studies with a minor in a foreign language was approved; at Mona, LSP courses were developed and students from other faculties were allowed to declare minors in French or Spanish. In this article, we present the circumstances surrounding the design of the latest addition to French for Specific Purpose courses offered at the University of The West Indies, Mona (UWI, Mona), the methodological choices made and their implication for assessment. Because the course has been offered twice since its approval by the University Academic Quality Assurance Committee and with two different schedules, we will compare and discuss these two delivery modes. Language for Specific Purpose at the UWI, Mona At the UWI, Mona, the introduction of French for Special Purpose came out of a pragmatic approach at a time when high schools were experiencing a high turnover of French teachers and a reduction of schools offering A-level French (equivalent to the Baccalauréat). Noting that our graduates were being hired in the insurance and tourism industries, it was thought that equipping them with professional language skills would give a 'practical' touch to our program. The recruitment of a colleague with professional experience in translation led to discussions about a more professionally oriented program. "French for Business" was the first LSP course to be designed in 1991–1992 with the creation of a level III course of French for business or "Business French." The course was developed as an elective in response to a situation in which French graduates were moving toward the business sector instead of education. In the subsequent years, other LSP courses were introduced: "French for Hospitality" in 1998–1999 and "French for International Conferences" in 2003. The introduction of this last course coincided with a drastic overhaul of the French curriculum. The offering of "French for International Conferences" came at a time when the French section of the Department was repositioning itself and revising its offerings. The course was designed with a view to attracting International Relations (IR) students while capitalizing on the latest trend in French foreign language teaching methods. The decision was based on the fact that IR majors and French majors minoring in IR outnumbered students majoring in French only. It was taken at a time when the section was going into a survival mode, taking drastic measures and moving away from the traditional language curriculum (36 credits equally divided between language and literature). The section opted for a mix of language, literature, film and culture, and French for specific purpose courses. It was a drastic choice since the section was moving away of the traditional literary offerings. Though the section has not fully recovered, it has increased its numbers and the majority of students pursuing French are double majors (French and Spanish) with a professional objective of becoming translators or interpreters, followed by IR and Linguistics majors. Total Simulation in French Foreign Language Teaching and Learning Even though Total Simulation in French Foreign Language Education was initiated in the 1970s at the BELC (Bureau d'Enseignement de la Langue et de la Civilisation Françaises à l'Étranger / Office for the Teaching of French Language and Civilization TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 75 Abroad) it did not really become mainstream until the late eighties. This approach to language teaching evolved from role playing and the need to expand role playing over a longer period of time with a view to involving diverse aspects of communication (Yaiche, 1996). Total Simulation was borrowed from continuous professional education where staff received specific training to deal with job-related situations. Total Simulation for French Foreign Language Teaching was first conceptualized by Francis Debyser, a professor at the CIEP (Centre International d'Études Pédagogiques / International Center for Peda-gogical Studies). In the 1980s, Total Simulation became more broadly accepted and moved from experimental to established status. Publishers become interested and several textbooks were published by Hachette between 1980 and 1990 (Yaiche, 1996). By the 1990s, Total Simulation was redirected toward the teaching of French for Specific Purpose (Business French, French for International Relations, Hospitality French). Total Simulation benefits today from IT and its use in the classroom. It is still at the experimental stage as is the case of 'Virtual Cabinet' for the teaching of English, which has been developed by Masters' students at University of Lyon II (http://sites.univ-lyon2.fr/vcab/demo/) or 'L'auberge' developed by University Lille III for incoming French Foreign Language Students (http://auberge.int.univ-lille3.fr/). Characteristics of a Total Simulation Course in Foreign Language Learning Total Simulation in Foreign Language Teaching and Learning could be considered revolutionary in its approach and methodology. First, the role of the teacher is transformed as he or she becomes a facilitator and a participant in the simulation instead of an instructor. For instance, in the International Conference Simulation, the teacher plays the part of the Secretariat. He or she compiles and archives the material needed for the progress of the conference. He or she also provides documents and the linguistic tools needed for the project. Secondly, simulation follows a set pattern of five stages (See Bourdeau, Bouygue, & Gatein, 1992; Yaiche, 1996). The first stage is the creation of the setting. In the case of the International Conference, it means, choosing the theme and the place of the conference. The second stage is to identify the participants. At this point, the role playing starts as the learners have to choose an identity and the country that they will represent. Learners will have to play several roles: delegates from their chosen countries (Minister of Foreign Affairs or High Ranking Civil Servant or Ambassador). At one point, they also play the part of journalists. The countries are fictitious but based on the characteristics of real countries. During this stage, learners choose their identity and civil status; they invent a short biography indicating two physical, moral, psychological, intellectual characteristics, two distinctive objects, (Yaiche, 1996). The third and fourth stages consist in conducting the simulation: the official opening ceremony and the working sessions. At this point, learners are to present their country's respective position paper. Interaction takes place as well as negotiations for a common position and action plan. During this stage, the facilitator plays an important part in ensuring the archiving of all productions and the elaboration of a data bank for the progress of the conference. Students are provided with documents and assisted in acquiring the mastery of the linguistic tools needed for the exercise (e.g., mastery of high language register for official speeches; mastery of diplomatic lexicon for the phrasing of the final resolution and the press release, TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 76 ability to write an abstract or a synthetic report from a news article, etc.). The final stage is geared toward ending the simulation. In the case of the International Conference, it is marked by the writing of the final resolution and a press conference. Since IR students are to be prepared to face and manage diplomatic incidents/crisis during negotiations, elements that could lead to such incident are introduced between the fourth and fifth stage of the simulation when students are drafting the final resolution of the conference. Students are expected to draw on their negotiating skills in order to solve the problem or assuage the potential conflict and bring the conference to a positive closing ceremony. Assessment is blended in the simulation: oral expression is assessed during the opening ceremony (a five-minute presentation) and during the press conference. Students are video recorded and marking takes place afterwards. (See evaluation sheet in appendix B). Both examiners are present to abide by University Examination Regulations. Writing proficiency is assessed through a press release and the conference final resolution, which is done individually during a traditional in-class test. It is also assessed 'outside' of the simulation through the submission of a take-home assignment, the format of which is either a précis writing or a critical review of a newspaper article related to the theme of the conference. Students are provided with a choice of articles from Le Monde Diplomatique, a well-established and recognized reference journal from which they will select an article for review or summary. LSP and Total Simulation in Jamaica and at the UWI, Mona French teachers in Jamaica were introduced to Total Simulation in 1993 thanks to a new French Linguistics Attaché who was also appointed at The University of the West Indies from 1992–1997. A specialist in Total Simulation, she organized two workshops for the Jamaica Association of French Teachers and one for the Tourism Product Development Company (TPDCo), a Jamaican state agency responsible for the training of the workforce in the tourism sector. The co-authors received additional training at the annual training seminar organized by the Centre International d'Études Pédagogiques (CIEP) held in Caen in July 1996 (Nzengou-Tayo) and July 2009 (Lubeth) respectively. The first total simulation course at the UWI was developed in 2003. Two factors contributed to the choice of this methodology. One was the renewed interest in LSP with the review of the French program. After a quality assurance review in 2003, the French section, threatened by low numbers in registration, revised its program with a stronger professional component (introduction of an additional LSP course and translation modules). The second was the institutionalization of summer courses, which offered the possibility of using an intensive format. The idea was to design a course that could imitate a real life situation: an international conference taking into account that such an event is usually limited over a period of time (1–2 weeks) and requires a full work day. The course was submitted to the University Quality Assurance Committee for approval (See course proposal in Appendix A). In the initial submission, evaluation was by 50% coursework and 50% final examination (Appendix A). However, when the course was first taught in 2006, we requested a change of the evaluation scheme to 100% coursework (50% oral presentation and 50% written assignment). The reason for this change was directly related to the philosophy behind total simulation, which required a formative form of assessment that would blend seamlessly in the simulation. TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 77 Case Study: The 2006 and 2009 Experiences Since its creation, French for International Conferences (FREN 3118) has been offered twice: first, in 2006 as an intensive summer course over two weeks, and secondly, in 2009 as a regular semester course over thirteen weeks. These two modes of delivery will be compared and discussed in this section. Course delivery schedule. In 2005–2006, during the two-week period during which the course was offered, the timetable averaged 25 hours per week with 5 daily contact hours. FREN 3118 was the only course attended by the students. Students were put in an immersion situation as they interacted with a native speaker of French during the week. During the second week, ten hours were set aside for independent research in an attempt to give students an opportunity to develop learning autonomy. In 2009–2010, the course was taught during the first semester according to the regular schedule. The timetable featured 3 one-hour sessions per week. In addition to FREN 3118, students were simultaneously registered for four other courses whose demands were competing with the French course. The fast pace of the semester (13 weeks) did not allow for a scheduled independent research. Students had to use their free time for independent research to develop their learning autonomy. The difference between the schedules of the 2006 and 2009 course delivery had an impact on the course management as well as the students' learning experience. It is evident that 2009 students did not have the same learning stimulus as the 2006 ones. They had the pressure of their other courses in term of time and workload. In addition, regular attendance was an issue since students sometimes missed classes either due to timetable clashes or assignment deadlines to meet in other courses. The running of the course was affected as each student had a part to play in the progress of the simulation and absence from class meetings affected the proceedings of the conference. Student profile and number. The course targets third-year students and requires a general language module at level III as a co-requisite. However, the co-requisite can be waived depending on the level of the students. For instance, when the course was offered during the summer 2006, it was waived for second-year students who had received a B+ in the two modules of the level II language courses. In 2009, a third-year International Relations student who had completed level I of the French language courses with A and was reading the level II language course was allowed to register. The waiver was granted based on his outstanding results at level I and also after an interview in which he demonstrated a high level of motivation and learning autonomy. In 2006, the course was offered with 9 students and in 2009 there were 14 registered students. Numbers can be an issue for conducting a total simulation course. For instance, our experience taught us that, even though Cali, Cheval, & Zabardi (1992) suggest a number of 20 participants divided according to a ratio by type of countries1 in La Conférence Internationale et ses Variantes, country-ratio balance can still be observed TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 78 with lesser numbers. Based on our 2006 experience, we recommend a minimum of 8 students. Indeed, a lesser number would not allow their distribution according to the recommended country ratio. In addition, work in commissions, which is part of the simulation process, would be less productive. Similarly, 20 is the maximum manageable number of students during total simulation. The attention to be devoted to students' progress and the group dynamics become a challenge with larger numbers. Therefore, beyond 20, the group would be divided and two concurrent simulations conducted, provided that staffing is not an issue for the institution. Topics and scenarios. On both occasions, the theme of the conference was inspired by current affairs relevant to the Caribbean region. In 2006, the conference was titled "Libre circulation des travailleurs à l'échelle mondiale: Faisabilité et conditions" (Feasibility and Conditions for a Global Free Movement of Labour). The theme was inspired by discussions taking place in the media about the Caribbean Single Market and Economy (CSME) put in place by CARICOM countries that year. The scenario was developed to involve a group of 9 countries, members of a regional organization seeking to achieve integration through free movement of workers. The 2009 edition of the conference, "Réchauffement climatique: Stratégies et équité" (Global Warming: Strategies and Equity) was inspired by the then ongoing international negotiations on global warming. The course started in September, just three months before the Copenhagen Summit. The scenario was based on the creation of an international organization, the Group of 14 (G14) specially dedicated to addressing the issue of global warming, and therefore holding its first conference accordingly. The choice of topics related to current international or regional issues stimulates the students' interest as they can have access to current reference material. They develop their critical thinking as they are exposed to various diverging opinions and asked to present their country's position at the start of the conference. For example, at the 2009 conference, the delegate of "Bonangue" expressed the country's position as follows: Conscient des graves effets [du réchauffement climatique] sur l'environnement, nous tenons à prendre action immédiatement parce que les effets poseront un problème pour le pays. Par le passé, la Bonangue a donné priorité aux revenus, dans certains cas, au détriment de l'environnement. Le pays est disposé à porter [sic] les changements nécessaires. The delegate of "Kalasie," on the contrary, indicated, "La Kalasie est favorable au recours aux crédits d'émission de gaz utilisables par les investisseurs." Another delegate from "Lisérbie" chose to stress the social impact and the importance to reach a consensus on the matter. The multiple and sometimes diverging country positions will contribute to the life of the conference as the objective is to find a common ground and sign a final resolution, which would bring the conference to a close. TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 79 Resources and methods. The course outline was developed in accordance with the prescribed textbook La Conférence Internationale et ses Variantes (Cali et al., 1992). The authors' recom-mendations were followed with some adjustments, which will be presented below. Since countries have to be fictitious to respect the principle of Total Simulation, two websites, CIA: The World Factbook, and Quid were used to establish the profile of these invented countries.2 Using the principle of 'mots-valises' students invented the name of the countries they were representing. For instance, "Lisérbie," "Kalasie" or "Dukenyah" were obviously created in reference to existing countries or regions. Other names were arbitrary and left to the students' imagination as "Cadeaux d'Ouest," "Amapour" or "Kadia." Other web resources were used in accordance with the theme of the conference and a companion website was developed on the University Virtual Learning Environment (OurVLE) (UWI, Mona "Virtual Learning Environment") to take advantage of information technology at our disposal at the Mona Campus. The 2006 intensive format. We introduced some slight variations from the standard format of the simulation. First, the course started with a screening of the French movie Saint-Germain ou la Négociation (2003) with Jean Rochefort. The objective was to highlight the objectives, modalities of diplomatic negotiations as well as to insist on the high-language register used during negotiations, which the students would have to use. Despite the historical context (the 16th century), the film was particularly suitable as it showed protocol and behind-the-scene events taking place during political negotiations. Secondly, students were given an introductory lecture on the processes of international conferences coupled with a tour of the Jamaica Conference Centre in Kingston. This was facilitated by a colleague and professional translator who worked at international conferences and was familiar with the facility. Various documents were made available online on a range of topics: international organizations pursuing regional integration through implementation of free movement of labor (the European Union, CARICOM) and a compilation of documents on immigration and globalization. In 2006, the course page on OurVLE was used only for archival purposes. The instructor, playing the part of the conference Secretary, uploaded for future reference documents that had been identified as relevant to the conference. Since the students' time were dedicated to the course, it was easy to simulate the rhythm of a conference with meetings in commission and plenary sessions. The course outline was design to be the "agenda" of the conference. The intensive format helped to develop a group dynamic based on solidarity and conviviality, which stimulated weaker students to make efforts to improve their proficiency. The 2009 semester-long format. The semester-long delivery of FREN 3118 differed from the intensive summer course on some points. The presentation by the guest lecturer and the film screening were maintained, but, due to timetable constraints, the tour of the Conference Centre did not take place. The main innovation was in the extensive use of the online module and the exploration of the functionalities offered by the Moodle platform supporting OurVLE TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 80 where all the material necessary for the presentation of the theme and the conduct of the activities of the conference were uploaded. All documents were made available online via OurVLE, expanding from print and website links to audio and video. Students' productions were added to the resources identified by the instructor. The instructor/facilitator provided the following resources: explanatory documents on global warming (its geopolitical implications and the negotiation process); documents with terminology used in diplomatic language; and audiovisual documents from France2, France3, and YouTube. A link to Yann Arthus-Bertrand's documentary Home (2009) was also put on the course portal. As Secretariat, the instructor/facilitator uploaded reports of sessions held during the preparatory phase (the preconference meetings). These reports gave students a regularly updated overview of progress made, a review of notions covered as well as the calendar of events (the schedule of meetings). Using the functionalities offered by Moodle, students were able to contribute to the development of the course portal. Using the 'upload a single file' and the forum features, they uploaded their own production, including country and delegate profiles, reports resulting from the sessions in commission and plenary sessions, and draft resolutions. The course portal was useful for archiving the various activities conducted during the course. Students were able to refer to a central repository outside of the contact hours. This tool also had financial and ecological benefits as it reduced the cost of photocopying. Indeed, whereas all documents had to be printed in 2006, only documents produced during the conference (student-generated commission and plenary reports, agenda and list of speakers) were printed for circulation in 2009. Because of the discontinuity of the timetable (3 hours spread over 13 weeks), the 2009 conference did not flow as harmoniously as the 2006 one. With competing interests, students found it difficult to dedicate themselves to the conference. Running from one class to another, they sometimes lost track of the conference objectives, which in turn had an impact on the group dynamics and progress as indicated by the results of the continuous assessment (i.e., the coursework). Evaluation and students' results. As mentioned earlier, the course assessment was done by 100% coursework. The percentage was equally divided between oral and writing proficiency (50% each). Oral proficiency was assessed as follows: delegate's address at the opening ceremony weighting 25%; delegate's interview at the press conference (15%); and one intervention as a journalist interviewing the delegates at the press conference (10%). Writing proficiency was assessed through a press release (10%), an individual proposal for the final resolution (15%), and one précis writing/critical review of document(s) (25%). Students' oral and written productions were graded using a criterion-referenced assessment grid (See Appendix B for details). In 2006, we got a 100% pass rate with results ranging from A+ to C. In 2009, the pass rate was 71.42%. With the intensive format, students demonstrated their mastery of high-level register. Students who were considered 'weak' based on their low grade in the general language courses, managed to improve their proficiency level and achieve acceptable performances in oral presentations. In 2009, there was a large gap between the TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 81 best and the weakest students (2 students got As, 4 students failed, and 8 students' grades ranged from B+ to D). Group average was 49.79%. When comparing the two groups' results, we have to admit that we had some doubts initially about the intensive format because of the limited time given to students to properly absorb the notions and the various tasks required in the course. Yet, it appears that stretching the process over a semester is not a decisive factor for improved performance. The role of group dynamics in total simulation is yet to be measured though it is generally recognized in class interaction and learning. During the regular semester, the group dynamics did not play a cohesive role as it did in the summer course where more proficient students helped to strengthen the weaker ones. Competing academic interests and irregular attendance during the regular semester also had an impact on students' low performance. Conclusion At the UWI, Mona, we introduced LSP courses in our academic programs as part of our major from a pragmatic standpoint in reviewing our curriculum. Though we are aware that LSP courses generally target professionals already in the field, as a result, the design and offering of such courses is usually preceded by a need analysis and the identification of the language processes (i.e., register, lexicon, syntax, speech acts) needed to achieve the requested proficiency (Mangiante & Parpette, 2004). Both "Business French" and "French for International Conferences" count toward the major, though only one can be taken as a core course, the other being an elective. Because LSP courses have a professional orientation, they give undergraduates the impression of being prepared for the world of work. The use of total simulation comforts this impression because of its task-based approach and the fact that it recreates a work environment with its idiosyncrasies. Combined with information technology (OurVLE), it becomes an original and valuable method. The dual-mode adds flexibility to the course and expands access to authentic material. However, success depends heavily on students' learning autonomy, which is enhanced by a tool like OurVLE. Motivation and participation are essential for the success of students as evidenced by the results of the third-year student who was accepted while doing the first module of level II French and was one of the top two students in the course. Our experience suggests that the intensive format yields better results because it reinforces student concentration, dedication, and performance, which also benefit from the positive impact of the group dynamics. Recent development in the field shows an orientation toward multimedia and information technology to create virtual worlds where Total Simulation is made possible on a large scale. The combination of the two is very promising for language learning and teaching but presents new challenges to foreign language teachers and course developers. Notes 1Cali, Cheval, & Debardi (1992) identify the following categories: developing countries, developed countries, least developed countries, and Central or Eastern European countries in transition towards market economy. The latter category being now obsolete, the decision was made to replace it with countries in the same geographical region. TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 82 2See https://www.cia.gov/library/publications/the-world-factbook/ and http://www.quid.fr. References Arthus-Bertrand, Y. (2009). Home. Home Project. Retrieved (September–November 2009) from http://www.youtube.com/homeprojectFR L'auberge. Retrieved February 21, 2010 from http://auberge.int.univ-lille3.fr/ Bourdeau, M., Bouygue, & M., Gatein, J. J. (1992). Le congrès médical: Simulation globale sur objectifs spécifiques. Ministère des affaires étrangères, sous direction de la coopération linguistique et éducative, CIEP-BELC, 1991/92. Sèvres: CIEP. Cali, C., Cheval, M., & Zabardi, A. (1992). La conférence internationale et ses variantes. Paris: Hachette, Français langue étrangère. Mangiante, J. M., & Parpette, C. (2004). Le français sur objectifs spécifiques: De l'analyse des besoins à l'élaboration d'un cours. Paris: Hachette. Le Monde Diplomatique. 2009. Paris: Editions "Le Monde." Retrieved from http://www.monde-diplomatique.fr/ Virtual Cabinet. Retrieved February 21, 2010 from http://sites.univ-lyon2.fr/vcab/demo/ Yaiche, F. (1996). Les simulations globales: Mode d'emploi. Paris: Hachette, Français langue étrangère. TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 83 APPENDICES Appendix A Original submission to the Academic Quality Assurance Committee of the UWI, Mona Campus in 2003–2004. The assessment was subsequently modified to 100 percent coursework in 2005–2006. DEPARTMENT OF MODERN LANGUAGES & LITERATURES COURSE PROPOSAL Course Title: French for International Conferences Course Code: FREN 3118 Level: 3 Semester: 1 Credits: 3 Prerequisite: A Pass in F24A (FREN 2001) Co-requisite: F34A (FREN 3001) Contact hours: 4 hours per weeks (1 lecture, 1 writing tutorial, 1 oral expression, 1 listening comprehension) Rationale: French is one of the major languages of the United Nations and other inter-national institutions. In response to increased demand for specialized foreign language courses, this course will introduce students to the technical French of international relations and negotiations Course description: This course is designed to reproduce an international conference setting during which various aspects of diplomatic negotiations will be envisaged with a view to using French at the formal/foreign affairs level. Objectives: At the end of the course students should be able to  Demonstrate understanding of French spoken in a formal/diplomatic setting  Read articles in French on international issues.  Write press reviews, press releases in French about an international issue.  Express a personal view about a topical International issue in French  Express a simulated official view about a topical International issue in French  Simulate an official address in French  Simulate a press conference in French TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 84 ASSESSMENT 50% in-course: 3 one-hour in-class tests: Reading comprehension (15%); Writing (20%); Listening comprehension (15%) 50% Final Examination: Oral presentation (25%) and 2-hour written examination (25%) TEXTS La Conférence Internationale et ses Variantes. Chantal Cali, Mireille Cheval and Antoinette Zabardi. Paris: Hachette Livre, Français Langue Étrangère, 1995. Audio-visual material from TV5 (such as Kiosque, Une fois par mois, Le dessous des cartes). Articles from journals such as Le monde diplomatique. REFERENCES Plaisant, François. (2000). Le ministère des affaires étrangères. Toulouse: Editions Milan, Les Essentiels Milan, 2000. Kessler, Marie-Christine. (1998). La politique étrangère de la France. Paris: Presses de Sciences-Po. http://www.france.diplomatie.gouv.fr Appendix 2. Assessment grid for oral presentation Official Address: (5-minute presentation at the Opening Ceremony). Press Conference Part 1 and 2: Presentation of Country Position followed by Questions and Answer session). Students plays the country official and then the journalist parts. FREN 3118: Oral Presentation Assessment Grid NAME: Grade Comments Relevance of Arguments /5 Fluency /5 Consistent use of high-language register /3 Communicative skills /2 Accuracy and richness of vocabulary /5 Accuracy and use of complex syntactic structures /5 Accurate pronunciation /5 FINAL GRADE (25%) /25 TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 85 FREN 3118: Press Conference Assessment Grid—Presenter NAME: Grade Comments Relevance of Arguments (5 pts. x 3 = 15) Presentation Answer (1) Answer (2) Fluency (5 pts. x 3 = 15) Presentation Answer (1) Answer (2) Consistent Use of High Language Register (3 pts. x 3 = 9) Presentation Answer (1) Answer (2) Communicative skills (2 pts. x 3 = 6) Presentation Answer (1) Answer (2) Accuracy and Richness of Vocabulary (5 pts. x 3 = 15) Presentation Answer (1) Answer (2) Accuracy and Use of Complex Syntactic Structures (5 pts. x 3 = 15) Presentation Answer (1) Answer (2) Accurate Pronunciation /5 marks x 3 = 15 Presentation Answer (1) Answer (2) Unconverted Total (90 pts.) / FINAL GRADE (15%) TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 86 FREN 3118: Press Conference Assessment Grid—Journalist NAME: Grade Comments Relevance of question (5 pts. x 4 = 20) Question 1 (Name) Question 2 (Name) Question 3 (Name) Question 4 (Name) Fluency (5 pts. x 4 = 20) Question 1 (Name) Question 2 (Name) Question 3 (Name) Question 4 (Name) Consistent use of high-language register (3 pts. x 4 = 12) Question 1 (Name) Question 2 (Name) Question 3 (Name) Question 4 (Name) Accuracy and richness of vocabulary (5 pts. x 4 = 20) Question 1 (Name) Question 2 (Name) Question 3 (Name) Question 4 (Name) Accuracy and use of complex syntactic structures (5 pts. x 4 = 20) Question 1 (Name) Question 2 (Name) Question 3 (Name) Question 4 (Name) Accurate pronunciation (5 marks x 4 = 20) Question 1 (Name) Question 2 (Name) Question 3 (Name) Question 4 (Name) Unconverted Total (112 pts.) FINAL GRADE (10%)

Беневич Г. И. Логос Мелхиседека. Экзегеза и парадигма обожения у прп. Максима Исповедника В этой статье рассматривается один из сложнейших вопросов библейской экзегетики образ Мелхиседека и его связь с образом Христа. На материале ряда сочинений прп. Максима Исповедника показывается значение этого вопроса для восточного богословия VII в. Ключевые слова: Максим Исповедник, Мелхиседек, Христос, экзегетика. Benevich G. I. Logos of Melchizedek. The Учупуышы and Paradigm of Deification in the Works of Maximus the Confessor In the article, there is regarded one of the most complex matters of the Bible exegesis, i. e. image of Melchizedek and its relation to the image of Christ. The meaning of the matter for Eastern Theology of the VII century is shown through a set of writings of St. Maximus the Confessor. Key words: Maximus the Confessor, Melchizedek, Christ, exegesis. Бирюков Д. С. Николай Мефонский и его полемика с учением Прокла в контексте византийского проклренессанса Статья посвящена особенностям полемики византийского церковного писателя XII в. Николая Мефонского с учением Прокла. Указано на платонизирующих византийских авторов современной Николаю эпохи, с которыми он мог неявно полемизировать. На примере преломления Николаем платонического учения об иерархии причин сущего и учения об универсалиях показано, что Николай склонялся к номинализму и расходился в этом как с неортодоксальными, так и с некоторыми ортодоксальными авторами, а также с распространенной в Византии позицией, характерной для Александрийской школы Аммония, предполагающей троякий способ существования универсалий. Ключевые слова: византийская философия, проблема универсалий, платонизм, Александрийская школа философии, византийский проклренессанс. Birjukov D. S Nicholas of Methone and His Polemics Against Proclus in the Context of the Byzantine Proclosrenaissance The article is concerned on the features in polemics of the Byzantine Church author Nicholas of Methone with the authorities who kept the doctrine of Proclus in XII century. We have suggested the names of the authors in Nicholas' epoch, with whom he could maintain his latent dialogue in his writings. On the example of interpreting the Platonian notion concerning the hierarchy of causes of Being and the notion of Universals we show that Nicholas whose more inclined to Nominalism, fallen into divergence both with Non-orthodox and same Orthodox authors on that point. So that the analysis of his writings reveals the difference with the widespread position in Byzantium, characteristic to the Alexandrian school of Ammonius, which supported the Doctrine of Universals' existing in three modes. Key words: Byzantine philosophy, the problem of universals, Platonism, Alexandrian school, Proklosrenaissance. Бурановская Н. А. Сакрализация камня в культуре Средневековой Индии Сакрализация камня как наиболее долговечного материала, способного запечатлеть ценностные доминанты и духовные смыслы культуры, характерна для большинства цивилизаций Востока. В данной статье рассматривается космологическая символика индуистских храмов, являвшихся в своей исторической эволюции развитием идеи жертвенного алтаря. Ключевые слова: Индия, индуизм, каменное храмовое зодчество, сакрализация камня. Buranovsky N. A. Stone Sacralization in Culture of Medieval India The stone sacralization as the most durable material, capable to embody valuable dominants and spiritual senses of culture, is characteristic for the majority of civilisations of the East. In given article the cosmological symbolism of Hindu temples which were development of idea of a sacrificial altar in the historical evolution. Key words: India, Hindu, stone temple architecture, a stone sacralization. Бурмистров С. Л. Эстетика неоведантизма и принцип dhvani В статье на примере философии искусства С. Дасгупты рассматриваются некоторые особенности неоведантистской эстетики и ее связи с эстетическими представлениям древней Индии и с западной эстетической мыслью (Г. В. Ф. Гегель). Анализируется роль понятия dhvani (намек, скрытый смысл) в индийской эстетике и особенности восприятия неоведантистами гегелевского учения об искусстве как образном воплощении идеи. Ключевые слова: эстетика, прекрасное, неоведантизм, Гегель, dhvani. Burmistrov S. L. Esthetics of Neo-Vedantism and the Dhvani Principle In the paper specific features of neo-vedāntist aesthetics (S. Dasgupta's philosophy of art) are considered and its relations with aesthetic theories of ancient India and with Western aesthetic thought (G. W. F. Hegel) are examined. The main topic of the paper are the role of the concept dhvani (hint) in Indian aesthetics and specific features of neo-vedāntist reception of Hegel's theory of art as an embodiment of an idea. Keywords: Aesthetics, beauty, neo-vedāntism, Hegel, dhvani. Гольцев Д. В. Образ Храма в истории и современной культуре евреев Единство языка, традиций, культуры, которые еврейский народ сохраняет на протяжении более четырех тысяч лет покоятся на религиозном фундаменте иудаизма. Желание иудеев жить в чистом и святом мире, который был утерян прародителями после грехопадения, воплотилось в Храме. Идея Храма укоренена в самих истоках истории еврейского народа. И вся история евреев по сей день неразрывно связана с Храмом. Ключевые слова: культура, религиозное сознание, Храм, синагога. Goltsev D. V. Image of the Temple in the History and Contemporary Culrure of Jews The unity of language, traditions, and culture preserving by the Jewish people throughout more than four thousands years base on the religious foundation of Judaism. The desire of Jews to live in the clear and holy world lost by progenitors after the Fall had been embodied in Temple. The idea of the Temple is grounded in the very origins of Jewish history. And the whole history of Jews is intimately connected with the Temple to the present time. Key words: culture, religious consciousness, the Temple, synagogue. Воробьева-Десятовская М. И. Мечников Л. И. и русская цивилизация XIX в. Статья посвящена страницам биографии Л. И. Мечникова. Автор анализирует его жизненный путь, чтобы выяснить, когда ученый задался вопросом о причинах зарождения цивилизаций. Он считал ошибочным усматривать причину зарождения древних цивилизаций в благоприятных климатических условиях, поскольку климатические условия, в которых зарождались цивилизации, не были идентичны. Л. И. Мечников первым в русской науке сделал шаг к выявлению роли географического фактора в историко-цивилизационном процессе. Ключевые слова: первобытная культура, географический фактор, изменения климатических условий Vorob'yova-Desyatovskaya M. I. L. I. Mechnikov and the Russian Civilization of the XIX Century. This article is devoted to crucial points of L. I. Mechnikov's biography. The author analyzed his life story in order to explain how he conceived the idea of civilizations' origin. Mechnikov rejected auspicious climatic conditions as the main cause of the ancient civilizations' arising. He proved the exceptional role of geographical factor of historical-civilizational process. Mechnikov was the first Russian scientist who represented this mode of thinking. Key words: primitive culture, the geographical factor, changes of environmental conditions. Джибраев А. Ю. Судан-2011: грядущая религиозно-иделогическая реструктуризация До референдума 2011 г. о разделении Судана на южное и северное государства осталось менее года. В контексте столкновения западного, американского образца, и исламского проектов глобализации актуальным представляется и обсуждение, и прогнозирование геополитических последствий референдума. Cтатья посвящена анализу суданского узла пересечения интересов Запада и стран исламского мира: социально-политической и экономической ангажированность Судана, внутрисуданских политических противоречий, позиций Евросоюза и США в разделении Республики Судан. Ключевые слова: геополитика, суданский референдум, исламистские национальные движения Dzhibraev A. Y. Sudan-2011: Сoming Religious & Ideological Restructurization Less than one year has been left prior to the Referendum-2011, targeted to divide Sudan on the South and North states. In the context of clash of the Western, American and Islamic Globalization Projects, to discuss and forecast the geopolitical implication of the Referendum seem to be actual. This article is designated for analyzing the Sudanese intersection node of the Western and Islamic countries' interests and meaning the social & political involvement and commitment of Sudan, internal Sudanese political contradictions, and the EU & EC positions on division matters of the Republic of Sudan. The attention is focused to discussing the forthcoming reaction to the Referendum results in the conditions of a potential local East Africa's conflict transplantation into the ideological fields of challenge for various Globalization Projects and with the view of preventing the negative consequences for the neighboring regions regarding formation of two independent states. Key words: geopolitics, Sudanese Referendum, islamist national movements. Ермакова Т. В. Вклад монголоведа А. М. Позднеева в исследование буддийской культуры Статья посвящена анализу вклада монголоведа А. М. Позднеева в исследование буддийской культуры. Проанализированы результаты двух его поездок в Монголию (1876, 1892): описание буддийских монастырей в аспекте управления, религиозных практик, архитектуры и повседневной жизни, восстановлена его концепция историко-культурной уникальности центральноазиатской региональной формы буддийской культуры. Ключевые слова: буддизм, Монголия, российские экспедиции. Ermakova T. V. Personal contribution of mongolist A. M. Pozdneev into Buddhist culture research This article is devoted to the evaluation of the personal contribution of the Russian mongolist A. M. Pozdneev into Buddhist culture research. Notable results of his two expeditions into Mongolian region were analyzed: complex description of the Mongol Buddhist monasteries in various aspects: management, religious practices, architecture and everyday life. Pozdneev's conceptualization of Mongol regional form of Buddhist culture was analyzed. Key words: Buddhism, Mongolia, the Russian expeditions. Касаткина З. А. Дирижерско-хоровая педагогика и образование в России на современном этапе Статья посвящена проблемам теории хорового дирижирования, методике преподавания дирижирования, а также вопросам полифункциональности данной профессии. Рассматривается проблема качественной подготовки и воспитания хорового дирижера высокой квалификации, выявление специфических дирижерских способностей, раскрытие понятия дирижерско-хоровая школа, определение основных методологических и теоретических аспектов основ системы хорового образования и исполнительства. Ключевые слова: теория хорового дирижирования, дирижерско-хоровое образование, педагог, музыкант, дирижерско-хоровая школа. Kasatkina Z. A. Choir Conducting Pedagogy and Education in Russia at Present Days The article is dedicated to theoretical questions of choir conducting, choir conducting teaching methodology as well as to questions related to multifunction of this profession. The author contemplates such issues as: education of highly qualified choir conductor, revelation of specific conductor skills, academic detailing of meaning for choir conducting school, determination of basic methodological and theoretical aspects of choir and performance educational system and its basis. Key words: theory of choir conducting, choir conducting education, pedagogue, musician, choir conducting school. Климов В. Ю. Светские власти, Рэннё, восьмой иерарх буддийской школы истинной веры Чистой Земли, и ее адепты в средневековой Японии В XVI в. крупные феодалы сэнгоку-даймё законодательными мерами стремились запретить деятельность адептов буддийской школы дзёдо синсю. Школа была основана Святым Синраном (1173-1263). Рэннё (1415-1499) в XV в. сумел создать мощную религиозную организацию. Он отстаивал основные положения Учения школы, борясь с искажениями и ересями. Ключевые слова: религиозное движение икко-икки, буддистская школа дзёдо синсю, Синран, Рэннё, буддистский храм Хонгандзи. Klimov V. J. In the XVI-th century feudal lords sengoku daimyo tried to prohibit the activities of religious followers of Buddhist school jodo shinshu by law The Buddhist school was founded by Saint Shinran (1173-1263). In the XV-th century Rennyo (1415-1499) managed to create a powerful religious organization. He was supporting main statements of the religious doctrine, and was fighting against its misinterpretations and heresies. Key words: Religious movement ikko-ikki, Buddhist school jodo shinshu, Shinran, Rennyo, Buddhist temple Honganji. Ларионова Д. Г. Лингвокультурные предпосылки формирования концепта родина Статья посвящена формированию концепта родина на фоне американской лингвокультуры. Анализируются типологические особенности русской и американской культур, обусловившие различия в значимости концепта для языкового сознания русских и американцев. Исследуются лингвокультурные предпосылки формирования концепта родина как базового концепта русской культуры. Сопоставляются переводные соответствия концепта в русском языке и американском варианте английского языка. Ключевые слова: родина, концепт, русская культура, американская культура, лингвокультура, Larionov D. G. Lingual-Cultural Premises of Formation of the Motherland Concept The article is dedicated to the formation of the motherland concept against the background of the American lingual culture. The typological features of the Russian and American cultures that cause different meaning of the concept in the lingual consciousness of the Russian and American people are analyzed. The lingual cultural premises of formation of the motherland concept as a basic concept of the Russian culture are considered. The translated equivalents of the concept in the Russian and American English are compared. Key words: motherland, concept, Russian culture, American culture, lingual culture. Марахонова С. И. Выдающийся исследователь японской художественной культуры Сергей Елисеев и его петроградское окружение Статья посвящена деятельности С. Елисеева в области искусств, которое было его центральным интересом, что дает повод историкам считать его, прежде всего, специалистом в области дальневосточной культуры и искусств. Елисеев начал свои исследовательские изыскания, обучаясь в Японии. Позже, в 1915-1920 в Петрограде он подготовил лекции по дальневосточному искусству для Государственного университета и других институтов. Елисеев прожил первое десятилетие в эмиграции в Париже, где он работал как хранитель японской коллекции в музее Гиме. Парижский период был самым плодотворным для научной деятельности. С 1934 по 1958 С. Елисеев профессор Гарвардского университета США и директор Института Гарварда. Ключевые слова: востоковедение, Сергей Елисеев, дальневосточное искусство, культура Японии и Китая. Marakhonova S. I. The Outstanding Far Easten Fine Arts'scholar Serge Elisseeff and His Petrograd Environment The article deals with Serge Elisseeff 's activities in the field of fine arts. This was one of his most great interests and he is considered by some people the history of Far Eastern culture and fine arts scholar first of all. Elisseeff began his fine arts studies when a student in Japan. Later in 1915-1920 in Petrograd he prepared a lot of lectures on Far Eastern fine arts at the state university and some other institutes. Elisseeff spent the first decade of his emigration from Russia in Paris where he worked as the Japanese collection keeper in the Guimet museum. The Paris period was the most productive for Elisseeff 's scientific publications most part of which belonged to fine arts' problems. From 1934 to 1958 Serge Elisseeff spent in the USA as the Harvard University professor and director of the Harvard-Yenching Institute. Key words: Oriental studies, Sergey Yeliseyev, Far East arts, culture of Japan and China. Матюшкина Е. Н. Тип героя в исторических романах Б. Окуджавы В статье делается попытка создания типологии героя в исторической прозе Б. Окуджавы. Для этого рассмотрены произведения Бедный Авросимов, Похождения Шипова или Старинный водевиль, Свидание с Бонапартом, Путешествие дилетантов. В романах Окуджавы происходит трансформация героя середины XX века, наблюдается своеобразная модификация образов маленького человека (Авросимов, Шипов, Опочинин), лишнего человека (Мятлев). Ключевые слова: историческая проза, типология героя, маленький человек, лишний человек. Matyshkina E. N. Type the Hero in Historical Novels B. Okudzhava The seeks to make a typology of the hero in historical prose B. Okudzhava. To do this, consider the product Poor Avrosimov, The Adventures Shipova or old vaudeville, Rendezvous with Bonaparte, Journey dilettantes. In the novels there is a transformation of the hero Okudzhava mid XX century, there has been a kind of modification of images of the little man (Avrosimov, Shipov, Opochinin), superfluous man (Myatlev). Key words: historical prose, the typology of the hero, little man, superfluous man. Махлина С. Т. Значение Эдварда Саида в современной культуре и культурологи Доминантным аспектом современной культуры является глобализация. Конечно, это явление имеет черты двойственности. Основные особенности глобализации очень ярко воплотились в судьбе и творчестве Эдварда Вади Саида (1 ноября 1935 г. 25 сентября 2003 г.). И жизнь, и творчество, и политическая, и общественная деятельность его настолько двойственны, что отражают все противоречия глобализации. Фигура Эдварда Саида весьма 320 показательна для современной эпохи и, несомненно, значима для современной культуры и культурологии. Ключевые слова: глобализация, культура, культурология, Запад, Восток, ислам. Mahlina S. T. Edward Said's Value in Modern Culture and Cultural Science Globalisation is a dominant aspect of modern culture. This phenomenon is surely of dual nature. Main features of globalization are embodied in the art and life of Edward Wadie Said (1.11.1935-25.09.2003). His art and life, his political and social activity, are so ambiguous that reflect all controversies of globalization. Edward Said is a representative figure of the modern times and is definitely significant for the modern culture and culture studies. Key words: globalization, culture, culture studies, West, East, Islam. Микитюк Ю. М. Категории органической теории в идеологии почвенников В статье рассматриваются основные положения органической теории, раскрывается ее место в идеологии почвенничества. Анализ таких понятий, как народность, нация позволяет раскрыть решение почвенниками проблемы соотношения национального и общечеловеческого. Ключевые слова: органическая теория, нация, народ, почва, Григорьев, Страхов, Достоевский. Mikityuk Y. M. The Organic Theory in Ideology of Pochvenniks This article discusses the basic statements of the ''organic theory', it also reveals its place in the ideology of Pochvennichestvo. The analysis of such concepts as nation, nationality, nation may allow to solve the problem of the relationship between national and universal by representatives of this ideology. Key words: the organic theory, nation, people, national, soil, Grigoriev, Strahov, Dostoevsky. Михайлова М. В. Классический текст как личное бытие Классический текст рассматривается с позиций онтологической эстетики как один из видов личного бытия. Метафизическая потребность, лежащая в основе искусства, особенным образом реализуется в литературе. Благодаря совершенному тексту, гармонично соединяющему стратегии значения и присутствия, становится возможным эстетическое событие встречи автора, читателя и языка, имеющее важнейшим своим следствием перенастройку личности в согласии человека и мира. Ключевые слова: классика, текст, бытие, язык, автор, читатель. Mikhailova M. V. Classical Text as a Personal Being The article deals with the problem of classical text considered from the point of view of ontological esthetics as a kind of personal existence. The metaphysical requirement underlying art, is realized in literature in a special way. Thanks to the perfect text harmoniously connecting meaning and presence strategies, an esthetic event of a meeting of the author, the reader and the language become possible. Key words: classics, text, being, language, author, reader. Муравьев К. В. Два модуса триадологии А. Ф. Лосева В статье рассматривается триадология известного русского философа Алексея Федоровича Лосева, которая соединяет в себе диалектические начала античной философии и христианское православное богословие. Ключевые слова: триадология, ипостась, онтология, неоплатонизм, диалектика. Muravyev K. V. Two Modi of A. F. Losew's Triadology In the article triadology of noted Russian philosopher Alexey Losew which unites the dialectic principles of an ancient philosophy and Christian orthodox divinity is considered. Key words: triadology, hipostasis, ontology, Neo-platonism, dialectics. Островская Е. А. Теория традиционных религиозных идеологий: методологические возможности и горизонты применимости Статья посвящена презентации принципиально нового подхода к социологическому исследованию процессов институционализации религиозных систем. Методологическое ядро разработанного автором подхода составляет теория традиционных религиозных идеологий, содержащая в себе концептуальный инструментарий для изучения религиозных идеологий Запада и Востока. Авторское рассмотрение сфокусировано на теоретико-методологическом разъяснении таких ключевых концепций этой теории, как традиционные религии, религиозная модель общества, аналитическая схема институционализации религиозных систем. Особый интерес представляет предложенная в статье демонстрация методологических возможностей теории в аспекте преодоления эпистемологической ограниченности постхристианских академических моделей изучения религий. Ключевые слова: религиозные идеологии, социология религии, эпистемологические основания научного изучения религий Ostrowskaya E. A. Theory of Traditional Religious Ideologies: Methodological Capabilities and Horizons of Applicability The article presents a new approach to sociological study of religious systems institutionalization processes. In the core of this approach there is a theory of traditional religious ideologies, as providing a methodological tool for analysis of religious ideologies in the context of Western and Asian societies. The focus is brought to the theoretical and methodological clarifications to three key concepts of the theory that are traditional religions, religious model of society and analytical scheme of religious systems institutionalization. The demonstration of their methodological applicability is of great importance for comprehending epistemological limits of post-Christian scientific models for studies of religion. Key words: religious ideologies, sociology of religion, epistemology of scientific studies of religion. Островский А. Б. Категория замирщение в нормативных документах беспоповцев XIX начала XX в. Термин замирщение, употребленный впервые в конце XVII в. федосеевцами, в течение двух столетий прошел эволюцию: первоначально он выражал противостояние христиане (федосеевцы) / (отлученные, новожены, мирские), а во второй половине XIX в. уже служил мерой для оценки степени утраты благочестия конкретным членом беспоповской общины ввиду недозволенных контактов с иноверными в трапезе, совместной помывке в бане и др. ситуациях общения. Ключевые слова: старообрядцы, межконфессиональные отношения, федосеевцы, поморцы, замирщение. Ostrovsky A. B. The Category of Zamirshenie in Bespopovtsian (a Priestless Sect of Russian Old Believers) Regulations of the 19thand Early 20th Century The evolution of the term zamirshenie first used by the Fedoseetsy in the late 17th century: originally representing the opposition between Christians (Fedoseevtsy) and excommunicates, Novojeny (unionists recognizing marriage), and laity, and in the second part of the 19th century censuring imperfect piousness of individual members of priestless community found guilty of inadmissible contacts with adherents of different creed at meals, in a bathhouse or in other communicative situations. Key words: old believers, inter-confessional relations, fedoseevtsy, pomortsy, zamirshenie. Плебанек О. В. Цивилизационная матрица как категория геополитики Современные направления научных исследований глобалистика, геополитика потребовали и нового категориального аппарата. Традиционные понятия, такие как цивилизация, наполняются новым смыслом, на их базе возникают новые категории, такие как геоцивилизация, цивилизационная матрица, алгоритмы цивилизационной динамики и др. Использование новых и относительно новых понятий в новом контексте требует научного обоснования. Нестрогое, многозначное понимание научных категорий снижает их методологическое значение. Ключевые слова: глобалистика, геополитика, цивилизация, геоцивилизация, цивилизационная матрица, алгоритмы цивилизационной динамики. Plebanek O. V. Civilizational Matrix as the category of geopolitics Modern directions of scientific researches global studies, geopolitics have demanded also new categorial the language. Traditional concepts, such as a civilization, are filled with new sense, on their base there are new categories, such as a geocivilization, civilizational a matrix, algorithms civilizational dynamics, etc. Use new and concerning new concepts of a new context demands a scientific substantiation. Not strict, multiple-valued understanding of scientific categories reduces their methodological value. Key words: global studies, geopolitics, a civilisation, a geocivilization, civilization a matrix, algorithms civilizational dynamics. Прокуденкова О. В. Роль географического фактора в культурологической концепции Л. И. Мечникова В статье рассматривается культурологическая концепция выдающегося русского ученого Л. И. Мечникова. Отмечается особое внимание к проблеме географического детерминизма и роли природных условий в генезисе и развитии цивилизаций. Показано, что Мечников обосновывал своеобразие историко-культурного развития географическим фактором, главным из которых была гидросфера водное пространство, ставшее общим объединяющим признаком классификации мировых цивилизаций: речные, морские и океанические. Ключевые слова: географический фактор, гидросфера, цивилизация, географический детерминизм, культурогенез. Prokudenkova O. V. Role of Geographical Factor in the L. I. Mechnikov's Culturological Concept In the article, the culturological concept of outstanding Russian scientist L. I. Mechnikov is considered. Special attention to the problem of geographical determinism and role of environment in genesis and development of civilizations is paid. It is shown that Mechnikov saw the reason of originality of historical and cultural development in geographical factor, mainly, in hydrosphere, as water space is general uniting sign of classification of world civilizations: those of river, sea, and ocean. Key words: geographical factor, hydrosphere, civilization, geographical determinism, genesis of culture. Регинская Н. В. Александр Невский как символ национальной идентичности в современном искусстве Повышенное внимание, уделяемое Александру Невскому сегодня, связано как с незаурядной личностью Благоверного князя, так и с потребностью восстановления национальных символов новой России. Святому Александру Невскому принадлежит роль выдающегося русского героя. Закономерно обращение современного искусства к героике Благоверного князя Александра Невского, изображение которого своеобразно своей двойственностью: сакральноиконографичным содержанием и экспериментально-светской манерой исполнения. Ключевые слова: иконография, традиция, экспериментальное искусство, духовноиконологическое течение, иконная драматургия Reginsky N. V. Alexander Nevsky as a Symbol of National Identity in the Modern Art An increased attention is paid nowadays to Alexander Nevsky owing to the remarkable individuality of the Blessed Knyazh as well as to the need of renewal of New Russia's national symbols. Saint Alexander Nevsky has a role of an outstanding Russian hero. Modern Art logically addresses the heroic stories of the Blessed Knyazh Alexander Nevsky, whose image is peculiar due to its ambivalence: its sacral-iconographic content and experimentally secular manner of fulfillment. Key words: Iconography, Tradition, Experimental Art, Spiritually-Iconological Trend, Iconic Drama. Рысаков А. С. Основные тенденции в конфуцианстве эпохи Цин Статья посвящена аналитическому рассмотрению истории конфуцианского учения в XVII-XIX вв. Рассматриваются различные аспекты трансформации конфуцианства каноноведение, психотехника, доктрина, ритуальные практики. Восстанавливается политический контекст функционирования конфуцианских школ и направлений. Исследуются доктринальные позиции наиболее значимых конфуцианских ученых цинского времени. Ключевые слова: китайская философия, история конфуцианства, история Китая Нового времени. Rysakov A. S. Major Trends in the Qing Dynasty Confucianism The article is devoted to analytical consideration of the history of Confucian teachings in XVII-XIX centuries. Various aspects of the transformation of Confucianism: canon studies, psychotechnique, doctrine, ritual practice are considered. The political context of functioning of Confucian schools and directions is analyzed, as well as the doctrinal position of the most important Qing time Confucian scholars. Key words: Chinese philosophy, the history of Confucianism, Chinese History. 324 Рысакова П. И. Социокультурная специфика женского образования в традиционном китайском обществе Настоящая статья посвящена выявлению социокультурной специфики женского образования в традиционном китайском обществе. Основное внимание уделено анализу конфуцианских доктринальных предписаний, в соответствии с которыми выстраивались ценностно-нормативные представления о социальном статусе и роли женщины в китайском обществе. Рассматривается педагогический идеал традиционного женского образования. Ключевые слова: конфуцианство, женское образование, четыре женские добродетели, талант. Rysakova P. I. Socio-Cultural Specifics of Women Education in Traditional Chinese Society The article deals with the problem of specific features of female education in Chinese traditional society. It primarily focuses on analysis of the doctrine of Confucianism which regulated the normative expectations of women's social status and role in Chinese society. The aim of women's traditional education is considered. Key words: Confucianism, female education, four women's virtues, talent. Свиридова Л. О. Олицетворение ада в Чине погребению священническому В статье изложены результаты наблюдений над постканоническими восточнохристианскими гимнографическими памятниками на церковно-славянском языке. В центре рассмотрения отличительная черта гимнографической образности: олицетворение не только ада, но и рая, космологических уровней, природных объектов и стихий. В образной системе гимнографического текста выявляются космологический и антропоморфический семиотические коды. Ключевые слова: гимнография, книги церковного обихода кирилловской печати, Потребник, семиотические коды, космологические представления. Sviridova L. O. Embodiment of Hell in theOrder of Priestly Burial The results of observation of Eastern Christian post-canonical hymnographic memorials in the Old Church Slavonic language are given in the article. The central idea of the research is the main feature of the hymnographic imagery the embodiment not only of Hell, but of Heaven, cosmological levels, natural objects and elements. In the system of hymnographic texts cosmological and antropomorphic semiotic codes are presented. Key words: hymnography, church books of Cyril print, Potrebnik, semiotic codes, cosmological views. Селивановский В. В. Сциентистские элементы вероучения Движения Веры Сциентизм в теистической религии парадоксален. Этот феномен вероучения неопятидесятнического Движения Веры побуждает обратиться к анализу его генеалогических корней, теологии и эпистемологии. Крайний фидеизм и далёкое от научной рациональности отрицание чувственного опыта позволяет говорить не о сциентистской ориентации сознания, а о квазинаучном флёре, прикрывающем магический характер практики. Ключевые слова: сциентизм, Движение Веры, метафизическое движение, Новое Мышление, закон веры. Selivanovskiy V. V. Scientistic elements of the Word-Faith Movement's doctrine A claim for scientism in theistic religion is paradoxical. This doctrinal phenomenon of the neo-Pentecostal Word-Faith Movement encourages analysis of its genealogical beginnings, theology and epistemology. Extreme forms of fideism and rejection of the sentient experience, which is foreign to the scientific rationality, do not reveal a scientistic orientation of consciousness but rather a quasi-scientific fleur, employed to disguise the magical nature of the movement's practices. Key words: scientism, Word-Faith Movement, metaphysical movement, New Thought, law of faith. Скоморох Олег А., протоиерей. История тюремного служения христианской церкви в связи с пенитенциарными реформами XVIII-XIX вв. Статья касается вопросов, относящихся к истории тюремного служения христианской Церкви в период пенитенциарных реформ США, Великобритании и России XVIII-XIX веков, когда определялась позиция государств и общества, направленная на христианизацию и гуманизацию тюремного заключения вообще и нравственного исправления заключенных, в частности. Цель статьи ознакомить миссионеров Христианской Церкви, совершающих тюремное служение, с развитием и становлением тюремной миссии, как части государственных систем исполнения наказания. Ключевые слова: тюремное служение, миссия, пенитенциарные реформы, капелланство, Церковь и общество. Skomorokh Oleg A. History of Prison Service of Christian Church in Connection with Penitential Reforms during XVIII-XIX Cent. The article touches upon some questions concerning the history of prison ministry of the Christian Church during penitential reforms in the USA, the Great Britain and Russia in the course of XVIII-XIX centuries, when humanizing and Christianizing position towards the Penal Executive System in general and moral correcting of prisoners in details was taking its shape in those states and societies. The objective of the article is to acquaint the Christian Church's missionaries, carrying out prison ministry, with the progress and development of prison mission, as parts of state Penal Executive Systems. Key words: prison ministry, mission, penitential reforms, chaplaincy, Church and society. Фадеева Т. Ф. Повседневные элементы духовной средневековой культуры. Искусство квадрвиума: Музыка В статье предполагается предварительный обзор культурологических аспектов средневековой системы образования. Автор рассматривает некоторые аспекты формирования хоральной культуры как многоступенчатой духовно-музыкальной системы. Ключевые слова: Средние века, образование, музыка, церковная культура, искусство. Fadeeva T. F. The Everyday Elements of the Spiritual Medieval Culture. Art of Quadrivium: Music The article assumes a tentative review of the culturological aspects of the medieval educational system. The author distinguishes some aspects of forming of choral culture as many-staged spiritual-music system. Key words: Middle Ages, education, music, church culture, art. Федорова М. В. Семиотика свадебных украшений бурят В статье рассматриваются украшения бурят как предметный код свадебного ритуала, на широком этнографическом материале анализируется синкретичная структура их семиотических функций. Свадебные украшения несли в себе продуцирующую, апотропейную символику, были связаны с представлениями о жизненной силе, являлись маркерами обретения невестой нового социально-возрастного статуса. В качестве основных источников использованы вещевые коллекции Российского этнографического музея, Музея антропологии и этнографии им. Петра Великого РАН, научные публикации. Ключевые слова: украшения, свадебный наряд, семиотический, символ. Fedorova M. V. Semiotics of Buryats'wedding jewelry The subject of the report is the jewelry as an objective code of the wedding ritual. The author analyses the syncretic structure of their semiotic functions on a broad ethnographic material. The wedding jewelry have productive, protective symbolism, were associated with notions of vitality, and were the markers of a bride new-age social status. As the main sources, the author used the collections of objects of the Russian Museum of Ethnography, the Peter the Great's Museum of Anthropology and Ethnography (Kunstkamera), and scientific publications. Key words: jewelry, wedding dress, semiotic, symbol. Филиппова Ю. В. Мифологические аспекты в понятии сознания В статье рассматриваются мифологические аспекты сознания, их влияние на возникновение новой формы познания философии, онтологические предпосылки структур времени и памяти, а также сновидение как компонент мофопоэтического сознания и постепенный переход к рефлексии. Ключевые слова: сознание, миф, рефлексия, время, память, реальность, сновидение. Philippova J. V. Mythological Aspects of the Notion of Consciousness The article deals with mythological aspects of consciousness, their influence on genesis of a new form of cognition philosophy, also ontological suppositions of temporal and memorable structures, and dreaming as an element of mythopoetical consciousness and gradual conversion to reflection. Key words: consciousness, myth, reflection, time, memory reality, dream. Чистякова Э. Э. Скандинавское влияние в русской художественной культуре XIX-XX веков Переломная эпоха XIX-XX веков изменила представление о взаимодействии русского и западноевропейского искусства. Для преодоления изоляции русской культуры было необходимо познакомить русских художников и общество с состоянием искусства за рубежом. Выставки скандинавских художников, организованные в конце XIX века, открыли национально-романтическое искусство северных соседей России и дали пример вступления на общеевропейский путь развития без утраты национальных особенностей. Скандинавское влияние оставило заметный след на русской архитектуре рубежа веков, особенно в северной столице. Знакомство с достижениями скандинавского искусства расширило творческие возможности и позволило русским художникам оказаться причастными к наиболее значительным событиям художественной жизни рубежа веков. Ключевые слова: скандинавское влияние, русские художники, северный модерн, С. П. Дягилев, А. Галлен-Каллела, А. Эдельфельт, Мир искусства. Chistjakova E. E. Scandinavian Influence in the Russian Artistic Culture of XIX-XX Centuries The turning age of the XIX-XX centuries changed the idea about Russian and West European Art interaction. To bridge the Russian culture isolation it was necessary to introduce the status of the foreign culture to Russian artists and the society. The exhibitions of Scandinavian painters arranged at the end of the XIX century showed National Romanticism of Nordic neighbours to Russia and gave an example of entering European way of development with no national peculiarities losses. Scandinavian Influence had a visible affect on Russian architecture at the turn of the century especially in the North Capital of Russia. Making the acquaintance with Scandinavian Art achievements enhanced creative opportunities and made Russian artists participate in more significant artistic life events of the turn of the century. Key words: Scandinavian influence, Russian artists, Nordic Art Nouveau, Sergey P. Diaghilev, Akseli Gallen-Kallela, Albert G. Edelfelt, The Art World. Шомахмадов С. Х. Космография Южной Азии в письменных памятниках вишнуитской и буддийской традиций В статье дан сравнительный анализ вишнуитской и буддийской космологических систем. Отмечается, что радиально-кольцевая морфология земной поверхности характерна как для буддийской, так и для вишнуитской традиции. Числовая семантика материков, представленная в космографии Южной Азии, демонстрирует, что ойкумена осмыслялась как совершенная, идеологически отражающая непрерывность двух традиций. Общим для обеих традиций является признание человеческой формы рождения как единственно благой, дающей возможность достижения окончательного освобождения (мокша, нирвана). Ключевые слова: космография, буддизм, индуизм, Индия, сакральные центры Shomakhmadov S. H. The South Asia's Cosmography in the Texts of Vaishnavist and Buddhist Traditions The comparative analysis of the Vaishnavist and Buddhist cosmological systems is given in this article. It is noticed that the radially-ring morphology of a terrestrial surface is characteristic both for Buddhist, and for Vaishnavist traditions. The numerical semantics of continents presented in the Southern Asia's cosmography shows that ecumena was comprehended as the perfect, ideologically reflecting continuity of two traditions. The general for both traditions is the acceptance of the human birth form as a unique good, giving the chance for achievements of definitive clearing (moksha, nirvana). Key words: cosmography, Buddhism, Hinduism, India, sacral centers.

Atualmente, o desafio que a educação nos lança reveste-se de um cariz tão alargado quanto a própria definição do termo. Pensá-la para melhor poder intervir nas múltiplas tarefas que esta nos atribui, enquanto professores, representa um esforço de atualização e adaptação constante com o intuito de encontrar ferramentas de prevenção, deteção e resolução das mais variadas questões com ela relacionadas. Nesse sentido, o presente trabalho toma por base uma realidade educacional – a do ensino artístico, na vertente do ensino vocacional da música – que, sendo ainda um pouco desconhecida por parte da população em geral e em certa medida até pelas próprias entidades que a gerem, funciona como um reservatório de experiências de ensino e de aprendizagem transversais a toda uma gama de relações interpessoais que são dignas de ser analisadas à luz de um quadro científico rigoroso. A premência da investigação reside na tomada de consciência enquanto docente do Conservatório Regional de Música de Viseu "Dr. Azeredo Perdigão", relativamente ao facto de, nos últimos anos, este setor de ensino ter sofrido alterações várias sob a alçada de um projeto global de massificação do ensino da música, desenhado pelo governo que liderou Portugal até ao ano de 2011. Sendo parte integrante desta extensa engrenagem, vejo-me aliciado a analisar a realidade específica da minha escola, bem como o quadro sócio-organizativo desta, a partir de uma teorização em torno de temáticas lançadas pelos investigadores da área específica das Ciências da Educação. Assim, o que se realça, numa primeira fase, é a necessidade de analisar a própria tipologia de escola, nomeadamente o tipo de conceção que lhe assiste e em que medida esse suporte científico pode ou não trazer melhorias em todos os processos adjacentes à realidade da escola. Considerando-a uma construção sociocomunitária, a escola é um espaço onde se movem diferentes atores, cada um deles com papéis diferenciados e comportamentos expectáveis. Procurando afastar a ideia da escola enquanto locus de reprodução das desigualdades sociais, argumento este praticamente unânime ao nível da opinião pública, este trabalho presta ênfase à urgência de articular aquilo que é um saber sólido assente em rigorosas bases científicas, dentro de um contexto escolar relacional favorável, às valências de toda uma comunidade que a suporta e constrói no dia a dia. Ou seja, coloca-se a tónica na premência de colocar a escola ao serviço das comunidades locais, numa lógica de complementaridade. Igualmente no caso do Conservatório Regional de Música de Viseu, este caminho é a forma mais passível de se atenuar uma certa tendência para a elitização do ensino vocacional da música e de se atingir a real e efetiva participação do Conservatório na construção de uma identidade própria, paralela ao estímulo que tal significará no plano do reforço da identidade local. Naturalmente, esta via não pode surgir sem que outro dos pilares teóricos aqui dissecado tenha uma maior efetividade. Tal é a autonomia das escolas, um item que demora ainda a sair de um quadro puramente legal para um plano de ação concreta. Uma escola que não pode planear a sua própria ação, o que pode passar por ações várias como a própria contratação de profissionais do corpo docente, é uma escola enfraquecida sob o ponto de vista da sua eficácia. No que toca ao Conservatório, este aspecto é particularmente visível, ainda que no pólo oposto, uma vez que a relativa autonomia que possui tem-lhe permitido, desde a sua fundação em 1985, uma aproximação sólida e gradual à comunidade em que se insere, transferindo a sua própria cultura de escola para um plano extra-escolar. Tal como os alunos são avaliados, também a escola que os forma o deve ser. Porém, essa avaliação deve ter o intuito de detetar os problemas e apontar soluções, o que se afasta da vulgar ideia subjacente à avaliação de desempenho. Só assim se poderá saber se estamos ou não na presença de uma escola que é eficaz, à imagem daquilo que o movimento das escolas eficazes propõe. A dimensão das escolas, agora organizadas em mega-agrupamentos, tem cada vez mais um impacto negativo tanto no campo do trabalho dos professores como no dos alunos. É por isso de notar, com satisfação, que o Conservatório Regional de Música de Viseu soube conseguir crescer, sobretudo a partir do ano letivo 2007/08 (ano da entrada em vigor do novo regime articulado de frequência) com passos relativamente seguros, o que demonstra que a sua autonomia e o tipo de cultura de escola que incorpora (à imagem de uma escola de pequena dimensão) vêm ao encontro das necessidades da sua própria atualização. Embora seja hoje um pouco diferente do que era até 2007, o Conservatório mantém um corpo docente e discente que tenta a todo o custo instituir toda uma cultura adjacente a um projeto comum de luta pelo ensino da música. A unidade da escola advém de um núcleo alargado de colaboradores que agem em prol da escola, porque a sentem como sua. E, poder-se-á dizer, esse sentimento de pertença é atualmente aquilo de que mais carece a esmagadora das escolas, sejam estas do ensino regular ou vocacional. Nesta escola, o professor ainda consegue ter espaço para sonhar e viver apaixonadamente a sua profissão numa perspetiva de aprendizagem e partilha, entre colegas e alunos, constante. O presente trabalho propõe algumas formas de ação que se situam quase num plano de prevenção e correção de pequenos problemas que se prendem com a relativa debilidade da estrutura administrativa, salvaguardando no entanto a mais valia funcional do Conservatório Regional de Música de Viseu. ; Actuellement, le défi de l'éducation est de lancements de nature plus large que la définition même du terme. Jugeant préférable d'être en mesure d'intervenir dans les multiples tâches que nous assigne, en tant qu'enseignants, est un effort de mise à jour et d'adaptation afin de trouver des outils pour la prévention, détection et résolution de plusieurs questions liées à elle. En ce sens, le présent travail est basé sur une réalité de l'éducation – l' éducation artistique, dans la composante de l'enseignement vocationnelle de la musique – qui, cependant encore peu connu par la population générale et dans une certaine mesure par les entités mêmes qui la gèrent, agit comme un réservoir d'expériences d'enseignement et d' apprentissage dans toute la gamme des relations interpersonnelles qui méritent d'être analysés à la lumière d'un cadre scientifique rigoureux. L'urgence de la recherche réside dans une prise de conscience, de ma part et en tant que professeur du Conservatório Regional de Música de Viseu "Dr. Azeredo Perdigão", pour ce qui concerne le fait que, durant les dernières années, le secteur de l'éducation a subi plusieurs changements sous l'égide d'un projet global pour l'éducation de masse de la musique, conçu par le gouvernement qui a dirigé le pays jusqu'à 2011. Faisant partie de ce vaste engrenage, je suis porté à analyser la réalité spécifique de mon école ainsi que son cadre socio-organisationnelle, à partir d'une théorisation des questions lancées par les chercheurs dans le domaine des sciences de l'éducation. Par conséquent, ce qui est destiné à mettre en évidence, d'abord, est la nécessité d'analyser la typologie même de l'école, en particulier son type de conception et dans quelle mesure ce soutien scientifique peut ou non apporter une amélioration dans tous les processus adjacent à la réalité de l'école. Considérant l'école une construction sociocommunautaire, on la classifie comme un lieu où ils se déplacent divers acteurs, chacun avec différents rôles et comportements attendus. En regardant au loin l'idée de l'école comme un lieu de reproduction des inégalités sociales, ce qui est un argument commun, ce travail met l'accent sur l'urgence d'articuler ce qui est un bon savoir fondée sur une base scientifique rigoureuse, à un cadre de valences de toute une communauté qui soutient et renforce l'école de jour en jour. Autrement dit, il y a un accent mis sur l'urgence de mettre l'école au service des communautés locales, dans une logique de complémentarité. Dans le cas du Conservatório Regional de Música de Viseu, ce chemin est aussi le plus susceptible d'atténuer une certaine tendance à l'élitisme de l'enseignement vocationnelle de la musique et de parvenir à une participation réelle et effective du Conservatório à la construction de son propre identité, parallèlement à la relance que cela signifie en termes de renforcement de l'identité locale. Naturellement, cet itinéraire ne peut survenir sans l'efficacité d'un autre des piliers théoriques ici disséqué. Telle est l'autonomie des écoles, un élément qui prend encore du temps a sortir d'un cadre purement juridique en vue d'un plan d'action concret. Une école qui ne peut pas planifier sa propre action, ce qui peut passer par différentes actions telles que l'embauche de ses professionnels, est une école affaiblie du point de vue de son efficacité. En ce qui concerne le Conservatório, cet aspect est particulièrement visible, mais à l'opposé, puisque l'autonomie relative qui lui a permis d'avoir, depuis sa fondation en 1985, une approche solide et progressive à la communauté dans laquelle il opère, faisant le transfert de sa propre culture scolaire pour un plan extra scolaire. Tels que les étudiants sont évalués, également l'école le doit être. Cependant, cette évaluation doit détecter les problèmes et trouver des solutions, ce qui s'éloigne de l'idée commune derrière l'évaluation des performances. C'est alors seulement que nous pouvons savoir si on est en face d'une école qui est efficace ou non, à l'image de ce que le mouvement des écoles efficaces propose. La taille des écoles, désormais organisé en méga-groupes, a un impact de plus en plus négatif à la fois sur le champ de travail des enseignants que des élèves. On constate donc avec satisfaction que le Conservatório de Música de Viseu a pu se développer, en particulier depuis l'année scolaire 2007/08 (année d'entrée en vigueur du nouveau régime de fréquence articulé) selon des étapes solides, ce qui démontre que son autonomie et le type de culture scolaire qui incorpore (à l'image d'une petite école) viennent pour répondre aux besoins de leur mise à jour. Bien qu'il soit un peu différent aujourd'hui de ce qu'il était encore en 2007, le Conservatório a un corps de professeurs et d'étudiants qui essaie à tout prix de perpétrer toute une culture adjacente à un projet commun de lutte pour l'éducation musicale. L'unité de l'école vient d'un noyau de collaborateurs qui agissent au nom de l'école, parce qu'ils la voient comme la sienne. On peut dire que le sentiment d'appartenance est ce qui manque à la plupart les écoles, soient-elles issue de l'enseignement régulier ou vocationnelle. Dans cette école, l'enseignant peut encore rêver et vivre passionnément son métier selon une perspective d'apprentissage et de partage constants, entre collègues et étudiants. Cet article propose quelques formes d'action qui se trouvent plutôt sur un plan de prévention et correction de problèmes mineurs qui ont trait à la relative faiblesse de la structure administrative, en préservant toutefois la fonction de gain du Conservatório. ; Currently, the challenge launched by education is as wide as the very definition of the term. Thinking it best to be able to intervene in the multiple tasks that education assigns us, as teachers, represents an effort to update and constantly adapt in order to find tools for prevention, detection and resolution of various issues related to it. In this sense, the present work is based on the reality of a less known education - the art education, specifically the musical vocational education - which is still somewhat unknown by the general population and to some extent even by the very entities that administrate it. This particular reality acts as a reservoir of experiences of teaching and learning across the whole range of interpersonal relationships and consequently deserves to be analyzed in the light of a rigorous scientific framework. The urgency of this research lies in the awareness, while teaching at the Conservatório Regional de Música de Viseu " Dr. Azeredo Perdigão", regarding the fact that, in recent years, the education sector has undergone several changes under the umbrella of a global project for mass education of music, designed by the government that led Portugal till 2011. Being part of this extensive gear, I am induced to analyze the specific reality of my school, as well as its social and organizational features, theorizing from issues launched by researchers in the field of educational sciences. Initially, the enhance is put in the need to analyze the very type of school, particularly the kind of design that is being considered and to what extent this scientific support may or may not lead to improvements in all processes adjacent to the reality of school. Considering it as a socio-communitarian construction, school is a place where different actors, each one with different roles and behaviors expected, move. Looking away from the idea of school as a locus of reproduction of social inequalities, this argument virtually unanimous in terms of public opinion, this work lends emphasis to the urgency of articulating what is a sound knowledge based on rigorous scientific basis, within a favorable relational school context, to the valences of an entire community that supports and builds it day by day. That is, there is the stress on the urgency of putting the school at the service of local communities, in complementarity logic. Also in the case of the Conservatório Regional de Música de Viseu, this path is the most likely to mitigate a certain tendency toward elitism of the vocational education of music and to achieve real and effective participation of the Conservatório in building is own identity, parallel to the stimulus that this will mean in terms of strengthening the local identity. Naturally, this route cannot arise without a greater effectiveness of another theorical pillar discussed here. Such is the autonomy of schools, an item that is taking time to move away from purely legal framework to a concrete action plan. A school that cannot plan is own action, which can go through various actions such as hiring its own professionals, is a weakened school from the point of view of effectiveness. Regarding the Conservatório, this is particularly visible, albeit at the opposite pole, since the relative autonomy it possesses has allowed it to have, since its foundation in 1985, a solid and gradual approach to the community in which it operates, transferring is own school culture to the whole social plan about. As students are assessed, also the school that educates them should be. However, this assessment should be taken in order to detect problems and identify solutions, which departs from the common idea behind the performance evaluation. Only then we can know whether or not we are in the presence of a school that is effective, in the light of what the effective schools movement proposes. The size of the schools, now organized into mega-clusters, has an increasingly negative impact both on the field of the teachers' and the students' work. It is therefore noted with satisfaction that the Conservatório Regional de Música de Viseu has been able to grow, especially since the school year 2007/08 (when the new frequency articulated regime entered into force) with relatively safe steps, which demonstrates that its autonomy and the type of school culture it incorporates (as in the image of a small school) come to meet the needs of its own update. Although it is a little different today than it was until 2007, the Conservatório has a faculty and student body who tries at all costs to establish a culture adjacent to a joint project of fighting for music education. The unit of the school comes from a core range of collaborators who act on behalf of the school, because they feel it like theirs. And it may be said that this sense of belonging is what currently lacks the more in the majority of the schools, whether from regular or vocational type. In this school, the teacher still has room to dream and live passionately his profession in a perspective of constant learning and sharing, among colleagues and students. This paper proposes some forms of action that lie almost in a plane prevention and correction of minor problems due to the relative weakness of the administrative structure, preserving however the gain function of the Conservatório Regional de Música de Viseu.

The WSU Stewart Library Annual UC-UI Symposium took place from 2001-2007. The collection consists of memorabilia from the symposium including a yearly keepsake, posters, and presentations through panel discussions or individual lectures. ; Audio Recording ; Thomas D. Dee: Founder, Builder, Public Servant a commemorative lecture presented at the 2007 Utah Construction/ Utah International Symposium The Beginning of an Era by Professor John Sillito Thursday, October 18, 2007 1 Well I'd like to thank Gene for that generous introduction. He read it exactly the way I wrote it for him. No thank you, I do appreciate it. Can you hear me okay? I've got more wires on me than the last time I had a test at McKay Dee Hospital let me tell you and if things start going off you'll know I'm in real trouble here today. Let me repeat something I said a little bit earlier, you don't know how pleased I am to be one of this years Utah International Fellows. It's been a marvelous experience for me to be involved in the research on a most interesting individual and I won't do that individual even remotely justice today, but will just touch the surface. As part of that process I have had the pleasure of having two fellows to assist me in research. Stan said earlier that we were both spoiled by this to have someone to actually find things, and keep us on track, and catch an error occasionally. I really appreciate those two fellows. Brett Peterson is one of my fellows. Brett has graduated from Weber and gone on to law school. My other fellow Marci Farr is with us today and Marci stand up. I appreciated everything Marci did to help and again keeping on track and it's been a great experience. My paper today is entitled Thomas D. Dee: Founder, Pioneer and Public Servant. In Ogden Utah on July 12th 1905 grocers and butchers closed their shops, school children lined city streets, public officials turned away from their duties and hundreds of prominent and ordinary citizens gathered at the Ogden Tabernacle. On the diocese were Utah Governor John C. Cutler and LDS Church President Joseph F. Smith who had traveled north to speak at the funeral of a man the Ogden Standard called, " The city's foremost citizen," Thomas 2 Duncombe Dee. As the paper reported that day, no other man in Ogden was identified with so many and diverse enterprises as he. Indeed in a career spanning fifty- five years, Dee lead in business, church, education, political and governmental affairs. During his life time Dee accomplished many things. He was a devoted husband and family man, the father of eight children. He was a friend, business partner and political ally of David Eccles and the two men along with several other created, organized and expanded a wide range of commercial ventures. Simultaneously, Dee pursued a career in politics as an office holder and judge. He chaired the Ogden Board of Education, served in a variety of capacities in his local ward. And as the twentieth century began Dee became the first president of the Utah Construction Company which sprouted from humble root and flowered into international prominence. Today it is my challenge and opportunity to address the many facets in the life of this important Ogden figure. While time will not permit an in depth examination of each aspect, I purpose to survey the breath of his career and hopefully down the line will be able to explore the many strands in detail. To begin let us examine Thomas D. Dee's roots and the series of event that in 1860 brought him to Ogden. Two important facts lead our inquiry. First the history of the Dee family is deeply rooted in the soil of Wales, and second, the family was part of what William Mulder has called " a unique element in the total stream on American migration," the relocation of thousands of Mormon converts to their Zion in western America's Great Basin. Thomas Duncombe Dee was born on November 10, 1844 in Llanelly South Wales, the second son and third 3 child of Thomas Hill and Elizabeth Reese Dee. We know very little of Thomas and Elizabeth's early lives, but they seemed typical of many citizens of nineteenth century Great Britain who faced a hard scrabble existence. We do know that the young couple, both age twenty- five married in 1837. Thomas Hill Dee sought work where ever he could find it practicing the trades of potter, gardener, plate maker and likely others. The couple moved frequently, no doubt in search of economic opportunity and their first two children Annie and James were born in Staffordshire England. At some point prior to young Tom's birth in 1844 the family returned to Wales where the couple's last child, Elizabeth, was born in 1851. Six years later in July 1857 the Dees made a decision which would alter and shape their lives and those of their decedents. When they joined the American based Church of Jesus Christ of Latter- day Saints and became part of that intense conversion period sweeping the British Isles between 1837 and 1870. Not long after their baptism Thomas and Elizabeth decided to come to America. Apparently Tom's parents and siblings were baptized into their new faith earlier than he. As church records indicate he was baptized and confirmed just a few days prior to leaving England. His daughter Maud records that family lore held that " young Tom would stay at home reading and studying while the other attended church services. In the end," Maud added, " he was a better Mormon than any of them, because he understood what he believed." Many English Latter- day Saints during that time drew upon the church's Perpetual Emigrating Fund, the PEF, to provide the necessary financial 4 assistance to make the trip. From 1850 to 1887 that fund brought some 30,000 converts to America in the eighteenth century, including the family of David Eccles. The system allowed them to repay their loan over time through their labor once they had settled here in Utah. While some sources indicate that the Dees came with the help of PEF British mission records housed at the LDS Church Archives do not support this claim. It is possible that they may have received some assistance from some local church members in Wales or that the PEF aided them later in their journey. The Dee family left Liverpool on March 30th 1860 aboard the Underrider. Carrying as many provisions as possible or required by law, and paying the fare of some twenty- four English pounds. The ships manifest lists Thomas Hill Dee as a potter, Elizabeth as his wife, James as a plasterer and Tom as a joiner. Annie just barely twenty is listed as a spinster, tough crowd. A local band serenaded the departing vessel as the 600 passengers from Wales, England and Switzerland left port. The group was under the leadership of James D. Ross who was returning from his second mission to England and his counselors James Taylor, who will marry into the family, and John Croft. The Underrider arrived in New York on May 1st. During the voyage according to the Mormon publication the Millennial Star, " there were four deaths and four marriages and upon their arrival the health of the saints was generally good." Two days later the Dees set out for their destination of Florence, Nebraska not far from Omaha. From there the saints prepared for the final leg of their journey to the Great Basin. The company of 240, including both British and Swiss 5 immigrants as well as some U. S. citizens, left Florence on June 17th 1860, again under the leadership of James D. Ross. According to Church records the Dees were among those traveling on a church wagon train as opposed to a hand cart which the church was discontinuing during that period of time. The Ross Train arrived in the Salt Lake Valley three months later on September 3rd 1860. Unfortunately fifteen year old Tom kept no journal describing his trip across the plains. We do have however the reminiscence of Charles W. Nibley an eleven year old member of the same party. Nibley would immerge as an important church leader and business man and in later years a very close friend and business associate of Tom Dee's. Nibley recalled, quoting from his reminiscences, " The journey across the plains was of the usual ox team kind. There was little of special note that transpired. We traveled about ninety miles a week, which was an average of fifteen miles a day for six days a week. No traveling was done on the Sabbath. Of course there are inconveniences and more or less hardships in that mode of travel but I was a child and do not remember the hardship, on the contrary," he said, " I rather enjoyed the whole trip." In his reminiscences which were complied while Nibley was in his mid- 80' s he still vividly recalled walking barefoot across the plains sighting herds of buffalo and feasting as he says on their sweet meat. He also remembered the circling of the wagons, unrolling and rolling the bed rolls, and the Indians who were plentiful and sometimes he said " a little troublesome although we never had any conflict whatever with them." 6 No doubt Tom Dee shared similar memories of that trip, including the journeys end. The party camped near Parley's Summit and were greeted by Apostles George A. Smith, Wilford Woodruff, Lorenzo Snow and other leading brethren. The next Nibley recalled, " We came out of the canyon and on to the bench near Fort Douglas, and I could very well remember with what joy and pleasure each one of our company looked upon the growing city in the wilderness. We felt that all of our troubles and trial were practically at an end when, as a matter of fact, they had only just begun. The immigrants camped near what is presently the Salt Lake City and County Building then prepared to either stay there in Salt Lake City or move to one of the other outposts along the Mormon corridor. The Nibley family like the Dees headed north past the Great Salt Lake, which he noted " was very low that year." The wagon road from Salt Lake City lay considerably west of any green fields, right out in the alkali lake bottoms, as dry as a bone. While Nibely admitted he had no recollection of Ogden the Dees stopped to make their home. Tom Dee would spend the rest of his life here. Another aspect of the journey westward bears noting. About the time the Ross train made its final preparations for its final trip to Utah, another English convert, John Taylor, arrived at winter quarters with his wife Ann Faulkner Taylor, their two children and John's two daughters nine year old Mary and seven year old Annie, born to his first deceased wife Ann Standard. It is not clear whether Tom Dee and Annie Taylor met at this time. Annie records however that her train discovered a bleached buffalo skull which read, " Captain Ross Train passed here 7 July 15th. All is well." As we will see the paths of these two young people will definitely cross in the future. After getting settled Tom worked as a carpenter at times along with his brother in law James Taylor. He had learned carpentry skills as an apprentice in Wales and as noted he was listed on the Underrider's manifest as a joiner. Over time Dee became a successful building contractor as well, constructing both residential and commercial structures. Hard working and ingenious the young man began to make a mark in his community, but Tom Dees mind was not only on work. Tom had lived in Utah for a decade or so before he seriously considered Annie Taylor as a possible spouse. The two had met from time to time and according to some accounts at one family gathering Tom told the young Annie he was " gonna wait for you to grow up and then I'm gonna marry you." The Dee and Taylor families were close in part because as noted not long after their arrival in Utah Tom's sister Annie Dee had married James Taylor, Annie Taylor's uncle. Now gets a little confusing here, okay. Annie Dee Taylor and Annie Taylor Dee, hang with me here. In any event their courtship evidentially became serious around 1868 or so. In her charming book Memories of a Pioneer, Annie wrote that as a young girl she went to a Washington's Birthday dance in Salt Lake City where the dashing officers from Fort Douglass and their ladies added to the beautiful atmosphere. Tom Dee escorted Annie to this memorable party clad in his territorial militia uniform. Annie also recalled another Salt Lake event in January of 1870 celebrating a branch of the railroad from Ogden Tom and his mother 8 were in attendance. Annie remembered " Thanks to complimentary tickets from the railroad." At the conclusion of the celebration Annie and her sister rode the train to Ogden stayed a few days with the Dees and then returned to their Salt Lake home. The railroad she said, " Made people nearer neighbors." Reading between the lines, perhaps the railroad also facilitated a budding romance for on January 15th Thomas D. Dee wrote Annie's father John Taylor to request Annie's hand in marriage. We have this delightful letter and the reply to it in our Dee family collection here in the library and it's displayed in the back just for today. It goes back into the archives after today, in that cabinet back there. Tom wrote, " It has been known to you that for some time your daughter Annie and myself have been corresponding with each other, and that I have made occasional visits to her; well such things generally lead to something more important, and the object of this letter is to ask your consent for us to get married." Tom said that he didn't need to add more but hoped your favorable consideration. Actually I think it was the uniform. A few days later the perspective bridegroom had his answer when John Taylor replied that he could " find no reason why I should not give my consent to her to becoming your wife." Taylor told his future son in law he wished Annie to have a husband of her own choice, a man she could honor and respect. Therefore he wrote, " You have my permission and are at liberty to make your own arrangements." The marriage was performed on April 10, 1871 in a ceremony in the Endowment House in Salt Lake City when Brigham Young's counselor Neil H. Wells united twenty- six year old Thomas D. Dee and eighteen 9 year old Annie Taylor in marriage. The young couple then traveled to and settled in a two room adobe house on 22nd street, their home for the next decade. Over time as the family grew they need more space and relocated in Annie's word, " Out in the country" in a home near today's 8th street and Washington Boulevard. Even though he was working hard to support his family Tom Dee also took an interest in Ogden's civic affairs. Between 1879 and 1893 he served as assessor, alderman, Justice of the Peace, constable, and city councilman sometimes simultaneously. He became a municipal judge and thus was often referred to as Judge Dee. As his good friend Warren L. Wattis observed, " Dee served as a judged in the early days when the position had perplexities then financial rewards. He first allied with the Mormon controlled People's Party, but when politics was Americanized in the 1890' s Dee became a democrat. His daughter Maud called him, " a good democrat who discussed the Democratic Party as though it were a religion;" long time ago. During his adult life Tom Dee was an active and faithful Latter- day Saint. He spent more then thirty years serving as superintendent of the Sunday school in two different wards, but his efforts were not limited to Sunday alone. In June 1881, for example, Superintendent Dee led the saints of Ogden's third ward on a pleasant excursion to Lake Shore. The Ogden Standard reported that on the breezy shore of the Great Salt Lake ward members quote, " spent a most agreeable day sporting in the saline billows and on the grounds which have been much improved and embellished. Dancing was indulged in with vim, Watkins' band furnishing the musical accompaniment. The sports were diversified; 10 bathing, boat sailing, rifle shooting, swinging, etc," must have had a different meaning then. " And the pleasant party returned home in excellent spirits." In November of 1881 the Dee family relocated to the Mount Fort ward. Where Tom continued his service the Sunday school and later as a councilor to his brother in law Bishop James Taylor. His removal from the third ward was a sad day for ward members as a result they issued an elaborate framed scroll headed conomorea, and it too it to is displayed right here and if you have a chance I encourage you to take a look at it. It's really amazing. Dee was also active as a Weber Stake home missionary and as a high priest. As one considers Dees commitment to the Mormon faith, two questions arise. First it is interesting that he never served as a full time missionary a common occurrence for faithful men of the time. More importantly at a time when Latter- day Saint men were encouraged to take additional wives, some say as a sign of solidarity, Tom remained monogamous. This seems more than happenstance for Annie's father had three wives, including sisters he'd married after his first died. Tom's good friend David Eccles had entered into the principle as did many other local men. But it never seemed to have been on Tom's agenda. In any event Dee's commitment to the faith was never in doubt. Over time this friend David Eccles became a central figure in Tom Dee's professional life. It is not exactly clear when the two men first met. An article in the Deseret News implies that they became business partners as early as 1876, but other sources differ on that date. It is possible that the two men met around 1882 as Tom was leaving Ogden's third ward and David was moving in. Ogden 11 wasn't a huge town in those days, with a population of some 6,000 or so they may have known each other from a number of activities. They clearly known to each other by 1885 however, as both had served as Ogden alderman, Dee representing the fourth ward, Eccles representing the third. Business easily trumps civic service however as the many Dee- Eccles partnerships took shape. As Bertha Eccles later recalled, " Judge Dee occupied the closest association with David Eccles, More so that any other one." Initially their partnership evolved around lumbering, a natural for Dee as a carpenter and contractor. Overtime their business association broadened. A couple of things should be taken into account considering Dee's role in these business activities. First as vice president of Ogden's First National Bank he played a central role in the financing of many of these ventures. Second as I've examined the scope of Dee's business involvements I concur with the observation again from his good friend Warren Wattis, " No detail was too trivial, no task was too large to receive his personal attention." While it would be impossible to even list the many Eccles- Dee partnerships, not to mention others that involved Dee alone or with other partners, let me highlight just a few. One of the most important involved the Utah Canning Company. Organized by Isaac M. Pierce in 1888, the company grew steadily for several years but then went into bankruptcy in the recession of the mid- 1890' s as I think Tom mentioned earlier today was probably the second most severe depression in American history. Lots of people lost everything as a result. Toward the end of the decade in 1897, a group led by Eccles and Dee bring in a capital outlay of 12 $ 12,000 purchased the property and equipment and built a better facility and operated the company under the same name. Dee served as president of the reorganized company until his death eight years later. The company marketed its products under a number of brand names. One of the most prominent was Peirce's with red, blue and gold striped cans containing tomatoes, and catsup, and juice, and vegetables. But Utah Canning was perhaps best known for Peirce's Pork and Beans, sometimes called the daddy of them all. The company was also known for its rolly polly peas and temple brand tomatoes. At the same time Dee and Eccles also consolidated their holding in sugar, along with several other church and business leaders they created the Ogden Sugar Company on December 6th 1897 at a meeting held at the Weber County Courthouse. Upon the motion of H. H. Spencer, Dee was elected to chair this organizing meeting and later became the company's vice president. Additionally these men along with other created Logan Sugar and Lewiston Sugar Companies between 1897 and 1901. In 1902 the various companies were combined into Amalgamated Sugar. At that point the company produced 60,000 100 pound bags annually, while returning attractive dividends to investors. In 1900 Eccles and Dee formed the Ogden Rapid Transit Company, purchasing the Ogden Electric Railway Company which had gone into receivership. Under their control the company pushed ahead with a program of repair and modernization. Over the years this successful company expanded and improved the city street railways and extended service beyond the city itself. 13 For most of us here today however, it is Dee's involvement in Utah Construction that is of particular interest. He was the company's first president, a major shareholder and as the minutes demonstrate actively involved in company affairs. Moreover as Gene Sessions and Sterling Sessions write the immergence of Utah Construction brought Dee and Eccles into direct partnership with the Wattis brothers and marked the beginning of a long and fruitful relationship that would stretch across generations. Company records and other sources also reveal Dee's important relationship with all three brothers that stretch well beyond business to real friendship as well. While pursuing a successful business and political career Dee was also interested in improving the educational climate of his home town. Even though his own formal education was limited ranging from six week to two years depending on which source you consult, his daughter Maud noted that, " he was really an educated man because he was dedicated to self improvement and study. He loved literature, especially the classics and devoured good books." Not surprisingly he took an active role in developing a public library system here in Ogden. More over Tom Dee became the father of public education in this town, serving as a member of Ogden's school boards for thirty- five years. In 1890 Ogden schools were consolidated by the Utah Legislature into one district. Dee became a member of that first board and served as president of the board at the time of his death. It is also clear that Tom Dee was very popular with Ogden residence because of his efforts to further education. In fact as the Ogden Herald noted, " As Dee faced reelection to the board in November 1904 14 though a democrat, he would have gained the endorsement of Ogden republicans if the call from their convention had not distinctly specified that a republican candidate must be nominated." He won. As the Utah State Journal observed, " Dee always took a deep interest in educational matters, giving freely of his time and means to promote the welfare of public schools and his unselfish devotion to this great cause is at the root of the high standard of excellence of Ogden's schools." But Thomas D. Dee's life was not all work. Despite his many business, civic, political, and church responsibilities along with an abiding commitment to family he also really enjoyed life. His daughter Maud often describes him as " often buoyantly happy and a wonderful mixture of down right practical and idealistic. Though he could be a stern disciplinarian he delighted in his children and encouraged them in their pursuits." " He was," Maud admitted, " Not much of a dancer, but he danced just the same. Not much of a singer, but he sang just the same." And Dee played and loved to watch baseball. What more needs to be said? Despite this zest for living, Dee's life was not free of sadness and pain. Both of his parents died reasonably young, and he out lived his three siblings including his Elizabeth who died at the age of fifteen and the loss of his oldest child and his name sake Thomas Reese Dee who died in his early twenty's was devastating. Perhaps these sorrows these personal sorrows not only redoubled his efforts to uplift his family, but to improve Ogden as well. But his commitment to all of these concerns came to an abrupt end in July of 1905. While we do not 15 have any documentation to support it, one suspects that Tom, Annie and the children joined with other residence to observe that years July 4th celebrations according to the Ogden Standard, " the day broke clear and fine with scarcely a cloud in the sky and early parties could be seen working their way toward the canyon or boarding the street cars for a trip to the country," that would be the Dee- Eccles street cars you understand. Perhaps the Dees joined the largely attended celebration of Lester Park, which featured patriotic speeches and songs. If Tom picked up the Standard he would have seen and likely been offended by accounts of a meeting of radical unionist in Chicago, they had drafted a document favoring the general strike as the only means by which the working class could displace the capitalist class. He may have seen an account in the standard reporting the Western Pacific was considering dropping making Salt Lake City the eastern terminus of the railroad they projected building from Oakland to Oroville California and then east across Nevada. Perhaps in favor of Ogden, at least the paper reported the prospect of Ogden securing the road seemed brighter. Ultimately the Feather River route that we've talked about today became a major project that put the Utah Construction Company on the map as builders of western railroads. We do know that on Wednesday July 5th Dee along with H. H. Spencer and Mathew S. Browning took the latter's car to South Fork Canyon near Huntsville to look for additional sources of water for the growing city. As historians F. Ross Peterson and Bob Parson write, " As Ogden grew it suffered numerous epidemics of contagious disease and often people blamed the water 16 supply." In late 1879 the city council located a small reservoir on the bench to collect water from the springs there. A year later they constructed a reservoir on 24th street to collect more spring water. Pipes conveyed these waters to businesses along Washington Boulevard. In 1881 the Ogden Water Company controlled by the city piped water from Ogden Canyon to the city. Ogden's council bought out the water company in 1884 and then bought water rights to the streams coming from Strong and Waterfall Canyons east of the city. The fact that Dee and his colleagues were searching for additional water sources is understandable. For Dee had been interested in the question for many years. As early as 1881 he was nominated by Mayor Lester J. Herrick as a capable person to sit on the board of the Ogden Water Company and the council concurred. In 1900 the Ogden City council again called upon him to serve with a number of prominent citizens to advise them in matter of purchasing or building water works in Ogden City. Ultimately in October of that year, Dee was part of a group headed by David Eccles that purchased the financially strapped Ogden Water Works Company for an amount that would be paid in bonds of a reorganized company and ultimately the water works would be sold by Eccles to the city in 1908. Unfortunately Dee's commitment to Ogden indirectly led to his untimely death. A decade later Warren L. Wattis remembered the circumstances, " while undertaking assignment made for him, by him for the up building of Ogden," he wrote, " Dee slipped into a stream and contracted a sever cold. Initially Dee's condition did not seem grave and in fact his illness was not generally know, by 17 Friday July 7th however, when it became obvious that he was to ill to attend a regularly scheduled meeting of the board of education people were concerned. And in fact Dee's condition became the sole topic of conversation amongst the cities businessmen." In the early morning hours of July 9th surrounded by his wife and children, his physicians Edward M. Conroy, and Dr. Chester E. Coulter and two long time business associates H. H. Rolapt and C. C. Richards, Thomas D. Dee in Warren Wattis' words in the home he had builded with pride passed into the silent shadows of the dreamless sleep." Once the news of Dee's death was made public Ogden's citizens mourned as one. The funeral was held on July12th, using the words of Warren Wattis, " The mourners were of all creeds and conditions. The rich and the poor, the young and the old, the learned and the unlearned, the high and the humble, all united to do him honor." As mentioned, eulogies were given by Utah's Governor Cutler and LDS Church President Joseph F. Smith and others. The pallbearers included several of Dee's business associates, David Eccles, H. H. Spencer, C. W. Nibley, W. H. Wattis, and Neil Flygare. For Eccles Dee's death closed an important era of friendship and business success. In his taciturn way Eccles recorded the death in his day book for July 9th, simply noting, " Judge Dee died 1: 15 a. m." But the depths of his feelings were revealed in a death notice sent out by the First National Bank, " In the death of Mr. Dee this community suffers and almost irreparable loss." Dee's unexpected death also shook the leadership of companies like the Utah Construction Company and Amalgamated Sugar. 18 A special meeting of Utah Construction's board of director was held on August 7th 1905 at request of vice president W. H. Wattis to make an official announcement of Dee's death and to elect a successor. Adam Patterson was unanimously elected a member of the board and David Eccles upon the motion of James Pingree was elect president and he would direct the company until his own sudden death in 1912. At the same meeting W. H. Wattis suggested that a committee be appointed to draw resolution to respect to the memory of the late Judge Dee. Composed of Eccles, Joseph Clark and Warren L. Wattis the committee drafted a resolution to be embodied as part of the meeting and transmitted to the Dee family. It said in part that the company directors deplored the untimely death of their late president and cherishes his worthy of constant emulation. His ideals of personal and business honor, his unswerving loyalty to every trust and business obligation imposed upon him as an officer. And that they recognized the splendid ability and loyalty which he brought to the affairs of Utah Construction Company as important elements in the company's success. The resolution was signed by Warren L. Wattis and W. H. Wattis as secretary and vice president respectively. A month later a sadden board now under the direction of David Eccles met to approve the minutes and resolution of respect and to move on with company business, particularly the construction of that Feather River Route. Similar sentiments are found in the minutes of Amalgamated Sugar. This time Joseph F. Smith announced that, " On the ninth day of July A. D. it pleased providence to remove from our midst the honorable Thomas D. Dee." Smith 19 noted that, " The board had learned to appreciate and respect Judge Dee because of his many attributes and his decisive methods. He was an excellent supervisor of corporate interest because of his clear, just and impartial judgment. He was a distinctive conservative mind, building successfully where others hesitated or failed. He was a desirable associate because of his loveable and cheerful disposition. He was an esteemed citizen because of his broad mindedness and his devotion to his fellows and the interest in developing the country's resources." Smith went on to say that, " Dee's devotion to his wife and children had become proverbial among all who knew him and as a Christian his love for his neighbor was limited only by the universe." A committee consisting of H. H. Rollap, Fred Keisel, Adam Patterson, Joseph Howell and H. H. Spencer was appointed to deliver the resolution to the family. Stockholders Mathew S. Browning and W. H. Wattis were appointed to the board of directors to replace Dee as well as his long time friend Charles W. Nibley, who had resigned his post previously. H. H. Spencer who had moved to elect Dee chair at the company's original organizing meeting that I mentioned and recommended that he be his first vice president was selected to replace Dee himself as vice president. These appointments constituted the only items of business conducted at the meeting. Thomas D. Dee's tragic and untimely death did not forever end his impact on the Ogden community. In the years since his family has expanded on his commitment through a wide range of civic and philanthropic activities. Here in the Stewart Library we are particularly proud of our Thomas Dee reading room which is behind you. The Dee Events center, the site of sports, cultural and civic 20 activities, is prominent and popular. Perhaps the best known however is the hospital that bears the family name. Since its founding in 1911 this hospital has served the health needs of the local community, responded to new medical realities and provided employment to Ogden citizens. While we do not have sufficient time today to examine the many ways the decedents of Thomas D. Dee have acted in this communities best interest, it is abundantly clear that they too have been founders, builder and public servants. Thank you. © 2007 WSU Stewart Library, All rights reserved.

We can observe signs of development of civilization processes in Ukraine everywhere on a daily basis. Such achievements of mankind as computers, smart phones, digital photography, tablets, etc. are becoming common and natural. Along with the positive signs of the development of civilization, we see many achievements that are difficult to grasp by the mind of an ordinary person. In particular, along with the positive achievements of mankind, we must learn to recognize and counter the new inventions used by some states to wage aggression in time.The article highlights the visible aspects of a new type of modern war, which the state of Russia, is waging against its neighbors, including Ukraine, whenever it is convenient to them. These are the so-called «hybrid wars», which Russia is testing on the neighboring countries.In the article it is pointed out, that Russia never starts aggression openly; it always covers its intentions with «peaceful» rhetoric. As usual, Russia's victims are those neighboring countries that are unable to show power and information confrontation. It has become a tendency that when the time comes, the Russian leaders begin aggression, and their armed forces act according to a motto deduced by Machiavelli and later applied by the Bolsheviks in the 1920s: «You're either with us, or against us». Starting aggression, Russia continues to declare tales about friendship and peace to the whole world.In the main part of the article, the author emphasizes that all the wars that Russia is embarking on with neighboring countries have a common feature - the geographic location of these states, easily accessible to the Russian armed forces. The author of the article implicitly emphasizes the aggressive features of the historical path of Russia, in particular, the period when it began to transform from Muscovy to Russia. In the article, the author emphasizes that Russia by its behavior, in fact, convinces many prescient people that it is the heir to the robbery mind, which it adopted back in the XIII century from the Golden Horde. Actually, the Russian leadership inherited the habit of stealing another's living space and another's territory from Batu Khan's Horde. This habit gradually gained importance of the national feature of the Russians.One of the most dangerous methods that precedes Russia's use of firearms is intensification of the war in the information space. As usual, Russia's aggression against the nations it has sacrificed is a sign of interference with the humanitarian sphere of these peoples' lives. In other words, in the Russian version, information war is a mandatory prelude to the start of an actual war.An example of one of the anti-Ukrainian special operations of information war against Ukraine is given in an article by a famous historian from Ukraine, Serhii Terno, in which he reveals the purpose of an information war, which became quite evident after analyzing the content of a class book for fifth grade students recently published in Ukraine. Serhiy Terno convincingly, by demonstrating examples and evidence, proves that the information war that Russia is imposing on Ukraine has a final goal - the complete assimilation of the Ukrainian ethnos and the transformation of the Ukrainian living space into a «Russian dimension». Usually, such behavior in Russia precedes an armed attack, and it always happens if the victim of Russian aggression refuses to obey Russia's orders.In the article, the author indirectly helps the reader to recognize that there are new and improved old methods of waging war in the modern evolutionary development of world civilization processes.Experts specializing in the study of the development of interethnic relations, only after the open military aggression of Russia, which began in 2014, acknowledged that Russia is waging an aggressive war against Ukraine, which political scientists called «hybrid». One of the aspects of "hybrid" war is the war in the information space, and the battle for historical memory is at the forefront of information battles. Revealing this aspect, it would be appropriate to clarify the explanation of the term «historical memory» with an expanded explanation of the right to interpret national history, which we understand with the help of historical knowledge.By way of conclusion, the author cites vivid examples of participation in the information war of the representatives of the aggressor state to emphasize the importance of so called «battles» in the information space. The Ukrainian intellectuals' struggle for the right of young people for historical memory and justice is described in a convincing and successful way. Much attention is given to the Ukrainian historians' assessment of the value of research and study of historical memory. The article provides incontrovertible evidence that historical knowledge is a type of information weapon, which in many cases is more effective than a firearm. If we treat «historical memory» as one of the modern information weapons, the article covers examples of the use of these weapons in the context of the information war.Finally, quotes of influential scholars on how they assessed the importance of informational influence on the well-known historical figures are stated in the article: the queen of the Russian Empire, Catherine II and the German propaganda minister, Joseph Goebbels. ; Признаки развития цивилизационных процессов в Украине мы наблюдаем повсеместно и ежедневно. В современном мире такие прогрессивные достижения человечества, как компьютер, смартфон, цифровая фотография, планшет и многие другие новшества – обычные вещи. Вместе с тем рядом с позитивными достижениями имеют место достижения, которые трудно поддаются здравомыслию. В связи с этим мы должны научиться вовремя распознавать и противодействовать новым изобретениям, направленным против человечества, в частности новой методике ведения захватнических войн, используемой некоторыми государствами.В предлагаемой статье освещены аспекты нового типа современной войны, которую, соседствующая с Украиной держава – Россия, выбрав удобный момент, всегда начинает против своих соседей, в том числе и против Украины. Мы имеем ввиду так называемые «гибридные войны», эффективность которых Россия испытывает на ближайших соседних государствах.В статье акцентировано внимание на том, что Россия никогда не начинала агрессию открыто, она всегда прикрывает свои намерения «миролюбивой» риторикой. Обычно жертвами России становятся те государства-соседи, которые не в состоянии продемонстрировать силовое и информационное сопротивление. Стало закономерным, что при наступлении удобного момента руководство России начинает агрессию, российские вооруженные соединения действуют согласно правилу, сформулированному Макиавелли, а позднее одобренному большевиками в 20-х годах ХХ ст.: «кто не с нами, тот против нас». Тем не менее, начиная агрессию, Россия не устает декларировать всему миру сказки о дружбе и мире.В главной части статьи автор акцентирует внимание на том, что все войны, которые инициирует Россия с соседними государствами, имеют общий признак – легко досягаемое для российских вооруженных сил географическое расположение стран, против которых направлена агрессия. Автор статьи ненавязчиво обращает внимание на агрессивные особенности исторического пути России, в частности на том периоде, когда она начала превращаться из Московии в Россию. В статье автор акцентирует внимание на том, что Россия своим поведением убеждает всех дальновидных людей в том, что она является наследницей разбойнических привычек, которые она унаследовала еще в ХІІІ ст. от Золотой Орды. Собственно, от орды Батыя предводители России унаследовали привычку воровать чужую территорию. Эта привычка постепенно обрела значение национальной черты россиян.Один из самых опаснейших методов, который предшествует применению огнестрельного оружия и всегда применяется Россией, – это информационная война, которая интенсифицируется перед началом военных действий, то есть война в информационном пространстве. Обычно признаком начала агрессии со стороны России против народов, которые она избрала своими жертвами, является вмешательство в гуманитарную сферу жизни этих народов. Если выразиться другими словами, в российском варианте информационная война – это неотъемлемая прелюдия перед началом полномасштабной «горячей» войны. Пример проведения одной из антиукраинских спецопераций информационной войны России против Украины подается в статье известного в Украине историка из города Запорожье Сергея Терно. Анализируя содержание школьного учебника для пятиклассников, не так давно изданного в Украине, он раскрывает цель информационной войны, которая стала явной. Сергей Терно довольно убедительно доказывает, что информационная война, навязанная Украине Россией, имеет главную цель – ассимиляцию украинского этноса и превращение украинского жизненного пространства в «Русский мир».Обычно такое поведение России предшествует вооруженному нападению и всегда так случается, если жертва агрессии отказывается выполнять распоряжения Российского правительства.В предлагаемой статье автор ненавязчиво помогает читателю узнать, что в развитии современных эволюционных процессов существуют современные и усовершенствованные методы ведения захватнических войн. Ученые, которые специализируются на исследовании межнациональных отношений, только после открытой военной агрессии России против Украины, которая началась в 2014 г., признали, что Россия начала против Украины захватническую войну. Политологи навали ее «гибридной». Война в информационном пространстве – один из вариантов гибридной войны, а на переднем крае информационных «битв» ведется борьба за историческую память. Раскрывая этот аспект, будет целесообразным термин «историческая память» уточнить расширенным толкованием, которое должно звучать как борьба за право трактовки отечественной истории, к которой мы пришли на основании исторических знаний.В итогах статьи для того чтобы подчеркнуть значение «боев» в информационном пространстве, автор подает яркие примеры участия в информационных войнах первых личностей государств-агрессоров. Убедительно и довольно удачно подаются примеры борьбы украинской интеллигенции за отстаивание права подрастающему поколению на историческую память и справедливость. Значительное внимание в предлагаемой статье уделено оценкам украинских историков значения исследований и изучения исторической памяти. В статье приводятся неоспоримые доказательства того, что исторические знания есть одним из видов информационного оружия, которое во многих случаях действует более эффективно, чем оружие огнестрельное. В том случае, если мы «историческую память» объясняем как один из видов современного информационного оружия, то в предлагаемой статье освещаются примеры применения этого оружия в условиях информационной войны.В заключительной части статьи автор цитирует украинских историков, из высказываний которых мы узнаем, что украинские историки придавали большое значение информационному влиянию на общество. Пример такого влияния автор демонстрирует цитатами царицы Российской империи Екатерины ІІ и министра пропаганды Германии Йозефа Геббельса. ; Ознаки розвитку цивілізаційних процесів в Україні ми спостерігаємо повсюдно і щодня. Стають звичними і закономірними такі досягнення людства, як комп'ютер, смартфон, цифрова фотографія, планшет тощо. Поряд із позитивними ознаками розвитку цивілізації, ми бачимо багато досягнень, які важко осягнути розумом людини, яка тверезо мислить. Зокрема, поряд з позитивними досягненнями людства ми повинні навчитися вчасно розпізнавати і протидіяти новим винаходам, які використовуються деякими державами для ведення загарбницьких війн. У пропонованій статті висвітлено видимі аспекти нового типу сучасної війни, яку сусідня з Україною держава – Росія, відчувши зручний момент, розпочинає проти своїх сусідів, зокрема і проти України. Йдеться про так звані «гібридні війни», ефективність яких Росія апробовує на найближчих сусідніх країнах. У статті акцентовано увагу на тому, що Росія ніколи не починає агресію відкрито, вона завжди прикриває свої наміри «миролюбивою» риторикою. Звичайно жертвами Росії стають ті держави-сусіди, які не в змозі показати силове та інформаційне протистояння. Стало закономірністю, що у зручний момент керманичі Росії розпочинають агресію, і їх збройні сили діють за правилом, виведеним Макіавеллі, а пізніше облюбованим більшовиками в 20-ті роки ХХ ст.: «кто не с нами, тот против нас». Розпочавши агресію, Росія не вгаває декларувати для всього світу казки про дружбу і мир. В основній частині статті автор наголошує на тому, що всі війни, які розпочинає Росія з сусідніми державами, мають спільну ознаку – легкодосяжне для російських збройних сил географічне розташування держав, проти яких спрямована агресія. Автор статті ненав'язливо робить акценти на агресивних особливостях історичного шляху Росії, зокрема, на тому періоді, коли вона стала перетворюватись з Московії на Росію. У статті автор наголошує, що Росія своєю поведінкою, по суті, переконує всіх далекоглядних людей в тому, що вона є спадкоємцем розбійницького норову, який перейняла ще у ХІІІ ст. від Золотої Орди. Власне, від орди Батия керманичі Росії успадкували звичку красти чужий життєвий простір та чужу територію. Ця звичка поступово набула значення національної риси росіян. Одним із найнебезпечніших методів, який передує застосуванню Росією вогнепальної зброї, є інтенсифікація війни в інформаційному просторі. Звичайно ознакою початку агресії з боку Росії проти народів, які вона обрала своїми жертвами, є втручання в гуманітарну сферу життя цих народів. Якщо сказати іншими словами, у російському варіанті інформаційна війна – це обов'язкова прелюдія перед початком повномасштабної «гарячої» війни. Приклад проведення однієї із антиукраїнських спецоперацій інформаційної війни проти України наведено у статті відомого в Україні історика із Запоріжжя, Сергія Терно, у якій він розкриває мету інформаційної війни, що стала цілком очевидною після аналізу змісту шкільного підручника для п'ятикласників, не так давно виданого в Україні. Сергій Терно переконливо, вдаючись до демонстрації прикладів і доказів, доводить, що інформаційна війна, яку Росія нав'язує Україні, має остаточну мету – цілковиту асиміляцію українського етносу і перетворення українського життєвого простору на «русскій мір». Зазвичай така поведінка Росії передує збройному нападу, і це відбувається завжди, якщо жертва російської агресії відмовляється піддаватися наказам Росії. У пропонованій статті автор ненав'язливо допомагає читачеві визнати, що в сучасному еволюційному розвитку світових цивілізаційних процесів існують нові і вдосконалені старі методи ведення загарбницьких війн. Фахівці, які спеціалізуються на вивченні розвитку міжнаціональних відносин, лише після відкритої військової агресії Росії, яка почалася у 2014 р., визнали, що Росія веде проти України загарбницьку війну, яку політологи назвали «гібридною». Одним із аспектів гібридної війни є війна в інформаційному просторі, а на передньому краї інформаційних «боїв» знаходиться боротьба за історичну пам'ять. Розкриваючи цей аспект, буде доцільним термін «історична пам'ять» уточнити розширеним поясненням, яке має звучати як боротьба за право трактування вітчизняної історії, до якого ми приходимо на основі історичних знань. У висновках, щоб підкреслити значення «боїв» в інформаційному просторі, автор статті наводить яскраві приклади участі в інформаційній війні перших осіб держави-агресора. Переконливо і досить вдало описано прояви боротьби української інтелігенції за право молоді на історичну пам'ять і справедливість. Значну увагу в статті приділено оцінкам українських істориків значення дослідження і вивчення історичної пам'яті. У статті наводяться неспростовні докази того, що історичні знання є одним із видів інформаційної зброї, яка в багатьох випадках є ефективнішою від зброї вогнепальної. Якщо ми «історичну пам'ять» трактуємо як один з видів сучасної інформаційної зброї, то у пропонованій статті висвітлюються приклади застосування цієї зброї в умовах інформаційної війни. У заключній частині статті подаються цитати впливових науковців про те, як вони оцінювали значення інформаційного впливу на суспільство відомих історичних осіб: цариці Російської імперії Катерини ІІ і міністра пропаганди Німеччини Йозефа Геббельса.

Val Weathers, June 26, 2014 ; The Weber State College Oral History Program was created in the early 1970s to "record and document, through personal reminiscences, the history, growth and development of Weber State College." Through interviews with administrators, faculty and students, the program's goal was to expand the documentary holdings on Weber State College and its predecessor entities. From 1970 to 1976, the program conducted some fifteen interviews, under the direction of, and generally conducted by Harold C. Bateman, an emeritus professor of history. In 1979, under the direction of archivist John Sillito, the program was reestablished and six interviews were conducted between 1979 and 1983, with additional interviews being conducted by members of the Weber State community. In 2013 the campus prepared to celebrate the 125th Anniversary of Weber State University in 2014. In order to document the student experience, interviews were conducted with Weber State College Alumni on an ongoing basis. ; The following is an oral history interview with Val Weathers, conducted on June 26, 2014 by Jamie J. Weeks. During the interview, Val discusses his time spent at Weber State College as a student from 1958 to 1959 and then again in 1962. ; 34p.; 29cm.; 2 bound transcripts; 4 file folders. 1 videodisc: digital; 4 3/4 in. ; Oral History Program Val Weathers Interviewed by Jamie J. Weeks 26 June 2014 i Oral History Program Weber State University Stewart Library Ogden, Utah Val Weathers Interviewed by Jamie J. Weeks 26 June 2014 Copyright © 2014 by Weber State University, Stewart Library ii Mission Statement The Oral History Program of the Stewart Library was created to preserve the institutional history of Weber State University and the Davis, Ogden and Weber County communities. By conducting carefully researched, recorded, and transcribed interviews, the Oral History Program creates archival oral histories intended for the widest possible use. Interviews are conducted with the goal of eliciting from each participant a full and accurate account of events. The interviews are transcribed, edited for accuracy and clarity, and reviewed by the interviewees (as available), who are encouraged to augment or correct their spoken words. The reviewed and corrected transcripts are indexed, printed, and bound with photographs and illustrative materials as available. Archival copies are placed in University Archives. The Stewart Library also houses the original recording so researchers can gain a sense of the interviewee's voice and intonations. Project Description The Weber State College Oral History Program was created in the early 1970s to "record and document, through personal reminiscences, the history, growth and development of Weber State College." Through interviews with administrators, faculty and students, the program's goal was to expand the documentary holdings on Weber State College and its predecessor entities. From 1970 to 1976, the program conducted some fifteen interviews, under the direction of, and generally conducted by Harold C. Bateman, an emeritus professor of history. In 1979, under the direction of archivist John Sillito, the program was reestablished and six interviews were conducted between 1979 and 1983, with additional interviews being conducted by members of the Weber State community. In 2013 the campus prepared to celebrate the 125th Anniversary of Weber State University in 2014. In order to document the student experience, interviews were conducted with Weber State College Alumni on an ongoing basis. ____________________________________ Oral history is a method of collecting historical information through recorded interviews between a narrator with firsthand knowledge of historically significant events and a well-informed interviewer, with the goal of preserving substantive additions to the historical record. Because it is primary material, oral history is not intended to present the final, verified, or complete narrative of events. It is a spoken account. It reflects personal opinion offered by the interviewee in response to questioning, and as such it is partisan, deeply involved, and irreplaceable. ____________________________________ Rights Management All literary rights in the manuscript, including the right to publish, are reserved to the Stewart Library of Weber State University. No part of the manuscript may be published without the written permission of the University Librarian. Requests for permission to publish should be addressed to the Administration Office, Stewart Library, Weber State University, Ogden, Utah, 84408. The request should include identification of the specific item and identification of the user. It is recommended that this oral history be cited as follows: Weathers, Val, an oral history by Jamie J. Weeks, 26 June 2014, WSU Stewart Library Oral History Program, University Archives, Stewart Library, Weber State University, Ogden, UT. iii Val Weathers June 26, 2014 Abstract: The following is an oral history interview with Val Weathers, conducted on June 26, 2014 by Jamie J. Weeks. During the interview, Val discusses his time spent at Weber State College as a student from 1958 to 1959 and then again in 1962. JW: This is an oral history interview with Val Weathers. It is being conducted on June 26, 2014 in his home in Ogden, Utah. The interviewer is Jamie Weeks. The subject of this interview is Val's time spent at Weber State College as a student from 1958 to 1959 and then again in 1962. Also present is Stacie Gallagher, our video technician. JW: To begin with, I'd just like to ask you about your early life, when and where you were born, and some of your background as much or as brief as you'd like it to be. VW: I was born, raised, and lived on Harrison Boulevard. I started out as a bat boy for the Ogden Reds, and played basketball and baseball in junior high, at Ogden High School and then at Weber Junior College. I knew that I was going to, for sure, play baseball in college (Appendix pg. 1). I had scholarships from all the schools, but I got a call from this magnificent man, Bruce Larson. He wanted me to go play golf with him, and at the end of the day, I had a scholarship to play basketball and baseball and it was just an incredible blessing in my life. JW: Was the scholarship for both baseball and basketball? VW: Right. 1 JW: Was he the coach of the basketball team at the time or was he the head of the athletic department? What was his tie to Weber? VW: No, Bruce Larson—everyone needs to be very clear on this—was a junior college coach in Arizona. Reed Swenson retired the same year that I graduated from high school. Therefore, they hired Bruce Larson to come to Weber. We were out on the golf course and he says, "I'm bringing with me one of the best players in the nation—Alan Holmes." That was really an absolute truism. Bruce Larson was—I was closer to Bruce Larson than my father. He was a great man. So, we got beat in the finals in 1958, which no one would ever dream that we would go to the finals, and then we won the whole enchilada in 1959 (Appendix pg. 2). JW: You probably already have copies of these, but here are some of the newspaper articles from 1958 and 1959 about the team. VW: I have some of these. My wife does a good job of keeping scrapbooks, but we were honored here a year or two ago, and one of the things that really never came out that the whole world needs to know about is this—I was watching TV last night and there's going to be a special on the sixties on CNN tonight on segregation. We had Alan Holmes in 1958, and we had Alan Holmes and Joe Carter in 1959. Alan's out of Arizona and Joe's out of Wyoming. The incredible thing about Weber Junior College is that we had someone in the community—I mean, Weber didn't have any dorms. We could give you tuition and books, but that's all we've got. So, the Porters and Waiters Club on lower 25th street gave them free room 2 and board. The purpose of the Porters and Waiters Club was that, when the railroad was crazy in Ogden and robust with trains going in and out, when the Porters and Waiters got off the train they had a place to eat, because they couldn't buy a meal in town. So, I actually played semi-pro baseball in the summer for the Porters and Waiters Club. It was an incredible opportunity for Joe and Stretch to be able to come and play. When we would go out on the road—no one has ever said a word about this, but we'd go into a restaurant and they'd say, "You can't come in, or those two have to come in the back door." Our response was always, "If they can't come in the same door as us, we will look for another restaurant." The same thing happened when we were driving around in these two cars going back to Kansas or California or whatever to play, and several times we were denied housing. They wouldn't let us in the motel with Joe and Stretch. We had some of the greatest baseball players in the history of baseball start here in Ogden. Frank Robinson was only 17 years old when he played here. The same thing happened to him; he had a very difficult time finding a place to buy a meal. JW: Even here? VW: Here in Ogden. JW: I wondered if it was different for players here in Ogden than maybe it was in the south or when you would travel to other cities to play? VW: It was a little different, but there were still barriers in Ogden. Maybe not for Alan Holmes, he could walk in any door of any color, but when I saw some of these 3 professional baseball players come in and not be able to buy a meal—it was an interesting time. I didn't realize, you know, until I get old and start thinking about these things, the pressure the coach must have felt to try and make his way through that and make us all feel comfortable. We didn't know they were black. We went everywhere together—Bruce Larson made a huge jump in Weber Junior College. He was here for only two years, the two years that I played, and then he was offered the head job at the University of Arizona. JW: Are you still in contact with any of the men you played with? VW: A lot of them have passed away surprisingly, and I understand Alan Holmes isn't doing very well. To be able to go to Kansas and play in the national championship we had to go to Phoenix and play against some of his old teammates that were playing for a junior college down there. When Alan Holmes and Bruce Larson walked into Ogden, it made a big difference. JW: It must have been an exciting time for the whole town. VW: It was enormous. I think at that time I knew seriously everyone in town and everyone knew me. The little gym down there would be just packed on 25th Street. People were upset that they couldn't get into the games. So, we would play our games at different high schools. We'd go to Weber High School when it was on 12th and Washington, or we'd play a game up at Ben Lomond and Ogden High because the stands would hold more, but regardless of where we played, it was sold out—packed. 4 JW: Where was the game played in 1959 when you won the championship? VW: At the National Junior College Championship in Hutchison, Kansas. It still is held there every year. I can remember when we won the championship we had the pallbearer car from a funeral, that was one of our cars, and then we had a station wagon. We would travel two or three hundred miles, play a game, eat, sleep, and travel another two or three hundred miles. JW: That sounds so miserable for tall basketball players to sit in. VW: We became incredibly close. When we won the national championship, we drove home and came down Weber Canyon right out here, and there was no freeway then just a little two lane road, and at the mouth of the canyon was just a service station. But we came down the canyon and all of Ogden was there to greet us. They took us out of those cars and put us in convertibles and took us around and down Washington Boulevard and the people in Buehler and Bingham [Utah Tailoring Mills] were coming out with shirts and sweaters, just tossing them in our car. Then they had a welcome home on the steps of the city and county building. A couple of times a week we would go to dinner as guests of the social clubs—the Chamber and all those entities. So, we ate well for a couple of weeks. JW: Town champions. Here is a picture from your yearbook and one from the old Signpost newspaper. It looks like you also played baseball? VW: It was fun. One year on our semi-pro Porters and Waiters team, we were going to Helper to play in a tournament, and not everyone on here [yearbook picture] 5 was on the Porters and Waiters team. Our catcher couldn't go. Bruce Larson was a catcher in college, and he says, "I'll go." So, he went down and played in the tournament with us, and that was a lot of fun. JW: Well, you weren't very old to be traveling all over. Your parents were fine with you just going and doing that? VW: Yeah. Really. JW: It was a different time period. VW: It was. As you think back on that, when we were playing semi-pro we would meet at the Porters and Waiters Club at ten o'clock on a Friday night You know, I had the green light from my mom and dad from day one. I think about when I was ten years old and I went on the road with the professional baseball team. Now I wouldn't recommend that for all ten year olds to say the least! We would travel and meet there at 10:00 p.m. and go to play in a tournament somewhere—Colorado, Wyoming, Nevada. We would travel all night, we would play a game Saturday, play maybe two on Sunday, and then travel home all night so we could go to work on Monday. You can only do that when you're young. JW: That's true. VW: One of the highlights of my life also, was the opportunity to go to Argentina on a mission. When I played two years at Weber, I went to Argentina for two and a half years. 6 JW: I wondered if that's what was happening during the two years you took off of school. VW: Well, it was only a two year school, so I came home after two and a half years with a baseball scholarship to BYU and Utah. However, I was number one on the draft board [Vietnam War], and I was getting called within 30 days. So, I joined the Air Force Reserve and served active duty out here at the base and then I went and started negotiating my scholarship and they said they wanted me to red shirt a year, and I said, "You know what, I've been out for almost three years, I want to get through college and I don't want to be sitting around red shirting." So, I didn't play anymore, I just went to school. JW: It seems like you still had a presence at Weber in 1962, because you were still writing stories for the Signpost. There are several Val Weathers stories in the Signpost in 1962. VW: Well, if you looked in the Standard Examiner in 1962, there was a lot of stuff there also. This is what happened: the sports editor of the Standard Examiner traveled in our two cars—one or the other car to go cover the games, because everyone in Ogden was concerned about the game, and I became very close to the sports editor. So, when I got back from Argentina he said, "I want you to write for the Standard and cover all of Weber's games." I said, "Rich, I flunked out of all my English classes, you can't be asking me to do that." "No, Val, you'll do great." So, I covered Weber when Dick Motta was a coach here a couple of years. I could write a book on that. JW: That was a big deal. 7 VW: So, I had good seats at the game and I had to really knuckle down and go down to the newspaper and try to write something appropriate, and if Dick Motta didn't like it, he'd call me at home. He ended up being the coach of the Chicago Bulls in the NBA. JW: Let's talk about some other things you were involved in while at Weber. You were involved in Excelsior, right? (Appendix pg. 3) VW: One of the things that I'll just put in because you probably didn't pick it up, but the Moench building down on the lower campus is where the theater is and H.E.D. Redford was in charge of the theater at Weber. He wanted the basketball team to be in a play. JW: Taming of the Shrew. VW: Yes, it was. So, that was a fun experience too. JW: I wondered because it's your only performance. Is that right? VW: Yes. A one-time deal. Well, you know, everyone at the college was a big basketball fan—the staff, the faculty, everyone. The treatment we received I won't talk about the treatment except to say that I had friends standing in line to get classes and we would just walk in a week early to the registrar's office and say, "This is the classes that we need." My time at Weber could not have been any better. JW: Here is a picture of you as Mr. Collegiate (Appendix pg. 4). It reads, "Mr. Collegiate, voted on by the fellow students." 8 VW: Yeah, this was voted on by all the students and I was always to a game and wasn't at the dance to be able to receive it, but it was a thrill to be able to win. JW: I did find this awesome quote in the Signpost. It's from 1959 and it's about Sleeping Beauty. Did they call you Sleeping Beauty? VW: They called me a lot of things. JW: "Val Weathers is an Ogden High graduate. He lettered in basketball and baseball and he is very sharp in the latter. Val played guard for Weber last year and was an extremely valuable player this year. Val is a business major. According to Loren Burton, Val likes to sleep. Probably trying to catch some sleep in between games?" VW: One of the things you can do in those cars to cut the journey is to get some sleep, and at that age you never have enough sleep. One time, we'd been out late. We were supposed to meet at the gym at six and we were leaving to go to Colorado to play a couple of games. So, I was tired and I said, "Is it okay if I get in the back and sleep?" Alan Holmes said, "I'll drive." JW: The students took turns driving? VW: Oh yeah. Basically, I always drove and the coach would drive the other car. So, we'd take Redwood Road because this freeway wasn't in, and it would go the furthest south. We failed to negotiate a turn and ended up in the middle of a plowed field with Alan Holmes driving, and we were lucky we didn't get killed— very, very lucky. So, they came back and we called home and asked them to 9 send another car to us and they sent a car down and Bruce said, "Val, please stay behind the wheel." So, that was a scary escapade. Another story that was fun—we played home and home. We'd drive to Boise, play Friday night, and then drive to Ogden and play Saturday night. So we drove up to Idaho, won the game and Saturday morning we were starting back, and one of the cars goes out, the engine burned out. So, the coach came back, and of course he took Alan Holmes and Joe Carter and he picked a total of six guys, and they went home to play the game. To the rest of us he said, "Get home any way that you can." There were some that hopped a freight train into Ogden and rode it all the way in from Idaho. I came in, in the bed of a pick-up truck. JW: You hitch-hiked? VW: Yeah, in a snowstorm. They had their pregame meal at Keely's which was a little restaurant on Washington Boulevard and we walked into Keely's right in time for the meal. So we got there in time for the meal and we played the game. JW: We talked about the diversity on campus, what about the political atmosphere, what was that like on campus? Was it politically active or really the only thing you're seeing is the beginning of Civil Rights? Or did you even know? You were involved in basketball. VW: No, I think Civil Rights was the strongest issue, but I think we were oblivious to the system. 10 JW: Later on, the campus looks like it is pretty active, especially as we move forward with the continuation of Vietnam, there were a lot of political things happening on campus, and I didn't know politically if it was very active during the late 50s. VW: No, it wasn't. We had veterans that were going to school with us at Weber. I think LeRoy Overstreet may have been a veteran when he showed up here. Alan Holmes—have you ever heard of Billy "the hill" McGill? JW: I have not. VW: All-American ball player for the University of Utah (Appendix pg. 5). In the time that I was in Argentina, he and Alan Holmes were up at the Porters and Waiters Club and driving back to the University of Utah they got in an automobile accident. To save Holmes' leg, they had to cut muscle out of it. He was an absolute, dead-certain NBA player, but now he's only got one good leg. He went down to the University of Utah and he was an all-conference player with just one good leg. The thing that I have enjoyed about having played with him is, that if I had a better shot than Holmes did, I had the ball. He'd give it to me every time. He was a ten times better shooter than I was, but he shared the ball. When we went back to the nationals, they would always pick the toughest player on the other team and Holmes would say, "I've got him." So, he played on both ends of the floor. JW: These are great stories. Switching gears, who was the college president when you were at Weber? VW: Dr. Miller. 11 JW: I've heard great things about President Miller and how involved he was with the students. VW: He was great. He had a daughter my age that ended up marrying Dick Connelly, who was the captain of the 1959 team. All we had on the campus up here were buildings one, two, three and four. Then there was a government type shed that served as the Union Building. So when the car burned out, coming home from Boise, and I'm walking down the hallway, I feel an arm around my shoulder as we were walking and it is President Miller. He said, "Val, what happened to the car?" Like I was directly responsible. JW: Well, you were the driver. VW: Yeah. But he was very involved. Everyone was involved. It was just a great opportunity. JW: Other than your coaches, who were some of your favorite professors while you were at Weber? VW: Dr. Smart got a lot of guys into dental and medical school, but it was always fun to go to his class. O.M. Clark was an economics professor. I really didn't have a class that I didn't enjoy. We'd go in, "We're leaving town, I want to make sure I don't miss anything, what am I supposed to be studying while I'm gone. What do I need to be reading?" They were always helpful. JW: That's interesting that they were so patient with your schedules. 12 VW: Well, I don't think there was one of them that ever missed a game. It was a very exciting time because, you know, I'd pay to go watch Alan Holmes, and yet I got to play alongside him. JW: Is there anything else you want to cover as a student? I know you were also involved in the Wildcat Club. You were on the board for a while. VW: Yes. JW: I think that's the greatest thing about Weber, the students that attended and had such a great experience are willing to give back their time later on. VW: Yes, I don't know how many years I served on the Wildcat Club, but it was quite a few years. The one thing that no one knows is that Claudia and I have been season ticket holders for 48 years at the basketball games. It was a question of whether we were going to have a T.V. or whether we were going to have basketball tickets at the inception. We also went on a Mormon mission to Puerto Rico and while we were gone, I kept my seats and gave them to clients. Then when the Dee Events Center was built, I was the first one in line to pick the seat that I wanted. I didn't take the front row right behind the team, and I didn't take the front row because I wanted to be at the same level as the basket so I could see if someone would jump over the rim. Now, they all jump over the rim. So, we are on the third row. JW: Right behind the team? VW: Yes. I've heard some really bad coaches come through and heard some really good coaches, but I can hear pretty much all they're saying. 13 JW: Well, you've seen some incredible players come through then. VW: Yes. For a few years, my two oldest grandsons would go and that was a tradition. We would go to the Texas Roadhouse for dinner and then we would go to the game. They loved to go to the game. They're now in junior high and high school and I have a hard time getting a date with them and when I do, we do that, but it's tougher than it used to be. We'll have the tickets until they put me in a box because there are plenty of people that we've given the tickets to and they love to go if we're not available. Randy Rahe does a great job and we're lucky to have him here right now. JW: Is there anything you'd like to add that we haven't covered? VW: I wanted to mention that there was more going on in the sixties color-wise than people realize. One of the players on the Porters and Waiters baseball team was an ex-pro baseball player, and I can remember us traveling to a game and he had just got home from Georgia. He drove straight through, and he got picked up three times. He went to courts in the back of the grocery store, and it cost him all he had in his wallet all three times. So, we've come a long ways, but we've got a long ways to go. As a kid I'd go sit up in the balcony and watch Reed Swenson because I didn't miss a ball game anywhere. I'd find a ride to take me. I'd always go to Utah, BYU or Utah State games. I thought Bruce really shifted gears for the school and in my personal life. He just had a whole lot to do with what direction I was heading in. JW: Were you able to stay in touch with him even when he went back down to Arizona? 14 VW: Yes. He was a young man when he came here, and I'm 75, so he's got to be in his early 80's. I don't know really what our age difference was. JW: In the picture he doesn't look much older than the boys. VW: He still plays handball five days a week. He has one daughter whose husband is stationed at the base, and he rents a place up in the valley here and takes his whole family, which is spread out all over the place, skiing every year. He also holds a basketball camp for all his grandkids. JW: That's awesome. VW: We chat quite a bit. My son went for an interview at one of the hospitals down there in Tucson and I called and told him, "He'd taken care of me it seems like my whole life now, so it's his responsibility to take care of my son." Every time I talk to him, he always says, "Is Stretch okay? Will you check on Stretch?" When he said he was bringing a really big player to town and we are going to win a lot of games, he really meant it. JW: Where is Alan now? VW: He's in Salt Lake. They've got some kind of diversity thing over at the college that Jim Hurst is involved with that has Alan Holmes' name on it, and we donated a little money to that. JW: I'm sure it's this way with other universities, but being in the position I'm in, I see it more here in Ogden. I just think it's great to see the give-back to the university. It makes all the difference when the community stays close. 15 VW: My two years at Weber were euphoric. I was not worried about, "What am I going to do for a living? What am I going to graduate in?" The difference in that though is that when I got back from Argentina the gears had shifted in my life because now I was serious and I had to figure out what I wanted to major in, what I would be happy doing. The fact of the matter is, when I got back, I graduated from college in one year, so a total of three. I took one class when I got back from Argentina in the 1963 or 1964. I was ready to graduate from the U, but I needed to take math 101. I couldn't talk my way through that and they said, "Well, if you want to take it at home and transfer it down, you can." When I talk to people today, I still am trying to decide what I want to major in when I grow up. We had really just a great time and were treated very well by the whole world, and we didn't ever wear out that welcome. I see a lot of people that do that and they want more. JW: I don't think students have the freedom anymore of just going to school for two years and really living and enjoying. There's so much pressure to get through and make a decision as to what you're going to do with the rest of your life. You don't get to just go to school and have fun. VW: Well, I don't know, maybe I should have been thinking more about it because I never dreamed that I was going on a mission. It wasn't in my plan at all, but I am eternally grateful that I did. It taught me more than ten Weber Colleges. So, I feel like I've gotten about ten doctorate degrees. I watch my son and they have two other little boys. He went on a mission out of high school and came home and he's been going to school for 13 years straight. He's in the operating room almost 16 all day long. Our two oldest are adopted, and then we have a daughter and a son, a doctor, that passed away. JW: Is your daughter still around here? VW: Yes, she lives out in Syracuse, she works for a company up in Ogden Valley that has a facility up there for about 35 boys with anxiety issues, and it's a registered high school. They have dormitories and the whole thing, and then she has a private practice in South Ogden. She pretty much runs out of hours every day. A friend walked up to me in church and handed me a card and said, "I want you and your wife to go see this doctor." I said, "Why?" We'd never ever talked about anything. I looked and it's a fertility specialist. I'd never had a conversation with this guy, but we went to the appointment and the doctor was at the U, and he wanted to do a medical procedure on my wife and found out she had endometriosis really bad and cleaned her out and the next thing you know, Dr. Weathers shows up. So, I had several of my friends say, "You know if you hurry I think the window is open." I was forty-something when he was born. I said, "I'm going to be on social security when he gets home from his mission. JW: It has been interesting to hear stories about Weber sports and the diversity issues during the late 50's. VW: Well, that club was owned by Annabelle Weekly, a black lady, and she swung a big stick in Ogden. I don't know how many athletes from Weber Junior College have gone through that facility, but a lot of them that didn't have a dormitory or anything else; they had a place to stay. 17 JW: I think it's interesting that they didn't put them in homes with local families. VW: I don't know that it ever came up. It was just taken care of. The black players at the P&W were treated like kings. It was really a big bonus for Weber. We had the Carter boys, Joe and his brother, Louie, played baseball. They worked in the coal mines in Wyoming their whole lives and they're both gone now because of that atmosphere and what it does to your lungs. JW: How many people were able to stay in the Porters & Waiters Club? It seems like there would have been a lot of them, but I don't know how many rooms they had available. VW: I don't know how many we had at one time, but they still had to make room for porters and waiters. So, I think maybe there might have been 15 rooms or so. They'd eat anywhere, but I don't know whether they got any money for food. We were given jobs on the campus. My job was to sweep the welding room, so I don't know what everyone else had to do. I made a mistake. I was offered a very attractive job at Weber to come back and get my degree there with a full-ride and I turned it down because I wanted a degree from the University of Utah. I had some fabulous classes down there. I learned a lot, but I think when it was all said and done, a degree is a degree and the world out there—I was ready for professional life when I got through with doing this. So, the degree was the frosting on the cake. I learned a lot, but I thought it had to be from a specific school and in retrospect, it didn't. My life would have been a lot different. They wanted me involved in journalism and athletics and I ended up being a banker 18 and a real estate developer, so my life would have gone in a much different avenue. JW: Thank you and I appreciate you letting us come into your home. It's been so interesting. These great stories fill a void for us. VW: Thank you for coming. 19 1 Appendix 2 3 4 5 6 7 8

This issue of the Journal finds us in the midst of profound changes and celebrations. It has been five years since the team of the then School of Social Work (UNC) and the tenacious determination of the Director of the Journal -Nora Aquín- defined the reissue of the Social Conscience, this time in digital format. Five years ago, together with Nora, the Academic Council and the Editorial Team were constituted under the desire and commitment to reopen a space to promote discussions, debates and new questions in the field of Social Sciences and Social Work.Today, we celebrate a new cycle of five years and ten issues of the Revista Conciencia Social, in which we invite ourselves -through thematic calls- to address some of those issues that question professional interventions, that challenge the questions of our research and that stress the reflections on our practices. These are five years and ten issues in which we dared to put into words what we work, think, discuss and build on a daily basis.This celebration also finds us going through profound changes. Our dear Nora Aquín decided that it was time to delegate the task of directing the Journal, sharing with us the enormous challenge of continuing this project that was germinating from the impulse she gave it during these years. At the same time, together with the growth of our Faculty, the Journal has joined the Institute of Politics, Society and Social Intervention (IPSIS-FCS) which today houses us and puts us in dialogue with a countless number of research, extension and postgraduate training projects. This double inscription - being a Social Work career and being IPSIS - enriches the voices and viewpoints with which the Journal's agenda is built, links us with another set of institutional actors and will surely allow us to enhance the commitment to qualify and make visible the productions of those of us who do Social Work and Social Sciences. Disputes for recognition. The theme of this tenth issue is born towards the middle of the year 2021, impregnated by the remembrances of those deeds that, 20 years ago, staged the urgencies of unresolved daily needs, the popular organization as resistance and re-existence, the rights disputed in popular pots and the streets as spaces for recognition and construction of power. We remembered that our country -during those years before and after the 2001 crisis- was the scene of countless experiences of other economies; generating in some cases, collective processes that today persist and are strengthened in Popular Economy organizations. It is particularly in contexts of crisis -such as the ones we are going through today- in which the experiences of these other economies are reinstalled in territorial spaces, in public agendas and in the daily lives of large sectors of the population. Experiences that both stress and articulate the challenge of becoming income-generating strategies, while questioning and resisting the hegemonic mode of capitalist production and accumulation. It was from these remembrances that we called for the submission of articles that would give voice and visibility to the multiple paths that Popular Economy organizations have been building in a context in which the dispute for other ways of producing, consuming and distributing is essential. This tenth issue gathers a set of articles that, from different perspectives and entry points, contribute to the conceptualization, systematization and reflection on the situated experiences of popular economy in our country; reconstructing the organizational processes, the actors and their relationships, the disputes for power and the tense and necessary links with the state policy. Likewise, the Review invites us to an exciting journey through the notion(s) of work from its multiple meanings, subjectivities, historicities and configurations; emphasizing the complexities with which these works configure the daily life, make life and society in contemporary times. Finally, the Interview gives us -in the first person- reflections made from the voice of a member of a social, productive and political organization in the west of the province of Tucumán, Argentina. In the dialogue, in the question, answer and re-question, a set of affirmations, challenges and knowledge are interwoven, which emerge from those daily forms of work and economies that the organizations build, sustain and recreate. Twenty years after the 2001 crisis, the current situation brings us back to these experiences of economies, of production, of other ways of working and reproducing life; experiences of organized collectives that fight for their recognition as workers, as producers and also as political actors. In the words of Nancy Fraser, "the "struggle for recognition" is fast becoming the paradigmatic form of political conflict at the end of the twentieth century". It is in these arenas and running the margins that Popular Economy organizations burst onto the scene to become inescapable actors in the disputes about the world we want to be. ; Este número de la Revista nos encuentra en medio de profundos cambios y celebraciones. Cumplimos cinco años desde que el equipo de la entonces Escuela de Trabajo Social (UNC) y el tenaz empeño de quién asumía la Dirección de la Revista −Nora Aquín− definían la reedición de la Conciencia Social, esta vez en formato digital. Hace cinco años que, junto a Nora, el Consejo Académico y el Equipo Editorial se constituían bajo el deseo y compromiso de reabrir un espacio donde se promovieran discusiones, debates y nuevas preguntas en el campo de las Ciencias Sociales y el Trabajo Social. Hoy, celebramos entonces un nuevo ciclo de cinco años y diez números de la Revista Conciencia Social, en la que nos invitamos –a través de convocatorias temáticas– a abordar algunas de aquellas cuestiones que interpelan las intervenciones profesionales, que desafían las preguntas de nuestras investigaciones y que tensionan las reflexiones sobre nuestras prácticas. Son cinco años y diez números en los que nos atrevimos a poner en palabras aquello sobre lo que cotidianamente trabajamos, pensamos, discutimos y construimos. Esta celebración nos encuentra también transitando profundos cambios. Nuestra querida Nora Aquín decidió que era tiempo de delegar la tarea de Dirección de la Revista, compartiéndonos el enorme desafío de continuar este proyecto que fue germinando desde el impulso que ella le imprimió en estos años. Al mismo tiempo, junto al crecimiento de nuestra Facultad, la Revista se ha incorporado al Instituto de Política, Sociedad e Intervención Social (IPSIS-FCS) que hoy nos alberga y pone en diálogo con una innumerable cantidad de proyectos de investigación, extensión y formación de posgrado. Esta doble inscripción– ser carrera de Trabajo Social y ser IPSIS- enriquece las voces y miradas con las que se construye la agenda de la Revista, nos vincula con otro conjunto de actores institucionales y seguramente nos permitirá potenciar la apuesta de cualificar y visibilizar las producciones de quienes hacemos Trabajo Social y Ciencias Sociales. Las disputas por el reconocimiento… El tema de convocatoria de este décimo número nace hacia mediados del año 2021, impregnado por las remembranzas de aquellas gestas que, 20 años atrás, ponían en escena las urgencias de las necesidades cotidianas no resueltas, la organización popular como resistencia y re-existencia, los derechos disputados en ollas populares y las calles como espacios reconocimiento y construcción de poder. Recordábamos que nuestro país –durante aquellos años anteriores y posteriores a la crisis del 2001– fue escenario de un sinnúmero de experiencias de otras economías; generándose en algunos casos, procesos colectivos que hoy persisten y se fortalecen en las organizaciones de la Economía Popular. Es particularmente en contextos de crisis –como los que hoy nos atraviesan– en los que las experiencias de estas otras economías se reinstalan en los espacios territoriales, en las agendas públicas y en las vidas cotidianas de grandes sectores de la población. Experiencias que tensionan a la vez que articulan el desafío de constituirse en estrategias de generación de ingresos; al tiempo que cuestionan y resisten al modo hegemónico de producción y acumulación capitalista. Fue desde estas remembranzas que convocamos a presentar artículos que dieran voz y visibilidad a los múltiples caminos que vienen construyendo las organizaciones de la Economía Popular en un contexto en el que se hace imprescindible la disputa por formas otras de producir, consumir y distribuir. Este décimo número reúne un conjunto de artículos que desde diversas perspectivas y puertas de entrada aportan a la conceptualización, sistematización y reflexión sobre experiencias situadas de economía popular en nuestro país; reconstruyendo los procesos organizativos, los actores y sus relaciones, las disputas por el poder y los tensos y necesarios vínculos con la política estatal. Asimismo, en la Reseña se invita a un apasionante recorrido por la(s) noción(es) de trabajo desde sus múltiples acepciones, subjetividades, historicidades y configuraciones; poniendo acento en las complejidades con las que estos trabajos configuran el cotidiano, hacen vida y sociedad en los tiempos contemporáneos. Finalmente, la Entrevista nos regala –en primera persona– reflexiones hechas cuerpo a partir de la voz de un integrante de una organización social, productiva y política del oeste de la provincia de Tucumán, Argentina. En el diálogo, en la pregunta, respuesta y repregunta se entretejen un conjunto de afirmaciones, desafíos y saberes gestados de esas cotidianas formas de trabajos y economías que las organizaciones construyen, sostienen y recrean. A 20 años de aquella crisis del 2001, la coyuntura actual nos reencuentra con estas experiencias de economías, de producción, de otros modos de trabajo y reproducción de la vida; experiencias de colectivos organizados que disputan por su reconocimiento como trabajadorxs, como productorxs y también como actores de la política. Al decir de Nancy Fraser[1], "la «lucha por el reconocimiento» se está convirtiendo rápidamente en la forma paradigmática del conflicto político a finales del siglo XX". Es en estas arenas y corriendo los márgenes que las organizaciones de la Economía Popular irrumpen en escena para constituirse como actores ineludibles en las disputas sobre el mundo que queremos ser. [1] Fraser, Nancy (1995) ¿De la redistribución al reconocimiento? Dilemas de la justicia en la era «postsocialista». Artículo es una versión revisada de una conferencia pronunciada en la Universidad de Michigan en marzo de 1995. ; Esta edição da Revista nos encontra no meio de mudanças e celebrações profundas. Faz cinco anos que a equipe da então Escola de Serviço Social (UNC) e a tenaz determinação de Nora Aquín, responsável pela gestão da revista, decidiram reimprimir a Consciência Social, desta vez em formato digital. Há cinco anos, juntamente com Nora, o Conselho Acadêmico e a Equipe Editorial foram constituídos sob o desejo e o compromisso de reabrir um espaço onde discussões, debates e novas questões no campo das Ciências Sociais e do Trabalho Social pudessem ser promovidos.Hoje, estamos celebrando um novo ciclo de cinco anos e dez números da Revista Conciencia Social, no qual somos convidados - através de chamadas temáticas - a abordar algumas dessas questões que desafiam as intervenções profissionais, que desafiam as questões de nossa pesquisa e que pressionam as reflexões sobre nossas práticas. São cinco anos e dez questões nas quais ousamos colocar em palavras o que trabalhamos, pensamos, discutimos e construímos diariamente.Esta celebração também nos encontra passando por profundas mudanças. Nossa querida Nora Aquín decidiu que era hora de delegar a tarefa de dirigir a revista, compartilhando conosco o enorme desafio de continuar este projeto que estava germinando a partir do impulso que ela lhe deu ao longo dos anos. Ao mesmo tempo, juntamente com o crescimento de nossa Faculdade, a Revista aderiu ao Instituto de Política, Sociedade e Intervenção Social (IPSIS-FCS) que hoje nos abriga e nos coloca em diálogo com um número incontável de projetos de pesquisa, extensão e treinamento de pós-graduação. Esta dupla inscrição - sendo um diploma de Trabalho Social e sendo IPSIS - enriquece as vozes e pontos de vista com os quais a agenda da Revista é construída, nos liga com outro conjunto de atores institucionais e certamente nos permitirá fortalecer o compromisso de qualificar e tornar visíveis as produções daqueles de nós que fazem Trabalho Social e Ciências Sociais. Litígios para o reconhecimento. O tema desta décima edição nasce em meados do ano 2021, impregnado pelas lembranças daqueles atos que, há 20 anos, encenaram as urgências das necessidades diárias não resolvidas, a organização popular como resistência e re-existência, os direitos disputados nas panelas populares e nas ruas como espaços de reconhecimento e de construção do poder. Lembramos que nosso país - durante aqueles anos antes e depois da crise de 2001 - foi o cenário de inúmeras experiências de outras economias; gerando em alguns casos, processos coletivos que hoje persistem e são fortalecidos nas organizações da Economia Popular. É particularmente em contextos de crise - como os que estamos atravessando hoje - que as experiências dessas outras economias são reinstaladas em espaços territoriais, em agendas públicas e na vida cotidiana de grandes setores da população. Experiências que tanto tensionam como articulam o desafio de se tornar estratégias geradoras de renda, ao mesmo tempo em que questionam e resistem ao modo hegemônico de produção e acumulação capitalista. Foi a partir dessas lembranças que pedimos artigos que dessem voz e visibilidade aos múltiplos caminhos que as organizações da Economia Popular vêm construindo em um contexto no qual a disputa por outras formas de produzir, consumir e distribuir é essencial. Este décimo número reúne uma série de artigos que, de diferentes perspectivas e pontos de entrada, contribuem para a conceituação, sistematização e reflexão sobre as experiências situadas da economia popular em nosso país, reconstruindo os processos organizacionais, os atores e suas relações, as disputas pelo poder e os vínculos tensos e necessários com a política estatal. Da mesma forma, a Revista nos convida a uma emocionante jornada através da(s) noção(ões) de trabalho a partir de seus múltiplos significados, subjetividades, historialidades e configurações, enfatizando as complexidades com as quais estes trabalhos configuram a vida cotidiana, fazem a vida e a sociedade nos tempos contemporâneos. Finalmente, a Entrevista nos dá - na primeira pessoa - reflexões feitas a partir da voz de um membro de uma organização social, produtiva e política do oeste da província de Tucumán, Argentina. No diálogo, nas perguntas, respostas e respostas a perguntas, uma série de afirmações, desafios e conhecimentos são entrelaçados a partir dessas formas cotidianas de trabalho e economias que as organizações constroem, sustentam e recriam. Vinte anos após a crise de 2001, a situação atual nos remete a essas experiências de economia, de produção, de outras formas de trabalho e reprodução da vida; experiências de coletivos organizados que lutam pelo reconhecimento como trabalhadores, como produtores e também como atores políticos. Nas palavras de Nancy Fraser, "a "luta pelo reconhecimento" está rapidamente se tornando a forma paradigmática de conflito político no final do século 20". É nestas arenas e ao correr as margens que as organizações da Economia Popular estão entrando em cena para se constituírem como atores inescapáveis nas disputas sobre o mundo que queremos ser.

Every year, through mass drug administration (MDA), hundreds of millions of the world's poorest people receive a single annual dose of one or more drugs to eliminate certain parasitic worm or bacterial infections. Some of these infections, mostly prevalent in tropical areas, have traditionally been neglected from the public health and research point of view. These conditions, collectively known as the neglected tropical diseases (NTDs), still cause, at the cusp of the second decade of the 21st century, a significant amount of morbidity and mortality. The existing control measures for NTD have an enormous potential, although there are still some challenges that require further investigation. For some diseases, alternative strategies may be needed, including longer duration of MDA programmes or modified drug regimens. For other diseases, such as yaws, the work must start almost from scratch, since little has been achieved in terms of control of this disease in the past 50 years. Although eight NTDs affect the region, two diseases pose a major public health problem in the South Pacific Islands, namely yaws and lymphatic filariasis and are the basis for his thesis. These two infections were selected for a number of reasons. First, they affect the South Pacific region disproportionately. Secondly, little research has been conducted in the past years. And third, but more importantly, several epidemiological, technological and historical factors make these two diseases amenable to elimination. Safe and effective tools and interventions to achieve these targets are available and concerted efforts to scale them up are likely to lead to success. Yaws is one of the most neglected of the NTDs. Yaws was one of the first diseases to be targeted for eradication on a global scale, efforts which almost led to the disease disappearance as a result of a massive treatment program started in the 1950s. After the successful eradication campaigns the primary health care systems were supposed to give the last push towards eradication of yaws. However a combination of various factors including poor political commitment and limited funding resulted in a progressive abandonment of efforts and the resurgence of the disease. Every new case of yaws was the disappointing confirmation that the public health world had missed a great opportunity. Today yaws has resurged in many tropical areas and presents new challenges including its unknown epidemiological situation, the attenuated clinical forms of the disease, a poor awareness and knowledge among health care workers, the lack of knowledge about the effectiveness of classic treatment with penicillin and, an obvious need for research into simplified administration schemes or new antibiotic treatments, particularly oral ones. There is an enormous knowledge gap regarding current reliable epidemiological information about the disease. Certainly we know little about the burden in the three Melanesian countries where the disease is highly endemic, Papua New Guinea, Solomon Islands and, Vanuatu. In Solomon Islands and Vanuatu there are indications that Yaws is widespread and prevalent, but we know that the diagnosis is unreliable. This takes us to the next point, what does a diagnosis of yaws mean? Overall the natural history of the disease in this era, where it is often subject to inadequate antibiotic pressure, is very unclear. Some authors have suggested that yaws appears to be attenuated in both Solomon Islands and Vanuatu. They state that bone involvement in yaws is now rare and implies that yaws is a mild disease not requiring efforts for elimination. However, the first paper of this thesis describes the epidemiology of yaws in Lihir Island (Papua New Guinea, PNG) and shows a high rate of classical primary ulcers (almost 60%) and significant bone and periosteal involvement (more than 15%), suggesting that "attenuation" is not an important issue. When we look at the diagnostic criteria for yaws, signs and symptoms alone are still used often in many areas to diagnose the disease. This reliance on clinical findings was the result of the difficulty of performing serological tests in remote areas. Today, available rapid serological tests are simple, rapid, inexpensive and useful for guiding confirmation of cases, making them adequate tools for the diagnosis and monitoring of the disease. The clinical diagnosis of yaws is complicated because its clinical manifestations may be unspecific. Thus, it is possible that a significant proportion of yaws cases may in fact have been falsely diagnosed. We show, in the first article, that in our experience only 60% of the cases with a clinical suspicion of yaws were finally confirmed by serologic tests. Therefore, a proper diagnosis of yaws requires the interpretation of clinical findings with reference to laboratory results and the epidemiologic history of the patient. Serological testing in yaws is not only important for diagnostic accuracy, but also is very helpful in defining the disease's evolution and eventual cure after treatment. Rapid plasma regain (RPR) titres should decline within 6-12 months, becoming negative in less than 2 years. The second article of this thesis combines a clinical and serological approach to assess the response after treatment with benzathine benzylpenicillin, and it identifies an overall 20% treatment failure. This could be related to resistance to the antimicrobial drug used or to re-infection caused. The distinction between re-infection and true resistance to antibiotic treatment is difficult to make but these failures are worrisome. This article also proposes a multivariate model performed to identify independent determinants of failure that affected the outcome after treatment. The risk for reinfection caused by repeated contact with infected children seems to be a pivotal predictor of failure. Low baseline titters (<1:32) of RPR are also an important and independent predictor of failure, possibly as a result of the greater difficulty in resolving chronic infections which are usually accompanied by low titters. With yaws re-emerging, the development of new strategies against this infection aimed at simplifying its treatment and potentially re-focussing strategies towards its eradication seems essential. Injectable penicillin is still effective but management with an oral drug that can be easily administered on a large scale should be the preferred method for treatment. To date, there had been no studies that directly compared the efficacy of penicillin with any of the potentially alternative agents shown to work in the treatment of the non-venereal treponematoses. The fourth paper in this thesis has shown that a single-dose of oral azithromycin is non-inferior to benzathine benzylpenicillin for the treatment of yaws in children in PNG. In an open-label randomised trial, at 6-month follow-up, 96% of patients treated with azithromycin were cured, as were 93% in the benzathine benzylpenicillin group. The prospects of eliminating and eventually eradicating yaws may now be enhanced by the use of a single-dose of oral azithromycin in mass drug administration campaigns. Community based mass administration of azithromycin has been widely used in many locations for the control of trachoma, which, like yaws, is a disease of poor rural communities in developing countries, and has been used in a more limited way to control granuloma inguinale and outbreaks of venereal syphilis. Elimination of yaws and lymphatic filariasis in the South-Pacific Islands is now considered biologically feasible and programmatically attainable. The Global Programme to Eliminate Lymphatic Filariasis (GPELF) has expanded quickly to reach the target of elimination by 2020. On the other hand the strategy to eliminate yaws is again at the centre of discussions and given that infected humans are the only source of disease, its eradication could be achieved within a very relatively short time. The fifth article of the thesis comprehensively reviews antimicrobial treatments and elimination strategies against yaws. In order to control yaws and push it towards elimination, we propose to move away from penicillin to azithromycin and use mass treatment campaigns of the entire population in endemic communities irrespective of the prevalence. Also, to make sure all cases are tracked down and treated, strict follow-up measures and selective mass treatment will be required until zero case prevalence is reached. Importantly, we suggest testing the principle of interrupting transmission in pilot implementation studies, including prevalence surveys to assess the impact of the intervention and macrolide resistance monitoring which in our opinion will be essential evaluation tools to guide us towards a sustainable elimination. Lymphatic filariasis (LF), caused by the mosquito-borne nematode Wuchereria Bancrofti, is a major public-health problem in the Melanesian countries. Annual MDA over five years is currently the WHO's recommended strategy to eliminate lymphatic filariasis. This approach aims to suppress microfilaraemia in infected individuals and bring the infection below a threshold that leads to interruption of transmission. However theoretical work and clinical field experience has highlighted how the ecological diversity between different endemic regions can result in elimination thresholds that vary between local communities. This means that the duration required might be different for different areas. Other variables have also been previously identified as potentially having an influence on the outcome of the program, including baseline prevalence of infection, vector density or the treatment coverage. The last article of this thesis provides data about the impact of a five-year filariasis control program in Papua New Guinea. The findings reported support this strategy for areas with low-to-moderate rates of transmission in regions where anopheline mosquitoes transmit this infectious disease. Additional measures or longer periods of treatment may be necessary in areas with a high rate of transmission. The experience acquired on Lihir Island in MDA programs during the campaigns for the elimination of filariasis, will be very valuable when implementing a pilot strategy for yaws control. Also, in the near future it might be important to link yaws mass treatment with other mass programmes to increase efficiency. The plan for elimination of lymphatic filariasis in PNG was approved as a pilot project in 2005 but the program still needs to be extended to the total of 20 provinces in the country where filariasis is endemic. In this context, an integrated approach to NTD control could represent an important global public health solution in PNG and other South Pacific Islands. Little has been achieved in the past decade in NTDs. We are now in a good position to translate into policies the results of our research projects. A new elimination policy for yaws around the azithromycin pillar has been sketched a WHO consultation meeting held in Morges, Switzerland last March. In the intentions of the organization, a last global mass campaign to tackle yaws should permit to reach zero cases in 2017, and the subsequent certification of worldwide interruption of transmission by 2020. ; Cada año, a través de la administración masiva de medicamentos (MDA), cientos de millones de personas, las más pobres del mundo, reciben una dosis única de uno o más medicamentos para eliminar ciertas infecciones, parasitarias o bacterianas. Algunas de estas infecciones, frecuentes sobre todo en las zonas tropicales, han sido tradicionalmente desatendidas desde el punto de vista de salud pública e investigación. Estas enfermedades, conocidas comúnmente como las enfermedades tropicales desatendidas (ETD), aún causan, en el inicio de la segunda década del siglo 21, una cantidad significativa de morbilidad y mortalidad. Las medidas de control actuales para ETDs tienen un enorme potencial, pero todavía existen algunas cuestiones que requieren investigación. Para algunas de estas infecciones, son necesarias estrategias alternativas, incluyendo una mayor duración de los programas de MDA o regímenes modificados de medicamentos. Para otras enfermedades, como la enfermedad de pián, el trabajo debe comenzar casi desde cero, ya que poco se ha logrado, en términos de control de esta enfermedad, en los últimos 50 años. Aunque ocho ETDs afectan a la región, dos enfermedades constituyen un problema importante de salud pública en las Islas del Pacífico Sur, a saber: el pián y la filariasis linfática y son la base de esta tesis. Estas dos infecciones fueron elegidas por muchas razones. En primer lugar, afectan a la región del Pacífico Sur de forma desproporcionada. En segundo lugar, pocas investigaciones se han llevado a cabo en los últimos años. Y en tercer lugar, pero lo más importante, varios factores epidemiológicos, tecnológicos e históricos hacen que estas dos enfermedades sean susceptibles de eliminación. Existen armas terapéuticas seguras y eficaces para lograr este objetivo, y esfuerzos coordinados para ejecutar los programas de control pueden conducir al éxito. El pián es una de las más olvidadas de las ETDs. Ésta fue una de las primeras enfermedades en ser objetivo de erradicación a escala global. Los esfuerzos de un programa de tratamiento masivo, que se inició en la década de 1950, casi llevaron a la desaparición de la enfermedad. Después de las exitosas campañas de erradicación, los sistemas de salud de atención primaria debían dar el último empujón hacia la erradicación del pián. Sin embargo, una combinación de varios factores, incluyendo un pobre compromiso político y una financiación limitada, dieron como resultado el abandono progresivo de los esfuerzos y el resurgimiento de la enfermedad. Cada nuevo caso de pián era la decepcionante confirmación de que el mundo de la salud pública había perdido una gran oportunidad. Hoy la enfermedad de pián ha resurgido en muchas áreas tropicales con nuevos desafíos: una situación epidemiológica desconocida, formas clínicas atípicas o atenuadas, poco conocimiento de la enfermedad entre el personal sanitario, la falta de datos acerca de la eficacia del tratamiento clásico con penicilina inyectable y la necesidad de desarrollar esquemas terapéuticos simplificados o investigar en nuevos tratamientos antibióticos, en especial de administración oral. Actualmente hay una enorme brecha de conocimiento entorno a la información epidemiológica fiable sobre la enfermedad. Ciertamente, sabemos poco acerca de la incidencia en los tres países melanesios, donde la enfermedad es altamente endémica, Papúa Nueva Guinea (PNG), Islas Salomón y Vanuatu. En las Islas Salomón y Vanuatu, las cifras de incidencia son muy altas lo que demuestra que el pián es una enfermedad frecuente y ampliamente extendida, pero sabemos que el diagnóstico no es muy fiable. Esto nos lleva al siguiente punto: ¿Cuáles son los criterios diagnósticos del pián? En general, la historia natural de la enfermedad en la época actual, donde la bacteria es objeto de presión antibiótica inadecuada, no es muy clara. Algunos autores han escrito que el pián parece presentar manifestaciones "atenuadas" en las Islas Salomón y Vanuatu. Afirman que la afectación ósea en el pián es poco frecuente, lo que implica que el pián es una enfermedad leve que no requeriría esfuerzos para su eliminación. Sin embargo, el primer trabajo de esta tesis describe la epidemiología del pián en la Isla de Lihir (Papúa Nueva Guinea) y muestra una alta tasa de úlceras primarias clásicas (casi el 60% de casos) y una afectación significativa del hueso y periostio (más del 15%) que sugiere que la "atenuación" no es un tema importante. Cuando nos fijamos en los criterios diagnósticos, únicamente signos y síntomas todavía se utilizan en muchas áreas para el diagnóstico de la enfermedad. Esta confianza en los hallazgos clínicos fue el resultado de la dificultad de realizar pruebas serológicas en las zonas remotas. Hoy en día, las pruebas serológicas rápidas son simples, rápidas, económicas y útiles para orientar la confirmación de los casos. El diagnóstico clínico del pián es complicado debido a que sus manifestaciones pueden ser inespecíficas. Así, es posible, que una proporción significativa de los casos de pián puedan haber sido falsamente diagnosticados. En el primer artículo, presentamos que, en nuestra experiencia, sólo el 60% de los casos con sospecha clínica de pián fueron finalmente confirmados por pruebas serológicas. Por lo tanto, un diagnóstico adecuado del pián requiere la interpretación de los hallazgos clínicos con referencia a los resultados de laboratorio y la historia epidemiológica de los pacientes. Las pruebas serológicas en el pián no sólo son importantes para el diagnóstico de la enfermedad, también son muy útiles en la definición de curación después del tratamiento. En la prueba de la Reagina plasmática rápida (RPR) los títulos deben descender a los 6-12 meses, llegando a ser negativa en menos de 2 años. El segundo artículo de esta tesis combina un enfoque clínico / serológico para evaluar la respuesta a bencilpenicilina benzatina, e identifica una tasa de fracaso terapéutico del 20% a los 12 meses del tratamiento. Esto podría estar relacionado con resistencia al fármaco antimicrobiano, o bien indicar una re-infección por re-exposición. La distinción entre la re-infección y la resistencia verdadera al tratamiento es difícil, pero estos fracasos terapéuticos son preocupantes. En este artículo se describe un modelo multivariante realizado para identificar los factores determinantes del fracaso terapéutico. El riesgo de re-infección causado por el contacto repetido con otros niños infectados parece ser un predictor fundamental de fracaso. También es un factor de riesgo, los títulos basales bajos (< 1:32) de RPR. Este último factor podría estar relacionado con la mayor dificultad para resolver infecciones crónicas (en estadio secundario), habitualmente acompañadas de títulos bajos. Con la enfermedad de pián re-emergiendo, el desarrollo de nuevas estrategias contra la infección para hacer más fácil los esfuerzos de erradicación es esencial. La penicilina inyectable sigue siendo eficaz, pero el tratamiento con un fármaco por vía oral que pueda ser fácilmente administrado a gran escala es el método preferido para el tratamiento, prevención y finalmente eliminación en todas las regiones endémicas del mundo. Hasta la fecha, no ha habido estudios que comparen directamente la eficacia de la penicilina con cualquiera de los agentes alternativos en el tratamiento de las treponematosis no venéreas. El cuarto artículo de esta tesis ha demostrado que una dosis única de azitromicina por vía oral no es inferior a la bencilpenicilina benzatina intramuscular, para el tratamiento del pián en niños en Papúa Nueva Guinea. En un ensayo abierto, aleatorio, el 96% de los pacientes tratados con azitromicina estaban curados a los 6 meses de seguimiento, al igual que el 93% en el grupo de bencilpenicilina benzatina. Las perspectivas de finalmente erradicar el pián son ahora mayores, mediante el uso de una dosis única de azitromicina oral en campañas masivas de tratamiento. El tratamiento masivo con azitromicina ha sido ampliamente utilizado para el control del tracoma, que, al igual que el pián es una enfermedad de comunidades rurales pobres de países en desarrollo. También se ha utilizado de una manera más limitada para controlar el granuloma inguinal y brotes de sífilis venérea. En general, el uso de azitromicina ha demostrado ser seguro, y de hecho ha habido beneficios inesperados de salud en algunos programas. La eliminación del pián y la filariasis linfática en las Islas del Pacífico Sur se considera ahora biológicamente factible y operacionalmente alcanzable. El Programa Global para Eliminar la Filariasis Linfática (GPELF) se ha expandido rápidamente para alcanzar la meta de eliminación en el año 2020. Por otro lado la estrategia para eliminar el pián es nuevamente centro de atención. Además, dado que los seres humanos infectados son la única fuente de la enfermedad, su eliminación podría lograrse en un plazo relativamente corto. El quinto artículo de la tesis revisa de forma integral el tratamiento con antimicrobianos y las estrategias de eliminación contra el pián. Con el fin de controlar el pián hasta la erradicación, se propone pasar de la penicilina a la azitromicina, y el uso de campañas de tratamiento masivo de toda la población en todas las comunidades endémicas. Además, para asegurar que todos los casos son encontrados y tratados, serán necesarias medidas estrictas de seguimiento y tratamiento masivo selectivo hasta llegar al objetivo de cero casos clínicos. Es importante destacar que el principio de interrupción de la transmisión se debe probar en estudios piloto, incluyendo estudios de prevalencia, para monitorizar el impacto de la intervención, y también la valoración de resistencia a macrolidos, que en nuestra opinión, serán herramientas fundamentales que nos guíen en el camino hacia una eliminación sostenible La filariasis linfática (FL), causada por el nematodo Wuchereria bancrofti, es otro de los grandes problemas de salud pública en los países de la Melanesia. Un curso de MDA anual, durante cinco años, es la estrategia que la OMS recomienda para eliminar la FL. Este enfoque tiene como objetivo suprimir la microfilaremia en los individuos infectados y disminuir los niveles de infección por debajo de un umbral que conduzca a la interrupción de la transmisión. Sin embargo, trabajo teórico y experiencia práctica clínica han puesto de relieve cómo la diversidad ecológica, entre diferentes regiones endémicas, puede resultar en que los umbrales de eliminación varíen en diferentes comunidades. Esto significa que la duración requerida podría ser diferente para diferentes áreas. Algunas variables que han sido previamente identificadas como potenciales determinantes en el resultado de un Programa para la eliminación de FL (PELF) son la prevalencia basal de infección por filariasis, la densidad de vectores (mosquitos) o la cobertura del tratamiento en la población. El último artículo de esta tesis, proporciona datos sobre el impacto de un PELF de cinco años en PNG. Los resultados obtenidos apoyan la estrategia descrita para las zonas con baja a moderada tasas de transmisión en regiones donde mosquitos anofelinos transmiten la infección (pe. Melanesia, África). Medidas adicionales o períodos más largos de tratamiento pueden ser necesarios en áreas con una alta tasa de transmisión. La experiencia adquirida en la Isla de Lihir en los programas de tratamiento masivo durante las campañas para la eliminación de la filariasis, será muy valiosa en la aplicación de una estrategia piloto para el control del pián. Además, en un futuro próximo podría ser importante vincular los programas para el control del pián con otros programas de tratamiento masivo (por ejemplo, filariasis) para aumentar la eficiencia y reducir los costos. El plan para la eliminación de la filariasis linfática en PNG fue aprobado como proyecto piloto en 2005 en la provincia de Milne Bay. El programa todavía tiene que ser extendido a un total de 20 provincias en el país, donde la filariasis es endémica. En este contexto, un enfoque integrado para el control de enfermedades tropicales olvidadas podría representar una importante solución global de salud pública en PNG. Poco se ha logrado en la última década en enfermedades tropicales desatendidas. Ahora estamos en una buena posición para traducir los frutos de nuestra investigación en políticas de salud. Durante una consulta celebrada en la sede de la OMS en Ginebra el pasado mes de marzo, ya se ha esbozado una nueva política de eliminación para el pián que toma como pilar el tratamiento con azitromicina. La intención de la OMS es que una última campaña global debe permitir llegar a cero casos de pián en 2017, y la posterior certificación de la interrupción de la transmisión en todo el mundo en el año 2020.

Norbert Michel and Jai Kedia


A few weeks ago, American Compass released Rebuilding American Capitalism, A Handbook for Conservative Policymakers. This Forbes column (American Compass Points To Myths Not Facts) provided a very brief critique of the handbook's Financialization chapter, and Oren Cass, American Compass's Executive Director, released a response titled Yes, Financialization Is Real.
This Cato at Liberty post is the fifth in a series that expands on the original criticisms. (The first four in the series are available here, here, here, and here.) This post discusses the one remaining core argument American Compass relies on – income stagnation. It demonstrates that the evidence contradicts American Compass's income stagnation story.
The idea that Americans' income has stagnated is central to American Compass's argument that American capitalism needs to be rebuilt. The foreword in American Compass's handbook uses this stagnation story as follows:
What has happened to capitalism in America? Businesses still pursue profit, yes, but not in ways that advance the public interest. Over the past 50 years, corporate profits rose by 185%. Wages rose by 1%. [Emphasis added.]

It connects this supposed stagnation to financial markets as follows:
Financialization shifted the economy's center of gravity from Main Street to Wall Street, fueling an explosion in corporate profits alongside stagnating wages and declining investment. [Emphasis added.]

American Compass's very reason for existence is to argue that American capitalism no longer flourishes largely because "globalization and financialization" are "undermining the nation's prosperity." The alleged evidence is that the typical American worker's income has been stagnating for decades. The third sentence of Cass's 2018 book, The Once and Future Worker, laments that "while gross domestic product (GDP) tripled from 1975 to 2015, the median worker's wages have barely budged."
This stagnation story, just as American Compass's claims regarding talent, profit, and investment, does not hold up to scrutiny. The empirical evidence undercuts American Compass's stated reason for existing. To be clear: It is true that America has many economic problems. In fact, Cato scholars regularly discuss countless ways to fix many of these problems. Unfortunately for American Compass, though, a broad stagnation (or decline) in Americans' income is not a problem.
The opening lines of Cass's book (reproduced above) provide an excellent starting point for this discussion. While it is very easy to verify something like GDP growth for any given period, it is not so straightforward to evaluate "the median worker's wages" because the median worker can be defined in any number of ways. The term could reference, for example, someone who earns the median wage of all U.S. employees, the median wage of all private employees, or the median wage of all production and nonsupervisory employees (excluding managerial staff). Arguably, the term should exclude all part‐​time workers or all workers under the age of 16. There simply is no single way to define the median (or typical) worker.
This basic problem is magnified by multiple definitions of income, including total compensation (wages plus fringe benefits, such as health insurance) and household income (both before and after taxes and transfers). Separately, for any given measure of income, adjusting for inflation with different price indices results in large disparities in real income growth over long periods of time. And, of course, choosing different time periods from within the overall length of a series can easily produce a deceptively low (or high) growth rate. These problems are all further complicated because the "typical" household from distant decades is no longer the typical American household – aside from multiple other demographic changes, more household income is now typically spread over fewer family members.
It is straightforward to use Cass's example to illustrate some of these points. For instance, using the Consumer Price Index (CPI) to adjust average hourly earnings of production and nonsupervisory employees suggests that real wages have grown less than 1 percent from 1975 to 2015, consistent with Cass's statement. However, adjusting the same earnings data with the Personal Consumption Expenditures (PCE) index indicates that real wages grew 22 percent – obviously not stagnant.
Interestingly, using either a longer or shorter timeframe provides a very different growth figure than Cass's 1975 to 2015 period. For example, examining the same income series from 1964 – the first year the data is available from the Bureau of Labor Statistics (BLS) – to 2015, while adjusting for inflation with the CPI, shows that real wages grew almost 9 percent from 1964 to 2015. Using the PCE shows that real wages grew a bit more than 39 percent from 1964 to 2015. Separately, using the CPI to examine the same income series from 1991 to 2015 (both 1975 and 1991 mark the end of a recession) shows that income grew almost 15 percent. Using the PCE to adjust for inflation suggests that income grew 27 percent for this period.









Figure 1: Real Wage Growth in the U.S. from Varying Start Year (1964–2000) to 2015
As Figure 1 demonstrates, "income growth" is highly influenced by the chosen inflation metric and the starting point for the period of analysis. Figure 1 plots the growth rate in real income – average hourly earnings of production and nonsupervisory employees – with the rate calculated using every year from 1964 to 2000, respectively, as the starting point, and 2015 as the ending year. It shows the analysis using both the CPI and PCE to convert nominal wages to real. (Real adjustments made using the PCE, the Fed's preferred price measure, always result in a higher growth rate.) Using 1975 as the starting point for this analysis, for CPI adjusted income, produces the lowest possible (positive) growth rate.
Using only this method – the one Cass uses – while ignoring all the others gives the false impression that real income was stagnant.
Similar issues arise using the Census Bureau's household income figures, but even the basic data, as reported, contradicts the stagnation story. For instance, without making any adjustments for changes in demographics, Census reports that real median household income increased 34.18 percent from 1967 to 2018.[1] That's hardly stagnant.
Still, because the number of people in each household declined 23 percent from 1967 to 2018 (from 3.3 individuals to an all‐​time low of 2.53),[2] the Census income distribution figures understate how well individuals have been doing. Larger household incomes are now divided among fewer people, so adjusting for only this change in household size shows that real median household income increased 74 percent, from $14,355 in 1967 to $24,972 in 2018.[3] That's more than double the increase shown in the unadjusted data, far from stagnant.
While many journalists have let go of the income stagnation story, others have (even if unintentionally) fueled the false narrative. Take, for instance, an article in The Atlantic that discussed the U.S. Census Bureau's 2018 report Income and Poverty in the United States. The author noted:
Around 13 percent of households made more than $150,000 last year; a decade ago, by comparison, 8.5 percent did. While that's something to cheer, without a solid middle class, it's not indicative of an economy that is healthy and stable more broadly.

At best, the author is guilty of a major understatement.
The 2018 Census report shows that more than 5 million households – not individuals, but families – moved into the high‐​earning category. That shift is undoubtedly something to cheer, but the author still implies that these numbers support a "disappearing middle class" narrative. As Mark Perry from the American Enterprise Institute confirms, the very same Census report shows that the share of households earning between $35,000 and $100,000 fell from more than 53 percent in 1967 to 42 percent in 2018, and that the share of households earning more than $100,000 essentially tripled, from less than 10 percent in 1967 to more than 30 percent in 2018. Moreover, while The Atlantic article largely ignores it, the share of households earning less than $35,000 fell, from approximately 36 percent in 1967 to less than 28 percent in 2018.
Together, these statistics show a broad increase in prosperity. In fact, this increase is even more impressive considering that the number of American households essentially doubled from 1970 to 2018. For anyone interested in additional evidence that typical Americans – and even, in many cases, lower income Americans – have been earning higher and higher incomes during the last several decades, here are a few references:
William Cline, U.S. Median Household Income Has Risen More Than You Think
Richard V. Burkhauser, Jeff Larrimore, and Kosali I. Simon, A "Second Opinion" On The Economic Health Of The American Middle Class
Salim Furth, Stagnant Wages: What the Data Show
Michael Strain, The Myth of Income Stagnation
Scott Winship, Stagnationists Are Simply Wrong and What You Need to Know from the New CBO Income Figures
Gerald Auten and David Splinter, Income Inequality in the United States: Using Tax Data to Measure Long‐​Term Trends
Thomas Hirschl and Mark Rank, The Life Course Dynamics of Affluence
Scott Lincicome, The American Wealth Machine and Its Misguided Discontents and The Annoying Persistence of the Income Stagnation Myth
John Early, The Myth of American Income Inequality
In 2020, perhaps after recognizing that the basic income stagnation story does not hold up, American Compass began releasing its Cost‐​of‐​Thriving Index (COTI) to provide "a better way to understand the challenge for working families." According to Cass, his COTI is better than looking at inflation‐​adjusted (real) income:
Economists rely on inflation‐​based adjustments to compare costs of living over time, but this method measures the cost of buying the same set of things in different eras. Perhaps a family could more easily afford a 1985 quality of life in 2015 than in 1985, but being in the middle class in 2015 means affording a 2015 quality of life.

While it is true that price indices are imperfect, and they tend to make older incomes look larger than they really were, Cass's description of inflation‐​based adjustments over time is highly flawed. Adjusting nominal income to "real" income essentially converts the dollar amount to a quantity, such that it indicates how much "stuff" someone can buy. And both the CPI and the PCE account for (as best as possible) the different quality of goods and services available to people over time, as well how people may buy different products (substitute), including those that they were previously unable to purchase.
Setting this flaw aside, American Compass uses its COTI to argue that living standards have declined, supposedly explaining why "America's working families" are correct to "feel that they have come under increasing economic pressure." However, as the American Enterprise Institute's Scott Winship and Jeremy Horpedahl have documented, American Compass's COTI methodology is just as flawed as its understanding of inflation‐​based adjustments.
In their new paper, Winship and Horpedahl demonstrate that the American Compass COTI decline is the direct result of its design choices. Specifically, American Compass's COTI ignores taxes and transfers (which tend to boost lower earners' incomes), excludes full‐​time workers younger than 25 years old, and excludes full‐​time female workers. American Compass's COTI also includes a very narrow range of goods and services, defining food, transportation, housing, health care, and higher education as "needs," yet leaving purchases of clothing, home furnishings, utilities, and communications technology out of the COTI.
American Compass's COTI methodology is consistent with its propensity for selectively choosing data to give the appearance of supporting evidence for its claims. Thus, Winship and Horpedahl reach a reasonable conclusion regarding American Compass's COTI report:
Against these data, Cass asks us to believe that, in truth, living standards are down by 36 percent. We have shown that this claim bears no relationship to reality.
…
While Cass's claims are out of line with all plausible estimates by serious researchers, they align neatly with his organization's view that American capitalism requires "rebuilding."

It is also worth mentioning that American Compass's COTI conflicts with other research that uses separate alternative measures of well‐​being that do not depend on inflation‐​adjusted income metrics. For instance, Bruce Sacerdote's 2017 National Bureau of Economic Research (NBER) paper reports that consumption for two‐​person households with below median income increased as much as 164 percent from 1960 to 2015. The paper points out that spending on food and clothing grew slower than the growth in total consumption during this period, and that this falling share of total consumption for food and clothing is consistent with real income growth being higher than income‐​based measures suggest.
Another consumption‐​based measure of well‐​being is the number of work hours needed to purchase the same goods at two different points in time. Researchers can use this metric to gauge whether, for example, real income stagnated from 1975 to 2015. If the amount of time someone would need to work to buy the same bundle of consumer goods in 1975 is no different than it is in 2015, then real income has stagnated. On the other hand, if the required work time to purchase the same bundle has fallen, then the evidence suggests that real income has increased. Using a sample of 400 consumer products, George Mason's Don Boudreaux reports that only one good–men's work boots–costs more in work time in 2019 than in 1975. (In Myths Of Rich And Poor: Why We're Better Off Than We Think, Michael Cox and Richard Alm use the same method and report similar results.)
The Simon Project, an endeavor of the Cato Institute's Human​Progress​.org, formalizes these ideas by creating an index based on the time price (how long someone must work to acquire a good) of 50 basic commodities. Their index shows that the average time price of these 50 commodities fell more than 72 percent between 1980 and 2018. In practical terms, this figure means that if it took one hour of work to buy a commodity – such as sugar, coffee, pork, or lumber – in 1980, it took only about 17 minutes of work to buy that same commodity in 2018. Put differently, if it took one hour of work to buy an item in 1980, that same hour of work would buy almost four units of the same good in 2018.
This Cato post has demonstrated that American Compass's bleak income stagnation story is a false narrative. American Compass selectively chooses its preferred time periods and economic measures so it appears as if the evidence supports its story. Moreover, as previous posts in this series established, American Compass displays this same propensity to selectively pick terms and dates that appear to support its "financialization" narrative. In all these cases, though, the evidence contradicts American Compass's claims.


[1] Authors' calculations using the following U.S. Census income and household size data: Table A‑2. Households by Total Money Income, Race, and Hispanic Origin of Householder: 1967 to 2018, https://​www​.cen​sus​.gov/​l​i​b​r​a​r​y​/​p​u​b​l​i​c​a​t​i​o​n​s​/​2​0​1​9​/​d​e​m​o​/​p​6​0​-​2​6​6​.html, and Table HH‑4. Households by Size: 1960 to Present, https://​www​.cen​sus​.gov/​d​a​t​a​/​t​a​b​l​e​s​/​t​i​m​e​-​s​e​r​i​e​s​/​d​e​m​o​/​f​a​m​i​l​i​e​s​/​h​o​u​s​e​holds….


[2] Mark Perry, "More Charts And Commentary Based On This Week's Census Bureau Report On Income," American Enterprise Institute, September 12, 2019, https://​www​.aei​.org/​p​u​b​l​i​c​a​t​i​o​n​/​m​o​r​e​-​c​h​a​r​t​s​-​a​n​d​-​c​o​m​m​e​n​t​a​r​y​-​b​a​s​e​d​-​o​n​-​t​h​i​s​-​w​e​e​k​s​-​c​e​n​s​u​s​-​b​u​r​e​a​u​-​r​e​p​o​r​t​-​o​n​-​i​n​come/.


[3] Author's calculations using the following U.S. Census income and household size data: Table A‑2. Households by Total Money Income, Race, and Hispanic Origin of Householder: 1967 to 2018, https://​www​.cen​sus​.gov/​l​i​b​r​a​r​y​/​p​u​b​l​i​c​a​t​i​o​n​s​/​2​0​1​9​/​d​e​m​o​/​p​6​0​-​2​6​6​.html, and Table HH‑4. Households by Size: 1960 to Present, https://​www​.cen​sus​.gov/​d​a​t​a​/​t​a​b​l​e​s​/​t​i​m​e​-​s​e​r​i​e​s​/​d​e​m​o​/​f​a​m​i​l​i​e​s​/​h​o​u​s​e​holds….

Aus der Einleitung: 4.500 Mitarbeiter, zehn Länder, drei Kontinente und fünf Zeitzonen: Das ist die Bilanz der Produktion der elektrischen Zahnbürste "Sonicare Elite 7000" der Firma Philips aus den Niederlanden (vgl. Abb. 1). Bis zu der Verpackung in Seattle haben die Komponenten zwei Drittel des Erdumfangs zurückgelegt. Die "Weltbürste" ist nur eines von zahllosen Beispielen, welches auf die weltumspannenden Produktionsnetze hinweist. Die Ausweitung der internationalen Arbeitsteilung ist der Motor der Weltwirtschaft, die sich laut Weltbank in der "revolutionären Phase" der Globalisierung befindet. Unter Globalisierung versteht man gemeinhin die Zunahme weltweiter Verflechtungen infolge der Ausbreitung und Vertiefung ökonomischer, ökologischer, politischer und kultureller Prozesse. Aus ökonomischer Perspektive steht die Ausbildung weltweiter Märkte im Mittelpunkt, "auf denen Waren und Dienstleistungen gehandelt, Investitionen getätigt, Technologien übertragen und Informationen ausgetauscht werden". Mit zunehmender Interdependenz der Weltwirtschaft hängt das ökonomische und soziale Wohl der Nationen, Regionen und Städte von komplexen Interaktionen auf globaler Ebene ab. Mit anderen Worten, "what happens in any given country or locality is broadly determinedby its role in systems of production, trade and consumption which have become global in scope". Jeder Ort, jede Region oder Nation übernimmt somit innerhalb des von Konkurrenz geprägten Weltsystems eine spezifische Rolle. Der gegenwärtige Strukturwandel im Zeichen der Globalisierung fordert die "Rollenverteilung" des "modernen Weltsystems", dessen Ursprung unter anderem im Europa des 15. Jahrhunderts zu suchen ist, heraus. Vor diesem Hintergrund ist der "ökonomische Auf- bzw. Abstieg von Ländern und Regionen" zu sehen, das heißt es gibt Gewinner und Verlierer des Strukturwandels. Dubai bietet die moderne Version von Tausendundeiner Nacht: es sind vor allem Projekte der Superlative, wie zum Beispiel das einzige Sieben-Sterne Hotel der Welt und aufgeschüttete Inseln in Form einer Palme, die das Bild von Dubai nachhaltig prägen. Künstliche Welten, internationale Sportereignisse, Gesundheitstourismus und an erster Stelle Shopping-Tourismus – Dubai ist in vielfältiger Weise für Touristen aus aller Welt attraktiv. Jedoch beginnt die große Erfolgsgeschichte der Moderne nicht erst mit dem Touristenaufkommen der 1990er Jahre. Dubai konnte sich früh als Dienstleistungs- und Handelszentrum in der Golfregion etablieren, bis in die dreißiger Jahre des 20. Jahrhunderts spielte der Perlenhandel die entscheidende Rolle. Zollfreiheit und Steuervergünstigungen zogen bereits damals zahlreiche Händler an – heute gilt Dubai als einer der bedeutendsten Umschlagplätze für den Goldhandel. Die Erlöse aus den Petrodollars nutzte die Führung seit den 1960er Jahren, um den Standort Dubai durch groß angelegte Infrastrukturprojekte, wie beispielsweise die beiden Tiefseehäfen Jebel Ali und Port Rashid, kontinuierlich zu stärken und für die Nach-Erdöl-Zeit zu sorgen. Zu Beginn des Jahres 2006 machte Dubai mit Schlagzeilen auf sich aufmerksam, die als Menetekel für die etablierten Industrieländer gedeutet werden können: Zum einen der Vorstoß der Dubai Ports World sechs Häfen an der Ostküste der USA zu übernehmen, zum anderen die neu gegründete internationale Börse DIFX (Dubai International Financial Exchange), die Unternehmen aus einem Raum anziehen will, in dem ein Drittel der Weltbevölkerung lebt. Innerhalb von nur 50 Jahren ist Dubai vom verschlafenen Fischerdorf zur "cosmopolitan regionally dominant twenty-first century city" aufgestiegen und hat somit eine einzigartige Entwicklung vollzogen. Auf der Suche nach einer Position in der Weltwirtschaft im Zeitalter der Globalisierung gibt man sich nicht mit der "reaktiven Mittlerrolle" eines "globalisierten" Ortes zufrieden, sondern strebt die aktive Funktion eines "globalen Ortes" an.m Could Dubai become the most important city on earth?" – fragt Nicolson im Online-Angebot der Khaleej Times vom 13. Februar 2006 und bringt damit das Selbstbewusstsein und die Ambitionen der Regierung Dubais auf den Punkt. Scheinbar erwacht hier eine Region, die bisher kaum jemand auf dem "Globalisierungsradar" hatte. Die Globalisierungsdebatte vermittelt oftmals den Eindruck von einem zeitlich "isoliert" auftretenden Phänomen. Der zweite zentrale Begriff des Titels der Arbeit - Weltwirtschaftssystem - wurde gewählt, um den Globalisierungsansatz in einen systematischen (historischen) Zusammenhang zu stellen. Welchen Beitrag leistet die geographische Perspektive? Die Weltwirtschaftlichen Vorgänge und die mit diesen zusammen-hängenden Transporte von Personen sowie von materiellen und immateriellen Gütern und Leistungen sind nicht nur an sich wirtschafts-geographische Arbeitsfelder, sondern ihre Wirkungen auf das innere Gefüge der an den Außenbeziehungen beteiligten Staaten machen sie zu einem wirtschaftsgeographischen Kernbereich. Ein Autor beklagt, dass die Beschäftigung der Geographen mit dem Welthandel immer spärlich ausfiel und seit Mitte des 20. Jahrhunderts zum Stillstand kam. Der Hauptgrund ist der kleine Maßstab, das heißt Übersee- und Welthandel sind mit geographischen Methoden nur schwer fassbar. Ferner hätte man versäumt eine "tragfähige Brücke zur Außenhandelstheorie der Nationalökonomie zu schlagen." Zehn Jahre später greift ein anderer die Problematik wieder auf und stellt sie gleichzeitig in den größeren Zusammenhang der Globalisierungsdiskussion. Obwohl die Prozesse und die Folgen, die mit dem Begriff Globalisierung verbunden sind, Gegenstandsbereich der Geographie sind, seien die Geographen an den zentralen Streitfragen nicht beteiligt: "Geography is rather like the small child in the school playground who always gets missed out when the big children are picking teams". Darüber hinaus moniert er, dass sich die geographische Forschung in großem Maße mit dem Zu- und Abfluss von ausländischen Direktinvestitionen beschäftige, während Handelsströme wenig beachtet würden: "in the case of international trade, what matters are not so much changes in volume - although they are important - as changes in composition". Mit eben jener "composition" in zeitlicher und räumlicher Dimension beschäftigt sich das nachfolgende Kapitel. Eine explizite "Theorie der Weltwirtschaft" existiert nicht. Dennoch sollen die vorgestellten Konzepte1 mit ihren verschiedenen Aspekten in der Gesamtansicht eine erste systematische Annäherung an das Weltwirtschaftssystem darstellen. Den aktuellen Entwicklungen und der Struktur der Weltwirtschaft im Kontext der Globalisierung widmet sich das dritte Kapitel, welches zusammen mit dem zweiten Kapitel einen "theoretischen Rahmen" bildet, innerhalb dessen schließlich die Bedeutung von Dubai herausgearbeitet werden soll.Inhaltsverzeichnis:Inhaltsverzeichnis: 1.EINLEITUNG1 1.1Von der "Weltbürste" zur Weltwirtschaft1 1.2Warum Dubai?2 1.3Forschungsstand und Fragestellung3 2.WELTWIRTSCHAFTSSYSTEM4 2.1Weltsystem-Theorie und "Weltwirtschaften"5 2.1.1Das Weltsystem nach WALLERSTEIN5 2.1.1.1Die Analyse des Weltsystems5 2.1.1.2Das moderne Weltsystem6 2.1.2Die "Weltwirtschaften" nach BRAUDEL8 2.2Die Wirtschaftsräume nach OTREMBA10 2.3Tripolarität der Weltwirtschaft11 2.3.1Die Triade nach OHMAE11 2.3.2Regionale Theorie des Welthandels nach GROTEWOLD12 2.3.3Weltstädte, Global Cities und Steuerungszentralen14 2.4Zusammenfassung16 3.GLOBALISIERUNG DER WELTWIRTSCHAFT19 3.1Problematisierung der Globalisierung19 3.1.1Der problematische Begriff Globalisierung20 3.1.2Das Problem Globalisierung21 3.2Konzeption von Globalisierung22 3.2.1Globalisierung als neue Epoche23 3.2.2Globalisierung als Prozess24 3.2.3Voraussetzungen der Globalisierung24 3.2.3.1Technologische Innovationen24 3.2.3.2Institutionelle Veränderungen26 3.2.3.3Die Integration neuer Märkte27 3.2.4Akteure der Globalisierung27 3.2.4.1Der Nationalstaat als Akteur28 3.2.4.2Global agierende Unternehmen28 3.2.4.3Der Konsument29 3.3Erscheinungsformen der Globalisierung30 3.3.1Globalisierung des Handels30 3.3.1.1Entwicklung der Rahmenbedingungen des Welthandels30 3.3.1.2Entwicklungen im Handel mit Waren und Dienstleistungen31 3.3.1.3Regionale Struktur des Welthandels34 3.3.2Globalisierung der Produktion44 3.3.2.1Von der klassischen zur neuen internationalen Arbeitsteilung44 3.3.2.2Transnationale Unternehmen46 3.3.2.3Ausländische Direktinvestitionen47 3.3.3Globalisierung der Finanzmärkte52 3.3.3.1Das Bretton Woods-System52 3.3.3.2Spekulation versus Effizienz53 3.3.4Globale Transportnetze54 3.3.4.1Die Herausbildung von Transportnetzen55 3.3.4.2Containerlinienschifffahrt55 3.3.4.3Luftverkehr61 3.4Fazit – das globalisierte Weltwirtschaftssystem64 3.4.1Globalisierung versus Regionalisierung65 3.4.2Globale Vernetzung68 3.4.2.1Global Cities als Nodalpunkte von globalen Netzwerken68 3.4.2.2Verbindung der Nodalpunkte69 4.DUBAI IM WELTWIRTSCHAFTSSYSTEM71 4.1Die Golfregion72 4.1.1Die Golfküste unter europäischem Einfluss72 4.1.2Beginn der Öl-Ära73 4.1.3Eine Region hängt am Öltropf74 4.1.3.1Die Ausgangsbedingungen74 4.1.3.2Die Organisation erdölexportierender Länder (OPEC)76 4.1.4Die Golfregion – Dependenz versus internationale Profilierung80 4.2Überblick über die VAE81 4.2.1Politisches System der VAE82 4.2.2Außenwirtschaftspolitik der VAE84 4.2.3Sozio-ökonomische Betrachtung der VAE87 4.2.3.1Entwicklung im Zeichen des Ölreichtums87 4.2.3.2Entwicklung im Zeichen der Diversifizierung91 4.3Dubai – Wirtschaftsstruktur und Standortfaktoren94 4.3.1Der Aufschwung Dubais nach dem Zweiten Weltkrieg96 4.3.2Ölinduzierte Entwicklung und Diversifizierungstendenzen98 4.3.2.1Immobilienboom in Dubai101 4.3.2.2Freihandelszonen als Schnittpunkte der Diversifizierungsstrategie 102 4.3.2.3Wer investiert in Dubai?104 4.3.3Handel105 4.3.4Transportwesen108 4.3.4.1Die Häfen Dubais108 4.3.4.2Dubai International Airport 113 4.3.5Tourismus118 4.3.6Finanzen122 4.3.7Produzierendes Gewerbe123 4.4Fazit: Dubais Sonderweg in der Golfregion 124 5.DUBAIS BEDEUTUNG IM GLOBALISIERTEN WELTWIRTSCHAFTS-SYSTEM126 5.1Gewinner und Verlierer der Globalisierung126 5.2Dubai als "Hub" der Golfregion128 5.3Dubai – ein überregionales Steuerungszentrum?131 6.LITERATURVERZEICHNIS132Textprobe:Textprobe: Kapitel 4.3.2; Ölinduzierte Entwicklung und Diversifizierungstendenzen: 1963 begann man in Dubai mit den Bohrungen nach Öl, 1966 stieß man auf Öl und drei Jahre später schließlich wurde das erste Rohöl aus Dubai exportiert. Boomartig strömten Menschen, Güter und finanzielle Mittel nach Dubai. Die Ausweitung der Rohölföderung in den 1970er Jahren und die starke Anhebung des Weltmarktpreises für Rohöl in den Jahren 1973 und 1979 bescherten dem Emirat über die Zahlungen der Ölgesellschaften reiche Finanzmittel. Daraufhin erlebte die Stadt einen beispiellosen "Bau-Boom". Schulen, Krankenhäuser, Straßen und moderne Telekommunikationsnetzwerke wurden aufgebaut. Ein neuer Hafen (Port Rashid) wurde gebaut, der Dubai International Airport (DIA) wurde um einen Terminal erweitert und mit einer erweiterten Landebahn ausgestattet, die für jeden Flugzeugtyp geeignet ist. Mit Jebel Ali baute man den größten künstlichen Hafen der Welt. Um ihn herum wurde die Jebel Ali Freihandelszone (JAFZ) eingerichtet, heute eine unter vielen Freihandelszonen, mit denen Dubai Investoren anlockt. Für die zahlreichen Projekte brauchte man bereits Ende der 1960er Jahre möglichst billige Arbeitskräfte, die man insbesondere in Indien und Pakistan fand. Viele kamen auch aus dem Iran, Europa und arabischen Ländern. 1968 betrug der Anteil der ausländischen Arbeitskräfte 50% der Gesamtbevölkerung Dubais. Zwar hatten die "expatriates" oder "non-nationals" einen beträchtlichen kulturellen Einfluss auf die einheimische Gesellschaft, aber ihr politischer Einfluss in der Zivilgesellschaft war und ist beschränkt, so dürfen sie beispielsweise keine Gewerkschaften bilden. Den entscheidenden Anstoß für den Aufstieg Dubais lieferten die Öleinnahmen, eine weitere entscheidende Antriebskraft waren die lokalen Kaufleute mit ihrem Netzwerk aus internationalen Kontakten. Schon früh diversifizierten sie ihre Geschäftstätigkeiten, finanzierten große Projekte, agierten als Berater und investierten als Aktionäre in private Unternehmen, beispielsweise in die Dubai Telephone Company. Im ersten Golfkrieg bewiesen die Kaufleute ein feines Gespür für Unternehmertum, als sie in den sehr lukrativen Handel mit dem Iran eingebunden waren. Der Handel mit Konsumgütern und Ausrüstungsgegenständen jeglicher Art brachte ihnen und der gesamten Wirtschaft hohe Gewinne ein. Auch die Häfen und angeschlossene Dienstleistungen profitierten von dem Krieg, da die internationale Schifffahrt die sichereren Trockendocks in Dubai den Häfen von Kuwait und Iran vorzog. Seit den frühen 1980er Jahren ist der Handel mit den anderen GCC-Staaten kontinuierlich angewachsen, so dass die Häfen Dubais zu den geschäftigsten der ganzen Region wurden. Seit den 1970er Jahren machte Dubai durch den Bau von Trockendocks, von See- und Flughäfen sowie von Luxushotels, die Einrichtung von Freihandelszonen, das zollfreie Angebot von Uhren, Fotoartikeln, Goldschmuck und Perlen, aber auch das Angebot von Alkohol und Night Life (in Maßen) auf sich aufmerksam. Das moderne Dubai mit seinem Ruf als Handelsplatz steht damit in einer Linie mit dem Dubai vor der Öl-Ära und kann damit auf etwas aufbauen, das SALLOUM als "inherited ability for commerce by its people" bezeichnet. Dubai besitzt nur einen kleinen Anteil von 4% am Erdölvorkommen und 1,9% am Erdgasvorkommen der VAE. Die Lebensdauer beider Ressourcen wird auf 30 bis 40 Jahre geschätzt. Angesichts dessen bestimmte von Beginn an die Notwendigkeit zu alternativen Einkommensquellen für die "Nach-Erdöl-Zeit" das Handeln der Verantwortlichen. Einseitig auf den Industriesektor zu bauen kam aufgrund der nationalen und regionalen Marktenge nicht in Frage. Die politischen Entwicklungen nach dem 11. September 2001 brachten zusätzlich Unsicherheiten bezüglich der Investitionen und Anlagen im Ausland – vor allem in den USA – mit sich. Die Verantwortlichen in Dubai erkannten die Zeichen der Zeit und setzten auf die Privatisierung der Wirtschaft, die Öffnung des Landes für den internationalen Tourismus, die Liberalisierung der Immobilienmärkte sowie des Waren- und Finanzverkehrs. Flankierend dazu wurden Transportwesen, Infrastruktur und IT-Kommunikation den neuen Gegebenheiten angepasst, günstige Arbeits-, Aufenthalts- und Lebensbedingungen für alle Fachkräfte, Investoren und Besucher geschaffen. Im Zeitraum von 1975 bis 1981 verzeichnete das Emirat ein Wachstum des BIP von durchschnittlich 17% pro Jahr. Infolge des Verfalls des Ölpreises und der instabilen Verhältnisse in der Region während des ersten Golfkrieges stagnierte das BIP weitestgehend bis Ende der 1980er Jahre. Von 1990 bis 2000 verzeichnete Dubai ein Wachstum des BIP (in nominalen Preisen) zum Vorjahr von durchschnittlich 7.7%. Für das Jahr 2004 wird das BIP bei KKP mit 30 Mrd. US-$ angegeben. Das Wachstum wurde dabei primär über eine stabile Entwicklung außerhalb des Rohölsektors ("Nicht-Öl-Sektor") erreicht, welcher im Zeitraum von 1990 bis 2000 ein durchschnittliches Wachstum von 11.1% erzielte. Der Rohölsektor hingegen verzeichnete im gleichen Zeitraum einen durchschnittlichen Rückgang von -2.4% pro Jahr. Der Rohölsektor verlor demnach Anteile am BIP zugunsten des Nicht-Öl-Sektors (vgl. Abb. 26). In den 1970er und 1980er Jahren wurde knapp die Hälfte des BIP außerhalb des Rohölsektors erwirtschaftet, ab den 1990er Jahren stieg der Anteil des Nicht-Öl-Sektors am BIP deutlich: Im Jahr 1990 betrug er 65.2% des BIP, 2000 90% und 2004 bereits mehr als 93%. Die Werte belegen die von der Regierung erfolgreich eingeleiteten Diversifizierungsprozesse, insbesondere seit Beginn der 1990er Jahre, so dass die Vulnerabilität des BIP gegenüber Ölpreisschwankungen bedeutend reduziert werden konnte. Der Anteil des Rohöls am BIP Dubais ist mit 7% signifikant geringer als im Landesdurchschnitt, der einen Anteil von 33% verzeichnet (vgl. Abb. 27). Bei einem Anteil von 28% der Bevölkerung steuert Dubai alleine 31% des gesamten Nicht-Öl-Sektors der VAE bei. Besonders dynamisch entwickelten sich die Sektoren Handel, Finanzen, Transport- und Kommunikationswesen, Restaurant- und Hotelgewerbe und das produzierende Gewerbe. Zwischen 1994 und 2000 wuchs das im Hotel- und Gastronomiegewerbe erwirtschaftete BIP um 165.2%, was zu einem Großteil auf die geographische Erschließung der touristisch attraktiven Strandgebiete zurückzuführen ist. Es folgen im gleichen Zeitraum das produzierende Gewerbe (+129.6%), Transport- und Kommunikationswesen (+101.6%) und das Finanz- und Versicherungswesen (+92.2%) (VAN DE BUNT 2003: 31f.). Die neuesten Zahlen zeigen die Fortsetzung der Trends. 2004 wuchs das reale BIP Dubais um 13.3%, die Hauptanteile am Zuwachs hatten dabei: Immobilien (19.8%), produzierendes Gewerbe (15.5%), Bauindustrie (12.6%), Finanz- und Versicherungswesen (12.6%), Handel (10.7%) sowie Transport- und Kommunikationswesen (9.6%). Der Anteil des Transport- und Kommunikationswesens von Dubai ist für über 55% des gleichen Sektors der VAE verantwortlich. Des Weiteren entspricht Dubais Finanzsektor 47% des VAE–Finanzsektors. Kapitel 4.3.2.1, Immobilienboom in Dubai: Der hohe Anteil des Immobiliensektors am BIP-Zuwachs Dubais verweist auf den Boom im Immobiliensektor. Der Wert der geplanten Projekte für die nächsten fünf Jahre wird auf 30 Mrd. US-$ geschätzt. 2004 hatte die Bauindustrie einen Anteil von 13% am Nicht-Öl-BIP. Seit 2000 ist sie mit einer durchschnittlichen jährlichen Rate von 24% gewachsen, was den Bau-Boom widerspiegelt, der sich im Jahre 2003 im Bau von über 2000 Gebäuden niederschlug. Der Bausektor gilt auch als größter Arbeitgeber, 24% aller Arbeitskräfte sind hier beschäftigt, hauptsächlich aus dem Ausland stammende Arbeitnehmer. Spektakuläre Projekte, zum Beispiel "The Palm Jumeirah", "The Palm Jebel Ali" und "The World", locken Käufer schon vor Beginn der Bautätigkeiten an, so dass in Dubai die Immobilien "fast vollständig bereits vom Reißbrett verkauft" werden. Die Käufer spekulieren auf die enormen Wertsteigerungen am Immobilienmarkt Dubais – in keinem anderen Land der Welt sind Immobilien nach Fertigstellung 20% teurer geworden. Initiator und Träger der Projekte ist letztlich das Herrscherhaus beziehungsweise die von ihm kontrollierten Finanzgesellschaften – beispielsweise EMAAR, die 1997 gegründet wurde oder NAKHEEL, 2003 gegründet. In sehr viel geringerem Maße übernehmen auch Privatpersonen und Banken die (Vor-)Finanzierung der "Megaprojekte", wie sie von manchen Offiziellen bezeichnet werden. Nach der Fertigstellung werden sie meist privatisiert, das heißt vollständig oder teilweise an Einheimische vergeben. Im Sinne des Rentierstaates werden somit die Pfründe an die lokale Bevölkerung verteilt, doch die Einkommen werden erst dann erzielt, wenn die Objekte über Immobilienagenturen vermietet, verpachtet oder auch verkauft werden. Die Akteure müssen sich dazu mit einer verschärften Wettbewerbssituation auseinandersetzen. Die vielfältigen Bauaktivitäten generieren ein enormes, qualitativ und preislich hochwertiges Angebot, das die Erschließung des globalen Marktes geradezu herausfordert. Wie bereits angedeutet, sind die meisten Projekte, obwohl noch teilweise in Planung, verkauft, verpachtet oder vermietet. Die Käufer stammen überwiegend aus der Golfregion (40-46%), zu je 15-22% aus Russland und anderen GUSStaaten sowie beispielsweise aus Indien, Japan oder Südkorea. Kapitel 4.3.2.2, Freihandelszonen als Schnittpunkte der Diversifizierungsstrategie: In der Nachkriegszeit setzte die Regierung Dubais auf einen liberalen, "unternehmensfreundlichen" ökonomischen Kurs mit geringen Steuerabgaben und politisch stabilem Rahmen, in der Hoffnung, dadurch Investitionen anzuziehen. Diese Haltung drückt sich besonders in der 1985 gegründeten Jebel Ali Free Zone (JAFZ) aus, die erste in der Region gegründete Freihandelszone. Das Areal wurde unmittelbar im Bereich des schon existierenden Tiefsee-hafens Jebel Ali eingerichtet, der gleichzeitig mit der Gründung ausgebaut wurde. Das Konzept sieht vor, dass innerhalb der "Enklave" Geschäftstätigkeiten frei von Zoll und gesetzlichen Beschränkungen durchgeführt werden können. Unternehmen, die sich in der Freihandelszone niederlassen, nutzen nicht nur die niedrigen Arbeitskosten und Visum-freie Anheuerung der nicht-organisierten Arbeitskräfte, sondern vor allem die Möglichkeit, sich zu 100% an Kapitalgesellschaften zu beteiligen. Für Ausländer ist das außerhalb der Freihandelszonen sonst nicht möglich, es dürfen nach geltendem Recht maximal 49% einer Unternehmung in ausländischen Besitz übergehen. Die Geschäftsleute genießen noch weitere Privilegien: es ist kein Sponsor erforderlich, es ist kein Service Agent bei Zweigniederlassungen erforderlich, zwischen 15-30 Jahre garantierte Steuerbefreiung (Körperschafts- und Einkommenssteuer), freier Kapital- und Gewinntransfer. Grundsätzlich ist die aktive Teilnahme am Wirtschaftsleben der VAE erlaubt, es können Waren importiert und exportiert werden. Die Lizenzen sind jedoch nur auf das Gebiet der jeweiligen Freihandelszone beschränkt, mit der Folge, dass diese Niederlassungen gesellschaftlich als nicht in den VAE niedergelassen gelten. Deshalb erfordert der Export in die VAE einen Handelsvertreter, Importeur oder auch ein Joint Venture in Form einer Vertriebsgesellschaft. Die Entscheidung, sich in innerhalb der VAE oder in einer Freihandelszone niederzulassen, hängt somit wesentlich von dem angestrebten Zielmarkt ab. Ist dieser nicht auf die VAE beschränkt, stellt die Niederlassung in einer Freihandelszone eine sinnvolle Alternative zu einem Standort innerhalb der VAE dar. Seit der Gründung flossen über 2,5 Mrd. US-$ an Investitionen in die JAFZ, in der 2003 2.350 Firmen aus 97 Ländern angesiedelt waren. Neben japanischen Firmen (Nissan, Mitsubishi, Honda, Sony) sind vor allem auch europäische multinationale Unternehmen vertreten, beispielsweise ABB, Shell, BASF und Unilever. In den 1980er Jahren fungierte die JAFZ überwiegend als Lagerungs- und Verteilerzentrum für die multinationalen Unternehmen. In den letzten Jahren ließen sich dort auch Unternehmen des produzierenden Gewerbes nieder, dennoch dominiert der Handel mit 80% die Aktivitäten in dem Areal. Der Erfolg der JAFZ war ausschlaggebend dafür, dass in der Folgezeit noch weitere Freihandelszonen – nicht nur in Dubai – eingerichtet beziehungsweise noch in Planung gegeben wurden. Bemerkenswert sind auch die Bemühungen der Führung, Dubai als IT- und Medienstandort zu positionieren. Die Dubai Internet City stellt die notwendige Infrastruktur bereit, "that enables ICT enterprises to operate locally, regionally and globally from Dubai, with significant competitive advantage". Namhafte Unternehmen wie Microsoft, Oracle und Canon nutzen bereits dieses Angebot. Die Dubai Media City zielt auf internationale Medienunternehmen ab, die sich in den speziell eingerichteten Studios und Bürogebäuden niederlassen sollen. CNN und Reuters haben hier beispielsweise Zweigstellen etabliert. 2004 wurde die erste Produktionsstätte für Chips, CDs, DVDs und Software, das Dubai Silicon Oasis gegründet, das zusammen mit dem Knowledge Village das "knowledge-economy-system" komplettiert. Der Mix aus Industrie und Dienstleistungen in den meisten Freihandelszonen kennzeichnet ebenfalls die Diversifizierung der Wirtschaft Dubais. Zusätzlich zu produzierendem Gewerbe und Logistikunternehmen werden heute auch moderne Dienstleistungen aus dem Bereich Bankwesen, Versicherung und Recht angeboten. Dubais zukünftige Entwicklung ist durch die Entwicklung des Dienstleistungssektors determiniert. Die strukturelle Verschiebung zu einem Dienstleistungszentrum par excellance zeigt sich in den breit gefächerten Dienstleistungsaktivitäten: Handel-, Reparatur-, Restaurant- und Hoteleinrichtungen, Transport- und Kommunikationswesen, Immobiliendienstleistungen, soziale und Personaldienstleistungen, Finanz- und Versicherungswesen, staatliche Leistungen sowie Haushaltsdienstleistungen. Der Anteil des Dienstleistungssektors am BIP Dubais ist von 38% im Jahre 1985 auf 71% 2003 gestiegen (vgl. Abb. 28). Die "Wasserscheide" zu Beginn der 1990er Jahre ist mit dem im gleichen Zeitraum rapide wachsenden BIP in Verbindung zu bringen (vgl. Abb. 26) und bestätigt darüber hinaus die erfolgreiche Diversifizierungsstrategie in den 1990er Jahren. Kapitel 4.3.2.3, Wer investiert in Dubai?: Insbesondere seit den Terroranschlägen von New York und Washington sind die Rückflüsse arabischer Geldanlagen aus Amerika und Europa beträchtlich. Es existieren keine genauen Zahlen über die Privatvermögen im Ausland. Dennoch gilt als sicher, dass allein im Jahr 2002 ein dreistelliges Milliardenvermögen aus Amerika abgezogen wurde, wo Untersuchungen der Finanzbehörden ebenso drohen wie Schadenersatzprozesse im Zusammenhang mit der Finanzierung von Terrornetzwerken wie Al Qaida. Das Geld für die Milliardeninvestitionen stammt demnach vor allem von Investoren der Region, die "heute noch von den Anschlägen vom 11. September 2001 und dem US-amerikanischen Krieg gegen islamisch fundamentalistischen Terror" profitiert. Laut des Global Business Policy Council20 sehen asiatische Investoren Dubai an neunter Stelle der attraktivsten Investitionsstandorte, während Europäer es an 20. Stelle nennen. Unter japanischen und indischen Investoren rangiert Dubai auf dem 6. Platz, Investoren aus der Schweiz setzen Dubai auf den dritten Rang der attraktivsten Investitionsstandorte. ADI in Dubai sind im Jahr 2004 enorm angestiegen, auf 840 Mio. US-$, gegenüber 30 Mio. US-$ im Jahr zuvor21. Investoren des Chemie- und Elektronikbereichs äußern sich sehr zuversichtlich über die Entwicklung des produzierenden Gewerbes der Region. Insbesondere die Freihandelszonen – wie die JAFZ – sind für die Investoren aufgrund der Zoll- und Steuerprivilegien als Standort attraktiv. Die im Jahr 2005 eröffnete Industrial City in Dubai, die Investitionsanreize für die Schwerindustrie bietet, fördert das Interesse der Investoren zusätzlich. Die Direktinvestitionen in das Ausland fallen dagegen gering aus, sie werden auf 1% des BIP geschätzt. Im Vergleich dazu steuern Direktinvestitionen im Ausland zu dem BIP Hongkongs 24%, dem Singapurs 10% und dem der Schweiz 7,9% bei. Die Vorteile der Freihandelszonen-Strategie liegen auf der Hand, doch nicht alle Investoren teilen diese Euphorie. So gibt es beispielsweise Bedenken hinsichtlich der lokalen Geschäftspraktiken und geistigen Eigentumsrechte, da vertrauliche Informationen auf dem engen Raum einer Freihandelszone möglicherweise reibungsloser zu den umgebenden Wettbewerbern diffundieren. Die Bedenken haben jedoch scheinbar eine kulturelle Komponente: Asiatische Unternehmen scheinen sich weniger um mögliche Beeinträchtigungen zu sorgen als europäische oder amerikanische Firmen, wie die Entwicklung des Dragon Mart aufzeigt. Hier können sich bis zu 4.000 chinesische Firmen niederlassen, denen 15.000m² Lagerungseinrichtungen zur Verfügung gestellt werden. Darüber hinaus ist der Aufbau einer "special China Town" vorgesehen, die bis zu 20.000 Händler anziehen möchte. Von den Unternehmensclustern versprechen sich die Verantwortlichen die Stärkung des komparativen Vorteils von Dubai – insbesondere im Hinblick auf asiatische Händler – "as a gateway to serve the Middle East and European Markets". Durch die geplante Erhöhung der Anzahl der Direktflüge in die USA, ausgehend von dem Dubai International Airport, wird auch dieser Markt in stärkerem Maße berücksichtigt werden. Für die Einordnung von Dubais Rolle im Weltwirtschaftssystem ist es notwendig auf einzelne Sektoren näher einzugehen. Nachfolgend werden die Entwicklungen in den Wirtschaftssektoren Handel, Transportwesen, produzierendes Gewerbe, Finanzen sowie Tourismus aufgezeigt.

Transcript of an oral history interview with R. William Pemberton, conducted by Sarah Yahm on 24 April 2015, as part of the Norwich Voices oral history project of the Sullivan Museum and History Center. Richard William Pemberton attended Norwich University as a member of the Norwich University Class of 1949, although he did not graduate with his class; much of his interview focuses on Pemberton's childhood and family history as well as his experiences in the Civil Air Patrol during World War II. His later career as a telephone engineer is also discussed. Particular attention is paid to his memories of the Grenadiers student band at a time when its membership consisted mainly of World War II veterans attending Norwich University in the 1940s. ; 1 R. William Pemberton, NU 1949, Oral History Interview April 24, 2015 Interviewed by Sarah Yahm R. WILLIAM PEMBERTON: (inaudible) [00:00:01] SARAH YAHM: I think our levels are perfect, actually. RWP: Did I forget something? Good voice? SY: Good voice. So, could you introduce yourself for the tape? RWP: OK, I am R. William Pemberton, and a, was a student at Norwich in class of 1949. Now I'm being interviewed by a young lady named Sarah, and we're going to talk about my life, I guess, we're going to talk about it. SY: We are, we're going to talk about your life. So, where were you born? RWP: I was born in Greenport, Long Island, New York, 20th day of June, 1926. SY: And what'd your parents do? RWP: Well, my parents? That's a very interesting story. My mother, Gladys Kruger, came to Greenport as a schoolteacher, she was born up in – a pure German parentage -- up near [Lockport?], New York, on Lake Ontario. And she came to Greenport as a schoolteacher, for art, teaching art. And then met my Dad. My Dad was the oldest of 13 children, and he had hardly any education at all because he had to go to work right away to help support the family. So, this was right during the Depression era. And because, back in those days -- when women, teachers weren't married, and they didn't have babies and so on, so -- they both went to work for my uncle, on a truck farm in Orient, Long Island, which was seven miles east of where we lived, and then -- we were there until I was five years old. And -- SY: What's your first memory? The first thing that you remember, what is it? 2 RWP: First thing I remember. I don't remember being any, a child, naturally. In Greenport, I remember being on the farm down there, I can remember that, when they rebuilt the road, and realigned the road and made it concrete to Orient Point, to the Point. And that would have been, probably in 1928, '29. SY: Nineteen twenty-eight. RWP: Nineteen twenty-eight, yes. SY: Twenty-nine, OK. RWP: Yeah, and, like I said, we were there until 1931, when I was old enough to go to Kindergarten, so then we moved back to the village of Greenport. But I have one, one story I'd like to tell, I don't know whether (laughter) -- because that was during Prohibition times. And the farmhouse that we had was right near the Long Island Sound. And, this one night, my dad got my mother and I up, and there was a lot of shooting going on and so on, and had -- rum boat pulling out of the village, and. But they caught this one, the Artemis, right up in back of our farm. They shot the boat up quite a bit, then the, the crews had thrown off part of their load, and couple of men got wounded and so on and so forth. And after it had all quieted down, I -- never heard the conversation, but -- my father said to my mother, "You know," he says, "Glad, I'm going to go up and" -- he was quite a swimmer -- and he says, "I'm going to go up and we're going to find some of that booze." And by God. He went up in that rowboat, and that whole farmhouse attic was full of [Haig & Haig's Pinch?] bottle scotch, and Goiden Wedding whiskey (laughter). I can remember that we had a lot of parties then. And, he carried that into the village, and -- I'll continue with this, OK? -- and of course, back in those days we had no radio, we had no TV and things like that, we didn't even have a vehicle, a car. And lo 3 and behold, I got into music quite a bit, and there was a place in the village that sold records. So this one Christmas, Dad shows up with a Philco, that's a radio that's pull the front open and it had the place for the records and that, he bartered whiskey for that. SY: And what music did he play -- RWP: -- but that, at that -- SY: -- on that record player? RWP: But prior to that, that was another thing, too. Prior to that, we always, we sat and talked a lot after dinner. And that was, that was one of -- as far as parents, I couldn't have asked for better parents in my life. SY: What'd you talk about? RWP: We talked -- everything. I mean, you know, we'd discuss everything, you know what I'm saying. And I can only remember one time that my mother was crying because we didn't have any money. We had a dollar left in the whole house, you've got to know my dad. "Well," he said -- it was a Sunday, and it was a rainy day -- he said, "We've got a dollar," he says. "Why don't we go to the movies this afternoon?" So here we go, we put on our raingear and we head down to the village, we're walking down through. And wouldn't you know, I'm walking ahead of him. And here's a dollar bill, floating down in the gutter. So I picked it up and handed it to my father, and there we had two dollars. So we had a dollar, we to the movies, and we had another dollar left over. But that was the only time that I ever remember that there was ever anything said or done about the fact we had nothing. SY: So you don't remember growing up with anxiety about it, even though your parents must have been frightened? 4 RWP: No. No. Well, they never showed it to me, and they never argued, never. There was never any coarse words ever, and that was the wonderful thing. And I learned an awful lot. And my mother was, like I said, a very learned person. And my dad, of course, had no education. And she taught us to read a lot, and we read an awful lot. And my father, for what education he had, was the most knowledgeable person I've ever talked to. He was, he was really great. And oh, it was, it was a wonderful upbringing, you know. SY: Did you play outside a lot, on this farm? RWP: Oh, yes. I was outside all the time. I was in the water all the time. I swam like, you know, an eel, good lord's sakes. And, and -- from the Depression, I will never eat another rabbit, we ate too many rabbits, you know. And at that time I was allergic to seafood, and I couldn't eat seafood, which was very prevalent at the place there, but I'm out of that now. SY: Did you catch the rabbits? Did your dad catch the rabbits? RWP: Dad shot them. They worked on the farm, we always had fresh vegetables, and so on, from there. SY: So you always had food to eat? RWP: Just regular food. Well, it was regular food, it was, you know, nothing special. Just potatoes, the meat of the rabbit or whatever, chicken. Of course vegetables, they have all kinds of vegetables. You had the cauliflower, you had the onions, you had the beans, you had the cucumbers, and all that sort of stuff. And with the meal, desserts (inaudible) [00:06:43]. The folks smoked an awful lot. Everybody smoked back in those days. I mean, I never did, but whatever. So. But it was good. And of course, I went through the school system there, in the village, and I played a lot of sports. And that gets to the point, 5 working towards how I came to come here. I played a lot of sports then, when I turned 17 in June of 1943, my dad gave me permission to enlist in the Air Force. And so with his permission, I got on the train, rode 100 miles into New York City, enlisted in the Air Corps, Army Air Corps Aviation Cadet Program, and was accepted, physically and mentally, and they recommended that I join the Civil Air Patrol unit, which, when I got back home, I did, it was out of [Patchogue?], Long Island, which is in the middle of the island, we call it McArthur Field, and I flew quite a few missions as an observer, looking for German submarines, from Patchogue, or McArthur Field, up into, up to the Cape, and then back down again, it was about a two-hour flight. SY: Let's back up a second, let's rewind a little bit. So do you remember Pearl Harbor? RWP: Yes, I do, very much so. SY: Where were you, what were you thinking? RWP: I was, -- we had a daybed in the living room of the house that we rented, and I remember, we had the radio on at that time. And that's when I heard about Pearl Harbor. And actually, the very interesting part about the war, too, was the fact that my dad was too old to go, he was, just too young for World War I, just a little bit too old for World War II. But he had six brothers. His youngest brother was a year older than I am. So there were seven of us that were in service, plus three brothers-in-law. So there was a total of ten out of one family, and only one got shot up pretty bad he was in the Marines. And he got shot up pretty bad in [Guadalcanal?], out in the Pacific. But he, he made it. SY: But only one? RWP: Only 1 out of 10. 6 SY: So do you remember, you were a young boy, you might have been a bit of a hothead, were you like eager to get into the fight? Or -- RWP: Yeah, well definitely. I always wanted to fly. You know, I was always, always, you know, I built model airplanes and all that. As a matter of fact, I got a whole bunch of them out here I'm trying to get rid of, -- SY: Had you seen an airplane before, at that point? RWP: Yeah. Well, that's another thing. I don't know where the money came from, I -- when we moved back to the village, I was over five. Probably seven or eight years old. A barnstormer came in, an old biplane, open cockpit, and landed in the field up there, and somehow Dad -- I don't know where Dad got the money, but -- we, he and I, went up in that plane, and I was hooked right from that day on. I mean, you know, . And I flew a few other times, in private aircraft, before I went in the Civil Air Patrol. SY: So you knew, you knew that's what you wanted to do? RWP: Oh yes, definitely. SY: From when you were a little boy? RWP: No. No, I always wanted to fly and I wanted, and all that. I, you know, a lot of guys went with the Naval Air arm, I wanted to go with the Army air, you know -- SY: Why did you want to go with the Army and not the Navy -- RWP: I don't really know, you know? I, I think about it and I laugh because I had to land on a carrier. I thought, you know, I might have trouble land-- but no, I never had trouble with that. There was, you know, short field landings and takeoff, I always was good at that, but. I don't know, most of the guys went in the, in the Army. Matter of fact, whole backfield of me, I've got a football picture, the whole backfield went, the whole team 7 went and was in service. It was great; we only lost one guy out of the team. He was killed in Normandy. SY: So it was expected that you would go in? RWP: Yeah. I mean, it was expected -- SY: And that you would volunteer -- RWP: Yeah. SY: -- not wait to be drafted? RWP: Yeah, oh, I volunteered, no, I wouldn't be drafted. SY: So OK, so tell me about these flights from the island up to the Cape and back, what were you thinking about on those flights, what were they like? RWP: Well, it was -- in a way, it was stupid. We were looking for German submarines. You don't see a German submarine during the day. There were German submarines all over the place up there, at night, and they came up to charge their batteries, they'd come up at night, or they'd come up on a foggy day and you couldn't see them. But we flew and we looked, and I saw a lot of whales and so on and so forth, but never saw any submarines. SY: Was it still cool, though? Did you still enjoy it? RWP: Oh sure, I enjoyed it, it was good, lord. Saying, here I am, about 17 years old, (laughter) it was all -- SY: Seventeen years old? RWP: -- private aircraft. SY: You're in your own plane, you're looking at whales? RWP: Looking for whal-- well, we'd see whales, yeah, you'd see whales and stuff. (laughter) No German submarines. 8 SY: Did you each, at a certain point, were you like, "We're not going to see the submarines," or did you still hope to see one, or think you'd see one? RWP: Always hoped, you always hoped. It was, there was a chance. You know, there was always chance. Of course you had, we had -- in the village, we had shipyards, and they were making wooden minesweepers, and they had another section that they made the metal landing craft that they men, the LSTs. So that was a, a spot that could have gotten shot up a little bit. And then right across the way, in the Sound, we had New London, Connecticut, which -- you had the submarine base over there. So there was, it was very possible that you could have seen. But not during the day, oh yes. SY: Do you remember what it was like? Because you were, because you were still in the US during the war, do you remember -- were you living on base, or were you living -- RWP: No, I commuted. I had, and I had special gas privileges so I could go with the car, Dad's car. We had the car by that time. He went to work in the shipyards. He did the bright work on the, well, the varnish work and stuff, on the wooden boats. And he, we had to get gas rationed, of course. So I would drive the 50 miles to -- no, I wasn't on base, no. SY: You commuted to the war. (laughter) Did your mother go to work in the factories then, was she one of the Rosie the Riveters? RWP: Well -- my mother? No, (inaudible) [00:12:50]. But by that time she had, they, both parents worked all the time anyway. We never had anything. By that time, she had gone into the library. And she was, she was to become the librarian. And she had to go, she went back to Syracuse in the summer, the early summers, before I went in service, to get certification, and I used to go up and stay with my grandmother up in Occott, New York, 9 which is right on Lake Ontario. Oh no, we had, you know, it was the usual thing there, they had the war bond drives, and they had the victory gardens, and so on. SY: Do you remember rationing, did you have a ration card? Rationing? RWP: Oh, rationing. Yes, we were rationed for everything, yeah. Good lord, yes. Even the cigarettes-- of course I used to make the cigarettes for the folks, they had a little machine. You put the stuff in there, and you roll it, and so on and so forth. And you had to correct it, you know, so it wasn't too tight and all that sort of stuff, for them. But they all smoked pretty hard, Dad smoked a pipe a lot. SY: But you never smoked, why not? RWP: Oh no no, I never did while I was in service, and I never did until I got out, and I never started smoking until I went to work for [New York Tel?]. Then I started with cigars, and then I smoked pipe, I quit about 20 years ago. SY: Well, it certainly didn't -- RWP: My wife, and my wife -- SY: -- cut your life short. RWP: -- and I quit about the same time. You know, no problem, we just said, "We're going to stop," so we stopped. (inaudible) [00:14:15] a lot of people have problems and all that, is what I'm saying. SY: Yeah. But you didn't. Any other, do you remember -- I don't know. Blackout curtains, and things like that? RWP: Oh, yeah. We had blackout curtains. And of course we had the, the lights on the cars, to dim the (inaudible) [00:14:31] all that sort of stuff. We had a -- antiaircraft battery, stationed right there in Greenport, they had, up on the Sound, they had guns in 10 placements places, and of course there was [Fort Terry?] off the end of Long Island, which is now, was a hoof-and-mouth-disease lab, but at that time it was a fort and had heavy guns there, and quite a few people, who were in the artillery, that came from Northfield. And there were guys stationed there that I knew. SY: Interesting. RWP: But no, it was, it was an interesting time. I, I don't know what else I can talk about, about it, we've -- SY: What music were you listening to, and what were you doing for fun? RWP: Well, it was big band stuff, mostly. Of course, when I was a kid before the war, at that time, I'd jump on the dawn train and go down to New York City and listen, you know, you could go to a movie down there, and before the movie -- or, after the movie -- they'd have a big band, one of the big bands would come up out there, and they'd play, and then I'd go on the train, got on the train, come on home again at night. SY: When your dad traded whiskey for the record player, what records did you buy? RWP: I, well, the record -- probably got, still, a lot of them -- well, most of it was [Artie Shaw?], Benny Goodman. Tommy Dorsey and Jimmy Dorsey, and on the big, all the big bands and stuff. SY: And is that still your favorite music? RWP: And then it was on the radio, too, they had the -- and Martin Block were on. Make Believe Ballroom. And he played for an hour at night, he played, all the big band stuff. And then they had, at that time, there were two magazines out, the Metronome and the Down Beat, came out every month and told who was in the bands and all that stuff. It was interesting. 11 SY: And did you mention before that you played music? RWP: Yes. SY: What did you play? RWP: Well, I played saxophone. I had a big band in high school. And, and after the war, of course, came back here and, and then from here, when I went down home, one of the guys from town had, was a saxophone player, and he had gotten wounded pretty badly in the Pacific, and so as a rehab situation, we put together a six- or seven-piece band for him, and we played up until '64, I guess, played real steady. SY: Really? What steady gigs? RWP: It was good stuff. SY: All over the island? RWP: Yes, all over the island, all over the end of the island, worked mostly nights. Played country clubs, dinners, and weddings. We played American and Polish, had a lot of Polish people down there. That was another thing about my village, it was very diversified. And I have to laugh to tell you -- to talk about diversification in Burlington and so, it's not diversification. When I grew up down there, we had every nationality in that village you could think of, I was -- SY: So who was there, in the village? RWP: -- I was at their house, they were at my house, you know, we, you know, I ate all the different foods. SY: So your mom was German, there were a lot of Polish folks in the village. Who else was there? What food were you eating when you were at their houses? What do you remember? 12 RWP: Well, that, people we had, we had Swedish, we had a lot of Irish, German. We had every national-- no Chinese, we didn't have any Chinese. They had the two brick yards in the area. SY: Any Jews? RWP: Hmm? SY: Any Jews? RWP: Yes, we had a very good Jewish community. Very good community. And then -- mostly merchants, of course. No, it was, it was a very, a great place to grow up, really. SY: And who had the best food? RWP: It's a good question. There was a restaurant in town called Mitchell's, and we used to end up there quite a bit. And -- always had good hamburgers, and all that, and beer. And during the war, it was great. When I went home a couple of times the (inaudible) [00:18:21] back with people and guys, and, guys and gals, and. A lot, and the summers were very interesting, you had a lot of, you know, city people would come out and so on. The boats and things. SY: What were they like? RWP: Nice. A lot of fun. SY: What were the city people like? And did you guys, was it, did you interact with them? RWP: Yeah, somewhat. I wasn't, I didn't chase women, I could have chased the girls, but there were quite a few girls around there with me. They had a Jersey colony, they were in what they called Sandy Beach, they had all the cottages there. They, they were all nice people, you know, they had nice people. I had the Hamptons of the district, I don't know if you knew the Hamptons and all that, Montauk and so on. 13 SY: Oh boy. RWP: Yeah. And. (laughter) But no, they were nice people. And the whole village were nice people. SY: Do you remember -- RWP: I could tell one story about, about the colored people. I don't know what you're going to do with this, but. SY: Well, we're going to -- RWP: We had a gal named Josephine. She was colored. She was ahead of me in high school, a couple years. She married a fellow named -- we called him Beano. And he ended up, after the war, as our mailman. And Josephine was in the organizations, and everything (inaudible) [00:19:47]. In '66 we moved back here, in that summer, Beano and Josephine show up with their little RV and the kids, they stayed around here, and that following morning, we were sitting here at the kitchen table, having breakfast and everything, I said, "Josephine, how's the village doing these days?" She says, "Bill," she says, "you know, if it wasn't for those damn niggers, it would be fine." And I don't -- SY: But she herself was black -- RWP: -- know what you might call it, black. The reasoning was this. Coloreds that I knew and grew up with were real old colored people, they were very proud. They knew enough. We had an, an area, a time there when they couldn't get people to work on the farms. They'd bring the, the coloreds came up from the South, and they had their colored, you know, they had their camps that they stayed in. And every year, a certain number of them would stay on welfare. And the poor people -- I mean, I saw it when I went into the service -- 14 SY: Do you want to get some water? RWP: No, maybe in a minute. They, they got freedom and they couldn't handle it. And consequently, they, you know, it was, they got to be bad, it's bad right now, they tell me, down there. But that's what she meant. She was one of the proud, you know, the proud type that was there before. SY: Interesting. So let's go back to the end of the war. Do you remember the day the war ended? RWP: Which one? SY: World War II. RWP: Of course I wasn't in service, and I went to Camp Dix first, and. Before I went down to -- Biloxi on the troop train, my work, for a couple of weeks, with a German prisoner. That German prisoner was there -- SY: Wait, wait. So you're, you're flying up and down, that's for the Army -- RWP: That was before, Army, yeah. SY: OK. And then -- RWP: Right, I reported to the Air Force, but I reported to Fort Dix. And then from Fort Dix I went, troop train, to Biloxi, Mississippi, for basic, basic training. Went through basic, did more testing and all that stuff, qualified for fighter pilot, and you asked me about the end of the war. Well, OK. So we went into training, [first line?], so on and so forth, that came to an end and about the time it ended, the war in Germany was over. So that relieved all of these pilots, bombardiers and navigators, to be used wherever they needed. And we never did go to -- we got wings and stuff, but we never went to, through into transition as to what we're going to fly, end up flying. So I never flew a fighter. 15 SY: So did you think, for a while, you were going to go to the Pacific? RWP: No, well. The guys came back from Europe, what they needed they took to the Pacific and so on, they had, you know, they had a lot of guys that had the experience, and they took them. So another guy and I, Teddy Sutherland, ran a, they send us to Scott Field, Illinois, we ran a mess hall there. And then the war in Japan was over. So there wasn't any, you know, they ask if you want to stay in, no. I'd had enough. I didn't, you know, I could see that it wasn't going to be what I really wanted to do -- SY: Why not? RWP: I don't know. Because it's, I really wasn't the (inaudible) [00:23:25], I was a maverick anyway. So. SY: You didn't want to be told what to do? RWP: I went by the rules but I wasn't, I was, you know, anyway. I had a lot of, I was quite a guy. But I liked to fly, loved to fly. Anyway. So I got out, and. SY: What about those, you said there were German prisoners of war? RWP: Yeah. SY: Where, where? RWP: Down -- oh, yeah. Oh, they were all over the place. They had them in Maine, they had them over in New York, they had them down at the camp, Fort Dix, working on the warehouses. SY: Did you have any interactions with them? Did you speak German? Your mother did. RWP: I spoke to them, they couldn't, no. They, very little, you know, English, they couldn't. Very little German I knew. They weren't very friendly, I mean. They were, but that was just for a couple of weeks, and then we, I was gone. So I got out of service, I didn't know 16 what, we are getting to the point now. We've still got to go back to high school, you know. I played quite a bit of sports, OK? So it got down to the last, last baseball game of the season, and I'm going to graduate from high school, and I'm going to go in the Air Force. And at the last baseball game, and I was supposed, I knew I was supposed to be in school, I didn't go to school in the morning. I (inaudible) [00:24:42] at noon, and I went in to get dressed in the afternoon, right before the game, and the coach called me over, he, "Billy," he goes, "you can't dress." I said, "What do you mean, I can't dress." He says, "You didn't go to school this morning." I said, "So? But you need me." He says, "Yeah, we need you, but the rules say you can't play." And this is not me at all. I got mad. I went in, got my uniform, and I threw it on his desk. I says, "I quit." OK, that's Friday. Monday morning came over the -- thing in the room, to the teacher, that Bill Pemberton report to the coach's office. I went down, it was my father, who worked at the school. It was the coach. The coach says, "Bill," he says, "I hate to tell you this, but that little thing you pulled Friday afternoon cost you a full four-year scholarship at Ithaca." SY: No. RWP: Yeah. SY: How did it? Really? RWP: Yeah. SY: You didn't know you had the scholarship? RWP: No, I didn't have any ideas. I mean, I didn't care. I was, I was, wanted to go off, go flying anyway. So anyway, after the war, I came home, I didn't know what I was going to do, Mom wanted me to go to New York City, to school. I didn't want to go to college in the city; I'm not a city guy. And I, one of the instructors I'd had in the Army, he went 17 to North Carolina, work of the Scotland Flying Service, and he wanted me to come down there and go crop-dusting with him, I said, I might go do that. Then I got a letter from Norwich. Would you want to come up there and play football for us? I said to my mother, "Where the hell's Vermont, and what is Norwich?" (laughter) So anyway, I did show, and I did, I said, I saw your flyer, then they. I went back to school down there for a month, and then brushed up on some of my math, which was not that great. And then next I reported up here, and I started school here and -- SY: As a cadet, or as a civilian? RWP: No, no. I was civilian. We, anybody that, we had World War II, had experience. And so that's how I came here, I came here in January of '46. And at that time, the feeling was very negative between the village and Norwich. Very negative. SY: Why? RWP: And I have to think. And I have to say that the group, the people that I came in with -- nobody talked about the war anyway. I mean, they never did. Three guys were in my room, two, three of us, and all three pilots, nobody ever talked about who was where, and wherever. SY: Why were things hostile between the town and the college? RWP: Because -- I hate to say this, but I, I think that, you know, they, they always figured that the people, this was a -- Vermont is Vermont. And back in those days, we were, you know, you were, it was really rugged people that lived there. Not very much education. And the people that came here, and got educated, and went on, they felt, well, they didn't like it because they were, they thought they were better. And I guess they had that 18 attitude, that they were, they felt they were better than them and they really weren't. I mean, I -- SY: It wasn't because the cadets were rabble-rousing? RWP: No no, not that much. No, they weren't downtown that much anyway. So as, like I said, I worked all over the place. There, I was, there used to be a Firestone store down, down across the way, [Nobby Knees?] is down there now, I worked as a lowly saw mill or wherever, Cumberland Farms is out, further outside of town there. I worked up at the airport, worked there. I was a, matter of fact, I've got a picture over there someplace, a lifeguard. The first lifeguard that they had at the pool, in '46. Myself, and another guy named Frank, from Norwich. That's, I've got a picture of that over there somewhere. SY: What were you saying about the guys in your room? You said you didn't talk about the war, and then I think you were about to -- RWP: Didn't talk about the war at all. SY: -- to go somewhere with that. RWP: Matter of fact, one of the guys, the other guy, my bud, Buschor, was in my class. Bud Baschor and Bob Cole. Bob was a Navy pilot, and Bud was Army, big. Four-engine guy. SY: That's the picture of you as a lifeguard? RWP: That was me when I was at Norwich, anyway, that one, there. (inaudible) [00:29:32] SY: Look at you, that dapper young man. RWP: That was. SY: And you're lifeguarding. In those little short-shorts. 19 RWP: Oh, yeah. I still do. (laughter) I still do. I still do, by golly. And of course that was high school there, too, but anyway. This was my uncle. He was in the Marines and got shot up during, in Okinawa, Guadalcanal. SY: Did he survive? RWP: He, he survived, yeah. He just, matter of fact, he just, he just died, just a few months ago. SY: Just a few months ago. RWP: Yeah, he was 92. SY: Wow. There's a lot of longevity in your family. RWP: Yeah, very much so. Not to have made it, of course, I was home on one leave. SY: OK. So you're at Norwich, you're working in town, you're playing football -- RWP: Yeah, I'm going to school. Going to school. SY: -- You're going to school, and what was it like for you? How, did you like it? RWP: Oh, I loved it, I loved it. But it didn't love me. And the fact was that I had trouble with the higher math. And I had, and I did my two years, and by that time I was married and we had a daughter, Jo-Anne, who was born in Montpelier. SY: How did you meet your wife? RWP: I'll tell you a story. (laughter) I was working at the airport up here, Barre/Montpelier Airport. And one of the guys that came in there was a fellow from town, I'm not going to mention names on it, and he was taking flying lessons, and so on. And he says, "Well, what are you doing for excitement?" And I said, "Nothing," I says, "I'm working, and I'm going to college." He says, "Do you, would you like to go out with me sometime on a double date?" I said, "I guess so." So I said, "You set it up," so he did. And we went out on a double date, he set me up with a girl named Doris Gokie, from up on Main Street, I 20 didn't really care for Doris too well. And he, at that time, was going with my wife, Winona. So at night -- of course, at that time, the corner store, down there, was open at night. So I'd walk down, get a cup of coffee, and she'd walk down to get a cup of coffee. And i started walking her home. So it got to be a thing after a while. Roger's a nice guy. Anyway, but. That's another story too. We were both at Scott Field. I didn't -- of course, he says, he said, "Well, I was going to radio school at Scott Field." I said, "Well, I was at Scott Field, anyway." He said, "I was going with this girl in [O'Fallon?], Illinois. I said, oh, is that right? He says, "Yeah, I got her picture." "Oh, I says, yeah, her name was" -- I forget what it was now -- I was going with the same girl. (laughter) Didn't know it. SY: You guys. RWP: She was also high school. It was, it was platonic. It wasn't any big deal, no, no. But I didn't -- that little redhead. Isn't that so. Anyways, so. So it came to pass that Winona and I did get married. I was still working at the airport. And at that time, what I would do, I, they'd drop me off down at the, in Montpelier, and I'd hitchhike home from there. It's, you know, hitchhike. So this older couple picked me up one night, and we're driving through, I'm in the backseat of the car. The guy says, "You know Roger Sears?" And I, I'd mentioned that name, OK. I says, "Yeah, I know him well." "God," he says, "terrible what happened to him." I says, "Well, what happened to him?" He says, "some guy stole his girlfriend." I said, "Oh, is that right." (laughter) I wasn't about to say, "Me." SY: Yeah. They'd throw you out of that car. RWP: Dump me right on the road somewhere. SY: Exactly. That's hilarious. 21 RWP: But no, it was -- I loved Northfield, I loved the people; it just did remind me so much of home. But the, the main thing is, I think, and I had two brother-in-laws that never, never went to school. And they -- I wonder what word to use, but I can't think of it now -- they always felt that they were inferior, but they were not, you know. My dad's the same way. He never felt that way, though, because he, like I said, you could talk to him about anything in Eden, and these guys were the same way. They were really workers. They just, an inferiority complex, is what they had. SY: OK. So you were, were you an engineering major? RWP: I was mechanical, supposedly. SY: So though the math was hard. RWP: Yeah. And of course, like I said, I (inaudible) [00:33:58] not going home, then when I went home, and I worked, you know, I started work or what. SY: So how did you end up leaving Norwich? RWP: I didn't, I couldn't pass. I -- calculus and stuff, I could not see. And then -- SY: You didn't want to switch majors? RWP: No, I couldn't, back in those days, if I remember, I'm trying to remember. There wasn't items to switch to. That's when I went back down there, and I -- because I figured it'd be more employment down there -- and a friend of my father's worked for New York Tel, and he said that they were hiring. So I went into New York City, and I interviewed, the man says very quietly, he says, "You know, Mr. Pemberton, I can't hire you." I says, "What do you mean, you can't hire me." He says, "You're overqualified." I says, "Oh, my." He says, "You had two years of college," I says, "Look. I just got out of the service, I'm married, I got a daughter. All I know about the telephone company is, they 22 drive green trucks." I says, "I want a job." He says, "All right, if you're so smart, I'll start you out at a dollar an hour." I said, "Fine." And I went seven years, I learned the business, and then I was, of course I was in management. I didn't know it, but I was in the management pool. And one in engineering. And I, they, and -- this is what I like about this compared to Norwich -- Norwich is a hell of a good school, don't get me wrong, but what I had to do, I worked at what I did and earned my education as an engineer. And I did what I did, you know. And I did, and I proved it. And I never, I always loved every bit of it. It was, and it was recognized by the honor society, you know, the National Honor Society, because of being an engineer. But I did better by going there, and doing that, than I had if I'd finished here. SY: You learned, you're a person -- RWP: You see what I'm saying? I worked right at it, I learned, you know, I learned the whole job. I worked the seven years, knew the business, then I, and applied myself to it. SY: So did you ever end up getting a degree? Getting the college degree? RWP: No, no. SY: No? But you didn't need it because you knew how to do it? RWP: Didn't need it. I know, I did, I did it, and I had my titles and everything else. And then in '66, the, I did, I mean, it's surprising, what I did. I even surprised myself. I never brought it home, that was one of those things, I never discussed it with my wife, with the family, or anyone else. Pressure never bothered me, I just went at it, but I always took care of it. In '66, I was very disenchanted, became disenchanted with Bell. SY: Why? 23 RWP: Because the fact was, number one. Our growth, on the island, was dropping down. They had, what they had done, had centralized the engineering, put us in Patchogue, which is the middle of the island -- in my district, I had the Hamptons, and so on, which we will, we can discuss if you want to discuss -- and it meant, and I had to commute 100 miles a day, 50 miles to work. Then to get a company car and go all the way to Montauk Point, or Southampton, or something like that. And then they started to, they started with their college hiring program. Where they hired these new guys right out of college, put them in second- or third-line jobs, and. They didn't know the business, and all they worried about was the bottom line, which is fine, but you're there to provide service. You're there, and that's what I did for 50 years, provide service. And -- intimidation came in, and stuff like that, which we'd never had before, Bell was a, a fun place to work. SY: Intimidation? Who was intimidating who? RWP: The, the management people, you know, were intimidating the working people. You know, you make my name bad if you don't do a good job, and I get a bad name out of it, you're not going to get your raise, you're not going to get anything. What the heck is this, I've never heard of this before. So anyway. So that's what happened. So in '66, I contacted -- one of the guys in the band was, [Walt Henry?], he played guitar. And he, he lived up the street here, I of course, I had an apartment over in my, you know, up there. We went to school together. He became [Dufresne and Henry Engineering?], out of Springfield, Vermont, hell of a nice guy. Very good friends with General Todd, I know General Todd real well, too. And he, I told him, I was looking for work up here. And of course, he said, "I don't have any use for telephone engineer on my -- but," he says, "Gardener Hopwood does, do you remember him?" I says, "Yes." Gardener started here. 24 I knew him, and I knew his wife, and then quit here and went, and he finished at UVM. He and his dad bought up a lot of small telephone companies. They put them all together, and they sold it all to Continental Telephone. And that's when I happened to call Gardener. He had just made the sale, and he was looking for a plant engineer. He says, "Can you come up," I says, "Yes, I can." So I came up, and we rode all over, all the properties and everything else, and he hired me. I was the first management person to ever quit the Bell System. SY: Really? RWP: Yes. SY: And was your wife, your wife wanted to come back home? RWP: Not really. SY: Really, she didn't want to? RWP: No. She didn't -- well, she didn't care. I mean, you know? But it was the best thing that ever happened, to have take her down there. I mean, she met a lot of really nice people and stuff like that, she's -- not that, you know, she was a country girl, but she still -- and we were country people, even down there, but it was, it was a different life. 18 years' difference, you know, and she did well here. Did well. SY: And were your parents still alive? RWP: They were still alive, yes. That was the sad part of it, was I had to leave the folks down there, and we had adjacent properties. And, but, you know, and stuff like that. But they saw the kids and all the grandkids. So I came up with Continental Telephone, and I built an empire. And it got to the point where I still worked right out of the house here, and this, I still had to thank Norwich for all of this, you know? But you know, you've seen 25 how I happened to get here. I mean, if I'd gone to Ithaca, who knows what would have happened, I have no idea. No idea. Because Rick, he -- my son, Rick, was in Vietnam, and he said, "Dad, why didn't you stay in the Air Force?" I says, "Yeah, if I'd stayed in the Air Force maybe I didn't make it, and you wouldn't be here either. So it came to pass that we had quite an operation, I had three engineering groups reporting to me, blah blah blah, and so on, big time. And they bought a bunch of properties on the West Coast. And they called me out to Liverpool, which is our headquarters, and the boss sat me down, he says, "Bill," he says, "I want you to move down to Dulles Air Force, air base, down in Washington. Take over all the engineering for the country." I said, "No." He says, "What do you mean, are you afraid?" I said, "No." I said, "I can do it, I know I can, but," I said, "I'm not going to move into a city. I'm not going to move my kids and my wife again." So of course they made it, you know how it happened. They made it bad enough for me so that -- not, they didn't, you know, give me a hard time or anything, but -- so I left them and went to work for here. Telephone, you know, telephone, [TDS?], down here. And I, and I worked their stuff for quite a while. And then they got to be kind of weird, too, so I didn't like what they were doing. SY: What were they doing? RWP: The fact was, I was with TES, not TDS. And I was billed out very heavily to all these telephone compan-- which I did not like. I thought, you know, the cost for engineering was too much. You know, I'm here to provide a service, yes, but it was, the cost of the other companies was too much. And I got a lot of pressure from, from Wisconsin, to try and get extra work on the outside, and I had more work than I could take care of, it would, I only had two men. And they were trainees, at that time, so. Consequently, I 26 never said I'd never go back to Bell, but I went back with Bell. I went back with Bell up here. And my son-in-law, at that time, was alive, he was working for Bell. I went and interviewed, and they said, "We didn't realize there were people like you with that much experience." I said, "Well, it just so happens that I am." So I went back with them, and had a good time. And then, in '94, I retired, spent five years bridged the Long Island time, 18 years. In '94, I retired, and I went, and I knew [Bob Hayden?] from -- he headed up the building and grounds at Norwich. And at that time, Norwich was affiliated with Vermont College. And they were looking for a plant superintendent, over there. So they hired me to go over there, and I signed a contract for a year, as superintendent for the grounds over there. That's what I enjoyed; I did the time, got along good with the teachers and everything else. And then Bell went back and started hiring contract engineers, so I decided, I went back, I worked for an outfit called, [Mountain Ltd?], out of Maine -- Sacco, Maine -- as a contract engineer. And I went on for a few years, got my office, had an office right out here. And that's the story of my life, then I finally retired, and. And here I am. SY: And what do you do with yourself, now that you're retired? RWP: You won't believe this, but I have a camp. In Roxbury, which is only five miles from here, and I love that. And I'm there. Not only that, I do my plants here in the summertime, I have a big garden with plants, a flower garden, out back. I don't do carpenter work like I used to, I built the porch out here and so on and so forth, but. I've stayed busy. And I'm not lonely, I have a lot of good memories, a lot of good pictures. Oh, then the Grenadiers, too, that was another thing we were going to discuss, weren't we? 27 SY: Yes. I think so. What -- the Grenadiers? What's that? RWP: Oh, that was another, another thing, too, yeah. This, I got other Grenadier pictures. It's a Grenadier dance that we had, after the war. They had had -- they had the Grenadiers here before the war. But it was affiliated with Norwich. Some of the guys came back -- Tommy Boggs, Joe Bergen, Al Bucci, Brad Cook, Donald R. Martin, they were all -- and that's 99% veterans there -- and we just, they just started talking about starting to have another dance band. So we did, and we rehearsed where the clinic is now. SY: And were you good? RWP: Of course I've got other pictures that show that, but. What they did, they said, you can have, and we won't use the Grenadiers. We weren't affiliated with the college at all, we were separate. Warren Mell came back as the manager. SY: And where'd you play? RWP: We played here, we played in the armory downtown, we played a dance in the -- we substituted for -- oh, what's it, what was his name. One of the dance bands, couldn't make it from snow, we played that, we played Middlebury, we played UVM. SY: Did you ever want to be a musician? Did you ever think that -- RWP: Oh I was, I was a musician though. SY: I know you're a musician, but did you ever decide that you wanted to, to do that to make a living? RWP: Only, no. SY: Why not? RWP: No. Because I mean, I wanted, I loved that, I mean, I liked, I wanted to fly, I flew. I wanted to play the horn, which I did, and I played dances and everything else, which I did 28 enjoy that, I enjoyed that. But I was, I love, the telephone business was fabulous. I was, you know, providing -- SY: What did you love about the telephone business? RWP: What I loved about it was the fact that I could -- the, the, being in the rural areas, you know, I had the northern part of the state of Vermont for a long time. And the country, the people, and, like my mother had always said to me, she said, "You know, Bill, the best education you're going to have, is with people." And it's true. And I just enjoyed, you know, giving, providing service for people, it was in order, they're paying the bill, you provide service for them. SY: So you met a lot of people. RWP: Yes. And I just love people. SY: That makes sense to me. RWP: I just love people. SY: So when did you stop playing the saxophone? RWP: A couple of years ago. It's out there on the rack, it's out. I have, I have CDs that I can play right along, like I'm in a band. SY: Do you miss it? RWP: Yeah, it's, it's one of those things. I just, it's just I dropped it, I don't do it any more. SY: Is it harder to do because, as you age? RWP: You have to blow, yeah. SY: It's harder to get the breath? RWP: Yeah, yeah. But when we started out -- I don't know what I've got here to show you but -- what have I got here. Oh, that's the plant, the band we had down on Long Island. But. 29 What, we had to, in the beginning, we had to wear un-- they said, the only thing. "You can use the engineers, use the, the what-you-call-it name, the Grenadiers, but you've got to wear the old uniform, so." And we did. And that's, there, see the old uniforms? And they were hot. They were really too hot to play in. SY: Yeah, you guys all look kind of red-faced, even though it's black and white, I can tell that you're a little bit red-faced. RWP: And the guy next to me's Hazen Maxwell; he was a fighter pilot. This is down in the -- where did we play. We played a dance, and my wife's in one of these things, I don't know which one it is. And I think, I'm not sure, but I think some of these pictures are in, are in the history up on -- SY: In the museum? RWP: [Jim Bennett?] was the music teacher here for years, and he and I got on real well. And he knew about, he found out about this, and I took some stuff up there. SY: Let me go check. I might, I don't remember them being there, but I -- there are parts of the museum that I've, that I've missed. RWP: (overlapping dialogue; inaudible) [00:48:37] stuff. SY: So wait, I had a question. RWP: There's me playing a solo, believe it or not. SY: Ah, what were you playing? RWP: Probably "Eager Beaver," it's a jump tone. SY: Look at that. RWP: Yeah, that's a good one right there. That's down in the Armory, down below here. 30 SY: Yeah. This is, these are great pictures. So do you remember? Somebody was telling me that, after the war, there were a lot of vets who were living off-campus -- RWP: Yup, oh yeah. SY: -- in this, like -- RWP: Oh, yeah. There was a, a lot of us. Well, I had an apartment, a two-room in an apartment with other folks. They were all over the place. A lot of my class married girls from town, here. And a lot of them, and they had, oh, let's see. Where was that. You know where the Norwich Apartments are now, on 12, they're just used for storage there? That area in there, all, that was all, like, what do they call them. Pre-fabs, little pre-fabs. SY: And they, and it was like a little -- RWP: I had pictures over here at one time, I don't know where they are now, it is now. SY: And people were scrambling to make a little money, too, right? There were like sandwich operations, and do you remember that? RWP: What's that? SY: I remember, other people have told me that a lot of those vets, they had families, and they were in school, and they were really scrambling to make money -- RWP: Oh, yeah. Well, we all worked, we all worked on the side, had to. I mean, I forget what we, have a GI bill, but it wasn't a heck of a lot, even if they got married, it wasn't a whole heck of a lot. I mean, you know, a lot of them went to school, not, not like today's world, but. But it was, it was a good experience. Hell, I was only, what. 21, 20. About that old. SY: You were a kid. You were a kid. So when you look back on your life, what have been the parts that have given you the greatest joys and sense of accomplishment? 31 RWP: The whole life. SY: The whole thing? RWP: I mean, my beginning, my parents, the way I was treated, my schooling. I could have been, I should have done better academically, no doubt about that. The sports that I played, the music that I played, learning to fly, being married, having a family. And now it's, and I saw this happen with the folks, too. My whole life, I feel, is great. A tremendous life, and you know, there must be other people like me, too, but, you know, I'm not different that way, but. I don't see my grandchildren as much as I'd like to right now. I don't travel any more, I won't be traveling. I don't like to travel, let's put it that way. And they're all over the country. So. But that's, that's, right now, it's a little slow. But I'm not lonely, I'm happy. I'm still affiliated with Norwich, I know Tony Mariano, I know Gail real well, I know Richard and Jamie Schneider, they're good friends of mine, General Todd. The whole bunch, so. SY: How was North-- you've lived in Northfield a long time. How has Northfield changed since you first showed up here? RWP: A lot. It's changed a lot. It is, it really has. And it's, it's not -- SY: Are there parts for the better, and parts for the worse? RWP: I'd say it's all, it's all for the better. It's, it's the way that life is, today's world. There's not much you can, I can say about it, I think -- you know, you've got this, you've got that, you know, you've got. Like my mother, in the beginning, she says, "Oh, my goodness," she says, when we said we're going to move to Vermont, "Good Lord," she said, "what do you have up there?" And I said, "Mother, all you have to do is, it's got everything." I mean, if you want anything. Drama, you got -- Burlington's only 50 miles away. You've 32 got everything there, you've got everything in Montpelier, you know, it's available to you. As far as, you know, oh, whatever. But I, I -- Vermont has changed, no doubt about it. Like, the way my camp is, I have a camp that I love, and I've had it for 50 years, and houses being built around it, you know, it's, it's one of those things. I can't see them, they can't see me, but still, in all, they're there. SY: Yeah, and you know they're there. RWP: Know they're there. And I, I don't go to Norwich as much as I used to, I just, you know, I don't. When I was with the Bell System and everything, I used to make, you know, decent donations, and because Bell would make their matching funds, too. But I had a good life, I've had a wonderful life. SY: Any regrets? RWP: No. No, I don't, I have none whatsoever. I think I would have regretted -- I don't know. You know, you did, that, you often wondered, what would have happened if I had gone to Ithaca instead of coming here, you know? Would have, would I have met a woman as nice as I met here? See, that's the main thing. I met a good lady, nice lady. And we had some good kids, we got some good kids, very nice kids. None of them are graduating college, but the grandchildren are. So. SY: That's interesting, I wonder why not. RWP: Well, Rick started. He tried, what's the, what's the small college up in Burlington. Ah. SY: Burlington College? RWP: No, not Burlington College. It's just -- SY: Champlain. 33 RWP: Champlain College. He went, he quit that, then he went through with one in Vietnam. Mike never cared for it, and Pat? My son, Pat, went to Vermont College for one year. Jo-Anne went to a teacher's school over in New York State for one, one semester. But they never, they didn't. I thought that, seeing my mother, my mother went through high school in three years and went through Syracuse University in three years. But she was, she was a very nice person. Nothing, you'd never know it, that she was that educated, and everything else. But she was, she was rightly down-to-earth, with it. SY: Sounds like you all, your whole family, all more practically-oriented. You're -- RWP: I think so. SY: -- do-ers. RWP: It was a practical, you know. SY: You're do-ers. RWP: Yeah, but -- no. I, I, thank God I came here. And the way I got my education, the way I got my engineering title, I still think I did it better than if I'd gone through here. SY: Yes, that makes sense. I feel like I'm running out of questions, here. I'm wondering if you have any last things you want to, you want to add. RWP: No, I don't, I can't think of anything, questions I want to ask. I wonder how you're going to use this. SY: Well, the way it works is that, I have an assistant who transcribes this, so types it out, and then I'm going to send you a CD, and a written version of this transcript, and then you're going to look at it, and if there's something that you want to take out of the record, we'll take it out of the record, and then we're going to make it public, so that if somebody's 34 researching World War II, they might read the story of you flying up and down the coast, looking for submarines, and that they weren't there. RWP: Yeah, submarines, there weren't any submarines out there. SY: So the idea is for students to search through these oral histories, right? Maybe to use them in the museum for some reason. I have a feeling that we might be really interested in some of these music stories. It might be great to have some of those photos and have some audio of the music itself. RWP: Yeah. There were, there were two records. I think one of them, Jim might have had up there, "Eager Beaver," and "Stardust," I, that we made. That was, we made that in the old armory. SY: Really, you made two records. RWP: Yes, there were two records we made, then of course, as you, the Grenadiers, after that, they really got back into school again, and I think I've got the records. Yeah, I never played them, I don't have my regular. But we had the, a fellow named [Ralph Armor?], who would, was a vet, and he had been with special services during the war. He set us up in the, in the armory, we had the saxes, and stuff, right around the, the one, I had one mike. And trumpet and trombones off over here, and had the rhythm over here, what, you know. And we played, it sounded just like we were miked together, you know? SY: How does "Eager Beaver" go? RWP: Oh, it's a Stan Kenton tune. And - (laughter) SY: You want to sing it for me? RWP: I can't, I can't really. It was a jump tune. It was really, it was really fast. I can't sing it, I can't sing it. 35 SY: You can't sing, yeah. Do you still listen to those old records? RWP: I don't, what I do is that, D-E-V. On D-E-V, the radio station, they have dinner jazz on, from 6:30 until 9:00. And, when they don't have baseball, and so on and so forth, basketball. And I listen to that. SY: When you listen to it, what do you think about? RWP: Well, I think about the old days. When I used to, you know, play and everything. SY: What did it feel like, to be in a band? RWP: It was great. It was great, and, and you take a good outfit, like this, this -- that's another thing, I forgot to tell you. I never thought that I would get back to do something at Norwich. And the Norwich Project. I, in '70, '74, is it? I engineered, and we put in, student (inaudible) [00:58:22] up there, all over the (inaudible) [00:58:25]. And then all the buildings had a, connection point, run in back of the chime tower. SY: Yeah. Do any of your kids ever want to go to Norwich? RWP: No. SY: They weren't interested? RWP: No. SY: Why not? RWP: I don't know. I don't know, I have no idea. SY: Your son went into the service? RWP: Yeah. SY: He was in Vietnam? RWP: He was, well, he was in Thailand. He was in the B-52s over in the Air Force. SY: Do you remember what that period was like, were you frightened for him? 36 RWP: No, I wasn't frightened for him. He said that they got attacked a few times, you know, and stuff, but. He, yeah, he sees some of his buddies every once in a while, when he comes up (inaudible) [00:59:13]. He's got one guy in Connecticut, Tom, he stops and sees him. Dom, down in Connecticut. But, no. No, I wasn't too worried about him, he was, you know, a little harassment that they had at the air bases, wasn't, you know, nothing that really serious. But, no. I can't think of anything. I, like I said, maybe it's -- I just enjoyed life, I just enjoyed people. I like to talk to people, you know? SY: You lived in these small towns where you knew everybody. RWP: Yeah. That's, that's the whole thing of it. SY: That sounds like it gave you a lot of pleasure. RWP: Oh, yeah. SY: You were like, I'm not going into a city, you liked the intimacy of a small town. RWP: Yeah. SY: I don't have any more questions. This was great. I feel like I should have some more, but I think you talked about everything so efficiently, that I don't have any more questions. Now, what are these. RWP: What is, what does it say. SY: It says, "TD's Pictures, '50s and '70s." RWP: Oh, now that's me, I -- SY: Oh, tell me about Montauk. RWP: Of course, that was another thing, that, to get the engineering title. Back in those days, we had a bunch of small New York Tel officers down there, with operators, you know? And they were concentrating them, and moving, making one office out of -- I did that, I 37 worked for the off-- i worked for, oh, I bought the properties, and, that they were going to put the land on, and that was a real quiet thing, and so on and so forth, and. And in Montauk, and they drove me all the way out from Patchogue, to take that stupid picture. SY: And what were the people like in Montauk? That's fancy -- RWP: Nothing, there was nothing in Montauk -- SY: -- fancy territory. RWP: Montauk was a nothing place. It was a, fishing there, little fishing shacks up on the north, on the bay. SY: Have you been down there and seen how it's changed? RWP: No, no, I don't want to go out there. SY: You don't want, it would be too painful? RWP: No, not really. I just don't care for all the people, it's just, you know, it's just packed. SY: Yeah, it is packed. RWP: I don't know, some of that stuff is redundant, whatever, some of these same pictures. SY: So I didn't realize that Bell had their own engineering certifica-- school, and that was how you got the, your engineering certification, was through Bell. RWP: That's right. Well, though some of those pictures that you saw, there, too, I went to school, and we had a management school, up above where you're from. Not in Rockland, but. That's right, I had to try this track there, at the school. SY: Like, Bear Mountain or something? RWP: No, no, no -- SY: Monroe? RWP: No. Oh, God. Why can't I think of that name? 38 SY: West Point? RWP: No, it was further inland. It was inland, in the southern tier. SY: Like, Poughkeepsie? RWP: It was above Poughkeepsie. It was Goshen, New York. Oh, it didn't make a difference. We went to school up there. And I can remember, my boss at that time was Lloyd Crisfield, I had my title, at the time. And he says, "Rip," they called me Rip. We call, well, my father's name was Rip, Richard I. Pemberton, Richard Isaiah, Rip, they called him, Rip, oh, always, it. But my boss, Crisfield, said, "Well, you, you're going to go to two weeks up there," he says, "[Frank Maloney?]'s going to be there from New York City, a little short guy with glasses, he's an older man." He says, "He'll have two suitcases, one will be full of clothes, the other will be full of booze. But," he says, "all I'm going to tell you is this," he says. "You listen to what they have to say, but you're going to find out more, in the bar and the evenings afterwards, by talking to the guys, which we did. We had engineers from all over the state of New York. And I never realized the amount of independent telephone companies that there were, or are. And that a lot of New York was, I had independent companies over in northern New York that I had, I took care of, over there. And that was interesting, too. I didn't, I didn't mention that before. But when we would buy property, I would go in ahead of time, and meet the people, critique what they had for equipment -- people, buildings, outside plant -- and report back as to what, you know, what it was worth, and so on and so forth, which was very interesting. I never, I didn't believe in firing anybody. I knew that could be a very bad situation, you know, when you walk into a place, and you're an unknown person, and start firing people, you know you've got problems. But that did get worked out anyway. 39 But it was a lot, it was very interesting. I still think that the, there's a lot of times, well. And then, of course, I could not go back today. I mean, I still could do structure. But everything is computer. And they'd even do the jobs on the computer, they don't even look at them in the field any more, they just punch them in and do them, you know? And it's just done. I couldn't, you know, I wasn't going to fit in today, but. SY: Yeah, it's a whole different world. RWP: Different world. It's too bad that, like I, like I had, that they don't have something like that at Norwich, where you're hands-on. Germany does it, I think, with a lot of their students, over there. You work as a person, and then you get you, whatever you're going to get out of it. But. But then, I agree with that. I, I really do. Because, like I said, you learn. Boy. And I, I learned a lot. the first job I ever did, when I went into management. They had a, a whole stack of pole records. And then engineer I worked for was one heck of a man, and I can never say enough of this guy, Floyd Bolles, and he taught me, and he was great. But he told me, the first, he says, "First job for me," he says, "you take all of these records, these are done by people in the field, pole inspectors, you put out jobs for what they say. You know, replace the poles, do this, do that, and then another, my first to start. I threw out all these jobs. About half of them came back. And I learned a lesson. I will not put a job out unless I see it. My name's going on it; I'm going to see it. And that's the way it was. SY: Yes, you were very hands-on. RWP: Yeah, hands-on. I get calls every once in a while, and go back to work. SY: Really? 40 RWP: I help them go in the road. Good lord. They know, I know structure. Buried cable. I, you know, I did, I buried cable over the United States, I mean, all over New England. It was a lot of fun. SY: Have you ever gone back to the house you grew up in, in Long Island? RWP: I haven't, but my daughter has been down for class reunions, my class is pretty well-decimated, my high school class. And she said, she told me, you know, the last time she was down there, she says, you don't really want to see the house that the folks lived in, because it's been bought by people from New York City, and it's, they don't live in it, it's, it's going to wreck and ruin. Now, they were on one corner, over here. The properties both joined, we were over on this street, over here, we had a story and three-quarters, we bought it over here. When we sold, bought that house, we paid 6,500 bucks for it. SY: Wow. RWP: Wow. When I moved in, moved up here in '66, we received $12,500 for it. SY: What do you think it's now, what do you think it costs now? RWP: The last time it was sold, this is well over a hundred years old, it's, so that, in the village, it's not near the water, $765,000. That's what my village is going to. SY: Do you miss the ocean? RWP: I never missed the ocean, I never liked the ocean. SY: You didn't like the ocean? RWP: No, I liked the bays and -- SY: You said you swam all the time. RWP: -- the bay and the sound. SY: Ah. Well, do you miss the bay and the sound? 41 RWP: The bay and the sound, oh yeah. SY: Do you miss the bay? RWP: I miss the bay more than I miss the sound. Matter of fact, just before you came, I was watching the, that reality show on, about buying houses, and they were in [Southold?], Long Island. Are you, are you familiar with Southold at all? SY: A little bit. RWP: I mean, you've heard of it. SY: Yeah. RWP: Yeah, they were buying houses there for $500, $600,000. (laughter) SY: It's a different world. RWP: A different world. No, I, I miss the trip down, I don't. But right now I have no relatives there, no place to stay. It would cost me, just a weekend, or three or four days, just to go down, take the ferry, and stay, and then, about $1,000. You know? I mean, it's -- and there's no, about to, I mean, I, we have too many good memories of the place down there. SY: Yeah. All right. RWP: Anything else? SY: No, I think this is good. But luckily you're right in town, so if it occur -- (whispering) hold on, reloading. So, what were you saying. RWP: No, I was saying, I had no war experience, you might say. But, coming up here, and I've found that, over the years, the people who have seen and done the most don't talk about it. I don't know what you're going to get, I mean, there's, there are some people that will carry on at great length. SY: Your generation, people don't talk about it. Later generations, people do. 42 RWP: Yeah. SY: It's, that stoic -- RWP: Because we, even when we came back here. Even though, would, we used to go to Montpelier to drink, you know, Northfield was dry. Used to ride the, go over, get on, and ride the train back, and they'd drop us off down here. But I can remember the first couple times. Oh, we did, we just had a lot of laughs, had a good time. Nobody talked about the war. Like I said, there was three of us in that room, and alumni. Nobody ever talked about the war. Even though we saw -- the only time you saw, it was when we, we had to take group showers, of course, and you could see the guys were wounded and stuff. And there were a lot of guys that were wounded, that came in here. SY: And nobody mentioned it? RWP: Nobody ever said. Nobody, never talked about it. You knew they were all in service, that was, we all (laughter) wore the old uniforms. I mean, what was left of them. We had no, had no clothes, we had no money. SY: Do you think that, did you ever see signs of, you know, we talk about PTSD a lot now; did you see signs -- RWP: No, I never did. I never did, and it was never talked about. And it was never, I never saw it. This uncle that was shot up pretty bad in the Marines, he had an attitude, a little bit, a problem. I figured it was due to something, he got shot up, but. But no, it's, it's, I never saw that, what they call it now. SY: Were you relieved that you didn't have to go into combat, or did you feel guilty about it -- RWP: No. No, I would have gone, I would have gone. No, hell, no, I, that's what I wanted to do. 43 SY: Were you upset that you didn't get to go into combat? RWP: Yes. Yes. Definitely so -- SY: Why? RWP: -- but I was glad the war was over, because, you know, a lot of my friends had gotten hurt, and some killed, and so on and so forth. And then we'd had enough. I would have, you know, I missed it by a year. If I'd been born a year earlier, I would have, you know, I would have, I would have gone overseas, probably. No doubt about it. SY: I'm still confused about this, though. Because your first assignment was, was flying up and down the coast. RWP: That was just with the Civil Air Patrol. SY: That was the Civil Air Patrol. RWP: Civil Air Patrol. Oh, yeah. SY: And then, later, you went to basic. So how old were you when you were doing that, was that after high school? RWP: 17, I was 17. SY: OK, so you could join the Civil Air Patrol at 17 -- RWP: Yeah, that's right. SY: -- but you didn't actually join the service until you were 18. RWP: Right. No, no, they let me finish my senior year in high school. SY: I see. And so you were flying while you were in your senior year in high school. So it's just, like, on weekends, kind of. RWP: Yeah, yeah. SY: Got it. And then you went to basic -- 44 RWP: Right. SY: -- and so you missed it, you missed it by a year. Yeah. That makes sense, that makes sense. Do you remember hearing about the Holocaust? RWP: Oh, yeah. Everybody heard about the Holocaust. SY: But you didn't know -- during the war, you didn't know anything like that was happening, right? It was only after? RWP: Oh, no, not until the war was over. We had people hearing from (inaudible) [01:12:06], then other places that were, that freed these people. And yeah, it was in the, I guess, you know, it wasn't, it wasn't fun, I mean, it was something else. SY: Did anybody ever mention that to you? Did anybody ever talk about that? RWP: No. Never, not that much, we never talked about it. It, it, oh, you have to, I have to feel bad for, about the people that say it never happened, because it did happen. SY: I interviewed a guy named [Jack Pimm?], who was at Norwich when you were. John Pimm, Jack Pimm. And he was in the first group to go into Buchenwald. RWP: There was a guy here in, oh, God, I forget where he was from, too, up your way, he's Montpelier or over. And he was, and he was one of the first, they had big write-ups on that, too. When he went in. He was -- Pimm? SY: Pimm. RWP: P-I-M-M? SY: M-M. P-I-M-M. RWP: P-I-M-M. Oh, I'm trying to remember names. SY: He started out, before the war, at Norwich, and then they all mustered out, and then he came back -- 45 RWP: Oh, no, I didn't -- SY: -- and finished, just two years, two years afterwards, though. So it might have been the same time that you were here. Yeah. RWP: I left in '48. SY: Now, what about your son, does he ever talk about the war? So, he was in Vietnam, or no? RWP: He was in Thailand. And then the B-52, they flew, they dropped the bomb (inaudible, talking on top) [01:13:25] SY: But during the Vietnam War. RWP: Yeah. SY: Yeah. Now, does he ever talk about it. RWP: No. SY: No. RWP: He talks about it more now, well. Not -- getting together with his buddies, that's all, he doesn't talk about what happened over there. No. He's, what. Sixty-five, something like that. SY: Hm. That's interesting, though, what you're saying, about the people who saw the most not talking it, and being in the showers, and seeing it. Yeah. And what, I mean, you would just look away? RWP: No, I mean, what the hell. SY: Yeah, it was what it was. RWP: That's what it was. Norwich was, as far as I'm concerned, I think Norwich has done real well, I know that, during the Vietnam era, it was, hard time keeping it going. I, I firmly 46 agree with bringing the girls in there. I think that's a great thing. I agree with what they're doing about off-campus, on-campus, and so on and so forth. I think that they're, I like it, it's a good school. It's really a good school. SY: And you think it's going in the right direction? RWP: Oh, yes. Definitely. And I've told Schneider that a few times myself. I think that, that new clinic is going to be a big plus for everybody. SY: I think so, too. RWP: Yeah, because I was just up to the old place the other day. But no, I just, I like the small town, I like it here. I can't see myself going into senior housing down there. SY: To Mayo? RWP: Yeah. No, not Mayo. I mean the, the senior housing, I mean there's nothing involved with the (inaudible) [01:15:00]. SY: You're doing OK here, by yourself. RWP: Oh, yeah. I, I get some meal, I'm very selective on meals, and I don't eat as much as I used to. And I'll do my own, I have my own breakfasts and I have, if I have lunch down there, like tonight, I'll have yogurt and crackers and cheese, or something like that. SY: And you can still drive. RWP: Yeah, I'm fine. SY: Yeah, you're fine. RWP: I, I had a, I've got a pacemaker, put in here in 19, 2013. But other than that, it's good. SY: Other than that you're doing OK. Knock wood. RWP: Yeah. SY: All right. You know -- 47 END OF AUDIO FILE

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Acknowledged Headquarters for anything and everything in the way of Books for Churches, Col-leges, Families and Schools, and literature for Sunday Schools. PLEASE REMEMBER That by sending your orders to us you help build up and devel-op one of the church institutions with pecuniary advantage to yourself. Address H. S. BONER, Supt., . THE GETTYSBURG JJEEGURY The Literary Journal of Gettysburg College VOL. XL GETTYSBURG, PA., JUNE, 1902 No. 4 CONTENTS GENERAL READING : ITS USE AND ABUSE . . . no EDWARD C. RUBY, '02. THE INFLUENCE OF CHRISTIANITY ON THE ROMAN LAW 114 WILLIAM M. ROBENOLT, '02. THE SUB-CONSCIOUS SELF 119 FRED. A. HIGHTMAN, '02. A ROMANCE OF THE REBELLION . . . . ' . 126 STANLEY G. FOWLER, '04. . NATURE IN EMERSON'S POETRY 132 . J. F. NEWMAN, '02. EDITORIALS 138 Adieu, 1902—The Spectrum—The End of Work. EXCHANGES . . 140 BOOK REVIEW . 142 I IO THE GETTYSBURG MERCURY. GENERAL READING: ITS ABUSE VS. ITS PROPER USE. EDWARD C. RUBY. (First Prize Gies Contest.) . 1 ^kjEVER in the history of the' world were good books so ■* ^ plentiful and so cheap as they are at the present time. If in the time of Solomon, when the printing press was not yet in - • existence, there was reason for saying that of the making of books there is no end, what would he say concerning the vast amount of reading matter produced to-day ? Every year there are about twenty-five thousand books published Every town of any considerable size issues one or more newspapers. Maga-zines can be counted by the hundreds. It is utterly impossible to read all that is offered to us. Even the wise saying, "Read everything of something and something of everything," must be followed within the limitations of reason. Every course of reading which our friends may prescribe for us is somewhat like an encyclopedia; it usually takes in every-thing. Now, any person who thinks that he can take in every-thing in the scope of his general reading will be likely to be "taken in" himself. The mass of accumulated knowledge as it now exists is so great that it is scarcely possible for the well educated to get even a cursory view of it. To know something of everything is, day by day, becoming a more difficult task; but to know almost everything about something is more nearly within everybody's reach. There are individuals who are so imprudent, not to say reck-less, in their reading as to peruse all the new books that time allows them to examine. Let us for a moment follow the career of one of these persons. He buys a morning paper. He is not looking for the price of stocks, nor at the religious column, nor at the proceedings of his country's Congress, nor on the editorial page. No, he sees none of these till he has read the publisher's notices. He knows, by reputation, all the publishers in the land. With some of them he is personally acquainted, as well as with a few authors. He knows the history of the THE GETTYSBURG MERCURY. I I 1 most important journals as well as of the magazines that have arisen in his day To say that he is insane enough to buy all the new publications, would be injustice; but not, therefore, does he fail to read them. Fortunately for his taste, he has the friendship of a neighboring editor, whose desk is always bur-dened with the latest productions. In this sanctum our busy reader spends his happiest hours. Ask his judgment upon a late romance, and he can tell you to which one of the author's previous works it bears the closest resemblance, its marks of improvement or retrogression in our literature, and in what respect it is most worthy of attention. But notice that he never says of any new book that it is perfectly useless, for that would be a confession of lost time and labor. In conversation, he makes frequent use of foreign phrases and is always rambling and superficial. He values his author friends highest, but they are not the most attentive to his caprice and convenience. Only once has he played the author, having collected some of his critical notices into a volume which received from the public the contempt of silence. He is now growing infirm, less by age than excitement. His life draws to a close; and with the last new romance in his attenuated hands, he grows bewildered, then sinks into the sleep of death. There he lies, the victim of a strange intoxication. Faithful friends convey him to his last resting place. Deep on the slab that covers him let these words ' be traced—"Gifted with a noble mind, it was ill-directed by des-ultory and shallow reading. His death was induced by the vain attempt to keep pace with the current literature. Traveler, let this life be a warning to you." This man was a professional reader of new books. I do not mean to say, however, that there are so many liter-ary cormorants to the extent that this man was; but the name is legion of those persons of every class, age, profession and trade, who make the same effort to know something of every product of the press. They sew and knit; they work in the factory; they plow the fields; they measure the muslin; they plead in the Courts; they sit in the legislative chamber; they are too often found in the pulpit. Single out these persons of I 12 THE GETTYSBURG MERCURY. your acquaintance and look at them. By no means are they the most profitable company. You will learn less during a day in their society than in the half hour of twilight spent with the next door shoemaker who sits upon his step and moralizes upon man and his duty to God. Reading should never be aimless or superficial; but always with some good purpose in view. Much of a professional man's reading is, of necessity, along the lines prescribed by his pro-fession; but even he, to be eminently successful in life, must give some time to what we call desultory reading. He should engage in this kind of reading, however, with no other purpose in view than to amuse himself. The mind can not be "keyed up" to the highest pitch all the time. It needs rest and relax-ation. An amusing anecdote or story is as necessary as sleep, and may be far more salutary than a dose of medicine. Still the chief motive in reading should not be amusement or recrea-tion. Nor should it, indeed, be merely the acquirement of knowledge. It is very desirable that a man should be well informed and able to give an intelligent opinion on matters of vital importance to himself and others. Yet he should be something more than a walking encyclopedia. The chief purpose of reading should be the development of a pure and noble character. It should touch all the springs of life and take hold of every fibre of our being. Character is one of the greatest things in the world, and good reading is as essential to its growth as sunlight is to the development of plants. Culture is not to be despised, and refinement of taste is not to be depreciated, but both must be attended by the awakening of man's nobler aspirations and broader sympathies, in order to justify the time given to reading. Our reading should make us dissatisfied with our present knowledge and attainments, and beget within us a worthy ambition to be and do our very best. As soon as the taste for reading is formed, that taste begins to improve, and its improvement should be sedulously culti-vated. Every man who has read a great deal will tell you that he has left far behind him the books which he admired when THE GETTYSBURG MERCURY. .• I I 3 he began. What he admired at twenty is far inferior to what he admired at thirty or forty. He is constantly going up a literature ladder. It is the act of climbing which is beneficial, not the elevation attained. • A book should never be read be-cause it is bold, curious, or new; for then it may leave no ini provement in the mind. In all our reading we need such works as will educate our entire being—not merely let in the light, but draw out native gold. We want to learn lessons in our reading, trace God's hand in history, read his glory on the scroll of science. By so doing we shall become richer by our books, have a healthier religious life, and secure an increase of intellectual strength. "THE WORLD'S NEED." THE world don't need your theory, However grand or great; It needs no long diversions On "irony of fate." The world needs men who do things With zest and power and might, Who place no price on virtue, "In the contest for the right. The world needs cheerful-hearted men— That optimistic class Who meet the world's repining By bringing things to pass. The world needs men of talent, And preparation, too, Who in the fiercest conflict Can plan, and then can do. The world has many thousand needs; But foremost of the van, And chiefest of the. thousands Is, a good, industrious man. —A. E. BURCH, in Wm. Jewell Student, 114 THE GETTYSBURG MERCURY. THE INFLUENCE OF CHRISTIANITY ON THE ROMAN LAW. WlUIAM M. KOBBNOLT, '02. (Second Prize Cies Contest.) ^T^7"HATEVER be the religion of any nation it has a ^ " greater or less influence upon the habits, customs and rules by which its citizens are governed. The laws and re-ligion of a country are inseparably connected. That connec-tion may be indirect and have a slow, practically unnoticeable tendency towards identifying their principles and precepts, or it may at once be extremely binding, the one upon the other —either the law subordinate to the church or the church to the state, as is found in some tribes and nations of antiquity. The progress of Christianity encountered a great many ob-stacles, but, by slow persistent endeavor, wielded ah influence which has had an ameliorating tendency wherever it has been proclaimed. At its inception the Romans were rulers of the then known world, and, of course, it could not spread without pervading their territory. Its progress in Rome was slow, gaining a few converts here and there, but from the time of Paul's imprisonment in their city and his epistle to their people, it was gradually gaining more of a foothold. Amid the varied interests of the universal 'empire, with its ever changing masters and the pomp and state of the imperial palace, the business conducted with all parts of the world, and the public games with their demoralizing tendencies, Christian-ity was ever drawing some from the different ranks, even from among the slaves, and lifting them from an abyss of ignorance and superstition to a dignified plane of humane sympathies, pointing the soul to a sense of immortality. Not until the conversion of Constantine to the Christian faith, however, did it have any effect on the Roman juris-prudence. By his liberality to and sympathy with its teachings it gained converts from among the magistrates who brought their new views to bear upon the legislative enactments of the time. By creating a community of interests and sympathies THE GETTYSBURG MERCURY. 115 among all classes, there resulted a tendency to make uniform all the rights and privileges of these classes. It at last brought about a complete moral, social, and, in a certain sense, political revolution. Its new converts gradually working into the legis-lative bodies instituted a new order of things. Perhaps the great gateway or channel through which Chris-tianity has conducted its precepts, to be exerted on the sea of humanity at large, was the Roman law. To use this law as a factor in spreading its teachings, the influence upon it, to say the least, must have been far reaching. Its connection with the Roman law can be described best by considering its effects in three directions, viz.: upon persons, property, and crime. In order to understand its effects upon these different subjects we must have a knowledge of their status before the introduction of Christianity. In the ordinary meaning, the word "person" signified any human being irrespective of his condition. There was such a distinction made in the legal capacity of different persons, how-ever, that a legal person was one vested with a civil capacity, and in Rome many persons were deprived of this capacity to a certain degree, so that all persons were not equal in this respect. They were divided into three classes as regards civil position: libettas, whether a freeman or a slave; civitas, whether a citizen or a foreigner; and familia, whether independent of parental authority or dependent upon it. Although the later Romans did not agree with the early Greek philosophers in saying that slavery was consistent with nature, yet they accepted it as a custom handed down from their ancestors. They divided persons into three classes as re-gards freedom servi, or slaves; libertini, or freedmen; and in-genui, or freeborn persons. The servus, or slave, was not con-sidered as a person in the law. He could not contract civil marriage; he could not hold property; he could not form a legal contract; nor did he possess any legal rights as against his master. The libertini were divided into three classes ac-cording to the extent of their freedom. There was no uniform-ity in the rights and privileges secured to them. u6 THE GETTYSBUR6 MERCURY. Now with the advent of Christianity and its gradual but marked progress until the time of Justinian we see practically a new order of affairs. The word libcttas was becoming ob-solete, at least in its practical application. The common re-lations between master and slave, which had been inaugurated by the humane spirit of Christianity, tended to equalize and identify the rights of these two classes. The old idea that they were by nature slaves was fading away, and their inborn rights were now respected. Manumission was encouraged and the slave was protected from those cruelties to which, in former times, he was as much subject as an irrational creature. To unjustly treat a slave would incriminate the master as much as though he were dealing with a person of his own rank. To indulge in practices characteristics of former times would make the master culpable, and he could not escape with impunity. Manumission was not only encouraged but more simple methods were introduced, and when once free, the barriers which had made a distinction as to the extent of their freedom were removed. The libertini now shared equal rights, so that when once free all legal restraints were removed. As Justinian declared, "full citizenship was involved in the gift of liberty." The civil condition of the libertini was now made uniform. As regards the ingenui little effect was brought to bear upon them except that their attitude towards all classes and conditions of mankind was mollified and their views were liberalized. The civitas was more easily extended to foreigners. There was a tendency to bring all classes to a greater degree of uni-formity in all respects. Having seen the effects upon the legal status of the different classes, our attention is naturally turned to the domestic rela-tions. How far the paternal authority extended over the son first commands attention. This authority was designated by the term patria potestas and "involved the power of life and death on the part of the father." It seems hardly credible to us that the father could be so cruel as to kill his child, expose it or sell it into slavery, and it seems the more incredible that the law ot the land should allow it and even sanction it. Not until THE GETTYSBURG MERCURY. u; Christianity introduced its elevating principles into the rules of jurisprudence was there any final action taken by magistrates to mitigate the severity on the part of the father. By inculcating a more humane idea as to the relation between parent and child such laws were enacted as protected and gave privileges to the child very similar to those of to-day. The parent was finally brought to substitute affection for atrocity. Together with this reforming tendency in the patria potestas came better legislation concerning the status of women. Her rights with respect to her children, her property and her varied interests were made nearly equal to those of men, and were equally worthy of recognition and protection by the law. Christianity had a great effect on the law regulating all the family relations, for it worked on the family as a unit of society in extending its influence. When its precepts were once in-culcated in the family they would as a result be adopted by the legislative bodies. The idea of marriage was greatly exalted and was transformed from a civil contract into a religious sacra-ment. Marriage was also to a certain extent restricted to non-relationship of the parties. With this greater sanctity added to the marriage relation came enactments by which restraints were placed upon divorce. Matrimony was considered as "the union of man and woman, constraining them to an inseparable co-habitation." Divorce was granted for a few reasons only, very similar to those of the present day. In its effect upon the laws of property Christianity came in only in an indirect manner. With the evolution which it brought about concerning persons and civil society, it also ex-erted a gradual effect upon the enactments concerning propri-etary rights, so that they came to be exercised to the best in-terests of those concerned. A new order of succession to the estate of the deceased was introduced. Legislation concerning crime was not so much affected by the introduction of Christianity. The laws with regard to crime and punishment, except those which distinguished the freedman from the slave, were moderately humane. This distinction be-tween, and the cruel nature of, the laws of the condition of the u8 THE GETTYSBURG MERCURY. slave as over against that of the master have been discussed above. The abhorrence which Christianity had for unlawful indul-gences caused the passage of laws for the prohibition of these indulgences and imposed penalties upon persons addicted to them. The modes of punishment were, however, made more humane. Crucifixion, for instance, was abolished. A greater amount of testimony was required to convict a person con-demned with crime. Better enactments were instituted concern-ing prisons and the treatment of their inmates. Legislation, in general, as affected by Christianity, was char-acterized by a more humane spirit and more liberal views to-wards the amelioration of man's condition. We may say that the ultimate result of Christianity upon the Roman law was to bring about; such adaptations of jurisprudence, in its varied ap-plications, as should best serve and attain moral ends. -^^-"^ SAMAR. A TRENCH dug in the sand, a sun-charred place, Outside the village whence the foe have fled; A shape in brown, blood-stained and some hours dead With unshut eyes and blue unshaven face. A type, a hero ! say you? he who lays His life down freely as the rain is shed, Whom high devotion from his home has led The stars and stripes in triumph to upraise. Such are the deaths of heroes—but do they In such unrighteous warfare loot and slay? Is not their blood more honorably spilt? Crown not his fame with undeserved praise: He hath partaken of his country's guilt And bears the crimson stain of her disgrace. —J. B. EDWARDS, in Western Md. College Monthly. THE GETTYSBURG MERCURY. 119 THE SUB-CONSCIOUS SELF. FRED. A. HIGHTMAN, '02. *T*HERE lies beneath the threshold of the consciousness a. self "*" not the less real because so little known and recognized: indeed it is, for that very reason, all the more potent in its action and aggressive in directing the thoughts and deeds of men. When the sphere of its influence and the potency of its action come to be more fully recognized, and its existence as one of the chief constituents of the soul's energy is admitted as a fact in the philosophy of life and the psychology of mind, another jewel will be added to the rich store of knowledge now in possession of man. The little knowledge already gained of this, the real background and foundation of the soul's energy and character, offers to man the means of escaping the evils of hereditary taint and brings him to a better understanding of his true relations with God and the world. A correct understanding of this deep background of the con-scious life will do more for humanity than any possible cure for nervousness, insanity, and other failings of the brain; it will suggest the means of elevating man to a higher plane than ever before in the field of culture and morality. That the soul is continually undergoing a change not only in the moral realm but in all its intellectual activities as well, needs no proof; but when we find that, in her composite make-up, there is a constituent over which the intellect and will cannot always exercise their power, and that the sphere of its influence extends not only through the hours of slumber but through all the activities of life, we come to recognize in it a force far too significant to be ignored. We know that consciousness is a steady stream of thoughts, feelings and volitions, ever flowing through the mind in all its varied activities, and that the content is mainly received from without. The stream flows on over the horizon and seems to disappear. But it is never wholly lost; ever and anon is it re-called by memory, or is made to serve the power of imagina-tion. 120 THE GETTYSBURG MERCURY. It is to this realm of consciousness, this deep into which the stream pours, that we give the name of the sub conscious or the sub-limenal. It embraces the things that are recalled by voluntary or involuntary memory and all that cannot be so re-called. Out of its deep recesses come forth the issues of life. The past life thus emerges into the present and goes far in de-ciding for character and disposition. The conscious self and the sub conscious together form a dual relationship as complete and abiding as do the emotional and intellectual. There can be no thought without feeling; neither can there be any conscious effort without being in-fluenced more or less by the impressions absorbed and recorded in the sub conscious self during the past life. It is hard for a man, who is brought up in the midst of evil and cruelty, to free himself entirely from such influence, in his daily thought and action. These impressions are lasting and telling in the form-ation of character. He can never wholly escape from the influence of his early environment. And, what is more, they enter unawares and form a body of impressions and tendencies capable at any time of being transferred over to the realm of knowledge and thought. Such impulses to action often sur-prise us, and we wonder why the son is so like his father, especially in his faults. Too often do we attribute it to heredity, when it is merely a result of close companionship; the boy may have learned it by conscious observation and imitation, but he may just as likely have "followed suit," while unconscious of ever having received such an impression from his father, prob-ably at a very early age. Then, too, hereditary tendencies must be attended with similarity in the modification of brain and nerve cells in father and son, and when no such similarity exists at birth, there must be some conditions of environment to en-sure tendencies so often ascribed to heredity. Make a change of home for the boy before the age of puberty, while his char-acter is not yet fully formed, and he will be quick to change in temperament and adapt himself to the new environment. Even a perceptible bias may be overcome, and, under the stimulus of proper conditions, aided by a true appreciation of the enor- THE GETTYSBURG MERCURY. 121 mity and heinousness of an evil to which he is particularly liable, he may be able to free himself entirely from its power. So unobtrusive are these forces of the sub conscious, and yet so potent in their influence over man, that his character and disposition are apt to change without his being aware of it. A student will have a close friend and may associate with him freely, but will invariably fail to see that his companion is all the time exerting a powerful influence over his soul, either re-tarding or developing the growth of his good habits. He enters his friend's room and finds him busily engaged as usual, caus ing the very atmosphere about him to seem charged with activ-ity and purpose. The visitor glances around the room only to see the same harmony of decency and order in the arrange-ment of papers and books. He may not take special note of it, for he has come on an errand and is directing his conscious energy upon the matter of conversation in hand, but at the same time there enters into his sub conscious self a correct im-pression of all about him, and with it comes an appeal to his aesthetic nature. He has been greatly benefitted thereby. If he is inclined to slothful habits, there will rise up in his breast a feeling of disgust for himself, followed perhaps by new resolu-tions. These new motives will cause him to improve his sur-roundings and arouse in him a desire to do better work. Thus will he be elevated in character and self-respect, and at the same time, the ties of friendship between him and his friend may be greatly strengthened, though he may be wholly oblivious as to whom he owes the credit of the transformation. These sub conscious influences are as potent in their power over the other faculties of mind. The condition and the power of adaptation to the work at hand will decide the competency of.the workman. In the deepest mental work—that of thought or reason—the effective work is accomplished by the will only under favorable circumstances, when there are no outside or in-trusive impressions to hinder or retard the working of the thought powers. A man put to work amid new and strange surroundings soon finds himself unable to work with his former celerity and accuracy; his mind is being disturbed, the while 122 THE GETTYSBURG MERCURY. endeavoring to readjust itself to the new surroundings, and the energy of the sub-conscious self, instead of assisting the intellect, now requires a portion of the soul's energy which the intellect is wont to make use of; so that if he attempt by mere force of will to recall or produce a thought, he may be wholly unable to do so. But when the mind is at home the thought will come to him with comparative ease. There are, however, conditions with which it is hardly pos-sible to become accustomed in the pursuance of intellectual activity—at least to the degree of non impressibility. A student, for instance, may be of a nervous temperament—a condition probably brought about by his early environment in the home or elsewhere, who, in the preparation of the lesson, may be annoyed continually by some low but constant sound, or by the continual intrusion of a thought caused by an un-worthy desire to make "good marks." He is endeavoring to concentrate his attention upon the study, but the sub-conscious impressions time and again thrust themselves up into the con-scious thought and claim his undivided attention, so often it may be, that they sometimes cause him to despair of success in his work. The recitation follows and even though he has had comparative success in his study he may not be able to re-cite, because of the absence of the conditions and impressions he had during the study hour, whether they were of conscious effort—as the constant thought of possible failure, or impres-sions received ^ub-consciously from the varied surroundings. An instance may be cited analogous to this in which a student had determined to make a good recitation, but was unfortunate in trying to prepare the lesson while taking a walk along a quiet path. The unusual mental effort, at a time when a part of that portion of the soul's energy generally required by the intellect was being appropriated by the senses to record within the sub-conscious self the impressions received from the new surround-ings of nature, caused him to make a complete failure in recita-tion. Such manner of study may indeed be of no benefit what-ever to the future life. The power of complete concentration of thought—the power THE GETTYSBURG MERCURY. 123 to use at will all or nearly all of the soul's energy at command should be one of the first lessons in the life of the student. If the youth has been fortunate in spending his early life in the country, where there is every chance of developing his power of concentration by the soothing effect of the contemplation of nature and the quiet hour of rest after a day of hard toil, he will be a fine subject for the higher education, or a promising youth to fill a position requiring the service of a skillful and trusty financier. It is a noteworthy fact that the boys of the country are the successful men in the city. Were it not for the addition of the wholesome lives which the country boys make to the city life, it would soon become lifeless and collapse. The city life, with its excitement and bustle, is not a fit school for the early development of the boy; there is too much hurry and diversity of purpose to permit a normal development of the conscious self, and too many uncertain and harmful impressions upon the sub-conscious self. It generally produces an abnormal development of the susceptibility and is apt to cause a nervous condition of the organism. When this occurs the power of con-centration is weak and the boy can no longer control his thoughts or, it may be, even his temper; neither can he tell when he will have feelings of satisfaction or discontent, for the sub-conscious self, which has grown out of proportion, is continu-ally asserting its authority and influence over the conscious self. The growing youth or young man can, by selecting and choosing his environment, modify the force of these sub-con-scious impressions, and thus change his whole life. If he is conscious of any change of feeling that he cannot account for, he would do well to look about him for the cause. There is probably near him some sound or motion which has awakened within his sub-conscious self a like impression, which in turn has revived the mood or feeling he had at the time of such impres-. sion and may even cause the suggestion of some former thought. Impressions thus received sub-consciously may have been stored away since early childhood. The reading of the funeral service at the burial of some friend, or even some peculiarity in the 124 THE GETTYSBURG MERCURY. attitude or personality of the pastor may be awakened for the first time after many years, bringing with it the feeling of sad-ness experienced at that time. The environment of the youth, then, and the manner of his education is of the utmost importance. If the teacher of the child is cross and inactive, even though there are opposite in-fluences at work, the impressions received of the manner and the tone of voice will be far more effective upon the life of the child than the conscious effort of the child to master the lesson. The kind word of the mother in the time of need and trouble, or the assistance of a little friend, will tell greatly in the forma-tion of its character. Why, then, should we not expect the child to be like the parent? Is it not learning only by experi-ence and observation ? And is not the very foundation of all its future intellectual activities and moral attainments being grounded and formulated by these early impressions and thoughts? In the very choice of the furniture and adornments about the house—the carpet, the color of the wall—the parent shows his or her taste and likes or dislikes, and these become as much a part of the child as are the peculiarities in its mode of expression or even in its physical structure. The little prayer at mother's knee, though at the time it may not have had much meaning to the little one, other than that of obedience to mother, will in after Irfe be to him as a guiding star through the dark clouds of fear and doubt. The humble trustful attitude of the mother and the earnestness of those tender loving words ad-dressed to the infinite Father somewhere above, will not only awaken in the little breast implicit trust and faith but will go far in molding a character and disposition of like temperament that will not easily be lost in the face of adverse conditions. The religious life almost invariably has its root in and is dependent for constancy upon these early impressions received often un-consciously and at a period of life when all must be taken as a matter of course, and be considered as conformable to the nat-ural order. Nor is it of small concern to the growing youth what kind of literature he shall read or with what class of companions he may THE GETTYSBURG MERCURY. 125 associate. The noble character in the good book, which is read thoughtfully and earnestly, will affect his soul and character as much as his living associates. All the time he will be pictur-ing to his mind's eye their various traits and dispositions, and these conscious efforts, whether of the imagination or not, will pre-pare his mind more surely to receive like impressions from all other sources. The mind always tends to act in the same way it has done in the past. And so, when the youth comes into contact with a friend, he will unconsciously seek out and find in him, if it be there, that same good quality or virtue the desire for which has already been implanted in his own breast. And the result will be that a living embodiment of the ideal in the book is being presented to him, which will become more and more precious as he grows older. Can we wonder then why the child is so like the parent, or why the intimate friend has influenced so profoundly the character of his fellow? K^y ON READING THE CEDIPUS OF SOPHOCLES. WE read the tale of CEdipus, the king, That lofty, frenzied soul, who shuddering fled From crime to crime, till all the sky flamed red, And glorious earth became a loathsome thing ; Then plucked he tortured eyeballs from his head, And staggered on through doom and God's deep hate, 'Mid whirling darkness of the winds of fate, Led by his daughters' love to join the dead. The tale was done, and homeward trod we late, The village street, antithesis of strife, But low the eyeless clouds with ambush rife, Their silence dumb and dread maintained, And in our hushed and sobered spirits reigned The old night-shrouded mysteries of life. —Williams Lit. 126 THE GETTYSBURG MERCURY. A ROMANCE OF THE REBELLION. STANLEY G. FOWLER, '04. ^\NE Spring morning, in my Sophomore year at Pennsyl- ^-, vania College, Gettysburg, my fancy drifted to scenes of war, and, being at leisure, I began an aimless stroll over the field, whose victory saved our Union. Unconsciously, though probably led by the grandeur of the scene, I slowly made my way to a wooded elevation—Culp's Hill—whereon our boys were stationed in '63, and where un-ceasingly, for one whole day, the Rebels sought to dislodge them. I had reached the summit and while debating mentally whether or no I would mount the government observatory built there, my eye caught the form of an elderly gentleman, seated upon a huge boulder half-way down the rear of the hill. Immediately my plan was laid, for, driven by natural im-pulses that ever make man crave for society, I determined to join him. I knew a number of New York veterans to be out on the field this morning, and surmising this man to be of that band I slowly approached him, for rudeness seldom gains its point; still, were my surmise correct, I had fully intended drawing from him some tales of the deeds, brought vividly to mind on one's view-ing again the scenes of their enactment. The old man had heard me approaching and now looked up calmly and with a good-natured smile addressed me. "Good morning, my boy, out strolling too?" "Yes, sir," I replied, and remembering my purpose added, "'tis ever a pleasure to me to wander over a field so dear to us all." "Ah!" said he quickly, "it almost repays one to hear young America talk that way," (He was a veteran and here was my opportunity) Quickly following up my advantage, I ventured, "Were you stationed here during that "second day?" The old man smiled—-as though discovered—and answered, "Yes, my boy; at one time during that day I wasn't far from this very spot." THE GETTYSBURG MERCURY. 127 I looked about me. To be here during "that day !" Imme-diately I recalled how we had studied of the noble charges the Rebels made all through "that day," and as I thought, it flashed upon me that here, this very line, was where our boys lay and so gallantly held the hill. Yes I was correct, for to both right and left stretched a line of regimentel monuments, plainly mark-ing the position ; but even better proof met my earnest gaze, for I awoke to the fact as I looked, that the very boulder we sat upon was the center of a trench, a low, now thickly grown wall of earth that stretched to the right and left, clear 'round the base of the hill. But for one to sit there and look down, down fifty feet or more, over the wildest, rockiest, roughest hillside that even a fertile imagination could conceive of; down over an area, well nigh impassable with trees, rocks and undergrowth, and to think then of the charges and repulses made, why Culp's Hill at once assumed a new beauty to me. I looked at the man, half doubting that ever human being could come out from such a hell as this; to calmly view it now with not so much as a look of wonder. The rock upon which we were seated had split from a main and larger body and lay directly in line with the low earthern wall; for say five feet on the sides of it were spaces. Low stone walls joined the rock to the earthern works on either side, and thus the protection stretched unbroken, save in height. Directly in front of our boulder, on an angle not quite as steep as the hillside, stretched the moss-covered face of the enormous main body (from which our resting place had split), forming a perfect plaza fully fifty feet square, clear up to the breastworks; and, over this vast boulder's lower ledge, up upon its smooth face, charged the Rebels, for history records their once reaching the trench. The spot we occupied was—could a decision be given—the wildest spot on the line. Turning, I saw the monument, some distance in our rear, to be the I22d N. Y. I now knew the old man's regiment, but was not carrying out my purpose. 128 THE GETTYSBURG MERCURY. "It must have taken true courage for a man ever to reach this line, and none but Americans could ever have held the po-sition," I remarked. "Yes," he said, "they were brave boys to reach us. It was hard to shoot them down when they did get here. Hard for more reasons than one." "But how did you ever get out of this place uninjured?" I persisted. "Well, my boy, I didn't exactly. Down in that opening there"—and he pointed to the crack between the main boulder and the one upon which we sat—"down in there I lost pretty nearly all the life I had with me at the time." I looked at the fissure he designated, an aperture about four feet across, extending the one dimension of the rock and filled out with earth and underbrush 'till it was no deeper than about three feet. I now had visions of hearing a miracle. How could a man fall wounded there and ever be found ? I became desperate in my anxiety to hear, and arising, I bluntly exclaimed, "Sir, will you kindly tell me of that day?" Patiently, but eagerly, I awaited the result of this advance. The old man's face gradually lost its look of surprise, and over blankness there crept a genial expression of new-born friend-ship. "Well," said he, "sit down, my boy, and I'll tell you of scenes now dulled by forty years." "To begin with, memory takes me back to Savannah, Ga., where lay, nestled in her spacious campus, my old Alma Mater." "It may seem strange that one from America's metropolis could wander so far to a college, but I was ever eager to forsake, for growing years at any rate, that thought destroying din of city life." "My class of '61 had reached its Senior year. For three whole years had I reveled in Southern romance and nature. Far from my native State my erstwhile fancy had all but turned to love for a clime that, three years before, was strange to me." THE GETTYSBURG MERCURY. 129 "During my course, I had indeed made friends, as only col-lege associations can create, and, above all, by far the brightest spot in the memory of those days was the friendship, yes love, that had unconsciously possessed me, for one of Georgia's maids, a girl whose acquaintance I'd made at my first Fraternity dance. "From the day of my coming it was looked upon as strange, for even then was brewing that strife so soon upon us. "There were four in the class from my State, and dimly I could notice national pride struggling against the brotherly friendship my classmates held for us. At every visit made at the home of this maid, I could clearly see the feeling, while not strong enough in her to conquer her love, still full strong enough in her parents to curtail my stay. But I was not alone in the struggle for this maid's affections. A native Georgian, a dark-haired, handsome youth, a classmate of mine had, long 'ere my arrival, in vain sought her hand, and now, as I slowly but clearly gained the preference, his rivalry grew intense. "But to hasten on, one evening, as a score of us sat about the grate fire in my study, rather heatedly discussing secession, news reached us of Lincoln's election. Our discussion came to an abrupt end. Mightily were the passions of patriotism and friendship at strife within us, and slowly and in silence we separated. "When all had gone, realizing that were I a man, my stay in G. must cease, as my place was in the ranks of the Union, I hastily gathered some few valuables and stealthily leaving the dormitory, made my way to the home of my sweetheart. There, at the gate, I met her weeping She too had heard the news that must forever shatter fond dreams. "I can't tell of that parting".—here the old man's frame trembled, tears came to his eyes, but with an effort he sup-pressed all, and, looking up, continued: "Enough to say that our lives were pledged to promises of future bliss. "We parted as secretly as we had met, and continuing away, I so fixed my clothing, etc., as to present the appearance of a 130 THE GETTYSBURG MERCURY. rustic. Thus disguised I made my way to the wharf and as a stowaway reached New York. "At the first call I enlisted, together with my brother, in the regiment commanded by my father, the 122nd New York. Home ties were not a straw for we were blessed with a mother whose patriotism excelled our own, and whose farewell instilled that courage such as only can win a struggle. "Well, our regiment saw considerable active service from the war's very outbreak, and on the second day of this grand fight, had this stone wall to hold. "Opposed to us was the flower of the Southern army, and the regiment sent to take this position of our stronghold was the Seventh Georgia, raised and recruited from the ranks of my old college. "You have often heard this war typified as the 'strife of brothers,' and so it was. Here I was to shoot down the boys I had learned almost to love, but duty was plain before me and mine was the righteous cause. "Well, they charged us twice, and twice were they sent back. During the second charge they had almost reached us; some had scaled the ledge of that great rock right in front here and were face to face with us. In desperation, leaping upon this low stone wall, I stood almost touching my old Georgia rival, who led his men. I didn't have the heart to fire, but he did, and I dropped here in this opening between the rocks. "There I lay unnoticed, while my life slowly ebbed. Dark-ness was now upon us, and as I lay there fast reviewing scenes of old, I felt a hand upon my throat. " 'Well, here you are, eh, haven't moved a bit,' sneered a voice close to my face. 'I reckoned to have finished you an hour ago. Roy, it comes hard for one to fall by the hand of a friend, but you know that Mary waits for one of us to return. I intend to be that one!' And as he spoke the hand tightened upon my throat. I merely groaned; that's all I could do, when, as though from heaven, a figure fell across my body. Then the hand left my throat. That is all I remembered that THE GETTYSBURG MERCURY. 131 night. When I awoke I lay in the hospital tent swathed in bandages. "Slowly I recovered and soon was out. It was my own brother in search of me, who had saved me, but my Georgia 'friend' had escaped back to his ranks. "This was my last fight. After the war, seeking betterment to my broken health, I journeyed South. There, once more fond memory prompting, the old flame burned, and journeying on to my old college town, quietly I sought fulfilment of that hastily made promise. "I found Mary, but alas, no longer free. My rival, thinking full well my end had come, returning brought such as fact, and I, poor, foolish man, was beaten. "That's all, my boy, I can't mention this rivals's name, for he's now prominent in the politics of the Union he once op-posed. Often we meet in open debate, for I represented my State in the same assemblage. 'Tis there only that my re-venge, if any, is granted, but God knows he won a prize far beyond my power to gain. "Alone I have lived since, and you are the first and probably the last to hear this, one incident of an awful strife, a remembrance of this low stone wall." The old man drew out his watch and observing that it was high time to be moving, he arose to go. Not wanting to pre-sume, for I saw him to be deeply affected by a story, the romance of his life, I, insisting, thanked him sincerely, and he left me alone, absorbed in a new-born thought. HABAKKUK. Silence and night—black night: A striving all in vain to reach the light, A rugged watch tower lifts its massive height. Darkness and clouds—despair: And on the lonely watch tower wrestling there, A strong man waits an answer to his prayer. Starlight and peace—deep peace : Upon the tower the awful conflicts cease; The kneeling man through faith has found release. —E. A. P., in The Lesbian Herald. I 32 THE GETTYSBURG MERCURY. NATURE IN EMERSON'S POETRY.* (Honorable Mention Graeff Prize Essay). J. F. NEWMAN, '02. KALPH W. EMERSON, born in Boston, May 25, 1803, was the son of a minister. His mother, Ruth Haskins, a lady of great dignity, sweetness and piety, although left a widow with five small children, managed to give four of them academic education. After the completion of his course at Harvard Ralph aided in the support of the family by teach-ing for some years, and finally decided to enter the ministry, graduating from Harvard Divinity School in 1826. His ministerial career, however, has little bearing on our sub-ject. Glancing briefly at his early boyhood, when his mind was in its formative state, we find that he frequently visited at the home of the Rev. Dr. Ripley, the "Old Manse," at Concord. In the fields and woods along the Concord River he came into close touch with Nature, and formed the foundation and back-ground of many of his literary productions. Doubtless we may attribute to these visits much of that intense love of Na-ture, which, when disappointment and distress entered his life, caused him instinctively to turn to her, "Who will be all things to all men," for consolation; and probably to the same cause may be attributed his right to be styled a true nature poet. The greatest requisite of any poet is ability to appreciate correctly the two great sources from which his materials must come—man and the external universe. Only a person who is deeply in love with Nature can with propriety sing as Emerson does in "The Park." "Enchanters! Enchantresses! Your gold makes you seem wise ; The morning mist within your grounds More proudly rolls, more softly lies." * Facts relative to Emerson's life are from Edw. W. Emerson's sketch of his life. THE GETTYSBURG MERCURY. 133 "Yet spake you purple mountain, Yet said you ancient wood, That Night or Day, that Love or Crime, Leads all souls to the Good." Or, from his delightful description, how beautiful must a snow storm have seemed to him. "Announced by all the trumpets of the sky Arrives the snow, and, driving o'er the fields Seems nowhere to alight; the whited air Hides hills and woods, the river, and the heaven, And veils the farmhouse at the garden's end—" ****** "Out from an unseen quarry evermore Furnished with tile, the fierce artificer Curves his white bastions with projected roof Round every windward stake, or tree, or door." Surely it may truthfully be said that Emerson lived close to Nature's heart and was an appreciative observer of all her manifold phenomena. With equal truth it might also be said that he had genuine pity for those who cannot receive pleasure from Nature for he must have held such in mind when he wrote: "The brook sings on, but sings in vain Wanting an echo in my brain." That his productions may be true nature poetry, the poet must not only be appreciative of Nature, but must also possess the happy facility of describing her vividly and tenderly. As we read these lines from "My Garden"— "In my plot no tulips blow— Snow-loving pines and oaks instead And rank the savage maples grow From Spring's faint flush to Autumn's red." "My garden is a forest ledge Which older forests bound; The banks slope down to the blue lake-edge Then plunge to depths profound''— ! a delightful picture, which shows the delicate and loving touch I 36 THE GETTYSBURG MERCURY. of a master-spirit, rises in fancy and we see our poet sit in his forest-garden, enjoying its sweet odors and gazing meditatingly to the blue lake beyond. It is almost impossible to select representative descriptions from such poems as "The Adirondacks," "Musketaquid," "Sea-shore" and "May Day," each of which seems to be a portrayal of a different portion of Nature's marvels. "The Adirondacks," is a description of a journey in the mountains, of such vividness that the reader and not the author appears to be the actual participant. How beautiful and realistic is the following homely quotation: "Ten scholars, wonted to lie warm and soft In well-hung chambers daintily bestowed, Lie here in hemlock boughs, like Sacs and Sioux, And greet unanimous the joyful change." ******** "Our foaming ale we drank from hunters' pans, Ale, and a sup of wine. Our steward gave Venison and trout, potatoes, beans, wheat-bread ; All ate like abbots, and, if any missed Their wonted convenance, cheerily hid the loss With hunters' appetite and peals of mirth." Musketaquid deals primarily with the farm in the New England valley. The rural description, however, is illustrated with happy word pictures which make this poem one of Emer-son's sweetest, as: "Sparrows far off, and nearer April's bird, Blue-coated—flying from tree to tree, Courageous sing a delicate overture To lead the tardy concert of the year. Onward and nearer rides the sun of May; And wide around, the marriage of the plants Is sweetly solemnized. There flows amain The surge of Summer's beauty; dell and crag, Hollow and lake, hillside and pine arcade, Are touched with genius." Frequently persons intensely fond of woodland beauty receive little pleasure from the ocean; but Emerson appears to have THE GETTYSBURG MERCURY. 135 had equal adoration for each portion of Nature's handiwork and could sing of the ocean's beauty as sweetly as of his own dear walks and retreats. The following extract is from Seashore: "Behold the sea, The opaline, the plentiful and strong, Yet beautiful as is a rose in June, Fresh as a trickling rainbow of July." May-day is a brightly colored picture of the awakening of slumbering Nature. The dormant faces are represented as springing into life when "Coy Spring, With sudden passion languishing, Teaching barren moors to smile, Painting pictures mile on mile, Holds a cup with cowslips wreaths, Whence a smokeless incense breathes." Does he describe Nature? He does more. He transfers living Nature from the external world to his pages without losing the scent of the flowers, the flutter of birds' wings or the tone of the waterfalls. She was real to him and he has given her to us in her reality. But the living universe was more to Emerson than an enter-tainer of the imagination. She was a teacher of noble truths. A boy he discovered her mysteries; later in life he carried his problems to her for solution. It was with a certainty of his correctness, determined by experience, that he wrote "Chide me not, laborious band, For the idle flowers I bought; Every aster in my hand Goes home loaded with a thought." "There was never mystery But 'tis figured in the flowers; Was never secret history But birds tell it in the bowers." —(The Apology). In his philosophical quest Emerson represents "The Sphinx" as advising him as follows: 136 THE GETTYSBURG MERCURY. ' 'So take thy quest through nature, It through thousand natures ply : Ask on, thou clothed eternity ; Time is the false reply." "Through a thousand voices Spoke the universal dame; Who telleth one of my meanings, Is master of all I am." However obscure and unsatisfactory his conclusions may have been, we know positively that he believed in some power back of Nature, controlling both her and him. When asked "whence is the Rhodora," he wrote Rhodora ! if the sages ask thee why This charm is wasted on the earth and sky, Tell them, dear, that if eyes were made for seeing, Then beauty is its own excuse for being ; Why wert thou there, O rival of the rose ! I never thought to ask, I never knew ; But, in my simple ignorance, suppose The self-same Power that brought me there brought you. Emerson's life, we must think, sorrow and his disagreement on ably a not very happy one. Yet ings in fact—there is no trace of piest spirit everywhere exhibited that his loved mistress (Nature) His poem. "Good-bye," seems to thought with its varying shadows of religious questions, was prob-in his poetry—in all his writ-bitterness, but only the hap- May we not, therefore, say lent contentment to his life? be impregnated with this one "And when I am stretched beneath the pines, Where the evening stars so holy shine, I laugh at the love and the pride of man, At the sophist schools and the learned clan ; For what are they all, in their high conceit, When man in the bush with God may meet?" Perhaps the most beautiful feature of our poet's work is the fact that he deals lovingly with every item of Nature's creation, overlooking nothing; and yet it is not in single detail that he THE GETTYSBURG MERCURY. 137 admires her, but as a connected whole. "Each and all," from which we have chosen some leaves, shows this best. "I thought the sparrow's note from heaven, Singing at dawn on the cedar bough ; I brought him home, in his nest, at even ; He sings the song, but it cheers not now, For I did not bring home the river and sky— He sang to my ear—they sang'to my eye." Milton says that poetry must possess three qualities' if its author would deserve to b$ designated poet—must be simple, sensuous, passionate. Measured by this standard, we believe Emerson deserves the title. His poetry, as a rule, is simple; in some the theme is difficult; but by careful application any person can understand him, and having found the real flavor, will follow it passionately. Enough has already been said to show that it is sensuous. His own passion for Nature is transferred to his pages that we may enjoy her as he did. It was the consciousness of having given something to the world that caused Emerson to enjoy his poetry and send it to us with this mission: "Go speed the stars of thought On to their shining goals— The sower scatters broad his seeds, The wheat thou strew'st be souls." VOICES IN THE QUAD. Happy days have slowly dwindled And we're parting lads, at last; College scenes and college mem'ries Are but dreamings of the past Still our hearts are closely clinging And our thoughts are ever winging To the voices that are singing. Ah ! the voices in the quad. Songs we love and songs we cherish Of the days that never perish, Sing the voices in the quad. -DAN DEVLIN, '02, in the Georgetown College Journal THE GETTYSBURG MERCURY Entered at the Postofflce at Gettysburg' as second-class matter Vol. XI GETTYSBURG, PA., JUNE, 1902 No. 4 Editor-in-chief Assistant Editors Exchange Editor H. S. LEWARS, '03 Miss MARY WILSON, '04 SAM. P. WEAVER, '04 LYMAN A. GUSS, '04 Business Manager E. CARL MUMFORD, '03 Advisory Board PROF. J. A. HIMES, LITT.D. Asst. Business Manager PROF. G. D. STAHLEY, M.D. FRED. MASTERS, '04 PROF. J. W. RICHARD, D.D. Published each month, from October to June inclusive, by the joint literary societies of Pennsylvania (Gettysburg) College. Subscription price, one dollar a year in advance; single copies 15 cents. Notice to discontinue sending the MERCURY to any address must be accompanied by all arrearages. Students, Professors and Alumni are cordially invited to contribute. All subscriptions and business matter should be addressed to the Busi-ness Manager. Articles for publication should be addressed to the Editor. Address THE GETTYSBURG MERCURY, GETTYSBURG, PA. EDITORIALS. The Commencement season is at hand. ADIEU, 1902. ~, " . . , . , r . 1 he benior in his cap and gown is a familiar sight. Examinations are over, a few more finishing touches on the oration and all will be done. This is a season both of joy and sadness. Joy because of the happy years gone by. Sad because they will never be reciprocated; sad at the thought to leave one's alma mater and beloved classmates. Friendships ships and acquaintances have been formed, which shall be lasting. There is a peculiar relation existing between classmates. All have one end in view, and that makes work enjoyable; we should be thankful that it is so. All the unpleasant things, all the hard asks will be forgotten, the memory will not take note of them, THE GETTYSBURG MERCURY. 139 they are so small and it will have so many happy experiences to recall. "When the act of reflection takes place in the mind, when we look at ourselves in the light of thought, we discover that our life is embosomed in beauty." You look back over from now and they seem pleasant. Years after you will think of them as the happiest period in life. It's a good thing* for men to work shoulder to shoulder, and one of the happy recol-lections shall be of united labors in some college department. Much of the four years' work has been enjoyable; some tasks, too. have been distasteful, but they will be forgotten. Emerson has rightly said, "Behind us, as we go, all things as-sume pleasing forms as clouds do far off." He said that when he was well on in years and knew life, "The soul will know neither deformity or pain," and we should rejoice. The older you grow the more precious will these years seem. Such must be your thoughts, O, Seniors, as you bid us adieu. The alumni and friends of the college will no doubt be glad to know that the Spectrum for this year is in circulation. It is a different publication from any other in the college, and is expository in character. Rob-ert Burns once expressed a heartfelt wish, "O, wad some power the giftie gie us To see oursel's as others see us." When he said that he had no idea that it would ever be ful-filled. He did not know of the Spectrum. If a man wants to see himself from the standpoint of his fellow let him seek that knowl-edge in this publication. The Editor is by no means respon-sible for your bad feelings; he is merely a student of public opinion, and publishes what he sees and hears. It has truth for its foundation, and the members of the staff have a scien-tific mania for fact. Self-knowledge and progress is its aim. Its very existence was caused by a wish such as Burns'. But the managers determined to do what Scotland's Shakes-peare could not or did not, and the Spectrum came forth a new 140 THE GETTYSBURG MERCURY. creation. Every succeeding class has followed this example and has believed that "It {Spectrum) wad frae monie a blunder free us and foolish notions." It has reached its aim. But, too, it chronicles deeds of bravery and does not waste all its time trying to pull the mote out of its brother's eye. Nineteen three believes in self-knowl-edge, and has carefully arranged all matters pertaining to the institution in their true light. There is no knowledge without light, so get a Spectrum and see. THE END OF WORK. There is a faithful saying—"The end crowns the work," which has been held precious by the laborer since time immemorial. True—but when there is a limit to it, the coronation comes whether you have worked or not. But, oh, what a coronation! The end of our year's work is here, but the kind of end depends on the work during the year. Why this end should be the special delight of so many is hard to understand. Work is surely not such a drudge that we are glad to leave it. Work is a pleasure—it is healthy. The end of one task should only incite to greater conquest. There is no end of work. The man who is looking towards He who looks towards the end The ability to work to-morrow is according to your ability to work to-day. No man has ever become strong or great who has not worked patiently and in-defatigably. The great are the hardest workers and the hum-blest servants. Men are strong because they have worked. Idleness is weakness. Do you wish to know the true man ? See him at work. Then you can measure his power, then you have an insight into his real nature. The fisherman at the shore is made a teacher of men, Elisha at the plow is made the prophet, Saul, the persecutor, is made Paul the Apostle. There is no room for the idle man, only the laborer is promoted. Work is power. There is German saying, ''Arbeit iiber-wiindet alles" Labor only is the key to success. If happiness the end is himself an idler, will never do much work THE GETTYSBURG MERCURY. 141 is the great good to man he will find it only in work. And, having found his work, let him concentrate his energy and do it and not seek the end. EXCHANGES. A number of our exchanges are somewhat late in making their appearance this month. Most of those that have arrived, however, show an improvement over last month's issue, es-pecially in their exchange columns. Some, nevertheless, fail to recognize the real purpose of this department, and fill the space with general notes of the college world. This evidently is not the purpose of the exchange column, and several editors could greatly improve their journals by giving this department a thorough remodeling. We are very sorry that no exchange column appeared in last month's issue. For it the exchange editor has no apology to offer. The exchanges were reviewed and written up as usual, but, owing to a seemingly unavoidable circumstance, were cast into the printer's waste-basket. We hope, however, that this will not occur again. We are glad to add the Theilensian to our exchange list. The article "The Decline in Candidates for the Ministry" is very good. The exchange column, however, could be greatly improved by using it for the review and criticism of their ex-changes. THE HEART'S LONGING. There's a warm, warm wind comes from the South, With a promise and a song, A song that wells from a rose-lipped mouth In cadence full and strong. It whispers, whispers through the day To the hearts of longing men, That the time is coming down the way When the woods turn green again. —R. B., Free Lance. 142 THE GETTYSBURG MERCURY. Tlie Juniata Echo for May contains an excellent article on "Juniata—Tradition and Spirit." Among other things the writer says: "College spirit is that undefinable, but none the less real fact of enthusiastic devotion, which unconsciously takes hold of the ideal student in course of his growth into and with an institution, and causes him to rejoice over every mark of its superiority." For the High School exchanges of last month we have nothing but praise. Each editor seems to have made a special effort to send out a good paper. Among these the K. H. 5 Myth is the best. The essay "Character is Power" is very fine. It also contains some splendid cuts. The others most worthy of mention are The Argus, The X Ray and The Delphic News. The first issue of the Phoenix for May is not very well bal-anced. Most of the space is taken up with athletic and local news, much to the detriment of the literary department, which does not contain an article worthy of perusal. The May number of the Forum was one of the best ex-changes received during month. It contains an excellent ar-ticle on "The Study of Philosophy-" The editorial on the "Grind" and college sport is very well written. We agree that they are not true college men. Among the other exchanges the best are the Lesbian Herald, The Buff and Blue, The Amulet, The Midland and The Ursinus College Journal. The lamps I light along life's way May throw their rays on meagre space ; The flowers I scatter day by day May brighten but a little space. Yet, if I light to a higher goal One who the upward path would gain, Or cheer some sorrowing, starving soul, I cannot count my labor vain. —E. C. D., The Midland. THE GETTYSBURG MERCURY. 143 BOOK REVIEW. An American at Oxford, By JOHN CORBIN. Boston: Hough-ton, Mifflin & Co., #1.50. In the educational world there is no more widely discussed subject to-day than Oxford University, its methods and life. For many years Americans were not attracted to Oxford and Oxford gave no inducements to Americans. Most graduate students went to Germany. The Oxford scholarships provided for Americans by the will of the late Cecil Rhodes have drawn special attention to this historic school. Strange to say, as Mr. Corbin mentions in his preface, his book, "An American at Oxford," went into press on the day of the publication of Mr. Rhodes' will. The book is therefore specially interesting. We have heard enough of Ox ford from the English, but to get an account of the University from an American, who judges it from an American standpoint, is wholesome. Ask an Englishman why Oxford has the best system of in-struction and he'll do anything but answer your question. Mr. Corbin's book, however, treats of Oxford in all its phazes and in a manner very charming. The social life of the University is first discussed, which is quite different from other universities of Europe, and the author does not fail to call attention to the contrast. The part of the book that will interest college men is Oxford Out of Doors. The author gives detailed accounts of Track and Field Athletics and at the end, of course, contrasts Ameri-can and English sportsmanship. The English student engages in sport of some kind, which the author thinks is very salutary. Alas, in some of our American Universities time is barely given for exercise ! True to Oxford spirit one part of the book is de-voted to the History of the University. The Problems of the American University are ably discussed. The author is not derogatory of other universities in his con-trast between them and Oxford, and has made the book both interesting and instructive. 144 THE GETTYSBURG MERCURY. As/c you r bookseller to showyou th ese books. Published by Hinds £r» AIobley New York. Songs of All the Colleges - $1.50 Songs of the Eastern Colleges - - 1.26 Songs of the Western Colleges - - 1.25 New Songs for Glee Clubs - .60 3 Minute Declamations for College Men 1.00 8 Minute IteadingB for College Girls - 1.00 New Pieces for Prize Speaking - - 1.26 Proa and Cons (Complete Debates) - 1.60 Commencament Parts,( Orations, Essays, etc) 1.60 Established 1867 by Allen Walton. Allen K. Walton, Pres. and Treas. Robt. J. Walton, Superintendent. 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Karen B. Lofgreen, May 9, 2014 ; The Weber State University Oral History Project began conducting interviews with key Weber State University faculty, administrators, staff and students, in Fall 2007. The program focuses primarily on obtaining a historical record of the school along with important developments since the school gained university status in 1990. The interviews explore the process of achieving university status, as well as major issues including accreditation, diversity, faculty governance, changes in leadership, curricular developments, etc. ; The following is an oral history interview with Dr. Karen Lofgreen conducted on May 9, 2014 by Ruby Licona. Karen discusses her time at Weber State as a student from 1951 to 1953 and her experiences as a professor in the Teacher Education department from 1979 to 2005. ; 41p.; 29cm.; 2 bound transcripts; 4 file folders. 1 video disc: digital; 4 3/4 in. ; Oral History Program Karen B. Lofgreen Interviewed by Ruby A. Licona 9 May 2014 i Oral History Program Weber State University Stewart Library Ogden, Utah Karen B. Lofgreen Interviewed by Ruby A. Licona 9 May 2014 Copyright © 2014 by Weber State University, Stewart Library ii Mission Statement The Oral History Program of the Stewart Library was created to preserve the institutional history of Weber State University and the Davis, Ogden and Weber County communities. By conducting carefully researched, recorded, and transcribed interviews, the Oral History Program creates archival oral histories intended for the widest possible use. Interviews are conducted with the goal of eliciting from each participant a full and accurate account of events. The interviews are transcribed, edited for accuracy and clarity, and reviewed by the interviewees (as available), who are encouraged to augment or correct their spoken words. The reviewed and corrected transcripts are indexed, printed, and bound with photographs and illustrative materials as available. Archival copies are placed in University Archives. The Stewart Library also houses the original recording so researchers can gain a sense of the interviewee's voice and intonations. Project Description The Weber State University Oral History Project began conducting interviews with key Weber State University faculty, administrators, staff and students, in Fall 2007. The program focuses primarily on obtaining a historical record of the school along with important developments since the school gained university status in 1990. The interviews explore the process of achieving university status, as well as major issues including accreditation, diversity, faculty governance, changes in leadership, curricular developments, etc. ____________________________________ Oral history is a method of collecting historical information through recorded interviews between a narrator with firsthand knowledge of historically significant events and a well-informed interviewer, with the goal of preserving substantive additions to the historical record. Because it is primary material, oral history is not intended to present the final, verified, or complete narrative of events. It is a spoken account. It reflects personal opinion offered by the interviewee in response to questioning, and as such it is partisan, deeply involved, and irreplaceable. ____________________________________ Rights Management All literary rights in the manuscript, including the right to publish, are reserved to the Stewart Library of Weber State University. No part of the manuscript may be published without the written permission of the University Librarian. Requests for permission to publish should be addressed to the Administration Office, Stewart Library, Weber State University, Ogden, Utah, 84408. The request should include identification of the specific item and identification of the user. It is recommended that this oral history be cited as follows: Lofgreen, Karen B., an oral history by Ruby A. Licona, 9 May 2014, WSU Stewart Library Oral History Program, University Archives, Stewart Library, Weber State University, Ogden, UT. iii Karen B. Lofgreen May 9, 2014 Abstract: The following is an oral history interview with Dr. Karen Lofgreen conducted on May 9, 2014 by Ruby Licona. Karen discusses her time at Weber State as a student from 1951 to 1953 and her experiences as a professor in the Teacher Education department from 1979 to 2005. RL: Good morning. Today is May 9, 2014 and we are meeting with Karen Lofgreen who came to Weber State in 1979 and retired a few years ago and is well and truly missed. My name is Ruby Licona and I am on the faculty in the Stewart Library at Weber State University. Karen, we are very thankful that you are able to meet with us today despite the weather and all the other obstacles. Welcome. KL: Thank you. RL: So, you came here in 1979, were you originally from Ogden? KL: Born and raised in Ogden—one of seven Blair children. Our parents believed in Weber College and although two or three of us had scholarships to other universities, all seven Blair children graduated from Weber College. I had a full tuition scholarship and it was $51.00 or $17.00 a quarter [Appendix Pg. 1 & 2]. I was employed by all of the coaches in the Athletic Office, plus Lawrence Burton, who was Director of Alumni Relations. It was such a fun job. I typed dupliMATS for the National Junior College Athletic Association's (NCAA), monthly publication. I made $15.00 in the Athletic Office and $20.00 a month for typing that publication. RL: It was called dupliMAT? 1 KL: DupliMATS. You used a stationary typewriter and the form was the dupliMAT. RL: Oh okay, it was the name of the form not the name of the process. KL: A dupliMAT was what you typed on. You fed it into a manual typewriter and you couldn't make a mistake because there was no way to correct it. Later, I used a new selectric typewriter with a correction key and that was a wonderful improvement. I graduated from Weber College in 1953 and attended BYU for one year and I graduated from Utah State. I became an elementary teacher in 1954. In the 1960's when the Teacher Education Department was awarded a Carnegie Foundation Grant to write a new teacher education program the faculty moved into the dorms for one year to collaborate on the new program. Five of us, who were public education teachers, came on campus and taught classes for the year. I also taught two summers for Olive McCarthy, a WSU faculty member who wanted to take a sabbatical during those summers. Olive taught the methods courses in art, music and social studies. I loved teaching those classes. RL: This was still in the Teacher Education Department? KL: Yes. Then, in 1979, I was called by Luan Ferrin, Elementary Education Department Chair, who said that Olive McCarthy was retiring and he asked me to apply for the job. I had, during the interim of the time, received a master's degree from BYU, so I began up with a master's degree, but was hired at the time as an assistant professor. You wouldn't hear of that now. RL: No, you have to have a terminal degree for that now. 2 KL: That's exactly right. If a terminal degree is granted in that field. So, I began in June of 1979 in Teacher Education and it was such fun. Caseel Burke, was the Dean of the College of Education and was a wonderful, outstanding leader. We would sit in a faculty meeting—we were only a faculty of seven in elementary education at that time—and Caseel could synthesize into two minutes a 45 minute meeting. He was a wonderful, wonderful leader. Burdett Johnson was the Elementary Education Chair and I reported directly to him. That first year I can remember having a dental appointment, so I went to Dr. Burdett and I said, "Dr. Burdett, I have a dental appointment, is it alright if I go a little early today." He said, "Karen, you're no longer in public education, you're in charge of your life here, so you don't have to ask the principal for permission to leave early." So, I learned a lot. Helena Watson was a faculty member, along with Cordell Perkes, Jimmy Merrill, Rich Blake, Luan Ferrin and Ruth Gardner, and we ran the elementary program. Secondary faculty was Blaine Parkinson, Harley Adamson, Evan Memmott, Blair Lowe, Florence Barton, Dave Cox, Keith Burnett, and Earl McCain [Appendix pg. 3]. RL: That was quite a bit larger than— KL: It was a larger department than ours. Most of secondary faculty specialized in one subject and most of elementary faculty taught at least three. Our staff at that time consisted of Lucy Isaacson and Marian Hines. Marguerite Favero was the Dean's secretary. Evan Christensen was in the library. I think he served in that capacity for nearly 40 years. Janet Lane, Kathleen Newman, Linda Olmsted, who is still a department secretary, and Sharon Allred, who later took Kathleen's 3 place, ran the audio visual lab. It was a wonderful group of folks. We had the Individualized Learning Program (IDP), which really meant that the students worked at their own speed. That's the one that the faculty wrote for the Carnegie Grant. It was an individualized approach to education and for the student who was self-motivated, it was a wonderful program. If the student depended on the classroom lecture and the rote feeding of the faculty, that student didn't do as well in the program. RL: So it was more like the English program at Oxford where you have a mentor, but you work at your own rate. KL: Yes. Our classes were extremely small with about 15 students. I had the best of both worlds because I taught college students and supervised student teacher where I was in public classrooms at least one day each week. I thought how much more meaningful it would be for our students if we could meet in the public school during the quarter rather than on campus. Since I didn't want to change schools every quarter, I arranged with the principals to be in their school for the academic year. I taught the university students lesson planning and methodology and then taught a classroom of elementary students where my students observed. The next day we would evaluate my lesson and the university students would write their lesson plans, peer teach them, receive feedback and then teach the students in the elementary classroom where I would observe and evaluate them. When we moved to semesters, I had more time to teach and observe. I was the first faculty to teach classes off campus in a public school setting. The students in these classes were seniors and they were very serious about 4 teaching and doing it well. As older faculty retired and new faculty members were hired, many of them did not agree with the individualized approach and slowly the old textbook method crept back and the IDP program was phased out. RL: But they still do field teaching. KL: Students do 150 hours of field experience before they do student teaching, so they're in the field a lot as a declared major. I had a tremendous professional career on Weber's campus. When Val and I were students from 1951 through 1953, we had about 750 students and we knew every faculty member and most of the students. I worked in the athletic office and President Henry Aldous Dixon's office was almost directly across from mine. My sister, Betty Bond, was assistant registrar to Clarice Hall and she was in the office next door. I can remember my sister pulled me out of class one day and she said, "Do you know how close you are to graduating with highest honors," and I said, "No." She said, "You have to have straight A's this quarter." I said, "Really?" She said, "Yes," So, with her encouragement we were able to pull that off. It was a delightful time to be a Wildcat and then to come up here as a full-time faculty. It doesn't get much better than that. RL: Now, when you came up here, who was the president then, Dr. Brady? KL: Yes. I served under Dr. Rodney Brady, Dr. Stephen Nadauld, Dr. Paul Thompson, and then Dr. Ann Milner. RL: You had four pretty good administrators right there. KL: Yes I did. I became very well acquainted with all of them. 5 RL: All were very approachable. KL: Oh, very approachable, I should say. RL: Now, who was Dean? KL: Caseel Burke was our Dean when I came and then I served with Dr. Blaine Parkinson, Dr. Richard Jones, and Dr. David Green. Dr. Jack Rasmussen, who been a faculty member left for North Dakota to become a Dean. When he got word that Dean Green was retiring, he called me and said, "Is this true?" I said, "Yes. Put your hat in the ring." We had a fun laugh because when we were hiring him as a faculty member we'd never met and I had to go to the airport with a sign that said, "Dr. Rasmussen." It was hard for me to do that. So, we laugh about that often. I served under quite a few Presidents and Deans. RL: You gave a list of people. Did any of them take a mentoring role when you came up here or were you advanced enough in your career that you didn't feel like you needed that? KL: Higher education is a lot different than public education. In public ed, you're working with a principal every day and that's about as far as you go unless the superintendent calls a meeting or he happens to come in the classroom. So, of course, the Dean was very close to us and each of these Deans, especially Caseel, mentored me well. I learned so much from him. They all played their role, I served on various committees with each President and occasionally he would come in our building, so I knew each one personally. RL: Were you ever involved with the Faculty Senate? 6 KL: Twice. I served two terms on the Faculty Senate. I enjoyed that. I served on the Executive Council for one term. The executive committee met separately and decided the agenda and topics that would be discussed in the Senate meetings. RL: They also decide all the things for the committees to consider during the year and so forth. KL: True. I had forgotten that part. RL: They're very—it's political, but it's also very organizing and influential. KL: And Tom Burton. RL: Oh he was a sweetheart. KL: Tom was a student body officer at Weber College with Val. Val was president and "Honest Tom, the people's choice," that's how he ran his campaign—was the treasurer. I taught Tom's children in elementary school. I think he served at least two terms as Faculty Senate president. RL: I think it might have been three. KL: It could have been. I so enjoyed having Tom as the president of Senate and we understood each other. RL: Did you serve as a liaison for any of the major committees or anything? KL: Yes, of course, The National College Accreditation for Teacher Education (NCATE) was a big thing that we had to go through every five years. We had two departments, elementary and secondary until we merged and became one known as the Teacher Education Department. I was Elementary Chair during one 7 of those reviews and it was a tremendous task to fulfill the requirements of the review, serve as an administrator and also teach a nine hour load. When Janice Fauske became department chair, she gave members of the NCATE committee three hours load and that helped considerably. During my tenure, I served on every NCATE review. I also taught classes in the master's program when it was taught jointly with Utah State. We had concern with this arrangement because we taught most of the classes and Utah State always wanted a bigger piece of the action. RL: And they got the credit. KL: They surely did. We fought the battle with the Board of Regents and although I didn't fight at that level, I fought at the local level to get that changed because we had a very impressive faculty and we were capable and willing to teach the classes. RL: That was still in the days of all the politics where it was flat out stated, "Weber College will stay Weber College and will never grant graduate degrees." Then the teacher ed program took off. I know when I came in 1990, we had three master's programs and that has blossomed and bloomed to quite a few more by now. KL: Yes, we laid the ground work for the masters' programs on campus. RL: And I think when I first got here, there was still a Utah State office over in one of the—I don't remember if it was in the tower or one of the dorms, but it was still here at that time. 8 KL: They wanted a presence on our campus. They still do. I fought for Ogden money to stay in Ogden. I came from a family who believed in Ogden. In 1955, when American Food Store opened on 40th and Washington, they had a contest. The contest winner would receive a new 1955 Chevrolet Station Wagon. You had to write a jingle and you had to estimate volume sales for a year. My father was a salesman for Swift & Company and he sold all of the meat to the local stores. We had that number, and that's a big volume in a grocery store. Val and I wrote a jingle, "We purchase locally, try never to shirk, for buying in Ogden provides us with work." And we won. RL: Oh, you won a new car! KL: We were married in 1954 and bought a new 1954 Buick, so we sold the 1955 Chevrolet and paid off the Buick. I was born and raised with a daily diet of, "We have to support locally," and I still believe that. So, I have a daughter who graduated from our elementary education program and then came back for a master's degree. I was the first female faculty to hood her daughter and that was quite an honor for me. Blair, our son, has an associate degree from Weber and of course Val and I have associate degrees, so we are a Weber State family. RL: You bleed purple. KL: We do bleed purple and I should have worn purple. I didn't know we'd be on camera or I would have worn the school colors! RL: Well, and you're still very active with the Alumni Association, aren't you? 9 KL: Not as much as I have been. I served on the Alumni Board in 1964 when we were instrumental in laying the groundwork for a four year college. That was a wonderful time. Reva Blair was my cousin and she was Chair that year and we fought hard for the four year status. RL: Well, I had seen you and Val at the Dixon Awards. KL: We support as many Weber State functions as possible. We knew President Dixon. Val served as student body president under President Dixon. RL: He got up and spoke under that hat. KL: He did, he told some fun stories, didn't he? RL: Yes he did. KL: He was part of the group that fought when they wanted the college to revert back to the LDS church. He told that story this year, so you're right. RL: Well, because, Weber had been public for many decades. KL: I can't recall. RL: But they wanted to give it back to the church and there was an uprising. KL: Absolutely, which there needed to be and it worked out. I've seen a lot of interesting things. I was here when we became a University. That was a wonderful event to see happen. RL: Oh that big, beautiful meeting that we had where everybody marched. KL: I had forgotten that. Weber State is home to a lot of wonderful people and, you know, a year ago I received an Honorary Degree (Appendix pg. 4) and my 10 daughter-in-law's parents attended from Salt Lake and they're very University of Utah oriented. They've had many grandchildren graduate from Utah State and from BYU, so they've attended a lot of commencements. They came up afterward and said, "This was so delightful." I said, "That's what we're all about here." It's a hometown feeling and I love that about Weber. RL: It is. I think there are people in Salt Lake who need to get past the whole, "Weber High" mentality because Weber State is no longer what it was when it first came up here on this campus. It has grown tremendously and it is no longer a community college or a college, it has become a full-fledged university. The fact that this is very much a teaching campus, I think makes a big difference. KL: Smaller class loads and full professors teaching classes is a song to sing and a sermon to preach! RL: Well, you mentioned earlier that you had been hired as an assistant professor which wouldn't necessarily happen now. I think a lot of things like that have changed over the years and someone else mentioned that pretty much you have to have a terminal degree depending on what field you're in. I know that with librarianship, a master's degree is considered a terminal degree, but we have several people on the faculty here with doctorates because people, if they're worth their salt, are going to want to go on and get more education regardless of whether they can get by on a master's or not. KL: I was fortunate because with a master's degree, I also became an associate professor. They felt that I was valuable to the department because of my 19 years in public education. So, fun story! Lucy Isaacson and Marian Hines were 11 responsible for the Weber Individualized Learning Kit (WILKIT) center. Students were issued a punch card showing the amount they owed for WILKIT purchases. When the card was full, it was taken to the treasurer's office where the student would pay money for the WILKIT packets. Lucy worked in the center for several years and when she retired I was in charge of her retirement reception that was held in the Sage Room. Tom Day, from the Department of Child and Family Studies, came up to me and said, "Are you available today?" I said, "What for?" Tom said, "Well, there are a group of us going to BYU to interview for a doctoral program and we need one more person to fill the college van. I said, "Oh my gosh," I hadn't even thought about that, so I called Val and told him that I was going to BYU with them. We took a written test and then we were interviewed. Within a month, I received notification that I had been accepted. I can remember that next Sunday sitting at the kitchen table—we had two children and the four of us were sitting there and I didn't know if I really wanted to accept. So, I said to the family, "What shall I do?" Of course, they said, "Mom, you just do whatever you feel comfortable doing." I asked, "Would you think any less of me if I decided not to do this?" They all started eating. I had my answer. RL: Didn't get a response, did you? Or maybe you got a response, but it was nonverbal. KL: It was a great program! I joined a cohort group consisting of six students from California and eight students from Utah. Our northern Utah group drove to BYU every Friday and had classes Friday evening until about 10:00 p.m. and all day Saturday and then we'd drive back. We were on campus in the summers and I 12 took a year sabbatical while I was working on a dissertation. Weber was very good to me because even being on sabbatical I still got a percentage of my salary. So, I finished in 1988 and then became a full professor in 1991. It was so worth it. The degree added $500 to my salary! It cost me $30,000 to get the degree. But, it paid dividends in terms of what I did in my professional life and my church life. RL: How so? KL: I served on the Primary General Board. So, when I did training—and we were worldwide, of course—and they would introduce me as Sister Lofgreen, a professor at Weber State University. RL: Dr. Karen Lofgreen of Weber State University. KL: Absolutely. Then it was surprising how many people would come up and say, "I went to Weber, or I lived in Ogden." I believe that was the main reason I got the degree because I don't think it changed my teaching. I was still a teacher who believed in a very practical approach. However, the experience gave me a broader spectrum of knowledge and new innovative teaching methods. Today I'm glad I did it. RL: That's good. Now, the students, when you first got here, I would imagine they've changed over the years. Were there things that you saw as you were here as far as changing student body? KL: I always felt that the majority of our students were here to learn. Occasionally, you would get a student where you had that feeling, "This is a bunch of garbage, 13 I don't need this stuff, just give me the diploma and let me go in the classroom." That was very seldom. I don't think students have changed too much except for the outside pressure of today's world. We still had many in teacher ed who were single parents—most of our students worked, although they should have only worked 20 hours a week, in some instances it had to be more than that. I think that the whole dynamics in the lives of our students have changed. I've been retired nine years and I would dare say that I didn't see a great deal of change in the thirst for knowledge after 27 years than I did when I first came. We were expected to keep up with the times in terms of what was going on in state mandates. I taught my art, music, creativity, and gifted classes mainly centered around what was expected of students when they became classroom teachers. So, I saw dedicated students. I saw a lot of respect for teaching and teachers while I was here. I'll say that in my 27 years a very infinitesimal group of students gave me that attitude, "Just let me out." RL: Are there students from over the years that you keep in contact with? KL: Yes! I am still invited to some missionary farewells of students that I taught whose children are leaving to serve LDS missions and occasionally, wedding receptions. Recently, I received a letter from a graduate of Weber State, who was a former sixth grade student at T.O. Smith Elementary School. She had moved away and become a curriculum development specialist in a district in Seattle and just wanted to renew some memories about sixth grade. It was fun when I traveled for Weber State and presented at conferences I seldom 14 presented that one of our graduates wasn't there. It was interesting to see how far they had progressed professionally and how far away they had moved. RL: So like National Association meetings and so forth? KL: Yes. Dr. Ann Ellis and I did a lot of presentations worldwide on gifted education. Of course, my strong field was creativity and that's a wonderful field. Faculty used to tease me, "Look at Karen, she teachers art, music, creativity, and gifted," I said, "You all made poor choices. I made the good choices." RL: You're bound to come up with some good students in that. KL: You know, the creativity class was an interesting class. It was an all-day class that met the five days during semester break. We began at 8:00 a.m. and we went straight through until 5:00 p.m. In fact, I didn't want to let them off campus during the noon hour, so before the first Monday, I had my class roll, I would call in five students and say, "You're in charge of lunch on Monday. You'll have a five dollar budget and you'll have 22 students." Of course, they had to furnish some things too. As I got into class the first day then I organized lunch groups for the rest of the week. During the week the students never slept. We still talk about that when I get together with students who took the creativity class. It was very hands-on because they finished the week with methods and materials to teach music, art, language arts, science, math and also creative ways to teach them. RL: Now, did you develop this course? 15 KL: Helena Watson developed the course first and then I took it from there. We had a Ukulele program. We played ukulele the first half hour in the morning and I only taught seven chords, but if you know seven chords you can play a lot of songs. RL: You can fake your way pretty well. I remember in first grade being in a rhythm group and knocking two sticks together. KL: We also did rhythm band instruments. RL: It made an impression. I was in first grade a long time ago. KL: We played rhythm band and orff instruments—those are small xylophones that most of the public schools now have. It was a rigorous course, but I taught it during my time. We finished the semester on Friday and then I picked up creativity the next Monday during break. The students could register for it and they had completed three hours of semester credit before the next semester even started. When I served in Salt Lake was when I started teaching creativity on my time. When Helena taught creativity, it was taught one afternoon per week for three hours all quarter. I talked to the Dean and I said, "I would like to buy some load time," because I needed to be in Salt Lake every Thursday. We worked out the schedule and I was able to perform my board duties. The kids loved the class because they didn't have to worry about other assignments during that week. RL: They got their time in and they got their money's worth. KL: We were able to buy 40 ukuleles. Then, we had enough money that we were able to buy cases for them. So, over in the education building, there are 40 ukes. 16 I met the professor who teaches creativity at this year's story-telling festival and I asked him, "Do you use the ukuleles?" He said, "Not yet, but I plan on it." I hope he does. In the public schools ukulele is a fifth grade experience, but if a teacher can play ukulele, they can accompany many of the songs, especially in the lower grades. RL: That sounds like a fun venture. KL: You know, the faculty and staff never knew what I was going to do in the Education Building. After we practiced a while we took our ukes (Appendix pg. 5) and went down the halls and in the classrooms where teachers were teaching and we'd play our ukes and sing a song or two. They all accepted that as they knew what I was like. RL: Now, as far as teacher ed. What were the effects of developing technology? KL: It didn't have a lot to do with my courses. RL: You were able to keep it pretty traditional? KL: In my courses, although I remember Evan Memott used to have the AV lab and he had a computer and that was it. Now, that whole area where he was is a computer center. I became a computer literate in the early 1980's. Cordell Perkes was my boss and one day he came to my office and said, "You have excellent typing skills, I'm going to put a computer in your office" I said, "No you're not." He said, "Oh yes I am." He continued, "Let me tell you something, Karen. When you learn the computer, you'll toss that selectric typewriter right out the window." I laughed at him and said, "Oh, this is the greatest typewriter on Earth." Soon after, 17 Cordell put an Apple computer in my office. I was the first faculty to have the little Apple with the tiny screen. RL: Seven inch screen I think. KL: Was it? I can't remember, but it was the tiniest thing I'd ever seen and that little tiny keyboard! I said to Val, "Oh my word, I don't know if this is for me." Of course, then as we became iMac savvy—and our department was very good, I had a great computer and every two or three years it was upgraded. I'm an Apple person at home. RL: You got to the big iMacs with the big 19 inch screens and the library just recently had a grant and we now have some iPads in about a seven inch and a ten inch, so it goes round about doesn't it? KL: It does. I just have a new iPad that I'm breaking in and it's tiny. I haven't iPhoned yet, but it probably is coming. RL: Got to keep up with the times, it keeps you young. KL: That's true. RL: Now, outside of teacher ed, what kinds of other things were you involved with on campus? You were on the Faculty Senate. Were you involved in any of the strategic planning things in the early 1990's? KL: Yes I was and Tom Burton was a big part of that. There were two goals that I had. One was to get an honorary degree for Wilma Gross. Wilma was the librarian on the old campus. When we moved from the old campus to the new campus, she hauled the complete library in her car. I don't know how many trips 18 she made between 25th Street and Harrison Boulevard. Did you know Wilma at all? RL: I did not. I think I met her once. KL: She was the most wonderful woman and you talk about professionalism, library skills and kindness. I served on the Honorary Degree Committee three or four times and a lot of the younger faculty had no idea who this woman was, but I just kept repeating my story and she received an honorary degree. The tears rolled down her cheeks the morning they hooded her. The second was to name the education building. When I started my crusade the education building was twenty some years old and never had been named. Well, you tell me what teachers we can ask that can afford to give enough money to have a building named after them. Can't do it. So, I had an idea, thanks to Bill Critchlow, who said, "You know the Timpanogos Storytelling Festival?" I said, "Oh, very well, because I know Karen Ashton as she served on the primary board with me." He said, "Why don't we start a storytelling festival and have the Ashton's buy in with the underlying reason being to name the education building the David O. McKay Education Building because Allan Ashton, Karen's husband, is David O. McKay's grandson." In 1994, a group of us went down and met with Karen Ashton and said, "Would you come up to Weber State and give us ideas on how to start a storytelling festival?" Which she did. I don't know when we approached the Ashtons for a donation, but they gave us a quarter of a million dollars. David O. McKay was a principal of Weber Academy and he taught here and he lived in Huntsville. So, that's what started the Storytelling Festival. They wanted me to 19 chair it and they said, "We'd like the first one to be in the fall of 1995." This was Christmas of 1994. I said, "I can't do it, it's too big and if we do it, we want to do it right so let's aim for fall of 1996." We pulled it off. RL: Now, you worked with the library on that. KL: I worked with Diane Wismer. KL: The Timpanogos Festival does everything in tents, so we wanted to use tents. Rental on the three tents was $30,000 bucks. RL: And that was only for like three days wasn't it? KL: Yes, it was a three day festival. We put it on the lower quad just prior to the starting of school in September. The night before it rained and there was a terrible wind. Val got out of bed, put on his street clothes and said, "I'm going over to check those tents." They were fine, but there was so much water the next morning, plus the main broke on the lower quad, so we had that water too. It was horrible. RL: Everybody was sloshing around, needed boots. KL: Oh yes! I thought the festival would be a one-year event, but it just celebrated its 18th year. It has grown in national recognition and it also serves as a recruitment tool for Weber State. That first year we put on a first class festival and were $40,000 in the red. President Paul Thompson said, "Karen, this could really be an outreach for our whole community. We need to continue this." He also told me that the University would pay our deficit and we would start the next year, debt free. 20 The festival steering committee agreed that we needed financial assistance from the community. We started raising money by asking Norm Skanchy to do an original watercolor that depicted storytelling. It took him most of the summer to complete the artwork and since he didn't charge us for his service, we hoped we could sell the original for some seed money for the festival. My sister, Maggie Favaro, is a relative to Jerry Moyes, who owns Swift Trucking Company and lives in Arizona. She called him on his cell phone and she said, "Jerry! Do I have a deal for you!" He replied, "How much do you need, Maggie?" She replied, "Five-thousand dollars." He asked, "What for?" Maggie explained, "You need to buy an original water color painting." He said, "A painting for $5000 must be quite a painting!" Maggie explained the reason and Jerry said, "The check will be in the morning mail." Jerry gave the original to Maggie and during this year's Storytelling Dinner that watercolor was presented to Norman Skanchy. He was thrilled! We not only sold prints of the painting, but Norm also designed the storytelling pin that many people have purchased. We also started the Storytelling Dinner that has helped with expenses. RL: At the Egyptian. KL: No. The first year we held a dinner for the festival steering committee, national storytellers and sponsors in the yard of Dr. Jack and Bonnie Wahlen. The second year we moved to the Eccles Conference Center and advertised to the public. About 100 attended the event and we included stories from the four national storytellers. This has been a very successful event for the University community. 21 The next year between the support of local schools, WSU, and private donors, the festival was nearly paid for when the doors opened. After the second festival, Dean Hurst called me and said that the Stewart Foundation would pay all expenses for the nest year's event. I was ecstatic! When the steering committee was informed of this, they voted to save the Stewart money and through WSU investments gain some interest on the money. The festival was also making a little money each year and with adding this to the Stewart donation it was our intent that someday we could pay the expenses of a national storyteller to come on campus for a year. To the best of my knowledge, that account has increased to where we can bring a national storyteller to campus and have him or her teach college classes and also work with public school students and educators and with parents. The festival continues to grow and has expanded to the Davis campus. The attendance at last year's festival was just over 14,000. RL: The family evening is always so well attended. Children just love it. KL: Isn't it fun? We patterned that after Timpanogos with our milk and animal cracker cookies. Remember Elaine Sandoval over in Continuing Education? She was always in charge of the refreshments and she'd go to stores and get them to donate animal crackers and milk. That was such a fun thing. We honored Karen J. Ashton by presenting the Karen J. Ashton award to a person who had significant influence in terms of either the festival or storytelling. This year Val and I attended some of the story sessions. I M.C.'d two sessions and then we went to the storytelling dinner because the Karen J. 22 Ashton Award was presented to Norm Skanchy, which I should have thought of years ago. If anyone deserved that award it was Norm for all that he did. RL: For all the ideas and— KL: Oh yes and he never charged us a cent. So, probably my claim to fame is the Wilma Gross library degree. When she died, at the viewing her honorary degree, hood and citation were displayed. It meant so much to her. Our building was 33 years old when it finally got a name. We had a big celebration that day. Hundreds of people attended. President Gordon B. Hinckley came from Salt Lake and spoke about President McKay. When we were planning the dedication event, we had a vice president who said, "Oh, we'll just have it in the Wattis building, to which Leslie Moore kept saying, "Think bigger, think bigger." The Browning Center was booked and I received a call from Leslie about ten days before the event and she was laughing and she said, "Guess what." I said, "You don't have to tell me. The prophet's coming and we get the Austad Auditorium." She said, "Absolutely." It was standing room only and we had to turn people away. They dedicated the building in the Browning Center and then everyone come over to the Education Building for tours and refreshments. I was an escort that day and John and Tita Lindquist were in my group. We had really spruced up the building. We had beautiful art and everything was repainted and John said, "Karen, this looks like a brand new building." I said, "John, this building is 33 years old." He said, "I never would have believed it." So, the Storytelling Festival brought about the naming of our building and that meant a lot to me. RL: So that was your big accomplishment. 23 KL: When you're 72 and you've taught 46 years, it's time to hang it up and go and do other things. So that's what I've been doing. RL: What have you been doing since you left? KL: Right now I'm serving on the Capital Campaign for the College of Education. We were instrumental in securing funds for the Boyd K. and Donna Packer Center that was dedicated last May 2013. I was so delighted with the 125th kickoff. RL: Things went off really well, didn't they? KL: I wish everyone could have attended. I talked to Karen Hurst and she said they had to turn people away. But, if you weren't a committed Wildcat before, that night had to do it. Jim Christian wrote and MC'd the program and it was masterfully done. So, I just keep a little finger in the pot. Right now I'm helping the Ogden Symphony Ballet organization to try to induce a younger audience to attend the symphonies and ballets. If you go to the Masterworks Symphonies, those attending are all my age or older and we don't have young people supporting it. So, we're trying to come up with an idea on how we can make that happen. We don't want to lose symphonic music. Good land, we have one of the finest orchestras in the United States. So I serve a little bit here and there. RL: Didn't I see recently that they had some pop performers or popular music performers? KL: They have three pop concerts a year and they each sell out. RL: Is it a younger audience? 24 KL: Oh absolutely. It's Weber State and that 20, 30, 40 age group. A week ago Thursday, they did the music of the sixties. I don't know how the Pops concerts could get any better. Val and I have had symphony tickets ever since we've been married which will be sixty years this fall. The orchestra used to be at Ogden High School and when they moved to the Browning Center, Val and I were one of the first to buy our tickets. So, we've had a rich life. We have two children, Launa lives in Mountain Green and she teaches school in Davis County. She and Reed are the parents of our three oldest grandchildren and our son, Blair, is a pilot with American Airlines and that little family lives in St. Louis. His oldest son is graduating from high school next week. We leave a week from tomorrow to go back for his graduation. RL: Now, was Val also up here at Weber State? KL: Val Lofgreen? RL: Yes. KL: He was a student body president. RL: Oh, but I mean he wasn't on the faculty or anything. KL: Oh no. Val worked for the Department of Defense. He ran their computer system. RL: I didn't know if you had made it a family affair. KL: No, Val has a degree in chemistry and math and he did graduate work in chemistry and then earned an MBA. He taught accounting at night for three or four years at Weber. Other than that, we've kept him pretty busy at home with a wife who had to commute for every degree. 25 RL: Now, you said you had two main goals— KL: Two major goals. RL: Two major goals. Did you have other goals that you weren't quite able to attain? KL: I'm goal oriented. One of your questions was do you have any regrets? RL: I guess that's what I'm trying to get at without using the word 'regrets'. KL: I'll tell you what I wrote. "What regrets do you have? None. If I had it to do over again I wouldn't change a thing." As I spoke at some of our faculty member's funerals—Florence Barton, for instance, retired the 12th of June—wonderful English professor—I spoke at her funeral in November. Burdett Johnson, Luan Ferrin, Ruth Gardner, Helena Watson, Betty Nowak, to name a few, were instrumental in bringing about the growth in teacher education that we enjoy today. Those of us who are still around have an annual fall social in the beautiful yard of Marlene and Keith Burnett. It reminds each of us of those days when we taught together, played together and most certainly laughed together. Weber State was very good to me. Last night as I went through papers in my desk I found an envelope with each of my salary contracts dating back to 1981. I don't know what I did with the 1979 and 1980 contracts. But I do know that my starting salary in 1979 was $18,000. I can remember how excited I was when Burdett called and said, "You have the job and your starting salary will be $18,000." That year I would have made $17,500 in public education, so a nice $500 bonus was great. RL: In those days, $500 was nothing to sneeze at. 26 KL: The largest raise I ever had at Weber was seven percent. Most raises are in the one's two's three's, and sometimes a four, but one year we had a seven percent. It was a wonderful job for me and I don't think I would have hung it up, but my husband had retired and he thought we should serve a mission for our church, so away we went. RL: Well, it's good to be able to talk to someone who has such fond memories and who donated so much time and effort to some of the really successful programs we've had here. KL: Thank you. RL: Thank you for taking the time to come and be with us. KL: Well, I hope it's worth your time. RL: It's the stories, the little stories. You know about storytelling festivals and stuff and it's the little stories that make up the personality of the place and you've added to that. KL: Thank you. Each year Val and I receive letters from the other universities asking for donations. Val and I have degrees from Utah State, University of Utah and BYU, but our answer is always the same, "We support Weber State University." My father's advice of supporting the local economy has remained ingrained in my heart. It thrills me when I meet a student and ask, "Why Weber State?" Since many of these students are from out of state or from other countries, I'm interested in why they are here and how they heard about Weber. The answers are surprising! But most come because of word-of-mouth by someone who had a 27 positive experience at the University. Last year, my niece's grandson from Alabama enrolled at Weber State. I asked him why and he replied that he would be close to his grandma and great grandma and would have some good home cooked food, but the other reason was that he heard so many good things about Weber from friends and family. He lived in the residence halls the first year and loved that experience. This young man is serving an LDS mission now, but he will return to graduate from Weber. I hear these kinds of stories all of the time from people just coming here and being happy and being treated with respect while learning from the best. Kindness also plays a big role in why they are here. That's very important. It doesn't cost a cent. Many times strong friendships develop as a result of mutual respect between teacher and student. My philosophy was that if friendship did develop as a result of good teaching, that's wonderful, but basically I didn't come here to be their friend, I came to be their teacher. A teacher and student are never on the same level. There has to be distance between the teacher and the learner and if that doesn't happen, learning will not take place. RL: It is a team effort. KL: It's a team effort and that desire to want to teach well and learn those skills that are necessary for a productive and caring classroom teacher makes all the difference. You must have that burning desire and that passion, "I chose the right thing and this is what I want to do for the rest of my professional career." Teaching is not for everyone and contrary to popular belief, all people cannot teach. Teaching requires a definite set of skills and relationships and knowledge 28 and when those three don't combine, it just doesn't happen. So, the majority of my students were here to learn and I was here to teach. RL: How many teachers have you sent out over the years, do you know? KL: Oh my glory. I had that figured out once because they asked me and it was into the thousands, but I did teach 27 of my former elementary students and that was wonderful. I taught those 27, plus I taught my daughter, my sister-in-law, Marilyn Lofgreen, and I taught two of my nieces! RL: Did you get to teach some of your students' children? KL: Yes! A few. One semester I had a student from Moses Lake, Washington. When she introduced herself and told where she was from, I found out that she was Dr. T.O. Smith's great granddaughter and the granddaughter of Dr. Smith's son, Vern, whom I dated in high school. She laughed as she said, "You could have been my grandmother!" I discovered that our students were dedicated professionals. When I observed them as they became cooperating teachers to our student teachers that I supervised I was thrilled that they were bona fide teachers. Who gets to do that? Have I convinced you both to go over and register as elementary education majors? RL: I'm getting ready to retire, I don't think I want to start over. KL: I think I'll grant you that. However, I think I was 53 when I began the doctorate program. RL: Well, you got it in 1988. 29 KL: I finished in 1988 at age 56. RL: It's never too late to learn. KL: No, and be in control of your life. Life has its mountains and valleys, but my dad always used to say, "Mind over matter." I keep that as a focal point because sometimes you have to drive yourself into the unknown and it has always worked for me. So, that's my good word for the day. RL: Well, I'm glad to see someone that was here and left with no regrets. KL: Absolutely none. RL: Thank you, Karen. KL: You're welcome. 30 1 Appendix 2 3 4

Issue 24.5 of the Review for Religious, 1965. ; Constitutiofl,on the Church by Vhtican Council H Toward a Theology of Community by: Sister Helen Mqrie, O.S.F. Virgi:~al Moth~'rhood ' by Thomas Dub.ay, S.M. Community Life: Witness to Christ by Robert. J, Kruse, C.S.C. o The Word of God and" "Literary Embellishment" by Dennis J. McCarthy, S.J. A Community of Service by WilliamlF. Hogan, C.S.C. The Sleep of Peace by,.i ince, t;P. M.cCorry, S.J. Cordmunity Retreats 0 Andre Auw;. C.P. Survey of Rq"man Documents V.iewsi News, Previews Questions and Answers i~ Book'Reviews 665 735 744 760 771 785 ¯ 791 797 803 807 809 813 VOLUrCm 24 NU~mER 5 September 1965 VATICAN COUNCIL II Dogmatic Constitution on the Church PAUL, BISHOP THE SERVANT OF THE SERVANTS OF GOD TOGETHER WITH THE FATHERS OF THE COUNCIL ¯ FOR A PERPETUAL RECORD OF THE MATTER CHAPTER I THE MYSTERY OF THE CHURCH 1. The light of the nations* being Christ, this Council met together in the Holy Spirit strongly desires, by the proclamation of the gospel to every creature (see Mk 16: 15), to enlighten all men with that radiant splendor of His which shines forth upon the countenance of the Church. Since, however, the Church is in Christ like a sacrament, that !s, like a sign and instrument of the closest kind of union with God and of the unity of the whole human race, shb interids to provide the faithful and the entire world with an accurate description of her nature and of her worldwide mission while keeping at the same time close to the thought of preceding Councils. The circum-stances of the present time make this undertaking of the Church a matter of greater urgency on the grounds that all men, being closely linked today by various social, technical, and cultural bonds, should also achieve a full unity in Christ. 2. By a peHectly free and a mysterious decision of His wisdom and goodness, the eternal Father created the en- Translation Copyright (~) 1965 P~vmw voR RE~Jcxous. * This is a translation of the official Latin text, entitled Lumen gentium, as given in Acta .4postolicae Sedis, v. 57 (1965), pp. 5-71. ÷ ÷ ÷ VOLUME 24~ 1965' Faticah Council II REV|EWFOR RELIGIOUS 666 tire universe, chose to elevate men to a share of the divine life,, and did not abandon them when they had fallen in Adam but rather always offered them the means of salva-tion in view of the Redeemer Christ "who is the exact expression of the invisible God, engendered before every creature". (Col 1:15). Before the ages began, the Father "foreknew" the elect and "destined them to bear the likeness of his Son so that he might be the eldest of many brothers" (Rom 8:29). It was His plan, moreover, that those who believe in Christ should be assembled in that holy Church which, already foreshadowed from the ori-gin of the world, prepared for in a remarkable way in the history of the people of Israel and in the old covenant,1 and established in a new era of time, was manifested by the outpouring of the Spirit and which at the end of time will achieve its glorious consummation. As we read in all the fathers, it will be then that all the just from Adam on, "from Abel the just to the last of the elect" 2 will be assembled before the Father in the Church universal. 3. The Son, therefore, came, having been sent by the Father who chose us in Him before the foundation of the world and destined us for adoption as His own children because it pleased Him to restore all things in His Son (see Eph 1:4-5 and 10). In order to carry out the will of the Father, Christ inaugurated the kingdom of heaven on earth, revealed to us the mystery of Himself, and by His obedience effected our redemption. The Church, that is, the kingdom of Christ now present in mystery, grows visibly in the world through the power of God. This be-ginning and growth are symbolized by the blood and water flowing from the opened side of the crucified Jesus (see Jn 19:34) and are foretold in the words of the Lord spoken about His death on the cross: "As for me, if I be lifted up from the earth, I will draw all men to me" (Jn 12:32 according to the Greek text). As often as the sacri-fice of the cross by which "our Passover lamb~Christ-- was immolated" (1 Cor 5:7) is enacted on the altar, the work of our redemption is continued. By the sacrament of the Eucharistic bread, at one and the same' t'ime there is r~presented and effected the unity o~ihe faithfuLwho form one bo~y in Chri~t~ (see 1 Cor 10:17). All men are c'alled to this union with Christ who is the light of the world from whom we come forth, through whom we live, and to whom we are tending. tSee St. Cyprian, Epist., 64, 4: P.L., 3, 1017 (C.S.E.L. [Hartel], III B, p. 720); St. Hilary of Poitiers, In Matth., 23, 6: P.L., 9, 1047; St. Augustine,-passim; and St. Cyril of Alexandria, Glaph. in Gen., 2, 10: P.G., 69, 110 A. 2See St. Gregory the Great, Horn. in Evang., 19, 1: P.L., 76, 1154 B; St. Augustine, Serm., 341, 9, 11: P.L., $9, 1499 f.; St. John of Damascus, Adv. iconocL, 11: P.G., 96, 1357. 4. When the work which the Father gave the Son to do on earth (see Jn 17:4) was completed, the Holy Spirit was sent on the day of Pentecost that He might always make the Church holy and that in this way the faithful might have access through Christ in the one Spirit to the Father (see Eph 2:18). He is the Spirit of life, that is, the'spring of water welling up into eternal life (see Jn 4:14; 7:38-9), through whom the Father gives life to men dead through sin until He raises up their mortal bodies in Christ (see Rom 8:10-1). The Spirit dwells in the Church and in the hearts of the faithful as in a temple (see 1 Cor 3:16; 6:19), prays in them, and gives witness to the adoption of sons (see Gal 4:6; Rom 8:15-6 and 26). The Church, which He leads to everything that is true (see Jn 16:13) and which He unifies in a communion of service, is equipped and directed 'by Him through His various hierarchical and charismatic gifts; she is made beautiful by His fruits (see Eph 4:11-2;1 Cor 12:4; Gal 5:22). Through the power of the gospel, He keeps the Church young, continually re-news her; and'leads her to perfect union with her Bride- ~oom.3 For the Spirit and the Bride both call out to the Lord Jesus: "Comel" (see Ap 22~17). Thus it is that the entire Church appears "as a ~people ¯ made one with the unity of the Father and' the .Son. and the H01y Spirit." 4 : 5. The mystery of the Church is made manifest at its very foundation. For the Lord Jesus began His. Church by preaching the good news of the arrival of that king-dom of God promised for centuries in Scripture: "The moment has come, and the kingdom of God has ar-rived" (Mk 1:15; see Mt 4:17). Moreover, this kingdom began to shine forth for men in the words, deeds, and presence of Christ. The word of the Lord is compared to seed that is sown in a field (Mk 4:14); whoever hear it with faith and are included in the little flock of Christ (Lk 12:32) have received the kingdom itself; thereafter the seed by its own powei germinates and grows until the time of. the harvest (see Mk 4:26-9). The miracles, too, of Jesus show that the kingdom is already present on earth: "If it is by the finger of God that I am expelling the demons, then the kingdom of God has already swept over you" (Lk 11:20; see Mt 12:28). B~it more than in any other way, ~the ~kingdom is manifested in the Person of Christ, Son of God and Son of Man~ who came "to serve and to give his life to set many others free" (Mk .10:45). When, however~ Jesus arose afte~ suffering death On the o 8See St. Irenaeus, Adv.°haer;, III, 24, 1: P.G., 7, 966 B (Harvey, 2, 131; ed. Sagnard, Sources chr., p. 398). ' St. Cyprian, De orat. Dora., 23: P.L., 4, 553. (H~rtel, III A, p. 285); St. Augustine, Serra., 71, 20, 33: P.L., 38, 463 f.; and St. John.of Damascus, )ldv. iconocl., 12: P.G., 96, 1358 D. The Church: . VOLUME 24,: 1965 : 667 ÷ Vatican Council II REVIEW FOR RELIGIOUS 668 cross for men, He appeared as the Lord and as the Mes-siah and Priest constituted for all eternity (see Acts 2:36; Heb 5:6; 7:17-21); and He poured out on His disciples the Spirit promised by the Father (see Acts 2:33). It is because of all this that the Church, equipped with the gifts of her Founder and faithfully preserving His pre-cepts concerning love, humility, and abnegation, receives the mission of proclaiming the kingdom of Christ and of God and of founding it in all nations and that she con-stitutes on earth the seed and the 15eginning.~of this king: dom. And while she slowly grows during her allotted time, she longs for the kingdom in its completed form and with all her strength hopes and desires to be joined in glory .with her King. 6. Just as in the Old Testament the revelation of the" kingdom is often presented in figuratiye language, so also now the intimate nature of the Church is made known to us by a variform imagery which whether taken from shepherd life or agriculture, from building, or from fam-ily life and bet]:othal is prepared for in the books of the prophets. For the Church is a sheepfold of which Christ is the one and indispensable entrance (Jn 1:1-10). She is also a flock of which God Himself foretold that He would be the shepherd (see Is 40:11; Ez 34:11 ft.); and her sheep, though ruled by human pastors, are nevertheless cease-lessly led and nourished by Christ Himself, the Good Shepherd and the Prince of pastors (see Jn 10:11; 1 Pt 5:4) who gave His life for His sheep (see Jn I0:1 I-5). The Church is also the plantation or the field of God (1 Cor 3:9) in which grows the ancient olive tree the holy roots of which were the patriarchs and in which the reconcilation of Jew and Gentile has been and will be brought about (Rom 11:13-26). The Church has been planted by the divine Husbandman as a choice vineyard (Mt 21:33-43 and parallels; see Is 5:1 ft.). The true vine is Christ who gives life and fecundity to. the branches, that is, to us, who through the Church abide in Christ without whom we can do nothing (Jn 15:1-5). Often, too, the Church is called the edifice of God (1 Cor 3:9). It was actually the Lord who compared Him-self to a stone which the builders rejected but which be-came the cornerstone (Mr 21:42 and parallels; sde Acts 4:11; 1 Pt 2:7; Ps 117:22). On this foundation the Church is built up by the Apostles (see 1 Cor 3:11) and from it derives its strength and indivisibility. This edifice is given various names: the house of God (1 Tim 3:15) in which there lives His family; the habitation of God in the Spirit (Eph 2:19-22); the dwelling place of God with men (Ap 21:3); and especially the holy temple which, symbolically represented by our churches of stone, is praised by the fathers and is rightfully compared in the liturgy to the holy city, the new Jerusalem.5 We are being built up in it here on earth like so many living stones (I Pt 2:5). It is this holy city that John contemplates coming down out of heaven from God at the renewal of the world, looking like a bride dressed in beauty for her husband (Ap 21:1 The Church, which is called "the Jerusalem that is above" and "the mother of us all" (Gal 4:26; see Ap 12:17), is also described as the spotless bride of the spot-less Lamb (Ap 19:7; 21:2 and 9; 22:17) whom Christ "loved and for whom He gave himself that he might make her holy" (Eph 5:26), whom He joined to Himself by an unbreakable covenant, whom He continually "nourishes and cherishes" (Eph 5:29), whom, being cleansed, He wants joined to Himself in a 'subjection of love and faithfulness (see Eph 5:24), and on whom, fi-nally, He has lavished His heavenly gifts to last for all eternity so that we might grasp that love of God and Christ for us that surpasses all our comprehension (see Eph 3:19). But as long as the Church pilgrimages on earth away from the Lord (see2 Cor 5:6), she is like an exile seeking and foretasting the things that are above where Christ sits at the right hand of God and where the life of the Church is hidden with Christ in God until the time when she appears in glory with her Spouse (see Col 3:1-4). 7. By overcoming death through His own death and resurrection in the human nature that was united to Him, the Son of God redeemed man and transmuted him into a new creation (see Gal 6:15; 2 Cor 5:17); for, by communicating His Spirit, He mystically constituted His brothers, called together from all peoples, as His own Body. In that Body the life of Christ is imparted to believers who through the sacraments are united~in a mysterious but real way to Christ who suffered and was glori~fie~.6 For through baptism we are formed into the likeness of Christ: "For we were all baptized in one Spirit to form one body" (1 Cor 12:13). By this sacred rite our union with the death and resurrection of Christ is made present and effected: "Through baptism we have been buried ~See Origen, In Matth., 16, 21: P.G., 13, 1443 C; and Tertullian, Adv. Marc., 3, 7: P.L., 2, 357 C (C.S.E.L., 47, 3, p. 386). For liturgical documents, see Sacramentariurn gregorianum: P.L., 78, 160 B or C. Mohlberg, Liber sacramentorum Romanae Ecclesiae (Rome, 1960), p. 111, XC: "Deus, qui ex omni coaptatione sanctorum aeternum tibi condis habitaculum . " ["O God, who by the formation of all your saints are preparing for Yourself an eternal habitation. "]; and the hymns Urbs lerusalem beata in the Monastic Breviary and Coelestis urbs Ierusalem in the Roman Breviary. ~ See St. Thomas, Summa theologiae, 3, q.62, a.5, ad 1. 4- 4- 4- The Church VOLUME 24, 1965 669 ÷÷ Vatica~t Co~ncil'll REVIEW FOR RELIGIOUS With him in death"; and if "we have grown into union with him. by undergoing a death like his, then we will also share his resurrection'-' (Rom 6:4-5). Keally partak-ing of. the Body of the Lord in the breaking of the Eucharistic bread, we are raised up into ~ communion with Him and among ourselves: "Because the bread is one, we, many though, we are, are one body since we par-take of that one bread" (1 Cot 10:17). In this way all of us:are made members ~f His Body (see 1 Cor 12:27), "each and every one being members of one another" (Rom 12:5). Just as the parts of the human body, though they are m~iriy~ still form but a single body, so also do the faithful in Christ (see 1 Cot 12:12).'Similarly, in the building'up of the Body of Christ there is a diversity of members and of functions. There is only one Spirit who, "in. accord with His own riches and the needs of the ministry, distributes the variety of His gifts for the welfare "of the Church (see 1 Cot 12:1-11). A~m.ong these gifts there stands out .fl~_e~ grace of the Apostles to whose authority the Spiii~ Himself tias subjected even those, endowed with charis-matic gifts (see 1 Cor 14).:This same Spirit, who gi~s unity' to the Body through Himself and His power and through the internal orgai~ic union of the members, pro-duces love among the faithful and presses it on. Hence, if one member suffers anything, all the. other members suffer it with ~him; or if one member is honored, all the members share the joy (see 1 Cor 12:26). The Head of the Body is Christ who is the likeness of the invisible God and in whom all things were made. He exists prior to all creatures, and all things are sustained in Him. He is the Head of the Body that is the Church. He is the beginning and is the firstborn from among the dead that He might possess first place in everything (see Col 1:15-8). By the greatness of His power, He rules the things in heaven and on earth; while by His surpassing perfection and way of acting, He fills the entire Body with the riches of His glory (see Eph 1:18-23).7 All the members must be fashioned to His likeness until Christ is formed in them (see Gal 4:19); hence We.are taken up intothe mysteries of His life to the ex-tent that, being shaped to His likeness and having died and risen With Him, we will reign °with Him (see phil 3:21; 2 Tim 2:11;. Eph 2:6; Col 2.:12~ .and.so forth). VVhile we pilgrimage .here on earth and closely follow His path through tribulation and persecution, we are united to His sufferings as the Body to its Head, suffering with Him that we might be glorified with Him (see l~om 8:17). See the encyclical of Plus XII. Mystici~ Corporis, June 29, 1943: Acta Apostolicae Sedis, ~. 35 (1943), p. 208. " " It is from Him that "the entire body through its liga-ments and muscles is governed and built up and grows as God intends" (Col 2:19). In His Body, that is, in the Church, He cgntinually distributes the gifts of His minis-tries by which through His power we serve each-other unto salvation so that, holding firmly to the truth in love, we might grow up in every way into Christ who is our Head (see Eph 4:11-6 according to the Greek text). In order, however, that we might be unceasingly re-made in Him (see Eph ~.23); He has shared ~i~h--fis-His Spirit who, being identically the same in Head and mem-ber, vivifies, unites, and moves the entire Body in such a way that His work could be compared by the fathers to the function which the life principle, that is, the soul, per-forms in the human body.s Moreover, Christ loves the Church as His Bride, having become the perfect example of the man who loves his wife as his own body (see Eph 5:25-8), while the Church herself is subject to her Head (Eph 5:23-~). "Since it is in him that all the fullness of God's nature lives embodied" (Col 2:9), He fills the Church, which is His Body and His plenitude, with His divine gifts (see Eph 1:22-3) so that she may grow and reach all the fullness of God (see Eph 3:19). 8. Christ, our one mediator, established and continu-ally sustains9 His holy Church, the community here on earth of faith, hope and love, as a visible structu.re through which He pours, forth truth and grace on all. B~Utlie~6ciety with its hierarchically structured organs and the spiritual community, the earthly Church and the Church enriched by heavenly gifts should not be re-garded as two realities but as a single complex reality composed of a human and a divine element.10 It is for this reason that;-by'a~cornparison that is not meaningless, 8 See the encyclical of Leo XIII, Divinum illud, May 9, 1897: Acta Sanctae Sedis, v. 29 (1896-7), p. 650; the encyclical of Pius XII, Mystici Corporis: Acta Apostolicae Sedis, v. 35 (1943), pp. 219-20 (Denz. 2288 [3808]); St. Augustine, Serm., 268, 2: P.L., 38, 1232, and in other of his w6rks; St. John Chrysostoxn, In Eph. Horn., 9, 3: P.G., 62, 72; Didymus of Alexandria, Trin., 2, 1: P.G., 39, 449 f.; and St. Thomas, In Col., 1, 18, lect. 5 (ed. Marietti, II, n. 46): "Sicut constituitur unum corpus ex unitate animae, ita Ecclesia ex unitate Spiritus." [As one body is constituted by the unity o[ the soul, sothe Church by the unity of the Spirit . "]. ~ The encyclical of Leo XIII, Sapientiae christianae, January 10, 1890: Acta Sanctae Sedis, v. 22 (1889-90), p. 392; the same Pontiff's encyclical, Saris cognitum, June 29, 1896: Acta Sanctae Sedis, v. 28 (1895-6), pp. 710 and 724 ft.; and the encyclical of Plus XII, Mystici Corporis: Acta Apostolicae Sedis, v. 35 (1943), pp. 199-200. x8 See the encyclical ol~ Pius XII, Mystici Corporis: Acta Apostolicae Sedis, v. 35 (1943), pp. 221 ff.; and the same Pontiff's encyclical, Humani generis, August 12, 1950: dcta dpostolicae Sedis, v. 42 (1950), p. 571. ÷ ÷ ÷ The Church VOLUME 24, 1965 4. 4. ,4, Vatican Counci! I1 REVIEW FOR RELIGIOUS she is likened to the mystery of the incarnate Word. Just as the nature assumed by Him serves the divine Word as a living instrument of salvation that is insepa-rably united to Him, so in a way that is not dissimilar the social structure of the Church serves the Spirit of Christ, who vivifies it, for the growth of the Body (see Eph 4:16).xx This is the one and only Church of Christ which we profess12 in the Creed to be one, holy, catholic, and apos-tolic, the Church which, after His Resurrection, the Savior entrusted to Peter's shepherding (Jn 21:17), which He committed t,o him and the other Apostles for the purpose of extending and ruling it (see Mt 28:18 ft.), and which He erected as a perpetual "pillar and founda-tion of the truth" (1 Tim 3:15). This Church, constituted and organized in this world as a society, subsists in the Catholic Church governed by the successor of Peter and by the bishops in communion with him,za although even 9utside her visible structure there are found many ele-ments of holiness and truth which as gifts properly belonging to the Church of Christ are forces that lead on to Catholic unity. Just as Christ carried out the work of redemption in poverty and persecution, so also the Church is called to follow the same path in order that she may communi-cate the effects of salvation to men. Christ Jesus, "though he was God by nature., stripped himself to take on the nature of a slave" (Phil 2:6) and for our sake "became poor, though he was rich" (2 Cor 8:9); in the same way the Church, though she needs human resources for the carrying out of her mission, is not established for the quest of earthly glory but for the proclamation, even by her own example, of humility and abnegation. Christ was sent by the Father "to preach the good news to the poor., to heal the contrite of heart" (Lk 4:18), "to search for and. to save what was lost" (Lk 19:10); simi-larly, thb Church encompasses with her love all those ~ttticted by human suffering. Even more, in the poor and the suffering she perceives the likeness of her poor and suffering Founder and makes it her earnest concern to relieve their need, thus striving to serve Christ in them. But while Christ, "holy, faultless, unstained" (Heb 7:26), ax The encyclical of Leo XlII, Satis cognitura: Acta Sanctae Sedis, v. 28 (1895-6), p. 713. ~See the Apostles' Creed: Denz., 6-9 (10-13); the Niceno-Con-stantinopolitan Creed: Denz., 86 (150); and the Tridentine Profession of Faith: Denz., 994 and 999 (1862 and 1868). ~It is called "Sancta (catholica, apostolica) Romana Ecclesia" ["the holy (catholic, apostolic) Church"] in the Tridentine Pro-fession of Faith (as cited in the preceding footnote) and in Vatican Council I, Session 3, the dogmatic constitution De lide cath.: Denz. 1782 (3001). "knew nothing of sin" (2 Cor 5:21) but came to make propitiation only for the sins of the people (see Heb 2:17), the Church, since she includes sinners within her-self, is at the same time holy and always in need of puri-fication and ceaselessly practices.p~n,ance and seeks for r~_en~e.vzal. The Church, "like a person in a foreign land, advances amid the persecutions of the world and the consolations of God," 14 proclaiming the cross and the death of the Lord until He comes back (see 1 Cor 11:26). She is strength-ened, however, by the power of her risen Lord so that by patience and love she may overcome her afflictions and diffficulties--internal as well as external--and that she may reveal to the world, darkly but faithfully, the mys-tery of her Lord until in the end it will be 'manifested in full light. CHAPTEK II THE PEOPLE OF GOD 9. At all times and among every nation the man who reverences Him and does what is right has been accept-able to God (see Acts 10:35). Nevertheless, it was not God's plan to sanctify and save men as individuals with no relationship of any kind with each o.t_her; rather, He intended to make them a people that would acknowledge Him in truth and would serve Him in holiness. Accord-ingly, He chose the Israelites as His own people with whom He made a compact and whom He gradually educated by manifesting Himself and the purpose of His will in their history and by making them holy in His sight. All of this, however, took place to prepare and pre-figure the new and. perfect compact to be made by Christ and the fuller revelation to be given by the Word made flesh. "A day comes, says the Lord, when I make a fresh compact with the house of-Israel and with the house of Judah . I will put my law within them, writing it on their hearts; and I will be their God, and they shall be my people . For all shall know me from the least of them to the greatest, says the Lord" (Jer 31:31-4). It was Christ who made this new compact, the new covenant in His own Blood (see 1 Cor 11:25), summoning from both Jew and Gentile a people that would be unifie.d.n_ot through natural means but in the Spirit and that would by the new People of God. Believing in Christ, having been reborn not from a perishable principle of life but, through the word of the living God, from an imperish-able one (see 1 Pt 1:23), not from flesh but from water and the Holy Spirit (see Jn 3:5-6), they are finally established St. Augustine, Cir. Dei, XVIII, 51, 2: P.L., 41,614. ÷ ÷ ÷ Th~ ~hurch VOLUME 24, 1965 6'73 Vatican Council 11 REVIEW FOR RELIGIOUS as ':his chosen generation, his royal priesthood, his holy na-tion, his own people by acquisition., formerly not a people at all but now the people of God" (1 Pt 2:9-10). This messianic people possesses as its Head Christ "who was handed over to death because of our sins and was raised to secure our justification" (Rom 4:25) and who, having won the name that is above all names, gloriously rules in heaven. This people is in the state of the dignity and freedom of the children of God in whose hearts the Holy Spirit dwells as in His temple. The law of this people is the new commandment of loving as Chris~ loved us (see Jn 13:34). And its goal is the kingdom o[ God, begun on earth by God Himself and to be ex-tended until at the end of time i.t__w_il.l.be brought tp_per-fection by Him when Christ our life will appear (see Col 3:4) and "the whole of creation will be freed from the tyranny of decay and have the magnificent freedom of the children of God" (Rom 8:21). Accordingly, this messianic people, though it does not actually include all men and at times appears to be a small flock, is nevertheless the indestructible source of unity, hope, and salvation for the entire human race. Established by Christ as a mutual sharing in life, love, and truth, it is also used by Him as the instrument for the redemption of all and is sent out by Him to the entire world as the light of the world and the salt of the earth (see Mt 5:13-6). Just as Israel according to the flesh was already called the Church of God as it wandered about in the desert (2 Ezr 13:1; see Nm 20:4; Dt 23:1 ft.), so the new Israel which, while living in the present age, seeks a future and an abiding city (see Heb 13:14) is also called the Church of Christ (see Mt 16:18) since He won it at the price of His own life (see Acts 20:28), filled it with His Spirit, and provided it with the characteristic ele-ments of a visible and social union. God gathered to-gether all those who by their faith look to Jesus as the author of salvation and the principle of unity and peace .and established them as the Church, the purpose of ,which is to be for one and all the visible sacrament of this saving unity.15 In order that it might be extended into all the regions of the earth, it becomes a part of the history of mankind," even though it transcends the ages and goals of the peoples of the world. As it advances through trials and tribulations, it is strengthened by the power of the grace of God that was promised to it in order that it might not waver from perfect fidelity be-cause of the weakness of the flesh but would remain the Bride worthy of her Lord, never ceasing under the im-a~ See St. Cyprian, Epist., 69, 6: P.L., 3, 1142 B (Hartel, III B, p. 754): "inseparabile unitatis sacramentum" ["the unbreakable sacra-ment of unity"]. pulse of the Holy Spirit to renew herself until through the cross she arrives ai the light that knows no setting. 10. Christ the Lord, the High Priest .chosen from among men (see Heb 5:1-5), made this new people "a kingdom .of priests for God, his Father" (Ap.l:6; see 5:9~-10). For throughthe ,regeneration and anointing .of the Holy Spirit the baptized are.consecrated as a spiritual house and a holy priesthood so thatin all their actions as Christians they may offer spiritual sacrifices and proclaim the power of Him. who called them out of darkness into His amazing light (see 1 Pt 2:4-10). Accordingly, all the followers of Christ, devoting themselves to prayer and the praise of God (see Acts 2:42-7), should offer, them-selves as a living sacrifice holy and acceptable to God (see Rom 12:1); and everywhere' on.earth they should give witness to Christ, and t6 hll that ask they should give the reasons for the hope of eternal life that is within them (see 1 Pt 3:15). The general priesthood of the faithful and the minis-terial or hierarchical priesthood, though they differ in kind and not merely in degree, are nevertheless inter-connected; each of them in its own special way is a shar-ing of the one priesthood.of Christ.16 By the sacred, power he possesses, .the ministerial, priest directs and rules the priestly people; and, acting in the .person of Christ, he effects the Eucharistic sacrifice and offers it to God in the name of the entire People of God. On the other hand, the faithful join in the offering of the Eucharist by reason of their royal priesthood;17 and they exercise their priest-hood by receiving the sacraments, by prayer and thanks-giving, by the witness of a holy life, by self-denial, and by an active charity. 11. The sacred and organically structured character of the priestly community is brought into ope.ration through the sacraments and through virtuous action. Incorporated into the Church through baptism, the faithful by. its character are destined for .the worship of the Christian religion; and, having been reborn as children of God, they should confess before men the faith that they have received from God through the Church.is By the sacra-ment of confirmation their bond to the Church is. made more perfect; and they are endowed with a special strength of the Holy Spirit so that they are more stiictly ~ ~n See the aIIocution of Pius XII, Magnillcate Dominum, November 2, 1954: dcta Apostolicae Sedis, v. 46 (1954); p. 669; and the same Pontiff's encyclical Mediator Dei, November 20, 1947: Acta Apo~to-licae Sedis, v. 39 (1947), p. 555. " " ". ." ~ See the encyclidal of Pius.XI, Miserentissimus Redemptor, May 8, 1928: dcta Apostolicae Sediso v. 20 (1928), pp. 171 f.; and the allo-cution of Pi~s XII, Vous nous avez, September 22, 1956: Acta dpostolicae Sedis, ~. 48 (1956), p. 714. ~s See St. Thomas, Summa theologiae, 3, q.63, a.2. 4, ÷ The Church " VOLUME 24, 1965 675 ÷ ÷ ÷ ~atican Council II REVIEW FOR RELIGIOUS 676 obliged to spread and defend the faith by word and ac-tion as true witnesses to Christ.19 When they take part in the Eucharistic sacrifice, the source as well as the crown of the entire Christian life, they offer God the divine Victim and themselves with Him.2° Hence, through the offering and through Holy Communion all take part in the liturgical action--not, however, with no distinction of participation but each in his own proper way. Nour-ished during the sacred service by the Body of Christ, they then manifest in a concrete way the unity.of the People of God that is symbolized and wond~erfully ef-fected by this most sacred sacrament. "When they approach the sacrament of penance, they obtain pardon from the mercy of God for their offences against Him and at the same time are reconciled with the Church which they wounded by their sins and which by her love, example, and prayers labors for their con-version. By the sacred anointing of the sick and the prayers of her priests the entire Church commends the sick to the suffering and glorified Lord, asking that He might ease and heal them (see Jas 5:14-6); moreover, she exhorts them to freely unite themselves with the passion and death of Christ (see Rom 8:17; Col 1:24; 2 Tim 2:11-2; 1 Pt 4:13) and thereby contribute to the well-being of the People of God. Those of the faithful who are consecrated by holy orders are appointed to nourish the Church in Christ's name with the word and grace of God. Finally, by the strength of the sacrament of matrimony through which they signify and share in the mystery of the unity and fruitful love that exist be-tween Christ and the Church (see Eph 5:32), Christian spouses help each other to achieve holiness in their mar-ried lives and in the rearing and education of their chil-dren; accordingly, in their gtate and rank of life, they have their own special gift (see 1 Cor 7:7).2x For from such mar-riage comes the family in which are born new citizens of human society who through the grace of the Holy Spirit in baptism are made children of God to assure the per-petuation of the People of God throughout the course of the centuries. In this "Church in the home," as we may call it, the parents by their words and deeds are the first 1°See St. Cyril of Jerusalem, Catech., 17, De Spiritu Sancto, II, 35-7: P.G., 33, 1009-12; Nic. Cabasilas, De vita in Christo, bk. III, De utilitate chrismatis: P.G., 150, 569-80; and St. Thomas, Summa theologiae, 3, q.65, a.3 and q.72, a.l and 5. ~ See the encyclical of Pius XII, Mediator Dei, November 20, 1947: Acta Apostolicae Sedis, v. 39 (1947), especially pp. 552 f. ~ 1 Cor 7:7: "Everyon.e has his own particular gift [idion char-isma] from God, some one thing and some another." See St. Augustine, De dono persev., 14, 37: PAL., 45, 1015 f.: "It is not just continence that is a gift of God--so also is the chastity of the married." preachers of the faith to their children; and they should foster the vocation proper to each of their children, tak-ing special care with regard to vocations to a sacred state. Strengthened by so many powerful means of salvation, all the faithful of whatever condition and state are called, each in his own way, to that perfect holiness whereby the Father Himself is perfect. 12. The holy People of God also share in the prophetic o~ice of Christ by spreading abroad a living witness to Him especially through a life of faith and charity and by offering to God a sacrifice of praise, the utterance of lips that glorify His name (see Heb 13:15). The entire body of the faithful, since they have been anointed by the Holy One (see Jn 2:20 and 27), cannot err in their be-liefs; and this special quality--deriving from the entire people's supernatural discernment of the faith--is made manifest when "from the bishops down to the last of the faithful" ~2 the people show their universal agreement in matters of faith and morals. It is through this discern-ment of the faith, which is begun and sustained by the Spirit of truth, that the People of God cling steadfastly to the faith committed once ahd for all to the saints (see Jude 3), doing this under the guidance of the sacred teaching authority by faithful obedience to which they receive not a merely human message but, what it really is, the message of God (see 1 Th 2:13); and it is through this same discernment that the people achieve a true understanding of the faith and give it a fuller applica-tion to life. Moreover, it is not only through the sacraments and the ministries that this same Holy Spirit sanctifies and leads the People of God and endows it with virtues; by "distributing" His gifts "to individuals as He wishes" (I Cor 12:11), He also confers on the faithful of every rank special graces by which He makes them ready and fit for undertaking various tasks and duties for the re-newal and building up of the Church according to the text: "The manifestation of the Spirit is given to each one for the common good" (1 Cor 12:7). These charisms --whether they be unusually remarkable or the simpler and more widely diffused ones--should be accepted with gratitude and an attitude of encouragement, since they are carefully proportioned to and useful for the needs of the Church. However, extraordinary gifts should not be rashly-sought after; nor should one presume to attain through them what comes as the result of apostolic labor. Moreover, judgment about their genuinity and their or-derly use belongs to those in authority in the Church "~Scc St. Augustine, De praed, sanct., 14, 27: P.L., 44,980. + Tlw Churrh VOLUME 24, 1965 677 4. 4. 4. Vatican Council II REVIEW FOR;RELIGIOUS who have been given the. special competence not to stifle the Spirit but to test all things and retain what is good (see 1 Th 5:12 and 19-21). 13. All men are called to join themselves to the new People of God. Therefore, this people, while remaining one and ~only one, is to be spread throughout the entire world and .throughout all ages of time in order that there may be carried out the decree of the will of that God who. at the beginning made human nature one and who has determined to bring together into unity all His scattered children (see Jn 11:52). It was for this that God sent His Son whom He appointed as His heir to all things (see Heb 1:2) so that He might be the teacher, king, and priest of all men--the Head of the new and worldwide people of the sons of God: And, finally, it was for this that God sent the Spirit of His Son, the Lord and the Giyer of Life who for the Church as a whole as wellas for each and every one of the faithful is the prin-ciple of their societal unity in the teaching and fellow-ship of the Apostles, in the breaking of bread, and in prayers (see Acts 2:42 according to the Greek text). Hence in all the peoples of the world there is present the one People of God which takes its citizens from_.all nations, making them citizens of a kingdom that is not earthly but heavenly ir~ nature. All the faithful, spread though they are throughout the world, are in communion with each other in the Holy Spirit; accordingly, "a person who lives, in-Rome knows that the people of India are his members."-% Since the kingdom of Christ is ~not of this world (see Jn 18:36), the Church, that is, the People of God, in establishing that kingdom takes nothing away from the temporal well-being of any people; on the con-trary, she fosters and uses the abilities, resources, and traditions of the v~rious peoples insofar as they are good; and in so doing, she purifies, strengthens, and elevates them. For she is mindful that she must be a conserver of things along with that King of hers to whom the nations have been given as His inheritance .(see Ps 2:8) and to whose city the nations bring their gifts and offerings (see Ps 71 [72]:10; Is 60:4-7; Ap 21:24). This characteristic of. universality which is the.,glory, of the People of God is a gift from the Lord Himself by reason of which the Cath-olic Church is always making effective efforts to bring all humanity and all its possessions to the headship of Christ in the unity of His Spirit34 By reason of this. catholicity each individual part makes its own special contribution to the other parts .and ¯ ~.~ee St. John Chrysostom, In Io., Horn. 65, 1: P.G., 59, 361. ~See St. Irenaeus, Adv. haer., III, 16, 6; III, 22, 1-3: P.G., 7, 925 C-926 A and 955 C-958 A (Harvey, 2, 87 f. and 120-3; Sagnard, pp. 290-2 and 372 ft.). ~ ¯ to the Church as a whole so that the whole and each part grow as a result of this mutual sharing and common effort to attain to fullness in unity. Hence, the People of God i-~'not only assembled from various peoples; but within itself it is composed of various levels. For among its mem-bers there is diversity either by reason of duties as is true in the case of those who exercise the sacred ministry for the good of their brethren or by reason of their con-dition and kind of life as is true in the case of those many persons in the religious state who, striving for holiness by a narrower path, stimulate their brethren by their ex. ample. Furthermore, within the Church's communion there rightly exist articular churches which possess their own special traditions without pre]-udice to the primacy of the Chair of Peter which presides over the entire as-sembly of charity,25 protecting legitimate differences while assuring that these differences do not harm unity but rather aid it. It follows, then, from all this that among the various parts of the Church there are bonds of close union with regard to spiritual riches, apo.stolic workers, and temporal resources. For the members of the People of God are ~alled to share their possessions; and the words of the Apostle apply to each of the churches: "Serve one another with the particular gifts God has given each of you, as faithful dispensers of the multiform grace of God" (1 Pt 4:10). All men are called to belong to this catholic unity of the People of God which anticipates and fosters uni-versal peace; and, in different ways, there belong to ~r are oriented towards_t_hi_s_unity_bo_th the Catho_ljc_ f.ait~h_ful and all who believe in Christ__as.well as all men in general si~ce~they are called by ~he ga-ace of God to salvation. "14. It is to the Catholic faithful that this Council wishes to first turn its attention. Basing itself on Sacred Scripture and tradition, it teaches that this Church, a pilgrim in exile, is necessary for salvation. For Christ alone is the Mediator and the Way to salvation; and He is present to us in His Body which is the Church. He, however, by explicitly affirming the necessity of faith and of baptism (see Mk 16:16; Jn 3:5), also affirmed the necessity of the Church which men enter by the door that is baptism. Hence, those men could not be saved who, knowing that the Catholic Church was established by God through Jesus Christ as a necessary means, neverthe-less, would refuse to enter the Church or to persevere in her. ' Pers~ms~ who are fully incorporated into the society of the Church are those who, having the Spirit of Christ, ~See St. Ignatius of Antioch, ,¢d Rom., Praef.: ed. Funk, I, p. + 4. + The Church VOLUME 24, 1965 679 accept her entire system and all the means of salvation found in her and who~-by the bonds of profession of faith, of the sacraments, and of ecclesiastical government and communion--are joined through her visible struc-ture to Christ who rules her through the supreme pontiff and the bishops. A person, however, is not saved who, even though he is incorporated into the Church, does not persevere in charity but remains in the bosom of the Church only "bodily," as it were, and not with full-hearted allegiance ["corpore" quidem, sed non "corde"].2~ All the children of the Church, however, should be mindful that their exalted status is not to be attributed to their own merits but to the special grace of Christ and that if they do not respond to this grace by their thoughts, words, and deeds, they will not only not be saved but will be judged all the more severely.2~ Catechumens who, under the impulse of the Holy Spirit and by an explicit decision, seek to be incorporated into the Church are joined to her by that very desire; and Mother Church already embraces them as her own with love and solicitude. 15. The Church recognizes that she is linked for many reasons with baptized persons who are honored with the name of Christian but who do not profess the faith in its entirety or do not preserve unity of communion ur~der the successor of Peter.2s For there are many who honor Sacred Scripture as a norm of faith and life, who mani-fest a sincere, religious zeal, who lovingly believe in God the Father almighty and in the Christ the Son of God and the Savior,29 who are signed with baptism and are thereby joined to Christ, and who 'even acknowledge and receive other of the sacraments in their churches or ecclesiastical communities. Many of them also possess episcopacy, celebrate the Holy Eucharist, and are devoted to the Virgin Mother of God.a° Added to this is a mutual ÷ 4- ÷ Vatican Cmtncil H REVIEW FOR RELIGIOUS -~See St. Augustine, Bapt. c. Donat., V, 28, 39: P.L., 43, 197: "It is certainly clear that when we speak of 'within' and 'without' with regard to the Church, our consideration must be directed to what is in the heart, not to what is in the body." See also in the same work, III, 19, 26: P.L., 43, 152; V, 18, 24: P.L., 43, 189; and t~ae same author's In ]o., tr. 61, 2: PJ~., $5, 1800, as well as many texts in other of his works. ~See Lk 12:48: "Much will be expected from the one who has been given much." See also Mt 5:19-20; 7:21-2; 25:41-6; Jas 2:14. ~s See the apostolic epistle of Leo XIII, Praeclara gratulationis, June 20, 1894: .4cta Sancta Sedis, v. 26 (1893-4), p. 707. ~See the encyclical of Leo XIII, saris cognitum, June 29, 1896: ,4cta Sanctae Sedis, v. 28 (1895-6), p. 738; the same Pontiff's encycli-cal, Caritatis studium, July 25, 1898: ,,lcta Sanctae Sedis, v. 31 (1898- 9), p. 11; and the radio message of Pius XII, Nell'alba, December 24, 1941: .4cta Apostolicae Sedis, v. 34 (1942), p. 21. ~ See the encyclical of Pius XI, Return Orientalium, September 8, 1928: ,'Icta Apostolicae Sedis, v. 20 (1928), p. 287; and the encyclical sharing of prayers and of other spiritual benefits; indeed, there is a real kind of being joined together in the Holy Spirit since by His gifts and graces He is also active among them with His power and strengthens some of them even to the shedding of blood. In all the followers of Christ the Spirit arouses desire and action that all be peacefully united in one flock under one shepherd in the way deter-mined by Christ.31 The Church our Mother never ceases to' pray, hope, ~n'd work that this may come about; and she exhorts her children to such a purification and ~hat the sign of Christ may shine forth more brightly on the face of the Church. , 16~ Finally, those who have not yet accepted the gospel are oriented in various ways to the People of God.3z This is true, first of all, with regard to that people to whom the covenants and promises were given and from whom Christ was born according to the flesh (see Rom 9:4-5); this people remains most dear to God in accord with their election on account of their fathers; for God does not repent of His gifts and His call (see Rom 11:28-9). But the plan of salvation also embraces those who acknowledge the Creator. In the fi~st place among these are the Muslim who profess to hold the faith of Abraham and who adore with us the one merciful God who on the last day will be the judge of men. Nor is God far distant from those who in shadows and images seek the unknown God, since it is He who gives all men life and breath and everything else (see Acts 17:25-8) and since the purpose of the Savior is that all men should be saved (see 1 Tim 2:4). Those who are ignorant of Christ's ggspel and of His Church through no fault of their own but who seek God in sincerity of heart and try with the help of grace to carry out in their actions His will as known to them by the dictates of their conscience can attain salvation.8~ The helps necessary for salvation ~'re not denied by divine providence to those who without blame on their part have not yet come to an explicit acknowledgement of God and who strive with the aid of divine grace to lead an upright life. Whatever goodness and truth is found among them is regarded by the Church as a preparation for the gospels4 given by Him who enlightens every man in order that he may finally possess life. But often men, deceived by the Evil One, of Pius XII, Orientalis Ecclesiae, April 9, 1944: Acta Apostolicae Sedis, v. 36 (1944), p. 137. at See the Instruction of the Holy Office, December 20, 1949: Acta Apostolicae Sedis, v. 42 (1950), p. 142. ~ See St. Thomas, Summa theologiae, 3, q.8, a.3, ad 1. ~SSee the Letter of the Holy Office to the Archbishop of Boston: DenT. 3869-72. ~ See Eusebius of Caesarea, Praeparatio evangelica, 1, 1: P.G., 21, 28 AB. + The Church VOLUME 24, 1965 68! 4- 4- have indulged in fatuous argumentations and have ex-changed the truth of God for the lie, serving what is ¯ created rather than the Creator (see Kom 1:21 and 25); and, living and dying in this world without God, expose themselves to final despair. Hence, mindful of the com-mand of the Lord: "Proclaim the gospel to every crea-ture'~ (Mk 16:16), the Church takes great care to foster the missions for the glory of God and for the salvation of all such men. 17. As the Son was sent by the Father, so He sent the Apostles (see Jn 20:21), saying: "You, then, are to go and make disciples of all the nations and baptize them in the name of the Father and of the Son and of the Holy Spirit; teach them to carry out everything I have com-manded to you and remember that I am with you always ---even to the end of the world" (Mr 28:18-20). This solemn command of Christ to proclaim the truth of salvation was received from the Apostles by the Church as something to be carried out even to the ends of the world (see Acts 1:8). Accordingly, she makes her own the words of the Apostle: "I am ruined., if I do not preach the gospelI" (1 Cor 9:16) and ceaselessly continues to send forth gospel heralds until new churches are fully estab-lished and themselves continue the work of evangeliza-tion. For she is under the compulsion of the Holy Spirit to see to it that there be put into effect the plan of God who m~de Christ the 'source of salvation for the entire world. By preaching the gospel, the Church draws those who hear her to a profession of faith, prepares them for baptism, rescues them from the slavery of sin, and in-corporates them into Christ so that through their love for Him they might grow t_o_~c0~mplete fullness. In her work she sees to it that every seed of good fo~fid in the ~heart and mind of men and in the practices and cultures ( of peoples is not only saved from destruction but that it is , healed, elevated, and perfected for the glory of God, the _confusion of the devil, and the happiness of man. The obligation of spreading the faith according to one's abil-ity lies on every follower of Christ.35 B~_u~t d~ough anyone can baptize those who bel~iev~e, it is the work of the priest tr"~___~o~mpl._e~te the building up of the Body through the Eucharistic sacrifice by fulfilling the.words of God spoken through the prophet: "From the rising of the sun to the setting thereof, my name is great among the nations; and in every place there is sacrificed and offered to my name Vatican Council II REVIEW FOR RELIGIOUS 682 m See the apostolic epistle of Benedict XV, Maximum illud: ,,lcta Apostolicae Sedis, v. 11 (1919), p. 440 and especially pp. 451 ft.; the encyclical of Pius XI, Rerum Ecclesiae: Acta Apostolicae Sedis, v. 18 (1926), pp. 68-9; and the encyclical of Pius XII, Fidei donum, April 21, 1957: dcta dpostolicae Sedis, v. 49 (1957), pp. 236--7, a clean oblation" (Mal 1:11).86 In this way theChurch both prays and labors that .the world in its entirety may ¯ enter-into the People of God, the Body of the Lord and the Temple of the Holy Spirit, and that in Christ, the Head of all, all honor and glory may be given to the Creator and Father of the universe. CHAPTER III THE HIERARCHICAL STRUCTURE "OF THE CHURCH ESPECIALLY THE EPISCOPATE 18. For the nurturing and constant growth of the People of God, Christ the Lord instituted in His Church a number of ministries, the purpose of whidi is the good of. the entire Body. For the ministers who possess sacred. power serve their brothers for the purpose that all who belong to the People of God and hence possess the true dignity of Christians may achieve salvation by working together for their common goal in a free and orderly fashion. Following the indications ,given by the First Vatican Council, this Council teaches and declares with it that Jesus Christ, the eternal Shepherd, established His holy Church, having sent forth His Apostles as He Himself had been sent by the Father (see Jn 20:21); and He willed that their successors, namely, the bishops, should be pastors in His Church even to the end of the world. In order, however, that the episcopate should itself be one and undivided, He placed the blessed Peter over the other Apostles and established in him a permanent and visible principle and foundation of unity of faith and of communion,s7 This Council again proposes to all the faithful as a matter of firm belief the doctrine of the institution, perpetuity, force, and meaning of the sacred primacy of the Roman pontiff as well as the doctrine of his infallible teaching authority; and, continuing what has already, been begun, it has decided to set forth and declare before all men the doctrine concerning the bishops, the successors of the Apostles, who together, with the successor of Peter, the vicar of Christas and the visible head of the entire Church, govern the house of the living God. aSee the Didache, 14: ed. Funk, I, p. 32; St. Justin, Dial., 41: P.G., 6, 564; St. Irenaeus; Adv. haer., IV, 17, 5: P.G., 7, 1023 (Harvey, 2, p. 199 f.); and the Council of Trent, Session 22, chapter 1: Denz. 939 (1742). ~See Vatican Council I, Session 4, the dogmatic constitution Pastor aeternus: Denz 1821 (8050 f.). ' ~ See the Council of Florence, Decretum pro Graecis: Denz. 694 (1807); and Vatican Council I as cited in the preceding footnote: Denz. 1826 (8059). 4. 4. ÷ The Church VOLUME 24, 1965 '. 683 4. Vatican Council I1 REVIEW FOR RELIGIOUS 19. After praying to His Father, the Lord Jesus called to Himself those whom He wished and appointed them as the Twelve who would be with with Him and whom He would send to preach the kingdom of God (see Mk 3:13-9; Mt 10:1-42); and He formed these Apostles (see Lk 6:13) into a kind of college, that is, a stable group, over which He placed Peter chosen from among them (see Jn 21:15-7). He first sent them to the children of Israel and then to all the nations (see Rom 1:16) in order that they, sharing as they did His own power, might make all peoples His disciples, that they might sanctify and govern them (see Mt 28:16-20; Mk 16:15; Lk 24:45-8; Jn 20:21-3), and that in this way they might spread the Church and, through their ministry under the guidance of the Lord, might shepherd it for all time to the end of the world (see Mt 28:20). On the day of Pentecost they were confirmed in this mission (see Acts 2:1-26) according to the promise of the Lord: "You will be given power when the Holy Spirit comes upon you, and you will be witnesses to me in Jerusalem and throughout Judaea and Samaria and to the very ends of the earth" (Acts 1:8). And the Apostles, by everywhere preaching the gospel (see Mk 16:20) which was accepted by their hearers through the working of the Holy Spirit, gathered together the worldwide Church which the Lord had established in the Apostles and had built on blessed Peter, their chief, Christ Jesus being the actual corner stone (see Ap 21:14; Mt 16:18; Eph 2:20).39 20. This divine mission entrusted by Christ to the Apostles is to last until the end of the world (see Mt 28:20), since the gospel given to them is to be at all times the source of all vitality for the Church. Therefore, the Apostles took care to establish successors in this society of hierarchical structure. For not only did they have helpers of variot~s kinds in their ministry;40 but, in order that the mission en-trusted to them might continue after their death, they also gave to their immediate successors, as it were in the form of a will, the office of completing and strengthening the work begun by themselves?1 recommending to them ~ See the Liber sacramentorum of St. Gregory, Praef. in natali S. Matthiae et S. Thomae: P.L., 78, 51 and 152-~compare Cod. Vat. lat. 3548, f. 18; St. Hilary, In Ps. 67, 10: P.L., 9, 450 (C.S.E.L., 22, p. 286); St. Jerome, Adv. Iovin., 1, 26: P.L., 23, 247 A; St. Augustine, In Ps. 86, 4: P.L., 37, 1103; St. Gregory the Great, Mot. in lob, XXVIII, V: P.L., 76, 455--6; Primasius, Comm. in Apoc., V: P.L., 68, 924 BC; and Paschasius Radbertus, In Matth., bk. VIII, c. 16: P.L., 120,561 C. And see also the epistle of Leo XIII, Et sane, December 17, 1888: Acta Sanctae Sedis, v. 21 (1888), p. 321. °See Acts 6:2-6; 11:30; 13:1; 14:23; 20:17; 1 Th 5:12; Phil 1:I; and Col 4:11 and passim. ,1 See Acts 20:25-7; 2 Tim 4:6 L taken together with 1 Tim 5:22; that they take care of the entire flock in which the Holy Spirit placed them to act as shepherds for the Church of God (see Acts 20:28). Hence, they appointed such men and afterwards gave them directions that when they should have died other approved men would take up their ministry.~2 Among the various ministries exercised in the Church from early times, the principal place was held, as tradition testifies, by those who, having been appointed to the episcopate, possess, through a successive series starting from the beginning,~3 the vine branches coming from the seed of the Apostles.~* In this way, as St. Irenaeus testifies, through those who were appointed by the Apostles as bishops and through their successors down to our own times, the apostolic tradition is mani-fested45 and preserved~8 in the entire world. Bishops, therefore, with the help of priests and dea-cons, have taken up the service of the community,~7 pre-siding in the place of God .over the flockis of which they are the pastors, being teachers with regard to doc-trine, priests with regard to sacred worship, and ministers with regard to the work of ruling,g9 And just as the office given by the Lord individually to Peter, the first of the Apostles, is a permanent one to be transmitted to suc-cessors, so also the Apostles' office of shepherding the Church is a permanent one to be constantly exercised by the sacred order of bishops.5° Accordingly, this Council teaches that by divine institution bishops have succeeded to the place of the Apostles~x as pastors of the Church and 2 Tim 2:2; Tit 1:5; and St. Clement of Rome, Ad Cor., 44, 3: ed. Funk, I, p. 156. ~ St. Clement of Rome, Ad Cor., 44, 2: ed. Funk, I, p. 154 f. d8 See Tertullian. Praescr. haer., 32: P.L., 2, 52 f.; and St. Ignatius of Antioch, passim. "See Tertullian, Praescr. haer., 32: P.L., 2, 53. ~rSee St. Irenaeus, Adv. haer., III, 3, 1: P.G., 7, 848 A (Harvey, 2, 8; Sagnard, p. 100 f.): "manifestatam" ["having been made mani-fest"]. *°See Irenaeus, .4dr. haer., III, 2, 2: P.G., 7, 847 (Harvey, 2, 7; Sagnard, p. 100): "custoditur" ["is guarded"]. And see also St. Irenaeus, Adv. haer., IV, 26, 2: P.G., 7, 1053 (Harvey, 2, 236); IV, 33, 8: P.G., 7, 1077 (Harvey, 2, 262). ~7 St. Ignatius of Antioch, Ad Philad., Praef.: ed. Funk, I, p. 264. ~St. Ignatius of Antioch, Ad Philad., 1, 1; Ad Magn., 6, 1: ed. Funk, I, pp. 264 and 234. ~St. Clement of Rome, Ad Cor., 42, 3-4; 44, 3-4; 57, I-2: ed. Funk, I, 152, 159, 171 f.; St. Ignatius of Antioch, Ad Philad., 2; Ad Smyrn., 8; lid Magn., 3; Ad Trail., 7: ed. Funk, I, pp. 265 f., 282, 232, 246 f. and so forth; St. Justin, Apol., 1, 65: P.G., 6, 428; and St. Cyprian, Epist., passim. ~OSee the encyclical of Leo XIII, Saris cognitum, June 29, 1896: Acta Sanctae Sedis, v. 28 (1895--6), p. 732. ~ See the Council of Trent, Session 23, the decree De sacr. Ordinis, c. 4: Denzo 960 (1768); Vatican Council I, Session 4, the first dogmatic constitution De Ecclesia Christi, c. 3: Denz. 1828 (3061); the encyclical of Pius XII, Mystici Corporis, June 29, 1943; Acta Apostolicae Sedis, 4- + +. The Church VOLUME 24, 1965 685 4. Vatican Council H REVIEW FOR RELIGIOUS that the person who hears them hears Christ, while the one who rejects them rejects Christ and the One who sent Christ (see Lk 10:16).~2 21. In the bishops, therefore, to whom priests give their assistance, there .is present, in the midst of the faithful the Lord Jesus Christ, our High Priest. Though Christ sits at the right handof God the Father, Heis not absent from the gathering of His pontiffs;53 rather, it is especially through their devoted service that He preaches the word of. God to all .nations, through their fatherly work (see 1 Cor 4:15) incorporates new members into His Body by supernatural rebirth, and by their wisdom and prudence directs and guides the people of the New Testament in their march towards eternal happiness. These pastors, who have been chosen to shepherd the flock of the Lord, are ministers of Christ and dispensers of the mysteries of God (see 1 Cot 4:1) to whom have been. assigned the bearing of witness to the gospel of the grace of God (see Rom 15:16; Acts 20:24) and the min-xstration of the Spirit and of justice in glory (see 2 Cor 3:8-9). For the.accomplishment of such great tasks, the Apos-tles were given' by Christ. a special outpouring of the Holy Spirit who.came upon them (see Acts 1:8; 2:4; Jn 20:22-3); and they passed on this spiritual gift to their helpers by the imposition of hands (see 1 Tim 4:14; 2 Tim 1:6-7), a practice which has been continued down to our own times in the consecration of bishops.5~ More-over,, this Synod teaches that by episcopal consecration there is conferred the fullness of the sacrament of orders which in the liturgical practice of the Church and in the terminology of the fathers is called the high priesthood, the highest point of the sacred ministry.~S Along with the office of sanctifying, episcopal consecration also confers v. 35 (1943), pp. 209 and ~12; and the Code of Canon Law, c~ 32~, : ~See the epistle of Leo XIII, Et sane, December 17, 1888: Acta Sanctae Sedis, v. 21 (1888), pp. 321 f. ~ St. Leo the Great, Serra., 5, 3: PAL., 54, 154. ~ The Council of Trent, Session 23, c. 3, cites the words of 2 Tim 1:6-7 to show that orders is a true sacrament: Denz. 959 (1766). rz In the Apostolic Tradition, 3, ed. Botte, Sources chr., pp. 27-30, ther~ is attributed to the bishop "primatus sacerdotii" ["primacy of priesthood"]. See the Sacramentarium Leonianura, ed. C. Mohl-berg, Sacramentarium. Fernonense (Rome, 1955), p. 119: ~'.ad summi sacerdotii ministerium . Comple in sacerdotibus tuis mysterii tui summam." [".to the ministry of the highpriest. ¯ . Fill up in.Your. priests, the highest point of Your mystery. "]; and the same editor's Liber sacramentoruin "Romanae E(clesiae (Rome, 1960); pp. 121-2: "Tribuas eis, Domine, cathedram episco-palem ad regendam Ecclesiam tuam et pleb'em universam" ["Give them, Lord, the episcopal see to rule Your Church and Your entire people"]¯ See PAL., 78, 224. the offices o[ teaching and governing which, however, their very nature cannot be exercised except in hier~archi-cal communion with the head and members of the col-lege. For it is clear from tradition--which is expressed especially in the liturgical ceremonies and in the practice of both the Eastern and Western Church--that by the imposition of hands and the words of consecration the grace of the Holy Spirit is so conferred5e and the sacred character so imprinted57 that the bishops in an eminent and clearly visible way carry out the work of ChriSt Him-self as teacher, shepherd, and pontiff and that they act in His personPe It pertains to bishops to admit newly se-lected candidates into the episcopal body through the sacrament of orders. 22. Just as--in accord with the Lord's determination-- St. Peter and the other Apostles constitute a single apos-tolic college, so in a like way the Roman pontiff, the successor of Peter, and the bishops, the successors of the Apostles, are mutually interrelated. The collegial charac-ter and nature of the episcopal order was already mani-fested by the very ancient practice by which bishops in residence throughout the entire world communicated with each other and with the bishop of Rome in the bond of unity, charity, and peace~ and by the conciliar gather° ings6° at which more important matters were settled in common61 after the opinions of many individuals had been considered by the gathering;e2 and the same thing is clearly shown in the course of time by the ecumenical ~ Apostolic Tradition, 2: ed. Botte, p. 27. ~ The Council of Trent, Session 23, c. 4, teaches that the sacra-ment of orders imprints an indelible character: Denz. 960 (1767). See the allocution of John XXIII, Jubilate Deo, May 8, 1960; Acta Apostolicae Sedis, v. 52 (1960), p. 466; and the homily of Paul VI in St. Peter's Basilica, October 20, 1963: Acta Apostolicae Sedis, v. 55 (1963), p. 1014. ~St. Cyprian, Epist., 63, 14: P.L., 4, 386 (Hartel, III B, p. 713): "Sacerdos vice Christi vere fungitur" ["The priest truly acts in the place of Christ"]; St. John Chrysostom, In 2 Tim., Horn. 2, 4: P.G., 62, 612: The priest is the "symbolon" of Christ; St. Ambrose, In Ps. 38, 25-6: P.L., 14, 1051-2 (C.S.E.L., 64, 203-4); Ambrosiaster, In 1 Tim, 5, 19: P.L., 17, 479 C and In Eph., 4, 11-2: P.L., 17, 387 C; Theodore of Mopsuestia, Horn. Catech.o XV, 21 and 24: ed. Tonneau, pp. 497 and 503; and Hesychius of Jerusalem, In Lev.,2, 9, 23: P.G., 93, 894 B. 5~ See Eusebius of Caesarea, Hist. Eccl., V, 24, 10: G.C.S., II, 1, p. 495 (ed. Bardy, Sources chr., II, p. 69); and Dionysius as given in Eusebius of Caesarea, Hist. Eccl., VII, 5, 2: G.C.S., II, pp. 638 f. (ed. Bardy, II, pp. 168 f.). ® See for the ancient councils Eusebius o[ Caesarea, Hist. Eccl., V, 23-4: G.C.S., II, I, pp. 488 ft. [ed. Bardy, II, p. 66 ff.] and passim; and the Council of Nicaea, can. 5: Conc. Oec. Decr., p. 7. ~ Tertullian, De ieiunio, 13: P.L., 2, 972 B (C.S.E.L., 20, p. 292, lines 13-6). ~S. Cyprian, Epist., 56, 3: Hartel, III B, p. 650 (ed. Bayard, p. ~4). + + 4- The Church VOLUME 24, 1965' + Vatican Council II REVIEW FOR RELIGIOUS councils that have been held. The same character was already implied in the practice~introduced in ancient times--of summoning a number of bishops to take part in the elevation of the ones who had been newly chosen to the ministry of the high priesthood. A person is con-stituted as a member of the episcopal, body by the power of sacramental consecration and by hierarchical commun-ion with the head and members of the college. But the college or body of bishops does not possess authority except insofar as it is envisioned together with its head, the Roman pontiff, the successor of Peter, whose power of primacy over all--both pastors and faithful remains full and complete. For by reason of his office as the vicar of Christ and the shepherd of the en-tire Church, the Roman pontiff possesses full, supreme, and universal power over the Church, a power which he can always freely exercise. However, taken together with its head, the Roman pontiff, and never without this head, the order of bishops, which succeeds to the college of the Apostles in the matter of teaching power and pastoral rule and in which the apostolic body continues in permanency, exists as the subject also of supreme and full power over the entire Church6~ though this is to be exercised, of course, only with the consent of the Roman pontiff. For it was only Simon whom the Lord made the bedrock foundation and the keybearer of the Church (see Mt 16:18-9) and whom He appointed as shepherd of His entire flock (see Jn 21:15 if.); but it is clear that the office o~ binding and loosing that was given to Peter (Mt 16:19) was also conferred on the college of the Apostles joined to their head (Mt 18:18; 28:16-20).~ Insofar as it is composed of many members, this college expresses the variety and universality of the People of God; on the other fheasntsd t,h ien.s oufnaitry a osf i tC ihsr iassts'se mflobclekd. Tuhned beris ohnope sh iena tdh,i sit c molalengi-e, while loyally recognizing the primacy and preeminence of their head, exercise their own proper power for the good of their faithful as well as for the good of the entire Church whose organic structure and harmony is continu-ally strengthened by .the Holy Spirit. The supreme power over the entire Church which this college possesses is exercised in a solemn way in the ecumenical councils. A council is never ecumenical unless it is confirmed or at least accepted as such by the successor of Peter; and it eaSee the official remarks of Zinelli during Vatican Council I: Mansi, 52, 1109 C. e~ See Vatican Council I, Schema for the second dogmatic con-stitution De Ecclesia Christi, c. 4: Mansi, 53, 310. See also the re-marks of Kleutgen on the revised Schema: Mansi, 53, 321 B-322 B; and the state~ment by Zinelli: Mansi, 52, 1110 A. And see too St. Leo the Great, Serm., 4, 3: P.L., 54, 151 A. is the prerogative of the Roman pontiff to convoke such councils, to preside over them, and to confirm them.e" This same collegiate power can be exercised in' union with the Pope by the bishops living in different parts of the earth provided that the head of the college calls them to collegiate action or at least approves or freely accepts the united action of the bishops throughout the world and thus makes it a truly collegiate act. 23. Collegiate union is also apparent in the mutual re-lations of the individual bishop with individual churches and with the universal Church. The Roman pontiff as the successor of Peter is the enduring and visible principle and foundation of the unity both of the bishops and of the entire body of the faithful.~ But the individual bishops are the visible principle and foundation of unity in their own individual churches~7 which are structured after the model of the universal Church; and it is in and from these churches that the one and only Catholic Church exists.6s Hence, individual bishops represent their own churches, while all of them together with the pope represent the entire Church in the bond of peace, love, and unity. Individual bishops who are placed in charge of particu-lar churches exercise their pastoral rule over that portion of the People of God entrusted,to them and not over the other churches nor over the universal Church. But as members of the episcopal college and as the legitimate successors of the Apostles, each of them is bounda9 by Christ's institution and command to that care for the whole Church which, even though it is not exercised by an act of jurisdiction, nevertheless contributes in a very marked degree to the welfare of the universal Church. For all the bishops should foster and protect the unity of faith and the common discipline of the entire Church; they should thoroughly train their faithful to a love of the entire Mystical Body of Christ, especially of those members who are poor and suffering and of those who are enduring persecution for the cause of goodness (see Mt 5:10); and, finally, they should encourage every form of activity that is the common work of the Church, espe- ~ See the Code of Canon Law, c. 227. ~0 See Vatican Council I, the dogmatic constitution, Ptutor aeter-nus: Denz. 1821 (3050 f.). ~ See St. Cyprian, Epist., 66, 8: Hartel, III B, p. 733: "Episcopus in Ecclesia et Ecclesia in episcopo" ["The bishop is in the Church and the Church in the bishop"]. ~ See St. Cyprian, Epist., 55: 24: Hartel, llI B, p. 642, line 13: "Una Ecclesia per totum mundum in multa membra divisa". ["The one Church divided throughout the entire world into many members"]; and Epist., 36, 4: Haxtel, III B, p. 575, lines 20-1. ~ See the encyclical of Pius XII, Fidei donum, April 21, 1957: ~lcta Apostolicae Sedis, v. 49 (1957), p. 237. Th~ Church VOLUME 24, 1965 689 cially that which is directed to the growth of the faith and the rising upon all men of the light of the fullness of truth. Moreover, it is to be held as certain that by ruling their own .church as a part of the universal Church, they contribute in an effective way to the good of the entire Mystical Body which is also the body of the churches.70. The work of proclaiming the gospel everywhere on earth is a matter that pertains to the body of pastors to all of whom in common Christ gave His command by as-signing them a common task a point that Pope Celes-tine already in his day recommended to the attention of the fathers of the Council of Ephesus.71 Hence, as far as the performance of their office permits it, individual bishops are obliged to engage in a common undertaking of work among themselves and with the successor of Peter to whom in a special way the task of spreading Christian-ity tias been entrusted.~2 Accordingly, by their own per-sonal efforts and by arousing the zealous cooperation of the faithful, they must energetically provide the missions with an abundant supply of workers for the harvest and with plentiful spiritual and material helps. Finally, in accord with the admirable example of ancient times the bishops, in their universal fellowship of love, should ex-tend their brotherly help to other churches, especially those that are closer and more needy. In the course of time under the working of divine providence it has come about that various churches in-stituted in various places by the Apostles and their successors have formed a number of organically united groups which, while preserving the unity of the faith and the unique divine constitution of'the universal Church, possess their own discipline, their own liturgical usage, and their own theological and spiritual heritage. Among these there are some, particularly the ancient patriarchal churches, who were like parent-stocks of the faith and brought forth daughter churches to whom even today they are joined by a close bond of love in their sacramen-tal life and in their regard for each other as shown in Vatican Council 11 REVIEW FOR RELIGIOUS (;90 ~ See St. Hilary of Poitiers, In Ps. 14, 3: P.L., 9, 206 (C.S.E.L., 22, p. 86); St. Gregory the Great, Moral., IV, 7, 12: P.L., 75, 643; and Pseudo-Basil, In ls., 15, 296: P.G., 30, 637 C. rxSt. Celestine, Epist., 18, 1-2 to the Council of Ephesus: P.L.', 50/505 AB (Schwart.z, Acta Conc. Oec., I, 1, 1, p. 22). And see the apostolic epistle of Benedict XV, Maximum illud: Acta Apostolicae Sedis, v. 11 (1919), p. 440; the encyclical of Pius IX, Rerum Ecclesiae, February 28, 1926: .4cta .4postolicae Sedis, v. 18 (1926, p. 69; and the encyclical o[ Pius XII, Fidei donum, April 21, 1957: Acta Apostolicae v. 49 (1957)', p. 237. ~ The encyclical of Lco XIII, Grande munus, S~ptember 30, 1880: Acta Sahctae Sedis, v. 13 (1880), p. 145. And see the Code of Canon Law, c. 1327; c. 1350, § 2. their respective rights and dutiesY8 By this actual achievement of unity this variety' of local Churches is a striking manifestation of the cathblicity of the undivided Church~ Similarly and in a numbei of effecti,ie ways, the episcopal conferences of today can contribufe what is necessary in order that the sense of collegiality may be put into¯ practical effect. 24. Since they are the successors of the Apostles, the bishops have received from the Lord to whom was given all power in heaven and On earth the mission of teaching all nations and of preaching the gospel to every creature so that all men might attain salvation through'faith, baptismi and. the fulfillment of the commandments (see Mt 28:18; Mk 16:15-6; Acts 26:17 f.).'In order that this., gomm~ssi0n might be carried out, Christ our Lord promised the Apostles the Holy Spirit; and on the day 0f Pentecost He sent the Spirit so that by His stiength and even to the ends of the earth they migh.t be Witnesses testifying to Him before nations ~nd peoples and rulers (see Acts 1:8; 2:1 f[.; 9:15). The, office which the Lord entrusted to these shepherds of His people i~ genuinely a kind of service which in Sacred Scripture is meaningly referred to as a. diakonia, a ministering to (see Acts1:17 and 25; 21:19; Rom 11~I~; 1 Tim 1:12). The canonical mission of bishops can be conferred by legitimate customs that have not been revoked by the supreme and universal power of the ChurCh, or by laws made or recognized by that sa'me authority, or d~re~fly by the successor of Peter; ~and if the lattei denies 0i: re-fuses apostolic communion, those so ~efused cannot be placed in ¯office as bish0p~3t 25. Among the principal, duties of bishops, the preach: ing of the gospel occupies a special placeY~ For bishops are the heralds of the faith who bring new disciples to Christ; they are authentic teachers who are endowed with the authority of Christ and who preach to the peo-pl~ entrusted to them the faith that is to be believed and put into practice; under the light of the Holy Spirit they explain the faith; by bringing forth new things .and old (see Mt 13:52) from the treasury of revelation, they make it bear. fruit; and.the~ vigilantly.ward Off. eri0rs ~3n th~ Hghts of pati:iarchal sees, see the Council of Nicaea, canon 6 on Alexandria and Antioch, canon 7 on Jerusalem: Conc. Oec. Decr., p. 8; Laterkn Council IV in the year 1215, Constitution V: De dignitate Patriarcharum: Conc. Oec. Decr., p. 212; and the Council of Ferrara-Florence: Conc. Oec. Decr., p. 504. ~ See the Code of Law for the Eastern Churches, cc. 216-314: de P~itriarchis; cc.324-39: de Archiepiscopis maioribus; cc. 362-91: de aliis dignitariis; and in particular, cc. 238, § 3; 216; 240; 251; 255: de Episcopis a Patriarcha nominandis. '~ See the Council of Trent, Decree on reform, Session 5, c. 2, n. 9; and Session 24, can. 4: Conc. Oec. Decr., pp. 645 and 739. 4. 4, + Tl~ ~hurch 691 Vatican Council II REVIEW FOR RELIGIOUS 692 that threaten their flock (see 2 Tim 4:1-4). Bishops, while teaching in communion'with the Roman pontiff, should be respected by all as witnesses of divine and Catholic truth; moreover, when their bishop makes a judgment on faith and morals in the name of Christ, the faithful should accept it and adhere to it with an atti'tude of religious allegiance. This religious allegiance of the will and intellect should be given in an entirely special way to the authentic teaching power of the Roman-pontiff even when he is not speaking cathedratically; this should be done.in such a. way that his supreme teaching power is respectfully acknowledged while the judgments given by him are.since~?ely adhered to ac-cording to his manifest intention and desire as this is made known by the nature" of his documents or by his frequent repetition of the same judgment or by his way of speaking. Individual bishops do not possess the prerogative of infall!bility. Nevertheless, as long as they preserve the bond of communion among themselves and with the successor of Peter, the bishops, even though they are in residence in different parts of the earth, propose the doctrine of Christ in an infallible manner when in their authoritative teaching on matters of faith and morals they agree on a position as being the one to be held in a definitive way.r6 This is even more manifest when they are gathered in an ecumenical council and act as the teachers and judges of faith and morals for the entire Church whose decisions are to be adhered to with the submission of faith.77 This infallibility with which our divine Redeemer wanted His Church to be endowed in the matter of defining doctrine concerning faith and morals extends as far as does the deposit of that divine revelation which is to be carefully, guarded and faithfully expounded. By reason of his office the Roman pontiff, the head of the college of bishops, possesses this infallibility When, as the supreme shepherd and teacher of all the faithful who con-firms his brethren in the faith (see Lk 22:32), he pro-claims a doctrine of faith or morals in a definitive act.rs Hence his definitions are rightly said to be irreformable of themselves and not from the consent of the Church, since they are made with that assistance of the Holy To See Vatican Council I, the dogmatic constitution, Dei Filius, 3: Denz. 1712 (3011). And see the note (taken from St. Robert Bel-larmine) adjoined to Schema I de Ecclesia: Mansi, 51, 579 C; as well as the revised Schema for the second constitution De Ecclesia Christi with the commentary of Kleutgem Mansi, 53,313 AB. See also the epistle of Pius IX, Tuas libenter: Denz. 1683 (2879). ~ See the Code of Canon Law, co. 1322-3; r~See Vatican Council I, the dogmatic constitution, Pastor aeternus: Denz. 1839 (3074). Spirit that was promised to him in the person of St. Peter and therefore need no approbation from other persons and do not allow appeal to another judgment. For in this case the Roman pontiff does not give his de-cision acting as a private person; rather, he expounds or protects a doctrine of the Catholic faith acting as the supreme teacher of the entire Church in whom is present in a special way the charism of infallibility of the Church herself.TM The infallibility promised to the Church is.also present in the body of the bishops when it exercises the supreme teaching office together with the successor of Peter. The assent of the Church can never be lacking in the case of these definitions since there exists that action of the Holy Spirit' by which the entire flock of Christ is preserved in the unity of faith and grows in it.s° But when either the Roman pontiff or the body of bishops together with him makes a definitive judgment, they make it in accord with revelation itself which all are bound to abide by and be in conformity with, which is transmitted in its entirety through the legitimate succession of bishops and especially by the supervision of the Roman pontiff himself, and which under the guid-ing light of the Spirit of truth is religiously preserved and faithfully expounded in the Church.sl In accordance with their office and the seriousness of the matter, the Roman pontiff and the bishops are diligent in their efforts to investigate this revelation in a correct way and to give it an apt expression;s2 but they do not accept any new public revelation as pertaining .to the divine deposit of faith,sa 26. Since he is characterized by the fullness of the sacrament of orders, a bishop is ."the steward of the grace of the high priesthood," s4 especially in the Eucharist which he offers or causes to be offereds5 and by which the Church continually lives and grows. This Church of Christ is truly present in all legitimate local congrega-tions of the faithful which united to their pastors are themselves called churches in the New Testament.s6 For in their own localities these are the new People of God who have been called by God in a great fullness of the ~ See the explanation of Gasser at Vatican Council I: Mansi, 52, 1213 AC. ~o Gasser, Vatican Council I: Mansi, 52, 1214 A. sa Gasser, Vatican Council I: Mansi, 52, 1215 CD, 1216-7 A. s~ Gasser, Vatican Council I, Mansi, 52, 1213. ~*Vatican Council I, the dogmatic constitution, Pastor aeternus, 4: Denz. 1836 (3070). s4 The Oration of the episcopal consecration in the Byzantine rite: Euchologion to mega (Rome, 1873), p. 139. ~See St. Ignatius of Antioch, Ad Smyrn., 8, I: ed. Funk, I, p. 282. ~ See Acts 8:1; 14:22-3; 20:17; and passim. + + + VOLUME 241 1965 693 Fati~an Cou~l II REVIEW FOR RELIGIOUS Holy Spirit (see 1 Th 1:5). In. them the faithful are ¯ gathered together b)~ the .preaching of ChriSt's gospel, and the mystery of the ¯Lord's Supper is celebrated "so that the entire brotheihood may be bonded together by the food and blood of the Lord's Body." s7 In every com-munity gathered ;iround the altar under the sacred min-istry of the bishop,as there is manifested the symbol of that love and "unity of the Mystical Body without which there can be no salvation." so In these communities ---even though they are small and poor or living in the 'diaspora--there is the presence of Christ by whose power is formed the one, holy, catholic, and apostolic Church.°0 For "the partaking of the Body and Blood of Christ effects nothing else than our transformation into what ~we cohsume." 91 Every lawful celebration of the Eucharist is under the dii:ection of the bishop to whom the duty has been ¯ entrusted of offering to the divine majesty the worship of the Christian religion and of regulating it according to the Lord's precepts and the laws of the Church as further articulated for his diocese by hi~ own particular judgment. So it is that bishops, by praying and' working for their people, cause' a great and abundant outpouring from the fullness of the holiness of Christ. By the ministry of the word they communicate the power of God that effects salvation in those who believe (see Rom 1:16); and through the sacraments, the regular and fruitful adminis-tration of which they regulateby their authority,°2 they sanctify the .faithful. It is they who direct the conferring of baptism by which there is granted a sharing in the royal priesthood of Christ. It' is they who are the 'original ministers of confirmation, the dispensers of sacred orders, and the supervisors of the practice of penance; and it is they who conscientiously exhort and instruct their people so that in the .liturgy and especially in the sacred sacrifice of the Mass the latter can perform their roles with faith and reverence. Finally, by the ex-ample of their conduct they must be a good influence on those they are ~in charge of, keeping evil out of their lives by directing them as far as possible with the help of God to what is good so that, together with the flock entrusted to them, they may attain eternal Iife.0a s~ The Mozarabic Oration: P.L., 96, 759 B. ~ See St. Ignatius of 2(ntioch, Ad Smyrn., 8, 1: ed. Funk, I, p. 282. ~* St. Thomas, Summa theologiae, 3, q.73, a.3. ¯ ~See St. Augustine, C. Fausti~m, 12, 20: P.L., 42, 265; Serm., 57, 7: P.L., 38, 389; and elsewhere. ,~ St. Leo the Great, Serm., 63, 7:P.L., 54, 357 C. ,a The Apostolic Tradition of Hippolytus, 2-3: ed. Botte, pp. 26- 30. n See the text of the Examen at the beginning of the consecration 27. As vicars and emissaries of Christ?* bishops govern the particular churches entrusted to them by counsel, exhortation, and example but also by their authority and sacred power which they use, however, only for the building up of their flock in truth and holiness, mindful that the one who is greater should be as the lesser and that the one who is the head should be like the servant (see Lk 22:26-7). This power, which they personally exercise in the name o~ Christ, is proper, ordinary, and immediate, although its exercise is ultimately regulated by the supreme authority of the Church and, for the sake of the welfare of the Church or of the faithful, can be kept by it within definite limits. By reason of this power, bishops have the right and duty before God to make laws for their subjects, to judge matters, and to direct every-thing that pertains to the right ordering of worship and the apostolate. The pastoral office, that is, the habitual and daily care of their sheep, is fully committed to them; and they are not to be regarded as vicars of the Roman pontiffs since they exercise an authority that is proper to them and in a very true sense are said to be presiding officers [Antistites] of the people they govern.°5 Hencd, their power is not destroyed by the supreme and universal power but on the contrary is affirmed, strengthened, and defended by ito5 since the Holy Spirit unfailingly pre-serves the form of government established by Christ our Lord in His Church. Since He is sent by the Father to govern His family, a bishop should keep before his eyes the example of the Good Shepherd who came not to be served but to serve (see Mt 20:28; Mk 10:45) and to give His life for His sheep (see Jn 10:11). Having been chosen from among men and being subject to weakness, he can sympathize with the ignorant and the erring (see Heb 5:1-9). He of a bishop and the Oration at the end of the Mass of the same con-secration after the Te Deum. ~ The brief of Benedict XlV, Romana Ecclesia, October 5, 1752, § 1: Bullarium Benedicti XIV, t. IV (Rome, 1758), 21: "Episcopus Christi typum gerit, Eiusque munere fungitur" ["The bishop is an image of Christ and performs His work"]; and the encyclical of Pius XlI, Mystici Corporis, June 29, 1943: Acta Apostolicae Sedis, v. 35 (1943), p. 211: "Assignatos sibi greges singuli singulos Christi nomine pascunt et regunt" ["In the name of Christ each one takes care of and rules the individual flock assigned to him"]. ' rathe encyclical of Leo XIII, Saris cognitum, June 29, 1896: ,,lcta Sanctae Sedis, v. 28 (1895-6), p. 732; the same Pontiff's.epistle, Officio sanctissimo, December 22, 1887: Acta Sanctae Sedis, v. 20 (1887), p. 264; the apostolic letter of Pius IX to the bishops of Germany, March 12, 1875, and his consistorial allocution of March 15, 1875: Denz. 3112-7 (only in the new edition). ~Vatican Council I, the dogmatic constitution, Pastor aeternus, 3: Denz. 1828 0061). See the remarks of Zinelli: Mansi, 52, 1114 D. + + + The Church ,VOLUME 241 1965 695 4. Vatican Council H REVIEW FOR RELIGIOUS 696 should not refuse to listen to his subjects whom he cherishes as his true sons and whom he exhorts to a ready cooperation with himself. Since he will one day render an account to God for their souls (see Heb 13:17), he sees to it that by prayer, preaching, and every kind of charity he takes care both of his subjects and also of those whom, though they are not yet of the one flock, he considers to have been entrusted to him in the Lord. Since, like the Apostle Paul he owes a debt to all, he should be eager to preach the gospel to all (see Rom 1:14-~5) and to urge his faithful to apostolic and missionary activity. The [aitldul, moreover, should cling to their bishop as the Church does to Jesus Christ and as Jesus Christ does to the Father so that all things may be in harmonious unity07 and redound to the glory of God (see 2 Cor 4:15). 28. Christ, whom the Father sanctified and sent into the world (Jn 10:36), has through His Apostles made their successors the bishops sharers in His consecration and His mission;98 and they, as is appropriate, have en-trusted in varying degrees the work of their ministry to various individuals in the Church. So it is that the divinely established ecclesiastical ministry is exercised on different levels by those who f~om ancient times were referred to as bishops, priests, and deacons.9~ Although priests do not. possess the highest degree of priesthood and are dependent on the bishops in the exercise of their power, nevertheless they are united to the bishops in sacerdotal dignity;1°° and by reason of the sacrament of orders1°1 and according to the model of Christ ,the eternal High Priest (Heb 5:1-10; 7:24; 9:11-28), they are consecrated as true priests of the New Testament for the preaching of the gospel, the shepherding of the faithful, and the celebration of divine worship.l?2 As sharers in the work of Christ our sole Mediator (1 Tim 2:5) on their own level of the ministry, they proclaim the divine message to all men. They exercise their sacred office in the highest way ~ See St. Ignatius of Antioch, ,4d Ephes., 5, 1: ed. Funk, I, p. 216. 0s See St. Ignatius of Antioch, ~ d Ephes., 6, I: ed. Funk, I, p. 2 ~ See the Council of Trent,. Session 23, De sacr. Ordinis, c. 2: Denz. 958 (1765); and can. 6: Denz. 966 (1776). 1°°See Innocent I, Epist. ad Decentiurn: P.L., 20, 554 A (Mansi, 3, 1029; Denz. 98 [215]: "Presbyteri, licet secundi sint sacerdotes, pon-tificatus tamen apicern non habent" ["The presbyters, though they are priests of the second grade, do not possess the. crown of being pontiffs"]); and St. Cyprian, Epist., 61, 3: ed. Hartel, III B, p. 696. ~x See the Council of Trent as cited in footnote 99, Denz. 956a- 968 (1763--78) and in particular can. 7: Denz. 967 (1777); and the apostolic constitution of Pius.XII, Sacramentum Ordinis: Denz. 2301 (3857-61). m See Innocent I as cited in footnote 100; St. Gregory Nazianzen, Apol., II, 22: P.G., 35, 432 B; and pseudo-Dionysius, Eccl. Hier., 1, 2: P.G., 3, 372 D. in the eucharistic worship or synaxis in which, acting in the person of Christ10s and proclaiming His mystery, they unite the prayers of the faithful to the sacrifice of their Head and make present and apply in the sacrifice of the Mass until the coming of the Lord (see 1 Cor 11:26) the only sacrifice of the New Testament, that, namely, of Christ offering Himself once and for all to His Father as a spotless victim (see Heb 9:11-28).TM For those of the faith-ful who are repentant or sick, they perform the important ministry of reconciliation and alleviation; and they pre-sent the needs and prayers of the faithful to God the Father (see Heb 5:1-~). According to their share of authority, they exercise the ot~ice of Christ as Shepherd and Head,105 gather together the family of God as a brother-hood of one mind and heart,TM and lead them through Christ in the Spirit to God the Father. In the midst of their flock they adore God in spirit and in truth (see Jn 4:24). Finally, they labor at preaching and teaching (see 1 Tim 5:17), believing what they have read and re-flected upon in the law of the Lord, teaching what they have believed, and practicing what they have taughtA07 Since priests have been called to serve the People of God as solicitous cooperators,x0s helpers, and instruments of the episcopal order, they constitute with their bishop a unified priestly group [presbyterium]10~ with a variety of duties to be performed. Since they are united to their bishop in a spirit of trust and generosity, they make him present in a sense in the individual local congregations of the faithful; and they take a share of his duties and responsibilities, carefully discharging these day by day. Under the authority of the bishop they sanctify and govern the portion of the Lord's flock assigned to them, make the universal Church visible in their locality, and make an important contribution to the building up of the entire Body of Christ (see Eph 4:12). Since they are always deeply concerned for the welfare of the children of God, they should strive to contribute their efforts to the pastoral work of the whole diocese and indeed of 1°*See the Council of Trent, Session 22: Denz. 940 (1743); and the encyclical of Pius XII, Mediator Dei, November 20, 1947: Acta ~Ipostolicae Sedis, v. 39 (1947), p. 553 (Denz. 2300 [3850]). m See the Council of Trent, Session 22: Denz. 938 (1739-40); and Vatican Council II, Constitution on the Liturgy, nn. 7 and 47. m See the encyclical of Plus XII, Mediator Dei, as cited in foot-note 103. 1~See St. Cyprian, Epist., 11, 3: PAL., 4, 242 B (Hartel, Ill B, p. 497). lo~ Ceremony of priestly ordination, at the imposition of the vest-ments. ~0s Ceremony of priestly ordination, the Preface. m See St. Ignatius of Antioch, ~ld Philad., 4: ed. Funk, I, p. 266; and St. Cornelius I as given in St. Cyprian, Epist., 48, 2: Hartel, III B, p. 610. + Th~ Church VOLUME 24~ 1965 697 Vatican Council H the whole Church. Because of this sharing in priesthood and mission, priests should sincerely look upon their bishop as their father and should respectfully obey him. And the bishop should consider priests, his co-workers, as his sons and friends just as Christ calls His disciples now not servants but friends (see Jn 15:15). By reason of orders and ministry all priests, both diocesan and religious, are joined to the body of bishops and according to their voca-tion and grace serve the good of the entire Church. By reason of their common sacred ordination and their mission, all priests are bound together in intimate broth-erhood which should naturally and freely manifest itself in mutual help, both spiritual and material, pastoral as well as personal, in their meetings and in their commu-nion of life, labor, and charity. Acting as fathers in Christ, priests should take care of the faithful whom they have spiritually begotten through baptism and teaching (see 1 Cor 4:15; 1 Pt 1:23). Having become in all sincerity an example for the flock (see 1 Pt 5:3), they should direct and serve their local community in such a .way that it can be fittingly called by that name by which the one and entire People of God is designated--the Church of God (see 1 Cor 1:2; 2 Cot 1:1; and passim). They should remember to show a genuinely priestly and pastoral spirit by their daily lives and by their solicitude for believers and unbelievers, for Catholics and non-C~tholics; they should also remem-ber their obligation to give all men a witness to truth and life and as good shepherds to seek out also those (see Lk 15:4-7) who, though baptized in the Catholic. Church, have fallen away from the use of the sacraments or even from the faith itself. Since more and more today the human race is growing into a civil, economic, and social unity, it is all the more necessary that priests by their combined effort under the direction of the bishops and the supreme pontiff should eradicate every trace of divisiveness so that the entire hu, man race may be led into the unity of the family of God. 29. On a lower level of the hierarchy are the deacons upon whom hands are imposed "not unto the priesthood but unto an office of service." 110 Strengthened by their sacramental grace and in union with the bishop and his group of priests, they minister to the People of God in a service of the liturgy, of the word, and of love. It is the work of the deacon--insofar as it will have been assigned him by competent authority--to administer baptism solemnly, to be the custodian and dispenser of the REVIEW FOR RELIGIOUS aao Constitutiones Ecclesiac aegyptiacae, III, 2: ed. Funk, Dida-scalia, II, p. 103; and Statuta Ecclesiae antiquae, 37-41: Mansi, 3, 698 954. Eucharist, to assist at and bless marriages in the name of the Church, to take Viaticum to the dying, to read Sacred Scripture to the faithful, to instruct and exhort the faithful, to preside over the worship and prayer of the faithful, to administer sacramentals, and to officiate at funerals and burials. Since they are dedicated to duties of charity and of administration, deacons should be mindful of the admonition of St. Polycarp: "Be merciful and diligent and walk according to the truth of the Lord who was made the servant of all." 11x Since in many regions in the present discipline of the Latin Church of today these duties, which are very neces-sary for the life of the Church, can be fulfilled only with difficulty, the diaconate can be restored in the future as a proper and permanent rank of the hierarchy. It pertains to the different kinds of territoriM groupings of bishop.s with the approbation of the supreme pontiff to decide whether and where it is opportune for deacons of this kind to be established for the care of souls. With the consent of the Roman pontiff this diaconate can be conferred on men of more mature age including those living.in the ma¢ried state as well as upon suitable young men in whose ca~e, however, the law of celibacy mustremain in foice. CHAPTER IV THE LAITY 30. Having set forth the functions of the hierarchy, this Council gladly turns its attention now to the state of those of the faithful who are called the laity. Although everything that has been said'Concerning the People of God is equally directed to the laity, to religious, and to clerics, certain matters pertain in a special way to the laity, both men and women, by reason of their condition and mission9; and because of the special cff~mstances of 6ur day the foundations of these matters deserve greater consideration. Their pastors are well aware of how much the laity contribute to the good of the entire Church. For the pastors know that they themselves were not es-tablished by Christ to undertake by their own efforts alone the salvation mission of the Church to the world; rather they recognize that theirs is the exalted duty of shepherding the faithful and of acknowledging the lat-ter's ministrations and charisms in such a way that all may work together with one mind toward the common welfare, each in his own way. For it is necessary that reSt. Polycarp, Ad Phil., 5, 2: ed. Funk, I, p. 300: Christ is said "to have become the deacon of all." See Didache, 15, 1: ed. Funk, I, p. 32; St. Ignatius of Antioch, Ad Trall., 2, 3: ed. Funk, I, p. 242; and Constitutiones ~lpostolorum, 8, 28, 4: ed. Funk, Didascalia, I, p. 530. + + + The Chuwh VOLUME 241-1965 ' 699 ÷ ÷ ÷ Vatican Council II REVIEW FOR RELIGIOUS ~00 "holding to the truth lovingly, we should grow into per-fect union with him who is the head--Christ. For it is by reason of the head that the entire body, as a harmonious structure held' together by the joints with which it is provided, grows by the proper functioning of each indi-vidual part to its full maturity in love" (Eph 4:15-6). 31. The term "laity" is understood here to mean all the faithful except those members who are in holy orders or in the religious state approved by the Church; in other words, they are those of the faithful who, having been incorporated by baptism into Christ and placed among the People of God with their own way of sharing in the priestly, prophetic, and royal office of Christ, in accord with their role carry out in the Church and in the world the mission of the entire Christian people. The quality of being involved in the world is t!ie proper and specific characteristic of the laity. Although those in holy orders can at times be engaged in secular pursuits and even exercise a secular profession, still by reason of their special vocation they are principally and professedly ordained for the sacred ministry; and reli-gious by their state give splendid and striking witness that the world cannot be transfigured and offered to God without the spirit of the beatitudes. But it is the_proper vocation of the laity to seek the king~-6m of God by_in-vo~ ing themselves in temporal affairs and ordering them in-'aEcord with God. They live in the ~orldith-a~-is, in each and every profession and occupation of the world and in the ordinary conditions of family and social life, from all of which their existence, as it were, is composed. They are called there by God in order that by exercising their proper function in the spirit of the gospel they might like yeast contribute to the sanctification of the world from within and thus manifest Christ to others especially by the witness of their lives and their resplend-ence of faith, hope, and charity. Since the laity are s6 closely connected with temporal matters, it is their par-ticular task to illuminate and order all these matters in such a way that they always begin, grow, and exist in accord with Christ and for the praise of our Creator and our Redeemer. 32. By divine institution the Church is organized and directed with a remarkable diversity. '.'For just as there are many parts in our human bodies and these parts do not all have the same function, so we, though many in number, compose one body in Christ, all of us individ-ually being parts of one another" (Rom 12:4-5). The chosen People of God, then, are one: "one Lord, one faith, one baptism" (Eph 4:5); the members have a common dignity by reason of their regeneration in Christ; there is the same grace of sonship and the same vocation to perfection; there is only one salvation, one hope, and one undivided charity. In Christ and in the Church, therefore, there is no inequality based on race, nationality, social condition, or sex, because "there is no distinction between Jew and Greek, slave and free man, male and female, for you are all one person in Christ Jesus" (Gal 3:28 according to the Greek text; see Col 3:11). If, therefore, all in the Church do not walk along the same path, still all are called to holiness; and through the justice of God they have all been given the same faith (see 2 Pt 1:1). And if some of them have been established by the will of Christ as teachers, dispensers of the mys-teries, and pastors of others, nevertheless equality in dig-nity exists among all of them as well as equality with regard to the activity common to all the faithful~that of building up the Body of Christ. For the distinction that the Lord made between the sacred ministers and the rest of the People of God involves a union among them since the pastors and the rest of the faithful are bound to-gether by a necessary common relationship; the pastors of the Church, following the example of our Lord, should minister to themselves and to the rest of the faithful, while the latter should readily collaborate with their pastors and teachers. Thus, in their differences all bear witness to the remarkable unity to be found in the Body of Christ; for the very variety of graces, ministrations, and activities gathers the children of God into unity since "it is one and the same Spirit who effects all these things" (1 Cor 12:11). Therefore, just as by reason of God's graciousness the laity have as their brother Christ who, though the Lord of all, came not to be served but to serve (see Mt 20:28), so also they have for their brothers those in the sacred ministry who teach, sanctify, and rule the family of God and thereby shepherd it in such a way that the new com-mandment of charity may be fulfilled by all. On this point St. Augustine puts the matter beautifully when he says: "When I am terrified by what I am with regard to you, then I am consoled by what I am together with you. With regard to you I am your bishop; together with you I am a Christian. The former is the name of an office while the latter is that of a grace; the former is the name of a danger but the latter is that of salvation." 112 33. Since they are gathered together in the People of God and established in the Body of Christ under one head, the laity without exception are called as living members to exert every bit of their strength--received from the goodness of their Creator and the grace of their St. Augustine, Serm., 340, 1: P.L., 38, 1483. 4- 4- The Church VOLUME 24, 1965 Vatican Council H REVIEW FOR RELIGIOUS Redeemerwthat the Church might grow and be con-stantly sanctified. The apostolate of the laity is a sharing in the Church's own. salvation mission, and through baptism and confir-mation all are assigned to this apostolate by the Lord Himself. By the sacraments, especially by the Holy Eucharist, there is communicated and nourished that charity toward God and men which is the soul of the en-tire apostolate. Moreover, the laity are especially called to make the Church present and effective in those places and circumstances where it is only through them that she can become the salt of the earth.11a In this way every layman by reason of the gifts bestowed on him is both a witness and living instrument of the Church's mission "according to the measure of Christ's giving" (Eph 4:7). - Over and beyond this apostolate which pert.ains to every.member of the faithful, the laity can be called in addition to a more immediate collaboration in various ways with the apostolate of the hierarchyn4 in imitation of those men and women who assisted St. Paul in the work of the gospel and achieved, a great deal by their labor in the Lord (see Phil 4:3; Rom 16:3 ft.). Moreover, they have the capacity to be employed by the hierarchy in certain ecclesiastical functions to be performed for a spiritual purpose. On all the laity, therefore, there rests the exalted dut, y of, working to bring it about that God's plan of salvation be more and more extended to all men of all times and places. Hence, every kind of opportunity should be given them to share wholeheartedly in the salvation work of the Church in accord with their abilities and the needs of the time. 34. Since it is also through the laity that Christ Jesus, our supreme and eternal Priest, wishes to continue His testimony and His work of service, He vivifies them by His Spirit and constantly urges them on to every good and perfect work. Since He has intimately joined them to His own life and mission, He has also given them a share in His priestly work in order that they might perform a spiritual worship for' the glory of God and the salvation of men. Accordingly, since they are consecrated to Christ and anointed by the Holy Spirit, the laity are called and given the means to bring forth in themselves in an ever greater degree the fruits of the Spirit. For all their works, m See the encyclical of Pius XI, Quadragesirno anno, May 15, 1931: ,4cta Apostolicae Sedis, v. 25 (1931), pp. 221 f.; and the allocu. tion of Plus XII, De quelle consolation, October 14, 1951:, zlcta ,4postolicae Sedis, v. 43 (1951), pp~ 790 f. m See the allocution of Pius XII, Six ans se sont dcottlds, October 5, 1957: ,4cta ,4postolicae Sedis, v. 49 (1957), p. 927. prayers, and apostolic undertakings, their conjugal and family life, their daily labor, their physical and mental relaxation, if they all be done in the Spirit, and even the hardships of life if they are borne with patience consti-tute so many spiritual sacrifices that are acceptable to God through Jesus Christ (see 1 Pt 2:5) and that are fittingly offered to the Father in the celebration of the Eucharist together with the oblation of the Body of the Lord. It is in this way that the laity, as worshipers who everywhere act in a holy way, consecrate the world itself to God. .35. Christ, our great Prophet, who proclaimed the kingdom of the Father by the' testimony of His life and the power of His words, continues to carry out His prophetic function until the full manifestation of glory; He does this not only by the hierarchy who teach in His name and with His power but also through the laity whom He accordingly makes His witnesses, giving them a deep sense of the faith and the grace of speaking about it (see Acts 2:17-8; Ap 19:10) in order that the power of the gospel might shine forth in their daily family and social life. They show themselves to be children of the promise if, being strong in their faith and their hope, they make the best use of their present moment (see Eph 5:16; Col 4:5) and await in patience the glory that is to come (see Rom 8:25). They should not, however, keep this hope of theirs hidden in the recesses of their soul but, by a persevering confrontation and ~truggle "with the master spirits of this dark world, with the spirit forces of wickedness" (Eph 6:12), should express it even in the st.r_uctures of secular life. - Just as the sacraments of the New Law by which the life and apostolate of the faithful are nourished prefigure a new heaven and a new earth (see Ap 21:1), so the laity go forth as mighty proclaimers of their faith in the things hoped for (see Heb 11:1) provided they unflinchingly join their profession of faith to a life lived by faith. This evangelization or proclamation of Christ through the testimony of one's life as well as through the spoken word receives a characteristic quality and a special effec-tigeness by the fact that it is carried out in the ordinary conditions of the world. In this work great importance is to be attached to that state of life which is sanctified by a special sacrament; namely, married and family life. An exercise and an ex-cellent school of the apostolate are to be found there when the Christian religion pervades the entire fabric of that life and gradually transforms it. It is there that married persons find their proper vocation--that of being to each other and to their children witnesses to the faith-fulness and love of Christ. The Christian family loudly The Church VOLUME 24, 1965 703 Vatican Council II REVIEW FOR RELIGIOUS ~04 proclaims both the present virtues of the kingdom of God as well as our hope for the coming life of beatitude. Thus by its example and witness it accuses the world of sin and enlightens those who are seekifig for the truth. Accordingly, even when they are occupied in teml~oral matters, the laity can and should perform an important work for the evangelizing of the world. Though certain of the laity, when sacred ministers are lacking or are im-peded from their work in time of persecution, carry out as far as they can some of the sacred functions and even though a number of the laity can give all their energies to apostolic work, still all of them must work towards the spread and growth of the kingdom of Christ in the world. Consequently, the laity should diligently work towards a deeper knowledge of revealed truth and should earnestly plead with God for the gift of wisdom. 36. Christ, who was obedient even to the extent of dying and who for this reason was exalted by the Father (see Phil 2:8-9), entered into the glory of His kingdom. All things are subject to Him until He subjects Himself" and all created things to the Father so that God may be all things to everyone (see 1 Cor 15:27-8). He communi-cated this power to His followers in order that, having been constituted in a state of royal liberty, they might by their selLabnegation and the holiness of their lives con-quer th__~ ~ingdpm of sin in themselves (see Ro---~--~.12) and in order that by serving Christ in others they might by humility and patience lead their brethren to that King to serve whom is to reign. Fo._r_C~l-~s.t.'s_int~e~ti_on was that it should also be through the laity that He exLended His kingdom--a kiIigdom of truth and life, a kingdom of holiness and grace, a kingdom of justice, love, and peace,115 a kingdom in which the whole, of creation will be freed from the tyranny of corruption and will enter the glorious freedom of the chiIdren of God (see Rom 8:21). In all truth His followers have been given a great promise and a great commandment: "Everything is yours, and you are Christ's and Christ belongs to God" (1 Cor 3:23). The faithful, therefore, must understand the inmost nature and value of the entirety of creation as well as its being ordered to the praise of God; and they mmt.=help each other to a holier life and this ev~en in their ~dcular activities; it is by their acting in this way that the world will be permeated by the spirit of Christ and will more effectively reach its goal in a spirit of justice, charity, and peace. In the total fulfillment of this duty, the laity have the principal role. Hence, by their competence in profane branches of learning and by their activity ele-m Prom the Preface of the Feast of Christ the King. vaned from within by the grace of Christ, they should make strenuous efforts to see to it that, in accord with the design of the Creator and the enlightenment coming from His Word, all created things be perfected through human labor, technical skill, and cultural means for the benefit of absolutely all men, that they be more equitably distributed among men, and that they contribute in their own way to universal progress in human and Christian liberty. In this way through the mem.bers of the Church Christ will progressively enlighten all of human society with His saving light. Furthermore, if the institutions and conditions of the world are an inducement to sin, the laity, even by group action, should remedy these matters in such a way that they all conform to the norms of justice and favor rather than hinder the practice of virtue. By acting in this way they will imbue human culture and activity with moral ¯ value. Thereby they will at the same time prepare the field that is the world for the seed of the divine word and the gates of the Church through which the message of peace enters the world will open more widely. Because of the way in which our salvation has been arranged, the faithful should learn to distinguish care-fully the rights and duties they have as members of the Church from those which they possess as members of hu-man society. They should try to connect these two as-pects of theirs in a harmonious way and should be aware that in all temporal matters they must be guided by a Christian conscience since no human activity, not even in these temporal matters, can be withdrawn from God's dominion. In our own time it is especially important that in the way of acting of the faithful the simultaneous dis. tinction and harmony that we have mentioned should shine out in the clearest way possible so that the mission of the Church may more fully meet the special conditions of today's world. While it must be acknowledged that earthly society, being rightly concerned with secular matters, is governed by its own principles, still the un-fortunate doctrine that insists on constructing a society with no regard whatever for religion and that attacks and destroys the religious liberty of its citizens must de-servedly be rejected.11e 37. The laity, like all the faithful, have the right to receive in abundance from the spiritual goods of the u°See the encyclical of Leo XlII, Immortale Dei, November 1, 1885: dcta Sanctae Sedis, v. 18 (1885), pp. 166 ft.; the same Pontiff's encyclical, Sal~ientiae christianae, January 10, 1890: dcta Sanctae Sedis, v. 22 (1889-90), pp. 397 ft.; and the allocution of Plus XII, Alla vostra liliale, March 23, 1958: Acta dpostolicae Sedis, v. 50 (1958), p. 220: "la legittima sana laicit~ dello Stato" ["the legitimate and healthy laicity of the State"]. 4. 4. 4. The Church VOLUME 24~ 1965 705 Vatican Council I1 REVIEW FOR RELIGIOUS Church through the agency of their spiritual pastors; and this is especially true with regard to the assistance of the word of God and of the sacraments;xx~ to their pastors they should make known their needs and desires with that liberty and confidence that befit children of God and brothers in Christ. According to @~eir k~n.ow_le~dge, competence, and eminence they have the power and at ti~ E_he duty of expressing their opinion with reg~r~to rfi~tters that affect.: the welfare of the Church. should be done, if the matter allows, through channels established by the Church for this purpose; and it should always be done in a spirit of truthfulness, courage, and prudence and with reverence and charity towards those who by reason of their office represent the person of Christ. Whatever is decided by their pastors who, as represent-atives of Christ, act as teachers and rulers in the Church should be promptly accepted by the laity, as by all the faithful, in a spirit of Christian obedience modeled on the example of Christ who by His obedience even to the extent of dying opened to men the blessed way of the freedom of the children of God. Nor should they omit to pray to God on behalf of those placed over them in order that the latter, who stand guard as ones who are accountable for our souls, may do this with joy and not with grief (see Heb 13:17). On the other hand, the pastors should acknowledge and promote the dignity and responsibility of the laity in the Church; they should willingly make use of the pru-dent advice of the laity, should confidently entrust to them duties for the service of the Church, should give them freedom and room .for action; and should even encourage them to undertake tasks on their own initia-tive. They should carefully consider with a paternal love in Christ~ the projects, suggestions, and desires proposed by the laity,x19 And the pastors should respectfully ac-knowledge that rightful liberty which belongs to all in earthly society. From this friendly relationship between the laity and their, pastors a great many advantages are to be hoped for since in this way a sense of personal responsibility is strengthened in the laity, their enthusiasm is increased, u, Code of Canon Law, c. 682. m See the allocution of Pius XII, De quelle consolation: Acta Apostolicae Sedis, v. 43 (1951), p. 789: "Dans les batailles d~cisives, c'est parfois du front que partent les plus heureuses initiatives . " ["In the case of decisive battles, it happens at times tfiat the best initiatives come from the frontline"]; and the same Pontiff's al-locution, L'importance de la presse catholique, February 17. 1950: Acta Apostolicae Sedis, v. 42 (1950), p. 256. m See 1 Th 5:19 and 1 Jn 4:1. and it is easier to engage their talents in the work of their pastors. These latter, moreover, when they are assisted by the experience of the laity, are better able to give sound decisions both in spiritual and temporal matters With the result that the entire'Church, being strength-ened by all her members, can carry out in a more effec-tive way her mission for the life of the world. 38. Each individual layman should stand before the world ~s a witness of the resurrection and life of the Lord Jbsus and as a symbol of the living God. All the laity, collectively and each One of them according ~o his" ability, must nourish the world with spiritual fruits (see Gal ¯ 5:22) and infuse into it the spirit which animates the poor, the humble, and the peacemakers of the Gospel whom the Lord declares to be blessed (see Mt 5:3-9). To put it in a single sentence: "What the soul is to the body is what Christians should be to the world." 120 CHAPTER V THE VOCATION OF ALL IN THE CHURCH TO HOLINESS 39. It is a point of faith that the Church' whose mystery is being set forth by this Council, is indefectibly holy. 'For Christ, the Son of God, who is proclaimed with the Father and the Spirit as the "only holy One," 121 loved the Church as His Bride, sacrificed Himself in order that He might make her holy (see Eph 5:25-6), joined her to Himself as His Body, and filled her with the gift of the Holy Spirit--and all this for the glory of God. Hence, all in the Church, whether they belong to the hierarchy or are directed by it, are called to holiness in accord with the saying~of the Apostle: "This is God's will--that you be made holy" (1 Th 4:3; see Eph 1:4). This holiness of the Church is and should be constantly manifested in the fruits of grace which the Spirit brings forth in the faith-ful; 'it is expressed in many ways in those individuals who in their walk of life strive for perfection and who edify others; and it appears in its own special way in the practice of those counsels which are generally termed evangelical. This practice of the counsels as undertaken from the impulse of the Spirit by many Christians either privately or in an institution or state approved by the Church furnishes and should furnish, to the world a luminous witness and example of this holiness. m Epist. ad Diognetum, 6: ed. Funk, I, p. 400. See St. John Chrysostom, In Matth., Horn. 46 (47), 2: P.G., 58, 478, on the leaven in the dough. :aRoman Missal, the Gloria in Excelsis. See Lk 1:35; Mk 1:24; Lk 4:34; Jn 6:69 (ho hagios tou theou [the holy one of God]); Acts 3:14; 4:27 and 30; Heb 7:26; 1 Jn 2:20; Ap 3:7. 4. 4. 4. The Church. : VOLUME 241 1965 ÷ ÷ Vatican Council I1 REVIEW FOR RELIGIOUS 40. To each and every one of His followers, no matter what their place in life, the Lord Jesus, the divine Master and Model of all perfection, preached the holiness of life of which He Himself is the author and the perfecter: "You, therefore, are to be perfect as your heavenly Father is perfect" (Mr 5:48).122 Into all of His followers He has sent His Holy Sp!rit who inwardly moves them to love God with their whole heart, their whole soul, their whole mind, and their whole strength (see Mk 12:30) and to love each other as Christ loved them (see Jn 13:34; 15:12). Called by God not because of their achievements but by reason of His own plan and His own grace and justified in the Lord Jesus, the followers of Christ really become in the baptism of faith sons of God and sharers in the divine nature and are thereby made truly holy. Accord-ingly, with the help of God they must preserve and per-fect in their lives the holiness they have received. They are warned by the Apostle to live "as becomes those who are holy" (Eph 5:3), "as persons chosen by God, holy and beloved," to clothe themselves "with tenderness of heart, kindness, humility, gentleness, and patience" (Col 3:12), and to possess unto holifiess the fruits of the Spirit (see Gal 5:22; Rom 6:22). Since, however, we all offend in many ways (Jas 3:2), we are continually in need of God's mercy and must each day pray: "Forgive us our offences" (Mt 6:12).1~3 Hence, it should be perfectly clear to everyone that all the Christian faithful of whatever rank or condition are called to the fullness of Christian life and the perfection of charity.124 And it is by this holiness that a more human way of living is promoted even in earthly society. Every bit of strength received by them according to the measure of Christ's giving must be used by the faithful in achiev-ing this perfection so that, having been conformed to His likeness, they may follow His footsteps, carry out the will of the Father in all things, and totally commit themselves to the glory of God and the service of their neighbor. In this way the holiness of the People of God will bring forth the kind of abundant harvest that is to be clearly seen throughout the history of the Church in the lives of the saints. 41. In the various forms and duties of life there is but ,one holiness~ to be cultivated by those who are led by the l-~See Origen, Comm. in Rom., 7, 7: P.G., 14, 1122 B; pseudo- Macarius, De oratione, 11: P.G., 34, 861 AB; and St. Thomas, Summa theologiae, 2-2, q.184, a.3. ~See St. Augustine, Retract., II, 18: P.L., 32, 637 f.; and the encyclical of Plus XII, Mystici Corporis, June 29, 1943: Acta Apos-tolicae Sedis, v. 35 (1943), p. 225. =~See the encyclical of Pius XI, Rerum omnium, January 26, 1923: Acta Apostolicae Sedis, v. 15 (1923), pp. 50 and 59-60; the same Pontiff's encyclical, Casti connubii, December 31, 1930: Acta Apos- Spirit of God and who, obedient to the voice of the Father whom they adore in spirit and in truth, follow the poor, humble, and crossladen Christ so that they might deserve to be sharers in His glory. Each one, ac-cording to his own gifts and duties, should advance un-hesitatingly along the road of that living faith which arouses hope and works through charity. In the first place, the pastors of Christ's flock must discharge their ministry in a holy, eager, humble, and courageous way in imitation of the great and eternal Priest, the Pastor and Bishop of our souls; done in this way, their ministry will be a powerful means to their own sanctification. Those who have been chosen for the full-ness of the priesthood are endowed with sac

2000/2001 ; Ogni sistema di trasporto delle merci si presenta generalmente molto articolato e complesso: in particolare l'esistenza di numerosi soggetti che, a diverso livello e con diversi obiettivi, sono tenuti ad operare decisioni rappresenta un elemento che influisce in maniera spesso importante sull'assetto del sistema stesso. Il lavoro prende in esame un sistema di trasporto merci con due attori, denominati P e Q, che attraverso le rispettive decisioni determinano l'assetto dei flussi sulla rete. Il soggetto P, in particolare, è incaricato di soddisfare una data domanda di trasporto (ad esempio espressa mediante una matrice 0/D data) e può decidere come ripartire i flussi su una rete multi modale della quale percepisce i tratti fondamentali. Al momento della sua decisione, P conosce il costo generalizzato degli archi della rete e cerca di minimizzare il costo totale del trasporto. Inoltre il giocatore P deve rispettare le decisioni del giocatore Q. Il giocatore Q, che controlla una porzione della rete che connette le origini alle destinazioni di P, invece conosce il profitto unitario che deriva dal transito veicolare sui suoi archi e cerca di massimizzare il proprio profitto complessivo. Nel far questo può modificare la capacità degli archi della sua sotto rete, ma anch'egli deve comunque soddisfare la condizione di bilanciamento ai nodi e deve rispettare le decisioni di P. Quale primo elemento di originalità del presente lavoro può essere considerato il tentativo di condensare in un unico approccio alcuni elementi presenti singolarmente in filoni diversi. Infatti, tra i modelli della letteratura che intendono rappresentare esplicitamente le dinamiche decisionali interattoriali si ricordano i modelli multiattoriali sequenziali, i giochi su rete e la programmazione lineare bilivello i quali formano il quadro di riferimento in cui la presente lavoro si inserisce. Il quadro attoriale appena delineato offre l'opportunità di affrontare una serie di problemi diversi, nel campo dell'affidabilità della rete, a seconda dell'ordine con il quale i due giocatori decidono. Infatti il caso in cui la decisione di P preceda quella di Q può essere significativo, per P, al fine di valutare la peggiore situazione che potrebbe presentarsi per effetto di Q una volta stabilito l'assetto dei flussi sulla propria rete. È questo un tipico esempio della cosiddetta "worst case analysis. Viceversa, se gioca prima Q, P riesce a determinare il migliore assetto dei propri flussi nel rispetto di vincoli imposti da Q su una parte della rete interposta tra la sua origine e la destinazione. Si pensi ad esempio alla problematica dell'attraversamento di Paesi, quali Austria e Svizzera, che impongono severe limitazioni per i veicoli pesanti. Il problema descritto viene formulato come un gioco su rete nel quale i due giocatori, P e Q, non cooperano tra loro. Si ottiene così una formulazione di programmazione lineare bilivello (BLP) dove il giocatore che gioca per primo è il leader, mentre l'altro assume il ruolo di follower. Ricordando che i problemi BLP sono NPhard, è stato sviluppato ed implementato un algoritmo euristico di ricerca della soluzione ottima. Sfruttando però l'osservazione che, nel particolare caso in questione, la soluzione ottima del problema BLP è anche un punto di equilibrio di Nash, l'algoritmo restringe la sua ricerca nell'insieme dei punti di equilibrio di Nash. Da un punto di equilibrio di Nash si passa ad un altro corrispondente ad una soluzione "migliore per il leader fino a quando l'algoritmo non si ferma. Purtroppo però non si è sempre in grado di determinare un ottimo globale, ma solamente un ottimo locale individuando così, nel caso sia P a giocare per primo, un limite superiore alla soluzione ottima. Lo studio di tale modello è stato motivato dalla volontà di rappresentare, con riferimento al sistema del trasporto merci su gomma tra la Thrchia e l'Europa Occidentale, la situazione che si è venuta a creare nella regione dei Balcani a causa dei recenti eventi bellici. Tra le due regioni, annualmente, si registra un traffico dell'ordine delle centinaia di migliaia di veicoli commerciali. Per ragioni di semplicità, si è fatto riferimento alla sola componente verso l'Europa, fermo restando che la direzione opposta potrebbe essere analizzata in maniera del tutto analoga. Nell'esempio affrontato, la domanda di trasporto delle merci, che viene misurata in numero di veicoli all'anno, e che si sposta con origini diverse nel Sud-Est asiatico e destinazioni pure diverse nell'Europa Occidentale, è stata concentrata in due sole polarità (1 origine e l destinazione). Nel sistema appena descritto l'Associazione Industriali della nazione di origine (UND) svolge il ruolo di decisore centrale ed è stata assimilata al giocatore P di cui sopra. In breve, nota la domanda da trasportare, l'UND decide la distribuzione delle merci tra vari percorsi sulla rete che collega l'origine (Turchia) alla destinazione (Europa occidentale). Conosce pure il costo generalizzato degli archi di tale rete e opera le proprie decisioni con l'obiettivo di rendere minimo il costo del trasporto. L'evento bellico ha causato, come riflesso su detto sistema, una decisa modifica alla capacità degli archi di una porzione della rete stradale iniziale, che garantiva la connessione tra origine e destinazione. Alcuni archi sono stati eliminati (la rispettiva capacità posta pari a zero), altri hanno subito una netta riduzione della capacità, o un significativo aumento del costo generalizzato. La guerra quindi ha assunto un comportamento analogo a quello del giocatore Q. In questo caso però, non ha significato parlare di un'utilità che la guerra cerca di massimizzare secondo quanto esposto in precedenza, a meno che non si proceda ad assimilare l'utilità del giocatore Q con i costi di P: se Q gioca per massimizzare la propria utilità e quest'ultima corrisponde ai costi di P, automaticamente Q gioca per massimizzare i costi di P e il modello acquista proprio il significato di una analisi del caso peggiore per P. La rete considerata è stata semplificata in accordo con il livello di dettaglio delle informazioni di cui dispone P ed è formata da 99 nodi e 181 archi, di cui solamente 100 sotto il controllo di P. Gli altri 81 archi, concentrati nella regione dei Balcani, sono sotto il controllo di Q e costituiscono una sottorete connessa, che disconnette l'origine dalla destinazione. La capacità degli archi è stata determinata in accordo con il numero dei permessi di transito annui che ogni Stato concede ai veicoli turchi. Tale numero viene annualmente definito, mediante contrattazione tra le parti, in accordi bilaterali. In questa fase non si è tenuto conto delle differenti tipologie di permessi. In accordo con alcune necessarie ipotesi semplificative, la rete stessa è aciclica. I valori del costo per veicolo percepito da parte di P per transitare sugli archi della sottorete propria od altrui rispettivamente, sono stati determinati come funzione del costo monetario, della lunghezza fisica dell'arco e del tempo di percorrenza, tenendo in considerazione le varie voci che concorrono alla formazione del costo unitario (per veicolo-chilometro) di produzione di un servizio di trasporto sull'arco preso in esame. Per quanto riguarda i termini che compaiono nella funzione obiettivo di Q, si suppone che la guerra non tragga beneficio alcuno dal transito dei flussi veicolari sulla rete di P, mentre il profitto di Q è stato posto pari al costo sostenuto da P cambiato di segno come descritto in precedenza. Ai fini di valutare le prestazioni dell'algoritmo, il medesimo problema, viste le sue contenute dimensioni, è stato risolto anche con un algoritmo esatto, cioè in grado di determinare l'ottimo globale. Il risultato dell'algoritmo proposto si discosta di solo lo 0,3% dal risultato ottenuto con una procedura di branch and bound. L'esempio applicativo ha consentito di comprendere le potenzialità dell'approccio proposto e nell'ottica di un suo utilizzo concreto ha fornito delle utili indicazioni su possibili sviluppi da intraprendere legati sia all'algoritmo, sia al modello sia al caso di studio. In conclusione, il lavoro presenta un modello per la definizione dell'assetto del sistema di trasporto delle merci, con la trattazione esplicita delle dinamiche decisionali interattoriali. In particolare si prendono in considerazione due soggetti, che operano scelte in sequenza gerarchica, uno dei quali agisce per minimizzare i costi totali del trasporto e l'altro cerca invece di massimizzare il proprio profitto che dipende dal volume di traffico lungo gli archi sotto il suo controllo. Si propone una formulazione di programmazione lineare bilivello, per risolvere un gioco infinito statico non cooperativo con insiemi di vincoli accoppiati. Sono descritte le condizioni di esistenza e alcune proprietà dei punti di equilibrio di N ash, dalle quali discende un algoritmo di ricerca di un ottimo locale. Viene infine discussa un'applicazione del modello al caso del trasporto merci dalla Turchia all'Europa. Alcuni futuri sviluppi sono possibili. Essi portano alla progressiva eliminazione delle assunzioni semplificative che sono state adottate allo stato attuale nella formulazione del modello. In particolare si tratta della configurazione della rete, della struttura e delle proprietà dell'algoritmo (oggi trova solamente un ottimo locale). Inoltre si intende procedere con il perfezionamento del caso di studio. ; Freight transportation is generally a very complex domain where several players, each with its own set of objectives, act and operate at various decisional levels. There are different players in the field. The shippers who decide how much of each commodity to move from every origin to every destination and the means by which the goods will be moved. The carriers who respond to this transportation demands and route freight over the actual transportation network under their contro!. Finally, the government defined as the set of international, national and local authorities involved in any way with freight transportation via regulation and the provision of transportation infrastructure. In this work, we consider the case where only one shipper determines the demand for transportation over a network. However, he cannot decide fiow levels on arcs in a fully independent way due to the presence of a second agent controlling some links of the network and optimizing her own objective function. This situation is modelled as a game between two players P and Q acting o n the same network G. Player P fixes the fiows o n the arcs of G in such a way t ha t their divergence at some given nodes (sources and sinks) is equal to prescribed values. Such divergences may represent demand and availability levels for some commodity. On the other hand, player Q decides the values of the maximum capacities of some arcs of the network. Both players are interested in the fact that the connectivity between the sources and the sinks in the network is respected, i.e., they both want that the goods can reach their destination. However, they have different objectives. Player P aims at minimizing the transportation costs, whereas player Q aims at maximizing her profit (or, in generai, her utility) that is proportional to the fiow passing through the arcs under her control. Note that, in generai, the profit of player Q is not assumed to be equal to the cost of player P for the same are. Such game between players P and Q is modelled as a minimum cost flow problem for player P, where the are costs are given and the player Q decides the are capacities. The modelling of the games under investigation are mainly based upon three different research lines. First, the players understand the freight transportation system as a system where the actors involved do not act simultaneously and they explicitly take into account the sequential nature of the interactions among them. Second, they play a (hierarchical) game over a flow network which causes severe limitations and constraints to their action sets. Finally, the games exhibit linear characteristics and can be solved using bilevel linear programming. All these issues have already been discussed in the scientific literature, even though in different separate contexts. The merging of three mentioned approaches in only one single framework is a major contribution of our modelling perspective. Furthermore, bilevel programming is rich of theoretical results and numerica! algorithms, but is scare in actual applications. From this point of view, the present work might be considered as an interesting addition to the field. Bilevel noncooperative games in which one player ( called the leader) declares his strategy first an d enforces i t o n the other players ( called the followers) w ho react (rationally) to the leader's decision are referred to as Stackelberg games. Since the payoff functions and all the constraints in our Stackelberg games may be expressed in a linear form, these games will be formalized as bilevellinear programming problems (BLPPs). In generai, bilevel programming problems are difficult to sol ve because of their inherent non-convexity and non-differentiability. To face their NP-hard nature, we identify some properties of the game solutions which allow us to define a heuristic algorithm restricting its (local) search on the set of the Nash equilibrium points. The optimal solution of any BLPP lies on a vertex of the leader's inducible region. Relying on this result, we develop an algorithm which allows to move from a starting point of the shipper's inducible region to another point in the shipper's inducible region always providing a better solution for him. When no further better points may be attained, the algorithm stops. Unfortunately, only a local optimum is identified. The rationale behind the algorithm stems from the consideration that the optimal solution for our BLPP is also a Nash equilibrium point. In particular, the algorithm moves from a Nash equilibrium point to another better Nash equilibrium point of the BLPP under study. This framework may describe, as an example, the situation where restrictions are imposed by some alpine country on the number of trucks allowed to cross it by road each year. A different context involving the presence of a second agent o n the shipper's network occurred when the International Transporters' Association (UND) of Turkey had to face when the war in the Balkans started. This situation motivates our investigation on hierarchical noncooperative network games. The road freight traffi.c from Turkey to Centrai and Western Europe and viceversa suffered major disruptions because of the war in Balkans during the nineties. UND is the shipper controlling the quasi-totality of this traffi.c thus assuming the role of player P. H e had to cope with an "adverse entity" able to modify the available capacity on some specific links his vehicles had to pass through. The region involved in the confiict may be represented as a connected subnetwork disconnecting the origin and the destinations of the road transportation network since alternative road routes are not easily affordable. Other possibilities, like the seaborne links now operating, did not exist at that time. Hence the whole freight traffi.c was performed using a single mode of transport. The models developed in this work allow the shipper to perform a worst-case analysis at the strategie level for this situation assuming that player Q wishes to maximize the costs he has to afford when going through the region under her control. In fact, it is meaningless to talk about the utility or the profit the war may seek t o maximize. However, i t becomes a sensible modelling when the utility of player Q is strictly related to the costs afforded by player P on this portion of the network. lf player Q is maximizing her utility which corresponds to player P's costs, automatically she plays to maximize player P's costs. Hence the model represents a worst-case analysis for player P. A simple graph composed of 99 nodes and 181 arcs is presented. Player P controls a sub network composed of 100 arcs. The others 81 links representing the connections within the Balkans and Eastern Europe form a connected sub network. Only the main road links ha ve been considered ( motorways or highways). The capacities are calculated taking into account the total number of transit permits available for each country. This figure is annually fixed in bilatera! Joint Committee Meetings. Player P's costs are the average generalized costs derived as a function of lengths and transfer times in the physicallinks. Player Q does not have profits or losses for the fiows passing through the P zone and it is also assumed that the profits she earns for each unit of fiow going through the arcs under her control are equal to the costs afforded by the shipper when traversing these arcs. All the relevant data required to calculate these figures are collected in the UND Annual Sector Report 1997-98 (1999). The heuristic algorithm has been tested on this network and its results have been compared with the outcome obtained by using an exact enumeration procedure. Since it turns out that the percentage error of the heuristic algorithm is equal to 0,3%, we may claim that its performances are certainly highly satisfactory, at least in this specific example. Different extensions of the models and the algorithm developed may be easily envisaged both from the theoretical and the application side. These advances would provide either faster local or global search algorithms either more complete models representing in deeper detail the actual system and the interactions among the actors involved. Hence a decision support system for the shipper's decision making process at the strategie level can be built and effectively used by freight transportation practitioners. ; XIII Ciclo ; 1969 ; Versione digitalizzata della tesi di dottorato cartacea.